and Annual Update Page 1 of 115 Accountability Plan LCAP ... · Page 2 of 115 LCAP HIGHLIGHTS Identify and briefly summarize the key features of this year’s LCAP. El Segundo Unified

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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 El Segundo Unified School District

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

Dr. Melissa MooreSuperintendent

Email and Phone

[email protected](310) 615-2650 1225

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

The El Segundo Unified School District is located in a small coastal community of about 16,000 residents. The Pacific Ocean, Los Angeles World Airport, Chevron Oil Refinery, and large corporate business centers encircle the district. The unique position creates a small, hometown atmosphere with a strong sense of community amidst a larger, metropolitan area. The El Segundo community takes special pride in its schools and due to the district's relatively small student population (3,500), students enjoy substantial personal attention from teachers, counselors, coaches, and administrators. The student population reflects the diversity of nearby Los Angeles World Airport with about 45% of the students' families coming from a variety of countries and ethnicities. The district's Unduplicated Pupil is 15% of the total population and approximately 3% of the budget is supplemental funding dedicated to increasing and improving the services for unduplicated pupils. The district's population of socio-economically disadvantaged is about 13% and less than 1% of the students are foster youth. About 4% of the students are English learners. Nine percent of the students receive special education services. The 2017-2018 LCAP outlines goals and actions that increase and improve services for Unduplicated Pupils. Some of these services included providing targeted intervention through literacy support, small group instruction during school hours and after school, and AVID at the high school. The district's professional development also focuses on Unduplicated Pupils. Illuminate Data System is dedicated to monitoring the achievement of EL students. Assistant principals focus on at-risk groups, as does the intervention TOSA (high school). Additional actions are outlined in more detail in the LCAP.

All schools in the district are award-winning schools. El Segundo High School is a comprehensive (grades 9-12) high school featuring more than 150 courses. It maintains a strong, mostly college preparatory, academic program. Courses include Advanced Placement, Honors, Project Lead The Way Pathways (Engineering, Biomedical Science, Visual and Performing Arts, Business) , Special Education, English Language Development, reading intervention program, as well as vocational programs both on campus and at the Southern California Regional Occupational Center (SCROC) in Torrance. Students are also able to take advantage of various internships with local businesses. ESMS, the only International Baccalaureate World School in the South Bay, fosters international mindedness and intercultural awareness. The IB Middle Years Programme is inclusive for all 6th, 7th and 8th graders. The two elementary schools continue the award winning tradition of academic excellence with a focus on integrating Project Lead The Way courses, and an emphasis on STEAM education. The District’s continuation school, Arena High School applies innovative and creative strategies that motivate students to attain their high school diploma and encourage them to continue their education at a two or four year college. ESUSD also maintains a high quality and lively preschool program that gives its youngest students a strong educational foundation. The District is the jewel of the El Segundo community and El Segundo citizens have a long tradition of taking great pride in the El Segundo Unified School District.

https://www.caschooldashboard.org/#/Details/19645350000000/1/EquityReport

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

El Segundo Unified School District focuses on 5 overarching goals. They are:Goal 1 - Students will learn from skilled classified personnel, administrators and properly credentialed teachers, in their authorized area of instruction utilizing standards-aligned instructional materials in school facilities that are in school facilities that are in good repair.Goal 2 - All staff will receive professional development to enhance PLC collaboration, best instructional practices and programs, and implement effective 21st century classroom instruction based on quality data analysis.Goal 3 - All students progress academically through each grade level ensuring college and career readiness by the end of the 12th grade.Goal 4 - ESUSD will provide a safe, emotionally supportive and healthy learning environment that engages students through academics, athletics, activities, the arts and/or a relationship with a caring adult.Goal 5 - ESUSD will engage, inform, and educate all stakeholders, including, but not limited to; staff, teachers, parents, administrators, and the community at large.

The district maintains a tradition of excellence in student achievement, professional development, engaging families and the community, and upgrading first-rate facilities. This year ESUSD, with the assistance of the community, developed a 10-year facilities master plan that will ensure our students have full access to 21st century learning. ESUSD was selected to become a member of League of Innovative Schools, an elite group of districts dedicated to 21st century skills. The district has many programs and initiatives that encourage every student to reach his/her greatest potential, gain acceptance to college/university, and to find direction toward a future career.

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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

Based on a comprehensive review of performance indicators and stakeholder input the El Segundo Unified School District is most proud of its inclusive learning environment where every student enjoys substantial personal attention that allows each student to reach his/her highest potential. Not only is this evidenced by student achievement data, which exceeds the state average and student/parent survey data, but also by the number of families seeking to permit their students into ESUSD. El Segundo High School achieved the highest high school graduation rate in the region at 98.9%. This year ESUSD is particularly proud of its extraordinary efforts to target intervention to specific groups such as English learners, special education students, and socioeconomically disadvantaged students (foster youth is not applicable due to statistically low numbers). Significant resources were dedicated to intervention, including intervention teachers at all sites and specific intervention curriculum. English Learners performed within range of native English speakers in academic areas.

ESUSD is also proud of its full inclusion SPED program, which was implemented many years ago, helping special education students make significant gains while promoting disability awareness and compassion among the general education population.

The K-12 STEAM curriculum is another outstanding success for ESUSD, not only evidenced by strong math and science scores, but by the number of students who enroll in advanced math and science courses at the high school and participate in Learning Pathways Engineering and BioMed. The district has an award winning Robotics team, which has participated in many design challenge competitions placing in award winning categories. ESUSD's K-12 arts program is also a highlight and interested high school students may take part in the Visual and Performing Arts Learning Pathway.

The District is extremely proud of it commitment to continued professional growth and improvement to increase teacher efficacy. The district has contracted with universities and experts in their field to bring the highest level of professional development to its staff. Teacher leaders who have expertise in specific areas are also utilized as trainers.

The District will continue to develop programs that tap into students' interests and motivate students to succeed in school. The high school is working on adding computer science and business to Learning Pathways. The District will continue to improve intervention strategies and curriculum and to commit sizable resources to this area.

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

El Segundo Unified School District met or exceeded virtually all state indicators. The one area of need was in the Suspension Rate where Unduplicated Pupil (UDP) group-socioeconomically disadvantaged students fell in the red level. Students with disabilities fell in the orange level. A clear discipline matrix that is consistent throughout all grade levels will be implemented with fidelity and more progressive discipline opportunities will be instituted. Emergency IEPs will be called to analyze the needs and services of the special education students who are at issue. All sites will increase parent outreach and education. Faculty will meet on early dismissal days to review data and develop specific interventions for tailored for the needs of the students having behavioral challenges.

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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

Special education students performed in the yellow range compared to All Students in the blue range in English Language Arts. The district is exploring special ELA curriculum for SPED students.

Socioeconomically disadvantaged students fell in the red level and students with disabilities fell in the orange level on Suspension rates compared to All Students in the green range. A clear discipline matrix that is consistent throughout all grade levels will be implemented with fidelity and more progressive discipline opportunities will be instituted. Emergency IEPs will be called to analyze the needs and services of the special education students who are at issue. All sites will increase parent outreach and education. Faculty will meet on early dismissal days to review data and develop specific interventions for tailored for the needs of the students having behavioral challenges.

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.ESUSD will continue to provide targeted intervention to unduplicated pupils and dedicate significant resources to improve services. An English Language Learner paraprofessional was increased to full-time at one of the elementary schools. A full-time certificated intervention specialist was employed at the high school. Supplemental curriculum specific to the needs of English learners, students with disabilities, and socio-economically disadvantaged students was utilized. Dedicated professional development focused on strategies to increase student achievement among unduplicated pupils and positive behavior intervention and supports. These increased and improved services are explained in the Annual Update in Goals 1, 2, and 3.

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 $37,028,725

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

$24,254,390.00

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.

Classified Instructional, Administrative, and Operations personnel, Special Education, Routine Restricted Maintenance, Local grants, PTA and miscellaneous donations that are used for one time purposes are included in the Budget.

$26,804,501 Total Projected LCFF Revenues for LCAP Year

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Annual Update LCAP Year Reviewed: 2016-17

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

Goal1

All El Segundo Unified School District's students will learn from skilled classified personnel,administrators and properly credentialed teachers, in their authorized area of instruction utilizing standards-aligned instructional materials in school facilities that are in good repair.

----------State and/or Local Priorities Addressed by this goal: STATE 1 2 3 4 5 6 7 8COE 9 10LOCAL Maintain and Improve Facilities, Provide all Students with

standardsaligned Materials and Ensure Proper Placement of Teachers.

ANNUAL MEASURABLE OUTCOMES

EXPECTED ACTUAL

100% of our teachers will be appropriately assigned and fully credentialed in the subject area for the pupils they are teaching.

Pupils have access to standards aligned instructional materials.

School facilities are maintained and in good repair.

100% of teachers are appropriately assigned and fully credentialed in the subject area for the pupils they are teaching - GOAL MET

All pupils have access to standards aligned instructional materials - GOAL MET

All school facilities are maintained and in good repair - GOAL MET

ACTIONS / SERVICES

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

startcollapse

Action 1Actions/Services

PLANNED1. ESUSD will purchase supplemental science textbooks / E textbooks aligned with NGSS.

ACTUAL1. ESHS purchased Chemistry: The Central Science - Pearson eText ($11,046)The other sites purchased professional materials and texts for lead teachers to assist teachers in becoming experts on

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NGSS and to align lessons to NGSS. All sites purchased science materials for science investigations.

ExpendituresBUDGETED 4000-4999: Books And Supplies Base $20,000

ESTIMATED ACTUAL 4000-4999: Books And Supplies Base $11,046


PLANNED2. Improve Technology Infrastructure (continued)New phone system with emergency features

ACTUAL2. A comprehensive Technology Plan outlines the next best steps to enhance infrastructure over the next several years. The Technology Plan was approved by the Board of Education in September 2016. Replace wireless network ($128,834)Wide Area Network (WAN) upgrade: In November 2016 the fiber backbone connection was upgraded from 1Gbps to 10Gs. The WAN is provided by Sunsets Networks and connects all sites to the district office at a cost of $62,400 annually.

New telephone system with Emergency - VOICE-OVER IP (IP TELEPHONY): in September 2016 VOIP was replaced for all locations. The new Cisco Unified Communications Server BE6000 is providing in-house PBX, and provides a base-level and advance telephony services including: Voicemail, Auto-Attendant, Remote Survivability and Enhanced 911 (e911) service at a cost of $277,309.96

ExpendituresBUDGETED 6000-6999: Capital Outlay Base $500,000

ESTIMATED ACTUAL 6000-6999: Capital Outlay Base $339,710


PLANNED3. Provide opportunities for Curriculum development in targeted areas; STEAM and ELA/ELD. Art teacher will be included in this action.

ACTUAL3. Teachers attended the following conferences and developed curriculum as a result:3 ESMS teachers attended NSTA (science) Conference ($2,500)1 ESMS teacher attended PLTW seminar/workshop($1,200)3 ESMS teachers attended the CUE conference ($5,400)1 ESMS art teacher attended Cal All State Music conference ($290)

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2 ESMS teachers attended coaching conference ($275)1 ESMS teacher attended IB Curriculum Training ($600)1 ESMS teacher completed Language Acquisition Training and provides PD to staff ($600)

Extra stipend/hours to develop curriculum1 ESMS technology coach ($1,600)20 summer hours to develop NGSS curriculum ($800)

Minimum Day Mondays to develop curriculum - Every teacher at each site

ExpendituresBUDGETED 1000-1999: Certificated Personnel Salaries Base $70,000

ESTIMATED ACTUAL 1000-1999: Certificated Personnel Salaries Base $52,777

3000-3999: Employee Benefits Base $17,870 3000-3999: Employee Benefits Base $16,863 5000-5999: Services And Other Operating Expenditures Base $10,865


PLANNED4. Develop Physical Science curriculum and purchase supplemental consumable materials and high school text books.

