Dublin Unified School District 2019-20 Annual Budget

Adopted June 25, 2019

Dublin, California 94568

www.dublin.k12.ca.us

BLANK FOR PRINTING

2019 - 2020 Final Budget June 25, 2019 

Dublin Unified School District Board of Trustees 

Amy Miller, Board President – 2016 - 2020 

Megan Rouse, Vice President – 2018 - 2022 

Dan Cherrier, Trustee – 2018 - 2022 

Gabrielle Blackman, Trustee – 2019 - 2020 

Dublin Unified School District Staff Dr. Dave Marken, Interim Superintendent 

Joe Sorrera, Assistant Superintendent of Business Services 

Mark McCoy, Assistant Superintendent of Human Resources 

Dr. Matt Campbell, Assistant Superintendent of Educational Services

BLANK FOR PRINTING

1 

3

7

165

173

185

Dublin Unified School District  Adopted Budget 2019 -2020 

Mission, Vision and Core Values

Executive Summary

Local Control and Accountability Plan and Update

Budget Building Blocks

School Information Sheets

Display Charts

Standardized Account Code System (SACS) 189

NOTE: Some sections of this report have internal page numbering. The page numbers  listed above are found to the left of center at the bottom each page in the format #/358.

BLANK FOR PRINTING

VIS

ION

/ M

ISS

ION

/ C

OR

E V

ALU

ES

DUSDDU

SD |

747

1 LA

RKDA

LE A

VE. |

DU

BLIN

, CA

9456

8-15

00 |

925-

828-

2551

| W

WW

.DU

BLIN

USD

.ORG

MISSION

Education That Inspires Lifelong Learning

VISION

CORE VALUES

Dublin Unified School District will educate every student to become a lifelong learner by providing a safe and supportive environment that fosters collective responsibility for each student’s success.

We Believe In...• Cultivating curiosity and critical thinking that guides

rational, fair-minded, compassionate behavior• Providing a balanced comprehensive educational

experience that bolsters achievement, integrity,resilience, flexibility, and a strong sense of self-worth

• Valuing all students and their individual pursuits• Recognizing that our most valuable resources are

our students, teachers, support staff, administratorsand parent community

• Building equity and inclusiveness in a safeenvironment

• Creating supportive relationships and teamwork tobring us together 1/358

2018

-201

9 O

RG

AN

IZA

TIO

NA

L G

OA

LSDUSD

DUSD

| 7

471

LARK

DALE

AVE

. | D

UBL

IN, C

A 94

568-

1500

|92

5-82

8-25

51 |

WW

W.D

UBL

INU

SD.O

RG

our community rapidly grows.

IMPROVE STUDENT OUTCOMESBy ensuring every student is challenged and prepared for success in school and life by focusing on supporting a rigorous classroom environment, closing achievement and opportunity gaps and committing to equitable and research-based instructional and socio-emotional practices.

SUPPORT A HIGHLY EFFECTIVE STAFFBy fostering a responsive, caring, inclusive culture, which is built upon our professional learning communities and an unwavering commitment to robust recruitment, hiring, development, and retention practices.

ENSURE EFFECTIVE RESOURCE ALLOCATION AND EFFICIENT SYSTEMS OPERATIONby championing the needs of our school communities and being responsible stewards of the public's investment as

2/358

Executive Summary

Dublin Unified School District is a political subdivision of the State of California. The Murray School District was established June 5, 1866. The Dublin Unified School District was formed in 1988 unifying schools within the Dublin city limits. This included portions of the Amador Valley Joint Union High School District and elementary and middle schools from the Murray School District. The district is located in the eastern bay area of Alameda County. There are twelve schools: eight elementary, one K-8 school, two middle schools, one high school, and one alternative high school, serving students in grades DK through twelfth grade. An active adult education program serves the adult population, with an emphasis on English as a Second Language (ESL). Nielsen School was closed in fall 2008 and now serves as the home of district coaching staff, Alameda County Office of Education (ACOE) Toddler Program, Special Education support staff and the Head Start Program.

Governance. The district is governed by an elected Board of Trustees. There are five members of the board, each elected in five separate areas within the city of Dublin. Trustees serve a four-year term. The school board meets twice monthly on the second and fourth Tuesdays. Currently, district operations are being led by Interim Superintendent Dr. Dave Marken until the Board of Trustees hires a Superintendent.

Enrollment. The expected enrollment for fall 2019-2020 is 12,690 students, an increase of 600 students or 4.96% over the prior year’s enrollment of 12,090 students. Enrollment is expected to grow to nearly 13,690 students in the 2021-22 school year. In 2019-20 the district will employ 604.45 full time equivalent (FTE) teachers. Of those, 572.05 FTE are regular classroom and special education teachers and 32.4 FTE are specialists (coaches, counselors, psychologists, program specialists, intervention specialists and categorically funded teachers).

Achievement. Our mission is to educate every student to become a lifelong learner by providing a safe and supportive environment that fosters collective responsibility for each student’s success.

In 2019-20 we are reintegrating and refocusing our efforts as a Professional Learning Community with student learning as our focus. Our students achieve at high levels on State and national achievement tests. According to California’s Performance Accountability Dashboard, Dublin schools meet standards in all areas, and are focusing on assisting and supporting our socioeconomically disadvantaged student population. Our students perform well on ACT and SAT tests and we offer many opportunities to prepare students for college success. Equally important is our students’ wellbeing. We invest in programs to support character education and social and emotional health. During the 2019-20 school year we will continue to develop our high school academies, continue to prepare our students for the Common Core State Standards and the Smarter Balanced Assessments, and we will deepen our Response to

3/358

Instruction and Intervention programs. Lastly, we will continue to educate our new staff members and parents on our Professional Learning Community. Budget. The district’s fiscal year is from July 1 to June 30, as prescribed for all governmental agencies in the state. The budget for July 1, 2019 to June 30, 2020 totals $135,080,627 in expenditures. The General Fund is used to record the day-to-day operations of the district. Business department leaders met with every manager in the district to review their needs, both at school sites and district office departments. This offers valuable insight into both school and department needs when building the budget for the coming year. We are fortunate in Dublin Unified to be experiencing enrollment growth, and next year’s projection indicates a 600 student increase in enrollment. The district uses established staffing ratios and historically determined discretionary allocations at site and program level. The process of establishing and approving the budget begins in January with the Governor’s proposed budget for California, which is the primary source of funding for schools. District and site staff, parents and community stakeholders work to develop and monitor the Local Control Accountability Plan (LCAP) goals as part of the LCAP Advisory Council. The budget is developed and must align with the district’s LCAP to ensure adequate and appropriate educational funding within the district’s proposed budget. District administration prepares the budget details and the adopted budget of 2019-20 is based on the Governor’s May Revision. In June the Board of Trustees adopts a budget for the upcoming fiscal year based on the May Revision. The budget is then monitored and adjusted as needed during the course of the year. The budget will be revised 45 days after the Governor signs the California State Budget. The district is required by state law to provide the board with two interim financial reports during the year, which reflect any necessary budget adjustments. General Fund Expenditures. In 2019-20 the district anticipates spending $10,644.65 per student. The greatest proportion of that expenditure goes to employee salaries and benefits at 82.6%.

Category Expenditures $ per Student % of Total

Instructional Salaries $69,473,525 5,474,67 51.43% Other Salaries $18,607,983 1,466.35 13.78% Benefits $22,135,552 1,744.33 16.39% Books & Supplies $8,430,986 664.38 6.24% Utilities, Repairs, Other Services $15,008,381 1182.70 11.11% Capital, Other Outgo $1,424,200 112.22 1.05% Total $135,080,627 $10,644.65

4/358

General Fund Revenues. The single largest source of funding for our district is the Local Control Funding Formula (LCFF). The LCFF includes a base level of funding per student (an amount based on each student’s grade level), supplemental grants to districts based on the number of students in specific situations (students classified as English Learners, Foster Youth, and students in participating in the Federal Free or Reduced Price Meal Program), and concentration grants for districts that have particularly high numbers of students in those situations. For 2019-20 the LCFF allocation for Dublin is $114,236,259 or 89% of all general fund revenues. The state also provides special purpose funding in the amount of $3,607,149, which includes lottery funding. State aid, combining general and special purpose funds makes up 92 % of the budget revenues. Only 1.6% of total funding comes from the federal government. The balance of revenue funding is local in nature. The largest portion of the local funding is received from the Special Education Local Plan Area (SELPA) for Special Education. The district expects local revenues of $8,630,583.

Category Revenues $ per Student % of Total

LCFF Revenue $114,236,259 9,002.07 88.9%

Other State Revenue $3,607,149 284.25 2.8% Federal $2,068,247 162.98 1.6% Local (Inc. Parcel Tax) $8,630,583 680.11 6.7% Total $128,542,238 $10,327.27

5/358

BLANK FOR PRINTING

6/358

Page 4 of 161

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

2019-20

Local Control Accountability Plan and Annual Update (LCAP) Template

Local Control Accountability Plan and Annual Update (LCAP) Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

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

California School Dashboard: 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

Dublin Unified School District

Contact Name and Title

Dave Marken, Ed. D. Interim Superintendent

Email and Phone

markendave@dublinusd.org 925.828.2551

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

The school district we now know as Dublin Unified School District began in 1854 with a small schoolhouse, the only schoolhouse in Eastern Alameda County at the time the Tri-Valley area was being settled.

In fact, up until 1960, education in the Dublin community remained confined to that one schoolhouse with a student population of just 54. But beginning with the opening of Dublin Elementary School in 1961, the community and the population of students grew rapidly, leading us, nearly 60 years later to become one of the fastest-growing, highest-achieving school districts in the state of California.

In Dublin USD, every staff member, parent, school community member, and student is working toward the District Vision that, “All Dublin Students Will Become Lifelong Learners”. This vision provides the direction for every aspect of our district. In order to meet this vision, we have established our mission, “To ensure that every student becomes a lifelong learner by providing a rigorous and relevant 21st- Century education that builds resilience and prepares them for college

7/358

Page 5 of 161

and career or service to our country and for success in the global economy.” We have established an expectation of continuous improvement through our Professional Learning Communities to meet our Vision and Mission and we act on those expectations by prioritizing collaboration and the sharing of best practices. Our vision and mission statements are woven throughout all that we do to serve our students.

School program offerings include a wide variety of rigorous and relevant programs at all levels. Dublin Unified provides students opportunities to excel in everything from science, technology, and mathematics (STEM) and bio-medical fields, to performing arts, to video production, and culinary arts. Dublin also has committed to becoming one of the area’s most robust Career Technical Education programs. The district’s facilities are state-of-the-art with the inclusion of the latest educational technology. The Dublin USD community has a strong commitment to the Professional Learning Community process and practices. This commitment has been instrumental to the success of the district and in empowering teacher, staff, parent, and student leadership at every school.

Dublin Unified is rapidly becoming a mid-sized suburban school district serving a diverse population. According to the California Longitudinal Pupil Achievement Data System (CALPADS), economically disadvantaged students comprise 10.2% of the population. The total percentage of English Language Learners within the district is 7.6%. Although a significant number of different languages are represented within the district, the largest percentages of second language learners speak Chinese, Hindi, and Spanish. The percentage of special education students is 7.2%.

The District has doubled in size over the past decade and based on enrollments reported in CALPADS now has 12,090 students in 12 schools. Families are drawn to Dublin’s stellar instructional program and innovative programs. Dublin Unified boasts the most rigorous graduation standards in the area has more than 95 percent of its graduates move on to college or service to the country and consistently performs among the top schools in Alameda County in state testing and assessments.

Currently, Dublin USD has seven elementary schools, two middle schools, one comprehensive high school, one K-8 school, and one alternative high school. In order to meet the needs of the steadily increasing student population, Dublin USD opened Cottonwood Creek, a K-8 school in the Fall and is working to create and build an additional comprehensive high school. The community has been very generous in its support of Dublin USD through supporting bonds to build needed space and providing input through the entire process.

Since 1990, Dublin Schools have been awarded either the Blue Ribbon Award, the California Distinguished School Award, or its successor, the California Gold Ribbon Award. Dublin USD is an award-winning district that continues to thrive and grow. The Local Control Accountability Plan is a community-wide plan that works to meet the needs of all students in the district and to meet our vision for every student to become a lifelong learner.

8/358

Page 6 of 161

9/358

Page 7 of 161

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

The LCAP Community Advisory Committee has identified several key features of the 2019-2020 LCAP. The committee has identified the 2019-2020 LCAP process as a key feature to be highlighted. The committee has been supportive of a process that has provided all stakeholders an opportunity for input and to affect change within this plan. Committee members identified the process as being "more collaborative" and described the information as, "having more substance this year." Another overall key feature has been the use of data to target actions and services toward our under served students. Data utilized to determine the effectiveness of actions and services in this plan has been very clear and very targeted toward unduplicated students and student groups displaying disproportionality. The use of the California Dashboard as one data sources has led the committee to detailed actions and services focused on maintaining support for students meeting and exceeding standards and increasing services to students not yet meeting standards. Following are key features and highlights for each goal. Goal 1: "We will maximize student learning and achievement by providing a rigorous and relevant 21st-century education that prepares EVERY student for college and career and success in the global economy."

• The focus on the response to Intervention systems at each site provides a high degree of support for struggling students. This includes support of during the day tutoring at the high school level, continuing the support of academic preparatory periods at the middle school level, middle and high school summer school programs, and elementary RTI support funding. Current increases and gains in overall ELA/Literacy Scores and Math scores are directly attributed to this continued support.

The addition of free PSAT and SAT exams to all high school students, courtesy of a grant from the Dublin Partners in Education (DPIE), is seen as significant support of our socio-economically disadvantaged students and foster youth. As we continue to review avenues toward college and career readiness, providing this assessment free of charge will remove one significant barrier for our targeted PSAT/SAT population. We are hopeful that DPIE will continue to fund this endeavor.

Our English language Learner students have experienced significant gains in their academic progress. The LCAP committee has recommended continuing the support of English Language Development support personnel at each site to provide coaching, support, model lessons, and assist teachers with the implementation of GLAD strategies in the classroom.

Goal 2: "We will provide an environment that maximizes student learning and builds resilience so that all students are engaged and supported with their social, emotional, behavioral and physical needs in a safe learning environment."

The timely inclusion of safety, drug, and suicide prevention education is a strong addition to this year’s actions and services. This education extends to students, staff, and parents.

10/358

Page 8 of 161

The LCAP Committee determined this was a necessary and timely addition to the 2018-19 plan and will continue for the 2019-20 school year.

The plan focuses on the physical, social, and emotional well-being of all students with specific actions and services. Actions to support this goal include the continuation of behavioral support training for staff members, bullying prevention training, and internet safety, and training in alternatives to suspension. The plan also calls for increased collaboration with our community resources and increased parent education opportunities.

Another key highlight of Goal 2 is the emphasis on engaging students through our attendance policies and practices. The plan focuses on ensuring a viable process is in place around decreasing chronic absenteeism.

Goal 3: "We will align resources and establish partnerships to maximize student learning."

Increasing parent engagement has been a goal in the past and this year we increased work in this area with the development of a Parent Engagement Think Tank. This group looked at the best practices from Dr. Joyce Epstein's "Model for Parent Engagement." The recommendations from this team will support families with parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community.

Another key feature of this plan is the increase and emphasis on teacher recruitment to ensure we have a highly qualified teaching staff that is representative of Dublin USD district-wide diversity. This includes developing a teacher recruitment plan.

The committee has also been committed to ensuring each classroom has educational technologies to support teaching and learning.

The community stakeholders are very proud of the 2017-20 Local Control Accountability Plan. The incorporation of the California Dashboard metrics (including the recently added metrics) and of the LCAP survey has increased the focus on unduplicated students and student groups that are experiencing disproportionality. This year's process has provided a strong foundation for making substantive changes and increasing services to all students. This year's Dashboard shows blue (the highest performance level) in the following areas: English Language Arts (3-8), Mathematics (grades 3-8) and Graduation Rate (9-12). The Dashboard shows green (second highest performance level out of five) in the following areas: Suspension Rate (K-12), Chronic Absenteeism rate, and College/Career. We had no sections of the Dashboard in yellow, orange or red for all students.

Review of Performance Based on a review of performance on the state indicators and local performance indicators included in the California School Dashboard, 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.

11/358

Page 9 of 161

Greatest Progress The students, professional staff, parents, and community of Dublin Unified School District are very proud of the progress students have made in this LCAP cycle. When reviewing the LCFF Evaluation Rubric, the indicators highlight an increase in the graduation rate at Dublin High School, maintaining high English Language Learner progress, and very high ELA and math performance. The suspension rate in Dublin USD is low and has declined recently. ELA/Literacy and Math Indicators: When reviewing the English Language Arts/Literacy California Dashboard progress indicators, Dublin USD has exhibited a significant increase in scores from 2016-17 to 2017-18. Overall scores on the SBAC assessment indicate a district-wide increase from 79% to 80% (+1%) of students that are at "Met Standard" and "Above Standard." Students were an average of 64.4 points above standard and this was an increase of 5.8 points from the previous year's scores. On the California Dashboard, ELA Achievement for Dublin USD is at the highest performance level (Blue). Overall, all scores on the SBAC Math assessment indicate a one-point decrease from 77% to 76% of students that were at "Met Standard" and "Above Standard." Students assessed were an average of 53.5 points above standard and this was an increase of 2.6 points from the previous year's scores, earning the district a status of indicator of "Maintained." On the California Dashboard, Math Achievement for Dublin USD is at the highest level (Blue). Through data analysis and stakeholder engagement, the LCAP Committee has indicated several actions and services that have contributed to this significant increase in English Language Arts/Literacy and Math scores. One of the most significant factors contributing to this success is the commitment to a Response to Intervention (RTI) program at every school. Each school has developed a system to provide timely interventions based on local assessment and benchmark data. At the high school level, this has meant remaining committed to a seven-period day to ensure every student has tutoring opportunities within the school day. Teachers and tutors work collaboratively utilizing local assessment data to identify students that are not meeting standards and to ensure timely interventions in a structured setting. At the middle school level, the committee recommends sustaining intervention courses and an "Academic Prep" period within the school day for similar purposes. The elementary schools have developed intervention systems with a during-the-day identified time for each grade level. During this time, the teachers in the grade level provide intervention services with the addition of additional support staff. These services are consistently identified by staff, students and parents through the LCAP process as having a significant impact on student achievement. An additional action having an impact on successful achievement levels in Math and English Language Arts/Literacy has been teacher training and professional development with an emphasis on California State Standards (CA-SS) and on Next Generation Science Standards (NGSS). This is in addition to incorporating instructional coaches for all teachers K-5 to assist in the implementation of and build capacity for excellence in teaching strategies. The training topics in 2018-19 have focused on the new elementary Language Arts curriculum, GLAD strategies for all students, working with dyslexic students, and mindfulness strategies. Graduation Rate Indicator: Dublin USD remains proud of the California Dashboard Graduation Rate Indicator. The CA Dashboard indicates the graduation rate as 95.9% as the status for 2017-18. While this was a 1.5%

12/358

Page 10 of 161

decline from the previous year, DUSD is proud of maintaining a consistently high graduation rate that places DUSD in the "Blue" overall status level on the CA Dashboard.

The secondary schools have worked to provide open access to a broad range of study through very specific strategies. Specific strategies included an increase in parent awareness and recruitment strategies targeted toward specialized programs, more specifically Advance Placement courses in high school. Dublin High School has also increased the participation rate in middle college/concurrent enrollment programs. Open enrollment policies have increased the numbers of students participating in Advanced Placement courses, Career and Technical Education (CTE) courses, and in Honors courses.

The graduation rate in Dublin USD has been significantly high and is an indicator of which all stakeholders can be proud. The LCAP Community Advisory Committee also recognizes that our mission and vision explicitly state all students will be college and career ready. The goal still remains that all students will graduate and will be college and career ready.

Other actions having an impact include maintaining counseling support as a means to support our low income and foster youth students through individual student counseling, group counseling sessions and academic program planning.

The most effective strategy to increase student achievement data is the RTI model and the tutoring embedded during the school day at the secondary level. As part of the RTI process, teams of educators and parents collaborate to ensure that every student is meeting every standard. RTI teams disaggregate data by student groups, including English Learners, socio-economically disadvantaged students, and homeless and foster youth. Each school develops additional strategies to ensure that students and families of these student groups receive academic interventions.

Dublin High School has implemented a recruitment strategy to ensure that no student groups are disproportionally underrepresented in Advanced Placement, Honors, and Career and Technical Education courses. By using the results from the PSAT, counselors use the AP Potential report to identify and recruit underrepresented students to enroll in AP courses. This action is explained in Goal #1 actions 5 & 6.

The Dublin USD stakeholder community is very proud of the progress evident on the California Dashboard and of the progress on associated metrics and measures. Of particular note is maintaining the highest performance and growth indicators in the Graduation Rate and Mathematics. The progress of English Learner students has also been exceptional due to very targeted resources and strategies. Low-income and foster youths have been focal student groups for Dublin USD.

Dublin USD stakeholders celebrate the success of all students. The LCAP Committee recognizes that every success is a result of a strong parent and community partnership. Although there are many successes, Dublin USD also recognizes that we are still working toward our mission to "... educate every student to become a lifelong learner by providing a safe and supportive environment that fosters collective responsibility for each student’s success." To Dublin USD, every student means every student, and we will continue to utilize the LCAP process as part of the continuous improvement cycle until our mission is realized.

13/358

Page 11 of 161

Referring to the California School Dashboard, 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 Dublin USD students overall have exhibited strong performance on the California Dashboard. No indicators for overall performance are in the Orange or Red categories. Graduation Rate, English Language Arts, and Math performance are at the highest level (Blue). The Suspension, Chronic Absenteeism, and College/Career indicators are very strong as well with the indicator in the second highest level (Green). The progress on these indicators is a result of the collaborative efforts of schools, parents, and students through the Professional Learning Community (PLC) processes and practices.

A deeper analysis does indicate that several student groups are not performing as well as others and those are addressed in more detail in the Performance Gaps section of this LCAP. The new California Dashboard provides detailed information on groups of students needing additional assistance. The LCAP Committee has recognized that while overall performance is strong, some student groups are in the "Yellow," "Orange," or "Red" performance level and this has been identified as the area with the greatest need.

14/358

Page 12 of 161

Referring to the California School Dashboard, 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 The LCAP Community Advisory committee reviewed the 2018 California School Dashboard to identify student groups for which the overall performance level was "Orange" or "Red" and developed actions and services to address areas with the greatest need. Math: When looking at the overall student performance in Dublin USD for Mathematics on the California School Dashboard, Math is indicated at the highest performance level (Blue). The following student groups, however, scored two performance levels below the 'All Student' group: Students with Disabilities (an average of 53.9 points below standard), African American (an average of 48.6 points below standard) Socioeconomically Disadvantaged (an average of 34.3 points below standard), and Hispanic (an average of 22.9 points below standard). Each of these student groups is in the "Yellow" performance level category. No student groups were in "Orange" or "Red" performance level category. One action item designed to support improved outcomes in Mathematics is to provide parent engagement and information sessions so families are aware of math course progressions, foundational skills required for each course, and opportunities for mathematics support within the school day as well as outside instructional hours. Dublin USD will also expand Special Education staff training and standardize practices in research-based mathematics curriculum. Special Education teachers will continue implementing an intervention math software program as curriculum support (Goal 1: Action 3). Dublin High School will continue to implement the Gael tutoring program within the school day to target students not meeting standards in general education classrooms (Goal 1: Action 1). The LCAP committee will continue the support of the math curriculum to implement CA-SS and to provide academic intervention resources. The LCAP committee will also support ongoing development and improvement of a comprehensive elementary intervention program. The community liaison will also focus on students who are African American, Hispanic, Socioeconomically Disadvantaged, and in Special Education to ensure a college-ready course progression and to provide resources to increase success (Goal 2: Action 1). English Language Arts/Literacy: The overall student performance level in Dublin USD for ELA/Literacy on the California School Dashboard is "Blue." Two student groups are not performing as well. Students with Disabilities (an average of 38.7 points below standard) and African-American (an average of 13.5 points below standard). No student groups were in the "Orange" or "Red" performance level category. The Committee recommends maintaining tutorial time within the school day for all students in middle school and high school through intervention classes at the middle schools and Freshman Mentoring and Guided Gael at the high school (Goal 1: Action 1). Teachers will continue to use a process for identifying students who need additional interventions and developing intervention strategies through the Response to Intervention (RTI) model. In addition, instructional coaches will maintain their focus on the implementation of CA-SS (Goal 1: Action 4). The LCAP Committee will continue the support of the ELA/literacy curriculum to implement CA-SS and to provide academic intervention resources. The LCAP Committee will also support ongoing development and improvement of a comprehensive elementary intervention program, including fluency, letter recognition, decoding, comprehension,

15/358

Page 13 of 161

and others (Goal 1: Action 1). Dublin USD will also implement parent engagement and information meetings on ELA/literacy information (Goal 3: Action: 1). Special education teachers will continue to utilize the System 44/Read 180 instructional program to support students with significant gaps in literacy skills (Goal 1: Action 3). Elementary teachers adopted a balanced literacy program last year which includes intervention and English Language support resources, and those resources will be used at the elementary level to support struggling readers and writers. Elementary teachers will participate in professional development to implement the newly adopted ELA series (Goal 1: Action 1). All secondary Special Education case managers will receive training in the development of appropriate Individualized Transition Plans (ITPs), with an emphasis on graduating on time and being prepared for post-secondary life. Training and support will continue for all mild/moderate special education staff through the maintenance of currently purchased ELA materials. Teachers of moderate/severe students will also be provided with ongoing training and support in research-based teaching methodologies in the areas of functional academic skills and social skills. Continued training will also be provided to all Special Education staff related to IEP and lesson planning in cooperation with general education teachers (Goal 1: Action 3). English Learner: Suspension Rate: The suspension rate for Dublin USD students remains low at only 1.2% of students suspended one or more times. This is a decline from the previous rate of 1.7%. This places the overall Suspension Rate in the performance level "Green." Students with Disabilities were the only student group in the "Orange" category with 5% of students suspended at least once. In Dublin USD, the LCAP Committee recognizes that Suspension Rate is best addressed by ensuring that all staff members have adequate training to be able to prevent and respond to social-emotional needs and school climate issues. In order to support students and reduce suspensions, teachers, administrators, and classified staff will continue to receive training in our Positive Behavior Interventions and Support program "Capturing Kid's Hearts." We will also provide alternatives to suspension and restorative justice practices (Goal 2: Action 3). We will also provide training and awareness for students, staff, and parents on the understanding of the diverse culture in Dublin (Goal 2, Action 3). Counseling support at all schools is a significant component of ensuring students feel connected to school and of supporting social-emotional learning. Counseling services is an area that the committee has recommended should continue and be enhanced (Goal 2: Action 2). In the 2019-2020 school year, DUSD will place a full-time counselor at each elementary school and increase the number of counselors at the middle schools. The community liaison will continue to provide events to improve parenting skills and provide information on current disciplinary procedures and options (Goal 2: Action 1). Graduation Rate: The overall student performance for Graduation Rate in Dublin USD is at the highest performance level (Blue) with 95.9% of students graduating. Two student groups are in the "Yellow" category: Students with Disabilities (75.0% graduated) and Socioeconomically Disadvantaged (90.2% graduated). Additionally, our overall Graduation Rate declined 1.5% on the latest CA Dashboard. The Dashboard for Valley High School is orange and had an 18.1% decline. DUSD will continue to provide access to the PSAT/NMSQT for 10th and 11th graders and explore opportunities to provide it to 8th and 9th graders as well. (Goal 1: Action 5). These assessments will provide one measure to identify and encourage a more diverse range of students to take Advanced

16/358

Page 14 of 161

Placement and Honors courses (Goal 1: Action 5). Another strategy the committee recommends is providing parent information nights on graduation requirements, college information, and college funding (Goal 1: Action 5). Middle school and high school counselors will work to accomplish this strategy. The committee has also developed a course access strategy to prepare, enroll, and support student groups who are underrepresented in high-level courses. As a part of CSI, Valley High School will be examining all aspects of their program. Chronic Absenteeism: A new indicator on the California Dashboard is Chronic Absenteeism. This indicator examines the percentage of students in Kindergarten through grade 8 who are absent 10 percent or more of the instructional days they were enrolled. Dublin USD's overall Chronic Absenteeism rate is "Green" with 3.5% of students chronically absent. Two student groups were in the "Orange" category: Socioeconomically Disadvantaged (10.7% chronically absent) and English Learners (5.9% chronically absent). To reduce absenteeism rates for our socioeconomically disadvantaged and English Learner students we have established the following procedures and programs through our Multi-Tiered System of Support (MTSS): Tier 1: Build relationships with students and families using the principles of Capturing Kids' Hearts and Character Strong programs. The objective is to be sure that adults on each campus are aware of each student's background and potential challenges related to attendance. Through the coordination of our District Community Liaison, district staff and school site staff conduct outreach events in four neighborhoods which represent students from socioeconomically disadvantaged and English Learners backgrounds. The focus of these events is to build relationships that support consistent attendance at school. During these events, parents and students are introduced to key staff members who they can reach out to for support (administration, counselor, and/or teachers)--including academic tutoring, medical care, housing assistance, parent training, and other resources that can help meet their needs. Tier 2: Students identified as having inconsistent attendance meet with school site personnel to develop a plan of action and attendance contract. The Community Liaison may also participate as a member of this School Attendance Review Team to help put in place supports that ensure consistent attendance by the student. Examples of support include counseling, academic tutoring or interventions, access to medical care, behavioral supports, and housing. Tier 3: If a student is referred to the School Attendance Review Board (SARB), further support is established through a contract by legal order. College/Career: Another new indicator on the California Dashboard is College/Career Readiness. This indicator uses a variety of measures to gauge the percentage of high school graduates who are placed in the "Prepared" level on the College/Career Indicator. Dublin USD's overall ranking is "Green" with 68% of students prepared. Two students groups were in the "Orange" category: Hispanic (48.8% prepared) and Two or More Races (60.7% prepared).

17/358

Page 15 of 161

As a district, we are working on capturing the specific data that make up the CCI and creating planning documents to help high school counselors have conversations with students about meeting the different standards of being college and career ready. As a result of grant funding all Freshmen took the PSAT 8/9, Sophomores the PSAT and Juniors the PSAT/NMSQT. We plan to continue this next year. This has allowed us to see students’ AP Potential which will help counselors steer students into AP classes and see themselves as AP students when some do not have that mindset. More underrepresented subgroups, including Hispanic and Two or More Races, will be able to access college prep courses. We have been refining our recruitment strategies for our Career Technical Education academies, such as engineering, culinary arts and multi-media design, to increase the number of students from under-represented subgroups. Academy students are assigned a specialized counselor and guided towards completing a CTE pathway. We will continue to implement and expand the Advancement Via Individual Determination (AVID) program to include explicit recruitment of Long-term English Learners. Many of our teachers have also received professional development on AVID strategies that help in preparing all students for college and career readiness. Students will have access 1:1 counseling in order to guide and track students progress towards meeting the CCI indicators. All students are provided with academic guidance prior to and throughout their four years at Dublin High School. Seventh graders receive counselor support in small groups to develop a six-year high school plan and to guide them in their course selections for 9th grade. Counselors and teachers meet individually with students and parents throughout their four years at Dublin High School. Counselors also provide academic and college information in yearly classroom presentations.

Comprehensive Support and Improvement An LEA with a school or schools identified for comprehensive support and improvement (CSI) under the Every Student Succeeds Act must respond to the following prompts.

Schools Identified Identify the schools within the LEA that have been identified for CSI.

The federal government's Every Student Succeeds Act (ESSA) requires states to identify schools in need of comprehensive support and improvement (CSI). On January 31, 2019, Valley Continuation High School was identified as eligible for comprehensive support and improvement because all 2018 Dashboard indicators were at the "Red" or "Orange" level. Schools eligible for comprehensive support ("CSI schools") are required to submit an improvement plan to the California Department of Education, which is described in the next section.

Support for Identified Schools Describe how the LEA supported the identified schools in developing CSI plans that included a school-level needs assessment, evidence-based interventions, and the identification of any resource inequities to be addressed through the implementation of the CSI plan.

Valley High School is a continuation high school operated by the Dublin Unified School District to provide educational supports for students who are at least 16 years old, have not graduated from high school, are still required to attend school, and who are at risk of not graduating. The Educational Services team of Dublin Unified School District supported Valley High School in developing CSI plans by engaging staff, students, and parents in collaborative conversations about the Dashboard data and the needs of students at the school. An analysis of the Dashboard data revealed that the graduation rate for Valley High School students declined 18% between 2017 and 2018, and only 2.9% of students were college or career ready in 2018. Academically, Valley High School students appear to be performing much better in English language arts (with the average

18/358

Page 16 of 161

student score 18.2 points above standard) than in mathematics (with the average student score 167.3 points below standard). In both math and ELA, however, these scores represent a significant increase over 2017 SBAC scores. The needs assessment process identified four root causes of underperformance and declining graduation rates: 1) poor attendance, 2) inadequate social-emotional counseling and support, 3) insufficient career counseling, parent education and ROP courses 4) lack of access to courses needed to graduate, and 5) lack of coherence in instructional and assessment practices, resulting in inconsistent earning of credits. To address the first two root issues, Dublin Unified School District will increase counseling support from 0.5 FTE to 1.0 FTE with the intention of developing an Individualized Learning Plan and social-emotional support plan for each of the approximately 80 students enrolled at Valley High School. The school counselor will also work in tandem with the Valley principal, teaching staff, and classified support staff to coordinate effective use of an academic intervention period embedded within the instructional day and implement effective strategies to improve regular attendance. The district will also increase the amount of counseling support provided by community partner The Hume Center from 1.5 days per week to 2 days per week to provide more frequent and consistent emotional support. As a continuation high school, it is imperative that Valley staff and the district provide career counseling and parent education to Valley families about opportunities for students following high school graduation. The district’s Educational Services team and the Valley High School staff will partner to support Valley students and their parents in developing a clear pathway from high school to community college or directly into viable occupations. Specific activities to be explored in the first year of the grant include guest speakers from local career sectors, community college field trips and parent information sessions, increased enrollment in ROP courses and transportation to ROP courses on other campuses, credit-earning community service opportunities, and credit-earning work experiences. To address the lack of access to courses, the Educational Services team and Human Resources team will work directly with the Valley High School staff to develop a master schedule that gives students access to a wide variety of courses that meet their needs for credit recovery and graduation. This may include increased offerings in elective courses, adult education courses, ROP courses, internships, apprenticeships, work-study programs, and independent study. The staff is particularly interested in bringing visual art back to the Valley High program, and the district will work with the Valley team to return art to the master schedule beginning with the 2019-2020 school year. The district will also support Valley High School staff in developing a robust and comprehensive math program since this was an area of relative weakness of students academically. Specifically, the district and Valley staff will explore math course offerings that will engage students and provide practical math skills while helping students earn the math credits they need to graduate. Many students enrolled at Valley have been unsuccessful in a traditional Algebra I class, which is a state-mandated course for high school graduation. Consequently, the Valley staff plans to provide those students with a course that will remediate gaps in foundational math skills and lead to greater success rates in Algebra I. The district will provide Valley staff with the curriculum and additional training needed to implement this course. In addition, the district and Valley are exploring the addition of a Consumer Math class to the course offerings.

19/358

Page 17 of 161

Monitoring and Evaluating Effectiveness Describe how the LEA will monitor and evaluate the implementation and effectiveness of the CSI plan to support student and school improvement.

The primary document guiding the improvement process at Valley High School will be the School Plan for Student Achievement (the SPSA), which is collaboratively developed by VHS staff, students, and parents. The VHS SPSA will be aligned with this LCAP and will outline a detailed plan of actions and services to help VHS improve outcomes for all students and improve all indicators on the California Dashboard. Implementation of the SPSA and the CSI plan at Valley High School will be monitored by our established district and school structures, including Valley staff PLC and faculty meetings, School Site Council meetings, and Educational Services staff (Directory of Secondary Education and Director of Assessment). DUSD will use multiple metrics to ensure that students are making progress in all areas of improvement targeted by this grant and to evaluate the effectiveness of the CSI plan. These metrics will include CAASPP scores, attendance rates, graduation rates, local math assessments, and local reading assessments.

20/358

Page 18 of 161

Annual Update LCAP Year Reviewed: 2018-19

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

Goal 1 We will maximize student learning and achievement by providing a rigorous and relevant 21st century education that prepares EVERY student for college and career and success in the global economy

State and/or Local Priorities addressed by this goal:

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

Local Priorities:

Annual Measurable OutcomesExpected Actual

Metric/Indicator Priority 2

A. Maintain 100% of all teachers provided professionaldevelopment/planning time in standards-aligned work.

B. Maintain 100% of EL students with access to supplemental instructionalmaterials.

Priority 4 C. Overall and unduplicated student test scores in ELA and Math.

ELA CAASPP Results - Percentage Met/Exceeded, Points from Minimum Level 3: All Students - 78% (61.2 Points Above) English Learner - 27% (32.9 Points Above) Economically Disadvantaged - 47% (21.7 Points Below)

A. Met: 100% of teachers participated in two district-wide professional learning days on October 8, 2018, and February 1, 2019

B. Met: Percent of EL students with access to supplemental instructional materials - 100%

C. Overall, the percentage of students that Met or Exceeded standards in ELA on the 2017-2018 CAASPP increased from 76.5% to 78.5%. 2018 ELA CAASPP Results - Percentage Met/Exceeded Met: All Students - 78.5% (64.4 points above) Met: English Learners - 29% (29.4 points above) Met: Socioeconomically Disadvantaged - 51% (3.3 points below) Foster Youth - * Not Met: Students with Disabilities - 38% (38.7 points below)

21/358

Page 19 of 161

Expected Actual

Foster Youth - * Students w/ Disab. - 47% (44.8 Points Below) African-American - 54% (18.1 Points Below) Hispanic - 57% (1 .3 Point Below) Math CAASPP Results - Percentage Met/Exceeded,Points from Minimum Level 3: All Students - 75% (56.2 Points Above) English Learner - 39% (38 Points Above) Economically Disadvantaged - 41% (37.2 Points Below) Foster Youth - * Students w/ Disab. - 38% (49.3 Points Below) African-American - 38% (48.5 Points below) Hispanic-51% (15.2 Points below) D. Local Measures To Be Determined E. Grads with UC/CSU Required Courses Completed: 69% F. CELDT data will no longer be available - ELPAC Baseline will be set when available. G. English leaner Reclassification Rate: Students Redesignated FEP: 17.8 % H. Advanced Placement Assessment Pass Rate Pass Rate of 3 or Higher: 82% I. 2017-18 AP Enrollment for 10th, 11th, 12th Grade - 34%. J. College Ready Status - EAP ELA/Literacy All Students: 37% ELL Students: * Socio-Economically Disadvantaged: 21% African-American - 19% Hispanic/Latino - 19% Student w/Disability - 16% Math All Students: 33% ELL Students: * Socio-Economically Disadvantaged: 19% African-American - 19% Hispanic/Latino - 13% Student w/Disability - 16%

Not Met: African American - 47% (13.5 points below) Not Met: Hispanic - 56% (5.4 points above) Overall, the percentage of students that Met or Exceeded standards in Mathematics increased in 2017/18 from 72.9% to 73.6%. 2018 Math CAASPP Results - Percentage Met/Expected Not Met: All Students - 73.6% (53.3 points above) Not Met: English Learners - 37% (32.8 points above) Not Met: Socioeconomically Disadvantaged - 40% (34.3 points above) Foster Youth - * Not Met: Students with Disabilities - 33% (53.9 points below) Met: African American - 39% (48.6 points below) Not Met: Hispanic - 43% (22.9 points below) D. California has transitioned to a new Science Test for students in grades 5, 8, and high school. In 2018-2019 the California Science Test (CAST) will become operational. Results will be available during the summer of 2019. E. Not Met: Based on CDE Dataquest, the percentage of students who successfully completed courses that satisfy UC/CSU entrance requirements has decreased slightly from 67.1% in 2016/2017 to 65.1% in 2017/2018. F. The CELDT assessment for English Learners was discontinued in 2017. In 2017/2018, the English Language Proficiency Assessments for California (ELPAC) replaced CELDT and was administered for the first time. These 2018 ELPAC scores represent a baseline: Level 4 - Well Developed - 48.2% Level 3 - Moderately Developed - 24.5% Level 2 - Somewhat Developed - 14.7% Level 1 - Minimally Developed - 12.6% G. Met: The percentage of EL students who were redesignated as RFEP increased dramatically from 15.5% to 33.4% in 2018. This was due to statewide changes in guidance on how students can be redesignated. Over the past two years, the state of California has been reviewing the redesignation process and during that time there was little guidance, resulting in a lower than normal redesignation rate. H.

