Addendum: General instructions & regulatory … · ndards on CAASPP ELA and math tests. es nic= 5% 14% s . % 1% met growth target ssification Rate= 10% ish ers is 53% dards on -16-

Page 1 of 91

LCAP Year 2017–18 2018–19 2019–20

Local Control Accountability Plan and Annual Update (LCAP) Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

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

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

LEA Name Bridges Academy

----------Contact Name andTitle

Alejandro FrontiniPrincipal

Email and Phone

[email protected]

2017-20 Plan SummaryTHE STORYBriefly describe the students and community and how the LEA serves them.

Bridges Academy is a dependent charter school which provides services to students in the Franklin-McKinley School District. With an unduplicated count of 80.3%, Bridges Academy services a student population comprised of 64% Latino students and 26% Asian students. Other diverse ethnicities represent the remainder of the student population. Bridges Academy offers a solid core academic program grounded in a focus on math and science. As a New Tech school, Bridges Academy strives to provide an interdisciplinary academic program to students grounded in technology and Common Core standards. Embedded services are provided for English Learners and Special Education students. Gifted and Talented identified students are provided district support as enrichment. Bridges Academy values parent input and participation and collaborates to provide a safe and orderly environment for student learning. After school tutoring and enrichment programs are provided through collaboration with community partners.

Page 2 of 91

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

• Increase student academic and non-cognitives support and sense of agency through project based learning via the New Tech model

• Provide support systems that will assist student in gaining academic and non-cognitive success and a strong sense of agency

• Provide training and support systems to increase the professional development of teachers• Provide support for EL students so that they are able to increase in academics and non-cognitive skills and increase

the number of students who are reclassified• Increase the positive support systems that will help create a culture of caring, respect, responsibility among students

and staff

REVIEW OF PERFORMANCE

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

GREATEST PROGRESS

During 2016-17, Bridges has focused it's PLCs, ILT, and professional development on increasing the EL strategies used in all classrooms. We have targeted EL strategies that are research based and have been proven to help students in their language acquisition most effectively. Due to this focus, the following trends have been found in comparing the data from last year and this year:• percentage of students who met or exceeded in ELA was 32% and it increased to 38%• percentage of students who met or exceeded in ELA performance was 31% and increased to 37%• percentage of students who met or exceeded in Math performance was at 21% and increased to 22%

Page 3 of 91

Referring to the LCFF Evaluation Rubrics, identify any state indicator or local performance indicator for which overall performance was in the “Red” or “Orange” performance category or where the LEA received a “Not Met” or “Not Met for Two or More Years” rating. Additionally, identify any areas that the LEA has determined need significant improvement based on review of local performance indicators or other local indicators. What steps is the LEA planning to take to address these areas with the greatest need for improvement?

GREATEST NEEDS

According to the local performance indicators Bridges has four "orange" performance categories that need to be addressed this year.• ELA student performance is orange in the Hispanic sub-group• Math student performance is orange in the Hispanic, EL and students with disability sub-group

In order to address these concerns Bridges will focus on EL strategies in all classes, assure all teachers have corresponding professional development in order to assure their ability to access the EL strategies that will best address the needs of the student, and closely monitor the progress of our sub-groups in order to assure continued positive momentum.

Page 4 of 91

Referring to the LCFF Evaluation Rubrics, identify any state indicator for which performance for any student group was two or more performance levels below the “all student” performance. What steps is the LEA planning to take to address these performance gaps?

PERFORMANCE GAPS

In reference to the LCFF evaluation rubric, there were no indicators wherein any sub-group was two or more levels below the "all student" performance.

INCREASED OR IMPROVED SERVICESIf not previously addressed, identify the two to three most significant ways that the LEA will increase or improve services for low-income students, English learners, and foster youth.

• After school homework center that is run by a teacher who will be available to assist students with homework, check out Chrome Books and help with technology issues

• Improved teacher professional development regarding reading, EL strategies, and project-based learning will assure that all teachers have access to and are using proven EL strategies in the classroom

• Parent involvement opportunities that will assist parents in knowing ways in which to support their children for academic success

Page 5 of 91

BUDGET SUMMARYComplete the table below. LEAs may include additional information or more detail, including graphics.

DESCRIPTION AMOUNT

Total General Fund Budget Expenditures for LCAP Year $98,380,954.

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

$1,022,948.00

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

Below is a summary of FY 17-18 Adoption Budget and breakdown by fund. A copy of the FMSD proposed 2017-18 budget is found in the attachments. The expenditures and revenue include both Bridges Academy and FMSD LCFF funds.

FMSD Unrestricted General Fund:$ 79,457,937.00010 District major operation budget including: LCAP budget, teachers salary and benefit, DO and site staffing salary and benefit, transportation staffing and operation and Utility cost.($3,968,594.00 Bridges LCFF funds included in the amount above to include $939,174.00 Bridges Academy Supplemental and Concentration)$529,189.000 School Discretionary budget, site basic supplies and noon duty.$1,200,000.020 Unrestricted Lottery, this fund pay part of teachers salary.$1,187,881.040 Parcel Tax, this fund also pay part of teachers salary.

Restricted General Fund$2,948,546. 050 Routine Maintenance, staffing and maintenance expenses.$17,111,156. 080 Special Ed, staffing and operation of Special Ed programs.$8,989,626. 060 Restricted Programs. The restricted program includes Title I, Title II, Title III, ASES, Restricted Lottery, STRS On-Behalf and local grants.

The total amount included in the Bridges LCAP includes:$939,174.00 Supplemental and Concentration$24,210.00 Title I site discretionary funds$59,564.00 General Budget locally defined funds,

$3,968,594.00 Total Projected LCFF Revenues for LCAP Year

Page 6 of 91

Annual U

pdateLC

AP Year R

eviewed: 2016-17

Com

plete a copy of the following table for each of the LEA’s goals from

the prior year LCAP. D

uplicate the table as needed.

Goal

1Pupil O

utcomes: All students w

ill meet grade level standards in m

ath and literacy.

----------State and/or Local Priorities Addressed by this goal:

STATE 1

23

45

67

8C

OE

910

LOC

AL

ANN

UAL M

EASUR

ABLE OU

TCO

MES

EXPECTED

AC

TUA

L

1. Decrease the %

of Long Term English Learners by 1%

as defined by local data. C

urrent of LTEL at Bridges Academy is 86.9%

2. Increase EL proficiency on CELD

T test by 1% annually as defined

by Title III Accountability report. 2014-15 Proficiency AMAO

One=

51% m

et growth target

3. Increase local reclassification rate by 2% annually as defined by the

Title III Accountability report.- Current R

ate= 18%4. Increase the %

of students who reach the annual progress target on

CELD

T for English Learners by 1% annually as defined by the Title III

Accountability Report 51%

5. Increase by 3% annually the percentage of students in grades 3-8

who m

eet or exceed standards on CAASPP ELA and m

ath tests. 2014-15 ELA- 31%

2014-15- Math 22%

6. Increase by 3% annually the percentage of students in subgroups

as determined by educational option, unduplicated count, or ethnicity

who m

eet or exceed standards on CAASPP ELA and m

ath tests.C

urrent CAASPP Scores for Bridges

Math: SED

=19% ELD

=5% Asian= 54%

Hispanic=

5%ELA 26% 28%

64%

14%



who m

eet or exceed standards on local district writing assessm

ent.

1. Current of LTEL at Bridges Academ

y is 33%2. 2015-16 Proficiency AM

AO O

ne= 61% m

et growth target

3. Current reclassification R

ate= 10%4. The %

of students who reach the annual progress target on C

ELDT for English

Learners is 53%5. The percentage of students in grades 7-8 w

ho meet or exceed standards on

CAASPP ELA and m

ath tests. 2015-16 ELA- 37% 2015-16- M

ath 22%6. The percentage of students in subgroups as determ

ined by educational option, unduplicated count, or ethnicity w

ho meet or exceed standards on C

AASPP ELA and m

ath tests.C

urrent CAASPP Scores for Bridges

Math: SED

=17% ELD

=5% Asian= 51%

Hispanic= 7%

ELA 19% 6%

67% 21%

7. Increase by 2% annually the percentage of students in subgroups as determ


ho meet or exceed

standards on local district writing assessm

ent.Bridges Academ

y Writing Assessm

ent 2015-16= All Students 37% FM

SD 2015-

16 All Students= 43%, EL=24%

, Asian= 61% H

ispanic=32% Special Ed=20%

8. The percentage of students in subgroups as determined by educational option,

unduplicated count, or ethnicity who reach instructional reading level as determ

ined by R

enaissance STAR reading assessm

ent.Bridges 2015-16 All Students M

OY R

eading Meeting Instructional R

eading Level= 18%

All Students MO

Y Meeting G

rade Equivalency Math= 43%

Page 7 of 91

Bridges Academy W

riting Assessment 2014-15= All Students 37%

FM

SD 2015-16 All Students= 43%

, EL=24%, Asian= 61%

H

ispanic=32% Special Ed=20%



who reach instructional reading level as determ

ined by Renaissance

STAR reading assessm

ent.Bridges 2015-16 All Students M

OY R

eading Meeting Instructional

Reading Level= 18%

All Students MO

Y Meeting G

rade Equivalency M

ath= 43%



who m

eet the Student Grow

th Profile (SGP) target (50%

) as determ

ined by Reinassiance STAR

Reading assessm

ent.M

OY 2015-16= All Students 43%

EL=14% Asian=77%

Hispanic=28%



who m

eet proficiency (70%) on the R

enaissance STAR m

ath assessm

ent.SG

P 2014-15= All Students=46% EL=38%

Asian=64% H

ispanic=36%



who m

eet or exceed standard who m

eet or exceed the Student G

rowth Profiile (SG

P) (50%) in m

ath as determined by the STAR

R

enaissance Math Assessm

ent.SG


Asian=64% H

ispanic=36%12. Increase by 1%

annually he percentage of students in subgroups as determ


ho meet or exceed standard w

ho meet proficiency on the local

Kindergarten Readiness Assessm

ent for literacy.N

A13. D

ecrease the achievement gap betw

een Hispanic and Asian

students by 1% annually on all local and state assessm

ents. (See Above)


unduplicated count, or ethnicity who m

eet the Student Grow

th Profile (SGP) target

(50%) as determ

ined by Reinassiance STAR

Reading assessm

ent.M

OY 2015-16= All Students 43%

EL=14% Asian=77%

Hispanic=28%



eet proficiency (70%) on the R

enaissance STAR

math assessm

ent.SG


Asian=64% H

ispanic=36%



eet or exceed standard who m


rowth Profiile (SG

P) (50%) in m

ath as determined by the STAR

R


ent.SG


Asian=64% H

ispanic=36%

ACTIO

NS / SER

VICES

Duplicate the Actions/Services from

the prior year LCAP and com

plete a copy of the following table for each. D


Page 8 of 91

startcollapse

Action 1Actions/Services

PLANN

EDAll Bridges teachers w

ill have the necessary materials and

supplies to support teaching and learning.

ACTU

ALAll Bridges teachers w

ill have the necessary materials and

supplies to support teaching and learning.

ExpendituresBU

DG

ETEDInstructional M

aterials 4000-4999: Books And Supplies LCFF $23,378.00

ESTIMATED

ACTU

ALInstructional m

aterials and classroom supplies w

ere provided for teachers 4000-4999: Books And Supplies Supplem

ental $32,823.00Instructional Supplem

ental Materials 4000-4999: Books And Supplies Title I

$24,478.00 Instructional supplies and m

aterials were provided w

ere teachers to supplem

ent supplemental learning. 4000-4999: Books And Supplies Title I

$20321.00Instructional M

aterials 4000-4999: Books And Supplies Title I $4430.00 $4430.00 4000-4999: Books And Supplies Title I $4116.82


PLANN

EDA copy m

achine will provide opportunity for reproducing

consumable curriculum

and other instructional materials.

ACTU

ALThe copier contract provided support for copying consum

able curriculum

.

ExpendituresBU

DG

ETEDC

opier lease 5000-5999: Services And Other O

perating Expenditures LCFF

$22,000

ESTIMATED

ACTU

ALC

opier lease was executed. 5000-5999: Services And O

ther Operating

Expenditures LCFF $22,000


PLANN

EDFM

SD reprographics w

ill provide printing services for large projects.

ACTU

ALFM

SD reprographics w


ExpendituresBU

DG

ETEDR

eprographics charges will support large curriculum

projects. 5700-5799: Transfers O

f Direct C

osts LCFF $1000.00

ESTIMATED

ACTU

ALR

eprographic projects were subm

itted by teacher needs. 5700-5799: Transfers O

f Direct C

osts LCFF $665.12


PLANN

EDTeachers w

ill be paid hourly rates to provide intervention to support needs of students not m

eeting grade level standards. (85.3%

unduplicated)

ACTU

ALTeachers w

ill be paid hourly rates to provide intervention to support needs of students not m

eeting grade level standards. (85.3%

unduplicated)

ExpendituresBU

DG

ETEDH

ourly rates will support intervention classes for students. 1000-1999:

Certificated Personnel Salaries LC

FF $10,000.00

ESTIMATED

ACTU

ALIntervention teachers provided extra support for at risk students. 1000-1999: C

ertificated Personnel Salaries LCFF $18,995.00

Benefits will support teacher salary for extra intervention hours. 3000-3999:

Employee Benefits LC

FF $1600.00 Benefits supported at risk teacher hourly salary. 3000-3999: Em

ployee Benefits LC

FF 700.00

Page 9 of 91


PLANN

EDC

omputer supplies w

ill support instructional technology for all learners.

ACTU

ALC

omputer supplies w


ExpendituresBU

DG

ETEDBooks and supplies supported student learning. 4000-4999: Books And Supplies LC

FF $1000.00

ESTIMATED

ACTU

ALBooks and supplies supported student learning. 4000-4999: Books And Supplies LC

FF $1000.00C

omputers and Supplies 4000-4999: Books And Supplies LC

FF $44,000.00 These purchases w

ere paid with district funds through Title I carryover.

4000-4999: Books And Supplies LCFF 0


PLANN

EDN

ew TEC

H C

ontract will support instructional initiatives

aligned to Com

mon C

ore and technology and strategies to include all learners.

ACTU

ALN

ew TEC

H C

ontract will support instructional initiatives

aligned to Com

mon C

ore and technology and strategies to include all learners.

ExpendituresBU

DG

ETEDN

ew Tech C

ontract Year Two w

ill support teaching and learning. 5800: Professional/C

onsulting Services And Operating Expenditures LC

FF $112,000.00

ESTIMATED

ACTU

ALThe N

ew Tech contract w

as fully executed. 5800: Professional/Consulting

Services And Operating Expenditures LC

FF $112,000.00


PLANN

EDAn Intervention Teacher w

ill support English Learners and low

readers as an addition to the core curriculum.

ACTU

ALAn Intervention Teacher w



ExpendituresBU

DG

ETEDIntervention Teacher 1000-1999: C

ertificated Personnel Salaries LCFF

$125, 568.00

ESTIMATED

ACTU

ALIntervention Teacher salary w

as encumbered for 2016-17 1000-1999:


FF $125, 568.00


PLANN

EDTeacher on Special Assignm

ent (.07) Rem

ainder paid by FM

SD to support Assessm

ent and Data M

anagement

ACTU

ALTeacher on Special Assignm

ent (.07) Rem

ainder paid by FM


ent and Data M

anagement

ExpendituresBU

DG

ETED.07 TO

SA will support Assessm

ent and Data M

anagement 1000-1999:


FF $9580.00

ESTIMATED

ACTU

ALTO

SA Salary was encum

bered for 2016-17 1000-1999: Certificated

Personnel Salaries LCFF $9580.00


PLANN

EDAC

TUAL

Page 10 of 91

Additional Com

puter Technician will support N

ew Tech

Implem

entation and instructional technology needs. Additional C

omputer Technician w

ill support New

Tech Im

plementation and instructional technology needs.

ExpendituresBU

DG

ETED.5 C

omputer Technician salary 2000-2999: C

lassified Personnel Salaries LC

FF $49,980.00

ESTIMATED

ACTU

AL.5 C

omputer Tech Salary w

as encumbered for 2016-17 2000-2999:

Classified Personnel Salaries LC

FF $49,980.00


PLANN

EDBridges w

ill maintain a 5%

reserve for salary increases and or benefit increases.

ACTU

ALBridges w

ill maintain a 5%

reserve for salary increases and or benefit increases.

ExpendituresBU

DG

ETED5%

Salary Reserve for benefit increases 3000-3999: Em

ployee Benefits LC

FF $4,500.00

ESTIMATED

ACTU

AL5%

salary reserve for benefits was encum

bered. 3000-3999: Employee

Benefits LCFF $4,500.00


PLANN

EDAn agreem

ent with Accelerated R

eader dba STAR

Renaissance w

ill provide alignment of reading diagnostic

scores with reading m

aterial choices.

ACTU

ALAn agreem

ent with Accelerated R

eader dba STAR

Renaissance w

ill provide alignment of reading diagnostic

scores with reading m

aterial choices.

ExpendituresBU

DG

ETEDAccelerated R

eader Contract 5000-5999: Services And O

ther Operating

Expenditures Title I $3000.00

ESTIMATED

ACTU

ALLicensing agreem

ent for Accelerated Reader w

as supported. 5000-5999: Services And O

ther Operating Expenditures Title I $3000.00


PLANN

EDFunds w

ill be set aside to support summ

er, Saturday, or after school program

s who m

eet unduplicated definition.

ACTU

ALFunds w

ill be set aside to support summ

er, Saturday, or after school program

s who m

eet unduplicated definition.