ACTUAL4. Physical science course was developed for 2017-2018ESHS purchased Chemistry: The Central Science - Pearson eText ($11,046)

Expenditures 4000-4999: Books And Supplies Base $46,000 4000-4999: Books And Supplies Base $11,046


PLANNED5. Continue to purchase site licenses for EL student support such as Scholastic Reading Inventory

ACTUAL5. Site license for Scholastic Reading Inventory - 846 licenses ($5,922)Read Naturally Program ($898)Brainpop Program ($2,295)Learning A-Z ($1,639)Front Row Education ($5,481, $6,075)

ExpendituresBUDGETED 4000-4999: Books And Supplies Supplemental $7500

ESTIMATED ACTUAL 4000-4999: Books And Supplies Supplemental $22,310

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PLANNED6. Continue to implement projects from the long-range facilities plan and provide a clean and safe environment for all students. Maintain all school facilities at a high level for all students, staff and parents.

ACTUAL6. The projects that were identified address the most immediate facilities needs. In addition, stakeholders were involved in the feasibility of taking a bond measure to the residents.Improvement in water drainage at problem areas throughout the district.Security cameras at district office and cabling ($21,719, $6,948),Safety test on ESMS and ESHS elevators ($3,371, $$3,358), Mold assessment at RSS ($1,765), Planters/plants for ESHS ($4,349, $6,516), Access compliance fees at RSS ($3,586)DSA plan check fees for ESMS portables ($10,876), Locate and map utilities for ESMS portables($3,030)Life Safety System at ESHS Locker Room and semi-annual maintenance ($4,470, $2,788), Turf replacement ($150,000) Fees to DSA ESHS HVAC ($2,459), Fees to DSA for CSS portables ($9,270), CSS Bungalows HVAC waterproofing, etc ($6,757), Field project at CSS ($14,900), Grab rail ($5,112), CSS TLC rooms HVAC ($6,500, $11,525, $44,390, $66,592,) Annual fire alarm test ($7,950), 5 year automatic sprikler test ($5,000), CSS playground replacement parts ($14,880), ESHS Computer Rm/Library/Admin Security System ($12,780),

ExpendituresBUDGETED 2000-2999: Classified Personnel Salaries Base $302,000

ESTIMATED ACTUAL 2000-2999: Classified Personnel Salaries Base $302,000

3000-3999: Employee Benefits Base $144,000 3000-3999: Employee Benefits Base $138,529 4000-4999: Books And Supplies Base $110,000 4000-4999: Books And Supplies Base $0 5000-5999: Services And Other Operating Expenditures Base $443,000 5000-5999: Services And Other Operating Expenditures Base $430,891


PLANNED7. Provide all students with teachers who are fully credentialed and appropriately assigned.

ACTUAL7. All teachers are fully credentialed and appropriately assigned as evident by a triennial full credential audit conducted by LACOE.

ExpendituresBUDGETED 1000-1999: Certificated Personnel Salaries Base $10,439,000

ESTIMATED ACTUAL 1000-1999: Certificated Personnel Salaries Base $10,439,000

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3000-3999: Employee Benefits Base $3,013,000 3000-3999: Employee Benefits Base $3,066,863


PLANNED8. Fully credentialed administrators will be appropriately assigned.

ACTUAL8. All administrators were fully credentialed and appropriately assigned as evident by a triennial full credential audit conducted by LACOE. In addition, every school site has a assistant principal whose dedicated focus in on Unduplicated Pupils.



3000-3999: Employee Benefits Base $205,000 3000-3999: Employee Benefits Base $270,676


PLANNED9. Trained para-professionals will be appropriately assigned.

ACTUAL9. All para-professionals were trained and appropriately assigned. Para-professionals received staff development during two non-student days and through on site training.

ExpendituresBUDGETED 2000-2999: Classified Personnel Salaries Supplemental $15,000

ESTIMATED ACTUAL 2000-2999: Classified Personnel Salaries Supplemental $40,094

3000-3999: Employee Benefits Supplemental $3,600 3000-3999: Employee Benefits Supplemental $2,813

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

Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.

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

Actions and Services for this goal were successfully implemented as planned. 100% of teachers were fully credentialed and appropriately placed, students have access to standards aligned materials and facilities are in good condition. Proper maintenance and immediate repairs are the key to keeping facilities in excellent condition and parents and the community expect nothing less than perfection in this area. In addition, stakeholders were involved in the feasibility of taking a bond measure to the residents. There is a need for more space due to program expansion and the district is doing the preliminary work required to install portable classrooms, which will be ready for the 2017/2018 school year. The district focused on ensuring safety for all students and staff through technology upgrades.

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

As the result of these actions/services ESUSD students continue to score above state averages on all standardized testing as measured by the California Dashboard and the majority of students graduating go on to 2 year or 4 year colleges and universities. The district achieved an all time high graduation rate. Principals developed action plans based upon school data and teachers increased their focus and education on targeted populations such as EL, low socio-economic, etc.

--------Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

The district is in the process of preparing to install portables. At this point in the process not all the money budgeted was expended and continue in the LCAP Goal 1, Actions 2 and 6. The E books in Action 1 cost less than what was expected. Additional staff was hired and the amount budgeted in Action 7 was exceeded.

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

This goal is the foundation of an excellent school district, which includes highly qualified staff, high quality standards aligned materials and well maintained facilities based on a long range facilities master plan.The technology infrastructure includes new hardware and the district will be adding Action 9 in Goal 1 of the LCAP to lease new tablets/computers for elementary and high school students.

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Goal2

All staff will receive professional development to enhance PLC collaboration, best instructional practices and programs, and implement effective 21st century classroom instruction based on quality data analysis.

----------State and/or Local Priorities Addressed by this goal: STATE 1 2 3 4 5 6 7 8COE 9 10LOCAL All students will have equal access to classes, learn CCSS from

properly trained teachers and understand the path to college and career readiness.


EXPECTED ACTUAL

Curriculum is aligned to English Language Development (ELD) CCSS lessons.

CCSS math aligned grade level benchmarks results will be improved by 3% meeting or exceeding benchmark.

Schools will monitor individual and aggregate student progress in ELD via Illuminate Student Data Management System.

Baseline CAASPP date 2014-2015 - Goal = 3% increaseELA - percentage of students meeting or exceeding standards - 65%, increase to 68%Math - percentage of students meeting or exceeding standards - 56%, increase to 59%

Teachers aligned CCSS lessons to ELD standards on early dismissal days - GOAL MET

Math benchmarks were updated and they will be inputted into the Illuminate Data System this summer (2017). Data is not available this year - GOAL NOT MET

Staff from all schools continue to learn the Illuminate Student Data Management System and have begun to utilize it to monitor ELD students. ESHS and K-2 teachers have been at the forefront of utilizing Illuminate to monitor student progress. Continued professional development at all sites is needed - GOAL NOT MET

Baseline CAASPP date 2014-2015 - Goal = 3% increase. GOAL EXCEEDEDELA - percentage of students meeting or exceeding standards - 65% in 2015, increase in 2016 to 72%7 point increaseMath - percentage of students meeting or exceeding standards - 56% in 2015, increase in 2016 to 62%6 point increase

ACTIONS / SERVICES

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PLANNED1. Provide Professional Development for all staff to support EL students

ACTUAL1. 10 hours of training was given to ELD para-professionals to support with ELD training and service ($175)Conference for ELD para-professional ($220), ELA/ELD Instructional Materials Fair ($50)

Some early dismissal days were devoted to professional development for all faculty in the area of English Language Development.

ExpendituresBUDGETED 4000-4999: Books And Supplies Supplemental $5000

ESTIMATED ACTUAL 4000-4999: Books And Supplies Supplemental $50

5000-5999: Services And Other Operating Expenditures Supplemental $7500

5000-5999: Services And Other Operating Expenditures Supplemental $395


PLANNED2. Support special education teacher professional practice through special education teacher leader/coaches with emphasis on the elementary schools

ACTUAL2. Special education teacher professional practice was supported through special education teacher leader/coaches with emphasis on the elementary schools.Special education curriculum was purchased and implemented.

ExpendituresBUDGETED 1000-1999: Certificated Personnel Salaries Special Education $20,000

ESTIMATED ACTUAL 1000-1999: Certificated Personnel Salaries Special Education $20,000

3000-3999: Employee Benefits Special Education $3,500 3000-3999: Employee Benefits Special Education $6,370.80 4000-4999: Books And Supplies Special Education $19,511


PLANNED3. Support teachers' professional development through use of instructional coaches with a focus on math. (Math Leadership Corp)

ACTUAL3. A grant was secured for this action and additional staff was authorized. Teachers' professional development was supported through use of instructional coaches with a focus on math. (COTSEN at the elementary schools, Math

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Leadership Corp at ESMS and ESHS) Each instructional coach mentored 5-7 teachers, with the mission to transform experienced and capable educators into gifted teachers. The percentage of teachers participating and classroom observation indicated this professional development had a positive impact on instruction.Sub coverage for lesson study - $2000


ESTIMATED ACTUAL 1000-1999: Certificated Personnel Salaries Other $210,202

3000-3999: Employee Benefits Base $35,000 3000-3999: Employee Benefits Other $60,246


PLANNED4. Support teachers' technology practice through use of Instructional Technology full-time paraprofessionals at the elementary level and coaches 60% at ESHS and 60% at ESMS

ACTUAL4.Teachers' technology practice was supported through use of Instructional Technology full-time paraprofessionals at the elementary level and coaches 60% at ESHS and 60% at ESMS. Each technology coach mentored 5 to 7 teachers with the mission to move teachers further on the SAMR scale.



3000-3999: Employee Benefits Base $19,500 3000-3999: Employee Benefits Base $19,910 2000-2999: Classified Personnel Salaries Base $17,000 3000-3999: Employee Benefits Base $173


PLANNED5. Provide professional development for select conferences aligned with district initiatives such as STEAM, IB, NGSS, Special Education and ELA/ELD

ACTUAL5. GENERAL:BTSA Training for all new teachers24 teachers participated in 7 full days of University of Southern California Depth and Complexity Instruction with differentiated instruction leading expert, Dr. Kaplan ($30,000)Best Practices in Question Formulation - 3 ESMS teachers ($681)Program and Pathway Development - ESHS ($215)Smart Start Conference - 1 elementary teacher ($111)CAASPP Conference - 3 ESHS teachers, 2 administrators ($1,902) ($210)

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Every Child Counts - Director of SPED, Director of Ed Services and ESMS Principal ($1,713)The Conference for Every Educator - 2 elementary administrators ($2,064)Delivering the MYP Curriculum - ESMS ($1,200)WEB Training Conference - 2 ESMS teachers ($5,100)Experimental Site Visit - all levels ($1,019)Project Lead the Way - 8 ESHS teachers (approx. $10,312)STEM Symposium - 1 elementary teacher ($533)WhyTry Training - 3 ESMS teachers ($2,044)Educating for Careers - ESHS College and Career Advisor (($1,450)Steve Ventura - Visible Learning - effective teaching strategies that yield the highest student achievement ($3,000)ELA:What's New in Adult Literature - ESMS($393)Smart Start for Writing Conference - 2 elementary teachers ($512)Balanced Litercy Institute - 10 elementary teachers ($4,640)Growing Educators - Writers Workshop - 2 elementary teachers (approx. $22,000)HISTORY/SOCIAL SCIENCENew Framework Workshop - 3 elementary teacher, 1 ESHS teacher ($1,313)Assessment and Accountability in HSS - 1 ESHS teacher ($369)California History - 1 elementary principal and teacher ($594)MATH:CUE Conference - 4 ESMS teachers ($5,474)Sparking Deeper Understanding - 7 elementary teachers ($2,440)Financial Literacy - 1 ESHS teacher ($196)2 CASET (Economics) - 1 ESHS teacher ($372), ($372)SCIENCE:Teachers received coaching and PD from NGSS lead teachers throughout the yearNSTA National Science Conference - 9 teachers, all levels ($7,524)Human Body Systems - 1 ESHS teacher ($6,039)THE ARTS:Music Conference - 1 elementary teacher ($931)

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Music Conference - 1 ESMS teacher ($289)ELD:Integrated and Designated ELD - 2 elementary paraprofessionals ($442)

All SPED staff at all sites participated in numerous conferences and workshops (over $12,000)



3000-3999: Employee Benefits Base $33,000 3000-3999: Employee Benefits Base $21,018 5000-5999: Services And Other Operating Expenditures Base $12,000 5000-5999: Services And Other Operating Expenditures Base $95,454


PLANNED6. Provide classified staff with Crisis Prevention Intervention (CPI) training

ACTUAL6. Classified staff was provided with multi-day Crisis Prevention Intervention (CPI) training throughout the year.