22/358

Page 20 of 161

Expected Actual

Priority 5 - Pupil Engagement

K. Maintain Drop Out Rates 2% or LessDublin USD High School Drop Out rate: <2%Dublin USD Middle School Drop Out rate: <2%

L. Graduation Rates (2016-17 Currently Unavailable)All Students: >95%EL: >95%Socio-Economically Disadvantaged: >95%Special Education: 86.8%Hispanic/Latino - >95%%African American - >95%%

Priority 7 – Course access

M. AP, Honors, CTE Enrollment

AP Enrollment Hispanic 7.5% African America 3.3% Pacific Is 3% Multi-Racial 9.2% EL 3% RFEP 22.8% SPED 3% Socio 7.9%

Honors Enrollment Hispanic 10.5% African America 3% Pacific Is 3% Multi-Racial 4.5% EL 3% RFEP 16.4% SPED 3% Socio 7.9%

CTE Enrollment Hispanic 18.6%

Met: The percentage of students who passed AP tests with a 3 or higher was 84%.

I. Unmet - AP Enrollment for 10th, 11th, 12th grade - TBD

J. EAP results - not yet available

K. Dropout rate - not yet available

L. Graduation rates have remained at 95% or higher (for 2017/18 the rate was 95.1%). Met: All students - 95.1% Not Met: English Learner - 87.5% Not Met: Socioeconomically Disadvantaged - 88.6% Not Met: Students with Disabilities - 72.9% Not Met: Hispanic - 94.2% Not Met: African American - 86.2%

M. AP, Honors, CTE and subgroups - (Semester 2) AP Enrollment Not Met: Hispanic - 6.8% Not Met: African American - 1.5% Not Met: Pacific Is - 0.3% Not Met: Multi-Racial - 7.0% Not Met: EL - 0.3% Not Met: RFEP - 22.0% Not Met: SPED - 0.1%

Honors Enrollment Not Met: Hispanic - 5.3% Not Met: African American - 0.6% Not Met: Pacific Is - 0% Met: Multi-Racial - 7.4% Not Met: EL - 0.4% Met: RFEP - 19.4% Not Met: SPED - 0%

23/358

Page 21 of 161

Expected Actual

African America 7.6% Pacific Is 3% Multi-Racial 13.4% EL 4.6% RFEP 32% SPED 3% Socio 3.8% N. See attached addendum. O. Special Education SBAC Scores ELA/Literacy- 42% Met and Exceeded (54.8 Points below Level 3) Math - 43% Met and Exceeded (59.3 Points below Level 3) CAA ELA/Literacy- 51% will Show Understanding and will show Foundational Understanding CAA Math - 40% Will Show Understanding and Will Show Foundational Understanding Priority 8 – Pupil Outcomes P. Maintain . 100% Teachers Trained for Course Alignment Q. AP, Honors, CTE Course Completion Rates AP: >98% Honors: >98% CTE: >98%%

18-19 Priority 2 A. Professional Development Rosters

CTE Enrollment Not Met: Hispanic - 11.7% Not Met: African American - 3.9% Not Met: Pacific Is - 0.4% Not Met: Multi-Racial - 9.5% Not Met: EL - 1.3% Not Met: RFEP - 17.2% Met: SPED - 3.7% N. The stated goal was to have all High School and Middle School classes have no more than 15% of students on the D and F list (Last year an addendum was included to list all classes). An examination of all High School and Middle School classes was conducted. Not Met: Of the 27 Middle and High school courses offered, only 2 courses exceeded 15% rates of D/F. O. Not Met - Student performance on the SBAC ELA assessment for Special Education students increased from 32% to 37% Met or Exceeded Standards. Not Met - In Math, Special Education students exhibited a slight decrease from 33% to 30% Met or Exceeded Standards. Not Met - On the California Alternate Assessment (CAA), there has been a significant decline in the percentage of students scoring at the “Understanding” and “Foundational Understanding” level in both ELA and Math. In ELA, the percentage declined from 46% to 27%. In Math, the percentage declined from 35% to 17%. P. Met: 100% of teachers trained for course alignment. Q. AP, Honors, and CTE Completion Rates Met: AP - 99% Met: Honors - 99% Met: CTE - 98%

24/358

Page 22 of 161

Expected Actual

B. EL Material Inventory Priority 4 C. ELA/Math CAASPP Assessment Results Met/Exceeded Percentage: +2% Overall, +5% Unduplicated and Subgroups Points From Minimum: +2 Points Overall, +5 Points Unduplicated and Subgroups. D. CST Science Test Scores/Local Science Test Measures E. UC/CSU Eligibility (a.-g.) Successful Course Completion Percentage F. Percentage of EL Students Attaining English Proficient Level on CELDT

25/358

Page 23 of 161

Expected Actual

G. English Leaner Reclassification Rate H. Advanced Placement Assessment Pass Rate I. AP Enrollment for 10th, 11th, 12th Grade. J. EAP Results - 11th Grade CAASPP, Percentage Exceeded Standard in ELA and Math Priority 5 - Pupil Engagement K. Drop Out Rates L. Graduation Rate - Maintain 95% or Higher, Increase unduplicated 2% annually. Priority 7 – Course access

26/358

Page 24 of 161

Expected Actual

M. AP, Honors, CTE Enrollment - Significant Underrepresented Subgroups (+2%) N. High School and Middle School D and F List. Less than 15% D and F in Middle and High School Courses. O. Special Education ELA - Math SBAC Scores and CAA ELA and Math (+5%)

27/358

Page 25 of 161

Expected Actual

Priority 8 – Pupil Outcomes P. Teacher Training on Alignment of Current Courses to Common Core Q. Successful AP, Honors, CTE Course Completion Rate (>98%)

Baseline Priority 2 A. 2016-17 100% of all teachers were provided with professional development to create aligned create units of study/courses of study aligned to state standards, Next Generation Science Standards and California State Framework. B. 2016-17 55% of EL students have supplemental instructional materials to access CCSS and ELD state standards to gain academic content knowledge and English language proficiency. Priority 4 C. 2015-16 Overall and unduplicated student test scores in ELA and Math. 2015-16 ELA CAASPP Results - Percentage Met/Exceeded: All Students - 79%

28/358

Page 26 of 161

Expected Actual

English Learner - 40% Economically Disadvantaged - 46% Foster Youth - <30 students district wide. Students w/ Disab. - 32% African-American - 45% Hispanic - 57% 2015-16 Math CAASPP Results - Percentage Met/Exceeded: All Students - 73% English Learner - 44% Economically Disadvantaged - 37% Foster Youth - <30 students district wide. Students w/ Disab. - 31% African-American - 27% Hispanic - 45% D. 2015-16 CST Science Test Scores- Percentage At or Above Standard All Students - 84% English Learner - 59% RFEP- 89% Economically Disadvantaged - 53% E. (2015-16) Grads with UC/CSU Required Courses Completed: 65% F. 2015-16 CELDT For < 5 Years in Cohort: 46.7% For > 5 Years in Cohort: 61.3% G. 2015-16 English leaner Reclassification Rate: Students Redesignated FEP: 15.5% H. 2015-16 Advanced Placement Assessment Pass Rate Pass Rate of 3 or Higher: 80% I. 2015-16 AP Enrollment for 10th, 11th, 12th Grade - 30%. J. 2015-16 College Ready Status - EAP (+5%) ELA/Literacy All Students: 41% ELL Students: *

29/358

Page 27 of 161

Expected Actual

Socio-Economically Disadvantaged: 24% African-American - 4% Hispanic/Latino - 16% Student w/Disability - 19% Math All Students: 37% ELL Students: * Socio-Economically Disadvantaged: 14% African-American - 4% Hispanic/Latino - 11% Student w/Disability - 15% Priority 5 - Pupil Engagement K. 2015-16 Maintain Drop Out Rates 2% or Less Dublin USD High School Drop Out Rate: 0.1% Dublin USD Middle School Drop Out Rate: 0.0% L. Graduation Rates (2014-15) All Students: 96.2% EL: 89.3% Socio-Economically Disadvantaged: 90.4% Special Education: 70% Hispanic/Latino - 90.4% African American - 95.2% Priority 7 – Course access M. 2016-17 (Sem. 2) AP, Honors, CTE Enrollment AP Enrollment Hispanic 7.86% African America 1.93% Pacific Is 0.45% Multi-Racial 8.75% EL 0.15% RFEP 16.91% SPED 1.78% Socio 3.26% 2016-17 (Sem. 2) Honors Enrollment

30/358

Page 28 of 161

Expected Actual

Hispanic 8.61% African America 1.27% Pacific Is 0.51% Multi-Racial 10.38% EL 0% RFEP 12.15% SPED 1.77% Socio 3.04%

2016-17 (Sem. 2) CTE Enrollment Hispanic 6.56% African America 0.82% Pacific Is 0.00% Multi-Racial 8.2% EL 0.82% RFEP 0% SPED 0.82% Socio 4.10%

N. See attached addendum.

O. 2015-16 Special Education SBAC Scores

ELA/Literacy- 32% Met and Exceeded Math - 33% Met and Exceeded

(2015-16) CAA ELA/Literacy- 50% Showed Understanding and Showed Foundational Understanding CAA Math - 31% Showed Understanding and Showed Foundational Understanding

Priority 8 – Pupil Outcomes

P. 2016-17 100% Teachers Trained for Course Alignment

Q. 2016-17 (Semester 1) AP, Honors, CTE Course Completion Rates

AP: 96%

31/358

Page 29 of 161

Expected Actual

Honors: 99% CTE: 100%

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

Planned Actions/Services

Actual Actions/Services

Budgeted Expenditures

Estimated Actual Expenditures

1.1 PLC teams at school sites will work to develop systemic implementation of interventions that supports student success. a. Provide and implement interventions at all schools that support increased student achievement as measured on annual statewide CAASPP assessment. Offer summer school for middle school and high school students, as provided by intervention support personnel at identified Title 1 schools (Valley HS, Wells MS, Frederiksen ES, Dublin ES, Murray ES). (State Priority 8 and 4A), b. Maintain a variety of support programs that may include: High School Intervention program, Response to Intervention model, Freshman Mentoring, 9th grade Health/Freshman Seminar course, tutoring for Sophomores, Juniors

a. All sites have submitted intervention plans and requested monies to support site specific,needs based interventions based on and as measured by student data. Middle School students with academic concerns were provided intervention classes during a three-week program to support their learning. High School students with credit deficiency were provided with credit recovery classes during the summer. b. Dublin High School has funded Freshman Mentoring Project, Gael period, 9th Grade Health/Freshman Seminar Courses. c. The number of sections of Freshman Seminar and Health increased in proportion to the growth rate for the freshman class. d. Both Fallon and Wells have implemented a 25-minute Academic Prep period. It is

a. Intervention certificated staff hourly 1000-1999: Certificated Personnel Salaries Supplemental: $127,583 a. Intervention classified salaries, Supplemental: 2000-2999: $13,587 a. Certificated Employee benefits 3000-3999: Employee Benefits Supplemental $20,770 a. Classified Employee benefits 3000-3999: Employee Benefits Supplemental $2,540 a. Books & Supplies 4000-4999 Supplemental: $1,029 Supplemental $165,509

a. Intervention certificated staff hourly 1000-1999: Certificated Personnel Salaries Supplemental: $146,518 a. Intervention classified salaries, Supplemental: 2000-2999: $14,551 a. Certificated Employee benefits 3000-3999: Employee Benefits Supplemental $15,641 a. Classified Employee benefits 3000-3999: Employee Benefits Supplemental $1,764 a. Books & Supplies 4000-4999 Supplemental: $45 Supplemental $178,519

a. Title Interventions 1000-1999: Certificated Personnel Salaries Federal Title I:: $75,376 a. Title Benefits 3000-3999: Certificated Employee Benefits Federal Title I:: $12,271 Federal $87,647

a. Title Interventions 1000-1999: Certificated Personnel Salaries Federal Title I:: $69,409 a. Title Benefits 3000-3999: Certificated Employee Benefits Federal Title I:: $14,706 Federal $84,115

b. HS Intervention 1000-1999: Certificated Personnel Salaries Parcel Tax $574,077

b. HS Intervention 1000-1999: Certificated Personnel Salaries Parcel Tax $359,614

32/358

Page 30 of 161

and Seniors, and training for tutors.(State Priority 7 A/B and 8) c. Increase the high school Freshman Seminar /Health sections as needed to accommodate increasing student population. d. Continue to allocate Middle School sections and Academic Prep period at our middle schools. (State Priority 7B) e. Provide funding for Elementary intervention programs with resources allocated based on student needs from site to site. f. Provide access to site-based training in Professional Learning Community concepts focused on creating effective PLC teams, led by principals and supported by Directors of Elementary/Secondary. Ensure new teachers have received PLC overview. Provide training in Response to Intervention for all staff. Continue release time for teachers to develop RTI responses for Tier 2 and 3, as needed. (State Priority 5B) g. All sites will analyze assessment of student performance and progress to identify struggling students for intervention. (State Priority 4A)

currently included 2 days a week at Wells and 4 days a week at Fallon. Middle schools also have dedicated sections in their master schedule for providing intervention. Wells uses 3 sections for grade-level tutorial classes to support students with literacy needs. They use an additional 4 sections for a math intervention program that includes small-group remediation, re-teaching, test make-up, retesting and homework help. Fallon uses 3 sections for literacy support in the form of 6th-grade Quest Plus, 7th-grade Reading Workshop, and 8th-grade English Essentials. Fallon uses 2 sections for a 7th-grade Math Academy intervention and an 8th-grade Math Academy. Both Fallon and Wells also offer AVID classes for 7th and 8th graders. e. Every elementary site submitted an intervention plan based on student need and data. Based on the plan, intervention was provided in the form of additional support by certificated or classified staff. Some sites requested funding for social/emotional training and release days for teachers to meet and plan intervention. f. There has been no formal RTI training provided to all staff. Informal professional learning related to Professional Learning Communities (PLC) was carried out through PLC book studies

b. HS Intervention: Certificated Personnel Benefits 3000-3999, Parcel Tax $93,459 b. HS Intervention 2000-2999: Classified Personnel Salaries Parcel Tax $154,350 b. HS Intervention: Classified Benefits 3000-3999, Parcel Tax $28,863 b. Intervention 4000-4999: Books and Supplies, Parcel Tax $4,739 Parcel Tax $855,488

b. HS Intervention: Certificated Personnel Benefits 3000-3999, Parcel Tax $76,232 b. HS Intervention 2000-2999: Classified Personnel Salaries Parcel Tax $301,755 b. HS Intervention: Classified Benefits 3000-3999, Parcel Tax $67,859 b. Intervention 4000-4999: Books and Supplies, Parcel Tax $8,771 Parcel Tax $814,231

e. Elem Intervention: Certificated Employee Salary 1000-1999 Base: $111,371 e. Elem Intervention: Certificated Benefits 3000-3999, Base $18,131 e. Elem Intervention: Classified Salary 2000-2999, Base $54,362 e. Elem Intervention: Classified Employee Benefits 3000-3999, Base: $10,165 Supplemental $194,029

e. Elem Intervention: Certificated Employee Salary 1000-1999 Base: $68,984 e. Elem Intervention: Certificated Benefits 3000-3999, Base $9,001 e. Elem Intervention: Classified Salary 2000-2999, Base $15,686 e. Elem Intervention: Classified Employee Benefits 3000-3999, Base: $1,828 Supplemental 95,499

f. & g. Certificated Staff Hourly 1000-1999:Base $6,689 f. & g. Certificated Teacher Subs Personnel Salaries: 1000-1999, Base: $5,660 f. & g. Employee Certificated Benefits 3000-3999, Base $2,010 f. & g. Other Services 5000-5999, Base: $51,799 Base $66,158

f. & g. Certificated Staff Hourly 1000-1999:Base $20,442 f. & g. Certificated Teacher Subs Personnel Salaries: 1000-1999, Base: $8,405 f. & g. Employee Certificated Benefits 3000-3999, Base $5,769 f. & g. Other Services 5000-5999, Base: $51,332 Base 85,948

33/358

Page 31 of 161

h. Implement a consistent systemwide K-12 Student Support Team (SST) process to identify early intervention needs. Train Site Representatives teams to utilize the system. i. Provide timely information on parent education events.

during monthly elementary Principal meetings. Training was provided to 5 teacher leaders on Leveled Literacy Intervention (LLI), and RTI/MTSS training was made available to elementary staff on our February Professional Learning Day. g. Sites are provided a variety of reports on student performance on CAASPP testing. Additional training for site leaders was identified in 2018/2019. Specifically, additional training on interpreting CAASPP testing results, using Illuminate, and understanding CA Dashboard results. h. DUSD has started to develop a plan to implement a consistent K-12 Student Support Team (SST). A timeline and a process of development was introduced to the Leadership Team. i. Parent Education Events have been sponsored and facilitated by both the Dublin Unified School District leadership team and by individual school sites. Parents received notification in a variety of ways, including email notifications, site and district newsletters, and social media.

Action 2

Planned Actions/Services

Actual Actions/Services

Budgeted Expenditures

Estimated Actual Expenditures

34/358

Page 32 of 161

1.2 Provide support to English Language Learner students and their parents. (State Priority 3B) a. Provide additional licenses for software, as needed (Rosetta Stone) (State Priority 2B) b. Continue EL support staff at elementary schools, continue ELD support at Wells, Fallon and DHS. Review enrollment data to determine need for ELD support for Cottonwood Creek. (State Priority 2B and G) c. Provide access to training and support for teachers in implementation of ELD instructional materials (State Priority 2B) d Provide access to ongoing after school workshops on Integrated and Designated ELD and GLAD strategies to teachers in K-12 Provide summer training for select K-6 teachers on GLAD strategies during summer school in a train-the-trainer model. Provide ongoing training to teachers on the district Reclassification criteria and strategies to help students meet proficiency requirements (State Priority 2B) e. Continue increasing parental participation in site level English Language Advisory Committee meetings, District English

a. Rosetta Stone is an online program that teaches English and is used by students that are new to the country. It also allows access at home. We are in our 3rd year of our license subscription and it will be up for renewal in Feb. 2021. As a result, we did not need to spend the amount initially budgeted this year. b. Provided ELD Support provided at all sites - full time at WMS, FMS, DHS, and CCS Reclassification rates are higher (33.4% for district) and also increased for each school. EL specialists are monitoring effectiveness of EL support at each school site. c. EL specialists have provided training during staff meetings, PLC meetings, after school meetings, Benchmark/GLAD bridge, provided one-on-one coaching, modeling demo lessons in classrooms. d. Monthly after school optional guided planning meetings with EL specialists and teachers who have been GLAD trained. e. Still need to work on getting increased participation at ELACs, DELACs, and Parent Nights. We have offered translation services, child care, food in order to increase attendance. Provided after school literacy workshops for families. Need to

a. Software License - Rosetta Stone 5000-5999: Books and Supplies Federal Title III: $25,730 Federal $25,730

a. Software License - Rosetta Stone 5000-5999: Books and Supplies Federal Title III: $25,730 Federal $0.00

b. EL Services 1000-1999: Certificated Personnel Salaries Supplemental $857,583 b. EL Services 3000-3999: Certificated Benefits: Supplemental $139,614 b. EL Services 2000-2999: Classified Salaries Supplemental: $62,648 b. Benefits EL Classified 3000-3999: Employee Benefits Supplemental $11,715 b. EL Books & Supplies Supplemental 4000-4999: $6,547 Supplemental $1,078,107

b. EL Services 1000-1999: Certificated Personnel Salaries Supplemental $781,356 b. EL Services 3000-3999: Certificated Benefits: Supplemental $156,271 b. EL Services 2000-2999: Classified Salaries Supplemental: $48,227 b. Benefits EL Classified 3000-3999: Employee Benefits Supplemental $18,519 b. EL Books & Supplies Supplemental 4000-4999: $531 Supplemental $1,004,904

c. ES adoption 4000-4999: Books and Supplies: Supplemental: $10,292 Supplemental $10,292

c. ES adoption 4000-4999: Books and Supplies: Supplemental: $10,324 Supplemental $10,324

d. GLAD training 5800: Professional/Consulting Services And Operating Expenditures Federal Title III; $ 10,292 d. Teacher Stipends 1000-1999 Certificated Personnel Salaries Federal Title III: $20,584 d. Benefits 3000-3999: Employee Benefits Federal: Title III: $3,351 d. Materials 4000-4999: Books and Supplies Federal Title III: $26,759 d. Other Services 5000-5999 Federal Title III : $3,910 d. Other Outgo 7000-7999

d. GLAD training 5800: Professional/Consulting Services And Operating Expenditures Federal Title III; $ 4,348 d. Teacher Stipends 1000-1999 Certificated Personnel Salaries Federal Title III: $44,348 d. Benefits 3000-3999: Employee Benefits Federal: Title III: $6,652 d. Materials 4000-4999: Books and Supplies Federal Title III: $1796 d. Other Services 5000-5999 Federal Title III : $ d. Other Outgo 7000-7999

35/358

Page 33 of 161

Language Advisory Committee meetings, and in English Language Learner Parent Information evenings. (state Priority 3G) Continue providing after school training for parents on Literacy skills to support students at home. Continue hosting multiple EL Parent Nights. f. Maintain translation communications in the district. (State Priority 3B)

increase the frequency and provide more opportunities for parents at all schools. f. Translations are provided by paid community members at an hourly rate. There is a desire to research a more comprehensive translation strategy.

Federal Title III: $1,123 Federal $66,019

Federal Title III: $ Federal $57,144

e. & f. Translation Services 4000-4999, Books and Supplies: Federal Title III: $1,029 Federal $1,029

e. & f. Translation Services 4000-4999, Books and Supplies: Federal Title III: $333 Federal $318

e. & f. Contracted Services 5000-5999 Base: $2,573 Base $2,573

e. & f. Contracted Services 5000-5999 Base: $ Base $1730

Action 3

Planned Actions/Services

Actual Actions/Services

Budgeted Expenditures

Estimated Actual Expenditures

1.3 Special Education a. Provide training to new staff and continue to support special education teachers in implementing the intervention curriculum in English language arts and mathematics for K-12. (State Priority 7C) b. Maintain appropriate licenses and software for the Read 180/System 44 program for all mild/moderate and resource specialist specialist classrooms. (State Priority 7C) c. Maintain the Moving with Math materials for all mild/moderate and resource specialist classrooms. Provide additional training, as needed. (State Priority 7C)

a. Staff training and ongoing support has been provided to Special Ed Teachers implementing: Read 180/System 44, Sonday, Moving with Math, Unique Learning Systems and TeachTown Basics and Social Skills. b. Licenses were renewed this year for the following: Read 180/System 44, Unique Learning Systems, IXL, and TeachTown Basics and Social Skills c. Moving with Math Materials maintained for all DK-8 mild/moderate and resource programs. Additional training provided when requested.

a. and b. Textbooks & Supplies 4000-4999: Special Ed Funds: $41,888 a. and b. Other Services 5000-5999: $16,878 Base $58,766

a. and b. Textbooks & Supplies 4000-4999: Special Ed Funds: $39,006 a. and b. Other Services 5000-5999: $ Base $39,006

c. Other Services 5000-5999: Software and Licensing: $80,277 Base $80,277

c. Other Services 5000-5999: Software and Licensing: $76,129 Base $76,129

d. Certificated SPED Teacher Stipend: Certificated Salaries – 1000-1999: $7,470 d. Certificated Personnel Salaries: Hourly 1000-1999: $2,315 d. Certificated Teacher Subs Personnel Salaries 1000-1999: $5,146 d. Certificated Benefits, 3000-

d. Certificated SPED Teacher Stipend: Certificated Salaries – 1000-1999: $ d. Certificated Personnel Salaries: Hourly 1000-1999: $521 d. Certificated Teacher Subs Personnel Salaries 1000-1999: $280 d. Certificated Benefits, 3000-

36/358

Page 34 of 161

d. All credentialed special education staff (Pre-K through Age 22) will receive training in IEP development and teaching methodology related to Universal Design for Learning (UDL). (State Priority 7R) e. Teachers of moderate/severe programs will continue to receive curriculum support and training in scientifically-based instructional practices. This will include maintenance of current curriculum (Unique Learning Systems), release time for collaboration and purchase of Teach Town Basics and Social Skills (State Priority 7C). f. Continue to analyze student performance and progress through analysis of SBAC and California Alternative Assessment. g. All secondary staff will continue to receive continued training that focuses on developing Individualized Transition Plans that will lead to students graduating in four years. h. Continue to provide support and training for general education teachers serving students with disabilities in mainstream classrooms. i. Administrators and staff will continue to receive training on alternatives to suspension, positive

d. All certificated Special Education staff received training in Universal Design for Learning (UDL) and Executive Functioning in 2016-17. The follow-up plan was to include general education and special education teachers for a second year of training. Training provided by Mary Schillinger. e. Training has been ongoing. TeachTown Basics and Social Skills, and Unique Learning Systems has been maintained as the curriculum for our moderate/severe students, grades preschool - 22 years of age. f. In 2017-2018, during job alike meetings, Special Education teachers analyzed SBAC and CAA data, shared resources and came up with a plan as to how to better prepare students for the following years’ assessments. g. Training for high school staff took place on February 6, 2019. In addition, specific items relating to the development of appropriate and defensible Individual Transition Plans have been presented in department training and in the Special Education Newsletter. h. Support and training for general education teachers have included: At our February professional learning day, there were a variety of sessions offered to support all learners, general education and

3999, Base: $2,430 d. Professional Consulting Services: $5,375 Base $22,736

3999, Base: $141 d. Professional Consulting Services: $6133 Base $7,075

37/358

Page 35 of 161

behavior intervention, and crisis management. j. Continue special education student inclusion and access to appropriate music and arts instruction, where appropriate.

special education, e.g. differentiated instruction for all. Some secondary teachers in grades 6-12 elected to attend training on Universal Design for Learning (UDL) offered on the Professional Learning Days. Plans are in place to provide additional support and training, including UDL, in 2019-2020. A special education teacher became a general education instructional coach in 2018-19. This coach will support general education teachers in meeting the needs of all students, including those with Individualized Education Plans (IEPs). i. Administrators and staff have received training on "Brief Intervention." Character Strong, Suicide prevention, Capturing Kid's Hearts, Laws regarding minors. All trainings were directed at supporting students' social behavior and emotional needs. j. IEP teams have recommended inclusion opportunities for individual students as appropriate.

Action 4

Planned Actions/Services

Actual Actions/Services

Budgeted Expenditures

Estimated Actual Expenditures

1.4 Professional Development a. Provide release/meeting time for teacher leaders and department chairs to lead Lesson Study

a. Two optional release days were provided to each grade level to support science instructional rounds and science lesson design with support of the DUSD

a. Certificated Personnel Salary Hourly Teacher Effectiveness: 1000-1999, Other : $80,368 a. Certificated Personnel Benefits Hourly Teacher Effectiveness:

a. Certificated Personnel Salary Hourly Base: 1000-1999, Other: $59,313 a. Certificated Personnel Benefits Hourly :

38/358

Page 36 of 161

Cycles and Instructional Rounds to support implementation of Instruction aligned to the Next Generation Science Standards, CCSS, VAPA standards and the new CA HSS Framework(State Priority 2A) b. Provide instructional coaches for teachers K-12 to assist in building capacity for excellence in teaching strategies, focused on inclusion, effective intervention, and implementation of Common Core State Standards, Next Generation Science Standards, the new CAHSS Framework, and VAPA Standards (State Priority 1 A-C). c. Continue teacher training for instructional strategies including: mainstreaming, co-teaching, inclusion, differentiated instruction, Universal Design, and integrated ELD strategies. (State Priority 2A) d. Provide Professional Development on two District-wide professional development days to support implementation of Instruction aligned to the Next Generation Science Standards, CCSS, VAPA standards and/or the New CA HSS Framework (State Priority 2A) e. Access to Release Time to grade 6-12 course teams to plan, implement, and reflect on Common Core aligned instruction aligned to

instructional coach. Training on the new California History/Social Science Framework was provided to all secondary Social Science teachers in February 2019. b. DUSD provides five elementary multi-content instructional coaches and one K-12 instructional coach. Instructional coaches work at school sites daily to model and support the implementation of CA-SS, Universal Design through co-teaching and content literacy. c. At our district-wide Professional Learning days, session offering included differentiated instruction, Universal Design, GLAD strategies, Visual and Performing Arts (VAPA), History/Social Science framework, and Next Generation Science Standards. d. At our two district-wide Professional Learning days, session offering included differentiated instruction, Universal Design, GLAD strategies, Visual and Performing Arts (VAPA), History/Social Science framework, and Next Generation Science Standards. e. Teachers in grades 6-12 were provided with release time to work with their course teams to plan and refine instruction aligned to current state content standards. The amount of release time for particular course teams was driven

3000-3999, Other: $13,083 Other $93,451

3000-3999, Other: $8,896 Base $68,209

b. Coaches' Salaries (3.8 Coaches) 1000-1999: Base: $381,345 b. Employee Benefits 3000-3999: Base: $62,082 Base $443,427

b. Coaches' Salaries (3.8 Coaches) 1000-1999: Base: $268,572 b. Employee Benefits 3000-3999: Base: $49,367 Base $317,939

b. Coaches Salary (1.6 Coach) 1000-1999: Parcel Tax: $146,402 b. Employee Benefits 3000-3999: Parcel Tax: $23,834 Parcel Tax $170,236

b. Coaches Salary (1.6 Coach) 1000-1999: Parcel Tax: $179,160 b. Employee Benefits 3000-3999: Parcel Tax: $38,686 Parcel Tax $217,846

c. Certificated Personnel Salaries 1000-1999: Other: $1,132 c. Employee Benefits 3000-3999, Other: $184 c. Books & Supplies 4000-4999, Other: $ 7,719 c. Other Services 5000-5999, Other: $10,292 Other $19,327

c. Certificated Personnel Salaries 1000-1999: Other: $4898 c. Employee Benefits 3000-3999, Other: $979 c. Books & Supplies 4000-4999, Other: $ 3854 c. Other Services 5000-5999, Other: $11699 Other $21,430

e. Certificated Personnel Salary Hourly 1000-1999 Teacher Effectiveness: Other: $23,898 e. Certificated Personnel Benefits 3000-3999 Hourly Teacher Effectiveness: Other : $3,890 Other $27,788

e. Certificated Personnel Salary Hourly 1000-1999 Base: $9,780 e. Certificated Personnel Benefits 3000-3999 Hourly Base: Other: $1,467 Base $11,247

f. Certificated Personnel Salaries 1000-1999 Base: $346,201 f. Employee Benefits 3000-3999: Base: $56,361 Base $402,562

f. Certificated Personnel Salaries 1000-1999 Base: $319,702 f. Employee Benefits 3000-3999: Base: $68,126 Base $387,828

f. Certificated Personnel Salaries 1000-1999: Federal : $67,166 f. Employee Benefits 3000-3999

f. Certificated Personnel Salaries 1000-1999: Federal : $30,244 f. Employee Benefits 3000-3999

39/358

Page 37 of 161

shifts in CCSS Math and Literacy and shifts in NGSS. (State Priority 2A)

f. Provide funding for training forTV/TIP teachers to support thedevelopment of new teachers,(State Priority 1A)

by site improvement plans and priorities.

f. DUSD fully funded andimplemented TV/TIP to support thenew teachers.

Federal: $10,934 Federal $78,100

Federal: $2094 Federal $32,338

g. Certificated Personnel SalaryHourly 1000-1999, TeacherEffectiveness, Other: $17,923g. Certificated Personnel Benefits3000-3999 TeacherEffectiveness, Other: $2,917 Other $20,840

g. Certificated Personnel SalaryHourly 1000-1999, Base: $g. Certificated Personnel Benefits3000-3999, Base: $ Base

Action 5 Planned

Actions/Services Actual

Actions/Services Budgeted

Expenditures Estimated Actual

Expenditures 1.5 College and Career Readiness

a. Create a classified studentliaison position for outreach andcourse planning to students andfamilies in high school and inmiddle school to increase thenumber of students who will meetall requirements necessary to becollege eligible.(State Priority 4 A-G)

b. Maintain AVID sections at thetwo middle schools and DublinHigh School with increasedprofessional development providedby AVID coordinator. (State Priority8).

c. Maintain participation andbudget allocation forConcurrent/Dual, Online, andMiddle College programs.(State Priority 7B State Priority 4G)

a. This position was notimplemented. This position was tobe supported with grant funds andafter further review, there washesitation to create a position thatcould not be supported beyondone year. It was also felt that theincrease in counselor positions asa result of the students tocounselor ratio being loweredwould be able to serve in thiscapacity.

b. Classes were maintained atcurrent levels. Site administrationattended an AVID workshop tobetter support teachers. The AVIDcoordinator trained new teacherson strategies that can be used inthe classroom for all students.Several of the high school staffhave continued to participate inAVID workshops that focus onAVID methodologies andinstructional strategies.

a. Classified Personnel Salaries1000-1999: Other: $31,463a. Classified Employee Benefits3000-3999: Other: $5,883 Other $37,346

a. Classified Personnel Salaries1000-1999: Other: $a. Classified Employee Benefits3000-3999: Other: $ Other 0

b. AVID Certificated Salaries1000-1999: Supplemental:$40,756b. AVID Employee Benefits 3000-3999: Supplemental: $6,635b. AVID Classified Salaries 2000-2999: Supplemental: $10,292b. AVID Employee Benefits 3000-3999: Supplemental: $1,924b. AVID Books & Supplies 4000-4999: Supplemental: $12,185b. AVID Other Services 5000-5999: Supplemental $5,292 Supplemental $77,084

b. AVID Certificated Salaries1000-1999: Supplemental:$40,447b. AVID Employee Benefits 3000-3999: Supplemental: $8,612b. AVID Classified Salaries 2000-2999: Supplemental: $5,971b. AVID Employee Benefits 3000-3999: Supplemental: $432b. AVID Books & Supplies 4000-4999: Supplemental: $1,153b. AVID Other Services 5000-5999: Supplemental $23,012 Supplemental $79,627

e. Professional Services 5000-5999 Other: $20,929 Other$20,929

e. Professional Services 5000-5999 Other: $ Other 0

40/358

Page 38 of 161

d. Increase the number of courses at DHS and Valley that are articulated for students to receive college credit. e. Increase participation in Grade 8, 9, and 10 PSAT/NMSQT by offering these exams. Explore additional financial support in order to offer free of charge to students. Advertise the test prep programs to each family via electronic means. (State Priority 4C) f. Increase participation in Grade11 PSAT/NMSQT and Grade 12 SAT w/essay by offering these exams free of charge to students, pending external funding. Advertise the test prep programs to each family via electronic means. (State Priority 4C)

c. The DUSD Board of Trustees approved the ongoing funding of Middle College at Las Positas. Middle College applicants and enrollment in Middle College has doubled. There are 41 DUSD students enrolled in Middle College for the 2018/19 school year. d.There are a total of 24 high school courses that are articulated with local community colleges. Last year. Last year, over 200 students received college credit through articulation.Ongoing conversations with VAPA for articulation agreement in Dance and Video Production. e. Provided the PSAT free of charge to all students in grades 9, 10 and 11 during the school day. f. The SAT was not provided to 12th grade students this year. With additional funding sources there is an interest in offering the SAT again, next year, to 12th graders.

e. Professional Services 5000-5999 Other: $32,140 Other $32,140

e. Professional Services 5000-5999 Other: $ Other 0

$90,545 Middle College expenses-TriValley ROP 5800: Professional/Consulting Services And Operating Expenditures Base $90,545

$213,405 Middle College expenses-TriValley ROP 5800: Professional/Consulting Services And Operating Expenditures Base $213,405

Action 6

Planned Actions/Services

Actual Actions/Services

Budgeted Expenditures

Estimated Actual Expenditures

1.6 Open Access to a Broad Range of Study a. Prepare, enroll, and support more under-represented students in high level courses, such as: AP, Honors, CTE Capstone Courses,

a. Access to the “HUB” during school and before and after school, including evening tutoring and homework was provided to support student learning at all levels. Tutoring services were provided through hourly services of credentialed teachers, classified

a. CTE Certificated Personnel Salaries 1000-1999: Base: $320,800 a. CTE Classified Personnel Salaries 2000-2999: Base: $10,536 a. CTE Employee Certificated Benefits 3000-3999: Base:

a. CTE Certificated Personnel Salaries 1000-1999: Base: $277,794 $ a. CTE Classified Personnel Salaries 2000-2999: Base: $ a. CTE Employee Certificated Benefits 3000-3999: Base:

41/358

Page 39 of 161

Industry Recognized Certification programs.

b. Identify and recruit eligibleunderrepresented students in APand Honors course based onincreased participation in thePSAT/SAT.

c. Increase parent awareness andstudent recruitment to ensure ourpathways, accelerated courses,and specialized programs aremore representative of eachschool’s diverse student body. (NoDirect Cost)

d. Increase teacher training tofocus on open access (i.e.instructional scaffolding,instructional strategies,technology) (Funding Representedin Actions/Services 1.4)

e. Provide Career TechnicalEducation courses at all highschools, Adult Education, andROP. Increase promotion of thesecourses. (State Priority 7A-C)

instructional staff and peer tutors, including supplies and materials as needed. This helped students to access a broader and more rigorous course of study including AP and academy courses An additional Algebra 1 course was created and will be piloted next year to support students repeating Algebra. This course is designed to work with the first level Engineering Design course to engage students and provide the relevancy. This course will positively impact unduplicated students access to the Engineering Academy. Additional course sections added at Dublin High School provided course access for all students, including unduplicated students.

b. AP and elective preview day isused as an outreach to allstudents. Students are currentlybeing identified using results ofPSAT testing.

c. AP/Honors Nights andSpecialized Academy info nightsfor all parents and students areheld each year.

d. Creating a year long,comprehensive PD plan thatincludes looking at Data,Implementing Best Practices andexamining student

e. Currently CTE courses are onlyoffered at Dublin High. However,all high school students can enroll

$52,226 a. CTE Employee ClassifiedBenefits 3000-3999: Base:$1,970a. CTE Books & Supplies 4000-4999: Base: $60,104a. CTE Other Services 5000-5999: Base: $27,908 Base $473,544

$51,675 a. CTE Employee ClassifiedBenefits 3000-3999: Base: $a. CTE Books & Supplies 4000-4999: Base: $a. CTE Other Services 5000-5999: Base: $ Base $329,469

a. CTE Certificated PersonnelSalaries 1000-1999: Other:$40,324a. CTE Employee Benefits 3000-3999: Other: $7,242a. CTE Books & Supplies 4000-4999: Other: $41,579a. CTE Other Services 5000-5999: Other: $36,690 Other $125,835

a. CTE Certificated PersonnelSalaries 1000-1999: Other:$60,125a. CTE Employee Benefits 3000-3999: Other: $9,464a. CTE Books & Supplies 4000-4999: Other: $41,579a. CTE Other Services 5000-5999: Other: $56,045 Other $167,213

42/358

Page 40 of 161

and attend CTE courses at DHS or any of the other area high schools that are part of our ROP Joint Powers Agreement. We are currently assessing which CTE/ROP courses might work best at Valley High School.