ExpendituresBU

DG

ETEDBooks and Supplies to support intervention 4000-4999: Books And Supplies Title I $6570.00

ESTIMATED

ACTU

ALM

aterials and supplies were provided for teachers for after school and

intervention classes. 4000-4999: Books And Supplies Title I $9921.00Books and Supplies to support intervention 4000-4999: Books And Supplies Title I $440.00

See Above 4000-4999: Books And Supplies Title I $440.00


PLANN

EDBridges Academ

y math and ELA teachers w

ill administer

STAR R

enaissance benchmark assessm

ents five times during

the 2016-17 school years and use data to analyze need and guide instruction. D

ifferentiation will be provided for students

ACTU

ALBridges Academ

y math and ELA teachers w

ill administer

STAR R

enaissance benchmark assessm

ents five times

during the 2016-17 school years and use data to analyze need and guide instruction. D

ifferentiation will be provided for

Page 11 of 91

during core classes and intervention classes will be offered

during and after school as needed. students during core classes and intervention classes w

ill be offered during and after school as needed.

ExpendituresBU

DG

ETEDN

A ESTIM

ATED AC

TUAL

NA


PLANN

EDTeacher lesson plans w

ill be monitored to ensure

implem

entation of math and ELA C

omm

on Core aligned

curriculum.

ACTU

ALTeacher lesson plans w

ill be monitored to ensure

implem

entation of math and ELA C

omm

on Core aligned

curriculum.

ExpendituresBU

DG

ETEDN

A ESTIM

ATED AC

TUAL

NA


PLANN

EDC

lassroom w

alk-throughs will be conducted w

eekly as a tool to assess classroom

implem

entation of the math and ELA

Com

mon C

ore curriculum. PLC

teams w

ill continue to create a m

ore personalized learning environment, provide challenging

academic course w

ork, and monitor student needs as a

method to guide and m

odify instruction.

ACTU

ALC

lassroom w

alk-throughs will be conducted w

eekly as a tool to assess classroom

implem

entation of the math and ELA

Com

mon C

ore curriculum. PLC

teams w

ill continue to create a m

ore personalized learning environment, provide

challenging academic course w

ork, and monitor student

needs as a method to guide and m

odify instruction.

ExpendituresBU

DG

ETEDN

A ESTIM

ATED AC

TUAL

NA


PLANN

EDAll EL students defined as Levels 1, 2, or 3 w

ill receive ELD

support based on the ELD/ELA fram

ework. English Learners

needing additional support will receive targeted instruction.

Teachers will use the English 3D

curriculum and im

plement

with fidelity.

ACTU

ALAll EL students defined as Levels 1, 2, or 3 w

ill receive ELD

support based on the ELD/ELA fram

ework. English Learners

needing additional support will receive targeted instruction.

Teachers will use the English 3D

curriculum and im

plement

with fidelity.

ExpendituresBU

DG

ETEDN

A ESTIM

ATED AC

TUAL

NA


PLANN

EDTeachers, support staff, and adm

inistration will be trained in

the implem

entation of research-based instructional strategies

ACTU

ALTeachers, support staff, and adm

inistration will be trained in

the implem

entation of research-based instructional strategies

Page 12 of 91

to be used with EL students to im

prove academic

performance.

to be used with EL students to im

prove academic

performance.

ExpendituresBU

DG

ETEDN

A ESTIM

ATED AC

TUAL

NA


PLANN

EDBridges Academ

y administration w

ill monitor im

plementation of

the FMSD

district adopted plan for support of English Learners

ACTU

ALBridges Academ

y administration w

ill monitor im

plementation

of the FMSD

district adopted plan for support of English Learners

ExpendituresBU

DG

ETEDN

A ESTIM

ATED AC

TUAL

NA


PLANN

EDBridges Academ

y will create and im

plement C

omm

on Form

ative Assessments in m

ath and ELA . Teachers will

administer assessm

ents and meet together in PLC

s to analyze results and m

ake decisions regarding instruction.

ACTU

ALBridges Academ

y will create and im

plement C

omm

on Form

ative Assessments in m

ath and ELA . Teachers will

administer assessm

ents and meet together in PLC

s to analyze results and m

ake decisions regarding instruction.

ExpendituresBU

DG

ETEDN

A ESTIM

ATED AC

TUAL

NA

ANALYSIS

Com




Use actual annual m

easurable outcome data, including perform

ance data from the LC

FF Evaluation Rubrics, as applicable.

Describe the overall im

plementation of the

actions/services to achieve the articulated goal.Bridges Academ

y instituted the actions/services as defined in this goal. Intervention classes were provided

for students after school to support student learning. Teachers were provided m

aterials and reproducibles to support year tw

o of the New

Tech model. N

ew Tech provides support for project based learning and

monies w

ere used to support technology purchases (Chrom

e Books) and materials to im

plement the

program.

--------D

escribe the overall effectiveness of the actions/services to achieve the articulated goal as m

easured by the LEA.Bridges continues to see an increase in student achievem

ent. CAASPP date show

ed an increase for all subgroups in both ELA and m

ath. The CA Accountability D

ashboard shows four areas in orange w

hich relate to the perform

ance of English Learners and Students with D

isabilities. Local Renaissance STAR

Enterprise m

ath and reading scores also indicate an increase in student performance. As Bridges m

oves into Year Three of the N

ew Tech im

plementation, and w

ith an increased focus on needs of English Learners to reclassify, reading w

ill continue to be a focus.

--------

Page 13 of 91

Explain material differences betw

een Budgeted Expenditures and Estim

ated Actual Expenditures.All encum

bered salaries were realized. Funds w

ere utilized to purchase materials as w

ell as Chrom

e Books. There is little discrepancy betw

een actuals and projected budget for this goal. Discrepancies

include:1. Action 3- R

eprographics for teacher large projects. Budgeted $1000.00; Expended $665.12. Unused=

$344.88. This budget item w

as expended based on request and need.2. Action 4- Benefits. Budgeted 1600.00 and expended 700.00. The overage is a result of projected benefit needs in budgets (STR

S, health benefits, and etc)3. Action 5- C

omputer Supplies- $44,000.00 w

as budgeted. The district purchased these materials (chrom

e carts and supplies) through 2015-16 Title I carryover funds.

--------D

escribe any changes made to this goal, expected

outcomes, m

etrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LC

FF Evaluation R

ubrics, as applicable. Identify where those

changes can be found in the LCAP.

No m

ajor changes will be m

ade to this goal for 2017-20. New

Tech will continue to be im

plemented and

intervention offered. One m

ajor shift will be an increased focus on the needs of English Learners both in

designated and integrated classes and in intervention. A more targeted focus w

ill happen in 2017-18.

Page 14 of 91

Annual U

pdateLC

AP Year R

eviewed: 2016-17

Com




Goal

2C

onditions of Learning: School facility will be w

ell-maintained and in good repair.


STATE 1

23

45

67

8C

OE

910

LOC

AL

ANN

UAL M

EASUR

ABLE OU

TCO

MES

EXPECTED

AC

TUA

L

Bridges Academy facility w

ill meet requirem

ents as aligned to the FIT (Facilities Inspection Tool) assessm

ent administered annually.

Bridges Academy w

ill meet facility requirem

ents as aligned to the W

illiams Act and subsequent visits.

Bridges Academy in 2016-2017 m

et requirements for FIT and W

illiams Act

ACTIO

NS / SER

VICES





startcollapse


PLANN

EDFacility im

provement w

ill ensure safety and an environment

conducive to project based learning and technology initiatives. ACTU

ALBridges created tw

o classrooms out of four.

ExpendituresBU

DG

ETEDBridges w

ill contribute to New

Tech classroom creation. 5000-5999:

Services And Other O

perating Expenditures LCFF $100,000.00

ESTIMATED

ACTU

ALBridges contributed to N

ew Tech construction as planned. 5000-5999:

Services And Other O

perating Expenditures LCFF $100,000.00

Action 2

Page 15 of 91

Actions/ServicesPLAN

NED

A maintenance supervisor w

ill ensure timely feedback

regarding work orders and facility needs. (Bridges pays .07%

of FTE)

ACTU

ALA m

aintenance supervisor has ensured timely feedback

regarding work orders and facility needs

ExpendituresBU

DG

ETEDBridges w

ill pay .07 of FTE for Maintenance Supervisor 2000-2999:

Classified Personnel Salaries LC

FF $8217.00

ESTIMATED

ACTU

ALSalary w

as encumbered as planned. 2000-2999: C


FF $8217.00


PLANN

EDSupplies w

ill be purchased to support maintenance and

operations for Bridges Academy

ACTU

ALSupplies w

ere purchased to support maintenance and

operations for Bridges Academy

ExpendituresBU

DG

ETEDSupplies for m

aintenance and operation of school 4000-4999: Books And Supplies LC

FF $5000.00

ESTIMATED

ACTU

AL 4000-4999: Books And Supplies LC

FF $5000.00


PLANN

EDFurniture and equipm

ent (non capital assets and and equipm

ent) will be purchased as support of classroom

renovations related to N

ew Tech im

plementation.

ACTU

ALFurniture and equipm

ent (non capital assets and and equipm

ent) was purchased as support of classroom

renovations related to N

ew Tech im

plementation.

ExpendituresBU

DG

ETEDFurniture and equipm

ent will be purchased to support new

classrooms.

4000-4999: Books And Supplies LCFF $62,723.00

ESTIMATED

ACTU

ALFurniture and equipm

ent was purchased w

ith encumbered funds. 4000-

4999: Books And Supplies LCFF $62,723.00

ANALYSIS

Com




Use actual annual m





plementation of the

actions/services to achieve the articulated goal.G

oal Two w

as fully executed during 2016-17. Classroom

s were created to support the N

ew Tech program

and technology and m

aterials were purchased to support student instruction. All salaries to support

Maintenance staff w

ere encumbered.

--------

Page 16 of 91

Describe the overall effectiveness of the actions/services

to achieve the articulated goal as measured by the LEA.

The effectiveness of this goal is evident in the increase in student achievement at Bridges. All subgroups in

both ELA and math continue to show

growth in state and local m

easures. Attendance continues to increase and suspensions continue to decrease. The im

plementation of the N

ew Tech m

odel provides students and teachers an opportunity to participate in project based learning and to support both hard and soft skills tow

ard college and career readiness.

--------Explain m

aterial differences between Budgeted

Expenditures and Estimated Actual Expenditures.

Most expenditures w

ere aligned to actuals.

--------D


outcomes, m


FF Evaluation R



This goal will change som

ewhat for 2017-18 as the focus w

ill be less on construction and more readily on

instruction. Staffing will rem

ain the same. As the school m

oves into Year Three of the New

Tech model,

funds will be used to support instructional m

aterials and professional development w

hich are more readily

addressed in Goals O

ne and Three.

Page 17 of 91

Annual U

pdateLC

AP Year R

eviewed: 2016-17

Com




Goal

3Ensure all students have access to highly qualified teachers and a standards aligned curriculum

.


STATE 1

23

45

67

8C

OE

910

LOC

AL

ANN

UAL M

EASUR

ABLE OU

TCO

MES

EXPECTED

AC

TUA

L

100% placem

ent of teachers in appropriate credential area.5%

increase annually of teacher satisfaction regarding availability of C

omm

on Core aligned m

aterials.

100% placem

ent of teachers in appropriate credential areaTeachers satisfied w

ith the availability of Com

mon C

ore aligned materials

ACTIO

NS / SER

VICES





startcollapse


PLANN

EDH

iring of substitute teachers will ensure qualified staff in

classroom due to teacher absence.

ACTU

ALSubstitute teachers w

here used to ensure qualified staff in classroom

due to teacher absence.

ExpendituresBU

DG

ETEDSubstitute teachers supported teaching and learning. 1000-1999: C

ertificated Personnel Salaries LCFF $5544.00

ESTIMATED

ACTU

ALSubstitute teachers supported teaching and learning. 1000-1999: C

ertificated Personnel Salaries LCFF $4360.00

Employee benefits supported substitute teachers 3000-3999: Em

ployee Benefits LC

FF $2100.00 Em

ployee benefits supported substitute teachers. 1000-1999: Certificated

Personnel Salaries LCFF $1748.36

Page 18 of 91


PLANN

EDTeachers and staff w

ill participate in travel and conference to support professional developm

ent related to work w

ith reading, English Learners, and project based learning.

ACTU

ALTeachers and staff w

ill participate in travel and conference to support professional developm

ent related to work w


ExpendituresBU

DG

ETEDTravel w

ill support professional development 5000-5999: Services And

Other O

perating Expenditures Title I $4400.00

ESTIMATED

ACTU

ALN

o encumbrance w

as charged to this fund. 5000-5999: Services And O

ther Operating Expenditures Title I 0


PLANN

EDPartners in School Innovation w

ill provide transformational

training and support to administrators and Instructional

Leadership Team m

embers (ILT) to support PLC

s and student learning.

ACTU

ALPartners in School Innovation contract w

ill support transform

ational work.

ExpendituresBU

DG

ETEDPSI C

ontract Bridges portion 5800: Professional/Consulting Services And

Operating Expenditures LC

FF $15000.00

ESTIMATED

ACTU

ALC

ontract was fully executed. 5800: Professional/C

onsulting Services And O

perating Expenditures LCFF $15000.00


PLANN

EDFood and Supplies w

ill support professional learning and parent m

eetings.

ACTU

ALFood and Supplies w

ill support professional learning and parent m

eetings.

ExpendituresBU

DG

ETEDFood and m

eeting supplies 4000-4999: Books And Supplies LCFF

$1800.00

ESTIMATED

ACTU

ALFood and m

eeting supplies 4000-4999: Books And Supplies LCFF

$987.00Food and m

eeting supplies 4000-4999: Books And Supplies LCFF $800.00

Food and meeting supplies 4000-4999: Books And Supplies LC

FF $434.00


PLANN

EDThe curriculum

support specialist will support teaching and

learning through coaching of teachers and professional developm

ent for staff aligned to reading instruction and support for English Learners.

ACTU

ALC

urriculum support specialist salary

ExpendituresBU

DG

ETEDC

urriculum Support Specialist salary 1.0 FTE 1000-1999: C

ertificated Personnel Salaries LC

FF $140,174.00

ESTIMATED

ACTU

ALC

SS salary was fully encum

bered 1.0 FTE 1000-1999: Certificated

Personnel Salaries LCFF $140,174.00

Page 19 of 91


PLANN

EDA library m

edia aide will prom

ote literacy and ensure acquisition and dissem

ination of Com

mon C

ore aligned instructional m

aterials. (.375 FTE)

ACTU

ALLibrary M

edia Aide additional hours to support literacy

ExpendituresBU

DG

ETEDLibrary M

edia Aide additional hours 2000-2999: Classified Personnel

Salaries LCFF $26,111.00

ESTIMATED

ACTU

ALH

ours were encum

bered as planned 2000-2999: Classified Personnel

Salaries LCFF $26,111.00


PLANN

EDD

istrict level support staff will support Bridges LC

AP goals: student achievem

ent in math and literacy for all grade levels to

include early learning, retention and recruitment of highly

qualified staff, and parent and comm

unity engagement.

ACTU

ALD

istrict level support staff will support Bridges LC

AP goals: student achievem

ent in math and literacy for all grade levels

to include early learning, retention and recruitment of highly

qualified staff, and parent and comm

unity engagement.

ExpendituresBU

DG

ETEDBridges w

ill support 7% of salary for Ed Services Staff 1000-1999:


FF $47,662.00

ESTIMATED

ACTU

ALSalary w



FF $47,662.007%

Director of Early Learning 1000-1999: C


FF $1652.00 Salary w



FF $1652.00%

Secretary Curriculum

and Instruction and State and Federal Programs

2000-2999: Classified Personnel Salaries LC

FF $9136.00 Salary w



FF $9136.005%

reserve 3000-3999: Employee Benefits LC

FF $24,000 Salary w

as encumbered as planned to support salary increase for classified

PERS 3000-3999: Em

ployee Benefits LCFF $24,000


PLANN

EDAll first and second year teachers w

ill attend the Beginning Teacher Support (BTSA) program

. Bridges will notify parents

within 30 days per Title II requirem

ents of any teachers teaching out of credential area.

ACTU

ALAll first and second year teachers w

ill attend the Beginning Teacher Support (BTSA) program

. Bridges will notify parents

within 30 days per Title II requirem

ents of any teachers teaching out of credential area.

ExpendituresBU

DG

ETEDN

A ESTIM

ATED AC

TUAL

NA


PLANN

EDAll teachers w

ill participate in professional development as

aligned with FM

SD and Bridges Academ

y initiatives. (Reading,

ACTU

ALAll teachers w

ill participate in professional development as

aligned with FM

SD and Bridges Academ

y initiatives.

Page 20 of 91

Implem

entation of Com

mon C

ore, New

Tech, and English Learners)

(Reading, Im

plementation of C

omm

on Core, N

ew Tech, and

English Learners)

ExpendituresBU

DG

ETEDN

A ESTIM

ATED AC

TUAL

NA


PLANN

EDAll teachers w

ill be provided with C

omm

on Core aligned and

FMSD

board approved instructional materials as per W

illiams

requirements.

ACTU

AL

ExpendituresBU

DG

ETEDN

A ESTIM

ATED AC

TUAL

ANALYSIS

Com




Use actual annual m





plementation of the


oal Three was fully executed for 2016-17. All salaries w

ere encumbered as planned to support teaching

and learning. Substitute teachers supported classrooms and professional developm

ent supported teacher developm

ent. Partners in School Innovation worked w

ith site administration to support school structures for

collaboration and growth.

--------D


easured by the LEA.Bridges Academ

y continues to show grow

th in reading and math, both on local assessm

ents and state assessm

ent. The reclassification rate of English Learners continues to grow and C

ELDT proficiency has

increased. Staff show som

e support for school initiatives and structures will support grow

th in 2017-18.

--------Explain m



Most budget item

s were expended as planned. M

aterial differences include:1. Action 1- Salary and benefits for substitute teachers.Salary $5544.00 w

as budgeted and $4360.00 was expended w

ith a remainder of $1184.00

Benefits- $2100.00 was budgeted and $1748.00 w

as expended with a rem

ainder of $351.64.This data w

as gathered in April of 2017 and actual charges for subs will accrue through June of 2017.

2. Action 2- $4400.00 was budgeted in Title I for professional developm

ent. No funds w

ere expended as Bridges w

as supported with district level initiatives and training and coaching.

3. Action 4- $800.00 was budgeted for food and $434.00 w

as expended. This funding was set aside to

support parent involvement and the need w

as not as great as budgeted.