3000-3999: Employee Benefits Base $1,276 3000-3999: Employee Benefits Base $544


PLANNED7. Provide instructional assistants training on CCSS, SPED, ELD

ACTUAL7. Elementary schools2 ELD instructional assistants attended ELD conferences ($442)

All SitesInstructional assistants received training on pupil free days 2 times per year on CCSS, SPED, ELD and other topics important to instructional assistantsSpecial education instructional assistants received Non-Violent Crisis Intervention Training



3000-3999: Employee Benefits Base $1,650 3000-3999: Employee Benefits Base $702 5000-5999: Services And Other Operating Expenditures Base $442

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PLANNED8.Provide training in the summer for all lead teachers in NGSS and Illuminate

ACTUAL8. Department heads at ESMS and ESHS and elementary grade level lead teachers were provided with 20 hours of training in the summer in NGSS and Illuminate.







This goal was successfully met. ESUSD works hard every year to maximize PLC collaboration, best instructional practices and programs, and implementation of effective 21st century classroom instruction based on quality data analysis. Highly trained staff in every job classification, whether it be a credentialed teacher or a classified custodian, is of the highest priorities in the El Segundo school district. This year was a typical year where the majority of personnel received ongoing training, from district office employees to site level employees. Training always has an emphasis on our students, whether it be their academics and/or their safety and well-being.

The staff begins each year with a complete analysis of student achievement data and the year's professional development is a result of that analysis, district goals, state mandates and surveys from staff, parents and students.

2016/2017 brought Dr. Sandra Kaplan, differentiated instruction expert, from the USC Rossier School of Education to ESUSD. Twenty-four teachers participated in 7 full days of training and took the instruction back to their colleagues. Elementary teachers also focused on writing, attending workshops and bringing the information back to fellow teachers on early dismissal days.

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

The actions and services are effective. Staff members are highly qualified, highly motivated and extremely professional. As a result, students outperformed their academic goals on state testing as measured by California Dashboard.

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Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

Staff was encouraged to attend conferences to ensure PLC collaboration, best instructional practices and programs, and implement effective 21st century classroom instruction based on quality data analysis. Thus expenditures on conferences and workshops in Action 5 exceeded what was budgeted but some of those conferences actually applied to Action 1, in which the district spent less than what was budgeted.A grant was secured for Action 3 and additional staff was authorized producing a significant material difference between Budgeted Expenditures and Estimated Actual Expenditures.


ESUSD will continue to encourage professional development in all areas and in all job classifications. Students demonstrated significant increases district-wide on CAASPP scores as indicated on the measurable outcomes above.

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Goal3

All students will progress academically through each grade level ensuring college and career readiness by the end of the 12th grade.

----------State and/or Local Priorities Addressed by this goal: STATE 1 2 3 4 5 6 7 8COE 9 10LOCAL All staff members will learn new CCSS and implement within the

classroom. Test scores will increase and students taking more challenging coursework will increase. Students will be in school learning.


EXPECTED ACTUAL

Baseline CAASPP date 2014-2015 - Goal = 3% increaseELA - percentage of students meeting or exceeding standards - 65%, increase to 68%Math - percentage of students meeting or exceeding standards - 56%, increase to 59%

87% of all students will demonstrate proficiency in Common Core English Language Arts new local benchmark assessments.

77% of all students will demonstrate proficiency in Common Core Math new local benchmark assessments.

A-G completion rate will increase from 71% to 74%.

Baseline CAASPP date 2014-2015 - Goal = 3% increase - GOAL EXCEEDEDELA - percentage of students meeting or exceeding standards - 65% in 2015, increase in 2016 to 72%7 point increaseMath - percentage of students meeting or exceeding standards - 56% in 2015, increase in 2016 to 62%6 point increase

Center Street - 78% of all students demonstrated proficiency in CCSS English Language Arts new local benchmark assessmentsRichmond Street - 77% of all students demonstrated proficiency in CCSS English Language Arts new local benchmark assessmentsGOAL NOT MET - new benchmark assessments are more rigorous and 2017 data will be used as a baseline

Common Core Math new local benchmark assessments were created this school year, 2016-2017. The assessments will be given next year for baseline data.

A-G completion rate (reported incorrectly last year) - GOAL MET2014-2015 = 69%2015/2016 = 76%

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Percentage of pupils demonstrating college preparedness - CAASPP grade 11 - EAP - increase 3% in ELA and Math from previous year

Graduation rate will be 100%

Percentage of students passing AP exams with a 3 or higher will increase 3% from previous year

Percentage of pupils demonstrating college preparedness on EAP - increase 3% in ELA and Math from previous year

EL students will increase by 2% (from 69.2% to 71.2%) proficient/advanced on CELDT (AMAO 1 =Making Annual Progress in Learning English) or equivalent assessment.

EL students will increase by 2% (from 40.5% to 42.5%) proficient/advanced on CELDT (AMAO 2<5 years in country) or equivalent assessment.

EL students will increase by 2% (from 69.7% to 71.7%) proficient/advanced on CELDT (AMAO 2 >5 years in country) or equivalent assessment.

Attendance rate will be maintained at 96% district-wide

Increase the English Learner reclassification baseline of 11.5% to 12.5

Middle school and high school drop-out rate of 0%

2014/2015 2015/2016 CAASPP - EAP - grade 11ELA ELA - 36%Math Math - 22%

2015-2016 Graduation rate - GOAL METESHS - 99.4%ESUSD (including continuation school) - 98.9% (highest in the region, state average is 83.2%)

Percentage of students passing AP exams with a 3 or higher will increase 3% from previous year. - GOAL NOT MET2015 = 73%2016 = 67%

Percentage of pupils demonstrating college preparedness on CAASPP - grade 11 - EAP - GOAL EXCEEDED2014/2015 2015/2016ELA - 32% ELA - 36%Math - 17% Math - 22%

EL students will increase by 2% (from 69.2% to 71.2%) proficient/advanced on CELDT (AMAO 1 =Making Annual Progress in Learning English) or equivalent assessment. 2015-2016 = 76.8% - GOAL EXCEEDED

EL students will increase by 2% (from 40.5% to 42.5%) proficient/advanced on CELDT (AMAO 2<5 years in country) or equivalent assessment. 2015-2016 = 45% - GOAL EXCEEDED

EL students will increase by 2% (from 69.7% to 71.7%) proficient/advanced on CELDT (AMAO 2 >5 years in country) or equivalent assessment. 2015-2016 =76.6% - GOAL EXCEEDED

Attendance rate = 96.32% - GOAL MET

Increase the English Learner reclassification baseline of 11.5% to 12.5% - GOAL MET

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Middle school and high school dropout rate = 0% - GOAL MET

ACTIONS / SERVICES


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PLANNED1. Provide Literacy Support for At-Risk Students

ACTUAL1. Each elementary school employs 1 FTE credentialed reading teacherESMSAfter School Math and Language Intervention - 2 teachers, 20 hours each.2 FTE ELD teacher.2 FTE Intervention Teacher.2 FTE ELA teacherESHS1 FTE TOSA Intervention Specialist

ExpendituresBUDGETEDReading Specialists: Lisa Haun and Kristen McCann 1000-1999: Certificated Personnel Salaries Supplemental $168,086

ESTIMATED ACTUALReading Specialists: Lisa Haun and Kristen McCann 1000-1999: Certificated Personnel Salaries Supplemental $168,086



PLANNED2. Provide AVID Program to Support At Risk Students and First Generation College Students

ACTUAL2. ESHS provided grades 9-12 AVID program to support At Risk and First Generation College StudentsESMS convened a committee to explore AVID at the middle school. Committee members visited other middle school AVID programs

ExpendituresBUDGETEDAVID Teachers 1000-1999: Certificated Personnel Salaries Supplemental $75000

ESTIMATED ACTUALAVID Teachers 1000-1999: Certificated Personnel Salaries Supplemental $75,000

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AVID Teachers - Benefits 3000-3999: Employee Benefits Supplemental 19837

AVID Teachers - Benefits 3000-3999: Employee Benefits Supplemental $20,385

AVID Tutors 2000-2999: Classified Personnel Salaries Supplemental $38000

AVID Tutors 2000-2999: Classified Personnel Salaries Supplemental $41,273

AVID Tutors - Benefits 3000-3999: Employee Benefits Supplemental $9100 AVID Tutors - Benefits 3000-3999: Employee Benefits Supplemental $2,896


PLANNED3. Provide intervention to elementary students by a classified paraprofessionals

ACTUAL3. Intervention was provided to elementary students by a classified paraprofessionals during the school day.

ExpendituresBUDGETED 2000-2999: Classified Personnel Salaries Supplemental $38000


3000-3999: Employee Benefits Supplemental $9100 3000-3999: Employee Benefits Supplemental $2,237


PLANNED4. Provide intervention to elementary students through extra duty hourly program intervention

ACTUAL4. Intervention was a priority at all school sites.

Elementary schools - After school homework club provided by certificated teachersESMS - After school intervention classes provided by certificated teachers.2 FTE teacher during the school dayESHS - 1 FTE Intervention certificated teacher during the school day3 sections Guided Studies

ExpendituresBUDGETED 1000-1999: Certificated Personnel Salaries Supplemental $10000

ESTIMATED ACTUAL 1000-1999: Certificated Personnel Salaries Supplemental $10,000



PLANNED5. Provide Targeted services to at risk students in career and college advisement at ESHS

ACTUAL5. A credentialed teacher serves as a Career Advisor and provides college and career guidance through career exploration, resume writing, interview skills, personal finance skills, college visits, and internships

ExpendituresBUDGETED ESTIMATED ACTUAL

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1000-1999: Certificated Personnel Salaries Supplemental $25,000 1000-1999: Certificated Personnel Salaries Supplemental $25,000 3000-3999: Employee Benefits Supplemental $6,000 3000-3999: Employee Benefits Supplemental $6,000


PLANNED6. Provide support to EL students through classified bilingual paraprofessionals. Increase the paraprofessional's hours at the elementary school with the largest EL population.