Action 7

Planned Actions/Services

Actual Actions/Services

Budgeted Expenditures

Estimated Actual Expenditures

1.7 Support for Board Approved Arts 3 Year Plan a. Audit sections/staff for Orchestra, Band, Choir, Visual and Media Arts, Dance, and Drama at Elementary and Middle Schools to ensure equitable offerings and a balanced program at each school site (drama, dance, music, visual/media arts, production) (State Priority 7A-B) b. Explore, develop, and implement extra curricular opportunities to support the 3 Year VAPA Plan. c. Conduct informational nights as part of other events at Wells Middle School and Fallon middle school to ensure parents are informed of all choices for electives. d. Provide additional sections/staff for Orchestra, Band, Choir, Visual and Media Arts, Dance, and Drama to develop a

a. The Performing Arts and Fine Arts Departments are both growing and we expect continued growth for the 2019-2020 school year.We have had an increase in the number of students participating in AP Art, Video Production, Dance, Choir, Orchestra, Symphonic Band, Wind Ensemble, and Musical Theater. Consequently, the need for increased sections in each discipline is vital for student equity. b. This year our Performing Arts Department has worked hard to offer many extra curricular opportunities to their students. Including running One-Acts, a Fall Show, and Spring Musical. Both our Band and Choir teacher have taken our students to local festivals and competitions. At the end of the school year our entire Performing Arts Department came together to put on new performance opportunity called “Kaleidoscope,” a free collaborative performance featuring ensembles from Band,

b. Certificated Personnel Salaries Stipend 1000-1999: : Base: $8,806 b. Certificated Employee Benefits: 3000-3999, Base: $1,433 Base $10,239

b. Certificated Personnel Salaries Stipend 1000-1999: : Base: $7,925 b. Certificated Employee Benefits: 3000-3999, Base: $1,587 Base $9,512

d.Certificated Personnel Salaries:1000-1999, Parcel Tax $210,000 d. Certificated Employee Benefits:3000-3999, Parcel Tax $38,115 Base $248,115

d.Certificated Personnel Salaries:1000-1999, Parcel Tax $199,074 d. Certificated Employee Benefits:3000-3999, Parcel Tax $49,768 Base $274,014

43/358

Page 41 of 161

comprehensive Arts program K-12 (drama, dance, music, visual/media arts, production) as needed to accommodate for student growth (possible 1.8 FTE) (State Priority 7A-B) e. Increase district communication about the value of a well-rounded educational experience, including the arts. (State Priority 7A-B) f. Host additional arts-related events, including through partnerships, to promote the arts and add to the programming that parents are aware of in DUSD and in the greater community.

Choir, Dance, Drama, and digital shorts from Video Production. c. This year our Orchestra, Jazz Band, and Marching Band performed in three district wide band performances. Our entire Performing Arts Department performed and presented to students and parents at Future Freshman Night. Our music and dance department have held individual information meetings for students and parents interested in auditioning for their programs. d. Our art, band, choir, and dance classes have grown. We will be offering additional sections of dance and musical theater. We are now able to have a full time choir and dance/yoga instructor. We have expanded the Dance program over the last 3 years and expanded from one show per year to two. e. This year our Performing Arts and Fine Department have been collaborating with our Middle Schools to discuss how to create a well-rounded educational experience for our students. f. At the end of the school year our entire Performing Arts Department came together to put on new performance opportunity called a Kaleidoscope. This was a collaborative performance featuring ensembles from Band, Choir, Dance, Drama and digital

44/358

Page 42 of 161

shorts from Video Production. In addition, our Performing Arts Department put on a Fall show, Spring Musical, and many concerts. Our Fine Arts Department has put on an Art show in the Fall and Spring to showcase student work.

Action 8

Planned Actions/Services

Actual Actions/Services

Budgeted Expenditures

Estimated Actual Expenditures

1.8 Support Materials a. Explore the purchase of new Common Core and NGSS aligned core and supplemental instructional materials to ensure implementation of CCSS and NGSS-aligned curriculum for all students. (State Priority 1B) b. Provide access to digital resources to ensure implementation of CCSS, NGSS aligned curriculum, PBL, or academic intervention in Math and/or Literacy. (State Priority 1 B & C) c. Continue providing access to data management systems and provide as needed professional development to site personnel on priority systems: Illuminate and Infinite Campus. Provide foundational training on both systems for new personnel. Explore any other data management systems that might

a. Phase I of the NGSS-aligned instructional materials pilot was completed. This included a formal review of all State and County approved Science curriculum. Phase II of the pilot design will be completed in Fall 2019. b. DUSD provided digital access to CA-SS aligned ELA materials in grades K-5 through the Benchmark Advance and Starfall instructional materials. Supplemental, standards-aligned materials in Math are access through the Eureka Math program. Mystery Science is used as an NGSS-aligned supplement at the elementary level. Other digital platforms include A-Z Learning, RazKids, IXL, Accelerated Reader, NewsELA, and STEM Scopes. c. The District continued to provide access to data management systems through the annual contract renewals for Illuminate and Infinite Campus. Professional

a. Textbooks and Supplemental Materials 4000-4999: Lottery: $ Lottery $1,646,720

a. Textbooks and Supplemental Materials 4000-4999: Lottery: $881,662 Lottery $1,629,962

b. License and Other Services, Software 5000-5999 Lottery: $298,468 Lottery $298,468

b. License and Other Services, Software 5000-5999 Lottery: $291,283 Lottery $291,283

c. Other Services 5000-5999 Illuminate License: Base: $$61,535 c. Professional Services (Training) 5000-5999, Base $9,292 c. Other Services 5000-5999 IC License: Base: $103,534 Base $174,361

c. Other Services 5000-5999 Illuminate License: Base: $50,822 c. Professional Services (Training) 5000-5999, Base $6,525 c. Other Services 5000-5999 IC License: Base: $117,736 Base $175,083

45/358

Page 43 of 161

better meet the needs of our staff, students, and families. (State Priority 1 B & C)

development was provided for both systems. New teachers received Illuminate training at the New Teacher Orientation, and Illuminate training was also part of the Principal/Assistant Principal meetings. Additional, six staff members were sent to the Illuminate conference. The district also acquired Infinite Campus University, an online professional learning suite for Infinite Campus, at the end of the 2018/2019 school year. It is anticipated that this will be fully rolled out in 2019/2020. Some foundation training has occurred through these professional development mechanisms, but more is needed. The assessment coordinator and Chief Technology Officer have begun to explore other data management systems that might better meet the needs of our staff, students and families, including a potential district-wide Learning Management System (LMS).

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

Describe the overall implementation of the actions/services to achieve the articulated goal. DUSD is proud of the academic gains displayed by our students from last year's CAASPP assessment results. The following actions and services contributed directly to ALL students increasing their ELA results from 76.5% in standards met and standards exceeded in 2017 to 78.5% in 2018 and increased the overall student performance for ALL students in math from 72.9% in standards met and standards exceeded in 2017 to 73.6% in 2018: * Action 1 - DUSD has made solid progress with providing site-based intervention services at each of our schools. Each elementaryschool submits an intervention plan at the beginning of the year. This plan is reviewed by Educational Services staff and, if approved,

46/358

Page 44 of 161

intervention funds are released to the schools. At Wells, Fallon, and Dublin High School, dedicated time for academic interventions are built-in to the schedule. This year, sites have made gains in using data to assess the effectiveness of the interventions and we anticipate continued growth in this area. * Action 2 - DUSD continues to support a full-time, credentialed English Learner Specialist position at each site. This position isincreasingly important as we have seen an increase in the number of students coming in from other countries with no EnglishLanguage acquisition. For our newcomers, we use the computer-based program Rosetta Stone to provide initial English instruction.On the new ELPAC assessment, 48.2% of our EL students scored at Level 4 - Well Developed.* Action 4 - Two Professional Learning Days were completed in the 18/19 school year. The wide variety of offerings included Workingwith Students with Dyslexia, GLAD Strategies, Benchmark Advance, the new History/Social Science framework, Universal Design,Next Generation Science Standards, and more.* Action 5 - The DUSD Board of Education has fully supported Middle College at Las Positas College which allows some of our highschool students to work on both high school and college courses on a college campus. The number of students enrolled at MiddleCollege has doubled.* Action 8 - To support the new Science standards, NGSS-aligned supplementary science instructional materials were provided at theelementary level, a K-12 Science Instructional Coach was added, and professional learning has been provided over the last two years.In anticipation of the adoption of NGSS-aligned instructional materials, a group of teachers visited the instructional materials fair at theAlameda County Office of Education.

When looking at the overall implementation of the actions/services associated with Goal 1, "We will maximize student learning and achievement by providing a rigorous and relevant 21st Century education that prepares EVERY student for college and career success in the global economy", we feel highlighting our work associated with our Professional Learning Communities (PLCs) stresses some of the reasons why our students showed growth in the ELA and math areas. Continuing our work with PLCs will be an avenue to improve academic achievement for the student groups in the yellow and orange ranges on our Dashboard. PLCs were originally started in Dublin many years ago as a means to instill an educational philosophy and belief that all students can learn at high levels. DUSD committed significant resources and time to the implementation of PLCs. The goals and actions named in our first LCAP goal align with the belief that all students can learn at high levels and we will provide teachers with training and professional development to continue implementing PLCs while administrators and teachers will work together developing and refining intervention strategies to help all students learn.

Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. We analyzed the overall effectiveness of the actions and services associated to help us achieve the desired goal of increasing the academic achievement for EVERY student and we realized we have areas in which we need to improve that will help EVERY student. When analyzing our district dashboard student group achievement data, we have many student groups that did not met their targeted goal. In our 2018 ELA assessment, the student group, Students with Disabilities scored 38% Standards Met and Standards Exceeded, which is 38.7 points below the standards met criteria. In our 2018 math assessment, we have multiple student groups that did not reach their targeted goal. The student groups English Learners, Socioeconomically disadvantaged, Students with Disabilities and Hispanic did not reach their targeted goal of increasing their math score from the 2017 assessment.

47/358

Page 45 of 161

When analyzing our student data while we reflect on our PLC process, we realized we need to be more intentional about the third PLC question, "What do we do as educators if the students have not learned the material?" As a district, we have student groups that are performing at a lower performance band than other student groups, and, as a district, we will recommit our efforts at looking at successful intervention and support strategies that will help EVERY student learn. For example, in Goal 1, Action 1, we will concentrate on implementing interventions that support increased student interventions and we will use data to evaluate the effectiveness of the interventions used at the site. Embedded with Goal 1, Action 1, we will have site analyze student assessment results to identify struggling students and identify early intervention needs for each student. Goal 1, Action 2 and Action 3 are targeted interventions for our English Learners and Students with Students with Disabilities. Goal 1, Action 2 will provide an opportunity for our EL Specialists to play a critical role in supporting our English Learner students and our classroom teachers. The EL Specialists provide coaching to classroom teachers and overseeing ELPAC testing at each site. EL Specialists also provide site-based professional development on teaching GLAD strategies to teacher which benefit all students. Goal 1, Action 3 provides targeted intervention to help our Students with Disabilities improve their academic performance. Students with Disabilities is the only student group that did not meet their targeted goal in both ELA and math and the intentional actions and services in this goal will provide the teacher the necessary professional development needed and will also provide the students with the interventions to improve their achievement. DUSD will commit to focusing on our under performing student groups and we will use the PLCs as a avenue to provide the necessary training to our teachers and administrators while we are implementing robust interventions that are targeted for each individual student that will help EVERY student be more successful. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Overall, we have no significant material difference between our budgeted expenditures and our estimated actual expenditures. However, when we analyzed the material differences among the actions and services within Goal 1, we realized we have a material difference in Action 4 because we did not hire a certificated Instructional Coach position associated with this action and service. In Action 6, we had a material difference because we overestimated the costs associated with staffing for our CTE courses.

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. No changes were made to the goal, expected outcomes, metrics, or actions and services.

48/358

Page 46 of 161

Annual Update LCAP Year Reviewed: 2018-19

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

Goal 2 Goal 2: We will provide an environment that maximizes student learning and builds resilience so that all students are engaged and supported with their social, emotional, behavioral and physical needs in a safe learning environment.

State and/or Local Priorities addressed by this goal:

State Priorities: X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement)

Local Priorities:

49/358

Page 47 of 161

Annual Measurable Outcomes

Expected Actual

Metric/Indicator Priority 6 - School Climate A. Suspension and Expulsion Rates (2017-18) Suspension: <2%% Expulsion: <2% B. California Healthy Kids Survey Data (2015-16) Caring Adult Question: Grade 5: >95% Grade 7: >95% Grade 9: 96% Grade 11: 93% Meaningful Opportunities: Grade 5: 93% Grade 7: 85% Grade 9: 85% Grade 11: 80% C. California Healthy Kids Survey Data Grade 5: 91% Grade 7: 79% Grade 9: 83% Grade 11: 86% Priority 5 - Pupil Engagement D. Attendance Rate DUSD: Maintain >97% E. Chronic Absenteeism DUSD: <2%

A. Suspension and Expulsion Rates (2017-2018) Met: Suspension Rate: 1.2% Met: Expulsion Rate: 0.01% B. California Healthy Kids Survey Data (2017-2018) - High/Moderate Reporting "Yes, all of the time" Caring Adult Question: At my school, there is a teacher or some other adult who really cares about me. Met: Grade 5: 98% Not Met: Grade 7: 90% Not Met: Grade 9: 87% Not Met: Grade 11: 77% Meaningful Opportunities Question: At school I have opportunities for meaningful participation. Not Met: Grade 5: 82% Not Met: Grade 7: 67% Not Met: Grade 9: 60% Not Met: Grade 11: 25% C. California Healthy Kids Survey Data: Safety Question (2017/2018): Student reports feeling of being safe or very safe - % Reporting "Yes, all of the time" and "Yes, most of the time") Not Met: Grade 5: 86% Met: Grade 7: 81% Not Met: Grade 9: 69% Not Met: Grade 11: 72% D. Attendance Rate Met: Attendance rate is 97.47% E. Chronic Absenteeism Rate Not Met: CDE Dataquest: 4.3% Not Met: CA School Dashboard: 3.5%

50/358

Page 48 of 161

Expected Actual

18-19Priority 6 - School Climate

A. Suspension and Expulsion Rates (<2%)

B. California Healthy Kids Survey Data (Increase by 5% annually)

Caring Adult Question: At my school, there is a teacher or some other adults who really cares about me.

Meaningful Opportunities: At the school I have opportunities for meaningful participation.

C. California Healthy Kids Survey Data (Safety Question: Student’s reportfeelings of being safe or very safe) (Increase by 5%)

Priority 5 - Pupil Engagement

D. Attendance Rate ( <3%)

E. Chronic Absenteeism Rate (<2%)

51/358

Page 49 of 161

Expected Actual

Baseline Priority 6 - School Climate A. Suspension and Expulsion Rates (2015-16) Suspension: 2.91% Expulsion: 0% B. California Healthy Kids Survey Data (2015-16) Caring Adult Question: Grade 5: 98% Grade 7: 92% Grade 9: 90% Grade 11: 91% Meaningful Opportunities: Grade 5: 91% Grade 7: 75% Grade 9: 75% Grade 11: 70% C. California Healthy Kids Survey Data (2015-16) Grade 5: 87% Grade 7: 75% Grade 9: 79% Grade 11: 82% Priority 5 - Pupil Engagement D. Attendance Rate (2015-16) DUSD: 97.25% E. Chronic Absenteeism (2015-16) DUSD: 4.71%

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.

52/358

Page 50 of 161

startcollapse Action 1

Planned Actions/Services

Actual Actions/Services

Budgeted Expenditures

Estimated Actual Expenditures

2.1 Develop and implement support programs to increase attendance. a. Maintain alternative options (i.e. Saturday school, community services, before and after school, restorative justice, etc.) to suspension and expulsion. (RTI Tier 2) (State Priority 6A,B and 5 C,D ) b. Provide an attendance data monitoring system. c. Maintain funding for the Community Liaison position to provide support for Chronically Absent students, Community Outreach, and Tardy Attendance Recovery program (TARP) Provide parent education and notification on Attendance policies at the beginning of the school year. Provide insurance information and medical support to parents. d. Maintain resources to respond to students suspended or expelled for drug and alcohol issues. (HUME, TUPE, AXIS) e. Maintain support for the SARB process.

a. Multi Tiered Support System (MTSS) and Response To Intervention (RTI) matrix to respond to alternative options to suspension and expulsion was developed for elementary, middle school and high school levels. b. The District continued to provide access to an attendance data monitoring system through the renewal of SI&A Attendance 2 Attendance (A2A). c. The Community Liaison position is filled to support chronically absent students through community outreach events and programs and a systematic intervention program title Tardy Attendance Recovery Program (TARP) TARP is being implemented at three elementary schools and one middle school. d. DUSD partners with HUME, TUPE and AXIS in providing therapists and resources to students with drug and alcohol issues. e. Once a month the School Attendance Review Board (SARB) hearings are conducted to bring all parties involved to assist students in getting to school.

a. Certificated Personnel Salaries 1000-2999, Supplemental, $8,447 a. Certificated Benefits 3000-3999: Supplemental: $1,375 a. Classified Hourly, 2000-2999 Supplemental: $4,569 a. Employee Benefits, 3000-3999 Supplemental: $854 a. Books & Supplies 4000-4999: Supplemental $6,292 a. Contracted Services 5000-5999 Supplemental: $2,573 Supplemental $24,110

a. Certificated Personnel Salaries 1000-2999, Supplemental, $3465 a. Certificated Benefits 3000-3999: Supplemental: $693 a. Classified Hourly, 2000-2999 Supplemental: $5,540 a. Employee Benefits, 3000-3999 Supplemental: $1,108 a. Books & Supplies 4000-4999: Supplemental $6,004 a. Contracted Services 5000-5999 Supplemental: $4,504 Supplemental $21,314

b. Other Services 5000-5999: Base: $46,878 Base $46,878

b. Other Services 5000-5999: Base: $30,000 Base $30,000

c. Classified Personnel Salaries 2000-2999 Federal Title I: $10,799 c. Classified Benefits 3000-3999 Federal Title I:$2,019 Federal $12,818

c. Classified Personnel Salaries 2000-2999 Federal Title I: $10,609 c. Classified Benefits 3000-3999 Federal Title I:$2,121 Federal $12,730

c. Classified Personnel Salaries 2000-2999 Base: $21,659 c. Classified Benefits 3000-3999 Base: $4,050 Base $25,709

c. Classified Personnel Salaries 2000-2999 Base: $22,307 c. Classified Benefits 3000-3999 Base: $11,118 Base $33,425

d. HUME, AXIS, Horizon Contracts 5000-5999 Base:, $42,197 d. Staff Training, 5000-5999 Base: $6,175 Base $48,372

d. HUME, AXIS, Horizon Contracts 5000-5999 Base:, $28,816 d. Staff Training, 5000-5999 Base: $4,000 Base $32,816

53/358

Page 51 of 161

f. Provide training on restorative justice, 504, SARB, and attendance process. g. Partner with Wheels and explore on how they can provide additional transportation from east to west side of town. h. Provide drug/alcohol prevention and education programs for parents and students at the elementary and middle school, and high school level.

f. 504, SARB and attendance trainings were conducted in the month of October. g. DUSD partnered with Wheels to provide inexpensive tickets for students to get to school. h. TUPE program, which includes drug/alcohol prevention and education, is implemented at all secondary schools. Additionally, Dublin Police provides DARE programs in 5th grade at all our elementary sites

e. Books & Supplies 4000-4999 Base: $3,087 e. Other Services 5000-5999 Base: $21,137 Base $24,224

e. Books & Supplies 4000-4999 Base: $ e. Other Services 5000-5999 Base: $2,309 Base $2,309

f. Contract, Supplemental 5000-5999, $5,146 Supplemental $5,146

f. Contract, Supplemental 5000-5999, $4,426 Supplemental

H. Other Services 5000-5999 Base: $6,175 Base $6,175

H. Other Services 5000-5999 Base: $5989 Base $5,989

Action 2

Planned Actions/Services

Actual Actions/Services

Budgeted Expenditures

Estimated Actual Expenditures

2.2 Develop programs to increase staff effectiveness in social emotional well being. (State Priority 5-6) a. Maintain existing counseling support for all schools to assist in assessing and supporting students’ emotional and social needs. (Priority 5A and B) Partner with colleges to expand counseling interns at all our schools. b. Provide a systematic recording process to monitor progress of students with emotional, social, behavior concerns. (State Priority 5 A-D)

a. DUSD continues to maintain existing counseling support at all sites. Currently there are three college interns at the high school, middle school and elementary. Our goal is to continue to build relationships with local colleges to provide us with more interns. b. Counseling and Behavior tabs in the DUSD student management system “Infinite Campus” (IC) are used to record social, emotional, behavioral concerns. Next step is to explore how to monitor continuous progress. c. Training in IC has not been provided yet to assist in monitoring continuous progress.

a. Counselors Certificated Elem & Middle School Personnel Salaries 1000-1999: Base $406,409 a.Counselors High School Personnel Salaries, Base: 1000-1999: $547,67 a. Employee Benefits 3000-3999 Base: $170,325 a. Books & Supplies 4000-4999: Base: $3,863 a. Other Services 5000-5999: Base: $23,671 Base $1,273,869

a. Counselors Certificated Elem & Middle School Personnel Salaries 1000-1999: Base $420,925 a.Counselors High School Personnel Salaries, Base: 1000-1999: $561,921 a. Employee Benefits 3000-3999 Base: $196,569 a. Books & Supplies 4000-4999: Base: $3,039 a. Other Services 5000-5999: Base: $272 Base $1,182,726

a. Counselors Certificated Elem & Middle School Personnel Salaries 1000-1999, Supplemental: $288,058 a. Counselors High School

a. Counselors Certificated Elem & Middle School Personnel Salaries 1000-1999, Supplemental: $440,704 a. Counselors High School

54/358

Page 52 of 161

c. Provide time for staff to learnhow to use the systematicrecording process to monitorprogress of students with social,emotional, and behavior concerns.

d. Train teachers and staff onsocial/emotional learningstandards (SELS). (State Priority1A)

e. Provide California Healthy KidsSurvey data to identify studentneeds to support RTI /school-wideintervention (State Priority 6C)

f. Provide staff training for key staffmember and overview support forall others in responsiveness tosocial-emotional needs ofstudents, including implementingtraining, education, and supportoutlined in the Suicide PreventionToolkit.

d. Counselors have been trainedon the new social-emotionallearning standards. A training planfor other staff will be developed torespond to this item.

e. California Healthy Kids Surveyis administered every year. Thedata assist in identifying studentneeds for support.

f. Staff and student training inSuicide Prevention have beenconducted at the high school andmiddle school levels. Awarenesstraining by elementary counselorshave provided some training intheir schools.

Personnel Salaries, 1000-1999, Supplemental $89,090 a. Employee Benefits 3000-3999,Supplemental $ 61,399 Supplemental $438,547

Personnel Salaries, 1000-1999, Supplemental $93,289 a. Employee Benefits 3000-3999,Supplemental $ 106,798 Supplemental $640,791

c & d Classified Personnel Salaries 2000-2999 Base: $13,405 c & d Employee Benefits 3000-3999 Base: $2,506 c & d Books & Supplies 4000-4999; Base: $20,584 c & d Other Services 5000-5999: Base: $12,453 Base $48,948

c & d Classified Personnel Salaries 2000-2999 Base: $13,405 c & d Employee Benefits 3000-3999 Base: $2,506 c & d Books & Supplies 4000-4999; Base: $20,584 c & d Other Services 5000-5999: Base: $12,453 Base 0

e. Contract 5000-5999, Base:$7,719 5000-5999: Services AndOther Operating ExpendituresBase $7,719

e. Contract 5000-5999, Base:$4,166 5000-5999: Services AndOther Operating ExpendituresBase $4,166

f. Other Services 5000-5999Other, $7,719 5000-5999:Services And Other OperatingExpenditures Base $7,719

f. Other Services 5000-5999Other, $7,719 5000-5999:Services And Other OperatingExpenditures Base

Action 3 Planned

Actions/Services Actual

Actions/Services Budgeted

Expenditures Estimated Actual

Expenditures 2.3 Safe Learning Environment

a. Expand training for teachers,administration and classified staffon the Positive Behavior SupportProgram and restorative justicepractices to reduce suspensionand expulsion rates.(State Priority6A and B)

a. Three training sessions wereconducted last year in CapturingKids’ Hearts. The training dateswere held in August, December,and January. Additionally, 30teachers, counselors, andadministrators were trained on theCharacter Strong curriculum.

a. Certificated Personnel Salaries1000-1999: Base: $36,279a. Employee Benefits 3000-3999:Base: $5,906 Base $42,185

a. Certificated Personnel Salaries1000-1999: Base: $9,232a. Employee Benefits 3000-3999:Base: $1,383a. Services and Other OperatingExp 5000-5999: $42,500 Base $53,155

b. Nurses Certificated PersonnelSalaries 1000-1999: Base:$211,782

b. Nurses Certificated PersonnelSalaries 1000-1999: Base:$195,252

55/358

Page 53 of 161

b. Maintain nursing and LVN support to medically fragile students (State Priority 5B) c. Maintain Campus Supervision at all schools. (State Priority 6C) d. Provide training opportunities for campus supervisors, nurses and LVNs to expand skills and awareness to assist in monitoring student needs, as needed. (State Priority 6C) e. Provide specific training for teachers and staff on school safety with a focus on bullying prevention and internet safety– during established PD days, staff meetings, and/or collaboration time. (State Priority 6C) f. Promote respect and appreciation of all individuals by providing awareness/activities/speakers/assemblies for students, staff and parents on the understanding of the diverse culture in Dublin.

b.Two nurses and two LVN’s continue to be in place to support medically fragile students. c. Campus Supervisors are at all schools: One at each elementary school Two at each middle school One at Valley Four at DHS d. Campus supervisors received training on the DUSD student information system, Infinite Campus (IC). They were given opportunities to be trained on Brief Intervention and new marijuana laws related to minors. LVN’s and nurses continue to receive training on laws and updated methods of medical procedures. They attended the statewide Nursing Conference where they received training on updated methods of health care. e. Specific training were embedded as a part of the ongoing activities.Dublin Police conducted training at each site in October during Red Ribbon Week. All schools conducted an anti-bullying campaign during the month of October. Additionally, district provided an anti-bullying contest during the month of October. Resources are provided to students, community, and all staff on the DUSD web site f. The District and sites promote appreciation of all individuals

b. Nurses Employee Benefits 3000-3999 Base: $34,478 b. LVN Classified Personnel Salaries 2000-2999 Base: $89,697 b.Employee Benefits 3000-3999: Base $16,773 b. Books & Supplies 4000-4999: Base: $12,865 Base $365,595

b. Nurses Employee Benefits 3000-3999 Base: $42,955 b. LVN Classified Personnel Salaries 2000-2999 Base: $73,271 b.Employee Benefits 3000-3999: Base $26,077 b. Books & Supplies 4000-4999: Base: $13,126 Base $350,681

c. Classified Personnel Salaries 2000-2999: Base: $892,473 c. Employee Benefits 3000-3999 Base: $166,892 Supplemental $1,059,365

c. Classified Personnel Salaries 2000-2999: Base: $503,896 c. Employee Benefits 3000-3999 Base: $166,937 Supplemental $670,833

c. Classified Personnel salaries 2000-2999 Parcel Tax $202,531 c. Employee Benefits 3000-3999 Parcel Tax: $37,873 Parcel Tax $240,404

c. Classified Personnel salaries 2000-2999 Parcel Tax $ c. Employee Benefits 3000-3999 Parcel Tax: $ Parcel Tax 0

d. Other Services 5000-5999: Base $6,689 Base $6,689

d. Other Services 5000-5999: Base $7157 Base $7,157

e. Other Services 5000-5999 Base: $6,175 Base $6,175

e. Other Services 5000-5999 Base: $6,175 Base

f. Other Services 5000-5999 Base: $6,175 Base $6,175

f. Other Services 5000-5999 Base: $6,175 Base

56/358

Page 54 of 161

Maintain the Museum of Tolerance work as Project Tolerance to encourage greater acceptance and respect within and outside of the school district.

through a variety of events and learning opportunities such as Dubln High School's Dubversity event, site focus on knowing every student in the school, the secondary schools' Challenge Day, Peer Assistance programs, getting to know you activities, and awareness and respect of our students with medical and physical needs.

Action 4

Planned Actions/Services

Actual Actions/Services

Budgeted Expenditures

Estimated Actual Expenditures

2.4 Parent, Student and Staff Engagement Provide parent, student, teacher, and administrative education on awareness and support for all students’ social and emotional needs. a. Develop and implement a support and educational program for teacher, parents, students, and administration about the balance of wellness and achievement. b. Provide events to improve parenting skills (i.e Parent Project, District and site parent information events, African American/Latino parent support group, etc.) c. Increase parent attendance at community outreach programs.

a. Through our Parent Education series, two district-wide presentations were held on the topic of how parents/guardians can support their children to balance wellness and academic achievement. b. District Parent Project is available to all K-12 parents. Elementary Parent Project events were implemented. Individual sites provide support groups for African American and Latino parents. c. Parent attendance at community outreach programs have increased by 25%. d. A district-wide parent training was offered on our comprehensive suicide prevention program and how to support social/emotional needs of their children.

a. Books & Supplies 4000-4999 Base: $514 a. Contracted Services 5000-5999 Base: $1,029 Base $1,543

a. Books & Supplies 4000-4999 Base: $97 a. Contracted Services 5000-5999 Base: $1600 Base $1,697

b. Other Services 5000-5999 Base: $8,233 Base $8,233

b. Other Services 5000-5999 Base: $1296 0000: Unrestricted Base $1,296

d. Other Services 5000-5999 Base: $15,000 Base $15,000

d. Other Services 5000-5999 Base: $ Base

$45,052 3000-3999 Benefits $5,855 1000-1999: Certificated Personnel Salaries Base $50,907

$45,052 3000-3999 Benefits $ 1000-1999: Certificated Personnel Salaries Base

57/358

Page 55 of 161

d. Train staff and educate parents on our comprehensive suicide prevention program. e. Create an African American and Latino parent and student support program including programs at identified school sites and parent education and outreach programs.

e. Community outreach programs support African American and Latino parents.

Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. Our second LCAP Goal is to increase our focus on the social and emotional well being of our students. We understand the link between the students' social and emotional well being and their academic achievement, and DUSD implemented many actions and services to intentionally provide support for our students' well being. Goal 2, Action 1 provided outside counseling support from our community based mental health providers for students who were expelled or suspended. We realize students who are suspended or expelled need support in healthy decision making or need additional support that our school's counselors are not able to provide. Goal 2, Action 2 maintained counselors at every school to provide for their emotional and social needs. While we monitor the students' emotional and social needs, DUSD seeks to provide a safe learning environment so that students can feel connected to their schools. We adopted and provide training to both certificated and classified staff annually, "Capturing Kids' Heart" a program designed to help staff develop healthy relationships with students. Overall, we feel our actions and services catered to the social and emotional needs of students while paying attention to the climate of schools, have led to some positive data points. For example, we were able to meet our goal of keeping our suspension rate under 2%. Our overall suspension rate was 1.2% which is .8% under our data point. We are pleased that 98% of grade 5 and 90% of grade 7 students on the California Healthy Kids Survey (CHKS) reported that a teacher or an adult cares about them. In relation to students feeling safe on campus, our grade 5 and grade 7 students reported feeling safe all or most of the time while at school 86% and 81% respectively. We are pleased with our overall implementation of the actions and services although we have an area in which we feel like we can improve which will be the subject for the following section. Action 1: Feedback from the LCAP surveys and input from the LCAP Parent Advisory Committee called for a greater focus on the social/emotional health of DUSD students. During the 18/19 school year, DUSD began the process of moving towards the implementation of a Multi-Tiered System of Support (MTSS). This will continue to be an area of focus in the coming years. DUSD works with SI&A to closely monitor attendance patterns and trends. DUSD has worked hard to provide a variety of supports and resources all focused on getting kids to attend school regularly.

58/358

Page 56 of 161

Action 2: DUSD administers the California Healthy Kids Survey (CHKS) each year (instead of the state-required every other year). This allows to monitor trends year to year and make more immediate changes when needed. The latest numbers show decreases in the key questions that we track. This has been an area of discussion in our LCAP Advisory Meetings. We are beginning to look at how our electronic systems can be used to monitor and track the social, emotional, behavioral concerns of our students. When we examined the student responses for the California Healthy Kids Survey (CHKS) in grades 5 and 7, we are pleased that at least 90% of the students report that there is a teacher or adult who cares about them. In grade 9, 87% of students report about a caring adult on campus. The high percentage of students that report a caring adult is significant because if students feel like an adult cares about them, then the student will more likely to be engaged in their school and academics. Action 3: DUSD seeks to provide students with a safe learning environment so that students feel connected and supported. Each year, we provide "Capturing Kids' Hearts" training so that staff members have to tools to develop healthy relationships with students. For 2018-2019 school year, we provided a two-day training for Capturing Kids' Hearts with 49 participants. We also provided a two-day "Process Champions" training with 22 participants. Action 4: DUSD provides ongoing training to parents. DUSD offered the 8-part "Loving Solutions" workshop using the Parent Project instructional resources. Loving Solutions is a parent-training program designed specifically for parents raising difficult younger children, ages 5-10 years. The LCAP survey has shown an increase in the amount of parents attending school/community events. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. In analyzing our overall effectiveness of the actions and services articulated in Goal #2, DUSD realizes we have areas in which we need to improve. Goal #2 focuses on the social and emotional needs of our students while we create safe learning environments in our schools. We utilize the California Healthy Kid Survey data as a barometer to gauge student connection to their school and their feelings of safety at their schools. We feel like we could improve the grade 11 responses to a caring adult on campus because the only 77% of high school juniors felt like they had a caring adult on campus. Our students' feelings of feeling safe is another area where we can improve because 69% of grade 9 students and 72% of grade 11 students reported feeling safe on campus. After analyzing our data, DUSD has continued to target social emotional wellness as an area of emphasis for next year. We will continue our robust counseling program, Goal 2, Action 2 and will increase the number of counselors from .5 counselors at each Elementary school to 1.0 FTE counselor at every Elementary school. We will continue to bring Capturing Kids Heart, Goal #2, Action 3, training to staff to help them develop positive relationships with students and this training will hopefully increase the percentage of grade 11 students who feel like they have a caring adult on campus when we get the results of next year's CHKS data.

59/358

Page 57 of 161

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. We had a material difference in our second goal. We overestimated the costs associated with our Campus Supervisor position and we allocated too much money for our Parent Ed portion of the LCAP. In terms of the Campus Supervisors, we initially overestimated the costs associated with the positions and DUSD did not fill Campus Supervisors positions when they were vacant during the school year which resulted in a discrepancy between the budgeted and actual expenditures. Also, we over estimated the costs for our parent outreach in our action and service in our second goal. The actual costs associated with our parent outreach were significantly lower.

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 will largely remain unchanged except for the addition of two staff members to assist with our students' social and emotional needs. In Goal 2, Action 1, we will be eliminating our Community Liaison position but will add a Child Welfare Assistant (CWA). The CWA position will assist our habitually truant students and provide families with needed community resources and attention to improve their school attendance. In Goal 2, Action 2, we will add a Licensed Clinician Social Worker (LCSW) to our DUSD staff. We realized we need a specialized position to act as a liaison between our schools, students and parents to help us address the varied and comprehensive social and emotional needs of our students. All other actions and services will remain unchanged for next year.

60/358

Page 58 of 161

Annual Update LCAP Year Reviewed: 2018-19

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

Goal 10

State and/or Local Priorities addressed by this goal:

State Priorities: Local Priorities:

Annual Measurable Outcomes

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

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

61/358

Page 59 of 161

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

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

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.

62/358

Page 60 of 161

Stakeholder Engagement

LCAP Year: 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?

Input from stakeholders, included School and District Office staff, School Site Councils, the LCAP Advisory Committee and the District English language Advisory Committee. We aligned our LCAP's goals with the district's current mission to ensure every student becomes a life-long learner by providing a rigorous and relevant 21st century education that builds resilience and prepares them for college and career or service to our country in the global economy. In order to involve stakeholders in the development of Dublin Unified’s 2017 through 2020 budget and LCAP, district and school leaders conducted the following: 1.Formed an LCAP Advisory Committee that met, beginning February 2019, to explain the process, review data, and receive feedback through face-to–face contact. These meetings included a small group of parents, DUSD staff and community members. Specific attention was paid to include support for at-risk students, including: * English Language Learners (EL) * Re-designated Fluent English Proficient Students (RFEP) * Foster Youth (FY) * Homeless students * Socio-Economically Disadvantaged Students (SES). * Special Education Students The LCAP Advisory Committee consisted of: 12 parents, 3 teachers, 1 student, 1 classified employee, 2 trustees (parent), 2 principals, 1 assistant principal and 4 district administrators. More than 50% of the members are parents. There were 4 district level/site administrators who facilitated the process, plan design, and helped to lead meetings. Members of the committee were selected from a district wide parent interest survey, the Dublin Teachers’ Association, the Dublin Classified Employees Association, and district/site administration. The committee met on 4 separate occasions, January 29, February 21, March 20 and April 17. The final meeting where we solicited input on the allocation of our LCAP and Supplemental grant money was on May 22, 2019.