--------

Page 21 of 91

Describe any changes m

ade to this goal, expected outcom

es, metrics, or actions and services to achieve this

goal as a result of this analysis and analysis of the LCFF

Evaluation Rubrics, as applicable. Identify w

here those changes can be found in the LC

AP.

Goal Three w

ill continue to support salaries of the CSS and district staff. The contract w

ith PSI will be

increased for 2017-18 to support the new adm

inistration. Funds will continue to support professional

development related to reading and EL strategies as w

ell as implem

entation of the New

Tech model.

Page 22 of 91

Annual U

pdateLC

AP Year R

eviewed: 2016-17

Com




Goal

4Increase num

ber of students who feel connected and safe at school.


STATE 1

23

45

67

8C

OE

910

LOC

AL

ANN

UAL M

EASUR

ABLE OU

TCO

MES

EXPECTED

AC

TUA

L

Student Attendance Rate w

ill increase by 1% as determ

ined by Data

Zone system. (2014-15 R

ate= 96.7%)

Student Suspension Rate w

ill decrease by 1% as determ

ined by CD

E end of year report. (2014-15 R

ate= 2.6%)

Student Truancy Rate w


ined by CD


ate= 24.26%)

Students will indicate a 5%

increase in relation to their perception that they have an adult they can relate to at school as defined by LC

AP Student Survey. (2015-16 R

ate= 74%)


increase in their perception that they feel safe at school as indicated by the LC


ate=74%)

Student Attendance Rate w

ill increase by 1% as determ

ined by Data Zone system

. (2015-16 R

ate= 96.7%)

Student Suspension Rate w


ined by CD


ate= 2.6%)

Student Truancy Rate w


ined by CD


ate= 24.26%)




ate= 74%)



AP Student Survey. (2015-16 Rate=74%

)

ACTIO

NS / SER

VICES





startcollapse


PLANN

EDSupplies w

ill support student health and safety needs. AC

TUAL

Health supplies w

ill support student safety.

Page 23 of 91

ExpendituresBU

DG

ETEDH

ealth Supplies 4000-4999: Books And Supplies LCFF $500.00

ESTIMATED

ACTU

ALN

o encumbrance w

as made for this budget line. 4000-4999: Books And

Supplies LCFF 0


PLANN

EDField trips w

ill support student incentives and connection at school.

ACTU

ALField trips

ExpendituresBU

DG

ETEDField trips w

ill support student growth 5800: Professional/C


perating Expenditures LCFF $440.00

ESTIMATED

ACTU

ALField trips w

ere provided for students. 5800: Professional/Consulting

Services And Operating Expenditures LC

FF $1300.65


PLANN

EDSchool site support staff w

ill provide a safe and orderly environm

ent and support student's social and emotional as

well as academ

ic needs.

ACTU

ALSchool site support staff w

ill provide a safe and orderly environm

ent and support student's social and emotional as

well as academ

ic needs.

ExpendituresBU

DG

ETEDPartial salary for counseling staff 1000-1999: C


FF $73,406.00

ESTIMATED

ACTU

ALSalary w

as encumbered as planned 1000-1999: C


FF $73,406.00Partial salary for assistant principal 1000-1999: C


FF $44,698.00 Salary w



FF $44,698.00


PLANN

EDThe C

hild Welfare and Attendance O

ffice will support student

and family needs to include attendance, hom

eless and foster youth, and students w

ith social emotional needs.

ACTU

ALThe C

hild Welfare and Attendance O

ffice will support student

and family needs to include attendance, hom

eless and foster youth, and students w

ith social emotional needs.

ExpendituresBU

DG

ETED7%

of Salary for CW

A Coordinator 1000-1999: C


FF $9997.00

ESTIMATED

ACTU

ALSalary w



FF $9997.007%

of salary for CW

A Secretary 2000-2999: Classified Personnel Salaries

LCFF $9613.00

Salary was encum

bered as planned 2000-2999: Classified Personnel

Salaries LCFF $9613.00

Page 24 of 91

ANALYSIS

Com




Use actual annual m





plementation of the


oal Four was fully executed during 2016-17. Students continue to show

growth in attendance and there is

a reduction in suspensions. Students express some clim

ate concerns in relation to support from the

principal as indicated on the LCAP Survey. Safety at school also show

ed a decrease as perceived by students. This goal w

ill continue to support a safe and orderly environment through intervention and

prevention as well as structures.

--------D


easured by the LEA.Attendance continues to increase at Bridges. Enrollm

ent is decreasing which is a concern. There w

as a decrease in the am

ount of students who felt respected by the principal and in the am

ount of students who

felt safe at school in comparison data on the LC

AP Student Survey. Continued support of Bridges to create

and maintain a positive school clim

ate will be possible through im

plementation of this goal.

--------Explain m



Salaries were encum

bered as planned and most expenditures w

ere aligned. Material differences for G

oal Four included:1. Action 1- $500.00 w

as budgeted for health supplies and no funds were expended. This difference

occurred because no need existed.2. Action 2- $440.00 w

as budgeted for field trips. The actual expenditures were $1300.65. The difference

occurred due to an increased focus by the staff on student engagement and college and career readiness.

--------D


outcomes, m


FF Evaluation R



Greater focus on school clim

ate and student incentives and supports through restorative justice will support

this goal for 2017-18. Structures in place will support a safe environm

ent and student concerns will be

addressed by the new principal.

Page 25 of 91

Annual U

pdateLC

AP Year R

eviewed: 2016-17

Com




Goal

5Increase the variety of strategies for parent involvem

ent and support of their children in school.


STATE 1

23

45

67

8C

OE

910

LOC

AL

ANN

UAL M

EASUR

ABLE OU

TCO

MES

EXPECTED

AC

TUA

L

As a result of an increased focus on parental involvement, there w

ill be a 10%

increase in parent response rate on the Bridges Academy

survey.The percentage of parents indicating satisfaction w

ith the school will

increase by 5%.

Parent participation at activities will be tracked for a baseline m

etric.

81% of parents w

ho took the survey responded they felt there were opportunities for

parental involvement

ACTIO

NS / SER

VICES





startcollapse


PLANN

EDM

oney will be set aside for com

munication w

ith parents. AC

TUAL

Funds were utilized to support parent com

munication

ExpendituresBU

DG

ETEDTranslators for m

eetings 2000-2999: Classified Personnel Salaries LC

FF $2000.00

ESTIMATED

ACTU

ALTranslators 2000-2999: C

lassified Personnel Salaries LCFF 796.00

Postage 5700-5799: Transfers Of D

irect Costs LC

FF $1996.00 Postage 5700-5799: Transfers O

f Direct C

osts LCFF 1996.00

Graphics and Printing 5700-5799: Transfers O

f Direct C

osts Title I $600.00 5700-5799: Transfers O

f Direct C

osts Title I $332.65

Page 26 of 91

Support staff to cover IEPS 2000-2999: Classified Personnel Salaries LC

FF $3352.00

Support Staff to Cover IEPS 2000-2999: C


FF 272.06


PLANN

EDBridges Academ

y will review

with the English Learner Advisory

Com

mittee the contents of the Title III Plan for English

Learners.

ACTU

ALBridges Academ

y will review

with the English Learner

Advisory Com

mittee the contents of the Title III Plan for

English Learners.


PLANN

EDBridges Academ

y will encourage parent participation in Back

to School Nights, ELAC

and SSC councils, during supervision

and beginning and end of school day, during principal chats, college and fam

ily nights, and field trips. Bridges Academy

staff will encourage parents to approach staff w

ith any com

munication.

ACTU

ALBridges Academ

y will encourage parent participation in Back

to School Nights, ELAC

and SSC councils, during supervision

and beginning and end of school day, during principal chats, college and fam

ily nights, and field trips. Bridges Academy

staff will encourage parents to approach staff w

ith any com

munication.


PLANN

EDPrincipal C

hats will be held Bi-M

onthly with parents in the

evening in order to encourage parent participation at school. ACTU

ALPrincipal C

hats will be held Bi-M

onthly with parents in the

evening in order to encourage parent participation at school.

ANALYSIS

Com




Use actual annual m





plementation of the


oal Five was fully im

plemented. Parent m

eetings to include IEPS, Advisory, and comm

ittee meetings

were supported w

ith translators. All materials w

ere translated for parents and outreach to include mailing of

progress reports and grade reports were com

pleted.

--------D


easured by the LEA.Bridges continues to provide outreach to parents through parent involvem

ent regarding student progress and through efforts to include parents as stakeholders in decision-m

aking.

--------

Page 27 of 91

Explain material differences betw

een Budgeted Expenditures and Estim

ated Actual Expenditures.Budget w

as implem

ented as planned.M

aterial Revisions Included:

Action One Parent C

omm

unication1. $2000.00 w

as budgeted for Translators and $796.00 was expended. This difference occured because

the school utilized district liaisons to support.2. $600.00 w

as budgeted for graphics to support parent comm

unication. $332.15 was expended. This w

as due to district purchase of Peachjar w

hich enabled internet support for comm

unication and district level com

munication regarding Parent Involvem

ent opportunities.3. $3352.00 w

as budgeted to support teacher additional teacher supervision. $272.06 was expended. The

need was less than budgeted for.

--------D


outcomes, m


FF Evaluation R



This goal will continue as outreach is continued w

ith support for English Learners and Students with

Disabilities as identified in the C

A Accountability Dashboard to include advisory m

eetings for parents, stakeholder engagem

ent sessions, and support for IEP meetings.

Page 28 of 91

Stakeholder Engagement

--------------------LC

AP Year2017–18

2018–192019–20

----------IN

VOLVEM

ENT PR

OC

ESS FOR

LCAP AN

D AN

NU

AL UPD

ATE

How

, when, and w

ith whom

did the LEA consult as part of the planning process for this LCAP/Annual R

eview and Analysis?

The LCAP involvem

ent process at Bridges Academy included the follow

ing:1. Parent m

eetings held throughout the year which included input from

parents, classified and certificated staff, and students.2. Participation in the Franklin-M

cKinley Superintendent's Advisory Council by parent representatives.

3. Participation by principal and parent representative on the Franklin-McKinley D

istrict English Learner Advisory Council.

3. Advisement from

the Parent Advisory Com

mittee at Bridges Academ

y.4. Fam

ily, staff, and student LCAP surveys distributed in N

ovember of 2016.

5. A Com

munity Input Forum

held at Bridges Academy in M

arch of 2017.6.Presentation of data regarding C

AASPP, writing assessm

ent, and local assessments at FM

SD Board M

eeting in September of 2016.

7. Dissem

ination of this data to the Bridges Academy Parents Advisory C

ouncil (SSC) in N

ovember of 2016.

7. Presentation of CELD

T, Title III, and Physical Fitness data to the FMSD

School Board in February of 2017.

Before being submitted to the Santa C

lara County O

ffice of Education and CD

E, the Bridges Academy LC

AP will be presented to the Franklin M

cKinley School District Board of

Education on June 27, 2017.

Bridges Academy Parent Advisory m

eetings were held in conjunction w

ith the School Site Council m

eetings to update parents regarding the Bridges LCAP process and the

collaboration provided with Franklin-M

cKinley School District. M

eetings were held in N

ovember of 2016, January and February of 2017 and April of 2017. In addition, a parent

engagement session w

as held in March of 2017. Parents w

ere given the opportunity to respond to LCAP priorities and to provide input and ask questions regarding spending.

The principal facilitated the LCAP C

omm

unity Forum in M

arch of 2017 which provided opportunity for parents to prioritize strategies, activities,and budget item

s.

As a dependent charter affiliated with Franklin-M

cKinley School District. Bridges Academ

y participated in the Family, Staff, and Student surveys w

hich were dispersed in

Decem

ber of 2016. Bridges staff participated in the Franklin-McKinley Superintendent's Advisory C

omm

ittee and representatives attended meetings in N

ovember, January,

February, and April of 2016-17 school year. The School Site Council at Bridges Academ

y comprised of parents, students, classified, and certificated staff m

embers, provided

advisory to the LCAP planning process and goal developm

ent. The principal of Bridges Academy and parent representative from

ELAC and School Site C

ouncil sat on the District

English Learner Advisory Com

mittee w

hich served as a vetting team for Parent Advisory processes before input sessions w

ere held.

A final overview of the LC

AP was presented to the Bridges Academ

y Parent Advisory group and School Site Council m

embers in June of 2017 after com

pletion of the document

for any final input before the document w

as posted for public hearing.

INVO

LVEMEN

T PRO

CESS FO

R LC

AP AND

ANN

UAL U

PDATE

IMPAC

T ON

LCAP AN

D AN

NU

AL UPD

ATE

How

did these consultations impact the LC

AP for the upcoming year?

Page 29 of 91

Input sessions provided opportunity to include parents in decision making based on relevant data and school needs. In addition, Bridges Academ

y was able to benefit from

services provided by Franklin-M

cKinley School District w

hich resulted in information from

families, students, and staff directly related to Bridges Academ

y via local surveys. The impact of

the process and the inclusion of parents and their input increased the focus on parent involvement and solidified a focus on facility im

provement and student attendance. Bridges

Academy staff participated in the Franklin-M

cKinley School District D

ELAC w

hich served as the Parent Advisory Com

mittee for FM

SD. The Bridges Academ

y principal and ELAC

lead then shared the input activities with Bridges Academ

y staff mem

bers.

In all, the primary im

pact of the input sessions resulted in an increased focus in the LCAP on parent involvem

ent and education, facilities upgrades, and continued implem

entation of the N

ew Tech grant as a m

eans to improve teaching and learning related to m

athematics and ELA as w

ell as science. Also evident in the LCAP as a result of the input and

prioritization sessions is a need for increased social emotional support for students. Bridges Academ

y contributes 6% tow

ard salaries and services provided by the Franklin-M

cKinley School District O

ffice of Student Wellness and Support Services. These services support fam

ilies and students to include those with attendance needs, foster and

homeless youth, and fam

ilies in need of social/emotional support.

Data targets w

ere developed within goals utilizing trend data. W

hen possible, projects and targets were based on previous three year perform

ance data. If three year trends were

not available, targets were determ

ined based on previous year performance or research based inform

ation regarding student achievement and grow

th. Targets were shared w

ith the FM

SD Assessm

ent Com

mittee as w

ell as the Educational Services team as a m

eans to collaborate regarding targets before final decisions were m

ade.

Bridges Academy participated in com

munity and parent engagem

ent sessions and included staff and students in input and prioritization processes. In addition, Bridges Academy

requested staff, student, and family input through the LC

AP Survey. Primary goals for the 2015-16 related to m

ath and ELA literacy, parent involvement, student connectedness,

and services for student populations. These goals continued to emerge as areas of focus during the 2016-17 input sessions.

Student SurveysStudent Surveys com

pleted in 2016-17 reflect the following:

1. 90% of students w

ere satisfied with the books and m

aterials they have to do their school work. (The sam

e as previous year)2. 88%

of students were satisfied w

ith the support they have to learn English. (an increase of 2% from

the previous year)3. 82%

of students were satisfied w

ith how school is preparing them

for college. (The same as previous year)


ere satisfied with the fact that they are learning som

ething valuable at school. (An increase of 1%)


ere satisfied with how

they were treated by the principal. (A decrease of 5%

)6. 69%

of students are satisfied with their personal safety at school and in the com

munity. (D

ecrease of 5%)

7. 79% of students are satisfied w

ith Bridges Academy as a school. (Sam

e as previous year)

Staff SurveysStaff Surveys com

pleted in 2016-17 reflect the following:

1. 41% of teachers w

ere satisfied with the support they received by site level adm

inistrators to work effectively to m

eet the goals of their position. (Decrease of 41%

)2. 83%

of teachers were satisfied w

ith the manner in w

hich parents are welcom

ed to the school. (Increased by 11%)

3. 90% of teachers feel respected by m

anagers. (Decreased by 3%

)4. 80%

of teachers were satisfied w

ith the respect they received from colleagues and w

orkers. (Increased by 12%)

5. 86% of teachers w

ere satisfied with the level of preparedness to m

eet the needs of included language learners.(Decreased by 5%

)

Family Surveys

Family Surveys com

pleted in 2016-17 reflected the following:

1. 98% of parents w

ere satisfied with the m

anner in which the school fosters a culture of optim

ism about children's education and future. (D

ecreased by 5%)

2. 87% of parents w

ere satisfied with the opportunities offered by Bridges Academ

y to participate in decision-making regarding school. (Increased by 2%

)3. 90%

of parents were satisfied w

ith the manner in w

hich teachers and administration enforce rules fairly and consistently. ( Increased by 6%

)4. 95%

of parents were satisfied w

ith the adequate access to technology at Bridges Academy. (Increased by 1%

)5. 92%

of parents feel the school is safe for their children. (Decreased by 6%

)6. 92%

of parent are satisfied with the zero-tolerance policy at Bridges Academ

y. (Not applicable)

Other Input R

esponses

Page 30 of 91

Other input responses w

hich impacted final decision-m

aking on the LCAP included increased need for parent involvem

ent and activities, a continued focus on technology and rigor in m

ath and ELA, and a need for staff to have adequate time to collaborate regarding student needs. Staff m

embers expressed a continued need for high quality instructional

materials and professional developm

ent. Students expressed a continued need to connect with adults at school and to feel connected at school.

Impact

These responses were considered and im

pacted decision making regarding goals, strategies, and activities.

In order to align the Bridges LCAP to the priorities and goals of the Local C

ontrol Funding Formula, the prim

ary goals were m

odified to reflect state priorities. This in no way

modified the strategies or activities as defined through input processes.

Page 31 of 91

Goals, A

ctions, & Services

Strategic Planning Details and Accountability

Com

plete a copy of the following table for each of the LEA’s goals. D

uplicate the table as needed.----------

New

M

odified

Unchanged

----------

Goal 1

Pupil Outcom

es: All students will m

eet grade level standards in math and literacy.


STATE 1

23

45

67

8C

OE

910

LOC

AL

----------Identified N

eed ID

ENTIFIED

NEED

: Grade level proficiency in m

ath and literacy as defined by state and local assessments for all

students.R

eduction of the achievement gap betw

een Hispanic and Latino students.