ACTUAL6. Each elementary school employed a classified bilingual paraprofessional to support EL students. The hours were increased for the paraprofessional at the school with the larger EL population.ESHS employed a EL instructional assistant

ExpendituresBUDGETED 2000-2999: Classified Personnel Salaries Supplemental $36,000




PLANNED7. Provide support to EL students through ELD lead teacher who provides specific targeted services to high school and middle school.

ACTUAL7. A credentialed ELD lead teacher provided specific targeted services to high school and middle school.

ExpendituresBUDGETED 1000-1999: Certificated Personnel Salaries Supplemental $36,000




PLANNED8. Provide support to at risk students through guided studies/intervention sections support class.

ACTUAL8. Guided studies/intervention sections support class was implemented at ESHS to provide support for at risk students.


ESTIMATED ACTUAL 0001-0999: Unrestricted: Locally Defined Supplemental $55,000



PLANNED9. The AVID coordinator will provide support to new teachers on AVID strategies.

ACTUAL9. The district AVID coordinator provided support to all teachers on AVID strategies with more intense and detailed instruction for new teachers. This support was needed as there were several new AVID teachers this year.

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PLANNED10. Complete the development and implementation of benchmark assessment in Common Core math

ACTUAL10. Math benchmarks aligned with CCSS were completed.



3000-3999: Employee Benefits Base $1,700 3000-3999: Employee Benefits Base $1.950 4000-4999: Books And Supplies Base $6,900 4000-4999: Books And Supplies Base $6,900


PLANNED11. Add an additional .2 ELA teacher at the middle school level

ACTUAL11. An additional .2 FTE ELA teacher was added at the beginning of the 2016/2017 school year







A vast number of resources are dedicated to ensuring that every student progresses successfully through each grade level and is focused on the ultimate goal of college and career readiness. Intervention is an important component and this year an even greater emphasis was focused on targeting those students in at-risk subgroups. Motivating students to succeed is another important component and ESUSD exposes students to a vast array of careers that encompass 21st century learning skills within a global society. Students in K-12 participate in Project Lead the Way. The middle school is an International Baccalaureate school. Junior Achievement is important is an important program at all levels and teaches students about careers and financial literacy. High school counselors are committed to ensuring that all students are exposed to a variety of colleges and have all the resources necessary to be accepted into a school of their choosing.In addition, ESUSD now employs a part-time data specialist to ensure that data recorded is accurate.

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The resources dedicated to student achievement are highly effective. There was an increase of 18 points in English/Language Arts and a 12 point increase in math for all students. ESUSD has the highest graduation rate in the region at 98.9%.


There were no material differences between what was budgeted and what was spent.


AP scores decreased. Goal 3 on the LCAP, Action 11 states a committee will be formed for the 2017-2018 school year to analyze the AP program and testing data and develop a plan to increase test scores

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Goal4

El Segundo Unified School District will provide a safe, emotionally supportive and healthy learning environment that engages students through academics, athletics, activities, the arts and/or a relationship with a caring adult.

----------State and/or Local Priorities Addressed by this goal: STATE 1 2 3 4 5 6 7 8COE 9 10LOCAL Students will be in attendance and on time. We will provide the support

systems to help engage and motivate our students.


EXPECTED ACTUAL

Chronic absenteeism will drop from 6.4% to 5% or below districtwide

90% of our families feel that their child is in a safe and healthy learning environment, an increase of 5% from 85% in 2015-2016, as measured by school site parent surveys.

80% of students will feel that they are in a safe and healthy learning environment, as measured by student surveys

Number of students enrolled in AP classes will increase from 865 to 870

Decrease the suspension rate from 3% to 2.5%

0% expulsion rate.

Chronic absenteeism remained at 6.4% - GOAL NOT MET

91% of families feel their child is in a safe and healthy learning environment which is virtually the same as last year - GOAL MET

ESMS - 88% of students feel they are in a safe/healthy learning environment as measured by student survey - GOAL EXCEEDEDESHS - 89% of students feel they are in a safe/healthy learning environment as measured by student survey - GOAL EXCEEDED

Number of students enrolled in AP classes fell from 40% of the total population to 35% - GOAL NOT MET

Suspension rate remained unchanged - GOAL NOT METCalifornia Dashboard reported:2014/2015 - 2%2015/2016 - 1.8%

0% expulsion rate - GOAL MET

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ACTIONS / SERVICES


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PLANNED1. Add third grade to grade span adjustment

ACTUAL1. A third grade teacher was added to ensure smaller class size





PLANNED2. Provide oversight and teacher support to AVID Program at District and Site Level

ACTUAL2. Oversight and teacher support was provided to AVID Program at the District and Site Level





PLANNED3. Provide district oversight and teacher support to EL Program districtwide

ACTUAL3. District oversight and teacher support was provided to EL Program districtwide by a credentialed teacher





PLANNED4. Provide targeted counseling support to ensure EL students, low income students other sub groups and foster youth to help students connect to school in a meaningful way and increase their participation in rigorous coursework. South Bay Youth Project counselor at ESHS one day/week. Teacher on Special Assignment - Intervention for Unduplicated Students.

ACTUAL4.1 FTE Teacher on Special Assignment at ESHS was provided to ensure that EL students, low income students and other sub groups were connected to school in a meaningful way. The TOSA made certain that the students successfully completed rigorous coursework. South Bay

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Children's Health Center counselor was at ESHS one day/week to assist in this area.





PLANNED5. Implement programs to help students feel safe and make good choices in life

ACTUAL5.Many programs were implemented to help students feel safe and make good choices including:Elementary levelMindUp Program ($5,846)Think Kindness Assembly ($994)5th Grade Visit to ESMSNumerous clubs and extra-curricular activitiesInternet safety

ESMSDisneyland for honor students ($26,080)Positive Prevention Plus sex education program ($6,100)Challenge Day ($12,200)Release days for psychologist, SPED teacher and counselor to take at risk students to view ESHS ($145)Parent Nights: Internet Safety, Technology, Anti-Bullying ($750)8th Grade Visit to ESHSNumerous clubs, sports and extra-curricular activitiesInternet Safety

ESHSCounselor for at risk studentsNumerous clubs, sports and extra-curricular activitiesNaviance is a comprehensive K-12 college and career readiness program that helps align student strengths and interests to postsecondary goals, improving student outcomes and connecting learning to lifeInternet Safety

ExpendituresBUDGETED 1000-1999: Certificated Personnel Salaries Base $800

ESTIMATED ACTUAL 1000-1999: Certificated Personnel Salaries Base $800

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3000-3999: Employee Benefits Base $125 3000-3999: Employee Benefits Base $127


PLANNED6. Provide transition programs from school to school. Support collaboration model and inclusion for special education students., including extending WEB (Where Everyone Belongs) to the middle school level.

ACTUAL6. 2 teachers attended the Where Everyone Belongs (WEB) conferenceTransition programs were provided at each site including Link Crew at ESHS with 2 advisorsThe collaboration model for special education students is implemented at every site and is a high priority

ExpendituresBUDGETED 5000-5999: Services And Other Operating Expenditures Special Education $17,500

ESTIMATED ACTUAL 5000-5999: Services And Other Operating Expenditures Special Education $17,500

5000-5999: Services And Other Operating Expenditures Special Education $2,250

5800: Professional/Consulting Services And Operating Expenditures Special Education $2,250


PLANNED7. Establish a committee to explore adding AVID at the middle school level.

ACTUAL7. A committee at ESMS explored bringing AVID to the middle school. The committee visited other middle schools with AVID programs. At this time implementing AVID is not viable. ESMS is considering it for 2018/2019.



3000-3999: Employee Benefits Supplemental $1,550 3000-3999: Employee Benefits Supplemental $792


PLANNED8. Increase Pathways and course offerings to meet needs of all students including offering art history and expanding the strings program.

ACTUAL8. Art history was added to Project Lead the Way Pathways. Advanced Placement Art History and Advanced Placement Chemistry were added to course offerings. The strings program was expanded.




Action 9

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Actions/ServicesPLANNED9. Provide college and career planning for every student in grades 9-12.

ACTUAL9. A designated career educational advisor supports high school students by finding internships, helping with career education, interview skills, resumeNaviance is a comprehensive K-12 college and career readiness program that helps align student strengths and interests to postsecondary goals, improving student outcomes and connecting learning to life.



3000-3999: Employee Benefits Base $3,500 3000-3999: Employee Benefits Base $3.486


PLANNED10. Utilize school attendance review board (SARB) to assist parents and decrease the chronic absenteeism rate.

ACTUAL10. SARB was utilized to assist parents and decrease the chronic absenteeism rate, although the chronic absenteeism rate remained unchanged as was verified through Charter School Management (CSMC). ESUSD was recognized for a model SARB process.

ExpendituresBUDGETED 5000-5999: Services And Other Operating Expenditures Base $1,500

ESTIMATED ACTUAL 5000-5999: Services And Other Operating Expenditures Base $1,500


PLANNED11. PE teachers at the elementary level will teach healthy lifetime habits.

ACTUAL11. PE teachers at the elementary schools taught healthy lifetime habits, which included the benefits of exercising and eating healthy. Students learned about calorie intake and nutrients in foods.




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ESUSD has implemented many programs at all grade levels to ensure that students are provided a safe, emotionally supportive and healthy learning environment that engages them through academics, athletics, activities, the arts and/or a relationship with a caring adult. ESHS hired a full-time TOSA to focus on intervention. She seeks out students who are struggling, meets with them regularly, and finds the appropriate resources to assist them in getting back on track. All sites focus on healthy living habits, including excercise and good nutrition. Students have a wide variety, at all sites of clubs, extra-curricular activities, and athletics from which choose from, helping everyone feel that he or she belongs. ESUSD holds many safety drills and participates in the Great Shake-out Earthquake Drill. All Emergency Preparedness supplies are updated regularly. K-9 visits occur at ESHS. Students at the elementary level participated in a year-long, MINDUP, mindfulness program to help them make better choices. Elementary students also continued with their conflict action team, learning conflict resolution strategies.


Chronic absenteeism is relatively low but remains unchanged. The staff is analyzing what new services can be added to decrease chronic absenteeism.

The over 90% of parents on survey data report that their student is in a safe and healthy learning environment.

The number of students in AP classes was reported incorrectly last year. ESUSD hired a data analyst in 2016/2017 and the data for the last 3 years is now correct. The data will now be reported by the percentage of students taking AP classes among the entire student population. This percentage decreased this year but the number of AP classes offered increased. Administration and staff are in the process of analyzing why this happened and what can be done to increase AP enrollment.

Suspension rates are relatively low in relation to the overall student population. However, the California Dashboard reports that socioeconomically disadvantaged students and students with disabilities have a higher suspension rate. The staff is working on new strategies in this area and will fully implement the strategies in the 2017/2018 school year. In addition, data will be reported using California Dashboard data.

ESUSD has the highest graduation rate in the region at 98.6%.


There were no material differences noted.

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

There needs to be focus on professional development in the area of Positive Behavior Interventions and Systems as stated in LCAP Goal 2, Action 6 in order to improve the suspension rate among Unduplicated Pupils.

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Goal5

El Segundo Unified School district will engage, inform, and educate all stakeholders, including, but not limited to; staff, teachers, parents, administrators, and the community at large.

----------State and/or Local Priorities Addressed by this goal: STATE 1 2 3 4 5 6 7 8COE 9 10LOCAL The partnership between home and school will be apparent.

Parents/guardians will feel a part of the schools and feel well communicated with.


EXPECTED ACTUAL

Parent participation will be measured at events for baseline data.

Number of teachers participating in Externships will be maintained at 15.

The number of parents in grades 6-12 accessing grades online will be maintained at 99%.