63/358

Page 61 of 161

2. In addition to the LCAP Committee, principals, assistant principals, and the Coordinator of English Learners/Intervention were involved in the outreach to parents and staff at school sites and with the community. District Level: DELAC March 21, 2019, LCAP Advisory Committee on January 29, February 21, March 20, April 17 and Community Partners Meeting on April 12, 2019. LCAP Draft Review Meeting for Staff/Parents: May 22, 2019 Amador Elementary: Staff Meeting (March 4), PFC Meeting (March 8), SSC (March 13) Cottonwood Creek: Staff Meeting (March 6), SSC (March 7) DHS: Staff (March 13), SSC (March 25), PFSO (March 25) Dublin El: Staff Meeting (March 11), SSC (March 6), PFC (March 6) Fallon: Staff Meeting (March 13), SSC (March 11) Fred: Staff Meeting (March 4), SSC (March 7), PFC (March 6), ELAC (May 10) Green: Staff Meeting (March 4), SSC (March 7) JDS: Staff Meeting (March 4), SSC (March 19), ELAC (May 8) Kolb: Staff Meeting (March 11), PFC (April 11), SSC (May 23) Murray: Staff Meeting (February 11), SSC (February 27), PFC (February 6) Valley: Staff Meeting (May 2) Wells: Staff Meeting (March 13), SSC (March 5), PFC (February 27) In addition - 5,349 students, parents, and staff were surveyed in March and April of 2019 on our annual LCAP survey, a replication of the original LCAP survey as designed by Hanover Research. 3. Feedback from the surveys, which focused on strategies that effectively meet the academic needs of all students (what are we doing well, and what can we do better), was reviewed and discussed by the LCAP Advisory Committee and the DELAC. Particular attention was paid to survey results that were triangulated between student, parent, and staff responses. Specific data included multiple measures related to student academic progress, California Healthy Kids Survey Data, LCAP Survey Data, Dashboard Data, and Suspension/Expulsion Data. All of this was input from data collected in Infinite Campus and was reviewed by the LCAP team and Coordinator of Accountability and Assessment. 4. Comments from the stakeholder feedback surveys and meetings at sites is being used to update this year's plan. Significant efforts were put into the redesign of the 2017 LCAP, which relied heavily on feedback and comments gathered during the community engagement process detailed above as well as input from students. After that, the draft plan was introduced to the Governing Board. The Board reviewed all elements of the plan and supported the proposed Goals, Actions and Services, as well as the timing of those actions that will be continued during year two and three of the LCAP.

64/358

Page 62 of 161

The process for the Spring 2019 update to the plan is more streamlined with targeted outreach, the same survey but delineated for staff into certificated and classified, and then adjustments to the 2019-2020 actions and services that were identified when the 2017/18 plan was created. 5. Following each of these meetings listed, the District Leadership Team reviewed all comments, feedback and recommendations collected up to that point, and identified implications and actions needed to execute the recommendations gathered from the community. Stakeholder Engagement Activities/Process DELAC Meeting: LCAP review and recommendations for 2019 Update on March 21, 2019 LCAP Advisory Committee: Review of Process and Overview of Plan - January 29, 2019 Review of Survey Data to LCAP Advisory Committee - February 21, March 20, 2019 Annual Update Review, 2018-19 Goals/Actions/Services discussion - April 17, 2019 Parent Input and Review of LCAP revenues and expenditures meeting - May 22, 2019 Board Actions: LCAP Public Hearing and First Reading (Public Comment Invited), Board Discussion - June 11, 2019 LCAP Final Review and Approval - June 25, 2019 6. Students were engaged at the elementary (grades 4 and 5) and secondary level (grades 6 to 12) via responses to surveys for the 2019 update. One addition to increase stakeholder engagement for the 2016-17 school year was the extensive LCAP survey. That survey was continued in Spring 2019 but was completed through Google Forms and not the contract with Hanover Research as was done the prior year. Results from this analysis reflect the responses from 5,349 respondents (564 parents, 416 classified staff, 93 certificated staff, 4,276 students). This information was then used to develop adjust expenditures to address the needs of all students (and specifically Socio-Economically Disadvantaged Students, Foster Youth, English Learners and Re-designated Fluent English Proficient). Communication An LCAP link was created on the DUSD website to keep the broader community updated on meetings and LCAP information.

65/358

Page 63 of 161

Translators and/or a portable interpretation system were provided at DELAC and community meetings as needed. The parent input meeting to review revenues and expenditures for the 2019-2010 was presented to our parent community on May 22, 2019. The draft was also discussed at length during a board meeting held on June 11, 2019 and revisions were incorporated based on dialogue at this meeting. Final adjustments were made and presented to the Board for a first reading and community approval at a board meeting held on June 25, 2019. The School Site Councils have met throughout the year and discussed progress and recommendations for our annual update. Principals have worked with their School Site Councils to align their Single Plan for Student Achievement (SPSAs) with the LCAP. This will change for the 2018/19 school year. The SPSA process used to be led by principals in Spring with the use of data from the previous year (i.e. plan written in Spring 2018 using Spring 2017 test results). In September, principals will use their Spring 2019 data to design their SPSA goals so current year students and performance will guide the SPSA process. The review process for the annual LCAP update began in February 2019. The LCAP Advisory Committee was first educated on the state priorities, LCFF funding, and the New California Dashboard, and the overview of the 2017/18 plan. The intent of this review was to provide a summary of progress toward goals, an update on Actions and Services, data points, an update of funds spent to date, and an opportunity for questions and feedback. At subsequent meetings, committee members received answers to questions, additional information and a response to recommendations.

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

The stakeholder engagement activities and consultation impacted the development of the 2019-2020 LCAP in the following ways: * DUSD hosted LCAP Advisory Committee members like last year. We had a large and diverse group of stakeholders on the committee this year. We had 26 members, the majority of whom were parents. There were 4 district facilitators so that the key district staff could cross-train other administrators in helping to lead the LCAP process. * We used the same survey instrument as we used last year so we could compare this year's results from the past results. * We designed a master presentation that could be used district wide to share information about the LCAP and gather feedback at face to face meetings, hosting 43 of stakeholder type of meetings district wide.

66/358

Page 64 of 161

1. This diverse committee members ensured that the LCAP Goals and the Eight State Priority Areas of the LCAP continued to be appropriate. This year's LCAP Committee has several members from last year's committee. These members are more involved this year and have a better understanding of what is needed and actively participate in developing the Local Control Accountability Plan. LCAP Goal 1 Aligned to State Priority: Priority #2 – Common Core (and ELD) Smarter Balanced Assessments, State Priority #3 – Parent Involvement, State Priority #4 – Pupil Achievement, State Priority #5 – Pupil Engagement, State Priority #7 – Enrollment to Courses, State Priority #8 – Pupil Outcomes LCAP Goal 2 Aligned to State Priority: State Priority #3 – Parent Involvement, State Priority #5 – Pupil Engagement, State Priority #6 – School Climate LCAP Goal 3 Aligned to State Priority: State Priority #1 – Teachers/Materials/Facilities, State Priority #1 – Teachers/Materials/Facilities, State Priority #3 – Parent Involvement, State Priority #6 – School Climate 2. Discussions will began in fall with K-12 leaders on the implementation of the plan. LCAP Advisory Meetings began in February and continued through May. Notes for individual school site plans have been refined throughout the year as we placed emphasis on maximizing achievement and success for all students, targeting intervention support for all levels of students, ensuring access to courses, and working to minimize the impact that teacher profession development has on instructional time. Additional conversations included providing adequate support for our EL students and special education students and continuing to develop better communications for parents and students to understand what program options are available for students. In April 2018, it was decided that the School Site Councils and administrators needed to change the way they worked to align their school’s Single Plan for Student Achievement (SPSA) with the LCAP and this process will now be done in the Fall, starting in the fall of 2018. This was done to ensure the data used to support students was the most current and accurate in order to establish the proper intervention and accurate goals to increase student achievement. 3. Committee members also had the opportunity to discuss questions and concerns at the LCAP meetings, as well as at the more than 43 meetings and sessions held district wide. Parents were invited to review DUSD's projected revenues and expenditures for the 2019-2020 LCAP on May 22, 2019. 4. The input and involvement from stakeholders impacted changes to the LCAP goals and action/services in the following ways:

Parents, specifically parents of English Learners, continue to be pleased with the site level support of English Language Learner students. Parents continue to request a greater emphasis on parent engagement opportunities, videos and training.

The LCAP Advisory Committee continues to encourage and support communication outreach efforts to increase involvement of parents as active partners in their children’s education. This is especially significant for parents of Special Education and English Language Learner students. The LCAP Advisory Committee wanted to emphasize the need to support all students

67/358

Page 65 of 161

in their learning in Goal #1 by providing a robust plan to provide interventions for struggling learners with an emphasis on students below standard as measured with the metrics on the California Dashboard.

Response to Intervention systems at all school sites have made significant progress and will continue. In particular, the LCAP Advisory Committee wanted to place an emphasis on support the social and emotional needs of students in Goal #2.

Parents of our Special Education Students have recommended stronger training/articulation for Special Education and general education teachers on Special Education student needs.

5. The following recommendations were addressed in the LCAP and will continue to be emphasized in the 2019-2020 school year: * Changes in the metrics to align with the California Dashboard. * Connect the new LCFF Accountability measures to goals and actions/services in School Plans for Student Achievement (SPSAs) * Maintain during the school day tutoring services for sophomores, juniors and seniors at Dublin High School. * Provide Special Education and General education staff training on alternatives to suspension and restorative practice training. * Increase the sections allocated to the Freshmen Mentoring program to enhance College and Career Readiness. Maintain a two part-time classified staff positions to support College and Career Readiness from a CTE/ROP state grant. * Maintain support for EL students in K-5. * Continue and increase teacher professional development in EL GLAD teaching strategies. * Continue professional development that aligns curriculum with state standards with consideration given to teachers missing class time. * Continue to provide greater access to STEM, CTE and ROP courses, in particular to our under-represented student populations. * Maintain the connection to community resources for drug and alcohol issues (HUME, TUPE, AXIS). * Expand Elementary, middle and high school counseling in DUSD schools to increase the care and attention for student wellness. * Expand summer school offerings for students that need targeted interventions with specific academic skill development. * Continue the various intervention systems that are in place, including alternatives to suspension and outreach programs for underrepresented and/or unduplicated student parent groups. * Extend training in "Capturing Kids Hearts" program to all schools utilizing the train-the-trainer and "Process Champion" approach. * Improve upon communication and outreach for all parents, especially our parents of EL students and parents of Special Education students. The results of these many meetings made for a comprehensive LCAP that has been reviewed and critiqued by a diverse group of stakeholders in Dublin. The quantity and variety of feedback has made for a much stronger plan that will benefit all of our students for years to come. These priorities will be the basis for consideration in the final draft of the Dublin Unified LCAP and/or will form the basis for the start of a conversation during the 2019-2020 annual LCAP review and update process. The voice of parents, students, employees and the community is reflected throughout the Goals, Services and Actions detailed in the following pages, and reflects our long-term engagement strategy that sought to give every stakeholder the opportunity to have their voice heard on behalf of all students. Stakeholder Survey Results

68/358

Page 66 of 161

Surveys are conducted each year as part of the data-collection process of the Local Control Accountability Plan (LCAP). The same survey questions have been used each year. One consistent survey was sent out to four different stakeholder groups: DUSD Classified Staff - survey conducted in March 2019 with 93 responses DUSD Certificated Staff - survey conducted in March 2019 with 416 responses DUSD Parents - survey conducted in March 2019 with 564 responses DUSD 4th-12th grade Students - survey conducted in April 2019 with 4,276 responses One additional survey was conducted in early March this year that focused on areas from last year’s survey and principal responses. The intent of this survey was to gather quantitative and qualitative data on all of the goal areas from the 2016-2017 LCAP. All eleven principals responded to lengthy surveys. Results from all of the surveys include some strengths and also development areas. Strengths: Overall, respondents report positive opinions about the climate at DUSD schools. In particular, respondents across groups generally agree that the district wants students to succeed (79% parents, 73% teachers, 89% classified, 75% students). Respondents generally indicate that students generally like going to school (81% parents, 78% teachers, 82% classified, 53% students). Respondents generally indicate that DUSD sets high expectations for students (66% parents, 79% teachers, 81% classified, 69% students). Respondents generally indicate that DUSD has a strong character education focus (64% parents, 50% teachers, 66% classified, 54% students). Respondents generally indicate that DUSD is a safe place to work/learn (86% parents, 70% teachers, 76% classified, 72% students). Respondents generally indicate that parents are actively involved in DUSD (71% parents, 85% teachers, 77% classified). 92% of parent respondents indicated they were able to communicate with staff when they need to. Development areas: Respondents generally indicate that DUSD provides for a positive working environment for staff (37% teachers, 57% classified). Respondents generally indicate that staff feel supported in their work (44% teachers, 68% classified). 33% of parent respondents indicated they have a say in decision-making at their school site and 18% indicated they have a say in decision-making at the district level.

69/358

Page 67 of 161

The results of this year's survey show a decrease from last year's results. This has been a point of discussion during the LCAP Advisory Committee meetings. Some of the decrease might be attributable to the many changes in leadership. But due to the lower percentages, DUSD will put a greater focus on socio/emotional well-being and student wellness. The results of these surveys were presented at the last LCAP meeting to inform the LCAP development process and ensure development areas are addressed through the LCAP actions and services. These results also be used with the PLC teams at each site and in K-12 Administrator Meetings to inform site practices as well.

70/358

Page 68 of 161

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

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

Goal 1 We will maximize student learning and achievement by providing a rigorous and relevant 21st century education that prepares EVERY student for college and career and success in the global economy

State and/or Local Priorities addressed by this goal: State Priorities: X Priority 2: State Standards (Conditions of Learning)

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

Local Priorities: Identified Need: We have a need to provide all students including Socioeconomically Disadvantaged Students, Foster Youth, English Learner and Redesignated English Learner Students, with a rigorous and relevant 21st century education that prepares them for success in college and career in the global economy. We need to provide systemic intervention and support to our students who are "at-risk” of not meeting grade-level standards. The following needs were identified as a result of reviewing state and local measures aligned to state metrics: A. To attain 100% teacher proficiency to create and align courses of study to CA-SS, Next Gen Science, and California State Framework, we will ensure all students have access to CCSS, Next Generation Science Standards, and the California State Framework lessons. B. In order to support increases in ELD reclassification rates by 2% annually and increases in ELPAC levels by 2 % annually, we have a need to provide all EL students with instructional materials to access CCSS & ELD state standards. At the Middle School and High School level, all EL students have instructional materials to access CA-SS and ELD state standards. with the adoption of the new

71/358

Page 69 of 161

English Language Arts/Literacy series at the elementary level, all teachers have access to CA-SS state standards and ELD support materials. 100% of the DUSD student population has access to standards aligned materials and ELD support materials. C. Overall, CAASPP ELA scores decreased in 2016-17 by 3%. Math scores on the CAASPP remained consistent. English Learners showed a significant decrease from 40% to 22% in ELA/Literacy and in math form 44% to 34%. Economically Disadvantaged students have shown a decrease in ELA/Literacy from 46% to 42%% (-4%) and a slight decrease in math from 37% to 36% (-1%). We have a need to close the achievement gap by providing a comprehensive Response to Intervention model at every school site and providing English language Learner supports at each site. D. The CST Science Test is being replaced by the California Science Test (CAST). Results will not be available until 2019. We have a need to provide support to all Science instructs on continuing the shift to NGSS and CAST assessments. E. The percentage of students who have successfully completed courses that satisfy UC/CSU entrance requirements has increased 10% to 75% in 2016-17. We have a need to increase intervention support at the middle and high school level to ensure we increase the number by 2% annually of students that meet our goal of college and career readiness by completing courses that satisfy UC/CSU entrance requirements. F. In 2015-16 there was a significant increase in students less than five years in the EL program that have measured proficient in the ELPAC (+10.6%). Students that have been in the cohort for five or more year have also exhibited an increase (+3.6%). We have a need to continue our support of EL specialists at each site, and to train teachers on strategies to meet the needs of English Learner students in order to increase those attaining proficiency by 2% annually to close the achievement gap. G. The Reclassification rate has exhibited a slight increased from 15.5% to 15.8% in 2016-17. The goal of 2% increase was not met. We have a need to continue our support of EL specialists at each site, and to train teachers on strategies to meet the needs of English Learner students. H. The AP exam pass rate of 3 or higher for 2016-17 showed an increase from 80% to 86% (+6%). The goal was met. We have a need to increase the percentage of students that are college and career ready as measured by the Advanced Placement exam pass rate. I. The number of students enrolled in AP course has decreased from 30% to 28% although the number of students actually slightly increased due to growth (from 694 to 702 additional AP students). We have a need to increase the percentage of our overall students and our unduplicated and subgroup students in our Advance Placement classes. We will increase the percentage of unduplicated students in Advance Placement Classes 5% annually. Although we have open enrollment policies in place, we have a need to increase recruitment of especially our unduplicated and under-represented students in AP courses. J. The percentage of students achieving "College Ready" status as measured by the Early Assessment Program has decreased for 2016-17. In ELA/Literacy the percentage decreased from 41% to 35% (-6%). In math the percentage decreased was from 37% in

72/358

Page 70 of 161

2015-16 to 31% in 2016-17 (-6%). For unduplicated students, Socio-economically disadvantaged students exhibited a decrease from 24% to 16% "College Ready" (-8%) in ELA/Literacy and in math remained constant at 14% (0% change).We have a need to increase support in the secondary schools of intervention programs focused on academic supports for all students. K. Drop Out Rates – 2015-16 dropout rate indicates that the rate is holding steady at <1% (0.8%). This goal has been met. We have a need to maintain dropout rates at 2% or less to ensure we are meeting our goal of ensuring all students are college and career ready. We will prepare enroll and support more students in higher level courses, CTE courses, and Pathways courses. L. District wide graduation rates overall for the district have remained at 95% or higher (for 2015-16 the rate is 97.5%). English Learners exhibited greater than 2% increases in graduation rates (from 89.3% to 94.3% (+5%). Special education students have exhibited a decrease in the 2015-16 graduation rate (-8.6%). This is an area to be addressed through the goals, actions and services. We have a need to maintain our graduation rates at 95% or higher and to increase our graduation rate for Special Education students by 5% annually to ensure we are meeting our college of ensuring all students are college and career ready. M. Due to growth and open course enrollment policies, the numbers of students participating in AP courses, Honors courses, and CTE courses has risen significantly (AP Courses increased by 8 students; Honors Courses increased by 94 students; CTE increase by 461). Percentage of enrollment of significant subgroups due to growth and open enrollment policies has dropped significantly (EL, SED, Special Ed., African American, Hispanic students). We have a need to recruit students from these subgroups and provide support once students are in these courses. N. We have a need to support Professional Learning Community training at all schools to reduce the high school and middle school D’s and F’s in overall to below 15% in each subject, and for all subgroups by 5% annually. O. Overall student performance on the SBAC ELA/Literacy assessment for special education students remained constant at 32% (0% change) met or exceeded standards in ELA/Literacy. In math, special education students exhibited a slight increase from 31% to 33% (+2%) met or exceeded standards. In 2015-16, 50% of students showed "Understanding" and "Foundational Understanding" on the ELA/Literacy CAA. In 2016-17, 46% of students showed "Understanding" or "Foundational Understanding" on the ELA/Literacy CAA. This is a decrease from 2015-16 (-4%). Math increased from 31% to 35% (+4%) of students “Understanding” and “Foundational Understanding” percentages for the math CAA. Although Special Education students showed an increase in SBAC math and in CAA English Language Arts, this subgroup did not meet the goal of 5% annual increase for SBAC nor the CAA. We have a need to increase training for general education and special education teachers on meeting the needs of Special education students, of supporting a more comprehensive Student Study Team process and ensure all Special Education students have access to research based programs. P. We have a need to train teachers, faculty, administrators, and staff members, on Common Core State Standards, and with NGSS Standards methodologies and lessons.

73/358

Page 71 of 161

Q. AP completion rate for 2016-17 is 99%, for Honors the completion rate is 100%, and for CTE courses the completion rate is 99%. This goal has been met. We have a need to increase enrollment opportunities in CTE, AP, and Honors course, and to align these courses to CCSS and with a.-g. approval requirements. Our goal is to offer a broad range of study and more open course access to ensure college and career readiness to a broader range of students. Expected Annual Measurable Outcomes

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

Priority 2 A. Professional Development Rosters B. EL Material Inventory Priority 4 C. ELA/Math CAASPP Assessment Results Met/Exceeded Percentage: +2% Overall, +5% Unduplicated and Subgroups Points From Minimum: +2 Points Overall, +5

Priority 2 A. 2016-17 100% of all teachers were provided with professional development to create aligned create units of study/courses of study aligned to state standards, Next Generation Science Standards and California State Framework. B. 2016-17 55% of EL students have supplemental instructional materials to access CCSS and ELD state standards to gain academic content

Priority 2 A. 2017-18 100% of all teachers were provided with professional development to create aligned create units of study and/or courses of study aligned to state standards, Next Generation Science Standards and California State Framework. Not all teachers received time in all subjects, but all teachers worked in at last one or more areas. B. 2017-18 100% of EL students have supplemental instructional materials to access CCSS and ELD state standards to gain academic content knowledge and English language proficiency. Priority 4

Priority 2 A. Maintain 100% of all teachers provided professional development/planning time in standards-aligned work. B. Maintain 100% of EL students with access to supplemental instructional materials. Priority 4

Priority 2 A. Maintain 100% of all teachers provided professional development/planning time in standards-aligned work. B. Maintain 100% of EL students with access to supplemental instructional materials. Priority 4

74/358

Page 72 of 161

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

Points Unduplicated and Subgroups. D. CST Science Test Scores/Local Science Test Measures E. UC/CSU Eligibility (a.-g.) Successful Course Completion Percentage F. Percentage of EL Students Attaining English Proficient Level on CELDT

knowledge and English language proficiency. Priority 4 C. 2015-16 Overall and unduplicated student test scores in ELA and Math. 2015-16 ELA CAASPP Results - Percentage Met/Exceeded: All Students - 79% English Learner - 40% Economically Disadvantaged - 46% Foster Youth - <30 students district wide. Students w/ Disab. - 32% African-American - 45% Hispanic - 57% 2015-16 Math CAASPP Results - Percentage Met/Exceeded: All Students - 73% English Learner - 44% Economically Disadvantaged - 37%

C. Overall and unduplicated student test scores in ELA and Math. 2016-17 ELA CAASPP Results - Percentage Met/Exceeded,Points from Minimum Level 3: All Students -76% (59.2 Points Above) English Learner - 22% (28.9 Points Above) Economically Disadvantaged - 42% (26.7 Points Below) Foster Youth - <30 students district wide. Students w/ Disab. -32 % (49.8 Points Below) African-American - 49% (23.1 Points Below) Hispanic - 52% (6.3 Points Below) 2016-17 Math CAASPP Results - Percentage Met/Exceeded,Points from Minimum Level 3: All Students - 73% (54.2 Points Above) English Learner - 34% (33 Points Above)

C. Overall and unduplicated student test scores in ELA and Math. ELA CAASPP Results - Percentage Met/Exceeded, Points from Minimum Level 3: All Students - 78% (61.2 Points Above) English Learner - 27% (32.9 Points Above) Economically Disadvantaged - 47% (21.7 Points Below) Foster Youth - * Students w/ Disab. - 47% (44.8 Points Below) African-American - 54% (18.1 Points Below) Hispanic - 57% (1 .3 Point Below) Math CAASPP Results - Percentage Met/Exceeded,Points from Minimum Level 3: All Students - 75% (56.2 Points Above) English Learner - 39% (38 Points Above) Economically Disadvantaged - 41% (37.2 Points Below) Foster Youth - *

C. Overall and unduplicated student test scores in ELA and Math. ELA CAASPP Results - Percentage Met/Exceeded, Points from Minimum Level 3: All Students - 80% (63.2 Points Above) English Learner - 32% (37.9 Points Above) Economically Disadvantaged - 52% (16.7 Points Below) Foster Youth - * Students w/ Disab. - 52% (39.8 Points Below) African-American - 59% (13.1 Points Below) Hispanic - 62% (4 .3 Point Above) Math CAASPP Results - Percentage Met/Exceeded,Points from Minimum Level 3: All Students - 77% (58.2 Points Above) English Learner - 44% (42 Points Above) Economically Disadvantaged - 46% ( 32.2 Points Below) Foster Youth - *

75/358

Page 73 of 161

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

G. English Leaner Reclassification Rate H. Advanced Placement Assessment Pass Rate I. AP Enrollment for 10th, 11th, 12th Grade. J. EAP Results - 11th Grade CAASPP, Percentage Exceeded Standard in ELA and Math

Foster Youth - <30 students district wide. Students w/ Disab. - 31% African-American - 27% Hispanic - 45% D. 2015-16 CST Science Test Scores- Percentage At or Above Standard All Students - 84% English Learner - 59% RFEP- 89% Economically Disadvantaged - 53% E. (2015-16) Grads with UC/CSU Required Courses Completed: 65% F. 2015-16 CELDT For < 5 Years in Cohort: 46.7% For > 5 Years in Cohort: 61.3% G. 2015-16 English leaner Reclassification Rate: Students Redesignated FEP: 15.5%

Economically Disadvantaged - 36% (42.2 Points Below) Foster Youth - <30 students district wide. Students w/ Disab. - 33% (54.3 Points Below) African-American - 33% (53.5 Points below) Hispanic - 46% (17.2 Points below) D. The CST Science Test is being replaced by the California Science Test (CAST). Results will not be available until 2019. E. Grads with UC/CSU Required Courses Completed: 75% F. CELDT For < 5 Years in Cohort: 57.3% For > 5 Years in Cohort: 64.9% G. English leaner Reclassification Rate: Students Redesignated FEP: 15.8%

Students w/ Disab. - 38% (49.3 Points Below) African-American - 38% (48.5 Points below) Hispanic-51% (15.2 Points below) D. Local Measures To Be Determined E. Grads with UC/CSU Required Courses Completed: 69% F. CELDT data will no longer be available - ELPAC Baseline will be set when available. G. English leaner Reclassification Rate: Students Redesignated FEP: 17.8 % H. Advanced Placement Assessment Pass Rate Pass Rate of 3 or Higher: 82%

Students w/ Disab. - 43% (44.3 Points Below) African-American - 43% (43.5 Points below) Hispanic - 56% ( 10.2 Points below) D. California Science Test Assessment Results Available (Baseline). E. Grads with UC/CSU Required Courses Completed: 74% F. CELDT CELDT data will no longer be available - ELPAC Baseline will be set when available. G. English leaner Reclassification Rate: Students Redesignated FEP: 19.8% H. Advanced Placement Assessment Pass Rate

76/358

Page 74 of 161

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

Priority 5 - Pupil Engagement K. Drop Out Rates L. Graduation Rate - Maintain 95% or Higher, Increase unduplicated 2% annually. Priority 7 – Course access M. AP, Honors, CTE Enrollment - Significant Underrepresented Subgroups (+2%)

H. 2015-16 Advanced Placement Assessment Pass Rate Pass Rate of 3 or Higher: 80% I. 2015-16 AP Enrollment for 10th, 11th, 12th Grade - 30%. J. 2015-16 College Ready Status - EAP (+5%) ELA/Literacy All Students: 41% ELL Students: * Socio-Economically Disadvantaged: 24% African-American - 4% Hispanic/Latino - 16% Student w/Disability - 19% Math All Students: 37% ELL Students: * Socio-Economically Disadvantaged: 14% African-American - 4% Hispanic/Latino - 11% Student w/Disability - 15% Priority 5 - Pupil Engagement

H. Advanced Placement Assessment Pass Rate Pass Rate of 3 or Higher: 86% I. 2016-17 AP Enrollment for 10th, 11th, 12th Grade - 28%. J. 2016-17 College Ready Status - EAP ELA/Literacy All Students: 35% ELL Students: * Socio-Economically Disadvantaged: 16% African-American - 14% Hispanic/Latino - 14% Student w/Disability - 11% 2016-17 Math All Students: 31% ELL Students: * Socio-Economically Disadvantaged: 14% African-American -14% Hispanic/Latino -8% Student w/Disability - 11%

I. 2017-18 AP Enrollment for 10th, 11th, 12th Grade - 34%. J. College Ready Status - EAP ELA/Literacy All Students: 37% ELL Students: * Socio-Economically Disadvantaged: 21% African-American - 19% Hispanic/Latino - 19% Student w/Disability - 16% Math All Students: 33% ELL Students: * Socio-Economically Disadvantaged: 19% African-American - 19% Hispanic/Latino - 13% Student w/Disability - 16% Priority 5 - Pupil Engagement K. Maintain Drop Out Rates 2% or Less Dublin USD High School Drop Out rate: <2%

Pass Rate of 3 or Higher: 83% I. 2017-18 AP Enrollment for 10th, 11th, 12th Grade - 36%. J. College Ready Status - EAP ELA/Literacy All Students: 37% ELL Students: * Socio-Economically Disadvantaged: 26% African-American - 23% Hispanic/Latino - 23% Student w/Disability - 21% Math All Students: 35% ELL Students: * Socio-Economically Disadvantaged: 23% African-American - 23% Hispanic/Latino - 18% Student w/Disability - 21% Priority 5 - Pupil Engagement K. Maintain Drop Out Rates 2% or Less Dublin USD High School Drop Out Rate: <2%

77/358

Page 75 of 161

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

N. High School and Middle School D and F List. Less than 15% D and F in Middle and High School Courses. O. Special Education ELA - Math SBAC Scores and CAA ELA and Math (+5%)

K. 2015-16 Maintain Drop Out Rates 2% or Less Dublin USD High School Drop Out Rate: 0.1% Dublin USD Middle School Drop Out Rate: 0.0% L. Graduation Rates (2014-15) All Students: 96.2% EL: 89.3% Socio-Economically Disadvantaged: 90.4% Special Education: 70% Hispanic/Latino - 90.4% African American - 95.2% Priority 7 – Course access M. 2016-17 (Sem. 2) AP, Honors, CTE Enrollment AP Enrollment Hispanic 7.86% African America 1.93% Pacific Is 0.45% Multi-Racial 8.75% EL 0.15% RFEP 16.91%

Priority 5 - Pupil Engagement K. Maintain Drop Out Rates 2% or Less Dublin USD High School Drop Out Rate:0.2% Dublin USD Middle School Drop Out Rate:0.)% L. Graduation Rates (2015-16) All Students: 97.5% EL: 94.3% Socio-Economically Disadvantaged: 93.5% Special Education: 81.8% Hispanic/Latino: 98.9% African American: 91.9% Priority 7 – Course access M. 2017-18 (Sem. 2) AP, Honors, CTE Enrollment AP Enrollment Hispanic 5.5% African America 1.3% Pacific Is <1% Multi-Racial 7.2% EL <1%

Dublin USD Middle School Drop Out rate: <2% L. Graduation Rates (2016-17 Currently Unavailable) All Students: >95% EL: >95% Socio-Economically Disadvantaged: >95% Special Education: 86.8% Hispanic/Latino - >95%% African American - >95%% Priority 7 – Course access M. AP, Honors, CTE Enrollment AP Enrollment Hispanic 7.5% African America 3.3% Pacific Is 3% Multi-Racial 9.2% EL 3% RFEP 22.8% SPED 3% Socio 7.9% Honors Enrollment

Dublin USD Middle School Drop Out Rate: <2% L. Graduation Rates (2017-18) All Students: >95% EL: >95% Socio-Economically Disadvantaged: >95% Special Education: 91.8% Hispanic/Latino - >95% African American - >95% Priority 7 – Course access M. AP, Honors, CTE Enrollment AP Enrollment Hispanic 9.5% African America 5.3% Pacific Is 5% Multi-Racial 11.2% EL 5% RFEP 24.8% SPED 5% Socio 9.9% Honors Enrollment Hispanic 12.5%

78/358

Page 76 of 161

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

Priority 8 – Pupil Outcomes P. Teacher Training on Alignment of Current Courses to Common Core Q. Successful AP, Honors, CTE Course Completion Rate (>98%)

SPED 1.78% Socio 3.26% 2016-17 (Sem. 2) Honors Enrollment Hispanic 8.61% African America 1.27% Pacific Is 0.51% Multi-Racial 10.38% EL 0% RFEP 12.15% SPED 1.77% Socio 3.04% 2016-17 (Sem. 2) CTE Enrollment Hispanic 6.56% African America 0.82% Pacific Is 0.00% Multi-Racial 8.2% EL 0.82% RFEP 0% SPED 0.82% Socio 4.10% N. See attached addendum. O. 2015-16 Special Education SBAC Scores

RFEP 20.8% SPED <1% Socio 5.9% 2017-18 (Sem. 2) Honors Enrollment Hispanic 8.5% African America <1% Pacific Is <1% Multi-Racial 2.5% EL <1% RFEP 13.4% SPED <1% Socio 5.9% 2017-18 (Sem. 2) CTE Enrollment Hispanic 16.6% African America 5.6% Pacific Is <1% Multi-Racial 11.4% EL 2.6% RFEP 30% SPED <1% Socio 1.8% N. Over 78% of measured courses have meet the goal of less that 15% D’s and F’s. . O. Special Education SBAC Scores

Hispanic 10.5% African America 3% Pacific Is 3% Multi-Racial 4.5% EL 3% RFEP 16.4% SPED 3% Socio 7.9% CTE Enrollment Hispanic 18.6% African America 7.6% Pacific Is 3% Multi-Racial 13.4% EL 4.6% RFEP 32% SPED 3% Socio 3.8% N. See attached addendum. O. Special Education SBAC Scores ELA/Literacy- 42% Met and Exceeded (54.8 Points below Level 3) Math - 43% Met and Exceeded (59.3 Points below Level 3)

African America 5% Pacific Is 5% Multi-Racial 6.5% EL 5% RFEP 18.4% SPED 5% Socio 9.9% CTE Enrollment Hispanic 18.6% African America 9.6% Pacific Is 5% Multi-Racial 15.4% EL 6.6% RFEP 34% SPED 5% Socio 5.8% N. See attached addendum. O. Special Education SBAC Scores ELA/Literacy- 47% Met and Exceeded (59.8 Points below Level 3) Math - 48% Met and Exceeded (64.3 Points below Level 3) CAA ELA/Literacy- 56% will Show Understanding

79/358

Page 77 of 161

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

ELA/Literacy- 32% Met and Exceeded Math - 33% Met and Exceeded (2015-16) CAA ELA/Literacy- 50% Showed Understanding and Showed Foundational Understanding CAA Math - 31% Showed Understanding and Showed Foundational Understanding Priority 8 – Pupil Outcomes P. 2016-17 100% Teachers Trained for Course Alignment Q. 2016-17 (Semester 1) AP, Honors, CTE Course Completion Rates AP: 96% Honors: 99% CTE: 100%

ELA/Literacy- 32% Met and Exceeded (49.8 Points below Level 3) Math - 31% Met and Exceeded (54.3 Points below Level 3) (2016-17) CAA ELA/Literacy- 46% Showed Understanding and Showed Foundational Understanding CAA Math - 35% Showed Understanding and Showed Foundational Understanding Priority 8 – Pupil Outcomes P. 2017-18 Maintained 100% Teachers Trained for Course Alignment Q. AP, Honors, CTE Course Completion Rates AP: 99% Honors: 100% CTE: 99%

CAA ELA/Literacy- 51% will Show Understanding and will show Foundational Understanding CAA Math - 40% Will Show Understanding and Will Show Foundational Understanding Priority 8 – Pupil Outcomes P. Maintain . 100% Teachers Trained for Course Alignment Q. AP, Honors, CTE Course Completion Rates AP: >98% Honors: >98% CTE: >98%%

and will show Foundational Understanding CAA Math - 45% Will Show Understanding and Will Show Foundational Understanding Priority 8 – Pupil Outcomes P. Maintain . 100% Teachers Trained for Course Alignment Q.. AP, Honors, CTE Course Completion Rates AP: >98% Honors: >98% CTE: >98%

80/358

Page 78 of 161

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

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

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

X All X All Schools

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from English Learners, Foster Youth, and/or Low Income)

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

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

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

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

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

Select from New, Modified, or Unchanged for 2019-20

X New Action X Modified Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.1 Each school and PLC teams will work to develop systemic implementation of interventions that supports student success. a. Provide and implement interventions at all schools that support increased student achievement as measured on annual statewide CAASPP assessment. Provide summer school for middle school and high school students. Provide intervention support personnel at identified Title 1

1.1 PLC teams at school sites will work to develop systemic implementation of interventions that supports student success. a. Provide and implement interventions at all schools that support increased student achievement as measured on annual statewide CAASPP assessment. Offer summer school for middle school and high school students, as provided by intervention support personnel at identified

1.1 PLC teams at each school site will work to develop systemic implementation of interventions that supports student success. a. Provide and implement interventions at all schools that support increased student achievement as measured on annual statewide CAASPP assessment. Offer summer school for middle school and high school students, as provided by intervention support personnel at identified

81/358

Page 79 of 161

schools (Valley HS, Wells MS, Frederiksen ES). (State Priority 8 and 4A) b. Maintain during the day High School Intervention program. Maintain the Intervention Coordinator position for Valley HS. Continue to Implement the Response to Intervention model at Dublin HS. Maintain during-the-day tutoring within a 7 period day, Freshman Mentoring, and 9th grade Health/Freshman Seminar course. Maintain tutoring for Sophomores, Juniors and Seniors Increase training for the tutors.(State Priority 7 A/B and 8) c. Increase the high school Freshman Seminar /Health sections to 24 to accommodate increasing student population. d. Sustain the Middle School sections and Academic Prep period at our middle schools. (State Priority 7B) e. Provide consistent and timely funding for Elementary intervention programs. f. Provide district-wide training in Professional Learning Community concepts focused on increasing teacher leadership capacity. Ensure new teachers have received PLC training. Provide training in Response to Intervention for all staff. (State Priority 5B)

Title 1 schools (Valley HS, Wells MS, Frederiksen ES, Dublin ES, Murray ES). (State Priority 8 and 4A), b. Maintain a variety of support programs that may include: High School Intervention program, Response to Intervention model, Freshman Mentoring, 9th grade Health/Freshman Seminar course, tutoring for Sophomores, Juniors and Seniors, and training for tutors.(State Priority 7 A/B and 8) c. Increase the high school Freshman Seminar /Health sections as needed to accommodate increasing student population. d. Continue to allocate Middle School sections and Academic Prep period at our middle schools. (State Priority 7B) e. Provide funding for Elementary intervention programs with resources allocated based on student needs from site to site. f. Provide access to site-based training in Professional Learning Community concepts focused on creating effective PLC teams, led by principals and supported by Directors of Elementary/Secondary. Ensure new teachers have received PLC overview. Provide training in Response to

Title 1 schools (Valley HS, Wells MS, Frederiksen ES). (State Priority 8 and 4A) b. Maintain a variety of support programs that may include: High School Intervention program, Response to Intervention model, Freshman Mentoring, 9th grade Health/Freshman Seminar course, tutoring for Sophomores, Juniors and Seniors, and training for tutors.(State Priority 7 A/B and 8) c. Increase the high school Freshman Seminar /Health sections as needed to accommodate increasing student population. d. Continue to allocate Middle School sections and Academic Prep period at our middle schools. (State Priority 7B) e. Provide funding for Elementary intervention programs with resources allocated based on student needs from site to site. f. Provide access to site-based training in Professional Learning Community concepts focused on creating effective PLC teams, led by principals and supported by Directors of Elementary/Secondary. Ensure new teachers have received PLC overview. Provide training in Response to

82/358

Page 80 of 161

g. Analyze Assessment of Student Performance and Progress (SBAC Assessments) (State Priority 4A) no cost h. Create a leadership team to develop a consistent system wide K-12 Student Support Team process to identify early intervention needs. i. Provide timely parent education events (SBAC and Common Core Awareness).