Page 32 of 91

----------EXPEC

TED AN

NU

AL MEASU

RABLE O

UTC

OM

ES

Metrics/Indicators

Baseline2017-18

2018-192019-20

Page 33 of 91

1. % of LTEL

2. % R

eclassified Annually3. %

Proficient on C

ELDT/ELPAC

4. CAASPP ELA and M

ath %

Who M

eet and Exceed5. C

AASPP ELA and Math %

w

ho meet and exceed

proficiency by subgroup.6. FM

SD W

riting Assessment

7. Renn Star Local R

eading Assessm

ent % M

eeting Instructional R

eading Level (IRL)

8. IRL by Sub G

roup Renn Star

9. Renn Star SG

P Reading by

Sub Group

10. Renn Star M

ath Assessment

% M

eeting Percentile Rank of

70%11. R

enn Star Math Assessm

ent %

Meeting Percentile R

ank of 70%

by Sub Group

12. Renn Star M

ath Annual Student G

rowth Profile (SG

P)13. R

enn Star Math Annual SG

P of 50%

by Sub Group

14. Achievement G

ap between

Asian and Latino students

1. 86% of Bridges ELD

are LTEL.2. 18%

current reclassification rate at Bridges.3. TBD

- CELD

T Proficiency4. C

AASPP Math- 42%

CAASPP ELA- 45%

5. Math C

AASPP Meet or

ExceedSED

-19%ELD

- 5%Asian-54%H

ispanic-5%ELA C

AASPP Meet or Exceed

SED- 26%

ELD- 28%

Asian-64%H

ispanic-14%6. FM

SD W

riting Assessment

All Students-37%EL- 24%Asian-61%H

ispanic-32%SW

D- 20%

7. Renn Star R

eading Assessm

ent- 18% m

eet IRL

8. Renn Star R

eading Assessm

ent by Sub Group

9. % M

eeting Renn Star Annual

Student Grow

th Profile (SGP) of

50% by SubG

roupAll Students 43%EL=14%Asian=77%H

ispanic=28%10. R

enn Star Math %

Meeting

Percentile Rank of 70%

= 43%

1. Decrease the %

of Long Term

English Learners by 1% as

defined by local data.2. Increase local reclassification rate by 2%

annually.3. Increase by 1%

the percentage of students w

ho m

eet proficiency on the CELD

T.4. Increase by 3%

annually the percentage of students in grades 3-8 w

ho meet or exceed

standards on CAASPP ELA and

math tests.

5. Increase by 3% annually the

percentage of students in subgroups as determ


ho meet or

exceed standards on CAASPP

ELA and math tests.




ho meet or

exceed standards on local district w

riting assessment.




ho reach instructional reading level as determ

ined by Renaissance


ent.9. Increase by 5%

annually the percentage of students in subgroups as determ


ho meet the

Student Grow

th Profile (SGP)

target (50%) as determ

ined by R

enaissance STAR R

eading assessm




ho meet

proficiency (70%) on the

1. Decrease the %

of Long Term





ho m


T.4. Increase by 3%


ho meet or exceed


math tests.




ho meet or


ELA and math tests.




ho meet or


riting assessment.





ined by Renaissance





ho meet the

Student Grow

th Profile (SGP)


ined by Profile STAR

Reading

assessment.




ho meet


1. Decrease the %

of Long Term





ho m


T.4. Increase by 3%


ho meet or exceed


math tests.




ho meet or


ELA and math tests.




ho meet or


riting assessment.





ined by Renaissance





ho meet the

Student Grow

th Profile (SGP)


ined by R

enaissance STAR R

eading assessm




ho meet


Page 34 of 91

Renaissance STAR

math

assessment.




ho meet or

exceed standard who m


rowth

Profile (SGP) (50%

) in math as

determined by the STAR

R


ent.12. D

ecrease the achievement

gap between H

ispanic and Asian students by 1%

annually on all local and state assessm

ents. (See Above)

Renaissance STAR

math

assessment.




ho meet or



rowth

Profile (SGP) (50%

) in math as


R


ent.12. D


gap between H



ents. (See Above)

Renaissance STAR

math

assessment.




ho meet or



rowth

Profile (SGP) (50%

) in math as


R


ent.12. D


gap between H



ents. (See Above)

PLANN

ED AC

TION

S / SERVIC

ESC

omplete a copy of the follow

ing table for each of the LEA’s Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed.

Action 1For Actions/Services not included as contributing to m

eeting the Increased or Improved Services R

equirement:

Students to be ServedAll

Students with D

isabilities [Specific Student G

roup(s)]

Location(s)All Schools

Specific Schools: Specific G

rade spans:

OR

For Actions/Services included as contributing to meeting the Increased or Im

proved Services Requirem

ent: Students to be Served

English Learners Foster Youth

Low Incom

e

Page 35 of 91

Scope of ServicesLEA-w

ide Schoolw

ide OR

Limited to U

nduplicated Student Group(s)



rade spans:

ACTIO

NS/SER

VICES

2017-18 2018-19

2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

All Bridges teachers will have the necessary m

aterials and supplies to support teaching and learning.





BUD

GETED

EXPEND

ITUR

ES 2017-18

2018-19 2019-20

Amount

$19120.00Am

ount$19120.00

Amount

$19120.00

$19120.00

Source Supplem

ental and Concentration

SourceSupplem


SourceSupplem


$19120.00

Budget R

eference 4000-4999: Books And SuppliesM

aterials and SuppliesBudget R

eference4000-4999: Books And SuppliesM

aterials and SuppliesBudget R

eference4000-4999: Books And SuppliesM

aterials and Supplies

Amount

$3500.00Am

ount$3500.00

Amount

$3500.00

$3500.00

Source Title I

SourceTitle I

SourceTitle I

$3500.00

Budget R

eference 4000-4999: Books And SuppliesInstructional m

aterials and supplies to support project based learning.

Budget R

eference4000-4999: Books And SuppliesInstructional m


Budget R

eference4000-4999: Books And SuppliesInstructional m


Amount

$3200.00Am

ount$3200.00

Amount

$3200.00

$3200.00

Source Title I

SourceTitle I

SourceTitle I

$3200.00

Budget R

eference 4000-4999: Books And SuppliesSupplem

ental booksBudget R

eference4000-4999: Books And SuppliesSupplem

ental booksBudget R

eference4000-4999: Books And SuppliesSupplem

ental books

Amount

$7800.00Am

ount$7800.00

Amount

$7800.00

$7800.00

Source Supplem


SourceSupplem


SourceSupplem


$7800.00

Page 36 of 91

Budget R

eference 4000-4999: Books And SuppliesTextbooks and supplem

ental booksBudget R

eference4000-4999: Books And SuppliesTextbooks and supplem

ental booksBudget R

eference4000-4999: Books And SuppliesTextbooks and supplem

ental books



equirement:


Students with D


roup(s)]



rade spans:

OR





Low Incom

e


ide Schoolw

ide OR

Limited to U




rade spans:

ACTIO

NS/SER

VICES

2017-18 2018-19

2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

A copy machine w

ill provide opportunity for reproducing consum

able curriculum and other instructional m

aterials. A copy machine w

ill provide opportunity for reproducing consum

able curriculum and other instructional m

aterials. A copy m

achine will provide opportunity for reproducing

consumable curriculum

and other instructional materials.

BUD

GETED

EXPEND

ITUR

ES 2017-18

2018-19 2019-20

Amount

$11,040.00Am

ount$11,040.00

Amount

$11,040.00

$11,040.00

Source Supplem


SourceSupplem


SourceSupplem


$11,040.00

Budget R

eference 5000-5999: Services And O

ther O

perating ExpendituresBudget R

eference5000-5999: Services And O

ther Operating

ExpendituresBudget R


ther O

perating Expenditures

Page 37 of 91

Copy M

achine will support reprographics

for instructional materials.

Copy M



Copy M





equirement:


Students with D


roup(s)]



rade spans:

OR





Low Incom

e


ide Schoolw

ide OR

Limited to U




rade spans:

ACTIO

NS/SER

VICES

2017-18 2018-19

2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

FMSD

reprographics will provide printing services for

large projects. FM

SD reprographics w


FMSD

reprographics will provide printing services for

large projects.

BUD

GETED

EXPEND

ITUR

ES 2017-18

2018-19 2019-20

Amount

$780.00Am

ount$780.00

Amount

$780.00

$780.00

Source Supplem


SourceSupplem


SourceSupplem


$780.00

Budget R

eference 5700-5799: Transfers O

f Direct C

ostsR

eprographicsBudget R

eference5700-5799: Transfers O

f Direct C

ostsR

eprographicsBudget R


f Direct C

ostsR

eprographics

Page 38 of 91



equirement:


Students with D


roup(s)]



rade spans:

OR





Low Incom

e


ide Schoolw

ide OR

Limited to U




rade spans:

ACTIO

NS/SER

VICES

2017-18 2018-19

2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

Teachers will be paid hourly rates to provide intervention

to support needs of students not meeting grade level

standards.



standards.



standards.

BUD

GETED

EXPEND

ITUR

ES 2017-18

2018-19 2019-20

Amount

$21,000.00Am

ount$21,000.00

Amount

$21,000.00

$21,000.00

Source Supplem


SourceSupplem


SourceSupplem


$21,000.00

Budget R

eference 1000-1999: C

ertificated Personnel SalariesIntervention hourly rate

Budget R

eference1000-1999: C


Budget R



Amount

$7970.00Am

ount$7970.00

Amount

$7970.00

$7970.00

Page 39 of 91

Source Supplem


SourceSupplem


SourceSupplem


$7970.00

Budget R

eference 3000-3999: Em

ployee BenefitsIntervention hourly benefits

Budget R

eference3000-3999: Em


Budget R





equirement:


Students with D


roup(s)]



rade spans:

OR





Low Incom

e


ide Schoolw

ide OR

Limited to U




rade spans:

ACTIO

NS/SER

VICES

2017-18 2018-19

2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

Com

puters and supplies will support instructional

technology for all learners. C

omputers and supplies w


Com

puters and supplies will support instructional

technology for all learners.

BUD

GETED

EXPEND

ITUR

ES 2017-18

2018-19 2019-20

Amount

$27,000.00Am

ount$27,000.00

Amount

$27,000.00

$27,000.00

Source Supplem


SourceSupplem


SourceSupplem


$27,000.00

Budget R

eference 4000-4999: Books And Supplies

Budget R

eference4000-4999: Books And Supplies

Budget R

eference4000-4999: Books And Supplies

Page 40 of 91

Com

puter Supplies to support New

TechC

omputer Supplies to support N

ew Tech

Com

puter Supplies to support New

Tech

Amount

$3000.00Am

ount$3000.00

Amount

$3000.00

$3000.00

Source Title I

SourceTitle I

SourceTitle I

$3000.00

Budget R

eference 4000-4999: Books And SuppliesC

omputer supplies to support project

based learning.

Budget R

eference4000-4999: Books And SuppliesC


based learning.

Budget R



based learning.

Amount

$8300.00Am

ount$8300.00

Amount

$8300.00

$8300.00

Source Supplem


SourceSupplem


SourceSupplem


$8300.00

Budget R

eference 4000-4999: Books And SuppliesEquipm

ent to support New

Tech C

lassrooms

Budget R

eference4000-4999: Books And SuppliesEquipm

ent to support New

Tech C

lassrooms

Budget R

eference4000-4999: Books And SuppliesEquipm

ent to support New

Tech C

lassrooms

Amount

$2700.00Am

ount$2700.00

Amount

$2700.00

$2700.00

Source Supplem


SourceSupplem


SourceSupplem


$2700.00

Budget R

eference 4000-4999: Books And SuppliesC

omputers w

ill support instruction.Budget R


omputers w

ill support instruction.Budget R


omputers w

ill support instruction.



equirement:


Students with D


roup(s)]



rade spans:

OR





Low Incom

e


ide Schoolw

ide OR

Limited to U




rade spans:

Page 41 of 91

ACTIO

NS/SER

VICES

2017-18 2018-19

2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

New

TECH

Contract w

ill support instructional initiatives aligned to C

omm

on Core and technology and strategies

to include all learners.

New

TECH

Contract w


omm



New

TECH

Contract w


omm



BUD

GETED

EXPEND

ITUR

ES 2017-18

2018-19 2019-20

Amount

$135,000.00Am

ount$135,000.00

Amount

$135,000.00

$135,000.00

Source Supplem


SourceSupplem


SourceSupplem


$135,000.00

Budget R

eference 5800: Professional/C


perating ExpendituresN

ew Tech C

ontract Year Three

Budget R

eference5800: Professional/C



ew Tech C

ontract Year Three

Budget R

eference5800: Professional/C



ew Tech C

ontract Year Three



equirement:


Students with D


roup(s)] Low R

eaders



rade spans:

OR





Low Incom

e


ide Schoolw

ide OR

Limited to U




rade spans:

Page 42 of 91

ACTIO

NS/SER

VICES

2017-18 2018-19

2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

An Intervention Teacher will support English Learners

and low readers as an addition to the core curriculum

. An Intervention Teacher w



An Intervention Teacher will support English Learners

and low readers as an addition to the core curriculum

.

BUD

GETED

EXPEND

ITUR

ES 2017-18

2018-19 2019-20

Amount

$122,538.00Am

ount$122,538.00

Amount

$122,538.00

$122,538.00

Source Supplem


SourceSupplem


SourceSupplem


$122,538.00

Budget R


ertificated Personnel Salaries1.0 FTE Intervention Teacher

Budget R



Budget R





equirement:


Students with D


roup(s)]



rade spans:

OR





Low Incom

e


ide Schoolw

ide OR

Limited to U




rade spans:

ACTIO

NS/SER

VICES

Page 43 of 91

2017-18 2018-19

2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

Teacher on Special Assignment (.06) R

emainder paid by

FMSD

to support Assessment and D

ata Managem

ent Teacher on Special Assignm

ent (.06) Rem

ainder paid by FM


ent and Data M

anagement

Teacher on Special Assignment (.06) R

emainder paid by

FMSD

to support Assessment and D

ata Managem

ent

BUD

GETED

EXPEND

ITUR

ES 2017-18

2018-19 2019-20

Amount

$8615.00Am

ount$8615.00

Amount

$8615.00

$8615.00

Source Supplem


SourceSupplem


SourceSupplem


$8615.00

Budget R


ertificated Personnel SalariesAssessm

ent TOSA

Budget R



ent TOSA

Budget R



ent TOSA



equirement:


Students with D


roup(s)]



rade spans:

OR





Low Incom

e


ide Schoolw

ide OR

Limited to U




rade spans:

ACTIO

NS/SER

VICES

2017-18 2018-19

2019-20

Page 44 of 91

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

Additional Com


ew Tech

Implem

entation and instructional technology needs. Additional C

omputer Technician w

ill support New

Tech Im

plementation and instructional technology needs.

Additional Com


ew Tech

Implem

entation and instructional technology needs.

BUD

GETED

EXPEND

ITUR

ES 2017-18

2018-19 2019-20

Amount

$54,965.00Am

ount$54,965.00

Amount

$54,965.00

$54,965.00

Source Supplem


SourceSupplem


SourceSupplem


$54,965.00

Budget R


lassified Personnel Salaries.50 C

omputer Technician

Budget R



omputer Technician

Budget R



omputer Technician



equirement:


Students with D


roup(s)]



rade spans:

OR





Low Incom

e


ide Schoolw

ide OR

Limited to U




rade spans:

ACTIO

NS/SER

VICES

2017-18 2018-19

2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

Page 45 of 91

An agreement w

ith Accelerated Reader dba STAR

R

enaissance will provide alignm

ent of reading diagnostic scores w

ith reading material choices.

An agreement w


R




An agreement w


R




BUD

GETED

EXPEND

ITUR

ES 2017-18

2018-19 2019-20

Amount

$3000.00Am

ount$3000.00

Amount

$3000.00

$3000.00

Source Title I

SourceTitle I

SourceTitle I

$3000.00

Budget R


ther O

perating ExpendituresSTAR

Renaissance C

ontract

Budget R


ther Operating

ExpendituresSTAR

Renaissance C

ontract

Budget R


ther O


Renaissance C

ontract

Amount

$160.00Am

ount$160.00

Amount

$160.00

$160.00

Source Supplem


SourceSupplem


SourceSupplem


$160.00

Budget R


ther O


Renaissance C

ontract

Budget R


ther Operating

ExpendituresStar R

enaissance Contract

Budget R


ther O


Renaissance C

ontract



equirement:


Students with D


roup(s)] At Risk R

eaders



rade spans:

OR





Low Incom

e


ide Schoolw

ide OR

Limited to U




rade spans:

Page 46 of 91

ACTIO

NS/SER

VICES

2017-18 2018-19

2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

Math Engineering Science Achievem

ent Contract w

ill support student grow

th and careers M

ath Engineering Science Achievement C

ontract will

support student growth and careers

Math Engineering Science Achievem

ent Contract w

ill support student grow

th and careers

BUD

GETED

EXPEND

ITUR

ES 2017-18

2018-19 2019-20

Amount

$8062.00Am

ount$8062.00

Amount

$8062.00

$8062.00

Source Supplem


SourceSupplem


SourceSupplem


$8062.00

Budget R


ther O

perating ExpendituresM

ESA Contract w

ill support career academ

ies

Budget R


ther Operating

ExpendituresM

ESA Contract w


ies

Budget R


ther O


ESA Contract w


ies

Page 47 of 91

Goals, A

ctions, & Services


Com



New

M

odified

Unchanged

----------

Goal 2

Conditions of Learning: School facility w

ill be well-m

aintained and in good repair.


STATE 1

23

45

67

8C

OE

910

LOC

AL


eed ID

ENTIFIED

NEED

: Maintenance of facilities and tim

ely response to maintenance needs.