Baseline parent participation data was gathered at Back to School Night94% attended at the elementary level87% attended at the middle school level

Number of teachers participating in externships was 15 - GOAL MET

The number of parents in grades 6-12 accessing grades online was maintained at 99% - GOAL MET

ACTIONS / SERVICES


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PLANNED1. Provide EL Advisory meetings 2x/year

ACTUAL

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1. EL Advisory meeting were held 2x/year with the ELD certificated advisor in attendance

ExpendituresBUDGETED 1000-1999: Certificated Personnel Salaries Supplemental $600

ESTIMATED ACTUAL 1000-1999: Certificated Personnel Salaries Supplemental $600

2000-2999: Classified Personnel Salaries Supplemental $150 2000-2999: Classified Personnel Salaries Supplemental $150 3000-3999: Employee Benefits Supplemental $200 3000-3999: Employee Benefits Supplemental $107


PLANNED2. Provide parent access to student and district information system through the use of a smart phone apps.

ACTUAL2. Parents can now access student and district information through a School Messenger phone app.




PLANNED3. Provided parent education programs and\ district outreach discussions

ACTUAL3. ElementaryGuest speakers at PTA meetingsFamily Nights in a variety of subjects (Literacy, STEM, art, etc)

ESMSGuest speakers at PTA meetingsParent Nights on the following topics: Internet Safety, Technology, Anti-Bullying

ESHSCyber Bullying Parent Information NightDecisions and Consequences Parent Information NightCoffee with the PrincipalCollege and Career NightsGuest speakers at PTA meetings



2000-2999: Classified Personnel Salaries Base $3,000 2000-2999: Classified Personnel Salaries Base $3,000 3000-3999: Employee Benefits Base $1,400 3000-3999: Employee Benefits Base $844

Action 4

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Actions/ServicesPLANNED4. Involve community and business through externship/internship programs

ACTUAL4. The district continued its externship program with 15 teachers visiting various businesses in the community to ascertain the skills students need to enter the workforce. Fifty-five high school students took part in internships at businesses in the community.



3000-3999: Employee Benefits Base $1,200 3000-3999: Employee Benefits Base $911


PLANNED5. Increase effective communication between home and school

ACTUAL5. Parents at all grade levels have online access to their student's grades, attendance and behavior log. School sites have newsletters, Twitter accounts and School Messenger email service. All sites and teachers utilize their websites to disseminate information.




PLANNED6. Develop marketing materials to highlight district programs and accomplishments

ACTUAL6. The ESUSD website is a wealth of information regarding the innovative programs, awards, accomplishments and goals of the district.The district produced several brochures on its many innovative programs, including a brochure for each of the Learning Pathways at the high school level.The District provided articles and photos of accomplishments to local newspapers and added Facebook and Twitter to reach social media users.




PLANNED7. Provide family nights

ACTUAL7. Family nights included Back to School Night and Open House at all sites.

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Additional Family Nights included Literacy Night, STEM night, Art Night, music concerts (choir and instrumental), theater performances, dance performances



3000-3999: Employee Benefits Base $400 3000-3999: Employee Benefits Base $475 5000-5999: Services And Other Operating Expenditures Base $5,750 5000-5999: Services And Other Operating Expenditures Base $5,750




This goal was successfully met. ESUSD is an integral part of the city of El Segundo. The city is home to many Fortune 500 corporations and small businesses. The interaction between the school district, students, staff and the business community is remarkable. Not only are there internships and externships but the business community plays a vital role in the Education Foundation, which support numerous academic programs. There is a strong partnership between the community and the school district. The district employs multiple modalities to inform its families and the community. Education Foundation events are attended by not only the families of students but city government officials and representatives from local business. Coffee with the Principal was implemented for parents and community members. The Superintendent and other district leaders meet regularly with parents and community members.


The result of excellent communication is a school district where all the stakeholders are fully engaged. All events have full attendance and full community support.


There were no material differences in what was budgeted and the actual expenditures.


ESUSD has a robust interaction with its stakeholder community. One suggestion from a parent group was that the business office is very helpful to the parents whose students are on Free and Reduced Lunch and are able to provide these parents with a list of resources for low income families. It was suggested that the district publish the list and find effective ways to disseminate the information.

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Stakeholder Engagement--------------------LCAP Year 2017–18 2018–19 2019–20

----------INVOLVEMENT PROCESS FOR LCAP AND ANNUAL UPDATE

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

The Superintendent and the Executive Director of Educational Services were present for the meetings below to share annual update progress and discuss future LCAP goals:

LCAP Parent Advisory Committee Meetings comprised of parent representatives from unduplicated student pupils.January 9, 2017January 17, 2017February 1, 2017March 15, 2017

Working draft distributed for all sites School Site Council and PTA - March 27, 2017Cabinet Draft Review and Input - April 17, 2017Leadership Draft Review and Input - April 27, 2017ESTA (certificated bargaining unit) Draft Review and Input - May 15, 2017(PAC) Parent Draft Review and Input - May 17, 2017CSEA (classified bargaining unit) - May 17, 2017(ELPAC) DELAC Draft Review and Input - May 11, 2017Final Revisions - Stakeholder meeting - June 1, 2017LCAP Posted - June 2, 2017ESUSD Board Presentation of Proposed LCAP/Public Hearing - June 13, 2017ESUSD Board Approval of LCAP and Submission to County Office - June 27, 2017

EL Parents

Methods of inclusion:Parent Surveys, SSC ELAC Committee meetings and DELAC Meetings, Community Meetings, PTA Meetings, posted on ESUSD web site, School Messenger automated updates

Available Data for planning purposes: CST scores, API scores, Drop-out rates, graduation rates, CELDT scores, AP course enrollment, STEM/CTE/Pathway curriculum opportunities, course access, conditions of facilities, textbooks & teacher credentialing, pupil engagement data (truancies, expulsions, discipline data), implementation of Common Core State Standards (CCSS), school connectedness & safety, other desirable student outcomes, School Accountability Report Cards (SARC)

Disadvantaged Socioeconomically Parents

Methods of inclusion:Parent Surveys, SSC Membership, Community Meetings, PTA Meetings, posted on ESUSD web site, SchoolMessenger automated updates

Available Data for planning purposes: CST scores, API scores, Drop-out rates, graduation rates, CELDT scores, AP course enrollment, STEM/CTE/Pathway curriculum opportunities, course access, conditions of facilities, textbooks & teacher credentialing pupil engagement data (truancies, expulsions, discipline data), implementation of Common Core State Standards (CCSS), school connectedness & safety, other desirable student outcomes, School Accountability Report Cards (SARC)

Special Education Parents

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Methods of inclusion: Parent Surveys, SSC Membership, Community Meetings, PTA Meetings, posted on ESUSD web site, School Messenger automated updates, Twitter district news updates


Significant Subgroup Parents

Methods of inclusion: Parent Surveys, SSC Membership, Community Meetings, PTA Meetings, posted on ESUSD web site, School Messenger automated updates

Available Data for planning purposes: CAASPP scores, Drop-out rates, graduation rates, CELDT scores, AP course enrollment, STEM/CTE/Pathway curriculum opportunities, course access, conditions of facilities, textbooks & teacher credentialing, pupil engagement data (truancies, expulsions, discipline data), implementation of Common Core State Standards (CCSS), school connectedness & safety, other desirable student outcomes, School Accountability Report Cards (SARC)

Bargaining Units

Methods of inclusion: Union representatives meeting with Executive Director of Educational Services, meetings with representatives from the Association, input from all sites via SchoolMessenger surveys, submission of Plan to Bargaining Committee for Review and Input, posted on ESUSD web site, in-house email updates to staff


Community Stakeholders/Parents

Methods of inclusion: Parent Surveys, SSC Membership, Community Meetings, posted on ESUSD web site, SchoolMessenger automated updates

Available Data for planning purposes: CST scores, API scores, Drop-out rates, graduation rates, CELDT scores, AP course enrollment, STEM/CTE/Pathway curriculum opportunities, course access, conditions of facilities, textbooks & teacher credentialing, pupil engagement data (truancies, expulsions, discipline data), implementation of Common Core State Standards (CCSS), school connectedness & safety, other desirable student outcomes, School Accountability Report Card (SARC)

Students

Methods of inclusion: Student Surveys, SSC Membership at Middle and High School level, and Meetings with Advisors and Superintendent.

Available Data for planning purposes: CST scores, API scores, Drop-out rates, graduation rates, CELDT scores, AP course enrollment, STEM/CTE/Pathway curriculum opportunities, course access, conditions of facilities, textbooks & teacher credentialing, pupil engagement data (truancies, expulsions, discipline data), implementation of Common Core State Standards (CCSS), school connectedness & safety, other desirable student outcomes, School Accountability Report Card (SARC)

The input from stakeholder meetings and surveys were gathered throughout the 2016-2017 school year were dually used by the LCAP advisory team to inform the creation of the 2017-2020 LCAP and to complete the annual update for 2016 -2017.

Fall 2016 Superintendent met with all stakeholders to gather input

Fall/Winter 2016 Presentation on findings and State of the School address by each site administrator to Board of Education

March 2017 All sites gathered and reported data from specific stakeholders met with ESTA representatives to look over data/input and narrow down goals

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Fall/Winter 2016 Superintendent, Executive Director of Educational Services, and site administrator met with parent representatives from unduplicated students to gather input.

Winter 2016-2017 reviewed updates and gathered input with site ELAC meetings.

Spring 2017 met with DELAC committee to review draft plan.

INVOLVEMENT PROCESS FOR LCAP AND ANNUAL UPDATEIMPACT ON LCAP AND ANNUAL UPDATE

How did these consultations impact the LCAP for the upcoming year?

All stakeholders had multiple opportunities for input into the LCAP draft document. Parent/Community surveys, meetings with Union Representatives ensured all stakeholders had a hand in shaping the goals for all student groups. Union representatives were very invested in setting reasonable goals for all student groups. In addition, the 2016-2017 saw the development of a Long-Range Facility Master Plan, which included a financial plan, all shaped through town hall style meetings with all stakeholder groups.

Certificated and classified staff requested professional development in targeted areas. Parents suggested that information regarding resources available to assist socio-economically disadvantaged students be published and disseminated. Parents had high interest in the Long-Range Facility Master Plan and the town hall meetings were well-attended. Parents had input on what facilities need to be updated and the timeline. As a result of stakeholder input, an approximately 30 page Long-Range Facility Master Plan Executive Summary was produced and distributed.

All stakeholders agreed that our goals are appropriately set. We reviewed all of the current goals and felt they addressed the state priorities and focused services and intervention on Unduplicated Pupils. All actions and measurable outcomes were looked at thoroughly to ensure we are continuing to meet the needs of our unduplicated students and the overall population of students.

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Goals, Actions, & ServicesStrategic Planning Details and Accountability

Complete a copy of the following table for each of the LEA’s goals. Duplicate the table as needed.----------

New

Modified

Unchanged

----------

Goal 1 All El Segundo Unified School District's students will learn from skilled classified personnel,administrators and properly credentialed teachers, in their authorized area of instruction utilizing standards-aligned instructional materials in school facilities that are in school facilities that are in good repair.

----------State and/or Local Priorities Addressed by this goal: STATE 1 2 3 4 5 6 7 8

COE 9 10LOCAL Maintain and Improve Facilities, Provide all Students with

standardsaligned Materials and Ensure Proper Placement of Teachers.----------Identified Need Secure access needs to be established for ingress and egress at all facilities. Technology infrastructure continues to be

strengthened, 1:1 computing updates.

----------EXPECTED ANNUAL MEASURABLE OUTCOMES

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

Triennial full credential audit conducted by LACOE.