Intervention for all staff. Continue release time for teachers to develop RTI responses for Tier 2 and 3, as needed. (State Priority 5B) g. All sites will analyze assessment of student performance and progress to identify struggling students for intervention. (State Priority 4A) h. Implement a consistent systemwide K-12 Student Support Team (SST) process to identify early intervention needs. Train Site Representatives teams to utilize the system. i. Provide timely information on parent education events.

Intervention for all staff. Continue release time for teachers to develop RTI responses for Tier 2 and 3 as needed. (State Priority 5B) g. All sites will analyze assessment of student performance and progress to identify struggling students for intervention. (State Priority 4A) h. Provide training to key personnel on consistent system wide K-12 Student Support Team (SST) process to identify early intervention needs. i. Provide timely information on parent education events.

Budgeted Expenditures

83/358

Page 81 of 161

Year 2017-18 2018-19 2019-20 Amount $164,024 $165,509 $140,200 $164,024 $165,509 $140,200 Source Supplemental Supplemental Base $164,024 $165,509 $140,200 Budget Reference

a. Intervention certificated staff hourly 1000-1999: Certificated Personnel Salaries Supplemental $123,964 a. Intervention classified salaries, Supplemental: 2000-2999: $13,173 a. Certificated Employee benefits 3000-3999: Employee Benefits Supplemental $22,499 a. Classified Employee benefits 3000-3999: Employee Benefits Supplemental $3,388 a. Books & Supplies 4000-4999 Supplemental: $1,000

a. Intervention certificated staff hourly 1000-1999: Certificated Personnel Salaries Supplemental: $127,583 a. Intervention classified salaries, Supplemental: 2000-2999: $13,587 a. Certificated Employee benefits 3000-3999: Employee Benefits Supplemental $20,770 a. Classified Employee benefits 3000-3999: Employee Benefits Supplemental $2,540 a. Books & Supplies 4000-4999 Supplemental: $1,029

a. Certificated Salaries 1000-1999: $100,000 a. Employee Benefits 3000-3999: $40,200

Amount $86,530 $87,647 $ 246,384 $86,530 $87,647 $ 246,384 Source Federal Federal Supplemental $86,530 $87,647 $ 246,384 Budget Reference

a. Title Interventions 1000-1999: : Certificated Personnel Salaries Federal Title I :$73,238 a. Title Benefits 3000-3999: Title I: Certificated Employee Benefits Federal Title I: $13,292

a. Title Interventions 1000-1999: Certificated Personnel Salaries Federal Title I:: $75,376 a. Title Benefits 3000-3999: Certificated Employee Benefits Federal Title I:: $12,271

a. Certificated Salaries 1000-1999: $194,160 a. Classified Salaries 2000-2999: $6,272 a. Employee Benefits 3000-3999: $41,359 a. Books and Supplies 4000-4999: $3,000 a. Contracted Services 5000-5999: $1,285

84/358

Page 82 of 161

Amount $852,213 $855,488 $27,700 $852,213 $855,488 $27,700 Source Parcel Tax Parcel Tax Federal $852,213 $855,488 $27,700 Budget Reference

b. HS Intervention 1000-1999: Certificated Personnel Salaries Parcel Tax $ 557,790 b. HS Intervention:Certificated Personnel Benefits 3000-3999, Parcel Tax $101,238 b. HS Intervention 2000-2999: Classified Personnel Salaries Parcel Tax $150,000 b. HS Intervention: Classified Benefits 3000-3999, Parcel Tax $38,580 b. Intervention 4000-4999: Books and Supplies Parcel Tax $4,605

b. HS Intervention 1000-1999: Certificated Personnel Salaries Parcel Tax $574,077 b. HS Intervention: Certificated Personnel Benefits 3000-3999, Parcel Tax $93,459 b. HS Intervention 2000-2999: Classified Personnel Salaries Parcel Tax $154,350 b. HS Intervention: Classified Benefits 3000-3999, Parcel Tax $28,863 b. Intervention 4000-4999: Books and Supplies, Parcel Tax $4,739

a. Certificated Salaries 1000-1999: $15,000 a. Employee Benefits 3000-3999: $3,000 a. Books and Supplies 4000-4999: $1,000 a. Contracted Services 5000-5999: $8,700

Amount $194,257 $194,029 $12,000 $194,257 $194,029 $12,000 Source Supplemental Supplemental Federal $194,257 $194,029 $12,000 Budget Reference

e. Elem Intervention: Certificated Employee Salary 1000-1999 Base: $108,212 e. Elem Intervention: Certificated Benefits 3000-3999, Base $19,640 e. Elem Intervention: Classified Salary 2000-2999, Base $52,820 e. Elem Intervention: Classified Employee Benefits 3000-3999, Base: $13,585

e. Elem Intervention: Certificated Employee Salary 1000-1999 Base: $111,371 e. Elem Intervention: Certificated Benefits 3000-3999, Base $18,131 e. Elem Intervention: Classified Salary 2000-2999, Base $54,362 e. Elem Intervention: Classified Employee Benefits 3000-3999, Base: $10,165

a. Certificated Salaries 1000-1999: $10,000 a. Employee Benefits 3000-3999: $2,000

85/358

Page 83 of 161

Amount $64,508 $66,158 $45,401 $64,508 $66,158 $45,401 Source Base Base Supplemental $64,508 $66,158 $45,401 Budget Reference

f. & g. Certificated Staff Hourly 1000-1999: Base: $6500 f. & g. Certificated Teacher Subs Personnel Salaries: 1000-1999, Base: $5,500 f. & g. Employee Certificated Benefits 3000-3999, Base: $2178 f. & g. Other Services 5000-5999, Base: $50,330

f. & g. Certificated Staff Hourly 1000-1999:Base $6,689 f. & g. Certificated Teacher Subs Personnel Salaries: 1000-1999, Base: $5,660 f. & g. Employee Certificated Benefits 3000-3999, Base $2,010 f. & g. Other Services 5000-5999, Base: $51,799

b. Certificated Salaries 1000-1999: $37,000 b. Employee Benefits 3000-3999: $7,401 b. Books and Supplies 4000-4999: $1,000

Amount $976,823 $976,823 Source Parcel Tax $976,823 Budget Reference

b. Certificated Salaries 1000-1999: $821,000 b. Employee Benefits 3000-3999: $147,273 b. Books and Supplies 4000-4999: $3,000

Amount $292,102 $292,102 Source Supplemental $292,102 Budget Reference

d. Certificated Salaries 1000-1999: $240,500 d. Employee Benefits 3000-3999: $48,102 d. Books and Supplies 4000-4999: $3,500

86/358

Page 84 of 161

Amount $214,385 $214,385 Source Base $214,385 Budget Reference

e. Certificated Salaries 1000-1999: $65,500 e. Classified Salaries 2000-2999: $21,000 e. Employee Benefits 3000-3999: $18,885 e. Books and Supplies 4000-4999: $79,000 e. Contracted Services 5000-5999: $30,000

Amount $118,963 $118,963 Source Federal $118,963 Budget Reference

e. Certificated Salaries 1000-1999: $74,000 e. Classified Salaries 2000-2999: $22,000 e. Employee Benefits 3000-3999: $20,963 e. Books and Supplies 4000-4999: $1,000 e. Contracted Services 5000-5999: $1,000

87/358

Page 85 of 161

Amount $288,000 $288,000 Source Base $288,000 Budget Reference

f. Certificated Salaries 1000-1999: $190,000 f. Employee Benefits 3000-3999: $30,932 f. Contracted Services 5000-5999: $60,000

Action 2 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from All, Students with Disabilities, or Specific Student Groups)

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

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

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from English Learners, Foster Youth, and/or Low Income)

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

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

X English Learners X Limited to Unduplicated Student Group(s) X All Schools

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

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

Select from New, Modified, or Unchanged for 2019-20

X New Action X Modified Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.2 Provide support to English Language Learner students and their parents. (State Priority 3B)

1.2 Provide support to English Language Learner students and their parents. (State Priority 3B)

1.2 Provide support to English Language Learner students and their parents. (State Priority 3B)

88/358

Page 86 of 161

a. Renew 60 licenses with a 3 year contract and provide 10 additional Licenses for software (Rosetta Stone) (State Priority 2B) b. Continue EL support staff at elementary schools, continue ELD support at Wells, Fallon and DHS (State Priority 2B and G) c. Purchase instructional materials for English Learners K-5 aligned to the ELA/ELD standards. (State Priority 2B) d.Continue providing ongoing training for K-12 GLAD teacher leaders on strategies for EL students; Training in Guided Language Acquisition and Development (GLAD). (State Priority 2B) Provide after school workshops on Integrated and Designated ELD and GLAD strategies to teachers in K-12 Provide training to teachers on the district Reclassification criteria and strategies to help students meet proficiency requirements e. Continue increasing parental participation in site level English Language Advisory Committee meetings, District English Language Advisory Committee meetings, and in English Language Learner Parent Information evenings. (state Priority 3G)Provide after school training for parents on Literacy skills to support students at home. Continue hosting annual EL Parent Nights focusing on literacy skills, Common Core, SBAC

a. Provide additional licenses for software, as needed (Rosetta Stone) (State Priority 2B) b. Continue EL support staff at elementary schools, continue ELD support at Wells, Fallon and DHS. Review enrollment data to determine need for ELD support for Cottonwood Creek. (State Priority 2B and G) c. Provide access to training and support for teachers in implementation of ELD instructional materials (State Priority 2B) d Provide access to ongoing after school workshops on Integrated and Designated ELD and GLAD strategies to teachers in K-12 Provide summer training for select K-6 teachers on GLAD strategies during summer school in a train-the-trainer model. Provide ongoing training to teachers on the district Reclassification criteria and strategies to help students meet proficiency requirements (State Priority 2B) e. Continue increasing parental participation in site level English Language Advisory Committee meetings, District English Language Advisory Committee meetings, and in English Language Learner Parent Information evenings. (state Priority 3G)

a. Provide additional licenses for software, as needed (Rosetta Stone) (State Priority 2B) b. Continue EL support staff at elementary schools, continue and identify other sites in need. (State Priority 2B and G) c. Continue access to training and support for teachers in implementation of ELD instructional materials (State Priority 2B) d. Provide ongoing after school workshops on Integrated and Designated ELD and GLAD strategies to teachers in K-12 Provide ongoing training for staff on the district reclassification criteria and strategies to help students meet proficiency requirements (State Priority 2B) e. Continue increasing parental participation in site level English Language Advisory Committee meetings, District English Language Advisory Committee meetings, and in English Language Learner Parent Information evenings. (state Priority 3G) Continue providing after school training for parents on Literacy skills to support

89/358

Page 87 of 161

information, Resources for helping students at home, Information on California Dashboard, etc. in April. f. Continue increasing the quantity and quality of translation communications in the district. (State Priority 3B)

Continue providing after school training for parents on Literacy skills to support students at home. Continue hosting multiple EL Parent Nights. f. Maintain translation communications in the district. (State Priority 3B)

students at home. Continue hosting multiple EL Parent Nights. f. Maintain translation communications in the district. (State Priority 3B)

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $25,000 $25,730 $30,000 $25,000 $25,730 $30,000 Source Federal Federal Federal $25,000 $25,730 $30,000 Budget Reference

a. Software License - Rosetta Stone 5000-5999: Books And Supplies Federal Title III $25,000

a. Software License - Rosetta Stone 5000-5999: Books and Supplies Federal Title III: $25,730

a. Contracted Services 5000-5999: $30,000

90/358

Page 88 of 161

Amount $1,067,377 $1,078,107 $766,926 $1,067,377 $1,078,107 $766,926 Source Supplemental Supplemental Base $1,067,377 $1,078,107 $766,926 Budget Reference

b. EL Services 1000-1999: Certificated Personnel Salaries Supplemental $833,253 b. EL Services 3000-3999: Certificated Benefits: Supplemental $151,235 b. EL Services 2000-2999: Classified Salaries Supplemental: $60,871 b. Benefits EL Classified 3000-3999: Employee Benefits Supplemental $15,656 b. EL Books & Supplies Supplemental 4000-4999: $6362

b. EL Services 1000-1999: Certificated Personnel Salaries Supplemental $857,583 b. EL Services 3000-3999: Certificated Benefits: Supplemental $139,614 b. EL Services 2000-2999: Classified Salaries Supplemental: $62,648 b. Benefits EL Classified 3000-3999: Employee Benefits Supplemental $11,715 b. EL Books & Supplies Supplemental 4000-4999: $6,547

b. Certificated Salaries 1000-1999: $629,000 b. Employee Benefits 3000-3999: $127,026 b. Books and Supplies 4000-4999: $10,900

Amount $10,000 $10,292 $2,428 $10,000 $10,292 $2,428 Source Supplemental Supplemental Federal $10,000 $10,292 $2,428 Budget Reference

c. ES adoption 4000-4999: Books And Supplies Supplemental: $10,000

c. ES adoption 4000-4999: Books and Supplies: Supplemental: $10,292

b. Certificated Salaries 1000-1999: $2,000 b. Employee Benefits 3000-3999: $428

91/358

Page 89 of 161

Amount $64,522 $66,019 $162,599 $64,522 $66,019 $162,599 Source Federal Federal Federal $64,522 $66,019 $162,599 Budget Reference

d. GLAD training 5800: Professional/Consulting Services And Operating Expenditures Federal Title III $10,000 d. Teacher Stipends 1000-1999 Certificated Personnel Salaries Federal Title III $20,000 d. Benefits 3000-3999: Employee Benefits Federal Title III $3,630 d. Materials 4000-4999: Books And Supplies Federal Title III $26,000 d. Other Services 5000-5999 Federal Title III: $3800 d. Other Outgo 7000-7999 Federal Title III: $1,092

d. GLAD training 5800: Professional/Consulting Services And Operating Expenditures Federal Title III; $ 10,292 d. Teacher Stipends 1000-1999 Certificated Personnel Salaries Federal Title III: $20,584 d. Benefits 3000-3999: Employee Benefits Federal: Title III: $3,351 d. Materials 4000-4999: Books and Supplies Federal Title III: $26,759 d. Other Services 5000-5999 Federal Title III : $3,910 d. Other Outgo 7000-7999 Federal Title III: $1,123

b. Certificated Salaries 1000-1999: $130,500 b. Employee Benefits 3000-3999: $26,099 b. Books and Supplies 4000-4999: $6,000

Amount $1,000 $1,029 $17,999 $1,000 $1,029 $17,999 Source Federal Federal Federal $1,000 $1,029 $17,999 Budget Reference

e. & F. Translation Services 4000-4999, Books and Supplies Federal Title III $1,000

e. & f. Translation Services 4000-4999, Books and Supplies: Federal Title III: $1,029

c. Certificated Salaries 1000-1999: $15,000 c. Employee Benefits 3000-3999: $2,999

92/358

Page 90 of 161

Amount $2,500 $2,573 $42,000 $2,500 $2,573 $42,000 Source Base Base Federal $2,500 $2,573 $42,000 Budget Reference

e. & f. Contracted Services 5000-5999 Base: $2,500

e. & f. Contracted Services 5000-5999 Base: $2,573

d. Certificated Salaries 1000-1999: $30,000 d. Employee Benefits 3000-3999: $6,000 d. Contracted Services 5000-5999: $6,000

Amount $4,000 $4,000 Source Base $4,000 Budget Reference

e. Books and Supplies 4000-4999: $3,000 e. Contracted Services 5000-5999: $1,000

Amount $6,200 $6,200 Source Federal $6,200 Budget Reference

f. Certificated Salaries 1000-1999: $1,000 f. Employee Benefits 3000-3999: $200 f. Contracted Services 5000-5999: $5,000

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

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

93/358

Page 91 of 161

X Students with Disabilities X All Schools

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from English Learners, Foster Youth, and/or Low Income)

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

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

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

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

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

Select from New, Modified, or Unchanged for 2019-20

X New Action X Modified Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.3 Special Education a Continue to expand SPED staff training and standardize classroom practices to support revision and development of research-based reading, English Language Arts and mathematics curriculum for grades K-5. (State Priority 7C) b. Continue to expand special education staff training and standardize classroom practices to support revision and development of research-based reading, English Language Arts and mathematics curriculum for grades 6-12. (State Priority 7C) c. Provide licenses and software for Read 180/System 44 and Pilot Math programs. (State Priority 7C)

1.3 Special Education a. Provide training to new staff and continue to support special education teachers in implementing the intervention curriculum in English language arts and mathematics for K-12. (State Priority 7C) b. Maintain appropriate licenses and software for the Read 180/System 44 program for all mild/moderate and resource specialist specialist classrooms. (State Priority 7C) c. Maintain the Moving with Math materials for all mild/moderate and resource specialist classrooms. Provide additional training, as needed. (State Priority 7C)

1.3 Special Education a. Provide training to new staff and continue to support special education teachers in implementing the intervention curriculum in English language arts and mathematics for K-12. (State Priority 7C) b. Maintain appropriate licenses and software for the Read 180/System 44 program for all mild/moderate and resource specialist specialist classrooms. (State Priority 7C) c. Maintain the Moving with Math materials for all mild/moderate and resource specialist classrooms. Provide additional training, as needed. (State Priority 7C)

94/358

Page 92 of 161

d. All credentialed Special education staff (Pre K – through Age 22) will receive additional days of training in IEP development related to essential standards, California Standards, and executive functioning. (State Priority 7R) e. Teachers of moderate/severe programs will continue to receive curriculum support and training in scientifically-based instructional practices. (State Priority 7C) f. Develop a baseline and analyze student performance and progress through analysis of SBAC and California Alternate Assessment data (No Direct Cost) g. All secondary staff will receive training that focuses on developing Individualized Transition Plans that will lead to students graduating in four years. h. Provide release time as needed for support and training of general education teachers serving students mainstreamed in the general education classroom. i. Administrators and staff will receive training on alternatives to suspension, positive behavior intervention, and crisis management.

d. All credentialed special education staff (Pre-K through Age 22) will receive training in IEP development and teaching methodology related to Universal Design for Learning (UDL). (State Priority 7R) e. Teachers of moderate/severe programs will continue to receive curriculum support and training in scientifically-based instructional practices. This will include maintenance of current curriculum (Unique Learning Systems), release time for collaboration and purchase of Teach Town Basics and Social Skills (State Priority 7C). f. Continue to analyze student performance and progress through analysis of SBAC and California Alternative Assessment. g. All secondary staff will continue to receive continued training that focuses on developing Individualized Transition Plans that will lead to students graduating in four years. h. Continue to provide support and training for general education teachers serving students with disabilities in mainstream classrooms. i. Administrators and staff will continue to receive training on alternatives to suspension, positive behavior intervention, and crisis management.

d. All credentialed special education staff (Pre-K through Age 22) will receive training in IEP development and teaching methodology related to Universal Design for Learning (UDL). (State Priority 7R) e. Teachers of moderate/severe programs will continue to receive curriculum support and training in scientifically-based instructional practices. This will include maintenance of current curriculum (Unique Learning Systems), release time for collaboration and purchase of Teach Town Basics and Social Skills (State Priority 7C). f. Continue to analyze student performance and progress through analysis of SBAC and California Alternative Assessment. g. All secondary staff will continue to receive continued training that focuses on developing Individualized Transition Plans that will lead to students graduating in four years. h. Continue to provide support and training for general education teachers serving students with disabilities in mainstream classrooms. i. Administrators and staff will continue to receive training on alternatives to suspension, positive behavior intervention, and crisis management.

95/358

Page 93 of 161

j. Increase special education student inclusion and access to appropriate music and arts instruction.

j. Continue special education student inclusion and access to appropriate music and arts instruction, where appropriate.

j. Increase special education student inclusion and access to appropriate music and arts instruction, where appropriate.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $57,100 $58,766 $12,099 $57,100 $58,766 $12,099 Source Base Base Other $57,100 $58,766 $12,099 Budget Reference

a. and b. Textbooks & Supplies 4000-4999: Special Ed Funds: Base: $40,700 a. and b. Other Services 5000-5999: Base: $16,400

a. and b. Textbooks & Supplies 4000-4999: Special Ed Funds: $41,888 a. and b. Other Services 5000-5999: $16,878

a. Certificated Salaries 1000-1999: $10,250 a. Employee Benefits 3000-3999: $1,849

Amount $78,000 $80,277 $30,000 $78,000 $80,277 $30,000 Source Base Base Other $78,000 $80,277 $30,000 Budget Reference

c. Other Services 5000-5999: Software and Licensing: Base $78,000

c. Other Services 5000-5999: Software and Licensing: $80,277

b. Contracted Services 5000-5999: $10,000

96/358

Page 94 of 161

Amount $22,366 $22,736 $5,000 $22,366 $22,736 $5,000 Source Base Base Other $22,366 $22,736 $5,000 Budget Reference

d. Certificated SPED Teacher Stipend: Certificated Salaries- 1000-1999: Base: $7259 d. Certificated Personnel Salaries: Hourly, :1000-1999: Base $2,250 d. Certificated Teacher Subs Personnel Salaries, 1000-1999: Base: $5,000 d. Certificated Benefits, 3000-3999, Base: $2,634 d. Professional Consulting Services: 5000-5999, Base: $5,223

d. Certificated SPED Teacher Stipend: Certificated Salaries – 1000-1999: $7,470 d. Certificated Personnel Salaries: Hourly 1000-1999: $2,315 d. Certificated Teacher Subs Personnel Salaries 1000-1999: $5,146 d. Certificated Benefits, 3000-3999, Base: $2,430 d. Professional Consulting Services: $5,375

c. Books and Supplies 4000-4999: $5,000

Amount $3,000 $3,000 Source Other $3,000 Budget Reference

d. Certificated Salaries 1000-1999: $3,000

Amount $1,800 $1,800 Source Other $1,800 Budget Reference

e. Certificated Salaries 1000-1999: $1,800

97/358

Page 95 of 161

Amount $2,000 $2,000 Source Other $2,000 Budget Reference

f. Certificated Salaries 1000-1999: $2,000

Amount $5,505 $5,505 Source Other $5,505 Budget Reference

"h. Certificated Salaries 1000-1999: $4,500

Amount $5,000 $5,000 Source Other $5,000 Budget Reference

i. Contracted Services 5000-5999: $5,000

Action 4 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from All, Students with Disabilities, or Specific Student Groups)

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

X All X All Schools

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from English Learners, Foster Youth, and/or Low Income)

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

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

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

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

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

Select from New, Modified, or Unchanged for 2019-20

98/358

Page 96 of 161

X New Action X Modified Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.4 Professional Development a.Provide release time for teacher leaders and department chairs to lead Lesson Study Cycles to support implementation of Instruction aligned to the Next Generation Science Standards, CCSS, VAPA standards and the new CA HSS Framework(State Priority 2A) b. Provide instructional coaches for all teachers K-12 to build capacity for excellence in teaching strategies, focused on inclusion, effective intervention, and implementation of Common Core State Standards, Next Generation Science Standards, the new CAHSS Framework, and VAPA Standards (State Priority 1 A-C). c. Expand teacher training for mainstreaming, co-teaching, inclusion, differentiated instruction, Universal Design, and integrated ELD strategies. (State Priority 2A) d. Provide Professional Development on 2 District-wide professional development days to support implementation of Instruction aligned to the Next Generation Science Standards, CCSS, VAPA

1.4 Professional Development a. Provide release/meeting time for teacher leaders and department chairs to lead Lesson Study Cycles and Instructional Rounds to support implementation of Instruction aligned to the Next Generation Science Standards, CCSS, VAPA standards and the new CA HSS Framework(State Priority 2A) b. Provide instructional coaches for teachers K-12 to assist in building capacity for excellence in teaching strategies, focused on inclusion, effective intervention, and implementation of Common Core State Standards, Next Generation Science Standards, the new CAHSS Framework, and VAPA Standards (State Priority 1 A-C). c. Continue teacher training for instructional strategies including: mainstreaming, co-teaching, inclusion, differentiated instruction, Universal Design, and integrated ELD strategies. (State Priority 2A) d. Provide Professional Development on two District-wide professional development days to support implementation of Instruction aligned to the Next Generation

1.4 Professional Development a. Provide instructional coaches for teachers K-12 to assist in building capacity for excellence in teaching strategies, focused on inclusion, effective intervention, and implementation of Common Core State Standards, Next Generation Science Standards, the CA HSS Framework, and/or VAPA Standards (State Priority 1 A-C). b. Provide release time for teacher leaders and department chairs to lead Lesson Study Cycles and Instructional Rounds to support implementation of Instruction aligned to the Next Generation Science Standards, CCSS, VAPA standards and the CA HSS Framework(State Priority 2A) c. . Continue to expand teacher training for instructional strategies including: mainstreaming, co-teaching, inclusion, differentiated instruction, Universal Design, and integrated ELD strategies. (State Priority 2A) d. Provide Professional Development on 2 District-wide professional development days to support implementation of Instruction aligned to the Next Generation Science Standards, CCSS, VAPA

99/358

Page 97 of 161

standards and the New CA HSS Framework (State Priority 2A) e. Provide voluntary release days to grade 6-12 course teams to plan, implement, and reflect on Common Core aligned instruction aligned to shifts in CCSS Math and Literacy and shifts in NGSS. (State Priority 2A) f. Provide TV/TIP Coaches and funding for new and Aspiring Leadership Academy TV/TIP to support the development of new teachers, (State Priority 1A) g. Provide release days of PD and instructional planning time to secondary History Social Studies course teams to plan, implement, and reflect on instruction aligned to the new CA History Social Studies framework (State Priority 2A).

Science Standards, CCSS, VAPA standards and/or the New CA HSS Framework (State Priority 2A) e. Access to Release Time to grade 6-12 course teams to plan, implement, and reflect on Common Core aligned instruction aligned to shifts in CCSS Math and Literacy and shifts in NGSS. (State Priority 2A) f. Provide funding for training for TV/TIP teachers to support the development of new teachers, (State Priority 1A)

standards and the New CA HSS Framework (State Priority 2A) e. Access to Release Time to grade 6-12 course teams to plan, implement, and reflect on Common Core aligned instruction aligned to shifts in CCSS Math and Literacy and shifts in NGSS. (State Priority 2A) f. Provide funding for training for TV/TIP teachers to support the development of new teachers, (State Priority 1A)

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $92,261 $93,451 $1,321,602 $92,261 $93,451 $1,321,602 Source Other Other Base $92,261 $93,451 $1,321,602 Budget Reference

a. Certificated Personnel Salary Hourly Teacher effectiveness: 1000-1999, State Grant: $78,088 a. Certificated Personnel Benefits Hourly Teacher effectiveness: 3000-3999, State Grant: $14,173

a. Certificated Personnel Salary Hourly Teacher Effectiveness: 1000-1999, Other : $80,368 a. Certificated Personnel Benefits Hourly Teacher Effectiveness: 3000-3999, Other: $13,083

a. Certificated Salaries 1000-1999: $1,098,000 a. Employee Benefits 3000-3999: $219,602 a. Contracted Services 5000-5999: $4,000

100/358

Page 98 of 161

Amount $437,776 $443,427 $4,123 $437,776 $443,427 $4,123 Source Base Base Base $437,776 $443,427 $4,123 Budget Reference

b. Coaches’ Salaries (3.8 Coaches) 1000-1999: Base: $370,526 b. Employee Benefits 3000-3999: Base: $67,250

b. Coaches' Salaries (3.8 Coaches) 1000-1999: Base: $381,345 b. Employee Benefits 3000-3999: Base: $62,082

b. Certificated Salaries 1000-1999: $3,500 b. Employee Benefits 3000-3999: $623

Amount 168,067 $170,236 $23,000 168,067 $170,236 $23,000 Source Parcel Tax Parcel Tax Base 168,067 $170,236 $23,000 Budget Reference

b. Coaches Salary (1.6 Coach) 1000-1999: Parcel Tax: $142,249 b. Employee Benefits 3000-3999: Parcel Tax: $25,818

b. Coaches Salary (1.6 Coach) 1000-1999: Parcel Tax: $146,402 b. Employee Benefits 3000-3999: Parcel Tax: $23,834

d. Books and Supplies 4000-4999: $3,000 d. Contracted Services 5000-5999: $20,000

Amount 18,765 $19,327 $480,000 18,765 $19,327 $480,000 Source Other Other Base 18,765 $19,327 $480,000 Budget Reference

c. Certificated Personnel Salaries 1000-1999: State Grant: $1,100 c. Employee Benefits 3000-3999, State Grant: $165 c. Books & Supplies 4000-4999, State Grant: $7,500 c. Other Services 5000-5999, State Grant: $10,000

c. Certificated Personnel Salaries 1000-1999: Other: $1,132 c. Employee Benefits 3000-3999, Other: $184 c. Books & Supplies 4000-4999, Other: $ 7,719 c. Other Services 5000-5999, Other: $10,292

f. Certificated Salaries 1000-1999: $400,000 f. Employee Benefits 3000-3999: $80,000

101/358

Page 99 of 161

Amount 27,434 $27,788 27,434 $27,788 Source Other Other 27,434 $27,788 Budget Reference

e. Certificated Personnel Salary Hourly 1000-1999 Teacher Effectiveness: State Grant: $23,220 e. Certificated Personnel Benefits 3000-3999 Hourly Teacher Effectiveness: State Grant: $4,214

e. Certificated Personnel Salary Hourly 1000-1999 Teacher Effectiveness: Other: $23,898 e. Certificated Personnel Benefits 3000-3999 Hourly Teacher Effectiveness: Other : $3,890

Amount 397,431 $402,562 397,431 $402,562 Source Base Base 397,431 $402,562 Budget Reference

f. Certificated Personnel Salaries 1000-1999 Base: $336,379 f. Employee Benefits 3000-3999: Base: $61,053

f. Certificated Personnel Salaries 1000-1999 Base: $346,201 f. Employee Benefits 3000-3999: Base: $56,361

Amount 77,524 $78,100 77,524 $78,100 Source Federal Federal 77,524 $78,100 Budget Reference

f. Certificated Personnel Salaries 1000-1999: Federal Title II: $65,621 f. Employee Benefits 3000-3999 Federal Title II: $11,903

f. Certificated Personnel Salaries 1000-1999: Federal : $67,166 f. Employee Benefits 3000-3999 Federal: $10,934

102/358

Page 100 of 161

Amount 20,575 $20,840 20,575 $20,840 Source Other Other 20,575 $20,840 Budget Reference

g. Certificated Personnel Salary Hourly 1000-1999, Teacher Effectiveness, State Grant:$17,415 g. Certificated Personnel Benefits 3000-3999 Teacher Effectiveness, State Grant: $3,160

g. Certificated Personnel Salary Hourly 1000-1999, Teacher Effectiveness, Other: $17,923 g. Certificated Personnel Benefits 3000-3999 Teacher Effectiveness, Other: $2,917

Action 5 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from All, Students with Disabilities, or Specific Student Groups)

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

X All [Add Students to be Served selection here]

X All Schools Specific Grade Spans: 3-12 [Add Location(s) selection here]

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from English Learners, Foster Youth, and/or Low Income)

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

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

X English Learners X Foster Youth X Low Income [Add Students to be Served selection here]

X LEA-wide [Add Scope of Services selection here]

Specific Grade Spans: 6-12 [Add Location(s) selection here]

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

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

Select from New, Modified, or Unchanged for 2019-20

X New Action X Modified Action X Unchanged Action

103/358

Page 101 of 161

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.5 College and Career Readiness a. Create two part time classified student liaison position for outreach and course planning to students and families in high school and in middle school to increase the number of students who will meet all requirements necessary to be college eligible. (State Priority 4 A-G) b. Maintain AVID sections in the two middle schools and Dublin High School with increased professional development of strategies. (State Priority 8). c. Increase participation in Concurrent/Dual, Online, and Middle College programs. (State Priority 7B State Priority 4G) d. Increase the number of courses at DHS and Valley that are articulated for students to receive college credit. e. Increase participation in Grade 8, 9, and 10 PSAT/NMSQT by offering these exams free of charge to students. Advertise the test prep programs to each family via electronic means. (State Priority 4C)

1.5 College and Career Readiness a. Create a classified student liaison position for outreach and course planning to students and families in high school and in middle school to increase the number of students who will meet all requirements necessary to be college eligible. (State Priority 4 A-G) b. Maintain AVID sections at the two middle schools and Dublin High School with increased professional development provided by AVID coordinator. (State Priority 8). c. Maintain participation and budget allocation for Concurrent/Dual, Online, and Middle College programs. (State Priority 7B State Priority 4G) d. Increase the number of courses at DHS and Valley that are articulated for students to receive college credit. e. Increase participation in Grade 8, 9, and 10 PSAT/NMSQT by offering these exams. Explore additional financial support in order to offer free of charge to students. Advertise the test prep programs to each family via electronic means. (State Priority 4C)

1.5 College and Career Readiness a. Maintain a student liaison position for outreach and course planning to students and families in high school and in middle school to increase the number of students who will meet all requirements necessary to be college eligible. (State Priority 4 A-G) b. Maintain AVID sections at the two middle schools and Dublin High School with increased professional development of strategies. (State Priority 8). c. Maintain participation in Concurrent/Dual, Online, and Middle College programs. (State Priority 7B State Priority 4G) d. Increase the number of courses at DHS and Valley that are articulated for students to receive college credit. e. Increase participation in Grade 8, 9, and 10 PSAT/NMSQT by offering these exams. Explore additional financial support in order to offer free of charge to students. Advertise the test prep programs to each family via electronic means. (State Priority 4C)

104/358

Page 102 of 161

f. Increase participation in Grade11 PSAT/NMSQT and Grade 12 SAT w/essay by offering these exams free of charge to students. Advertise the test prep programs to each family via electronic means. (State Priority 4C)

f. Increase participation in Grade11 PSAT/NMSQT and Grade 12 SAT w/essay by offering these exams free of charge to students, pending external funding. Advertise the test prep programs to each family via electronic means. (State Priority 4C)

f. Increase participation in Grade11 PSAT/NMSQT and Grade 12 SAT w/essay by offering these exams free of charge to students, pending external funding. Advertise the test prep programs to each family via electronic means. (State Priority 4C)

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $35,433 $37,346 $349,406 $35,433 $37,346 $349,406 Source Other Other Supplemental $35,433 $37,346 $349,406 Budget Reference

a. Classified Personnel Salaries 1000-1999: State Grant: $30,571 a. Classified Employee Benefits 3000-3999: State Grant: $4,862

a. Classified Personnel Salaries 1000-1999: Other: $31,463 a. Classified Employee Benefits 3000-3999: Other: $5,883

a. Classified Personnel Salaries 1000-1999: Other: $32,281 a. Classified Employee Benefits 3000-3999 Other: $6,972

105/358

Page 103 of 161

Amount $76,199 $77,084 $79,799 $76,199 $77,084 $79,799 Source Supplemental Supplemental Supplemental $76,199 $77,084 $79,799 Budget Reference

b. AVID Certificated Salaries 1000-1999: Supplemental: $39,600 b. AVID Employee Benefits 3000-3999: Supplemental: $7,187 b. AVID Classified Salaries 2000-2999: Supplemental: $10,000 b. AVID Employee Benefits 3000-3999: Supplemental: $2,572 b. AVID Books & Supplies 4000-4999: Supplemental: $11,840 b. AVID Other Services 5000-5999: Supplemental: $5,000

b. AVID Certificated Salaries 1000-1999: Supplemental: $40,756 b. AVID Employee Benefits 3000-3999: Supplemental: $6,635 b. AVID Classified Salaries 2000-2999: Supplemental: $10,292 b. AVID Employee Benefits 3000-3999: Supplemental: $1,924 b. AVID Books & Supplies 4000-4999: Supplemental: $12,185 b. AVID Other Services 5000-5999: Supplemental $5,292

b. Certificated Salaries 1000-1999: $226,000 b. Classified Salaries 2000-2999: $20,000 b. Employee Benefits 3000-3999: $50,006 b. Books and Supplies 4000-4999: $10,000 b. Contracted Services 5000-5999: $42,400

Amount $20,320 $20,929 $213,405 $20,320 $20,929 $213,405 Source Other Other Base $20,320 $20,929 $213,405 Budget Reference

e. Professional Services 5000-5999 State Grant: $20,320

e. Professional Services 5000-5999 Other: $20,929

Amount $31,204 $32,140 $54,500 $31,204 $32,140 $54,500 Source Other Other Other $31,204 $32,140 $54,500 Budget Reference

e. Professional Services 5000-5999 State Grant: $31,204

e. Professional Services 5000-5999 Other: $32,140

c. Books and Supplies 4000-4999: $34,000 c. Contracted Services 5000-5999: $20,500

106/358

Page 104 of 161

Amount $90,545 $50,000 $90,545 $50,000 Source Base Other $90,545 $50,000 Budget Reference

5800: Professional/Consulting Services And Operating Expenditures $90,545 Middle College expenses-TriValley ROP

e. Books and Supplies 4000-4999: $50,000

Action 6 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from All, Students with Disabilities, or Specific Student Groups)

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

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

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from English Learners, Foster Youth, and/or Low Income)

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

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

X English Learners X Foster Youth X Low Income

X Schoolwide Specific Schools: Dublin HS and Valley HS Specific Grade Spans: 9-12

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

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

Select from New, Modified, or Unchanged for 2019-20

X Modified Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.6 Open Access to a Broad Range of Study