METR

IC: FIT Tool as adm

inister by Santa Clara C

ounty Office of Education and W

illiams Audit R

eports

Page 48 of 91

----------EXPEC

TED AN

NU

AL MEASU

RABLE O

UTC

OM

ES

Metrics/Indicators

Baseline2017-18

2018-192019-20

FIT ToolW

illiams Visit R

eport

FIT Tool 100%W

illiams Visit- N

o FindingsBridges Academ

y facility will

meet requirem

ents as aligned to the FIT (Facilities Inspection Tool) assessm

ent administered

annually.Bridges Academ

y will m

eet facility requirem

ents as aligned


ill m

eet requirements as aligned to

the FIT (Facilities Inspection Tool) assessm

ent administered


y will m


ents as aligned


ill m

eet requirements as aligned to

the FIT (Facilities Inspection Tool) assessm

ent administered


y will m


ents as aligned

Page 49 of 91

to the William

s Act and subsequent visits.

to the William


to the William


PLANN

ED AC

TION

S / SERVIC

ESC





equirement:


Students with D


roup(s)]



rade spans:

OR





Low Incom

e


ide Schoolw

ide OR

Limited to U




rade spans:

ACTIO

NS/SER

VICES

2017-18 2018-19

2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

Technology and classroom infrastructure needs w

ill support N

ew Tech C

lassrooms


ill support N

ew Tech C

lassrooms


ill support N

ew Tech C

lassrooms

BUD

GETED

EXPEND

ITUR

ES 2017-18

2018-19 2019-20

Amount

$100,623.00Am

ount$100,623.00

Amount

$100,623.00

$100,623.00

Page 50 of 91

Source Supplem


SourceSupplem


SourceSupplem


$100,623.00

Budget R


ther O

perating ExpendituresTechnology and furniture for N

ew Tech

Classroom

Budget R


ther Operating

ExpendituresTechnology and furniture for N

ew Tech

Classroom

Budget R


ther O

perating ExpendituresTechnology and furniture for N

ew Tech

Classroom



equirement:


Students with D


roup(s)]



rade spans:

OR





Low Incom

e


ide Schoolw

ide OR

Limited to U




rade spans:

ACTIO

NS/SER

VICES

2017-18 2018-19

2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged



regarding work orders and facility needs. (Bridges pays

.06% of FTE)




.06% of FTE)




.06% of FTE)

BUD

GETED

EXPEND

ITUR

ES 2017-18

2018-19 2019-20

Amount

$7690.00Am

ount$7690.00

Amount

$7690.00

$7690.00

Page 51 of 91

Source Supplem


SourceSupplem


SourceSupplem


$7690.00

Budget R


lassified Personnel SalariesM

aintenance Supervisor .06FTE

Budget R



aintenance Supervisor .06 FTEBudget R



aintenance Supervisor .06FTE

Page 52 of 91

Goals, A

ctions, & Services


Com



New

M

odified

Unchanged

----------

Goal 3

Ensure all students have access to highly qualified teachers and a standards aligned curriculum.


STATE 1

23

45

67

8C

OE

910

LOC

AL


eed ID

ENTIFIED

NEED

: Ensure that teachers have access to Com

mon C

ore aligned curriculum and that all teachers are

highly-qualified and appropriately placed.

METR

IC: W

illiams Act visits w

ill ensure highly qualified teachers.LC

AP Survey regarding teacher satisfaction and availability of Com

mon C

ore aligned materials.

----------EXPEC

TED AN

NU

AL MEASU

RABLE O

UTC

OM

ES

Metrics/Indicators

Baseline2017-18

2018-192019-20

Title II Teacher Placement and

Credentialing R

eport

Teacher Satisfaction with

Com

mon C

ore Aligned Materials

as per LCAP Survey

100% teacher placem

ent and credentialing

Teacher Satisfaction Per LCAP

Survey 31%

100% placem



omm

on Core aligned

materials.

100% placem



omm

on Core aligned

materials.

100% placem



omm

on Core aligned

materials.

PLANN

ED AC

TION

S / SERVIC

ES

Page 53 of 91

Com

plete a copy of the following table for each of the LEA’s Actions/Services. D

uplicate the table, including Budgeted Expenditures, as needed.



equirement:


Students with D


roup(s)]



rade spans:

OR





Low Incom

e


ide Schoolw

ide OR

Limited to U




rade spans:

ACTIO

NS/SER

VICES

2017-18 2018-19

2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

Hiring of substitute teachers w

ill ensure qualified staff in classroom

due to teacher absence. H

iring of substitute teachers will ensure qualified staff in

classroom due to teacher absence.

Hiring of substitute teachers w

ill ensure qualified staff in classroom

due to teacher absence.

BUD

GETED

EXPEND

ITUR

ES 2017-18

2018-19 2019-20

Amount

$5544.00Am

ount$5544.00

Amount

$5544.00

$5544.00

Source Title I

SourceTitle I

SourceTitle I

$5544.00

Budget R


ertificated Personnel SalariesSubstitute Teachers w

ill support professional developm

ent

Budget R


ertificated Personnel Salaries

Budget R



Page 54 of 91

Amount

$2100.00Am

ount$2100.00

Amount

$2100.00

$2100.00

Source Title I

SourceTitle I

SourceTitle I

$2100.00

Budget R


ployee BenefitsSubstitute teacher benefits w


ent.

Budget R




ent.

Budget R




ent.

Amount

$4400.00Am

ount$4400.00

Amount

$4400.00

$4400.00

Source Supplem


SourceSupplem


SourceSupplem


$4400.00

Budget R


ertificated Personnel SalariesSubstitute teachers w

ill support teacher absences.

Budget R




Budget R




Amount

$4170 Am

ount$4170

Amount

$4170

$4170

Source Supplem


SourceSupplem


SourceSupplem


$4170

Budget R


ployee BenefitsBenefits w

ill support substitutes and hourly intervention teachers

Budget R




Budget R






equirement:


Students with D


roup(s)]



rade spans:

OR





Low Incom

e


ide Schoolw

ide OR

Limited to U




rade spans:

Page 55 of 91

ACTIO

NS/SER

VICES

2017-18 2018-19

2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

Teachers and staff will participate in travel and

conference to support professional development related

to work w




to work w




to work w


BUD

GETED

EXPEND

ITUR

ES 2017-18

2018-19 2019-20

Amount

$3426.00Am

ount$3426.00

Amount

$3426.00

$3426.00

Source Title I

SourceTitle I

SourceTitle I

$3426.00

Budget R


ther O

perating ExpendituresTravel and C

onference will support

professional development.

Budget R


ther Operating

ExpendituresTravel and C



Budget R


ther O




Amount

$24,361.00Am

ount$24,361.00

Amount

$24,361.00

$24,361.00

Source Supplem


SourceSupplem


SourceSupplem


$24,361.00

Budget R


ther O




Budget R


ther Operating

ExpendituresTravel and C



Budget R


ther O






equirement:


Students with D


roup(s)]



rade spans:

OR



ent:

Page 56 of 91

Students to be ServedEnglish Learners

Foster YouthLow

Income


ide Schoolw

ide OR

Limited to U




rade spans:

ACTIO

NS/SER

VICES

2017-18 2018-19

2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

Food and Supplies will support professional learning and

parent meetings.


parent meetings.


parent meetings.

BUD

GETED

EXPEND

ITUR

ES 2017-18

2018-19 2019-20

Amount

$2700.00Am

ount$2700.00

Amount

$2700.00

$2700.00

Source Supplem


SourceSupplem


SourceSupplem


$2700.00

Budget R

eference 4000-4999: Books And SuppliesFood Supplies for M

eetingsBudget R

eference4000-4999: Books And SuppliesFood Supplies for M

eetingsBudget R

eference4000-4999: Books And SuppliesFood Supplies for M

eetings



equirement:


Students with D


roup(s)]



rade spans:

OR





Low Incom

e

Page 57 of 91


ide Schoolw

ide OR

Limited to U




rade spans:

ACTIO

NS/SER

VICES

2017-18 2018-19

2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

The curriculum support specialist w

ill support teaching and learning through coaching of teachers and professional developm

ent for staff aligned to reading and support for English Learners.







BUD

GETED

EXPEND

ITUR

ES 2017-18

2018-19 2019-20

Amount

$124,372.00Am

ount$124,372.00

Amount

$124,372.00

$124,372.00

Source Supplem


SourceSupplem


SourceSupplem


$124,372.00

Budget R


ertificated Personnel SalariesC

urriculum Support Specialist Salary and

Benefits

Budget R




Benefits

Budget R




Benefits



equirement:


Students with D


roup(s)]



rade spans:

OR





Low Incom

e

Page 58 of 91


ide Schoolw

ide OR

Limited to U




rade spans:

ACTIO

NS/SER

VICES

2017-18 2018-19

2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

A library media aide w

ill promote literacy and ensure

acquisition and dissemination of C

omm

on Core aligned

instructional materials. (.375 FTE)




omm

on Core aligned





omm

on Core aligned


BUD

GETED

EXPEND

ITUR

ES 2017-18

2018-19 2019-20

Amount

$27,949.00Am

ount$27,949.00

Amount

$27,949.00

$27,949.00

Source Supplem


SourceSupplem


SourceSupplem


$27,949.00

Budget R


lassified Personnel Salaries.375 FTE Library M

edia Aide

Budget R



edia AideBudget R



edia Aide

Amount

$10,511.00Am

ount$10,511.00

Amount

$10,511.00

$10,511.00

Source Supplem


SourceSupplem


SourceSupplem


$10,511.00

Budget R


lassified Personnel SalariesLibrary M

edia Aide extra hours will

support after school literacy

Budget R





Budget R







equirement:


Students with D


roup(s)]



rade spans:

Page 59 of 91

OR





Low Incom

e


ide Schoolw

ide OR

Limited to U




rade spans:

ACTIO

NS/SER

VICES

2017-18 2018-19

2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

District level support staff w

ill support Bridges LCAP

goals: student achievement in m

ath and literacy for all grade levels to include early learning, retention and recruitm

ent of highly qualified staff, and parent and student engagem

ent.






ent.






ent.

BUD

GETED

EXPEND

ITUR

ES 2017-18

2018-19 2019-20

Amount

$56,015.00Am

ount$56,015.00

Amount

$56,015.00

$56,015.00

Source Supplem


SourceSupplem


SourceSupplem


$56,015.00

Budget R


ertificated Personnel Salaries6%

Ed Services Directors and

Coordinator

Budget R




Coordinator

Budget R




Coordinator

Amount

$26,761.00Am

ount$26,761.00

Amount

$26,761.00

$26,761.00

Source Supplem


SourceSupplem


SourceSupplem


$26,761.00

Budget R


lassified Personnel Salaries6%

District secretaries w

ill support Bridges

Budget R




ill support Bridges

Budget R




ill support Bridges

Amount

$500.00Am

ount$500.00

Amount

$500.00

$500.00

Page 60 of 91

Source Locally D

efinedSource

Locally Defined

SourceLocally D

efined

$500.00

Budget R


ther O


embership D

ues will support

professional development

Budget R


ther Operating

ExpendituresM

embership D

ues will support


Budget R


ther O


embership D

ues will support


Amount

$3000.00Am

ount$3000.00

Amount

$3000.00

$3000.00

Source Locally D

efinedSource

Locally Defined

SourceLocally D

efined

$3000.00

Budget R


ther O

perating ExpendituresC

ontract Read 180 w

ill support student learning

Budget R


ther Operating

ExpendituresC

ontract Read 180 w


Budget R


ther O

perating ExpendituresC

ontract Read 180 w


Page 61 of 91

Goals, A

ctions, & Services


Com



New

M

odified

Unchanged

----------

Goal 4

Increase number of students w

ho feel connected and safe at school.


STATE 1

23

45

67

8C

OE

910

LOC

AL


eed ID

ENTIFIED

NEED

: Ensure that the social emotional and academ

ic needs of students are met in order to enable

students to feel connected and safe at school.

METR

IC: Attendance rate, suspension rate, truancy rate, LC

AP Student Survey Results

----------EXPEC

TED AN

NU

AL MEASU

RABLE O

UTC

OM

ES

Metrics/Indicators

Baseline2017-18

2018-192019-20

Attendance Rate

Suspension Rate

Truancy Rate

Chronic Absenteeism

LCAP Student Survey R

esults

1. Attendance 96.7%2. Suspension 2.6%3. Truancy 24.26%4. C

hronic Absenteeism- TBD

5. LCAP Survey D

ata- 74%

1. Student Attendance Rate w

ill increase by 1%

as determined

by Data Zone system

.2. Student Suspension R

ate will

decrease by 1% as determ

ined by C

DE end of year report.

3. Student Truancy Rate w

ill decrease by 5%

as determined

by CD

E end of year report.


ill increase by 1%

as determined

by Data Zone system


ate will


ined by C



ill decrease by 5%

as determined

by CD



ill increase by 1%

as determined

by Data Zone system


ate will


ined by C



ill decrease by 5%

as determined

by CD


Page 62 of 91

4. Students will indicate a 5%


AP Student Survey.5. Students w

ill indicate a 5%


AP Student Survey.




ill indicate a 5%


AP Student Survey.




ill indicate a 5%


AP Student Survey.

PLANN

ED AC

TION

S / SERVIC

ESC





equirement:


Students with D


roup(s)]



rade spans:

OR





Low Incom

e


ide Schoolw

ide OR

Limited to U




rade spans:

ACTIO

NS/SER

VICES

2017-18 2018-19

2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

Page 63 of 91

Supplies will support student health and safety needs.



BUD

GETED

EXPEND

ITUR

ES 2017-18

2018-19 2019-20

Amount

$280.00Am

ount$280.00

Amount

$280.00

$280.00

Source Supplem


SourceSupplem


SourceSupplem


$280.00

Budget R

eference 4000-4999: Books And SuppliesH

ealth Supplies for Student SafetyBudget R

eference4000-4999: Books And SuppliesH



ealth Supplies for Student Safety

Amount

$200.00Am

ount$200.00

Amount

$200.00

$200.00

Source Locally D

efinedSource

Locally Defined

SourceLocally D

efined

$200.00

Budget R

eference 4000-4999: Books And SuppliesH





ealth Supplies for Student Safety



equirement:


Students with D


roup(s)]



rade spans:

OR





Low Incom

e


ide Schoolw

ide OR

Limited to U




rade spans:

ACTIO

NS/SER

VICES

2017-18 2018-19

2019-20

Page 64 of 91

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

Field trips will support student incentives and connection

at school. Field trips w

ill support student incentives and connection at school.

Field trips will support student incentives and connection

at school.

BUD

GETED

EXPEND

ITUR

ES 2017-18

2018-19 2019-20

Amount

$1752.00Am

ount$1752.00

Amount

$1752.00

$1752.00

Source Locally D

efinedSource

Locally Defined

SourceLocally D

efined

$1752.00

Budget R


f Direct C

ostsStudent Field Trips

Budget R


f Direct C


Budget R


f Direct C


Amount

$440.00Am

ount$440.00

Amount

$440.00

$440.00

Source Title I

SourceTitle I

SourceTitle I

$440.00

Budget R


f Direct C


Budget R


f Direct C


Budget R


f Direct C


Amount

$3400.00Am

ount$3400.00

Amount

$3400.00

$3400.00

Source Supplem


SourceSupplem


SourceSupplem


$3400.00

Budget R


f Direct C


Budget R


f Direct C


Budget R


f Direct C




equirement:


Students with D


roup(s)]



rade spans:

OR





Low Incom

e

Page 65 of 91


ide Schoolw

ide OR

Limited to U




rade spans:

ACTIO

NS/SER

VICES

2017-18 2018-19

2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

School site support staff will provide safe and orderly

environment and support student's social and em

otional as w

ell as academic needs.

School site support staff will provide a safe and orderly


otional as w


School site support staff will provide a safe and orderly


otional as w


BUD

GETED

EXPEND

ITUR

ES 2017-18

2018-19 2019-20

Amount

$48926.00Am

ount$48926.00

Amount

$48926.00

$48926.00

Source Supplem


SourceSupplem


SourceSupplem


$48926.00

Budget R


ertificated Personnel SalariesAssistant Principal

Budget R



Budget R



Amount

$61,266.00Am

ount$61,266.00

Amount

$61,266.00

$61,266.00

Source Supplem


SourceSupplem


SourceSupplem


$61,266.00

Budget R



of Two C

ounselors

Budget R



of Two C

ounselors

Budget R



of Two C

ounselors



equirement:


Students with D


roup(s)] Referred fam

ilies.



rade spans:

OR

Page 66 of 91





Low Incom

e


ide Schoolw

ide OR

Limited to U




rade spans:

ACTIO

NS/SER

VICES

2017-18 2018-19

2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

After School Coach w

ill provide student activities After School C

oach will provide student activities

After School Coach w

ill provide student activities

BUD

GETED

EXPEND

ITUR

ES 2017-18

2018-19 2019-20

Amount

$6150.00Am

ount$6150.00

Amount

$6150.00

$6150.00

Source Locally D

efinedSource

Locally Defined

SourceLocally D

efined

$6150.00

Budget R


ertificated Personnel SalariesAfter School C

oach

Budget R



oach

Budget R



oach

Amount

$950.00Am

ount$950.00

Amount

$950.00

$950.00

Source Locally D

efinedSource

Locally Defined

SourceLocally D

efined

$950.00

Budget R


ployee BenefitsAfter School C

oach BenefitsBudget R



oach BenefitsBudget R



oach Benefits

Amount

$27,000.00Am

ount$27,000.00

Amount

$27,000.00

$27,000.00

Source Locally D

efinedSource

Locally Defined

SourceLocally D

efined

$27,000.00

Budget R


lassified Personnel SalariesC

ampus Security w

ill support safety

Budget R



ampus Security w

ill support safetyBudget R



ampus Security w

ill support safety

Amount

$3049.00Am

ount$3049.00

Amount

$3049.00

Page 67 of 91

$3049.00

Source Locally D

efinedSource

Locally Defined

SourceLocally D

efined

$3049.00

Budget R


ployee BenefitsC

ampus Security Benefits

Budget R


ployee BenefitsC


Budget R


ployee BenefitsC


Amount

$13500.00Am

ount$13500.00

Amount

$13500.00

$13500.00

Source Locally D

efinedSource

Locally Defined

SourceLocally D

efined

$13500.00

Budget R



lerical Substitute will support school

operations

Budget R




operations

Budget R




operations

Amount

$1463.00Am

ount$1463.00

Amount

$1463.00

$1463.00

Source Locally D

efinedSource

Locally Defined

SourceLocally D

efined

$1463.00

Budget R


ployee BenefitsC

lerical Sub BenefitsBudget R


ployee BenefitsC

lerical Sub BenefitsBudget R


ployee BenefitsC

lerical Sub Benefits

Page 68 of 91

Goals, A

ctions, & Services


Com



New

M

odified

Unchanged

----------

Goal 5

Increase the variety of strategies for parent involvement and support of their children in school.