Williams Report

Facility Inspection Tool (FIT)

100% of our teachers are appropriately assigned and fully credentialed in the subject area for the pupils they are teaching.

100% of the pupils have access to standards aligned instructional materials.

School Facilities are "Good Repair" Clean, safe, and functional.










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

Action 1

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

Students to be ServedAll Students with Disabilities [Specific Student Group(s)]

Location(s)All Schools Specific Schools: Specific Grade spans:

OR

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

English Learners Foster Youth Low Income

Scope of ServicesLEA-wide Schoolwide OR Limited to Unduplicated Student Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New Modified Unchanged New Modified Unchanged New Modified Unchanged

1. Provide opportunities for curriculum development in targeted areas; STEAM, History/Social Studies, ELA/ELD, and Depth and Complexity. Also include an emphasis on design in appropriate curricular areas.

1. Provide opportunities for curriculum development in targeted areas; STEAM, History/Social Studies, ELA/ELD, and Depth and Complexity.

1. Provide opportunities for curriculum development in targeted areas; STEAM, History/Social Studies, ELA/ELD, and Depth and Complexity.

BUDGETED EXPENDITURES 2017-18 2018-19 2019-20Amount $73,000 Amount $75,000 Amount $77,500

$73,000Source Base Source Base Source Base

$73,000Budget Reference

1000-1999: Certificated Personnel Salaries

Budget Reference


Budget Reference


Amount $22,000 Amount $23,535 Amount $25,663

$22,000

Page 42 of 115

Source Base Source Base Source Base


3000-3999: Employee Benefits Budget Reference


3000-3999: Employee Benefits

Action 2For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:



OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


2. Purchase science supplemental and consumable materials, and E textbooks aligned with NGSS






4000-4999: Books And Supplies Budget Reference


4000-4999: Books And Supplies

Page 43 of 115




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


3. Continue to purchase site licenses for EL student support and other unduplicated pupils such as Scholastic Reading Inventory




$5,000Source Supplemental Source Supplemental Source Supplemental





Page 44 of 115




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


4. Continue to improve technology infrastructure 4. Continue to improve technology infrastructure 4. Continue to improve technology infrastructure




6000-6999: Capital Outlay Budget Reference

6000-6999: Capital Outlay Budget Reference

6000-6999: Capital Outlay


Page 45 of 115



OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


5. Depending on polling outcomes pursue facilities funding sources, including the feasibility of a bond measure.Begin to implement projects from the long-range facilities plan. Survey community members regarding future projects and provide a safe and clean environment for all students. Maintain all school facilities at a high level for all students, staff and parents. Explore opportunities for secure ingress and egress.

5. Secure facilities funding sources.Implement next steps as outlined in the long-range facility master plan.

5. Continue to implement next steps as outlined in the long-range facility master plan.




2000-2999: Classified Personnel Salaries

Budget Reference

2000-2999: Classified Personnel Salaries Budget Reference


Page 46 of 115
















5000-5999: Services And Other Operating Expenditures

Budget Reference


Budget Reference





OR





ACTIONS/SERVICES

Page 47 of 115

2017-18 2018-19 2019-20


6. Provide all students with teachers who are fully credentialed and appropriately assigned.



BUDGETED EXPENDITURES 2017-18 2018-19 2019-20Amount $13,887,611 Amount $13,887,611 Amount $13,887,611

$13,887,611Source Base Source Base Source Base

$13,887,611Budget Reference


Budget Reference


Budget Reference


Amount $3,860,771 Amount $3,860,771 Amount $3,860,771









OR




Page 48 of 115


ACTIONS/SERVICES

2017-18 2018-19 2019-20


7. Fully credentialed administrators will be appropriately assigned. Include an assistant principal at every school site whose dedicated focus is on Unduplicated Pupils.



BUDGETED EXPENDITURES 2017-18 2018-19 2019-20Amount $3,003,900 Amount $3,003,900 Amount $3,003,900




Budget Reference


Budget Reference











OR



Page 49 of 115



ACTIONS/SERVICES

2017-18 2018-19 2019-20


8. Trained para-professionals will be appropriately assigned.







Budget Reference



Amount $581 Amount $1,127 Amount $1,320

$581Source Supplemental Source Supplemental Source Supplemental

$581Budget Reference







Grades 9-12Grades 4-5

Page 50 of 115

OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


9. Lease new iPads on a 3 year plan for grades 9-12.Purchase Chromebooks for grades 4 and 5

9. Lease new iPads on a 3 year plan for grades 6-8.Purchase Chromebooks for grades 2-3.

9. Evaluate hardware inventory.





Budget Reference


Budget Reference


Page 51 of 115



New

Modified

Unchanged

----------

Goal 2 All staff will receive professional development to enhance PLC collaboration, best instructional practices and programs, and implement effective 21st century classroom instruction based on quality data analysis.


COE 9 10LOCAL All students will have equal access to classes, learn CCSS from

properly trained teachers and understand the path to college and career readiness.

----------Identified Need Teachers and administrators, through effective professional development, need to more fully to familiarize themselves

with Illuminate Student Data Management and begin to fully utilize the system to monitor student progress and benchmark data.Teachers need more support to fully implement NGSS.CCSS History/Social Studies needs to be addressed and a plan for implementation needs to be developed.Additional support in technology is needed at all levels.Classified staff needs CPI training.Paraprofessionals need additional training on CCSS, SPED and ELD.Continue to train Special Education staff on new curriculum.Provide training on Positive Behavior Interventions and Supports (PBIS) and utilize aProvide more in depth training on the new phone system to ensure safety in emergency situations.



California Dashboard Equity Report - Suspension data

Administrator observation and review of science units

Suspension rate All Students = green levelSuspension rate EL Students = yellow levelSuspension rate Students w/Disabilities = orange levelSuspension rate Socio-economically Disadvantaged students = red level

Suspension rate All Students = green levelSuspension rate EL Students = green levelSuspension rate Students w/Disabilities = yellow levelSuspension rate Socio-economically Disadvantaged students = orange level

Suspension rate All Students = green levelSuspension rate EL Students = green levelSuspension rate Students w/Disabilities = green levelSuspension rate Socio-economically Disadvantaged students = yellow level

Suspension rate for SPED and socioeconomically disadvantaged students will be commensurate with all students

Page 52 of 115

Data entry at all sites and follow up PLCs to analyze data

CAASPP ELA

CAASPP Math

NGSS is evident in 50% of science lessons.

ESHS is the only site that is successfully utilizing Illuminate Student Data Management System to monitor individual and aggregate student progress in ELD.

CAASPP ELA all students meeting or exceeding standards = 73%

CAASPP Math all students meeting or exceeding standards = 62%

NGSS will be evident in 75% of science lessons

All school sites will begin to monitor individual and aggregate student progress in ELD via Illuminate Student Data Management System.



New CCSS math aligned grade level benchmarks establish benchmark.

NGSS will be evident in 100% of science lessons.

All school sites will fully utilize Illuminate Student Data Management System to monitor individual and aggregate student progress in ELD.



CCSS math aligned grade level benchmarks results will be improved by 2 percentage points meeting or above benchmark.

History/Social Studies CCSS will be evident in all Social Studies lessons.

NGSS will be evident in all science lessons.

All school sites will fully utilize Illuminate Student Data Management System to monitor individual and aggregate student progress in ELD and target instruction from data gathered.



CCSS math aligned grade level benchmarks results will be improved by 2 percentage points meeting or above benchmark.

History/Social Studies CCSS will be evident in all Social Studies lessons.





OR

Page 53 of 115





ACTIONS/SERVICES

2017-18 2018-19 2019-20


1. Provide professional development for all staff to support EL students.An emphasis will be on Professional Learning Communities through John Hattie, Visible Learning for Teachers.

1. Provide professional development for all staff to support EL students. Maximize student achievement through the use of Professional Learning Communities on early dismissal days.

1. Provide professional development for all staff to support EL students. Maximize student achievement through the use of Professional Learning Communities on early dismissal days.

BUDGETED EXPENDITURES 2017-18 2018-19 2019-20Amount $3000 Amount $8,000 Amount $8,000










Budget Reference


Budget Reference



Page 54 of 115



OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


2. Provide professional development on Illuminate Student Data Management System so schools can monitor individual and aggregate student progress in ELD.

2. Utilize Illuminate Student Data Management System and analyze data to inform instruction for EL students.

2. Utilize Illuminate Student Data Management System and analyze data to inform instruction for EL students.




5800: Professional/Consulting Services And Operating Expenditures

Budget Reference


Budget Reference



Page 55 of 115



OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


3. Support special education teacher professional practice through Special Education Program SpecialistUtilize program specialist to train all faculty on positive behavior interventions and supports not only for Students with Disabilities but with an emphasis on Unduplicated Pupils

3. Support special education teacher professional practice through Special Education Program SpecialistUtilize program specialist to train faculty on positive behavior strategies for SPED students.

3. Support special education teacher professional practice through Special Education Program SpecialistUtilize program specialist to train faculty on positive behavior strategies for SPED students.


$10,000Source Special Education Source Special Education Source Special Education



Budget Reference


Budget Reference



$1,795

Page 56 of 115

Source Special Education Source Special Education Source Special Education







Location(s)All Schools Specific Schools: Specific Grade spans: K-5

OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


4. Support Teachers' Professional Development through use of Instructional Coaches with emphasis on math (COTSEN)





$85,000

Page 57 of 115

Budget Reference


Budget Reference


Budget Reference











OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


5. Support teachers' technology practice through use of Instructional Technology full-time paraprofessionals at the elementary level and coaches 60% at ESHS and 60% at ESMS



BUDGETED EXPENDITURES

Page 58 of 115

2017-18 2018-19 2019-20Amount $84,000 Amount $84,000 Amount $84,000




Budget Reference


Budget Reference








Amount Amount $18,000 Amount $18,000

Source Source Base Source Base

Budget Reference

Budget Reference


Budget Reference





OR





Page 59 of 115

ACTIONS/SERVICES

2017-18 2018-19 2019-20


6. Provide Professional Development for Select Conferences Aligned with District Initiatives such as STEAM, IB, NGSS, SPED and positive behavior interventions and supports for Unduplicated Pupils

6. Provide Professional Development for Select Conferences Aligned with District Initiatives such as STEAM, IB, NGSS, SPED and positive behavior intervention strategies for Unduplicated Pupils

6. Provide Professional Development for Select Conferences Aligned with District Initiatives such as STEAM, IB, NGSS, SPED and positive behavior intervention strategies for Unduplicated Pupils





Budget Reference


Budget Reference












Budget Reference


Budget Reference





OR

Page 60 of 115





ACTIONS/SERVICES

2017-18 2018-19 2019-20


7. Classified staff will be trained in Crisis Prevention Intervention (CPI)







Budget Reference









Page 61 of 115



New

Modified

Unchanged

----------

Goal 3 All students will progress academically through each grade level ensuring college and career readiness by the end of the 12th grade.


COE 9 10LOCAL All staff members will learn new CCSS and implement within the

classroom. Test scores will increase and students taking more challenging coursework will increase. Students will be in school learning.