1.6 Open Access to a Broad Range of Study a. Prepare, enroll, and support more under-represented students in high level

1.6 Open Access to a Broad Range of Study a. Prepare, enroll, and support more under-represented students in high level

107/358

Page 105 of 161

a. Prepare, enroll, and support more under-represented students in high level courses. Such as: AP, Honors, CTE Capstone Courses, Industry Recognized Certification programs. b. Identify and recruit eligible underrepresented students in AP and Honors course based on increased participation in the PSAT/SAT. c. Increase parent awareness and student recruitment to ensure our pathways, accelerated courses, and specialized programs are more representative of each school’s diverse student body. (No Direct Cost) d. Increase teacher training to focus on course relevancy (i.e. Portfolios, Inquiry Based Labs, Tele-Conferencing) (Funding Represented in Actions/Services 1.4) e. Provide Career Technical Education courses at all high schools, Adult Education, and ROP. Increase advertising of these courses. (State Priority 7A-C)

courses, such as: AP, Honors, CTE Capstone Courses, Industry Recognized Certification programs. b. Identify and recruit eligible underrepresented students in AP and Honors course based on increased participation in the PSAT/SAT. c. Increase parent awareness and student recruitment to ensure our pathways, accelerated courses, and specialized programs are more representative of each school’s diverse student body. (No Direct Cost) d. Increase teacher training to focus on open access (i.e. instructional scaffolding, instructional strategies, technology) (Funding Represented in Actions/Services 1.4) e. Provide Career Technical Education courses at all high schools, Adult Education, and ROP. Increase promotion of these courses. (State Priority 7A-C)

courses, such as: AP, Honors, CTE Capstone Courses, Industry Recognized Certification programs. b. Identify and recruit eligible underrepresented students in AP and Honors course based on increased participation in the PSAT/SAT. c. Increase parent awareness and student recruitment to ensure our pathways, accelerated courses, and specialized programs are more representative of each school’s diverse student body. (No Direct Cost) d. Increase teacher training to focus on open access (i.e. instructional scaffolding, instructional strategies, technology) (Funding Represented in Actions/Services 1.4) e. Provide Career Technical Education courses at all high schools, Adult Education, and ROP. Increase promotion of these courses. (State Priority 7A-C)

Budgeted Expenditures

108/358

Page 106 of 161

Year 2017-18 2018-19 2019-20 Amount $466,659 $473,544 $25,000 $466,659 $473,544 $25,000 Source Base Base Base $466,659 $473,544 $25,000 Budget Reference

a. CTE Certificated Personnel Salaries 1000-1999: Base: $311,699 a. CTE Classified Personnel Salaries 2000-2999: Base: $10,238 a. CTE Employee Certificated Benefits 3000-3999: Base $56,573 a. CTE Employee Classified Benefits 3000-3999: Base: $2633 a. CTE Books & Supplies 4000-4999: Base: $58,399 a. CTE Other Services 5000-5999: Base: $27,117

a. CTE Certificated Personnel Salaries 1000-1999: Base: $320,800 a. CTE Classified Personnel Salaries 2000-2999: Base: $10,536 a. CTE Employee Certificated Benefits 3000-3999: Base: $52,226 a. CTE Employee Classified Benefits 3000-3999: Base: $1,970 a. CTE Books & Supplies 4000-4999: Base: $60,104 a. CTE Other Services 5000-5999: Base: $27,908

a. 5000-5999: $25,000

Amount $122,341 $125,835 $862,697 $122,341 $125,835 $862,697 Source Other Other Base $122,341 $125,835 $862,697 Budget Reference

a. CTE Certificated Personnel Salaries 1000-1999: State Grant:$39,180 a. CTE Employee Benefits 3000-3999: State Grant: $7,111 a. CTE Books & Supplies 4000-4999: State Grant: $40,400 a. CTE Other Services 5000-5999: State Grant: $35,650

a. CTE Certificated Personnel Salaries 1000-1999: Other: $40,324 a. CTE Employee Benefits 3000-3999: Other: $7,242 a. CTE Books & Supplies 4000-4999: Other: $41,579 a. CTE Other Services 5000-5999: Other: $36,690

e. CTE Books & Supplies 4000-4999: Base: $26,300 e. CTE Other Services 5000-5999: Base: $28,500 e. CTE 7000-7999: $807,897

109/358

Page 107 of 161

Amount $12,700 $12,700 Source Federal $12,700 Budget Reference

e. 1000-1999: $5,500 e. 3000-3999: $2,100 e. 5000-5999: $5,100

Action 7 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from All, Students with Disabilities, or Specific Student Groups)

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

X All X All Schools

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from English Learners, Foster Youth, and/or Low Income)

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

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

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

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

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

Select from New, Modified, or Unchanged for 2019-20

X New Action X Modified Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.7 Support for Board Approved Arts 3 Year Plan a. Audit sections/staff for Orchestra, Band, Choir, Visual and Media Arts, Dance, and Drama at Elementary and Middle Schools to ensure equitable offerings and a

1.7 Support for Board Approved Arts 3 Year Plan a. Audit sections/staff for Orchestra, Band, Choir, Visual and Media Arts, Dance, and Drama at Elementary and Middle Schools to ensure equitable offerings and a

1.7 Support for Board Approved Arts 3 Year Plan a. Audit sections/staff for Orchestra, Band, Choir, Visual and Media Arts, Dance, and Drama at Elementary and Middle Schools to ensure equitable offerings and a

110/358

Page 108 of 161

balanced program at each school site (drama, dance, music, visual/media arts, production) (State Priority 7A-B) b. Explore, develop, and implement extra curricular opportunities to support the 3 Year VAPA Plan. c. Conduct informational nights at Wells Middle School and Fallon middle school to ensure parents are informed of all choices for electives. d. Maintain sections/staff for Orchestra, Band, Choir, Visual and Media Arts, Dance, and Drama to develop a comprehensive Arts program K-12 (drama, dance, music, visual/media arts, production) (State Priority 7A-B)

balanced program at each school site (drama, dance, music, visual/media arts, production) (State Priority 7A-B) b. Explore, develop, and implement extra curricular opportunities to support the 3 Year VAPA Plan. c. Conduct informational nights as part of other events at Wells Middle School and Fallon middle school to ensure parents are informed of all choices for electives. d. Provide additional sections/staff for Orchestra, Band, Choir, Visual and Media Arts, Dance, and Drama to develop a comprehensive Arts program K-12 (drama, dance, music, visual/media arts, production) as needed to accommodate for student growth (possible 1.8 FTE) (State Priority 7A-B) e. Increase district communication about the value of a well-rounded educational experience, including the arts. (State Priority 7A-B) f. Host additional arts-related events, including through partnerships, to promote the arts and add to the programming that parents are aware of in DUSD and in the greater community.

balanced program at each school site (drama, dance, music, visual/media arts, production) (State Priority 7A-B) b. Explore, develop, and implement extra curricular opportunities to support the 3 Year VAPA Plan. c. Conduct informational nights as part of other events at Wells Middle School and Fallon middle school to ensure parents are informed of all choices for electives. d. Provide additional sections/staff for Orchestra, Band, Choir, Visual and Media Arts, Dance, and Drama to develop a comprehensive Arts program K-12 (drama, dance, music, visual/media arts, production) as needed for student growth (possible 1.8 FTE) (State Priority 7A-B). e. Increase district communication about the value of a well-rounded educational experience, including the arts.(State Priority 7A-B) f. Host additional arts-related events, including through partnerships, to promote the arts and add to the programming that parents are aware of in DUSD and in the greater community.

Budgeted Expenditures

111/358

Page 109 of 161

Year 2017-18 2018-19 2019-20 Amount $10,000 $10,239 $6,201 $10,000 $10,239 $6,201 Source Base Base Base $10,000 $10,239 $6,201 Budget Reference

b. Certificated Personnel Salaries Stipend 1000-1999: : Base: $8,557 b. Certificated Employee Benefits: 3000-3999, Base: $1,443

b. Certificated Personnel Salaries Stipend 1000-1999: : Base: $8,806 b. Certificated Employee Benefits: 3000-3999, Base: $1,433

f. Certificated Salaries 1000-1999: $1,000 f. Employee Benefits 3000-3999: $201 f. Books and Supplies 4000-4999: $5,000

Amount $0 $248,115 $0 $248,115 Source Base Base $0 $248,115 Budget Reference

No Additional Expenditures

d.Certificated Personnel Salaries:1000-1999, Parcel Tax $210,000 d. Certificated Employee Benefits:3000-3999, Parcel Tax $38,115

Action 8 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from All, Students with Disabilities, or Specific Student Groups)

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

X All X All Schools

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from English Learners, Foster Youth, and/or Low Income)

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

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

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

112/358

Page 110 of 161

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

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

Select from New, Modified, or Unchanged for 2019-20

X New Action X Modified Action

X Modified Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 1.8 Support Materials a. Purchase new Common Core and NGSS aligned core and supplemental instructional materials to ensure implementation of CCSS and NGSS-aligned curriculum for all students. (State Priority 1B) b. Provide access to instructional software to ensure implementation of CCSS, NGSS aligned curriculum, PBL, and academic intervention in Math and Literacy. (State Priority 1 B & C) c. Provide access to data management systems and provide monthly PD to site personnel on priority systems: Illuminate and Infinite Campus (State Priority 1 B & C)

1.8 Support Materials a. Explore the purchase of new Common Core and NGSS aligned core and supplemental instructional materials to ensure implementation of CCSS and NGSS-aligned curriculum for all students. (State Priority 1B) b. Provide access to digital resources to ensure implementation of CCSS, NGSS aligned curriculum, PBL, or academic intervention in Math and/or Literacy. (State Priority 1 B & C) c. Continue providing access to data management systems and provide as needed professional development to site personnel on priority systems: Illuminate and Infinite Campus. Provide foundational training on both systems for new personnel. Explore any other data management systems that might better meet the needs of our staff, students, and families. (State Priority 1 B & C)

1.8 Support Materials a. Explore the purchase of new Common Core and NGSS aligned core and supplemental instructional materials to ensure implementation of CCSS and NGSS-aligned curriculum for all students. (State Priority 1B) b. Provide access to digital resources to ensure implementation of CCSS, NGSS aligned curriculum, PBL, or academic intervention in Math and/or Literacy. (State Priority 1 B & C) c. Continue providing access to data management systems and provide as needed professional development to site personnel on priority systems: Illuminate and Infinite Campus. Provide foundational training on both systems for new personnel. Explore any other data management systems that might better meet the needs of our staff, students, and families. (State Priority 1 B & C)

Budgeted Expenditures

113/358

Page 111 of 161

Year 2017-18 2018-19 2019-20 Amount $1,600,000 $1,646,720 $ $1,600,000 $1,646,720 $ Source Lottery Lottery Base $1,600,000 $1,646,720 $ Budget Reference

a. Textbooks and Supplemental Materials 4000-4999: Lottery: $1,600,000

a. Textbooks and Supplemental Materials 4000-4999: Lottery: $

a. Books and Supplies 4000-4999

Amount $290,000 $298,468 $50,000 $290,000 $298,468 $50,000 Source Lottery Lottery Supplemental $290,000 $298,468 $50,000 Budget Reference

b. License and Other Services, Software 5000-5999 Lottery: $290,000

b. License and Other Services, Software 5000-5999 Lottery: $298,468

b. Contracted Services 5000-5999: $50,000

Amount $169,387 $174,361 $34,100 $169,387 $174,361 $34,100 Source Base Base Base $169,387 $174,361 $34,100 Budget Reference

c. Other Services 5000-5999 Illuminate License: Base: $59,790 c. Professional Services (Training) 5000-5999, Base: $9,000 c. Other Services 5000-5999 IC License: Base: $100,597

c. Other Services 5000-5999 Illuminate License: Base: $$61,535 c. Professional Services (Training) 5000-5999, Base $9,292 c. Other Services 5000-5999 IC License: Base: $103,534

c. Certificated Salaries 1000-1999: $1,000 c. Employee Benefits 3000-3999: $100 c. Contracted Services 5000-5999: $33,000

114/358

Page 112 of 161

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

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

Goal 2 Goal 2: We will provide an environment that maximizes student learning and builds resilience so that all students are engaged and supported with their social, emotional, behavioral and physical needs in a safe learning environment.

State and/or Local Priorities addressed by this goal: State Priorities: X Priority 5: Pupil Engagement (Engagement)

X Priority 6: School Climate (Engagement) Local Priorities:

Identified Need: Based on the current mission of Dublin, USD’s, “To ensure that every student becomes a lifelong learner by providing a rigorous and relevant 21st century education that builds resilience and prepares them for college and career or service to our country and for success in the global economy.” To build resilience and maximizes student learning, we have identified the need to support all students with their social, emotional, behavioral, and physical health. Developing teams with professional expertise in these areas is essential to make data based decisions that are critical to student success and are effective in engaging all students including Socio-Economically Disadvantaged Students, Foster Youth, English Language Learners and Re-designated English Language Learners in his/her path. Success will be measured by suspension and expulsion and local measurements, such as student surveys measuring student engagement factors. A. We have a need to maintain counselling support at each school and to increase training on Socio-Emotional Learning including Capturing Kid’s Hearts and on alternatives to suspension and expulsion (restorative justice) to decrease suspension and expulsion rates at every school. B. We have a need to continue to implement a comprehensive social-emotional learning curriculum and train staff members at all sites with the Capturing Kid’s Hearts and restorative justice programs. Student engagement factors will increase 5% annually in all measured grade levels.

115/358

Page 113 of 161

C. We have a need to provide training to staff members at each site on emergency procedures with more emphasis on regular lockdown drills. Student self-reporting of “Feeling Safe at School” on the Healthy Kid’s Survey will increase annually by 2% annually. (6C) D. We have a need to maintain counseling support at all schools and to maintain an attendance monitoring at sites to ensure we have a 3%or less attendance rate districtwide. These efforts will focus on our Limited English Proficient students and our Socio-economically Disadvantaged students as both of these unduplicated groups have a higher than 3% absentee rate. Expected Annual Measurable Outcomes

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

Priority 6 - School Climate A. Suspension and Expulsion Rates (<2%) B. California Healthy Kids Survey Data (Increase by 5% annually) Caring Adult Question: At my school, there is a teacher or some other adults who really cares about me. Meaningful Opportunities: At the school I have opportunities for meaningful participation.

Priority 6 - School Climate A. Suspension and Expulsion Rates (2015-16) Suspension: 2.91% Expulsion: 0% B. California Healthy Kids Survey Data (2015-16) Caring Adult Question: Grade 5: 98% Grade 7: 92% Grade 9: 90% Grade 11: 91% Meaningful Opportunities: Grade 5: 91% Grade 7: 75% Grade 9: 75% Grade 11: 70%

Priority 6 - School Climate A. Suspension and Expulsion Rates (2016-17) Suspension: 1.7% Expulsion: 0% B. California Healthy Kids Survey Data (2016-17) Caring Adult Question: Grade 5: 95% Grade 7: 91% Grade 9: 91% Grade 11: 88% Meaningful Opportunities: Grade 5: 88% Grade 7: 77% Grade 9: 71% Grade 11: 73%

Priority 6 - School Climate A. Suspension and Expulsion Rates (2017-18) Suspension: <2%% Expulsion: <2% B. California Healthy Kids Survey Data (2015-16) Caring Adult Question: Grade 5: >95% Grade 7: >95%% Grade 9: 96% Grade 11: 93% Meaningful Opportunities: Grade 5: 93% Grade 7: 85% Grade 9: 85% Grade 11: 80%

Priority 6 - School Climate A. Suspension and Expulsion Rates (2018-19) Suspension: <2% Expulsion: <2% B. California Healthy Kids Survey Data (2015-16) Caring Adult Question: Grade 5: >95%% Grade 7: >95%% Grade 9: >95% Grade 11: >95%% Meaningful Opportunities: Grade 5: >95% Grade 7: 90% Grade 9: 90% Grade 11: 85%

116/358

Page 114 of 161

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

C. California Healthy Kids Survey Data (Safety Question: Student’s report feelings of being safe or very safe) (Increase by 5%) Priority 5 - Pupil Engagement D. Attendance Rate ( <3%) E. Chronic Absenteeism Rate (<2%)

C. California Healthy Kids Survey Data (2015-16) Grade 5: 87% Grade 7: 75% Grade 9: 79% Grade 11: 82% Priority 5 - Pupil Engagement D. Attendance Rate (2015-16) DUSD: 97.25% E. Chronic Absenteeism (2015-16) DUSD: 4.71%

C. California Healthy Kids Survey Data (2016-17) Grade 5: 80% Grade 7: 73% Grade 9: 77% Grade 11: 71% Priority 5 - Pupil Engagement D. Attendance Rate DUSD: 97% E. Chronic Absenteeism (2016-17) DUSD: 3.9 %

C. California Healthy Kids Survey Data Grade 5: 91% Grade 7: 79% Grade 9: 83% Grade 11: 86% Priority 5 - Pupil Engagement D. Attendance Rate DUSD: Maintain >97% E. Chronic Absenteeism DUSD: <2%

C. California Healthy Kids Survey Data Grade 5: 93% Grade 7: 81% Grade 9: 85% Grade 11: 88% Priority 5 - Pupil Engagement D. Attendance Rate DUSD: Maintain >97% E. Chronic Absenteeism DUSD: <2%

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

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

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

X All X All Schools

117/358

Page 115 of 161

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from English Learners, Foster Youth, and/or Low Income)

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

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

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

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

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

Select from New, Modified, or Unchanged for 2019-20

X Unchanged Action X Modified Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 2.1 Develop and implement support programs to increase attendance. a. Maintain alternative options (i.e. Saturday school, community services, before and after school, restorative justice, etc.) to suspension and expulsion. (RTI Tier 2) (State Priority 6A,B and 5 C,D ) b. Provide an attendance data monitoring system. c. Maintain funding for the Community Liaison position to provide support for Chronically Absent students, Community Outreach, and Tardy Attendance Recovery program (TARP) Provide parent education and notification on Attendance policies at the beginning of the school year. Provide insurance information and medical support to parents.

2.1 Develop and implement support programs to increase attendance. a. Maintain alternative options (i.e. Saturday school, community services, before and after school, restorative justice, etc.) to suspension and expulsion. (RTI Tier 2) (State Priority 6A,B and 5 C,D ) b. Provide an attendance data monitoring system. c. Maintain funding for the Community Liaison position to provide support for Chronically Absent students, Community Outreach, and Tardy Attendance Recovery program (TARP) Provide parent education and notification on Attendance policies at the beginning of the school year. Provide insurance information and medical support to parents.

2.1 Develop and implement support programs to increase attendance. a. Maintain alternative options (i.e. Saturday school, community services, before and after school, restorative justice, etc.) to suspension and expulsion. (RTI Tier 2) (State Priority 6A,B and 5 C,D ) b. Provide an attendance data monitoring system. c. Create and staff a Child Welfare Assistant position with responsibility for providing support for chronically absent students, Community Outreach, Tardy Attendance Recovery Program (TARP), and School Attendance Review Board (SARB). Provide parent education and notification on attendance policies at the beginning of the school year. Provide

118/358

Page 116 of 161

d. Increase resources to respond to students suspended or expelled for drug and alcohol issues. (HUME, TUPE, AXIS) e. Maintain support for the SARB process. f. Provide training on restorative justice, 504, SARB, and attendance process. g. Partner with Wheels and explore on how they can provide additional transportation from east to west side of town. h. Provide drug/alcohol prevention and education programs for parents and students at the elementary and middle school, and high school level.

d. Maintain resources to respond to students suspended or expelled for drug and alcohol issues. (HUME, TUPE, AXIS) e. Maintain support for the SARB process. f. Provide training on restorative justice, 504, SARB, and attendance process. g. Partner with Wheels and explore on how they can provide additional transportation from east to west side of town. h. Provide drug/alcohol prevention and education programs for parents and students at the elementary and middle school, and high school level.

insurance information and medical support to parents. d. Maintain resources to respond to students suspended or expelled for drug and alcohol issues. (HUME, TUPE, AXIS) e. Maintain support for the SARB process. f. Provide training on restorative justice, 504, SARB, and attendance process. g. Partner with Wheels and explore on how they can provide additional transportation from east to west side of town. h. Provide drug/alcohol prevention and education programs for parents and students at the elementary and middle school, and high school level.

Budgeted Expenditures

119/358

Page 117 of 161

Year 2017-18 2018-19 2019-20 Amount $23,780 $24,110 $66,230 $23,780 $24,110 $66,230 Source Supplemental Supplemental Supplemental $23,780 $24,110 $66,230 Budget Reference

a. Certificated Personnel Salaries 1000-1999, Supplemental, $8,208 a. Certificated Benefits 3000-3999: Supplemental: $1490 a. Classified Hourly,2000-2999 Supplemental; $4,440 a. Employee Benefits 3000-3999: Supplemental $1,142 a. Books & supplies 4000-4999: Supplemental $6,000 a. Contracted Services 5000-5999 Supplemental $2,500

a. Certificated Personnel Salaries 1000-2999, Supplemental, $8,447 a. Certificated Benefits 3000-3999: Supplemental: $1,375 a. Classified Hourly, 2000-2999 Supplemental: $4,569 a. Employee Benefits, 3000-3999 Supplemental: $854 a. Books & Supplies 4000-4999: Supplemental $6,292 a. Contracted Services 5000-5999 Supplemental: $2,573

a. Certificated Personnel Salaries: 1000-1999 Supplemental, $10,000 a. Certificated Benefits 3000-3999: Supplemental: $2,230 a. Services and Other Operating Expenditure: 5000-5999: Supplemental: $54,000

Amount $30,000 $46,878 $30,000 $30,000 $46,878 $30,000 Source Base Base Supplemental $30,000 $46,878 $30,000 Budget Reference

b. Other Services 5000-5999: Base: $30,000

b. Other Services 5000-5999: Base: $46,878

b. Services and Other Operating Expenditure: 5000-5999: $30,000

Amount $13,191 $12,818 $65,585 $13,191 $12,818 $65,585 Source Federal Federal Supplemental $13,191 $12,818 $65,585 Budget Reference

c. Classified Personnel Salaries 2000-2999 Federal Title I, $10,493 c. Classified Benefits 3000-3999 Federal Title I: $2698

c. Classified Personnel Salaries 2000-2999 Federal Title I: $10,799 c. Classified Benefits 3000-3999 Federal Title I:$2,019

c. Classified Personnel Salaries 2000-2999: $50,000 c. Classified Benefits 3000-3999: $15,585

120/358

Page 118 of 161

Amount $26,458 $25,709 $126,000 $26,458 $25,709 $126,000 Source Base Base Supplemental $26,458 $25,709 $126,000 Budget Reference

c. Classified Personnel Salaries 2000-2999 Base, $21,045 c. Classified Benefits 3000-3999 Base: $5413

c. Classified Personnel Salaries 2000-2999 Base: $21,659 c. Classified Benefits 3000-3999 Base: $4,050

d. Services and Other Operating Expenditure: 5000-5999: $126,000

Amount $47,000 $48,372 $3,000 $47,000 $48,372 $3,000 Source Base Base Supplemental $47,000 $48,372 $3,000 Budget Reference

d. HUME, AXIS, Horizon Contracts,5000-5999 Base, $41,000 d. Staff Training,5000-5999 Base, $6,000

d. HUME, AXIS, Horizon Contracts 5000-5999 Base:, $42,197 d. Staff Training, 5000-5999 Base: $6,175

e. Books & Supplies 4000-4999 base: $3,000

Amount $23,538 $24,224 $6,000 $23,538 $24,224 $6,000 Source Base Base Base $23,538 $24,224 $6,000 Budget Reference

e. Books & Supplies 4000-4999 Base: $3,000 e. Other Services 5000-5999 Base: $20,538

e. Books & Supplies 4000-4999 Base: $3,087 e. Other Services 5000-5999 Base: $21,137

f. Services and Other Operating Expenditure: 5000-5999: $6,000

Amount $5,000 $5,146 $ 6,000 $5,000 $5,146 $ 6,000 Source Supplemental Supplemental Supplemental $5,000 $5,146 $ 6,000 Budget Reference

f. Contract, Supplemental 5000-5999, $5,000

f. Contract, Supplemental 5000-5999, $5,146

g. Services and Other Operating Expenditure: 5000-5999: $6,000

121/358

Page 119 of 161

Amount $6,000 $6,175 $ 7,000 $6,000 $6,175 $ 7,000 Source Base Base Supplemental $6,000 $6,175 $ 7,000 Budget Reference

h. Other Services 5000-5999 Base: $6,000

H. Other Services 5000-5999 Base: $6,175

h. Services and Other Operating Expenditure: 5000-5999: $7,000

Action 2 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from All, Students with Disabilities, or Specific Student Groups)

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

X All X All Schools

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from English Learners, Foster Youth, and/or Low Income)

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

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

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

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

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

Select from New, Modified, or Unchanged for 2019-20

X Unchanged Action X Modified Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 2.2 Develop programs to increase staff effectiveness in social emotional student well being. (State Priority 5-6) a. Maintain existing counseling support for all schools to assist in assessing and supporting students’ emotional and social needs. (Priority 5A and B) Partner with

2.2 Develop programs to increase staff effectiveness in social emotional well being. (State Priority 5-6) a. Maintain existing counseling support for all schools to assist in assessing and supporting students’ emotional and social needs. (Priority 5A and B) Partner with

2.2 Develop programs to increase staff effectiveness in social emotional student well being. (State Priority 5-6) a. Maintain existing counseling support for all schools to assist in assessing and supporting students’ emotional and social needs. (Priority 5A and B) Partner with

122/358

Page 120 of 161

colleges to expand counseling interns at all our schools. b. Provide a systematic recording process to monitor progress of students with emotional, social, behavior concerns. (State Priority 5 A-D) c. Provide time for staff to learn how to use the systematic recording process to monitor progress of students with social, emotional, and behavior concerns. d. Train teachers and staff on social/emotional learning standards (SELS). (State Priority 1A) e. Provide California Healthy Kids Survey data to identify student needs to support RTI /school-wide intervention (State Priority 6C) f. Provide a triage course to teacher, administrator and classified staff on the identification and immediate responses to students with social and emotional concerns, with a focus on suicide prevention.

colleges to expand counseling interns at all our schools. b. Provide a systematic recording process to monitor progress of students with emotional, social, behavior concerns. (State Priority 5 A-D) c. Provide time for staff to learn how to use the systematic recording process to monitor progress of students with social, emotional, and behavior concerns. d. Train teachers and staff on social/emotional learning standards (SELS). (State Priority 1A) e. Provide California Healthy Kids Survey data to identify student needs to support RTI /school-wide intervention (State Priority 6C) f. Provide staff training for key staff member and overview support for all others in responsiveness to social-emotional needs of students, including implementing training, education, and support outlined in the Suicide Prevention Toolkit.

colleges to expand counseling interns at all our schools. b. Provide a systematic recording process to monitor progress of students with emotional, social, behavior concerns.(State Priority 5 A-D). c. Provide time for staff to learn how to use the systematic recording process to monitor progress of students with social, emotional, and behavior concerns. d. Train teachers and staff on social/emotional learning standards (SELS). (State Priority 1A) e. Provide California Healthy Kids Survey data to identify student needs to support RTI /school-wide intervention (State Priority 6C) f. Provide staff training for key staff member and overview support for all others in responsiveness to social-emotional needs of students, including implementing training, education, and support outlined in the Suicide Prevention Toolkit.

Budgeted Expenditures

123/358

Page 121 of 161

Year 2017-18 2018-19 2019-20 Amount $1,122,027 $1,273,869 $2,049,504 $1,122,027 $1,273,869 $2,049,504 Source Base Base Supplemental $1,122,027 $1,273,869 $2,049,504 Budget Reference

a. Counselors Certificated Elem & Middle School Personnel Salaries 1000-1999: Base $394,879 a. Counselors High School Personnel Salaries, Base: 1000-1999: $532,141 a. Employee Benefits 3000-3999: Base: $168,253 a. Books & Supplies 4000-4999: Base: $3,754 a. Other Services 5000-5999: Base: $23,000

a. Counselors Certificated Elem & Middle School Personnel Salaries 1000-1999: Base $406,409 a.Counselors High School Personnel Salaries, Base: 1000-1999: $547,67 a. Employee Benefits 3000-3999 Base: $170,325 a. Books & Supplies 4000-4999: Base: $3,863 a. Other Services 5000-5999: Base: $23,671

a. Counselors Certificated High School Personnel Salaries 1000-1999: $3,200.00 a. Counselors Certificated Elem & Middle School Personnel Salaries 1000-1999: $1,677,000.00 a. Employee Benefits 3000-3999: $359,054.00 a. Books & Supplies 400-4999: $10,250.00

Amount $432,959 $438,547 $31,250.00 $432,959 $438,547 $31,250.00 Source Supplemental Supplemental Supplemental $432,959 $438,547 $31,250.00 Budget Reference

a. Counselors Certificated Elem & Middle School Personnel Salaries 1000-1999, Supplemental: $279,886 a. Counselors High School Personnel Salaries, 1000-1999, Supplemental $86,563 a. Employee Benefits 3000-3999, Supplemental $66,540

a. Counselors Certificated Elem & Middle School Personnel Salaries 1000-1999, Supplemental: $288,058 a. Counselors High School Personnel Salaries, 1000-1999, Supplemental $89,090 a. Employee Benefits 3000-3999, Supplemental $ 61,399

b. Counselors Certificated Elem & Middle School Personnel Salaries 1000-1999: $ 9,000 b. Employee Benefits 3000-3999: $ 2,250 b.Other Services 5000-5999: $ 20,000

124/358

Page 122 of 161

Amount $48,475 $48,948 $30,500 $48,475 $48,948 $30,500 Source Base Base Federal $48,475 $48,948 $30,500 Budget Reference

c & d Classified Personnel Salaries 2000-2999 Base: $13,025 c & d Employee Benefits, 3000-3999 Base: $3,350 c & d Books & Supplies 4000-4999: Base: $20,000 c & d Other Services 5000-5999: Base : $12,100

c & d Classified Personnel Salaries 2000-2999 Base: $13,405 c & d Employee Benefits 3000-3999 Base: $2,506 c & d Books & Supplies 4000-4999; Base: $20,584 c & d Other Services 5000-5999: Base: $12,453

c. & d. Certified Personnel Salaries 1000-1999: $7,500 c. & d. Employee Benefits 3000-3999: $ 2,000 c. & d. Books & Supplies 4000-4999: $ 17,000 c. & d. Other Services 5000-5999: $ 4,000

Amount $7,500 $7,719 $4,500 $7,500 $7,719 $4,500 Source Base Base Base $7,500 $7,719 $4,500 Budget Reference

5000-5999: Services And Other Operating Expenditures e. Contract 5000-5999, Base: $7,500

5000-5999: Services And Other Operating Expenditures e. Contract 5000-5999, Base: $7,719

5000-5999: Services And Other Operating Expenditures e. Contract 5000-5999, Base: $ 4,500

Amount $7500 $7,719 $7500 $7,719 Source Base Base $7500 $7,719 Budget Reference

5000-5999: Services And Other Operating Expenditures f. Other Services 5000-5999 Base: $7,500

5000-5999: Services And Other Operating Expenditures f. Other Services 5000-5999 Other, $7,719

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

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

X All [Add Students to be Served selection here]

X All Schools [Add Location(s) selection here]

OR

125/358

Page 123 of 161

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from English Learners, Foster Youth, and/or Low Income)

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

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

[Add Students to be Served selection here] [Add Scope of Services selection here] Specific Grade Spans: K-12 [Add Location(s) selection here]

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

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

Select from New, Modified, or Unchanged for 2019-20

X Unchanged Action X Modified Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services 2.3 Safe Learning Environment a. Provide training to teachers, administration and classified staff on the Positive Behavior Support Program, to reduce suspension and expulsion rates.(State Priority 6A and B) b. Maintain nursing and LVN support to medically fragile students (State Priority 5B) c. Maintain Campus Supervision as needed at all schools. (State Priority 6C) d. Provide training opportunities for campus supervisors, nurses and LVNs to expand skills and awareness to assist in monitoring student needs. (State Priority 6C)

2.3 Safe Learning Environment a. Expand training for teachers, administration and classified staff on the Positive Behavior Support Program and restorative justice practices to reduce suspension and expulsion rates.(State Priority 6A and B) b. Maintain nursing and LVN support to medically fragile students (State Priority 5B) c. Maintain Campus Supervision at all schools. (State Priority 6C) d. Provide training opportunities for campus supervisors, nurses and LVNs to expand skills and awareness to assist in monitoring student needs, as needed. (State Priority 6C)

2.3 Safe Learning Environment a. Provide training to teachers, administration and classified staff on the Positive Behavior Support Program and restorative justice practices to reduce suspension and expulsion rates.(State Priority 6A and B) b. Maintain nursing and LVN support to medically fragile students (State Priority 5B) c. Maintain Campus Supervision at all schools. (State Priority 6C) d. Provide training opportunities for campus supervisors, nurses and LVNs to expand skills and awareness to assist in monitoring student needed, as needed. (State Priority 6C)

126/358

Page 124 of 161

e. Provide specific training for teachers and staff on school safety with a focus on bullying prevention and internet safety– during established PD days, during and after after school. (State Priority 6C) f. Promote respect and appreciation of all individuals by providing training and awareness for students, staff and parents on the understanding of the diverse culture in Dublin.

e. Provide specific training for teachers and staff on school safety with a focus on bullying prevention and internet safety– during established PD days, staff meetings, and/or collaboration time. (State Priority 6C) f. Promote respect and appreciation of all individuals by providing awareness/activities/speakers/assemblies for students, staff and parents on the understanding of the diverse culture in Dublin. Maintain the Museum of Tolerance work as Project Tolerance to encourage greater acceptance and respect within and outside of the school district.

e. Provide specific training for teachers and staff on school safety with a focus on bullying prevention and internet safety– during established PD days, staff meetings, and/or collaboration time. (State Priority 6C) f. Promote respect and appreciation of all individuals by providing awareness/activities/speakers/assemblies for students, staff and parents on the understanding of the diverse culture in Dublin. Maintain the Museum of Tolerance work as Project Tolerance to encourage greater acceptance and respect within and outside of the school district. g. Create and staff a Licensed Clinical Social Worker position responsible for coordinating services and providing direct services to support the social and emotional needs of our most vulnerable students, including our McKinney Vento homeless students. This person will also act as a liaison between the student, family, and school staff.

Budgeted Expenditures

127/358

Page 125 of 161

Year 2017-18 2018-19 2019-20 Amount $104,448 $42,185 $144,760.00 $104,448 $42,185 $144,760.00 Source Base Base Supplemental $104,448 $42,185 $144,760.00 Budget Reference

a. Certificated Personnel Salaries 1000-1999: Base: $35,250 a. Employee Benefits 3000-3999: Base: $6,398 a. Books & Supplies 4000-4999: Base: $5,000 a. Other Services 5000-5999 Base: $57,800

a. Certificated Personnel Salaries 1000-1999: Base: $36,279 a. Employee Benefits 3000-3999: Base: $5,906

a. Classified Personnel Salaries 1000-1999: $9,000 a. Classified Personnel Salaries 1000-1999: $30,000 a. Employee Benefits 3000-3999: $9,750 a. Other Services 5000-5999: $96,000

Amount $365,189 $365,595 $425,000 $365,189 $365,595 $425,000 Source Base Base Base $365,189 $365,595 $425,000 Budget Reference

b. Nurses Certificated Personnel Salaries 1000-1999: Base; $205,774 b. Nurses Employee Benefits 3000-3999 Base:$37,347 b. LVN Classified Personnel Salaries 2000-2999 Base: $87,153 b. Employee Benefits 3000-3999: Base: $22,415 b. Books & Supplies 4000-4999: Base $12,500

b. Nurses Certificated Personnel Salaries 1000-1999: Base: $211,782 b. Nurses Employee Benefits 3000-3999 Base: $34,478 b. LVN Classified Personnel Salaries 2000-2999 Base: $89,697 b.Employee Benefits 3000-3999: Base $16,773 b. Books & Supplies 4000-4999: Base: $12,865

b. LVN Classified Personnel Salaries 2000-2999 $340,000 b. Nurses Employee Benefits 3000-3999: $85,000

128/358

Page 126 of 161

Amount $1,090,184 $1,059,365 $937,500 $1,090,184 $1,059,365 $937,500 Source Base Supplemental Base $1,090,184 $1,059,365 $937,500 Budget Reference

c. Classified Personnel Salaries 2000-2999: Base: $867,153 c. Employee Benefits 3000-3999: Base: $223,031

c. Classified Personnel Salaries 2000-2999: Base: $892,473 c. Employee Benefits 3000-3999 Base: $166,892

c. Classified Personnel Salaries 2000-2999: $750,000 c. Employee Benefits 3000-3999: $187,500

Amount $247,398 $240,404 $10,000 $247,398 $240,404 $10,000 Source Parcel Tax Parcel Tax Base $247,398 $240,404 $10,000 Budget Reference

c. Classified personnel Salaries 2000-2999 Parcel Tax $196,785 c. Employee Benefits 3000-3999 Parcel Tax $50,613

c. Classified Personnel salaries 2000-2999 Parcel Tax $202,531 c. Employee Benefits 3000-3999 Parcel Tax: $37,873

d. Other Services 5000-5999: $ 10,000

Amount $6,500 $6,689 $ 9,565 $6,500 $6,689 $ 9,565 Source Base Base Base $6,500 $6,689 $ 9,565 Budget Reference

d. Other Services 5000-5999: Base: $6,500

d. Other Services 5000-5999: Base $6,689

f. Certified Personnel Salaries 1000-1999: $ 5,250 f. Employee Benefits 3000-3999: $ 1,315 f. Other Services 5000-5999: $ 3,000

129/358

Page 127 of 161

Amount $6,000 $6,175 $ 97,840 $6,000 $6,175 $ 97,840 Source Base Base Supplemental $6,000 $6,175 $ 97,840 Budget Reference

e. Other Services 5000-5999 Base: $6,000

e. Other Services 5000-5999 Base: $6,175

g. Personnel Salaries 2000-2999: $80,000 g. Employee Benefits 3000-3999: $17,840

Amount $6,000 $6,175 $6,000 $6,175 Source Base Base $6,000 $6,175 Budget Reference

f. Other Services 5000-5999 Base: $6,000

f. Other Services 5000-5999 Base: $6,175

Action 4 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from All, Students with Disabilities, or Specific Student Groups)

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

X All X All Schools

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: (Select from English Learners, Foster Youth, and/or Low Income)

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

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

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

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

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

Select from New, Modified, or Unchanged for 2019-20

X Unchanged Action X Modified Action X Modified Action

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

130/358

Page 128 of 161

2.4 Parent, Student and Staff Engagement Provide parent, student, teacher, and administrative education on awareness and support for all students’ social and emotional needs. a. Develop and implement a support and educational program for teacher, parents, students, and administration about the balance of wellness and achievement. b. Provide events to improve parenting skills (i.e Parent Project, District and site parent information events, etc.) c. Increase parent attendance at community outreach programs. d. Provide a comprehensive suicide prevention program with support and training for staff and parents and providing resources.