STATE 1

23

45

67

8C

OE

910

LOC

AL


eed ID

ENTIFIED

NEED

: Parents indicate a desire for opportunities for parents to receive classes in language, technology, and school system

s in order to better support their children at school. The Bridges staff indicates a desire for increased parent involvem

ent and a goal to keep parents well-inform

ed.M

ETRIC

: Parent Participation in District Activities

Parent Satisfaction Responses on LC

AP Family Survey

----------EXPEC

TED AN

NU

AL MEASU

RABLE O

UTC

OM

ES

Metrics/Indicators

Baseline2017-18

2018-192019-20

Family Survey LC

AP 1. LC

AP Parent Survey involvem

ent rate 51%As a result of an increased focus on parental involvem

ent, there w

ill be a 10% increase in parent

response rate on the Bridges Academ

y survey.

As a result of an increased focus on parental involvem

ent, there w



y survey.

As a result of an increased focus on parental involvem

ent, there w



y survey.

Page 69 of 91

The percentage of parents indicating satisfaction w

ith the school w

ill increase by 5%.


ith the school w

ill increase by 5%.


ith the school w

ill increase by 5%.

PLANN

ED AC

TION

S / SERVIC

ESC





equirement:


Students with D


roup(s)] Parents with diverse language needs.



rade spans:

OR





Low Incom

e


ide Schoolw

ide OR

Limited to U




rade spans:

ACTIO

NS/SER

VICES

2017-18 2018-19

2019-20

New

Modified

Unchanged

New

Modified

Unchanged

New

Modified

Unchanged

Money w

ill be set aside for comm

unication with parents. M


munication w

ith parents.M


munication w

ith parents.

BUD

GETED

EXPEND

ITUR

ES 2017-18

2018-19 2019-20

Amount

$700.00Am

ount$700.00

Amount

$700.00

$700.00

Page 70 of 91

Source Supplem


SourceSupplem


SourceSupplem


$700.00

Budget R


lassified Personnel SalariesTranslation and Interpreters

Budget R



Budget R



Amount

$2000.00Am

ount$2000.00

Amount

$2000.00

$2000.00

Source Locally D

efinedSource

Locally Defined

SourceLocally D

efined

$2000.00

Budget R


f Direct C

ostsPrincipal C

ell Phone will im

prove com

munication

Budget R


f Direct C

ostsPrincipal C

ell Phone will im

prove com

munication

Budget R


f Direct C

ostsPrincipal C

ell Phone will im

prove com

munication

Page 71 of 91

Dem

onstration of Increased or Improved Services for U

nduplicated PupilsLC

AP Year2017–18

2018–192019–20

----------Estim

ated Supplemental and C

oncentration Grant Funds:

$939,174.00Percentage to Increase or Im

prove Services:74%

----------D

escribe how services provided for unduplicated pupils are increased or im

proved by at least the percentage identified above, either qualitatively or quantitatively, as com

pared to services provided for all students in the LCAP year.

Identify each action/service being funded and provided on a schoolwide or LEA-w

ide basis. Include the required descriptions supporting each schoolwide or LEA-

wide use of funds (see instructions).

----------The LEA is expending funds as indicated below

in the 2017-18 school years. With an unduplicated count of 80%

, Bridges Academy w

ill utilize funds to service the entire student body w

ith a specialized focus on monitoring and support for Long Term

English Learners (74%) and m

oving this sub group to reclassification. As a dependent charter, Bridges w

ill utilize LEA funds to support intervention and RTI for students identified through state and local assessm

ents. In addition, funds are provided to support a safe and orderly environm

ent and to reduce suspensions and increasing attendance for all students to include the 17% w

ho are not a part of the unduplicated count. The im

plementation of the N

ew Tech G

rant will enable the school to provide 21st C

entury Teaching and Learning support to students through technology and project based learning. Through collaboration and creativity in im

plementation of C

omm

on Core, the needs of unduplicated

students will be m

et in the classroom. The C

urriculum Support Specialist w

ill focus on two initiatives w

hen coaching staff: support for English Learners and guided processed reading. Funds expended to FM

SD for site support w

ill enable the school to work closely w

ith State and Federal Projects and Assessment to

implem

ent data analysis and response to intervention. Work w

ith the Curriculum

and Instruction staff will directly benefit the academ

ic needs of English Learners as w

ell as needs of all students for Project Based Learning. Money is set aside to support the Student W

elfare and Support Services (SWSS) a staff to ensure

prompt response to student attendance and behavioral needs as w

ell as to provide non-cognitive support to families. The SW

SS office will ensure m

onitoring and identification of foster and hom

eless youth as support for unduplicated students. Site funds will ensure high quality instructional m

aterials for staff to ensure good first teaching and w

ill also provide for intervention as needed. Other site expenditures include w

ork with consultants to support professional learning com

munities

and teacher collaboration. Monies are also set aside to support technology and classroom

development aligned to N

ew Tech and to increase parent involvem

ent and com

munication.

Bridges Academy contributes %

to districtwide salaries. O

ther fair share contributions for data managem

ent systems, contracts, and districtw

ide initiatives were

not charged back to Bridges Academy in 2017-18 budget planning to provide m

ore opportunity for funds to directly meeting the needs of students and fam

ilies.

With 79%

of Bridges students receiving free/reduced lunch and an unduplicated count of 80.3%, the funds received under LC

FF have been used to provide students a com

prehensive middle school program

which w

ill prepare students to be successful at Bridges Academy and in high school. The follow

ing costs have been identified to dem

onstrate how LC

FF funds are being used to meet the needs of low

-income pupils, foster youth and English learners at Bridges

Academy:

1. Cost of intervention teacher w

ho teaches ELL students in reading using an intervention Program (R

ead 180) and materials

Page 72 of 91

3. Bridges share of cost of the Student Welfare and Support Services staff to support foster and hom

eless youth and low incom

e families.

4 CELD

T Assessments and EL supports.

5. Bridges supports the Curriculum

Support Specialist who w

ill provide professional development to staff regarding support of English Learners data analysis and

professional development aligned to designated and integrated support of English Learners.

6. Funds to support translation for EL parents.7. Funds to support tutoring for identified unduplicated students.8. Bridges fair share (6%

) support of FMSD

staff (State and Federal Projects and Assessment, Assessm

ent TOSA, C

urriculum and Instruction, C

omm

unity Engagem

ent, Hum

an Resources) to support EL and U

PP students through progress monitoring, assessm

ent, purchase, training, and facilitation of instruction for EL students, inclusion of parents and parent education program

s, and utilization of highly qualified staff to ensure instruction related to needs of EL.9. Funds to support im

plementation of N

ew Tech program

and project based learning, both research based strategies to engage low incom

e, foster youth, and unduplicated students.-------

Page 73 of 91

-------

Revised Local Control and Accountability Plan and Annual Update Template Instructions

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

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

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

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

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

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

Instructions: Linked Table of Contents

Plan SummaryAnnual UpdateStakeholder EngagementGoals, Actions, and ServicesPlanned Actions/ServicesDemonstration of Increased or Improved Services for Unduplicated Students

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

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

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

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

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

• Description of any use(s) of the General Fund Budget Expenditures specified above for the LCAP year not included in the LCAP: Briefly describe expenditures included in total General Fund Expenditures that are not included in the total funds budgeted for planned actions/services for

the LCAP year. (Note: The total funds budgeted for planned actions/services may include funds other than general fund expenditures.)

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

Annual UpdateThe planned goals, expected outcomes, actions/services, and budgeted expenditures must be copied verbatim from the previous year’s* approved LCAP. Minor typographical errors may be corrected.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Related State and/or Local PrioritiesIdentify 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 applicable to the type of LEA, and any additional local priorities; however, one goal may address multiple priorities. (Link to State Priorities)

Identified Need

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

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

Planned Actions/Services

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

For Actions/Services Not Contributing to Meeting the Increased or Improved Services RequirementStudents to be ServedThe “Students to be Served” box is to be completed for all actions/services except for those which are included by the LEA as contributing to meeting the requirement to increase or improve services for unduplicated students. Indicate in this box which students will benefit from the actions/services by checking “All”, “Students with Disabilities”, or “Specific Student Group(s)”. If “Specific Student Group(s)” is checked, identify the specific student group(s) as appropriate.Location(s)Identify the location where the action/services will be provided. If the services are provided to all schools within the LEA, the LEA must indicate “All Schools”. If the services are provided to specific schools within the LEA or specific grade spans only, the LEA must mark “Specific Schools” or “Specific Grade Spans”. Identify the individual school or a subset of schools or grade spans (e.g., all high schools or grades K-5), as appropriate.

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

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

Scope of Service

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

• If the action/service is being funded and provided to upgrade the entire educational program of the LEA, place a check mark next to “LEA-wide.”

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

• If the action/service being funded and provided is limited to the unduplicated students identified in “Students to be Served”, place a check mark next to “Limited to Student Groups”.

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

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

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

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

New/Modified/Unchanged: • Check “New” if the action/service is being added in any of the three years of the LCAP to

meet the articulated goal.

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

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

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

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

Charter schools may complete the LCAP to align with the term of the charter school’s budget that is submitted to the school’s authorizer. Accordingly, a charter school submitting a one-year budget to its authorizer may choose not to complete the year 2 and year 3 portions of the Goals, Actions, and

Services section of the template. If year 2 and/or year 3 is not applicable, charter schools must specify as such.Budgeted ExpendituresFor each action/service, list and describe budgeted expenditures for each school year to implement these actions, including where those expenditures can be found in the LEA’s budget. The LEA must reference all fund sources for each proposed expenditure. Expenditures must be classified using the California School Accounting Manual as required by Education Code sections 52061, 52067, and 47606.5. Expenditures that are included more than once in an LCAP must be indicated as a duplicated expenditure and include a reference to the goal and action/service where the expenditure first appears in the LCAP.If a county superintendent of schools has jurisdiction over a single school district, and chooses to complete a single LCAP, the LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted expenditures are aligned.

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

Estimated Supplemental and Concentration Grant FundsIdentify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner students as determined pursuant to 5 CCR 15496(a)(5). Percentage to Increase or Improve ServicesIdentify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all students in the LCAP year as calculated pursuant to 5 CCR 15496(a)(7).

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

A. Statewide assessments;B. The Academic Performance Index;C. The percentage of pupils who have successfully completed courses that satisfy UC or CSU entrance

requirements, or programs of study that align with state board approved career technical educational standards and framework;

D. The percentage of English learner pupils who make progress toward English proficiency as measured by the CELDT;

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

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

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

A. School attendance rates;B. Chronic absenteeism rates;

C. Middle school dropout rates;D. High school dropout rates; andE. High school graduation rates;

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

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

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

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

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

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

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

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

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

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

APPENDIX A: PRIORITIES 5 AND 6 RATE CALCULATION INSTRUCTIONS

For the purposes of completing the LCAP in reference to the state priorities under Education Code sections 52060 and 52066, as applicable to type of LEA, the following shall apply:

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

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

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

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

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

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

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

(2) The total number of cohort members.

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

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

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

(2) The total number of cohort members.

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

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

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


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

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

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


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

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

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

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

Sections 6312 and 6314.

APPENDIX B: GUIDING QUESTIONSGuiding Questions: Annual Review and Analysis

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

2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to 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 school sites and were these actions/services effective in achieving the desired outcomes?

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

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

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

Guiding Questions: Stakeholder Engagement

1) How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated pupils and unduplicated pupils identified in 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, or 47606.5, as applicable, 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?

Guiding Questions: Goals, Actions, and Services

1) What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”: Basic Services (Priority 1), the Implementation of State Standards (Priority 2), and Course Access (Priority 7)?

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

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

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

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

6) What are the unique goals for unduplicated pupils as defined in Education Code sections 42238.01 and bgroups 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 school sites?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 school sites, to English learners, to low-income pupils, and/or to foster youth to achieve goals identified in the LCAP?

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

these expenditures be found in the LEA’s budget?

Prepared by the California Department of Education, October 2016

LCA

P Expenditure Summ

ary

Total Expenditures by Funding Source

Funding Source2016-17

Annual U

pdateB

udgeted

2016-17A

nnual Update

Actual

2017-182018-19

2019-202017-18through2019-20

TotalAll Funding Sources

918,877.00879,657.66

1,022,948.001,022,948.00

1,022,948.003,068,844.00

LCFF

874,959.00808,703.19

0.000.00

0.000.00

Locally Defined

0.000.00

59,564.0059,564.00

59,564.00178,692.00

Supplemental

0.0032,823.00

0.000.00

0.000.00

Supplemental and C

oncentration0.00

0.00939,174.00

939,174.00939,174.00

2,817,522.00Title I

43,918.0038,131.47

24,210.0024,210.00

24,210.0072,630.00

* Totals based on expenditure amounts in goal and annual update sections.

Total Expenditures by Object Type

Object Type

2016-17A

nnual Update

Budgeted

2016-17A

nnual Update

Actual

2017-182018-19

2019-202017-18through2019-20

TotalAll Expenditure Types

918,877.00879,657.66

1,022,948.001,022,948.00

1,022,948.003,068,844.00

1000-1999: Certificated Personnel Salaries

342,713.00352,272.36

458,826.00458,826.00

458,826.001,376,478.00

2000-2999: Classified Personnel Salaries

108,409.00104,125.06

169,076.00169,076.00

169,076.00507,228.00

3000-3999: Employee Benefits

32,200.0029,200.00

19,702.0019,702.00

19,702.0059,106.00

4000-4999: Books And Supplies175,119.00

137,765.8277,800.00

77,800.0077,800.00

233,400.005000-5999: Services And O

ther Operating

Expenditures129,400.00

125,000.00154,172.00

154,172.00154,172.00

462,516.00

5700-5799: Transfers Of D

irect Costs

3,596.002,993.77

8,372.008,372.00

8,372.0025,116.00

5800: Professional/Consulting Services And

Operating Expenditures

127,440.00128,300.65

135,000.00135,000.00

135,000.00405,000.00


Total Expenditures by Object Type and Funding Source

Object Type

Funding Source2016-17A

nnual U

pdateB

udgeted

2016-17A

nnual U

pdateA

ctual2017-18

2018-192019-20

2017-18through2019-20

TotalAll Expenditure Types

All Funding Sources918,877.00

879,657.661,022,948.00

1,022,948.001,022,948.00

3,068,844.001000-1999: C


LCFF

342,713.00352,272.36

0.000.00

0.000.00

1000-1999: Certificated

Personnel SalariesLocally D

efined0.00

0.006,150.00

6,150.006,150.00

18,450.00


Personnel SalariesSupplem

ental and C

oncentration0.00

0.00447,132.00

447,132.00447,132.00

1,341,396.00


Personnel SalariesTitle I

0.000.00

5,544.005,544.00

5,544.0016,632.00

2000-2999: Classified

Personnel SalariesLC

FF108,409.00

104,125.060.00

0.000.00

0.00


Personnel SalariesLocally D

efined0.00

0.0040,500.00

40,500.0040,500.00

121,500.00


Personnel SalariesSupplem

ental and C

oncentration0.00

0.00128,576.00

128,576.00128,576.00

385,728.00

3000-3999: Employee

BenefitsLC

FF32,200.00

29,200.000.00

0.000.00

0.00

3000-3999: Employee

BenefitsLocally D

efined0.00

0.005,462.00

5,462.005,462.00

16,386.00

3000-3999: Employee

BenefitsSupplem

ental and C

oncentration0.00

0.0012,140.00

12,140.0012,140.00

36,420.00

3000-3999: Employee

BenefitsTitle I

0.000.00

2,100.002,100.00

2,100.006,300.00

4000-4999: Books And Supplies

LCFF

139,201.0070,144.00

0.000.00

0.000.00


Locally Defined

0.000.00

200.00200.00

200.00600.00


Supplemental

0.0032,823.00

0.000.00

0.000.00


Supplemental and

Concentration

0.000.00

67,900.0067,900.00

67,900.00203,700.00


Title I35,918.00

34,798.829,700.00

9,700.009,700.00

29,100.00

5000-5999: Services And O

ther Operating Expenditures

LCFF

122,000.00122,000.00

0.000.00

0.000.00

Total Expenditures by Object Type and Funding Source

Object Type

Funding Source2016-17A

nnual U

pdateB

udgeted

2016-17A

nnual U

pdateA

ctual2017-18

2018-192019-20

2017-18through2019-20

Total5000-5999: Services And O


Locally Defined

0.000.00

3,500.003,500.00

3,500.0010,500.00



Supplemental and

Concentration

0.000.00

144,246.00144,246.00

144,246.00432,738.00



Title I7,400.00

3,000.006,426.00

6,426.006,426.00

19,278.00

5700-5799: Transfers Of

Direct C

ostsLC

FF2,996.00

2,661.120.00

0.000.00

0.00


Direct C

ostsLocally D

efined0.00

0.003,752.00

3,752.003,752.00

11,256.00


Direct C

ostsSupplem

ental and C

oncentration0.00

0.004,180.00

4,180.004,180.00

12,540.00


Direct C

ostsTitle I

600.00332.65

440.00440.00

440.001,320.00

5800: Professional/Consulting

Services And Operating

Expenditures

LCFF

127,440.00128,300.65

0.000.00

0.000.00

5800: Professional/Consulting

Services And Operating

Expenditures

Supplemental and

Concentration

0.000.00

135,000.00135,000.00

135,000.00405,000.00


Total Expenditures by Goal

Goal

2017-182018-19

2019-202017-18through2019-20

TotalG

oal 1447,750.00

447,750.00447,750.00

1,343,250.00

Goal 2

108,313.00108,313.00

108,313.00324,939.00

Goal 3

295,809.00295,809.00

295,809.00887,427.00

Goal 4

168,376.00168,376.00

168,376.00505,128.00

Goal 5

2,700.002,700.00

2,700.008,100.00

Goal 6

0.000.00

0.000.00

Goal 7

0.000.00

0.000.00


Bridges(LCAP(Budget(Summary 6/9/17

24960

GOAL Expenditure LCFF Title3I3 A3BudgetInstructional(Materials(and(Supplies $19,120.00