----------Identified Need All schools support reclassification for LTEL students

Elementary schools:More ELD support is needed for Center Street since it has the largest EL populationMiddle school:Offer 8 periods (6 meet per day) to meet the goal of providing a holistic education that values each subject equally and build interdisciplinary connections.Provide flexibility to expand intervention offerings.High school:More academic support is needed for at-risk studentsMore support in the area of career and college advisement is needed for at-risk studentsMore students enrolled in pathway coursesIncrease number of A-G completion rate



Common Core English Language Arts local benchmark assessments at elementary schools

Center Street - 78% of all students demonstrate proficiency on CCSS ELA local benchmarksRichmond Street - 77% of all students demonstrate

80% of all K-5 students demonstrate proficiency



Page 62 of 115

Common Core Math local benchmark assessments at elementary schools

A-G completion rate

Percentage of students passing AP exams with a 3 or higher

Percentage of pupils demonstrating college preparedness EAP - increase 3% in ELA and Math from previous year

Graduation rate

CELDT

Attendance rate

Percentage of EL students re-designated fluent English proficient will increase.

Middle school and high school drop-out rate

proficiency on state standards ELA local benchmarks

New benchmark assessments in Common Core Math were created and a baseline will be established in 2017/2018

A-G completion rate in 2014/2015 69%

Percentage of students passing AP exams with a 3 or higher in 2016 = 67%

2015/2016 CAASPP - EAP - grade 11ELA - 36%Math - 22%

Graduation rateESHS - 99.4%ESUSD - 98.9

CELDT 2015/2016Number of 2015-16 Annual CELDT Takers125Number with Required Prior CELDT Scores125Percentage with Required Prior CELDT Scores100%Number in Cohort Making Annual Progress96Percentage in Cohort Making Annual Progress76.8%

Attendance rate district-wide = 96%

Percentage of EL students re-designated fluent English proficient = 12.6%

Middle school and high school drop-out rate = 0%

Baseline year in Common Core Math local benchmark assessments.

A-G completion rate will be maintained at 2015/2016 level of 76%

Percentage of students passing AP exams with a 3 or higher maintained at 67%

CAASPP-College preparedness EAP-grade 11ELA - 38%Math - 24%

Graduation rate will be maintainedESHS - 99.4%ESUSD - 98.9

Progress toward English ProficiencyGoal - 79%

Attendance rate will be maintained at 96%


Maintain middle school and high school drop-out rate of 0%

2 percent increase to baseline in Math local benchmark assessments


Percentage of students passing AP exams with a 3 or higher will increase to 69%







2 percent increase to baseline in Math local benchmark assessments


Percentage of students passing AP exams with a 3 or higher will increase to 69%





Percentage of EL students re-designated fluent English proficient will increase 2%.


Page 63 of 115





OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


1. Provide Literacy Support for at risk students K-5 with emphasis on Unduplicated students.







Budget Reference


Budget Reference


Page 64 of 115










OR




Location(s)All Schools Specific Schools: Specific Grade spans: 9-12

ACTIONS/SERVICES

2017-18 2018-19 2019-20


2. Provide AVID Program to support at risk students and first generation college students. Increase freshman class to 2 sections to target Unduplicated Pupils.

2. Provide AVID Program to support at-risk students and first generation college students

2. Provide AVID Program to support at-risk students and first generation college students


$64,600

Page 65 of 115

Source Supplemental Source Supplemental Source Supplemental



Budget Reference


Budget Reference












Budget Reference











Location(s)All Schools Specific Schools: Specific Grade spans: Grades

9-12

OR




Page 66 of 115


ACTIONS/SERVICES

2017-18 2018-19 2019-20


3. Provide targeted services to Unduplicated Pupils in career and college advisement at ESHS. Keeping 1 FTE Teacher on Special Assignment.







Budget Reference


Budget Reference











OR



Page 67 of 115



ACTIONS/SERVICES

2017-18 2018-19 2019-20


4. Provide intervention to elementary students by classified paraprofessionals.







Budget Reference












Page 68 of 115

OR




Location(s)All Schools Specific Schools: High school Specific Grade spans: Grades

9-12

ACTIONS/SERVICES

2017-18 2018-19 2019-20


5. Provide small group intervention support to EL students at the secondary level through classified paraprofessionals.







Budget Reference











Page 69 of 115


OR





3-5

ACTIONS/SERVICES

2017-18 2018-19 2019-20


6. Provide intervention to elementary students through extra duty hourly program intervention with a focus on Unduplicated Pupils







Budget Reference


Budget Reference








Page 70 of 115

Amount 0 Amount $5,200 Amount $5,200

0Source Source Supplemental Source Supplemental

0Budget Reference

Budget Reference






OR




Location(s)All Schools Specific Schools: Middle and high school Specific Grade spans: Grades

6-12

ACTIONS/SERVICES

2017-18 2018-19 2019-20


7. Provide support to EL students through ELD lead teacher who provides specific targeted services to high school and middle school.




$32,400

Page 71 of 115

Source Supplemental Source Supplemental Source Supplemental



Budget Reference


Budget Reference











OR





6-8

ACTIONS/SERVICES

2017-18 2018-19 2019-20


8. Increase intervention and support for Unduplicated Pupils by adding two math intervention classes, one general intervention class as well as ELD.

8. Continue to support intervention for Unduplicated Pupils by adding two math intervention classes, one general intervention class as well as ELD.

8. Continue to support intervention for Unduplicated Pupils by adding two math intervention classes, one general intervention class as well as ELD.

Page 72 of 115





Budget Reference


Budget Reference











OR





9-12

ACTIONS/SERVICES

2017-18 2018-19 2019-20


Page 73 of 115

9. The AVID coordinator will provide support to new teachers on AVID strategies with an emphasis on Unduplicated Pupils.







Budget Reference


Budget Reference











OR





ACTIONS/SERVICES

Page 74 of 115

2017-18 2018-19 2019-20


10. Develop and Implement benchmark assessments in NGSS

10. Develop and Implement benchmark assessments in NGSS

10. Implement benchmark assessments in NGSS





Budget Reference


Budget Reference











OR




Page 75 of 115


ACTIONS/SERVICES

2017-18 2018-19 2019-20


11. Form a committee to analyze the AP program including number of students enrolled in AP classes and AP test scores. Determine the number of Unduplicated Pupils accessing AP classes and develop a plan to increase access to Unduplicated Pupils. Include strategies to increase student passage rate.

11. Implement and monitor the AP plan and analyze student data.

11. Implement and monitor the AP plan and analyze student data.

BUDGETED EXPENDITURES 2017-18 2018-19 2019-20Amount 0 Amount 0 Amount 0

0 0

Page 76 of 115



New

Modified

Unchanged

----------

Goal 4 El Segundo Unified School District will provide a safe, emotionally supportive and healthy learning environment that engages students through academics, athletics, activities, the arts and/or a relationship with a caring adult.


COE 9 10LOCAL Students will be in attendance and on time. We will provide the support

systems to help engage and motivate our students.----------Identified Need The chronic absenteeism rate needs to be improved.

Need more teacher training to support the special education inclusion model in all grade levels.Need to implement recently developed math placement policy and auditing to ensure support and access for EL, at-risk and all other subgroups.Need to continue to expand professional development opportunities in EL and AVID.Decrease suspension rate among socio-economically disadvantaged students and students with disabilitiesProvide more in depth training on the new phone system to ensure safety in emergency situations.



Attendance rates

Chronic absenteeism rate

Middle school dropout rate

High school dropout rate

High school graduation rate

Expulsion rate

Attendance rate - 96%

Chronic absenteeism reate - 6.4%

Middle school dropout rate - 0%

High school dropout rate - 0%

High school graduation rate - 98.9%


Chronic absenteeism reate - 6%




Expulsion rate - 0%


Chronic absenteeism reate - 6%




Expulsion rate - 0%


Chronic absenteeism reate - 6.4%




Page 77 of 115

Parent surveys

Student surveys

Percentage of students in AP classes

Suspension rate California Dashboard

Expulsion rate - 0%

Parents response regarding safe and healthy learning environment91% District-wide

Students response regarding safe and healthy learning environment88% ESMS89% ESHS

Percentage of students in AP classes = 35%

Suspension rate California DashboardAll students = Green = 2%EL = YellowSocioeconomically Dis. = RedStudents w/Disabilities = Orange




Suspension rate California DashboardAll students = Green = 2%EL = GreenSocioeconomically Dis. = OrangeStudents w/Disabilities = Yellow




Suspension rate California DashboardAll students = Green = 2%EL = GreenSocioeconomically Dis. = YellowStudents w/Disabilities = Yellow

Expulsion rate - 0%




Suspension rate California DashboardAll students = Green = 2%EL = GreenSocioeconomically Dis. = GreenStudents w/Disabilities = Yellow





OR



Page 78 of 115



9-12

ACTIONS/SERVICES

2017-18 2018-19 2019-20


1. Provide oversight to AVID Program at district and site level including the recruitment of Unduplicated Pupils into the AVID program and communication with their parents to explain the program.







Budget Reference


Budget Reference











OR

Page 79 of 115





ACTIONS/SERVICES

2017-18 2018-19 2019-20


2. Provide district oversight to EL Program districtwide 2. Provide district oversight to EL Program districtwide 2. Provide district oversight to EL Program districtwide





Budget Reference


Budget Reference










Page 80 of 115


OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


3. Provide targeted counseling support to ensure all Unduplicated Pupils connect to school in a meaningful way and increase their participation in rigorous coursework







Budget Reference


Budget Reference








Action 4

Page 81 of 115




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


4. Implement programs to help students feel safe and make good choices in life.







Budget Reference


Budget Reference



$987Source Base Source Base Source Base

$987

Page 82 of 115

Budget Reference





Students to be ServedAll Students with Disabilities [Specific Student Group(s)] special education


OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


5. Provide transition programs for all students from school to school. In addition, provide additional transition support for inclusion model for special education students.





Page 83 of 115



Budget Reference


Budget Reference











OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


6. Utilize school attendance review board (SARB) to assist parents and decrease the chronic absenteeism rate.

6. Utilize school attendance review board (SARB) to assist parents and decrease the chronic absenteeism rate.


Page 84 of 115

2017-18 2018-19 2019-20Amount $5,000 Amount $5,000 Amount $5,000




Budget Reference


Budget Reference





OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


7. PE teachers will teach healthy lifetime habits. 7. PE teachers will teach healthy lifetime habits.


Page 85 of 115




Budget Reference


Budget Reference








Page 86 of 115



New

Modified

Unchanged

----------

Goal 5 El Segundo Unified School district will engage, inform, and educate all stakeholders, including, but not limited to; staff, teachers, parents, administrators, and the community at large.


COE 9 10LOCAL The partnership between home and school will be apparent.

Parents/guardians will feel a part of the schools and feel well communicated with.

----------Identified Need More resources for socioeconomically disadvantage families.

Social media to inform parents.



Parent participation rate in Back to School Night

Activity on school and district websites

Unduplicated Pupil Parent representation in LCAP stakeholder meetings

94% of parents attended Back to School Night at the elementary level

87% of parents attended Back to School Night at the middle school

All school and district websites are maintained with up to date information

Data

Maintain BTSN parent participation at 94% at the elementary level.

Maintain BTSN parent participation at 87%% at the middle school.


Expand information about resources for socioeconomically disadvantaged families




Continue to analyze resources for all families of unduplicated students.




Continue to analyze resources for all families of unduplicated students.

Page 87 of 115


Utilize a part-time employee for timely social media feeds









OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


1. Provide EL Advisory meetings 2x/year 1. Provide EL Advisory meetings 2x/year 1. Provide EL Advisory meetings 2x/year


Page 88 of 115

2017-18 2018-19 2019-20Amount $300 Amount $300 Amount $300




Budget Reference


Budget Reference


Amount $100 Amount $100 Amount $100




Budget Reference












OR





Page 89 of 115

ACTIONS/SERVICES

2017-18 2018-19 2019-20


2. Provide information about resources for socioeconomically disadvantaged families.

2. Provide information about resources for socioeconomically disadvantaged families and analyze the amount and quality of information provided for all unduplicated groups.