2.4 Parent, Student and Staff Engagement Provide parent, student, teacher, and administrative education on awareness and support for all students’ social and emotional needs. a. Develop and implement a support and educational program for teacher, parents, students, and administration about the balance of wellness and achievement. b. Provide events to improve parenting skills (i.e Parent Project, District and site parent information events, African American/Latino parent support group, etc.) c. Increase parent attendance at community outreach programs. d. Train staff and educate parents on our comprehensive suicide prevention program. e. Create an African American and Latino parent and student support program including programs at identified school sites and parent education and outreach programs.

2.4 Parent, Student and Staff Engagement Provide parent, student, teacher, and administrative education on awareness and support for all students’ social and emotional needs. a. Develop and implement a support and educational program for teacher, parents, students, and administration about the balance of wellness and achievement. b. Provide events to improve parenting skills (i.e Parent Project, District and site parent information events, African American/Latino parent support group, etc.) c. Increase parent attendance at community outreach programs. d. Train staff and educate parents on our comprehensive suicide prevention program. e. Maintain an African American and Latino parent and student support program including programs at identified school sites and parent education and outreach programs.

Budgeted Expenditures

131/358

Page 129 of 161

Year 2017-18 2018-19 2019-20 Amount $1,500 $1,543 $13,500 $1,500 $1,543 $13,500 Source Base Base Supplemental $1,500 $1,543 $13,500 Budget Reference

a. Books & Supplies 4000-4999 Base: $500 a. Contracted Services 5000-5999 Base: $1,000

a. Books & Supplies 4000-4999 Base: $514 a. Contracted Services 5000-5999 Base: $1,029

c. Certified Salaries 1000-1999: $ 8,000 c. Classified Salaries 1000-1999: $ 4,000 c. Employee Benefits 3000-3999: $ 1,000 c. Other Services 5000-5999: $500

Amount $8,000 $8,233 $4,000 $8,000 $8,233 $4,000 Source Base Base Supplemental $8,000 $8,233 $4,000 Budget Reference

b. Other Services 5000-5999 Base: $8,000

b. Other Services 5000-5999 Base: $8,233

e. Other Services 5000-5999: $ 4,000

Amount $15,000 $15,000 $ 21,500 $15,000 $15,000 $ 21,500 Source Base Base Supplemental $15,000 $15,000 $ 21,500 Budget Reference

d. Other Services 5000-5999 Base: $15,000

d. Other Services 5000-5999 Base: $15,000

f. Supplies 4300: $ 1,000 f. Other Services 5000-5999 Base: $20,500

Amount $50,907 $50,907 Source Base $50,907 Budget Reference

1000-1999: Certificated Personnel Salaries $45,052 3000-3999 Benefits $5,855

132/358

Page 130 of 161

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

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

Goal 10

State and/or Local Priorities addressed by this goal: State Priorities: Local Priorities:

Identified Need: Expected Annual Measurable Outcomes

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

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

startcollapse Action 1

OR

Actions/Services Budgeted Expenditures

133/358

Page 131 of 161

134/358

Page 132 of 161

Demonstration of Increased or Improved Services for Unduplicated Pupils LCAP Year: 2019-20

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

$3,214,712 2.99% 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).

Supplemental funds are being expended in the following ways for unduplicated students that are above the services and actions for all students to support Goal #1 and Goal #2. * Provide teachers access to ongoing after school workshops on Integrated and Designated ELD and GLAD instructional strategies to general ed teachers in K-12. * Provide summer training for teachers on GLAD strategies during summer of 2019. * Provide ongoing training to teachers on the district Reclassification criteria and strategies to help students meet proficiency requirements. * Increase parental participation in site level English Language Advisory Committee meetings, District English Language Advisory Committee meetings, and in English Language Learner Parent Information evenings. * Provide English Learner support staff at elementary schools, continue ELD support at Wells, Fallon, Cottonwood Creek and Dublin High School. * Maintain and refine intervention strategies at all school sites to target the learning needs of EL students. * Launch an African American and Latino parent group to better support parents with student learning. * Partner with community organizations to create an African American Boys group at DHS. * Continue providing after school training for parents on Literacy skills to support students at home. Continue hosting multiple EL Parent Nights. * Maintain translation services to increase the awareness and communications in the district to our parent community.

135/358

Page 133 of 161

* Provide and implement interventions at all schools that support increased student achievement as measured on annual statewide CAASPP assessment. Offer summer school for middle school and high school students, as provided by intervention support personnel at identified Title 1 schools. * Provide training to new staff and continue to support special education teachers in implementing the intervention curriculum in English language arts and mathematics for K-12. * Credentialed special education staff (Pre-K through Age 22) will receive training in IEP development and teaching methodology related to Universal Design for Learning (UDL). * Teachers of moderate/severe programs will continue to receive curriculum support and training in scientifically-based instructional practices. This will include maintenance of current curriculum (Unique Learning Systems), release time for collaboration and purchase of Teach Town Basics and Social Skills. * All secondary staff will continue to receive continued training that focuses on developing Individualized Transition Plans that will lead to students graduating in four years. * Continue special education student inclusion and access to appropriate music and arts instruction, where appropriate. * Identify and recruit eligible underrepresented students in AP and Honors course based on increased participation in AP and Honors programs. * Increase district communication about the value of a well-rounded educational experience, including the arts. * Create Social Worker position to address the emotional and social wellness of students. Supplemental funds are being expended in the following ways for unduplicated students that are above the services and actions for all students to support Goal #3: We will align resources and establish partnerships to maximize student learning. * Increase parents’ knowledge of Dublin Unified and how they can be involved in their child’s education. * Provide home to school communication and a higher number of district wide documents, translated into the parents' home language. * Increase the parent participation in the Special Education Local Plan Area Community Advisory Committee. Develop specific outreach strategies through special education classroom teacher recommendations. * Provide appropriate classified staff job embedded training to support instructional programs and student success. Supplemental funds will be used for the following services in a district-wide manner: * Maintain a variety of support programs that may include: High School Intervention program, Response to Intervention model, Freshman Mentoring, 9th grade Health/Freshman Seminar course, tutoring for Sophomores, Juniors and Seniors, and training for tutors.

136/358

Page 134 of 161

* Continue to allocate middle school sections and Academic Prep periods at our middle schools. * Provide funding for Elementary intervention programs with resources allocated based on student needs from site to site. * Implement a consistent system wide K-12 Student Support Team (SST) process to identify early intervention needs. * Provide release/meeting time for teacher leaders and department chairs to lead Lesson Study Cycles and/or Instructional Rounds to support implementation of Instruction aligned to the Next Generation Science Standards, CCSS, VAPA standards and the new CA HSS Framework. * Provide instructional coaches for teachers DK-5 to assist in building capacity for excellence in teaching strategies, focused on inclusion, effective intervention, and implementation of Common Core State Standards, Next Generation Science Standards, the new CAHSS Framework, and VAPA Standards. * Provide training for TV/TIP teachers to support the development of new teachers. * Create a classified student liaison position for outreach and course planning to students and families in high school and in middle school to increase the number of students who will meet all requirements necessary to be college eligible. Special emphasis will be placed on supports for our unduplicated students. * Maintain participation and budget allocation for Concurrent/Dual, Online, and Middle College programs. * Continue providing access to data management systems and provide as needed professional development to site personnel on priority systems: Illuminate and Infinite Campus. * Provide training on both systems for new personnel. Explore any other data management systems that might better meet the needs of our staff, students, and families. * Continue to purchase of Common Core and NGSS aligned core and supplemental instructional materials to ensure implementation of CCSS and NGSS-aligned curriculum for all students. * Maintain alternative options (i.e. Saturday school, community services, before and after school, etc.) to suspension and expulsion. * Attendance monitoring and attendance data review will be conducted at school sites. * Provide support for Chronically Absent students, Community Outreach, and Tardy Attendance Recovery program (TARP). Provide parent education and notification on Attendance policies at the beginning of the school year. While this position supports all students/sites, particular emphasis is placed on unduplicated students and their families. * Provide resources to respond to students suspended or expelled for drug and alcohol issues. * Increase Elementary, Middle and High school counseling support for all schools to assist in assessing and supporting students’ emotional and social needs. * Maintain California Healthy Kids Survey data to identify student needs to support RTI /school-wide intervention and fund it on off years when the state does not. * Provide staff training for key staff member and overview support for all others in responsiveness to social-emotional needs of students, including implementing training, education, and support outlined in the Suicide Prevention Toolkit. * Provide training for teachers, administration and classified staff on the Positive Behavior Support Program and restorative justice practices to reduce suspension and expulsion rates. * Provide specific training for teachers and staff on school safety with a focus on bullying prevention and internet safety.

137/358

Page 135 of 161

* Provide events to improve parenting skills (i.e Parent Project, District and site parent information events, etc.). * Provide well maintained school facilities and needed learning spaces based on program needs for high quality teaching. * Create Social Worker position to address the emotional and social wellness of students. ------- -------

LCAP Year: 2018-19

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

$3,069,686 3.10% 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).

Supplemental funds are being expended in the following ways for unduplicated students that are above the services and actions for all students to support Goal #1: We will maximize student learning and achievement by providing a rigorous and relevant 21st century education that prepares every student for college and career and success in the global economy. * Provide access to ongoing after school workshops on Integrated and Designated ELD and GLAD strategies to teachers in K-12. * Provide summer training for select K-6 teachers on GLAD strategies during summer school in a train-the-trainer model. * Provide ongoing training to teachers on the district Reclassification criteria and strategies to help students meet proficiency requirements. * Increase parental participation in site level English Language Advisory Committee meetings, District English Language Advisory Committee meetings, and in English Language Learner Parent Information evenings.

138/358

Page 136 of 161

* Provide English Learner support staff at elementary schools, continue ELD support at Wells, Fallon and DHS. Review enrollment data to determine need for ELD support for Cottonwood Creek. * Launch an African American and Latino parent group to better support parents with student learning. * Continue providing after school training for parents on Literacy skills to support students at home. Continue hosting multiple EL Parent Nights. * Maintain translation communications in the district. * Provide and implement interventions at all schools that support increased student achievement as measured on annual statewide CAASPP assessment. Offer summer school for middle school and high school students, as provided by intervention support personnel at identified Title 1 schools (Valley HS, Wells MS, Frederiksen ES). * Provide training to new staff and continue to support special education teachers in implementing the intervention curriculum in English language arts and mathematics for K-12. * Credentialed special education staff (Pre-K through Age 22) will receive training in IEP development and teaching methodology related to Universal Design for Learning (UDL). * Teachers of moderate/severe programs will continue to receive curriculum support and training in scientifically-based instructional practices. This will include maintenance of current curriculum (Unique Learning Systems), release time for collaboration and purchase of Teach Town Basics and Social Skills. * All secondary staff will continue to receive continued training that focuses on developing Individualized Transition Plans that will lead to students graduating in four years. * Continue special education student inclusion and access to appropriate music and arts instruction, where appropriate. * Identify and recruit eligible underrepresented students in AP and Honors course based on increased participation in the PSAT/SAT. * Increase district communication about the value of a well-rounded educational experience, including the arts. Supplemental funds are being expended in the following ways for unduplicated students that are above the services and actions for all students to support Goal #2: We will provide an environment that maximizes student learning and builds resilience so that all students are engaged and supported with their social, emotional, behavioral and physical needs in a safe learning environment. * Create an African American and Latino parent and student support program including programs at identified school sites and parent education and outreach programs. Supplemental funds are being expended in the following ways for unduplicated students that are above the services and actions for all students to support Goal #3: We will align resources and establish partnerships to maximize student learning.

139/358

Page 137 of 161

* Increase parents’ knowledge of Dublin Unified and how they can be involved in their child’s education. * Provide home to school communication and a higher number of district wide documents, translated to home languages. * Increase the parent participation in the Special Education Local Plan Area Community Advisory Committee. Develop specific outreach strategies through special education classroom teacher recommendations. * Provide appropriate classified staff job embedded training to support instructional programs and student success. Supplemental funds will be used for the following services in a district-wide manner: * Maintain a variety of support programs that may include: High School Intervention program, Response to Intervention model, Freshman Mentoring, 9th grade Health/Freshman Seminar course, tutoring for Sophomores, Juniors and Seniors, and training for tutors. * Continue to allocate Middle School sections and Academic Prep period at our middle schools. * Provide funding for Elementary intervention programs with resources allocated based on student needs from site to site. * Implement a consistent system wide K-12 Student Support Team (SST) process to identify early intervention needs. * Provide release/meeting time for teacher leaders and department chairs to lead Lesson Study Cycles and/or Instructional Rounds to support implementation of Instruction aligned to the Next Generation Science Standards, CCSS, VAPA standards and the new CA HSS Framework. * Provide instructional coaches for teachers K-12 to assist in building capacity for excellence in teaching strategies, focused on inclusion, effective intervention, and implementation of Common Core State Standards, Next Generation Science Standards, the new CAHSS Framework, and VAPA Standards. * Provide training for TV/TIP teachers to support the development of new teachers. * Create a classified student liaison position for outreach and course planning to students and families in high school and in middle school to increase the number of students who will meet all requirements necessary to be college eligible. Special emphasis will be placed on supports for our unduplicated students. Maintain participation and budget allocation for Concurrent/Dual, Online, and Middle College programs. * Continue providing access to data management systems and provide as needed professional development to site personnel on priority systems: Illuminate and Infinite Campus. * Provide foundational training on both systems for new personnel. Explore any other data management systems that might better meet the needs of our staff, students, and families. * Explore the purchase of new Common Core and NGSS aligned core and supplemental instructional materials to ensure implementation of CCSS and NGSS-aligned curriculum for all students. * Maintain alternative options (i.e. Saturday school, community services, before and after school, restorative justice, etc.) to suspension and expulsion. * Attendance monitoring and data review will be conducted at school sites.

140/358

Page 138 of 161

* Provide support for Chronically Absent students, Community Outreach, and Tardy Attendance Recovery program (TARP) Provide parent education and notification on Attendance policies at the beginning of the school year. While this position supports all students/sites, particular emphasis is placed on unduplicated students and their families. * Provide resources to respond to students suspended or expelled for drug and alcohol issues. * Maintain existing counseling support for all schools to assist in assessing and supporting students’ emotional and social needs. * Maintain California Healthy Kids Survey data to identify student needs to support RTI /school-wide intervention and fund it on off years when the state does not. * Provide staff training for key staff member and overview support for all others in responsiveness to social-emotional needs of students, including implementing training, education, and support outlined in the Suicide Prevention Toolkit. * Provide training for teachers, administration and classified staff on the Positive Behavior Support Program and restorative justice practices to reduce suspension and expulsion rates. * Provide specific training for teachers and staff on school safety with a focus on bullying prevention and internet safety. * Provide events to improve parenting skills (i.e Parent Project, District and site parent information events, etc.) * Provide well maintained school facilities and needed learning spaces based on program needs for high quality teaching. ------- ------- LCAP Year: 2017-18

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

$1,904,274 2.99% 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).

141/358

Page 139 of 161

Actions and services for our unduplicated students has been increased or improved by a minimum of 2.13%. Dublin USD will create two part time classified student liaison position for outreach and course planning to students and families in high school and in middle school to increase the number of students who will meet all requirements necessary to be college eligible. This is to support our unduplicated students with developing course plans t be college and career ready. In order to support our socio-economically disadvantaged students, Dublin USD will increase participation in the Grade 8, 9, 10, and 11 PSAT/NMSQT exams and the SAT w/essay for students in Grade 12. Exams will be offered free of charge to all students. Dublin USD will maintain support of the English Learner Development support staff at all sites. An increase is students reaching English Proficiency levels on CELDT provide a strong rationale for maintaining ELD support personnel at all schools These instructors directly support students, provide coaching to teachers, and provide staff development to staff members. Additionally these support staff work to foster a home to school connection through parent outreach. A significant change to the professional development plan for next year has been to incorporate a train the trainer model to ensure all teachers receive in house training on Guided Language Acquisition Development strategies. This professional development is seen as a strong support for general education teachers to support ELL students in the general education classroom. A core group of ELD staff members will be trained to implement this training and coaching model for all classroom teachers. The LCAP committee has also recommended continuing to identify and purchase appropriate additional ELD supplemental materials and will this year focus on English Language Arts and Literacy at the elementary school level. This is material that is in addition to ELD supports already incorporated in the current ELA adoption. The primary support mechanism on an LEA basis for all students is the commitment of Dublin USD to the Response to Intervention model. This model is expressed at the middle school and high school level as a during the day tutorial model. At the elementary school, teachers utilize funding to support additional hourly support personnel to assist with interventions for all struggling students. This is a state supported model with proven effectiveness to increase student achievement. This year, there is a special emphasis on increasing the graduation rate and academic achievement of special education students. Strategies to accomplish this are to create professional development focusing on individualized transition plans to leading to special education students graduating in four years. Special education staff training will be expanded to include opportunities for special education and general education to collaborate. The special education team will also provide professional development on mainstreaming, inclusion,and differentiated instruction. Dublin USD will continue to support instructional coaches that will focus on classroom teacher instructional strategies and implementation of common core state standards. The professional development model will also include release time for teachers to participate in lesson study cycles. Our California Dashboard data highlights the need to ensure that school teams are given training on alternatives to suspension and Positive Behavior Support programs. Trainings will also focus on Suicide Prevention, Drug and Alcohol Prevention, Bullying

142/358

Page 140 of 161

preventions and cultural competence. Each of these strategies and services will impact students LEA-wide. ------- -------

143/358

Page 141 of 161

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

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

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

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

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

144/358

Page 142 of 161

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

Instructions: Linked Table of Contents Plan Summary

Annual Update

Stakeholder Engagement

Goals, Actions, and Services

Planned Actions/Services

Demonstration of Increased or Improved Services for Unduplicated Students

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

Plan Summary The LCAP is intended to reflect an LEA’s annual goals, actions, services and expenditures within a fixed three-year planning cycle. LEAs must include a plan summary for the LCAP each year. When developing the LCAP, enter the appropriate LCAP year, and address the prompts provided in these sections. When developing the LCAP in year 2 or year 3, enter the appropriate LCAP year and replace the previous summary information with information relevant to the current year LCAP. In this section, briefly address the prompts provided. These prompts are not limits. LEAs may include information regarding local program(s), community demographics, and the overall vision of the LEA. LEAs may also attach documents (e.g., the California School Dashboard 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 California School Dashboard means the California School Dashboard adopted by the State Board of Education under EC Section 52064.5.

Comprehensive Support and Improvement An LEA with a school or schools identified for comprehensive support and improvement (CSI) under the Every Student Succeeds Act must respond to the following prompts:

Schools Identified: Identify the schools within the LEA that have been identified for CSI.

Support for Identified Schools: Describe how the LEA supported the identified schools in developing CSI plans that included a school-level needs assessment, evidence-based interventions, and the identification of any resource inequities to be addressed through the implementation of the CSI plan.

Monitoring and Evaluating Effectiveness: Describe how the LEA will monitor and evaluate the implementation and effectiveness of the CSI plan to support student and school improvement.

145/358

Page 143 of 161

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

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

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

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

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

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

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

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

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

Stakeholder Engagement Meaningful engagement of parents, students, and other stakeholders, including those representing the student groups identified by LCFF, is critical to the development of the LCAP and the budget process. EC identifies the minimum consultation requirements for school districts and county offices of education as consulting with teachers, principals, administrators, other school personnel, local bargaining units of the school district, parents, and pupils in developing the LCAP. EC requires

146/358

Page 144 of 161

charter schools to consult with teachers, principals, administrators, other school personnel, parents, and pupils in developing the LCAP. In addition, EC Section 48985 specifies the requirements for the translation of notices, reports, statements, or records sent to a parent or guardian. The LCAP should be shared with, and LEAs should request input from, school site-level advisory groups, as applicable (e.g., school site councils, English Learner Advisory Councils, student advisory groups, etc.), to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet specific goals.

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

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

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

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

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

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

147/358

Page 145 of 161

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

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

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

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

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

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

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

148/358

Page 146 of 161

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

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

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

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

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

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

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

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

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

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

149/358

Page 147 of 161

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

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

New/Modified/Unchanged:

Enter “New Action” if the action/service is being added in any of the three years of the LCAP to meet the articulated goal.

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

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

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

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

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

Budgeted Expenditures For each action/service, list and describe budgeted expenditures for each school year to implement these actions, including where those expenditures can be found in the LEA’s budget. The LEA must reference all fund sources for each proposed expenditure. Expenditures must be classified using the California School Accounting Manual as required by EC sections 52061, 52067, and 47606.5. Expenditures that are included more than once in an LCAP must be indicated as a duplicated expenditure and include a reference to the goal and action/service where the expenditure first appears in the LCAP.

150/358

Page 148 of 161

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

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

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

Consistent with the requirements of 5 CCR Section 15496, describe how services provided for unduplicated pupils are increased or improved by at least the percentage calculated as compared to services provided for all students in the LCAP year. To improve services means to grow services in quality and to increase services means to grow services in quantity. This description must address how the action(s)/service(s) limited for one or more unduplicated student group(s), and any schoolwide or districtwide action(s)/service(s) supported by the appropriate description, taken together, result in the required proportional increase or improvement in services for unduplicated pupils. If the overall increased or improved services include any actions/services being funded and provided on a schoolwide or districtwide basis, identify each action/service and include the required descriptions supporting each action/service as follows. For those services being provided on an LEA-wide basis:

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

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

151/358

Page 149 of 161

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.

152/358

Page 150 of 161

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

153/358

Page 151 of 161

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

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

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

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

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

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

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

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

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

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

154/358

Page 152 of 161

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

(a) “Chronic absenteeism rate” shall be calculated as follows: (1) The number of K-8 students who were absent 10 percent or more of the school days

excluding students who were: (A) enrolled less than 31 days (B) enrolled at least 31 days but did not attend at least one day (C) flagged as exempt in the district attendance submission. K-8 students are considered to be exempt if they: (i) are enrolled in a Non-Public School (ii) receive instruction through a home or hospital instructional setting (iii) are attending a community college full-time.

(2) The number of students who meet the enrollment requirements. (3) Divide (1) by (2).

(b) “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).

(c) “High school graduation rate” shall be calculated as follows: (1) For a 4-Year Cohort Graduation Rate:

(A) The number of students in the cohort who earned a regular high school diploma by the end of year 4 in the cohort.

(B) The total number of students in the cohort. (C) Divide (1) by (2).

(2) For a Dashboard Alternative Schools Status (DASS) Graduation Rate: (A) The number of students who either graduated as grade 11 students or who earned any

of the following: (i) a regular high school diploma (ii) a High School Equivalency Certificate (iii) an adult education diploma (iv) a Certificate of Completion and was eligible for the California Alternative

Assessment if under the age of 20. (B) The number of students in the DASS graduation cohort. (C) Divide (1) by (2).

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

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

the academic year (July 1 – June 30). (3) Divide (1) by (2).

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

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

the academic year (July 1 – June 30).

155/358

Page 153 of 161

(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.

156/358

Page 154 of 161

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

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

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

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

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

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

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

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

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

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

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

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

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

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

157/358

Page 155 of 161

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

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

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

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

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

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

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

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

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

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

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

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

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

Where can these expenditures be found in the LEA’s budget? Prepared by the California Department of Education, January 2019

158/358

Page 156 of 161

LCAP Expenditure Summary

Total Expenditures by Funding Source

Funding Source 2018-19

Annual Update Budgeted

2018-19 Annual Update

Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total All Funding Sources 11,984,370.00 10,722,207.00 11,151,071.00 11,984,370.00 11,122,781.00 34,258,222.00 0.00 0.00 0.00 0.00 5,000.00 5,000.00 Base 5,071,866.00 4,691,786.00 5,383,697.00 5,071,866.00 5,776,204.00 16,231,767.00 Federal 271,343.00 186,645.00 267,767.00 271,343.00 463,089.00 1,002,199.00 Lottery 1,945,188.00 1,921,245.00 1,890,000.00 1,945,188.00 0.00 3,835,188.00 Other 377,656.00 188,643.00 368,333.00 377,656.00 168,904.00 914,893.00 Parcel Tax 1,266,128.00 1,032,077.00 1,267,678.00 1,266,128.00 976,823.00 3,510,629.00 Supplemental 3,052,189.00 2,701,811.00 1,973,596.00 3,052,189.00 3,732,761.00 8,758,546.00

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

159/358

Page 157 of 161

Total Expenditures by Object Type

Object Type 2018-19

Annual Update Budgeted

2018-19 Annual Update

Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total All Expenditure Types 11,984,370.00 10,722,207.00 11,151,071.00 11,984,370.00 11,122,781.00 34,258,222.00 11,753,986.00 10,430,340.00 11,136,071.00 11,753,986.00 11,118,281.00 34,008,338.00 0000: Unrestricted 0.00 1,296.00 0.00 0.00 0.00 0.00 1000-1999: Certificated Personnel Salaries 124,401.00 0.00 0.00 124,401.00 0.00 124,401.00 2000-2999: Classified Personnel Salaries 0.00 73,000.00 0.00 0.00 0.00 0.00 5000-5999: Services And Other Operating Expenditures

15,438.00 4,166.00 15,000.00 15,438.00 4,500.00 34,938.00

5800: Professional/Consulting Services And Operating Expenditures

90,545.00 213,405.00 0.00 90,545.00 0.00 90,545.00

7000-7439: Other Outgo 0.00 0.00 0.00 0.00 0.00 0.00 * Totals based on expenditure amounts in goal and annual update sections.

160/358

Page 158 of 161

Total Expenditures by Object Type and Funding Source

Object Type Funding Source 2018-19 Annual Update

Budgeted

2018-19 Annual Update Actual

2017-18 2018-19 2019-20 2017-18 through 2019-20

Total All Expenditure Types All Funding Sources 11,984,370.00 10,722,207.00 11,151,071.00 11,984,370.00 11,122,781.00 34,258,222.00 0.00 0.00 0.00 0.00 5,000.00 5,000.00 Base 4,841,482.00 4,399,919.00 5,368,697.00 4,841,482.00 5,771,704.00 15,981,883.00 Federal 271,343.00 186,645.00 267,767.00 271,343.00 463,089.00 1,002,199.00 Lottery 1,945,188.00 1,921,245.00 1,890,000.00 1,945,188.00 0.00 3,835,188.00 Other 377,656.00 188,643.00 368,333.00 377,656.00 168,904.00 914,893.00 Parcel Tax 1,266,128.00 1,032,077.00 1,267,678.00 1,266,128.00 976,823.00 3,510,629.00 Supplemental 3,052,189.00 2,701,811.00 1,973,596.00 3,052,189.00 3,732,761.00 8,758,546.00 0000: Unrestricted Base 0.00 1,296.00 0.00 0.00 0.00 0.00 1000-1999: Certificated Personnel Salaries

Base 124,401.00 0.00 0.00 124,401.00 0.00 124,401.00

2000-2999: Classified Personnel Salaries

Base 0.00 73,000.00 0.00 0.00 0.00 0.00

5000-5999: Services And Other Operating Expenditures

Base 15,438.00 4,166.00 15,000.00 15,438.00 4,500.00 34,938.00

5800: Professional/Consulting Services And Operating Expenditures

Base 90,545.00 213,405.00 0.00 90,545.00 0.00 90,545.00

7000-7439: Other Outgo Base 0.00 0.00 0.00 0.00 0.00 0.00 * Totals based on expenditure amounts in goal and annual update sections.

161/358

Page 159 of 161

Total Expenditures by Goal

Goal 2018-19

Annual Update Budgeted

2018-19 Annual Update

Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total Goal 1 7,205,417.00 6,681,347.00 6,750,773.00 7,205,417.00 7,025,047.00 20,981,237.00

Goal 2 3,772,505.00 3,051,085.00 3,643,647.00 3,772,505.00 4,089,234.00 11,505,386.00

Goal 3 1,006,448.00 989,775.00 756,651.00 1,006,448.00 8,500.00 1,771,599.00 * Totals based on expenditure amounts in goal and annual update sections.

162/358

Page 160 of 161

startcollapse

Expenditures Contributing to Increased/Improved Requirement by Funding Source

Funding Source 2018-19

Annual Update Budgeted

2018-19 Annual Update

Actual 2017-18 2018-19 2019-20

All Funding Sources

163/358

Page 161 of 161

startcollapse

Expenditures NOT Contributing to Increased/Improved Requirement by Funding Source

Funding Source 2018-19

Annual Update Budgeted

2018-19 Annual Update

Actual 2017-18 2018-19 2019-20

All Funding Sources

164/358

Budget Criteria The Board of Trustees has the final responsibility for the budget. The Board's primary budget development tasks include establishing budget criteria and assumptions, directing, reviewing, and approving the budget. 

The criteria for the 2019-20 budget are as follows: 

1. The beginning fund balance is inclusive ofcarryover funds for categorical programsand/or school site program allocations.

2. The beginning fund balance includesappropriated non-spendable amounts forrevolving cash $75,000, stores inventory$57,226, and the reserve for economicuncertainties of $3,809,271.

3. Amounts reserved for economicuncertainties from all legally availablesources will be a minimum of eight percentof the total General Fund expendituresplus inter-fund transfers out, in accordancewith Educational Code Section 42130, theprovisions of AB 1200, and local boardpolicy.

4. Average daily attendance (ADA), forpurposes of the Local Control FundingFormula (LCFF), will be based uponhistorical and projected ADA for the sevenschool months ending on or before April15. Revenue from LCFF sources will bebased on the most current factorscontained in the Governor's proposals forthe 2019-20 State Budget and asprovided by the California Department ofEducation, the County Assessor's Office,and Alameda County Office of Education.

5. State revenues for lottery funds will bebased upon the most current projectionsprovided by School Services of California

and the Alameda County Office of Education. 

6. Federal and State categorical revenues willbe based upon the most currentprojections provided by the grantoragencies, the California Department ofEducation, and the Alameda County Officeof Education.

7. Amounts appropriated for salaries andbenefits for classroom teachers and aideswill be contained within the appropriateGeneral Fund budget categories in anamount not less than 55 percent of theDistrict's current expense for educationand in compliance with Education Code41011 and 41372.

8. Salaries, benefits, and related costs will becharged to the appropriate fund andprogram, budgeted in accordance with theCalifornia School Accounting Manual,Collective Bargaining Agreements, BoardPolicy, and previous Board action.

9. Categorically-funded programs, except forSpecial Education, will be self-supportingwithout relying support from theUnrestricted General Fund revenues.Increased costs including, but not limitedto, salaries and benefits will be covered byappropriate categorical revenue sources.Allowable indirect cost rates will becharged to those categorical programsauthorized by the Board of Trustees.

10. Unrestricted General Fund moniescontributed to the Special EducationProgram as local general fund support willbe budgeted as legally required.

11. Categorical Funds will be expended inaccordance with applicable Federal andState compliance requirements and thosespecified by the granter agencies.

12. General Fund allocations to schools forinstructional support and operational costs(excluding custodial supplies) will initially

Budget Building Blocks - 1 

165/358

be based upon projected enrollments and updated as of the October census day. Initial allotments will be 85% of the projected total allotment. Each site-level administrator will ensure that current-year expenditures do not exceed appropriations unless authorized by the Superintendent and approved by the Board of Trustees. 

13. Staffing allocations for schools will be inaccordance with ratios included in thecollective bargaining agreements andguidelines determined by the Board ofTrustees.

14. General Fund expenditures fornon-personnel items at the District levelwill be budgeted as recommended by eachdivision administrator and approved by theSuperintendent. Each District leveladministrator will ensure that current-yearexpenditures do not exceed appropriationsunless authorized by the Superintendentand approved by the Board of Trustees

15. Statutory benefits, for purposes of payrollexpense rates, are based upon the mostcurrent rates published by the AlamedaCounty Office of Education and subject tochange during the year.

16. The Nutrition Services and the ChildDevelopment Programs will beself-supporting for all direct costsincluding, but not limited to, costs foremployee salaries and benefits, equipmentrepair and replacement, and other capitaloutlay needs.

17. Amounts appropriated for major deferredmaintenance, except the General FundRoutine Restricted Maintenancerequirement, will be budgeted andexpended in the Deferred MaintenanceFund (Fund 14).

18. Amounts appropriated for capital projectswill be budgeted and expended in theBuilding Fund, Capital Facilities Fund, or

Deferred Maintenance Fund. These funds will be self-sufficient. 

19. The Board of Trustees will approve allinter-fund transfers.

20. The Board of Trustees adopts the 2019-20budget on or before July 1, 2019.

21. District staff will analyze the impact of theState's Final Budget on the District'sAdopted Budget. In accordance withEducation Code section 42127 (h) (3), theBoard of Trustees will approve, not lessthan 45 days after the legislation adoptsthe Final State Budget, any significantchanges impacting the General Fundbalance. All other changes will beincorporated in the First Interim Budgetand approved by the Board of Trustees onor before December 15 in accordance withEducation Code Sections 33127 and42127.

22. Items 1 through 21 are subject to changeby the Board of Trustees and/or theSuperintendent at any time.

Budget Building Blocks - 2 

166/358

General Fund Assumptions 1. Enrollment Assumptions: The Dublin

Unified School District Enrollment isexpected to increase in 2019-20 by 600students to 12,690 students.

2. Beginning Fund Balance (2019-20): Thetotal General Fund balance, including Fund17 (Special Reserve Fund), is $31,712,325.This is based upon the assumption that allrevenues will be received and allappropriations expended as reflected inthe current June 30, 2019 projections. Thebeginning balance will be adjusted to theactual ending June 30, 2019 fund balanceafter the 2018-19 ledgers are closed. Alladjustments will be submitted to the Boardof Trustees for approval.

3. Ending Fund Balance (items 3 - 7): The2019-20 ending General Fund balance isprojected to be $24,073,936, reflecting anet change of ($7,638,389).

4. Components of the ending General FundBalance include nonspendable amounts of$50,000 for stores inventory and $75,000for revolving cash.

5. In accordance with Education CodeSection 42130, the provisions of AB 1200,and local board policy, components of theending General Fund balance includereserves for economic uncertainties. Inaccordance with this objective, reserves foreconomic uncertainties are projected to be$10,864,616 or 8% of the total GeneralFund expenditures and transfers out.

6. School site/program carryover balancestotaled $575,000. This represents unspentschool site/program allocations that arecarried forward to the subsequent budgetyear. The actual amounts remaining foreach site/program are reallocated back totheir program budgets by September 15.

7. After excluding all amounts fornon-spendable, legally restricted,committed, assigned and reserved foreconomic uncertainties, unrestrictedGeneral Fund unassigned/unappropriatedamounts are projected to be $7,659,533.

8. Revenue Assumptions (items 8-13): Thetotal budgeted attendance of 12,308.22(not including county special education orcounty community schools) reflects anincrease of 523.39 in District ADA.Average daily attendance is used forpurposes of calculating the Local ControlFunding Formula (LCFF) Apportionment.

9. The following chart shows the drivingfactors of the LCFF in addition to AverageDaily Attendance (ADA}:

Cost of Living Adjustment (COLA) 3.26%

Three year rolling Unduplicated English Learner (EL, Free or Reduced Price Meal Program participants (F/R), and Foster Youth (FY)

14.74%

10. LCFF Transfers include $1,100,000 of thetotal General Fund expenditures/transfersout to the Deferred Maintenance Fund(Fund 14).

11. Federal revenue sources are projected tobe $2,068,247 in 2019-20. Other Staterevenue sources are projected to be$3,607,149. New one-time Grant Fundsare not anticipated. The Special Educationapportionment includes a funded COLA of3.26% and is allocated to Dublin USD perthe SELPA. All other State programs arebudgeted at 2018-19 levels, with 0%COLA. The actual amounts of carryovergrant balances for all Federal and Stateprogram revenues will be reallocated backto their program budgets by September15.

Budget Building Blocks - 3 

167/358

12. Based on the recommendations of SchoolServices of California, Inc., Lottery Fundsare projected to remain a constant $204per ADA; $153 Regular; $51 forInstructional Materials.

13. Other Local Income is projected to be$8,630,583. This includes proceeds fromthe recently passed Measure E.

14. Expenditure Assumptions (Items 14-24):Expenditures associated with State andFederal categorical programs are projectednot-to-exceed program revenues, exceptSpecial Education. State and Federal fundsfor Special Education are inadequate toprovide the services necessary to meet theneeds of the students served. In addition,the Routine Restricted Maintenance (RRM)Program requires an unrestricted GeneralFund contribution. The unrestrictedGeneral Fund contribution to thesecategorical programs is projected to be$15,504,332. The components include:Special Education $11,418,913; RRM$4,085,419. For 2019-20, the minimumcontribution for Routine RestrictedMaintenance per Education Code Section17070.75 shall be 3% of the total generalfund expenditures including transfers outand other financing uses.

15. Certificated salaries are projected to be$69,473,525, an increase of $6,287,029 or9.9% from 2018-19. This is driven byincreased enrollment and new positionsadded to support students.

16. Classified salaries are projected to be$18,607,983, an increase of $2,935,044 or18.7% from 2018-19. This is driven byincreased enrollment, increased staffing atsites, increased services to our schools,and the filling of previously approvedpositions.

17. Statutory benefits are projected to be asfollows:

CalSTRS 16.70%

CalPERS 20.73%

OASDI 6.20%

Medicare 1.45%

Unemployment 0.05%

Worker's Compensation 1.99%

18. Books and Supplies are projected at$8,430,986, an increase of 100.1% from2018-19. This is to implement thetextbook purchases described in the March26, 2019, report to the board, as well asincreased spending on technology.

19. Services and Operating Expenditures areprojected to be $15,008,381, an increaseof $991,140 from 2018-19. This is drivenby increased enrollment and higherinsurance costs.

20. Capital outlay is projected to be$1,424,200, a decrease of $1,719,261from 2018-19; this reduction reflects theincrease in spending in 2018-19 toimplement the approved vehiclereplacement plan.

21. lnter-fund Transfers out are projected tobe $1,100,000 due to the transfer to Fund14, Deferred Maintenance.

22. All prior-year, one-time expenditures (andapplicable revenues) have been eliminatedfrom the 2019-20 budget. All otherexpenditures (not identified above) areprojected to increase by five percent toreflect our enrollment growth.