CL Books(Project(Based(Learning $3,500.00

CL Supplmental(Books $3,200.00

CL Texbtooks(and(Supplies( $7,800.00

CL Copier( $11,040.00

CL Reprographics $780.00

CL Hourly(Intervention $21,000.00

CL Hourly(Intervention(Benefits $7,970.00

CL Computers(and(Supplies( $27,000.00

CL Computers(and(Supplies $3,000.00

CL New(Tech(Equipment $8,300.00

CL Computers $2,700.00

CL New(Tech(Contract( $135,000.00

CL Intervention(Teacher(FTE $122,538.00

CL 6%(Assessment(TOSA $8,615.00

CL Computer(Tech(Partial(Salary $54,965.00

CL Accelerated(Reader $3,000.00

CL STAR(Renn $160.00

CL MESA(Contract( $8,062.00

Goal(Two Furniture(and(Infrastructure( $100,623.00

CL 6%(Maintenance(Supervisor( $7,690.00

Goal(ThreeSubs(for(Professional(Development $5,544.00

CL Subs(Benefits $2,100.00

CL Subs(Absence $4,400.00

CL Benefits(Subs/Intervention(Hrly $4,170.00

CL PD(and(Travel $3,426.00

CL PD(and(Travel $24,361.00

CL Food(for(Meetings $2,700.00

CL Curriculum(Support(Specialist $124,372.00

CL Library(Media(Aide $27,949.00

CL Library(Media(Aide(Extra(Hrs $10,511.00

CL District(Management(6% $56,015.00

Bridges(LCAP(Budget(Summary 6/9/17

24961

GOAL Expenditure LCFF Title3I3 A3Budget

CL District(Secretary(6% $26,761.00

CL Membership(Dues $500.00

CL Contract(Read(180 $3,000.00

Goal(Four Health(Supplies $280.00 $200.00

CL Field(Trips $3,400.00 $440.00 $1,752.00

CL Asst(Principal $48,926.00

CL Counselors( $61,266.00

CL Coach $6,150.00

CL Coach(Benefits $950.00

CL Campus(Security( $27,000.00

CL Campus(Security(Benefits $3,049.00

CL Clerical(Sub $13,500.00

CL Clerical(Sub(Benefits $1,463.00

Goal(Five

CL Translation $700.00

CL Cell(Phone $2,000.00

TOTALS $939,174.00 $24,210.00 $59,564.00

CO

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rovid

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rough th

e L

ocal C

ontro

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orm

ula

funds. O

ver th

e p

ast th

ree m

onth

s, th

e d

istric

t has e

ngaged in

an in

put a

nd fe

edback c

ycle

. The fo

llow

ing is

a lis

t of p

rioritie

s g

ath

ere

d in

these fo

rum

s.

Under th

e th

ree c

ate

gorie

s, ite

ms a

re lis

ted in

ord

er o

f the n

um

ber o

f times th

ese w

ere

suggeste

d. S

om

e o

f the s

uggestio

ns a

re n

ot p

art o

f the L

CF

F

pro

gra

m, a

nd a

re in

dic

ate

d w

ith a

n a

ste

risk (*

).

STATE PR

IOR

ITY AR

EA O

ne: Conditions of Learning

●

Safety crosswalk should be included in every corner*

●PE program

for Elementary school

●H

ealthier food ●

School Nurses

●Yard duty in M

iddle Schools, School Security-Supervision during recess/lunch* - This is site funded through district funding

●M

ore support for Advanced Learners ●

Cross guards*

●R

emodel D

ah, More parking at D

ahl, Use blacktop area at D

ahl for a nice playground, lunch tables and canopies for shade, Speed bum

ps at the back of the school gate at Dahl. People drive very fast and block the cross w

alk for children * - funded through Bond m

easures through local elections ●

Rem

odel bathrooms at W

indmill,R

edo the field and remove pot holes at W

indmill - * - funded through Bond

measures through local elections

●C

leaner restrooms

●D

ahl to have BBQ every Saturday * - Site decision

●Shade * - Site decision

●There seem

s to be an over reliance on technology, particularly when only 75%

of students indicate they have access to a com

puter at home

●M

ore office staff-especially if there’s a high population of Spanish speakers ●

More Special Ed classes for all grade levels

●Ensure that all substitute teachers are highly qualified

●As a parent w

ith a child at McKinley, I w

ould like more help for the children

●W

indmill-hire extra teacher helpers to help certain students w

ho might be struggling w

ith a subject ●

Cleaning products for the teachers

●Sports

●M

ore funding for school libraries ●

Additional programs to help students reach their goals

CO

MM

UN

ITY

FE

ED

BA

CK

AN

D Q

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ST

ION

S

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ON

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ND

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ITY

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N (2

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8)

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part o

f the re

quire

ment fo

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evelo

pm

ent o

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ocal C

ontro

l Accounta

bility

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n, d

istric

ts a

re e

xpecte

d to

pro

vid

e a

n a

venue to

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are

nts

and

com

munity

to c

om

ment o

n th

e p

lan, s

uggest a

reas o

f need a

nd a

sk q

uestio

ns a

bout th

e p

rogra

ms p

rovid

ed th

rough th

e L

ocal C

ontro

l Fundin

g F

orm

ula

funds. O

ver th

e p

ast th

ree m

onth

s, th

e d

istric

t has e

ngaged in

an in

put a

nd fe

edback c

ycle

. The fo

llow

ing is

a lis

t of p

rioritie

s g

ath

ere

d in

these fo

rum

s.

Under th

e th

ree c

ate

gorie

s, ite

ms a

re lis

ted in

ord

er o

f the n

um

ber o

f times th

ese w

ere

suggeste

d. S

om

e o

f the s

uggestio

ns a

re n

ot p

art o

f the L

CF

F

pro

gra

m, a

nd a

re in

dic

ate

d w

ith a

n a

ste

risk (*

).

STA

TE PRIO

RITY A

REA

TWO

: Student Outcom

es

●Art and M

usic programs

●After school program

s ●

After School Program for TK

●M

ore time for the C

OR

AL Program and m

ore available spaces ●

Summ

er School ●

Bilingual Aides ●

Intervention teachers at every site ●

Hom

ework help

●Special classes such as M

usic and Foreign languages ●

Com

puter based curriculum for EL’s

●Stop w

asting $ on pilots that we already know

aren’t compliant, especially w

ith ELD

●M

y priority is to have children re-classified. Provide more support to our ELD

students. ●

Many teachers w

ould like GLAD

certification-expensive, but in the long run pays off. Plus, it’s high academic language

and has support and targeted EL instruction. ●

More program

s for the loud student in Lairon and Los Arboles ●

Extra classes to help our children with their R

eading, Writing and English.

●G

ym at Shirakaw

a* ●

GATE Support

●Trained to differentiate for C

SS ●

Incorporate Instructional Technology in leading learning ●

Prepared to co-teach and support SpEd

CO

MM

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ocal C

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istric

ts a

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vid

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are

nts

and

com

munity

to c

om

ment o

n th

e p

lan, s

uggest a

reas o

f need a

nd a

sk q

uestio

ns a

bout th

e p

rogra

ms p

rovid

ed th

rough th

e L

ocal C

ontro

l Fundin

g F

orm

ula

funds. O

ver th

e p

ast th

ree m

onth

s, th

e d

istric

t has e

ngaged in

an in

put a

nd fe

edback c

ycle

. The fo

llow

ing is

a lis

t of p

rioritie

s g

ath

ere

d in

these fo

rum

s.

Under th

e th

ree c

ate

gorie

s, ite

ms a

re lis

ted in

ord

er o

f the n

um

ber o

f times th

ese w

ere

suggeste

d. S

om

e o

f the s

uggestio

ns a

re n

ot p

art o

f the L

CF

F

pro

gra

m, a

nd a

re in

dic

ate

d w

ith a

n a

ste

risk (*

).

STATE PR

IOR

ITY AR

EA TH

REE: Engagem

ent

●ESL classes and Parent w

orkshops ●

Class for parents to help kids w

ith homew

ork ●

More interpreters for parent com

munication and m

eetings ●

Send Text in Vietnamese to com

municate w

ith parents ●

Vietnamese staff at every school w

/ Vietnamese population

●Send e-m

ail in Vietnamese to com

municate w

ith parents ●

Principal meeting w

ith classified/impact job

●C

ounseling services at the school ●

Social Workers for every school

●Better com

munication betw

een parent and teachers ●

All info about students should be sent in Vietnamese

●2 VP’s at Shirakaw

a, since it’s like having 2 schools in 1 ●

Mailers sent to fam

ilies should not be in color. Every penny counts-on line is better ●

Program to educate parents so they can then support their children achieve academ

ic success ●

More STEAM

programs

●The needs of all staff are represented in planning groups.

●Separate survey for classified/certificated

CO

MM

UN

ITY

FE

ED

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AN

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ION

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N (2

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f the re

quire

ment fo

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evelo

pm

ent o

f the L

ocal C

ontro

l Accounta

bility

Pla

n, d

istric

ts a

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vid

e a

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are

nts

and

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munity

to c

om

ment o

n th

e p

lan, s

uggest a

reas o

f need a

nd a

sk q

uestio

ns a

bout th

e p

rogra

ms p

rovid

ed th

rough th

e L

ocal C

ontro

l Fundin

g F

orm

ula

funds. O

ver th

e p

ast th

ree m

onth

s, th

e d

istric

t has e

ngaged in

an in

put a

nd fe

edback c

ycle

. The fo

llow

ing is

a lis

t of p

rioritie

s g

ath

ere

d in

these fo

rum

s.

Under th

e th

ree c

ate

gorie

s, ite

ms a

re lis

ted in

ord

er o

f the n

um

ber o

f times th

ese w

ere

suggeste

d. S

om

e o

f the s

uggestio

ns a

re n

ot p

art o

f the L

CF

F

pro

gra

m, a

nd a

re in

dic

ate

d w

ith a

n a

ste

risk (*

).

Question #1: H

ow can I participate at the district level to m

ake the school district one of the best in the B

ay Area?

There are several ways that parents can engage at the district level to support overall district im

provement. First, parents

should consider joining the Su

pe

rin

ten

de

nt's

Ad

vis

ory

Co

un

cil. This group serves to provide input and

recomm

endations regarding the Local Control Funds and developm

ent of the Local Control Accountability Plan.

Additionally, in the Educational Services Division, parents can engage on several standing com

mittees

a.

DE

LA

C, the district English Learner Advisory C

omm

ittee: The purpose of the DELAC

, or subcomm

ittee on English learner education, is to provide guidance and advice to the Board of Education and the D

istrict staff (e.g., in person, by letters/reports) on the needs and services for English learners. Each C

alifornia public school district, grades kindergarten through 12, w

ith 51 or more English learners m

ust form a D

istrict-level English Learner Advisory Com

mittee (D

ELAC) or

subcomm

ittee of an existing district-wide advisory com

mittee. Parents representatives to D

ELAC are elected by parents

from their respective school. C

ontact your site principal for information.

b.

SE

DA

C, the Special Education District Advisory C

omm

ittee: Parents of special education students are invited to join. C

ontact the Director of Special Education for inform

ation. Another area w

here parents can participate at the district level is to consider volunteering to serve on the District’s B

on

d

Ov

ers

igh

t Co

mm

ittee. The Bond O

versight Com

mittee is an independent oversight panel established pursuant to the

requirements of school construction bond m

easures passed by the voters of the Franklin-McKinley School D

istrict (FMSD

) and state law

. The Bond Oversight C

omm

ittee meets to review

and adopt resolutions recomm

ending the expenditure of construction bond funds to the FM

SD Board of Education. For inform

ation about how to be appointed to this com

mittee,

contact the FMSD

Business Office.

Finally, the highest level of parent engagement in the district is to serve as a school board m

ember. FM

SD has a

five-mem

ber school board, whose m

embers are elected to four year term

s with elections held every tw

o years.

CO

MM

UN

ITY

FE

ED

BA

CK

AN

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ST

ION

S

LO

CA

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ON

TR

OL A

ND

AC

CO

UN

TA

BIL

ITY

PLA

N (2

01

7 - 2

01

8)

As a

part o

f the re

quire

ment fo

r the d

evelo

pm

ent o

f the L

ocal C

ontro

l Accounta

bility

Pla

n, d

istric

ts a

re e

xpecte

d to

pro

vid

e a

n a

venue to

the p

are

nts

and

com

munity

to c

om

ment o

n th

e p

lan, s

uggest a

reas o

f need a

nd a

sk q

uestio

ns a

bout th

e p

rogra

ms p

rovid

ed th

rough th

e L

ocal C

ontro

l Fundin

g F

orm

ula

funds. O

ver th

e p

ast th

ree m

onth

s, th

e d

istric

t has e

ngaged in

an in

put a

nd fe

edback c

ycle

. The fo

llow

ing is

a lis

t of p

rioritie

s g

ath

ere

d in

these fo

rum

s.

Under th

e th

ree c

ate

gorie

s, ite

ms a

re lis

ted in

ord

er o

f the n

um

ber o

f times th

ese w

ere

suggeste

d. S

om

e o

f the s

uggestio

ns a

re n

ot p

art o

f the L

CF

F

pro

gra

m, a

nd a

re in

dic

ate

d w

ith a

n a

ste

risk (*

).

Information about C

alifornia School Boards can be found at ww

w.csba.org

Question #2: W

hy is there a general absence of emphasis on STEM

? The D

istrict provides for educational programs in R

eading / Language Developm

ent, Mathem

atics, Social Studies and Science as part of our core program

. STEM education – Science, Technology, Engineering and M

athematics – is

addressed several ways in FM

SD. First, in focused school program

s the district operates five schools with STEM

focused program

s (Kennedy STEM Academ

y, Jeanne R. M

eadows Elem

entary (General), Jason D

ahl Elementary (Aviation), Los

Arboles Literacy and Technology (K – 3), Lairon College Preparatory STEAM

academy. Additionally, Sylvandale M

iddle School operates under a sm

all school design model, offering the only C

alifornia Partnership middle school academ

ies in the state. O

f the three academies, tw

o are STEM focused – the H

ealth Careers Academ

y and the Information Technology

Academy. Additionally, Kennedy, M

eadows, D

ahl, and Lairon are all certified as Tech Schools of Innovation, where our

teachers have received specialized professional development to support integration of “design thinking” in the science and

math curriculum

. Each of these schools sends teams to participate in the Tech C

hallenge. Another w

ay that our schools focus on STEM is through our language integration program

– SEAL – offered at Santee, M

cKinley, Los Arboles and Dahl – w

here science content is taught in conjunction with the language acquisition program

. Lastly, the district offers opportunities for students to engage in design thinking and science learning in both our sum

mer

programs (O

lympico Learning) and extended learning such as Science and G

ate fair. If you w

ould like additional information regarding STEM

or science education, contact your site principal.

CO

MM

UN

ITY

FE

ED

BA

CK

AN

D Q

UE

ST

ION

S

LO

CA

L C

ON

TR

OL A

ND

AC

CO

UN

TA

BIL

ITY

PLA

N (2

01

7 - 2

01

8)

As a

part o

f the re

quire

ment fo

r the d

evelo

pm

ent o

f the L

ocal C

ontro

l Accounta

bility

Pla

n, d

istric

ts a

re e

xpecte

d to

pro

vid

e a

n a

venue to

the p

are

nts

and

com

munity

to c

om

ment o

n th

e p

lan, s

uggest a

reas o

f need a

nd a

sk q

uestio

ns a

bout th

e p

rogra

ms p

rovid

ed th

rough th

e L

ocal C

ontro

l Fundin

g F

orm

ula

funds. O

ver th

e p

ast th

ree m

onth

s, th

e d

istric

t has e

ngaged in

an in

put a

nd fe

edback c

ycle

. The fo

llow

ing is

a lis

t of p

rioritie

s g

ath

ere

d in

these fo

rum

s.

Under th

e th

ree c

ate

gorie

s, ite

ms a

re lis

ted in

ord

er o

f the n

um

ber o

f times th

ese w

ere

suggeste

d. S

om

e o

f the s

uggestio

ns a

re n

ot p

art o

f the L

CF

F

pro

gra

m, a

nd a

re in

dic

ate

d w

ith a

n a

ste

risk (*

).

Question #3: H

ow can parents be integrated in providing m

ore systematic

support to the class teacher? There is a lot of research on w

ays that parents can assist at home to support ongoing learning. H

ere’s some inform

ation from

the website: C

olorin Colorado!

Tw

en

ty

Wa

ys

Yo

u C

an

He

lp Y

ou

r C

hild

re

n S

uc

ce

ed

At S

ch

oo

l

As a parent, you are your child's first and m

ost important teacher. W

hen parents and families are involved in their children's

schools, the children do better and have better feelings about going to school. In fact, many studies show

that what the fam

ily does is m

ore important to a child's school success than how

much m

oney the family m

akes or how m

uch education the parents have. T

here are many w

ays that parents can support their children's learning at home and throughout the school year. H

ere are some

ideas to get you started!

De

ve

lop

a p

ar

tn

er

sh

ip w

ith

yo

ur

ch

ild's

te

ac

he

rs

an

d s

ch

oo

l sta

ff

1. M

ee

t y

ou

r c

hild

's t

ea

ch

er

. As soon as the school year starts, try to find a w

ay to meet your child's teacher. Let the teacher

know you w

ant to help your child learn. Make it clear that you w

ant the teacher to contact you if any problems develop w

ith your child. T

alk with your child's teacher offers som

e great tips for developing a partnership with your child's teacher.