2. Maintain information about resources available for all unduplicated groups.





Budget Reference


Budget Reference





OR





Page 90 of 115

ACTIONS/SERVICES

2017-18 2018-19 2019-20


3. Provide parent educations programs and district outreach discussions

3. Provide parent educations programs and district outreach discussions





Budget Reference


Budget Reference






Budget Reference












OR

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

Page 91 of 115

Students to be ServedEnglish Learners Foster Youth Low Income



ACTIONS/SERVICES

2017-18 2018-19 2019-20


4. Provide Family Nights 4. Provide Family Nights. 4. Provide Family Nights.





Budget Reference


Budget Reference












Budget Reference


Budget Reference



Page 92 of 115



OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


5. Involve community and business through internships 5. Involve community and business through internships 5. Involve community and business through internships





Budget Reference


Budget Reference








Page 93 of 115




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


6. Maintain effective communications between home and school







Budget Reference


Budget Reference


Action 7

Page 94 of 115




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


7. Continue to highlight district programs and accomplishments, by developing marketing materials and through the use of social media including Facebook and Twitter







Budget Reference


Budget Reference


Page 95 of 115

Demonstration of Increased or Improved Services for Unduplicated PupilsLCAP Year 2017–18 2018–19 2019–20

----------Estimated Supplemental and Concentration Grant Funds: $785,486 Percentage to Increase or Improve Services: 2.96%%----------Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year.

Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions).----------In the 2017-18 fiscal year, El Segundo Unified School District is projected to receive $785,486 LCFF supplemental funds. This amount is calculated based on the District’s projected unduplicated enrollment count of 543 for Low Income, English Learners, and Foster Youth students out of a projected total student enrollment count of 3,471. The District's projected unduplicated enrollment count of 543 equates to approximately 15.64 percent of the District's projected total student enrollment count of 3,471. ESUSD proposes to utilize its supplemental funds for targeted services across the 5 school sites for students in the unduplicated pupil groups (i.e., low income, English learner and foster youth students). Supplemental funds (and additional Federal funds) will be used to expand existing services or to fund new, promising programs or services.

The District has identified the expenditures below to meet the supplemental funding expenditure target. These expenditures address the needs of English Learners, reclassified English Learners, foster students, and socioeconomically disadvantaged students. The actions identified on a district and school-wide basis, significantly serve the interests of unduplicated pupils, while supporting a coherent program throughout the district.

The District has determined the following are the most effective use of supplemental funds for Unduplicated Pupils in order to increase and improve services to these targeted groups:

2.1 Provide professional development for all staff to support EL students. An emphasis will be on Professional Learning Communities through John Hattie, Visible Learning for Teachers.2.2 Illuminate Student Data Management System so schools can monitor individual and aggregate student progress in ELD3.3 FTE TOSA Counselor at the high school dedicated to Unduplicated Pupils for increased target instruction and counseling for Unduplicated Pupils below grade level3.5 Small group intervention support for EL students grades 6-123.7 ELD lead teacher provides targeted services and additional small group instruction for EL grades 6-12 and coaching to individual teachers as needed.3.8 Increase intervention and support for Unduplicated Pupils by adding two math intervention classes, one general intervention class as well as ELD class.4.2 English Language Learner Certificated Coordinator will provided coaching to individual teachers as needed and analyze student achievement data to outline targeted interventions.5.1 EL Parent Advisory Committee and Meetings meets 5 times per year with principals and hosts a parent night5.2 Publish a guide of resources for low income families

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District-Wide1.1 Provide opportunities for curriculum development in targeted areas; STEAM, History/Social Studies, ELA/ELD, and Depth and Complexity. Also include an emphasis on design in appropriate curricular areas. Hattie (2003) Teachers have the greatest impact on student achievement.1.3 Purchase site licenses to increase student achievement with a focus on Unduplicated Pupils. Ongoing analysis of student data and observations for Unduplicated Pupils indicate that site licenses such as Scholastic Reading Inventory, Brainpop, etc provide multiple opportunities for students with diverse learning styles to access the curriculum.2.6 Professional development on positive behavior interventions and supports. Positive behavior support is predicated on the assumption that typical school discipline practices are ineffective for promoting and supporting desired behavior in school. ...While such exclusion practices may produce a rapid decrease in undesired behavior at the time it occurs, they usually do not produce long lasting behavior change and they typically do not provide teaching opportunities to promote desired behavior (Constenbader & Markson, 1998; Skiba & Peterson, 2000).

School-wide3.1 Literacy support for K-5 students. Foorman (2001) To address the needs of children most at risk of reading failure, the same instructional components are relevant but they need to be made more explicit and comprehensive, more intensive, and more supportive in small-group or one-on-one formats.3.2 AVID grades 9-12. Review of AVID Research (2008) Survey data indicate that AVID provides students with skills and resources that not only prepares them for college but also continues once in college.3.4 Provide intervention grades K-5. Ongoing analysis of student data and observations for Unduplicated Pupils indicate that early intervention enable these students to increase their achievement rates.3.6 Hourly duty intervention grades 3-5. Ongoing analysis of student data and observations for Unduplicated Pupils indicate that early intervention enable these students to increase their achievement rates.3.8 Increase intervention with 2 math intervention classes, 1 general intervention grades 6-8. Ongoing analysis of student data and observations for Unduplicated Pupils indicate that small group intervention enable these students to increase their achievement rates.3.9 AVID coordinator grades 9-12. Review of AVID Research (2008) Survey data indicate that AVID provides students with skills and resources that not only prepares them for college but also continues once in college.4.3 Targeted counseling grades 9-12. Ongoing analysis of student data and observations for Unduplicated Pupils indicate these students benefit from 1:1 counseling on how to prepare for college and career.

In addition the District has concentrated additional efforts to increase services for Unduplicated Pupils, not paid for through supplemental funds. The following staff members have been assigned the duties below:

1 Administrator dedicated half-time to oversee the EL programAll Assistant Principals dedicated to a focus on the Unduplicated StudentsSpecial education coordinator devoting a portion of time to train all staff on positive behavior interventions and supports to target not only students with disabilities but Unduplicated pupils

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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

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

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.


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

LCAP Expenditure Summary

Total Expenditures by Funding Source

Funding Source2016-17

Annual UpdateBudgeted

2016-17Annual Update

Actual2017-18 2018-19 2019-20

2017-18through2019-20

TotalAll Funding Sources 17,524,765.00 17,884,788.24 24,254,390.00 24,526,540.00 24,798,621.00 73,579,551.00

0.00 0.00 0.00 0.00 0.00 0.00Base 16,762,326.00 16,636,918.44 23,078,510.00 23,229,410.00 23,236,155.00 69,544,075.00Other 0.00 270,448.00 0.00 0.00 0.00 0.00Special Education 43,250.00 65,631.80 74,621.00 93,783.00 140,253.00 308,657.00Supplemental 719,189.00 911,790.00 1,101,259.00 1,203,347.00 1,422,213.00 3,726,819.00

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

Total Expenditures by Object Type

Object Type2016-17

Annual UpdateBudgeted

2016-17Annual Update

Actual2017-18 2018-19 2019-20

2017-18through2019-20

TotalAll Expenditure Types 17,524,765.00 17,884,788.24 24,254,390.00 24,526,540.00 24,798,621.00 73,579,551.00

0.00 0.00 0.00 0.00 0.00 0.000001-0999: Unrestricted: Locally Defined 0.00 55,000.00 0.00 0.00 0.00 0.001000-1999: Certificated Personnel Salaries 12,186,586.00 12,562,863.00 17,763,711.00 17,821,061.00 17,859,411.00 53,444,183.002000-2999: Classified Personnel Salaries 449,905.00 489,151.00 425,200.00 529,707.00 673,522.00 1,628,429.003000-3999: Employee Benefits 3,660,624.00 3,759,404.24 5,041,479.00 5,112,086.00 5,151,588.00 15,305,153.004000-4999: Books And Supplies 195,400.00 70,863.00 164,000.00 165,186.00 168,600.00 497,786.005000-5999: Services And Other Operating Expenditures

532,250.00 605,547.00 805,000.00 844,500.00 891,500.00 2,541,000.00


0.00 2,250.00 5,000.00 4,000.00 4,000.00 13,000.00

6000-6999: Capital Outlay 500,000.00 339,710.00 50,000.00 50,000.00 50,000.00 150,000.00


Total Expenditures by Object Type and Funding Source

Object Type Funding Source2016-17Annual Update

Budgeted

2016-17Annual UpdateActual

2017-18 2018-19 2019-202017-18through2019-20

TotalAll Expenditure Types All Funding Sources 17,524,765.00 17,884,788.24 24,254,390.00 24,526,540.00 24,798,621.00 73,579,551.00

0.00 0.00 0.00 0.00 0.00 0.000001-0999: Unrestricted: Locally Defined

Supplemental 0.00 55,000.00 0.00 0.00 0.00 0.00


Base 11,733,400.00 11,774,475.00 17,178,111.00 17,184,761.00 17,190,111.00 51,552,983.00


Other 0.00 210,202.00 0.00 0.00 0.00 0.00


Special Education 20,000.00 20,000.00 55,000.00 70,000.00 70,000.00 195,000.00


Supplemental 433,186.00 558,186.00 530,600.00 566,300.00 599,300.00 1,696,200.00


Base 322,755.00 339,755.00 312,100.00 401,600.00 385,100.00 1,098,800.00


Supplemental 127,150.00 149,396.00 113,100.00 128,107.00 288,422.00 529,629.00


Base 3,518,271.00 3,566,334.44 4,887,299.00 4,928,549.00 4,942,444.00 14,758,292.00


Other 0.00 60,246.00 0.00 0.00 0.00 0.00




Supplemental 138,853.00 126,453.00 139,559.00 164,754.00 188,891.00 493,204.00


Base 182,900.00 28,992.00 156,000.00 150,000.00 152,000.00 458,000.00


Special Education 0.00 19,511.00 0.00 0.00 0.00 0.00


Supplemental 12,500.00 22,360.00 8,000.00 15,186.00 16,600.00 39,786.00


Base 505,000.00 587,652.00 495,000.00 514,500.00 516,500.00 1,526,000.00



Total Expenditures by Object Type and Funding Source

Object Type Funding Source2016-17Annual Update

Budgeted

2016-17Annual UpdateActual

2017-18 2018-19 2019-202017-18through2019-20

Total5000-5999: Services And Other Operating Expenditures

Supplemental 7,500.00 395.00 305,000.00 325,000.00 325,000.00 955,000.00


Special Education 0.00 2,250.00 0.00 0.00 0.00 0.00


Supplemental 0.00 0.00 5,000.00 4,000.00 4,000.00 13,000.00

6000-6999: Capital Outlay Base 500,000.00 339,710.00 50,000.00 50,000.00 50,000.00 150,000.00


Total Expenditures by Goal

Goal 2017-18 2018-19 2019-202017-18through2019-20

TotalGoal 1 23,058,998.00 23,190,038.00 23,342,564.00 69,591,600.00

Goal 2 313,970.00 379,547.00 430,471.00 1,123,988.00

Goal 3 699,518.00 762,403.00 817,826.00 2,279,747.00

Goal 4 118,346.00 130,449.00 141,192.00 389,987.00

Goal 5 63,558.00 64,103.00 66,568.00 194,229.00


Documents

and Annual Update Page 1 of 115 Accountability Plan LCAP ... · Page 2 of 115 LCAP HIGHLIGHTS Identify and briefly summarize the key features of this year’s LCAP. El Segundo Unified