If you feel uncomfortable speaking E

nglish, don't let a language barrier stop you. What you have to say is m

ore important than the

language you say it in! Ask the school to find som

eone who can interpret for you. T

here may be a teacher or parent liaison w

ho can help. O

r you can bring a bilingual friend or relative with you.

2. G

et t

o k

no

w w

ho

's w

ho

at y

ou

r c

hild

's s

ch

oo

l. There are m

any people at your child's school who are there to help your child

learn, grow socially and em

otionally, and navigate the school environment. W

ho's Who at Your Child's School describes the

responsibilities of teachers, administrators, and district staff. E

ach school is different but this article will offer a general

introduction to personnel of your child's school.

CO

MM

UN

ITY

FE

ED

BA

CK

AN

D Q

UE

ST

ION

S

LO

CA

L C

ON

TR

OL A

ND

AC

CO

UN

TA

BIL

ITY

PLA

N (2

01

7 - 2

01

8)

As a

part o

f the re

quire

ment fo

r the d

evelo

pm

ent o

f the L

ocal C

ontro

l Accounta

bility

Pla

n, d

istric

ts a

re e

xpecte

d to

pro

vid

e a

n a

venue to

the p

are

nts

and

com

munity

to c

om

ment o

n th

e p

lan, s

uggest a

reas o

f need a

nd a

sk q

uestio

ns a

bout th

e p

rogra

ms p

rovid

ed th

rough th

e L

ocal C

ontro

l Fundin

g F

orm

ula

funds. O

ver th

e p

ast th

ree m

onth

s, th

e d

istric

t has e

ngaged in

an in

put a

nd fe

edback c

ycle

. The fo

llow

ing is

a lis

t of p

rioritie

s g

ath

ere

d in

these fo

rum

s.

Under th

e th

ree c

ate

gorie

s, ite

ms a

re lis

ted in

ord

er o

f the n

um

ber o

f times th

ese w

ere

suggeste

d. S

om

e o

f the s

uggestio

ns a

re n

ot p

art o

f the L

CF

F

pro

gra

m, a

nd a

re in

dic

ate

d w

ith a

n a

ste

risk (*

).

3. A

tte

nd

pa

re

nt-t

ea

ch

er

co

nfe

re

nc

es

an

d k

ee

p in

to

uc

h w

ith

yo

ur

ch

ild's

te

ac

he

r. Schools usually have one or tw

o parent-teacher conferences each year. You can bring a friend to interpret for you or ask the school to provide an interpreter. You can also ask to m

eet with your child's teacher any tim

e during the year. If you have a concern and can't meet face-to-face, send the

teacher a short note or set up a time to talk on the phone. For m

ore ideas about how to prepare for parent-teacher conferences,

see Tips for Successful P

arent-Teacher Conferences at Your Child's School.

Su

pp

or

t y

ou

r c

hild

ac

ad

em

ica

lly

4. F

ind

ou

t h

ow

yo

ur

ch

ild is

do

ing

. Ask the teacher how

well your child is doing in class com

pared to other students. If your child is not keeping up, especially w

hen it comes to reading, ask w

hat you or the school can do to help. It's important to act early

before your child gets too far behind. Also be sure to review

your child's report card each time it com

es out. For more inform

ation, see H

ow T

o Know

When Your Child N

eeds Extra H

elp.

5. A

pp

ly fo

r s

pe

cia

l se

rv

ice

s if y

ou

th

ink

yo

ur

ch

ild m

ay

ne

ed

it. If your child is having problem

s with learning, ask the school

to evaluate your child in his or her strongest language. The teacher m

ight be able to provide accomm

odations for your child in class. If the school finds out your child has a learning disability, he can receive extra help at no cost. For m

ore information, see

Where T

o Go For H

elp.

6. M

ak

e s

ur

e t

ha

t y

ou

r c

hild

ge

ts

ho

me

wo

rk

do

ne

. Let your child know that you think education is im

portant and that hom

ework needs to be done each day. You can help your child w

ith homew

ork by setting aside a special place to study, establishing a regular tim

e for homew

ork, and removing distractions such as the television and social phone calls during

homew

ork time. H

elping Your Child With H

omew

ork offers some great ideas for ensuring that your child gets hom

ework done.

If you are reluctant to help your child with hom

ework because you feel that you don't know

the subject well enough or because

you don't speak or read English, you can help by show

ing that you are interested, helping your child get organized, providing the necessary m

aterials, asking your child about daily assignments, m

onitoring work to m

ake sure that it is completed, and praising

all of your child's efforts. Rem

ember that doing your child's hom

ework for him

won't help him

in the long run.

7. F

ind

ho

me

wo

rk

he

lp fo

r y

ou

r c

hild

if ne

ed

ed

. If it is difficult for you to help your child with hom

ework or school projects, see

CO

MM

UN

ITY

FE

ED

BA

CK

AN

D Q

UE

ST

ION

S

LO

CA

L C

ON

TR

OL A

ND

AC

CO

UN

TA

BIL

ITY

PLA

N (2

01

7 - 2

01

8)

As a

part o

f the re

quire

ment fo

r the d

evelo

pm

ent o

f the L

ocal C

ontro

l Accounta

bility

Pla

n, d

istric

ts a

re e

xpecte

d to

pro

vid

e a

n a

venue to

the p

are

nts

and

com

munity

to c

om

ment o

n th

e p

lan, s

uggest a

reas o

f need a

nd a

sk q

uestio

ns a

bout th

e p

rogra

ms p

rovid

ed th

rough th

e L

ocal C

ontro

l Fundin

g F

orm

ula

funds. O

ver th

e p

ast th

ree m

onth

s, th

e d

istric

t has e

ngaged in

an in

put a

nd fe

edback c

ycle

. The fo

llow

ing is

a lis

t of p

rioritie

s g

ath

ere

d in

these fo

rum

s.

Under th

e th

ree c

ate

gorie

s, ite

ms a

re lis

ted in

ord

er o

f the n

um

ber o

f times th

ese w

ere

suggeste

d. S

om

e o

f the s

uggestio

ns a

re n

ot p

art o

f the L

CF

F

pro

gra

m, a

nd a

re in

dic

ate

d w

ith a

n a

ste

risk (*

).

if you can find someone else w

ho can help. Contact the school, tutoring groups, after school programs, churches, and libraries. O

r see if an older student, neighbor, or friend can help.

8. H

elp

yo

ur

ch

ild p

re

pa

re

for

te

sts

. Tests play an im

portant role in determining a student's grade. Your child m

ay also take one or m

ore standardized tests during the school year, and your child's teacher may spend class tim

e on test preparation throughout the year. A

s a parent, there are a number of w

ays that you can support your child before and after taking a standardized test, as w

ell as a number of w

ays you can support your child's learning habits on a daily basis that will help her be m

ore prepared when

it's time to be tested. Learn m

ore standardized tests and general test-taking in How

to Help Your Child P

repare for Standardized T

ests.

Ge

t in

vo

lve

d w

ith

yo

ur

ch

ild's

sc

ho

ol

9. L

ea

rn

wh

at t

he

sc

ho

ol o

ffer

s. R

ead the information the school sends hom

e, and ask to receive information in your native

language if necessary. Talk to other parents to find out w

hat programs the school offers. M

aybe there's a music program

, after-school activity, sports team

, or tutoring program your child w

ould enjoy. Rem

ember to keep track of events throughout the

school year.

10

. Vo

lun

te

er

at y

ou

r c

hild

's s

ch

oo

l an

d/

or

join

yo

ur

sc

ho

ol's

pa

re

nt-t

ea

ch

er

gr

ou

p. T

eachers appreciate it when parents

help out at the school! There are m

any ways you can contribute. You can volunteer in your child's class or in the school library.

You can make food for a school event. If you w

ork during the day, you can attend "parents' night" activities or your child's perform

ances. At m

ost schools, a group of parents meets regularly to talk about the school. T

his group is usually called the PT

A or

PT

O. T

he meetings give you a good chance to talk w

ith other parents and to work together to im

prove the school. How

to Get

Involved in Your Child's School Activities offers som

e more ideas that you can get involved, especially for busy parents.

Ge

t in

for

me

d a

nd

be

an

ad

vo

ca

te

for

yo

ur

ch

ild

11

. As

k q

ue

stio

ns

. If something concerns you about your child's learning or behavior, ask the teacher or principal about it and

seek their advice. Your questions may be like these —

What specific problem

is my child having w

ith reading? What can I do to

help my child w

ith this problem? H

ow can I stop that bully from

picking on my son? H

ow can I get m

y child to do homew

ork? W

hich reading group is my child in?

CO

MM

UN

ITY

FE

ED

BA

CK

AN

D Q

UE

ST

ION

S

LO

CA

L C

ON

TR

OL A

ND

AC

CO

UN

TA

BIL

ITY

PLA

N (2

01

7 - 2

01

8)

As a

part o

f the re

quire

ment fo

r the d

evelo

pm

ent o

f the L

ocal C

ontro

l Accounta

bility

Pla

n, d

istric

ts a

re e

xpecte

d to

pro

vid

e a

n a

venue to

the p

are

nts

and

com

munity

to c

om

ment o

n th

e p

lan, s

uggest a

reas o

f need a

nd a

sk q

uestio

ns a

bout th

e p

rogra

ms p

rovid

ed th

rough th

e L

ocal C

ontro

l Fundin

g F

orm

ula

funds. O

ver th

e p

ast th

ree m

onth

s, th

e d

istric

t has e

ngaged in

an in

put a

nd fe

edback c

ycle

. The fo

llow

ing is

a lis

t of p

rioritie

s g

ath

ere

d in

these fo

rum

s.

Under th

e th

ree c

ate

gorie

s, ite

ms a

re lis

ted in

ord

er o

f the n

um

ber o

f times th

ese w

ere

suggeste

d. S

om

e o

f the s

uggestio

ns a

re n

ot p

art o

f the L

CF

F

pro

gra

m, a

nd a

re in

dic

ate

d w

ith a

n a

ste

risk (*

).

12

. Le

ar

n a

bo

ut y

ou

r r

igh

ts

. It's important to know

what your rights are as the parent regarding special services, E

nglish instruction, im

migration status, and m

ore. Learn more in Your R

ights as the Parent of a P

ublic School Student.

13

. Le

t t

he

sc

ho

ol k

no

w y

ou

r c

on

ce

rn

s. Is your child doing w

ell in school? Is he or she having trouble learning, behaving, or studying? Is there a problem

with another student, teacher, or adm

inistrator? If you have a concern, How

to Let the School Know

A

bout Your Concerns describes some steps to take.

Su

pp

or

t y

ou

r c

hild

's le

ar

nin

g a

t h

om

e

14

. De

mo

ns

tr

ate

a p

os

itiv

e a

ttit

ud

e a

bo

ut e

du

ca

tio

n t

o y

ou

r c

hild

re

n. W

hat we say and do in our daily lives can help them

to develop positive attitudes tow

ard school and learning and to build confidence in themselves as learners. Show

ing our children that w

e both value education and use it in our daily lives provides them w

ith powerful m

odels and contributes greatly to their success in school.

In addition, by showing interest in their children's education, parents and fam

ilies can spark enthusiasm in them

and lead them to

a very important understanding-that learning can be enjoyable as w

ell as rewarding and is w

ell worth the effort required.

15

. Mo

nit

or

yo

ur

ch

ild's

te

lev

isio

n, v

ide

o g

am

e, a

nd

In

te

rn

et u

se

. Am

erican children on average spend far more tim

e w

atching TV

, playing video games and using the Internet than they do com

pleting homew

ork or other school-related activities. H

ow to M

onitor TV

View

ing and Video G

ame P

laying and Help Your Child Learn to U

se the Internet Properly and E

ffectively offer som

e ideas for helping your child use the media effectively.

16

. En

co

ur

ag

e y

ou

r c

hild

to

re

ad

. Helping your child becom

e a reader is the single most im

portant thing that you can do to help the child to succeed in school-and in life. T

he importance of reading sim

ply can't be overstated. Reading helps children in all school

subjects. More im

portant, it is the key to lifelong learning. Learn more in Fun R

eading Tips and A

ctivities and Fun and Effective

Ways to R

ead with Children.

17

. Ta

lk w

ith

yo

ur

ch

ild. T

alking and listening play major roles in children's school success. It's through hearing parents and

family m

embers talk and through responding to that talk that young children begin to pick up the language skills they w

ill need if

CO

MM

UN

ITY

FE

ED

BA

CK

AN

D Q

UE

ST

ION

S

LO

CA

L C

ON

TR

OL A

ND

AC

CO

UN

TA

BIL

ITY

PLA

N (2

01

7 - 2

01

8)

As a

part o

f the re

quire

ment fo

r the d

evelo

pm

ent o

f the L

ocal C

ontro

l Accounta

bility

Pla

n, d

istric

ts a

re e

xpecte

d to

pro

vid

e a

n a

venue to

the p

are

nts

and

com

munity

to c

om

ment o

n th

e p

lan, s

uggest a

reas o

f need a

nd a

sk q

uestio

ns a

bout th

e p

rogra

ms p

rovid

ed th

rough th

e L

ocal C

ontro

l Fundin

g F

orm

ula

funds. O

ver th

e p

ast th

ree m

onth

s, th

e d

istric

t has e

ngaged in

an in

put a

nd fe

edback c

ycle

. The fo

llow

ing is

a lis

t of p

rioritie

s g

ath

ere

d in

these fo

rum

s.

Under th

e th

ree c

ate

gorie

s, ite

ms a

re lis

ted in

ord

er o

f the n

um

ber o

f times th

ese w

ere

suggeste

d. S

om

e o

f the s

uggestio

ns a

re n

ot p

art o

f the L

CF

F

pro

gra

m, a

nd a

re in

dic

ate

d w

ith a

n a

ste

risk (*

).

they are to do well. For exam

ple, children who don't hear a lot of talk and w

ho aren't encouraged to talk themselves often have

problems learning to read, w

hich can lead to other school problems. In addition, children w

ho haven't learned to listen carefully often have trouble follow

ing directions and paying attention in class. It's also important for you to show

your child that you're interested in w

hat he has to say. Talking W

ith Your Child offers some great ideas for using conversation to stim

ulate language developm

ent.

18

. En

co

ur

ag

e y

ou

r c

hild

to

us

e t

he

libr

ar

y. Libraries are places of learning and discovery for everyone. H

elping your child find out about libraries w

ill set him on the road to being an independent learner. R

emem

ber that libraries also offer a quiet place for students to com

plete homew

ork, and are often open in the evening. Learn more about resources for students in Library Services

for School-Aged Children.

19

. En

co

ur

ag

e y

ou

r c

hild

to

be

re

sp

on

sib

le a

nd

wo

rk

ind

ep

en

de

ntly

. Taking responsibility and w

orking independently are im

portant qualities for school success. You can help your child to develop these qualities by establish reasonable rules that you enforce consistently, m

aking it clear to your child that he has to take responsibility for what he does, both at hom

e and at school, show

ing your child how to break a job dow

n into small steps, and m

onitor what your child does after school, in the evenings and

on weekends. If you can't be there w

hen your child gets home, give her the responsibility of checking in w

ith you by phone to discuss her plans. Learn m

ore in Encourage R

esponsibility, Independence, and Active Learning.

20

. En

co

ur

ag

e a

ctiv

e le

ar

nin

g. Children need active learning as w

ell as quiet learning such as reading and doing homew

ork. A

ctive learning involves asking and answering questions, solving problem

s and exploring interests. Active learning also can take

place when your child plays sports, spends tim

e with friends, acts in a school play, plays a m

usical instrument or visits m

useums

and bookstores. To prom

ote active learning, listen to your child's ideas and respond to them. Let him

jump in w

ith questions and opinions w

hen you read books together. When you encourage this type of give-and-take at hom

e, your child's participation and interest in school is likely to increase. Q

uestio

n #

4: C

an an

y mo

nies b

e taken

from

1 to

feed in

to a d

ifferent activity?

It depends on how the type of funding. School districts receive funding that is categorized as “restricted” – m

eaning that it

CO

MM

UN

ITY

FE

ED

BA

CK

AN

D Q

UE

ST

ION

S

LO

CA

L C

ON

TR

OL A

ND

AC

CO

UN

TA

BIL

ITY

PLA

N (2

01

7 - 2

01

8)

As a

part o

f the re

quire

ment fo

r the d

evelo

pm

ent o

f the L

ocal C

ontro

l Accounta

bility

Pla

n, d

istric

ts a

re e

xpecte

d to

pro

vid

e a

n a

venue to

the p

are

nts

and

com

munity

to c

om

ment o

n th

e p

lan, s

uggest a

reas o

f need a

nd a

sk q

uestio

ns a

bout th

e p

rogra

ms p

rovid

ed th

rough th

e L

ocal C

ontro

l Fundin

g F

orm

ula

funds. O

ver th

e p

ast th

ree m

onth

s, th

e d

istric

t has e

ngaged in

an in

put a

nd fe

edback c

ycle

. The fo

llow

ing is

a lis

t of p

rioritie

s g

ath

ere

d in

these fo

rum

s.

Under th

e th

ree c

ate

gorie

s, ite

ms a

re lis

ted in

ord

er o

f the n

um

ber o

f times th

ese w

ere

suggeste

d. S

om

e o

f the s

uggestio

ns a

re n

ot p

art o

f the L

CF

F

pro

gra

m, a

nd a

re in

dic

ate

d w

ith a

n a

ste

risk (*

).

can be only used for specific purposes, for instance parcel taxes and grants. The second type of funding is “unrestricted”. These funds can be used for general district purposes so long as they align w

ith district goals and priorities. School districts are audited annually to insure that activities are correctly funded.

Documents

Addendum: General instructions & regulatory … · ndards on CAASPP ELA and math tests. es nic= 5% 14% s . % 1% met growth target ssification Rate= 10% ish ers is 53% dards on -16-