Enrollment Projecting enrollment is important because the District's enrollment establishes the basis of state revenue, staffing needs, and planning for facilities. Enrollment history, excluding Non-Public and Community Day Schools, is as follows: 

Budget Building Blocks - 4 

168/358

School Year Enrollment Growth

2014-15 9,151

2015-16 9,965 8.90%

2016-17 10,680 7.18%

2017-18 11,294 5.75%

2018-19 12,090 7.05%

2019-20 (Proj) 12,690 4.96%

Enrollment vs. Average Daily Attendance (ADA) Enrollment represents the number of students actually enrolled in a District school on any given date. For the purposes of predicting and comparing historical enrollment, the measurement date used is the Census Day, the first Wednesday in October. ADA is the measure of attendance activity that represents the actual count of students present. ADA reporting to the State is measured on three dates: 

1. December 30 — First Period "P1" Report2. April 15 — Second Period "P2" Report3. End of School — Annual ADA Report

The ratio between ADA and enrollment in California Public Schools is approximately 95%. The ratio history between ADA and enrollment in Dublin Unified is as follows: 

School Year ADA Percentage

2014-15 97.69%

2015-16 97.85%

2016-17 97.66%

2017-18 97.54%

2018-19 97.48%

2019-20 (Proj) 97.00%

ENROLLMENT MEASUREMENTS AND USES 

Enrollment Projections Prior year "P2" period of attendance trends (updated as actual data is obtained): 

● Multi-Year Financial Forecasts● Facility Planning — CALPADS● Initial Staffing Allocations — Spring

Registrations First Period Average Daily Attendance — "P1": 

● Mid-year update to Financial ForecastsSecond Period Average Daily Attendance — "P2": 

● LCFF Apportionment (except Non-PublicSchools and Community Day School)

Annual Average Daily Attendance: ● Lottery Revenues (uses prior year's annual

ADA)● LCFF Apportionment for Non-Public

School and Community Day School

Staffing Composition Full-time Equivalents (FTEs) Staffing units are reflected as full-time equivalents (FTEs). FTEs are often shown as fractions. For example, teacher FTEs are related to teaching periods (0.2 FTE = 1 period, 1.0 FTE = 5 periods, etc.). Non-teaching FTEs are related to hours worked (e.g. 0.375 FTE = 3 hours). School Staffing - Certificated Personnel The District's staffing for teachers is computed in terms of student enrollment with student/teacher ratios as follows: 

Dublin (Transitional) K 25:1

Kindergarten 24:1

Grade 1 25:1

Grade 2 - 3 26:1

Grade 4 - 5 28:1

Grade 6 - 12 27.5:1

Special Ed Mild/Moderate 14:1

Special Ed Moderate/Severe 12:1

School Staffing - Classified Personnel The district has developed the ratios on the following page to guide the staffing of school sites 

Budget Building Blocks - 5 

169/358

for clerical, media, campus supervision and health services. 

To determine custodial staffing, the District uses staffing formulas that are based on projected enrollments by school site, school building square footage, number of teachers assigned to a site, and number of rooms. Special Project Personnel Certificated and classified personnel are allocated to special projects based on Federal and State categorical program plans. The program and not the District's unrestricted General Fund pay for personnel assigned to a categorical program. Substitutes Substitutes serving in District-funded programs are typically utilized for one of three reasons: (1) illness or leave of absence provisions, (2) inservices, or (3) short-term resource. Each of these categories is centrally budgeted based on the prior-year expense and current-year needs defined by each program manager. For categorical programs, all substitute expenses are charged to the applicable program. Non-School Site Staffing Non-school site staffing (i.e. central office support services, management personnel, etc.) is based on available unrestricted General Fund resources with attention given to District priorities. 

School Resource Allocations Allocations of schools' resources are on a per-pupil basis, using projected-year enrollment updated after the October Census Day. 

For 2019-20 the schools’ resources, not including local donations and carryover of prior year funds, are: 

General K-5 $22/student

General 6-8 $47/student

General 9-12 $47/student

Admin $3.23/student

Counseling (6-12) $0.82/student

Graduation

* Cottonwood Creek School $1,900 

* Wells Middle School $1,900 

* Fallon Middle School $1,900 

* Dublin High School $16,533 

* Valley High School $1,150 

Budget Building Blocks - 6 

170/358

Budget Building Blocks - 7 

171/358

BLANK FOR PRINTING

172/358

Amador Elementary School (K-5) 

2100 E. Cantara Drive, Dublin, CA 94568 https://www.dublin.k12.ca.us/Domain/1070

Projected 2019-20 Enrollment  901 

Principal  Holly Scroggins 

Assistant Principals  1.0 FTE 

Counselors  1.0 FTE 

Teachers  37 FTE 

Site Acreage  10 acres 

Building Square Footage  100,235 

Discretionary Allocation  $25.23/student 

173/358

 

 

Dougherty Elementary School (K-5) 

5301 Hibernia Drive , Dublin, CA 94568 https://www.dublin.k12.ca.us/Domain/40 

Projected 2019-20 Enrollment  904 

Principal  Joy Scarpinato 

Assistant Principals  1.0 FTE 

Counselors  1.0 FTE 

Teachers  33 FTE 

Site Acreage  9.91 acres 

Building Square Footage  78,520 

Discretionary Allocation  $25.23/student     

174/358

Dublin Elementary School (K-5) 

7997 Vomac Road, Dublin, CA 94568 https://www.dublin.k12.ca.us/Domain/87

Projected 2019-20 Enrollment  930 

Principal  Lauren McGovern 

Assistant Principals  1.0 FTE 

Counselors  1.0 FTE 

Teachers  36 FTE 

Site Acreage  15.7 acres 

Building Square Footage  64,040 

Discretionary Allocation  $25.23/student 

175/358

 

 

Frederiksen Elementary School (K-5) 

7243 Tamarack Drive, Dublin, CA 94568 https://www.dublin.k12.ca.us/Domain/235 

Projected 2019-20 Enrollment  821 

Principal  Claire Mognaga 

Assistant Principals  1.0 FTE 

Counselors  1.0 FTE 

Teachers  31 FTE 

Site Acreage  12.4 acres 

Building Square Footage  51,000 

Discretionary Allocation  $25.23/student     

176/358

Green Elementary School (K-5) 

3300 Antone Way, Dublin, CA 94568 https://www.dublin.k12.ca.us/Domain/355

Projected 2019-20 Enrollment  827 

Principal  Carol Shimizu/Jim Hansen (Interims) 

Assistant Principals  1.0 FTE 

Counselors  1.0 FTE 

Teachers  31 FTE 

Site Acreage  9.98 acres 

Building Square Footage  52,500 

Discretionary Allocation  $25.23/student 

177/358

 

 

Kolb Elementary School (K-5) 

3150 Palermo Way, Dublin, CA 94568 https://www.dublin.k12.ca.us/Domain/533 

Projected 2019-20 Enrollment  766 

Principal  Clara Lee 

Assistant Principals  1.0 FTE 

Counselors  1.0 FTE 

Teachers  30 FTE 

Site Acreage  10 acres 

Building Square Footage  60,500 

Discretionary Allocation  $25.23/student     

178/358

 

 

Murray Elementary School (K-5) 

8435 Davona Drive, Dublin, CA 94568 https://www.dublin.k12.ca.us/Domain/493 

Projected 2019-20 Enrollment  679 

Principal  Meghan Boriskin 

Assistant Principals  1.0 FTE 

Counselors  1.0 FTE 

Teachers  23 FTE 

Site Acreage  12.5 acres 

Building Square Footage  50,340 

Discretionary Allocation  $25.23/student     

179/358

 

 

Cottonwood Creek School (K-8) 

2400 Central Parkway, Dublin, CA 94568 https://www.dublin.k12.ca.us/Domain/1742 

Projected 2019-20 Enrollment  959 

Principal  Lori Ventura 

Assistant Principals  1.0 FTE 

Counselors  2.5 FTE 

Teachers  40.2 FTE 

Site Acreage  12 acres 

Building Square Footage  104,862 

Discretionary Allocation  $34.17/student     

180/358

 

 

Fallon Middle School (6-8) 

3601 Kohnen Way, Dublin, CA 94568 https://www.dublin.k12.ca.us/Domain/286 

Projected 2019-20 Enrollment  1,605 

Principal  Risha Krishna 

Assistant Principals  3.0 FTE 

Counselors  4.0 FTE 

Teachers  61.2 FTE 

Site Acreage  24.23 acres 

Building Square Footage  137,017 

Discretionary Allocation  $51.05/student     

181/358

 

 

Wells Middle School (6-8) 

6800 Penn Drive, Dublin, CA 94568 https://www.dublin.k12.ca.us/Domain/407 

Projected 2019-20 Enrollment  1,067 

Principal  Robert Slauson 

Assistant Principals  2.0 FTE 

Counselors  2.5 FTE 

Teachers  42.8 FTE 

Site Acreage  13.6 acres 

Building Square Footage  194,935 

Discretionary Allocation  $51.05/student     

182/358

Valley High School (10-12) 

6901 York Drive, Dublin, CA 94568 https://www.dublin.k12.ca.us/Domain/469

Projected 2019-20 Enrollment  60 

Principal  Mario Hurtado 

Counselors  0.5 FTE 

Teachers  6 FTE 

Site Acreage  4.5 acres 

Building Square Footage  43,042 

Discretionary Allocation  $51.05/student 

183/358

 

 

Dublin High School (9-12) 

8151 Village Parkway, Dublin, CA 94568 https://www.dublin.k12.ca.us/Domain/132 

Projected 2019-20 Enrollment  3,240 

Principal  Maureen Byrne 

Assistant Principals  5.0 FTE 

Counselors  8.0 FTE 

Teachers  123.8 FTE 

Site Acreage  45.5 acres 

Building Square Footage  285,192 

Discretionary Allocation  $51.05/student    

184/358

Local Control Funding Formula $113,569,137  88.4%

Federal Revenue $2,068,247  1.6%

Other State Revenue $7,275,561  5.7%

Parcel Tax Revenue $1,808,832  1.4%

Other Local Revenue $1,309,584  1.0%

Lottery Revenue $2,510,877  2.0%

Other $14,973,101  11.6%

General Fund Revenues ‐ Adopted Budget 2019‐20

185/358

Certificated Salaries $69,473,52551.0%

Classified Salaries $18,607,98313.7%

Employee Benefits $22,135,55216.3%

Books and Supplies $8,430,9866.2%

Services and Other Op Ex$15,008,381 11.0%

Capital Outlay $1,424,200 1.0%

Transfers Out (Deferred Maintenance) $1,100,000 0.8%

General Fund Expenditures ‐ Adopted Budget 2019‐20

186/358

Certificated Leadership 40.5 4.1%

Classified Leadership 15.5 1.6%

Classified Employees 292.45929.7%

Counselors 19.5 2.0%Other Site Certificated 12.9 1.3%

Teachers 604.456 61.3%

General Fund Staffing by Full Time EquivalentAdopted Budget 2019‐20

187/358

7323

8253

9133

9944

10659

11295

1208912089

1269013190

13690

7500

10000

12500

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21 2021-22

Historical Enrollment Projected Enrollment

Dublin USD Enrollment History and Projection

188/358

2 

7 

9 

13 33 

46 

57 

68 

77 

89 

100 

110 

115 

120 

127 

132 

Standardized Account Code Structure (SACS) Report Budget Certification Form

Workers’ Compensation Certificate

Average Daily Attendance Form

General Fund 01

Adult Education Fund 11

Cafeteria Special Revenue Fund 13

Deferred Maintenance Fund 14

Special Reserve Fund for Other than Capital Outlay  Projects Fund 17Building Fund 21

Capital Facilities Fund 35

Bond Interest and Redemption Fund 51

Cash Flow Worksheet

Current Expense of Education

Multi-Year Projection

Summary of Interfund Activities

Criteria and Standards Review

Technical Review Checklist 160

189/358

Budget Certification Form 

190/358

Dublin UnifiedAlameda County

July 1 BudgetFINANCIAL REPORTS

2019-20 BudgetSchool District Certification

01 75093 0000000Form CB

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cb (Rev 04/04/2018) Page 1 of 4 Printed: 6/6/2019 11:29 AM

ANNUAL BUDGET REPORT:

July 1, 2019 Budget Adoption

Insert "X" in applicable boxes:

X This budget was developed using the state-adopted Criteria and Standards. It includes the expenditures

necessary to implement the Local Control and Accountability Plan (LCAP) or annual update to the LCAP that

will be effective for the budget year. The budget was filed and adopted subsequent to a public hearing by the

governing board of the school district pursuant to Education Code sections 33129, 42127, 52060, 52061, and

52062.

X If the budget includes a combined assigned and unassigned ending fund balance above the minimum

recommended reserve for economic uncertainties, at its public hearing, the school district complied with

the requirements of subparagraphs (B) and (C) of paragraph (2) of subdivision (a) of Education Code

Section 42127.

Budget available for inspection at: Public Hearing:

Place: Dublin Unified School District - Fiscal Dept. Place: Dublin Unified School District

Date: June 08, 2019 Date: June 11, 2019

Time: 5:30 p.m.

Adoption Date: June 25, 2019

Signed:

Clerk/Secretary of the Governing Board

(Original signature required)

Contact person for additional information on the budget reports:

Name: Chris Hobbs Telephone: 925-828-2551

Title: Director of Fiscal Services E-mail: hobbschris@dublinusd.org

Criteria and Standards Review Summary

The following summary is automatically completed based on data provided in the Criteria and Standards Review(Form 01CS). Criteria and standards that are "Not Met," and supplemental information and additional fiscalindicators that are "Yes," may indicate areas of potential concern for fiscal solvency purposes and should becarefully reviewed.

CRITERIA AND STANDARDS MetNotMet

1 Average Daily Attendance Budgeted (funded) ADA has not been overestimated by more than thestandard for the prior fiscal year, or two or more of the previous threefiscal years.

X

191/358

Dublin UnifiedAlameda County

July 1 BudgetFINANCIAL REPORTS

2019-20 BudgetSchool District Certification

01 75093 0000000Form CB

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cb (Rev 04/04/2018) Page 2 of 4 Printed: 6/6/2019 11:29 AM

CRITERIA AND STANDARDS (continued) MetNotMet

2 Enrollment Enrollment has not been overestimated by more than the standardfor the prior fiscal year, or two or more of the previous three fiscalyears.

X

3 ADA to Enrollment Projected second period (P-2) ADA to enrollment ratio is consistent withhistorical ratios for the budget and two subsequent fiscal years. X

4 Local Control FundingFormula (LCFF) Revenue

Projected change in LCFF revenue is within the standard for thebudget and two subsequent fiscal years. X

5 Salaries and Benefits Projected ratios of total unrestricted salaries and benefits to totalunrestricted general fund expenditures are consistent with historicalratios for the budget and two subsequent fiscal years.

X

6a Other Revenues Projected operating revenues (e.g., federal, other state, and otherlocal) are within the standard for the budget and two subsequentfiscal years.

X

6b Other Expenditures Projected operating expenditures (e.g., books and supplies, andservices and other operating) are within the standard for the budgetand two subsequent fiscal years.

X

7 Ongoing and MajorMaintenance Account

If applicable, required contribution to the ongoing and majormaintenance account (i.e., restricted maintenance account) isincluded in the budget.

X

8 Deficit Spending Unrestricted deficit spending, if any, has not exceeded the standardfor two or more of the last three fiscal years. X

9 Fund Balance Unrestricted general fund beginning balance has not beenoverestimated by more than the standard for two or more of the lastthree fiscal years.

X

10 Reserves Projected available reserves (e.g., reserve for economicuncertainties, unassigned/unappropriated amounts) meet minimumrequirements for the budget and two subsequent fiscal years.

X

SUPPLEMENTAL INFORMATION No YesS1 Contingent Liabilities Are there known or contingent liabilities (e.g., financial or program

audits, litigation, state compliance reviews) that may impact thebudget?

X

S2 Using One-time Revenuesto Fund OngoingExpenditures

Are there ongoing general fund expenditures in excess of onepercent of the total general fund expenditures that are funded withone-time resources?

X

S3 Using Ongoing Revenuesto Fund One-timeExpenditures

Are there large non-recurring general fund expenditures that arefunded with ongoing general fund revenues? X

S4 Contingent Revenues Are any projected revenues for the budget or two subsequent fiscalyears contingent on reauthorization by the local government, speciallegislation, or other definitive act (e.g., parcel taxes, forest reserves)? X

S5 Contributions Have contributions from unrestricted to restricted resources, ortransfers to or from the general fund to cover operating deficits,changed by more than the standard for the budget or twosubsequent fiscal years?

X

192/358

Dublin UnifiedAlameda County

July 1 BudgetFINANCIAL REPORTS

2019-20 BudgetSchool District Certification

01 75093 0000000Form CB

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cb (Rev 04/04/2018) Page 3 of 4 Printed: 6/6/2019 11:29 AM

SUPPLEMENTAL INFORMATION (continued) No YesS6 Long-term Commitments Does the district have long-term (multiyear) commitments or debt

agreements? X

• If yes, have annual payments for the budget or two subsequentfiscal years increased over prior year's (2018-19) annualpayment?

X

S7a Postemployment BenefitsOther than Pensions

Does the district provide postemployment benefits other thanpensions (OPEB)? X

• If yes, are they lifetime benefits? n/a

• If yes, do benefits continue beyond age 65? n/a

• If yes, are benefits funded by pay-as-you-go? n/a

S7b Other Self-insuranceBenefits

Does the district provide other self-insurance benefits (e.g., workers'compensation)? X

S8 Status of Labor Are salary and benefit negotiations still open for:

Agreements • Certificated? (Section S8A, Line 1) X• Classified? (Section S8B, Line 1) X• Management/supervisor/confidential? (Section S8C, Line 1) X

S9 Local Control andAccountability Plan (LCAP)

• Did or will the school district's governing board adopt an LCAP orapprove an update to the LCAP effective for the budget year? X

• Approval date for adoption of the LCAP or approval of an updateto the LCAP: Jun 25, 2019Jun 25, 2019

S10 LCAP Expenditures Does the school district's budget include the expenditures necessaryto implement the LCAP or annual update to the LCAP as describedin the Local Control and Accountability Plan and Annual UpdateTemplate, Section 3: Actions, Services, and Expenditures?

X

ADDITIONAL FISCAL INDICATORS No YesA1 Negative Cash Flow Do cash flow projections show that the district will end the budget

year with a negative cash balance in the general fund? X

A2 Independent PositionControl

Is personnel position control independent from the payroll system?X

A3 Declining Enrollment Is enrollment decreasing in both the prior fiscal year and budgetyear? X

A4 New Charter SchoolsImpacting DistrictEnrollment

Are any new charter schools operating in district boundaries that areimpacting the district's enrollment, either in the prior fiscal year orbudget year?

X

A5 Salary Increases ExceedCOLA

Has the district entered into a bargaining agreement where any of thebudget or subsequent fiscal years of the agreement would result insalary increases that are expected to exceed the projected statefunded cost-of-living adjustment?

X

193/358

Dublin UnifiedAlameda County

July 1 BudgetFINANCIAL REPORTS

2019-20 BudgetSchool District Certification

01 75093 0000000Form CB

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cb (Rev 04/04/2018) Page 4 of 4 Printed: 6/6/2019 11:29 AM

ADDITIONAL FISCAL INDICATORS (continued) No YesA6 Uncapped Health Benefits Does the district provide uncapped (100% employer paid) health

benefits for current or retired employees? X

A7 Independent FinancialSystem

Is the district’s financial system independent from the county officesystem? X

A8 Fiscal Distress Reports Does the district have any reports that indicate fiscal distress? If yes,provide copies to the COE, pursuant to EC 42127.6(a). X

A9 Change of CBO orSuperintendent

Have there been personnel changes in the superintendent or chiefbusiness official (CBO) positions within the last 12 months? X

194/358

Workers’ Compensation Certificate 

195/358

Dublin UnifiedAlameda County

July 1 Budget2019-20 Budget

Workers' Compensation Certification01 75093 0000000

Form CC

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cc (Rev 02/14/2017) Page 1 of 1 Printed: 6/6/2019 11:29 AM

ANNUAL CERTIFICATION REGARDING SELF-INSURED WORKERS' COMPENSATION CLAIMS

Pursuant to EC Section 42141, if a school district, either individually or as a member of a joint powers agency, is self-

insured for workers' compensation claims, the superintendent of the school district annually shall provide information

to the governing board of the school district regarding the estimated accrued but unfunded cost of those claims. The

governing board annually shall certify to the county superintendent of schools the amount of money, if any, that it has

decided to reserve in its budget for the cost of those claims.

To the County Superintendent of Schools:

( ) Our district is self-insured for workers' compensation claims as defined in Education Code

Section 42141(a):

Total liabilities actuarially determined: $

Less: Amount of total liabilities reserved in budget: $

Estimated accrued but unfunded liabilities: $ 0.00

( X ) This school district is self-insured for workers' compensation claims

through a JPA, and offers the following information:

Alamda County Schools Insurance Group

( ) This school district is not self-insured for workers' compensation claims.

Signed Date of Meeting: Jun 25, 2019

Clerk/Secretary of the Governing Board

(Original signature required)

For additional information on this certification, please contact:

Name: Chris Hobbs

Title: Director of Fiscal Services

Telephone: 925-828-2551 x8045

E-mail: hobbschris@dublinusd.org

196/358

Average Daily Attendance Form 

197/358

Dublin UnifiedAlameda County

2019-20 July 1 BudgetAVERAGE DAILY ATTENDANCE 01 75093 0000000

Form A

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: ada (Rev 03/27/2018) Page 1 of 1 Printed: 6/6/2019 11:29 AM

2018-19 Estimated Actuals 2019-20 Budget2019-20 Budget

Description P-2 ADA Annual ADA Funded ADAEstimated P-2

ADAEstimated

Annual ADAEstimated

Funded ADA

A. DISTRICT

1. Total District Regular ADA

Includes Opportunity Classes, Home &

Hospital, Special Day Class, Continuation

Education, Special Education NPS/LCI

and Extended Year, and Community Day

School (includes Necessary Small School

ADA) 11,759.40 11,759.40 11,759.40 12,308.22 12,308.22 12,308.22

2. Total Basic Aid Choice/Court Ordered

Voluntary Pupil Transfer Regular ADA

Includes Opportunity Classes, Home &

Hospital, Special Day Class, Continuation

Education, Special Education NPS/LCI

and Extended Year, and Community Day

School (ADA not included in Line A1 above)

3. Total Basic Aid Open Enrollment Regular ADA

Includes Opportunity Classes, Home &

Hospital, Special Day Class, Continuation

Education, Special Education NPS/LCI

and Extended Year, and Community Day

School (ADA not included in Line A1 above)

4. Total, District Regular ADA

(Sum of Lines A1 through A3) 11,759.40 11,759.40 11,759.40 12,308.22 12,308.22 12,308.22

5. District Funded County Program ADA

a. County Community Schools

b. Special Education-Special Day Class

c. Special Education-NPS/LCI

d. Special Education Extended Year

e. Other County Operated Programs:

Opportunity Schools and Full Day

Opportunity Classes, Specialized Secondary

Schools

f. County School Tuition Fund

(Out of State Tuition) [EC 2000 and 46380]

g. Total, District Funded County Program ADA

(Sum of Lines A5a through A5f) 0.00 0.00 0.00 0.00 0.00 0.00

6. TOTAL DISTRICT ADA

(Sum of Line A4 and Line A5g) 11,759.40 11,759.40 11,759.40 12,308.22 12,308.22 12,308.22

7. Adults in Correctional Facilities

8. Charter School ADA

(Enter Charter School ADA using

Tab C. Charter School ADA)

198/358

Dublin UnifiedAlameda County

2019-20 July 1 BudgetAVERAGE DAILY ATTENDANCE 01 75093 0000000

Form A

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: ada (Rev 03/27/2018) Page 1 of 1 Printed: 6/6/2019 11:29 AM

2018-19 Estimated Actuals 2019-20 Budget2019-20 BudgetEstimated P-2 Estimated Estimated

Description P-2 ADA Annual ADA Funded ADA ADA Annual ADA Funded ADA

B. COUNTY OFFICE OF EDUCATION

1. County Program Alternative Education ADA

a. County Group Home and Institution Pupils

b. Juvenile Halls, Homes, and Camps

c. Probation Referred, On Probation or Parole,

Expelled per EC 48915(a) or (c) [EC 2574(c)(4)(A)]

d. Total, County Program Alternative Education

ADA (Sum of Lines B1a through B1c) 0.00 0.00 0.00 0.00 0.00 0.00

2. District Funded County Program ADA

a. County Community Schools

b. Special Education-Special Day Class

c. Special Education-NPS/LCI

d. Special Education Extended Year

e. Other County Operated Programs:

Opportunity Schools and Full Day

Opportunity Classes, Specialized Secondary

Schools

f. County School Tuition Fund

(Out of State Tuition) [EC 2000 and 46380]

g. Total, District Funded County Program ADA

(Sum of Lines B2a through B2f) 0.00 0.00 0.00 0.00 0.00 0.00

3. TOTAL COUNTY OFFICE ADA

(Sum of Lines B1d and B2g) 0.00 0.00 0.00 0.00 0.00 0.00

4. Adults in Correctional Facilities

5. County Operations Grant ADA

6. Charter School ADA

(Enter Charter School ADA using

Tab C. Charter School ADA)

199/358

Dublin UnifiedAlameda County

2019-20 July 1 BudgetAVERAGE DAILY ATTENDANCE 01 75093 0000000

Form A

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: ada (Rev 03/27/2018) Page 1 of 1 Printed: 6/6/2019 11:29 AM

2018-19 Estimated Actuals 2019-20 Budget2019-20 Budget

Description P-2 ADA Annual ADA Funded ADAEstimated P-2

ADAEstimated

Annual ADAEstimated

Funded ADA

C. CHARTER SCHOOL ADA

Authorizing LEAs reporting charter school SACS financial data in their Fund 01, 09, or 62 use this worksheet to report ADA for those charter schools. Authorizing LEAs reporting charter school SACS financial data in their Fund 01, 09, or 62 use this worksheet to report ADA for those charter schools.

Charter schools reporting SACS financial data separately from their authorizing LEAs in Fund 01 or Fund 62 use this worksheet to report their ADA. Charter schools reporting SACS financial data separately from their authorizing LEAs in Fund 01 or Fund 62 use this worksheet to report their ADA.

FUND 01: Charter School ADA corresponding to SACS financial data reported in Fund 01. FUND 01: Charter School ADA corresponding to SACS financial data reported in Fund 01.

1. Total Charter School Regular ADA

2. Charter School County Program Alternative

Education ADA

a. County Group Home and Institution Pupils

b. Juvenile Halls, Homes, and Camps

c. Probation Referred, On Probation or Parole,

Expelled per EC 48915(a) or (c) [EC 2574(c)(4)(A)]

d. Total, Charter School County Program

Alternative Education ADA

(Sum of Lines C2a through C2c) 0.00 0.00 0.00 0.00 0.00 0.00

3. Charter School Funded County Program ADA

a. County Community Schools

b. Special Education-Special Day Class

c. Special Education-NPS/LCI

d. Special Education Extended Year

e. Other County Operated Programs:

Opportunity Schools and Full Day

Opportunity Classes, Specialized Secondary

Schools

f. Total, Charter School Funded County

Program ADA

(Sum of Lines C3a through C3e) 0.00 0.00 0.00 0.00 0.00 0.00

4. TOTAL CHARTER SCHOOL ADA

(Sum of Lines C1, C2d, and C3f) 0.00 0.00 0.00 0.00 0.00 0.00

FUND 09 or 62: Charter School ADA corresponding to SACS financial data reported in Fund 09 or Fund 62.

5. Total Charter School Regular ADA

6. Charter School County Program Alternative

Education ADA

a. County Group Home and Institution Pupils

b. Juvenile Halls, Homes, and Camps

c. Probation Referred, On Probation or Parole,

Expelled per EC 48915(a) or (c) [EC 2574(c)(4)(A)]

d. Total, Charter School County Program

Alternative Education ADA

(Sum of Lines C6a through C6c) 0.00 0.00 0.00 0.00 0.00 0.00

7. Charter School Funded County Program ADA

a. County Community Schools

b. Special Education-Special Day Class

c. Special Education-NPS/LCI

d. Special Education Extended Year

e. Other County Operated Programs:

Opportunity Schools and Full Day

Opportunity Classes, Specialized Secondary

Schools

f. Total, Charter School Funded County

Program ADA

(Sum of Lines C7a through C7e) 0.00 0.00 0.00 0.00 0.00 0.00

8. TOTAL CHARTER SCHOOL ADA

(Sum of Lines C5, C6d, and C7f) 0.00 0.00 0.00 0.00 0.00 0.00

9. TOTAL CHARTER SCHOOL ADA

Reported in Fund 01, 09, or 62

(Sum of Lines C4 and C8) 0.00 0.00 0.00 0.00 0.00 0.00

200/358

General Fund Fund 01/Form 01 

This is the chief operating fund for all local educational  agencies (LEA). It is used to account for the ordinary  operations of an LEA. All transactions except those  accounted for in another fund are accounted for in this  fund.

201/358

Dublin UnifiedAlameda County

July 1 BudgetGeneral Fund

Unrestricted and RestrictedExpenditures by Object

01 75093 0000000Form 01

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-a (Rev 03/15/2019) Page 1 Printed: 6/6/2019 11:26 AM

2018-19 Estimated Actuals 2019-20 Budget

Description Resource CodesObjectCodes

Unrestricted(A)

Restricted(B)

Total Fundcol. A + B

(C)Unrestricted

(D)Restricted

(E)

Total Fundcol. D + E

(F)

% DiffColumnC & F

A. REVENUES

1) LCFF Sources 8010-8099 104,305,728.00 635,615.00 104,941,343.00 113,569,137.00 667,122.00 114,236,259.00 8.9%

2) Federal Revenue 8100-8299 0.00 1,699,047.00 1,699,047.00 0.00 2,068,247.00 2,068,247.00 21.7%

3) Other State Revenue 8300-8599 4,361,143.00 5,997,113.00 10,358,256.00 2,348,675.00 1,258,474.00 3,607,149.00 -65.2%

4) Other Local Revenue 8600-8799 4,883,873.00 5,490,746.00 10,374,619.00 3,118,416.00 5,512,167.00 8,630,583.00 -16.8%

5) TOTAL, REVENUES 113,550,744.00 13,822,521.00 127,373,265.00 119,036,228.00 9,506,010.00 128,542,238.00 0.9%

B. EXPENDITURES

1) Certificated Salaries 1000-1999 55,882,220.00 7,304,276.00 63,186,496.00 61,051,167.00 8,422,358.00 69,473,525.00 9.9%

2) Classified Salaries 2000-2999 10,680,770.00 4,992,169.00 15,672,939.00 12,705,668.00 5,902,315.00 18,607,983.00 18.7%

3) Employee Benefits 3000-3999 16,741,226.00 8,053,526.00 24,794,752.00 18,190,990.00 3,944,562.00 22,135,552.00 -10.7%

4) Books and Supplies 4000-4999 2,853,597.00 1,359,561.00 4,213,158.00 7,598,734.00 832,252.00 8,430,986.00 100.1%

5) Services and Other Operating Expenditures 5000-5999 8,474,437.00 5,542,804.00 14,017,241.00 9,451,785.00 5,556,596.00 15,008,381.00 7.1%

6) Capital Outlay 6000-6999 709,218.00 2,434,243.00 3,143,461.00 1,206,200.00 218,000.00 1,424,200.00 -54.7%

7) Other Outgo (excluding Transfers of Indirect 7100-7299

Costs) 7400-7499 1,021,302.00 0.00 1,021,302.00 0.00 0.00 0.00 -100.0%

8) Other Outgo - Transfers of Indirect Costs 7300-7399 (417,845.00) 244,204.00 (173,641.00) (123,071.00) 123,071.00 0.00 -100.0%

9) TOTAL, EXPENDITURES 95,944,925.00 29,930,783.00 125,875,708.00 110,081,473.00 24,999,154.00 135,080,627.00 7.3%

C. EXCESS (DEFICIENCY) OF REVENUES

OVER EXPENDITURES BEFORE OTHER

FINANCING SOURCES AND USES (A5 - B9) 17,605,819.00 (16,108,262.00) 1,497,557.00 8,954,755.00 (15,493,144.00) (6,538,389.00) -536.6%

D. OTHER FINANCING SOURCES/USES

1) Interfund Transfers

a) Transfers In 8900-8929 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

b) Transfers Out 7600-7629 1,100,000.00 0.00 1,100,000.00 1,100,000.00 0.00 1,100,000.00 0.0%

2) Other Sources/Uses

a) Sources 8930-8979 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

b) Uses 7630-7699 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

3) Contributions 8980-8999 (15,431,217.00) 15,431,217.00 0.00 (15,504,332.00) 15,504,332.00 0.00 0.0%

4) TOTAL, OTHER FINANCING SOURCES/USES (16,531,217.00) 15,431,217.00 (1,100,000.00) (16,604,332.00) 15,504,332.00 (1,100,000.00) 0.0%

202/358

Dublin UnifiedAlameda County

July 1 BudgetGeneral Fund

Unrestricted and RestrictedExpenditures by Object

01 75093 0000000Form 01

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-a (Rev 03/15/2019) Page 2 Printed: 6/6/2019 11:26 AM

2018-19 Estimated Actuals 2019-20 Budget

Description Resource CodesObjectCodes

Unrestricted(A)

Restricted(B)

Total Fundcol. A + B

(C)Unrestricted

(D)Restricted

(E)

Total Fundcol. D + E

(F)

% DiffColumnC & F

E. NET INCREASE (DECREASE) IN FUND

BALANCE (C + D4) 1,074,602.00 (677,045.00) 397,557.00 (7,649,577.00) 11,188.00 (7,638,389.00) -2021.3%

F. FUND BALANCE, RESERVES

1) Beginning Fund Balance

a) As of July 1 - Unaudited 9791 16,302,801.00 4,319,026.00 20,621,827.00 17,377,403.00 3,641,981.00 21,019,384.00 1.9%

b) Audit Adjustments 9793 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

c) As of July 1 - Audited (F1a + F1b) 16,302,801.00 4,319,026.00 20,621,827.00 17,377,403.00 3,641,981.00 21,019,384.00 1.9%

d) Other Restatements 9795 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

e) Adjusted Beginning Balance (F1c + F1d) 16,302,801.00 4,319,026.00 20,621,827.00 17,377,403.00 3,641,981.00 21,019,384.00 1.9%

2) Ending Balance, June 30 (E + F1e) 17,377,403.00 3,641,981.00 21,019,384.00 9,727,826.00 3,653,169.00 13,380,995.00 -36.3%

Components of Ending Fund Balance

a) Nonspendable

Revolving Cash 9711 75,000.00 0.00 75,000.00 75,000.00 0.00 75,000.00 0.0%

Stores 9712 57,225.88 0.00 57,225.88 0.00 0.00 0.00 -100.0%

Prepaid Items 9713 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

All Others 9719 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

b) Restricted 9740 0.00 3,641,981.00 3,641,981.00 0.00 3,718,767.00 3,718,767.00 2.1%

c) Committed

Stabilization Arrangements 9750 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Other Commitments 9760 8,140,569.00 0.00 8,140,569.00 1,791,784.00 0.00 1,791,784.00 -78.0%

Technology Refresh (for 2021-22) 0000 9760 486,254.00 486,254.00

Textbook Adoption (for 2021-22) 0000 9760 1,305,530.00 1,305,530.00

Technology Refresh (for 2021-22) 0000 9760 486,254.00 486,254.00

Textbook Adoption (for 2021-22) 0000 9760 1,305,530.00 1,305,530.00

Board Directed Additional Reserve (5%) 0000 9760 6,348,785.00 6,348,785.00

d) Assigned

Other Assignments 9780 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

e) Unassigned/Unappropriated

Reserve for Economic Uncertainties 9789 3,809,271.00 0.00 3,809,271.00 4,085,419.00 0.00 4,085,419.00 7.2%

Unassigned/Unappropriated Amount 9790 5,295,337.12 0.00 5,295,337.12 3,775,623.00 (65,598.00) 3,710,025.00 -29.9%

203/358

Dublin UnifiedAlameda County

July 1 BudgetGeneral Fund

Unrestricted and RestrictedExpenditures by Object

01 75093 0000000Form 01

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-a (Rev 03/15/2019) Page 3 Printed: 6/6/2019 11:26 AM

2018-19 Estimated Actuals 2019-20 Budget

Description Resource CodesObjectCodes

Unrestricted(A)

Restricted(B)

Total Fundcol. A + B

(C)Unrestricted

(D)Restricted

(E)

Total Fundcol. D + E

(F)

% DiffColumnC & F

G. ASSETS

1) Cash

a) in County Treasury 9110 44,380,508.94 (15,948,024.15) 28,432,484.79

1) Fair Value Adjustment to Cash in County Treasury 9111 0.00 0.00 0.00

b) in Banks 9120 0.00 0.00 0.00

c) in Revolving Cash Account 9130 75,000.00 0.00 75,000.00

d) with Fiscal Agent/Trustee 9135 0.00 0.00 0.00

e) Collections Awaiting Deposit 9140 285,493.67 (188,423.26) 97,070.41

2) Investments 9150 0.00 0.00 0.00

3) Accounts Receivable 9200 673,507.48 82,761.00 756,268.48

4) Due from Grantor Government 9290 (424,072.00) (95,682.51) (519,754.51)

5) Due from Other Funds 9310 2,109,551.55 9,226,089.98 11,335,641.53

6) Stores 9320 57,225.88 0.00 57,225.88

7) Prepaid Expenditures 9330 0.00 0.00 0.00

8) Other Current Assets 9340 0.00 0.00 0.00

9) TOTAL, ASSETS 47,157,215.52 (6,923,278.94) 40,233,936.58

H. DEFERRED OUTFLOWS OF RESOURCES

1) Deferred Outflows of Resources 9490 0.00 0.00 0.00

2) TOTAL, DEFERRED OUTFLOWS 0.00 0.00 0.00

I. LIABILITIES

1) Accounts Payable 9500 5,562,371.32 1,102,614.80 6,664,986.12

2) Due to Grantor Governments 9590 0.00 2.00 2.00

3) Due to Other Funds 9610 11,115,797.34 301,154.66 11,416,952.00

4) Current Loans 9640 0.00 0.00 0.00

5) Unearned Revenue 9650 0.00 6,011.10 6,011.10

6) TOTAL, LIABILITIES 16,678,168.66 1,409,782.56 18,087,951.22

J. DEFERRED INFLOWS OF RESOURCES

1) Deferred Inflows of Resources 9690 0.00 0.00 0.00

2) TOTAL, DEFERRED INFLOWS 0.00 0.00 0.00

K. FUND EQUITY

Ending Fund Balance, June 30

204/358

Dublin UnifiedAlameda County

July 1 BudgetGeneral Fund

Unrestricted and RestrictedExpenditures by Object

01 75093 0000000Form 01

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-a (Rev 03/15/2019) Page 4 Printed: 6/6/2019 11:26 AM

2018-19 Estimated Actuals 2019-20 Budget

Description Resource CodesObjectCodes

Unrestricted(A)

Restricted(B)

Total Fundcol. A + B

(C)Unrestricted

(D)Restricted

(E)

Total Fundcol. D + E

(F)

% DiffColumnC & F

(G9 + H2) - (I6 + J2) 30,479,046.86 (8,333,061.50) 22,145,985.36

205/358

Dublin UnifiedAlameda County

July 1 BudgetGeneral Fund

Unrestricted and RestrictedExpenditures by Object

01 75093 0000000Form 01

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-a (Rev 03/15/2019) Page 5 Printed: 6/6/2019 11:26 AM

2018-19 Estimated Actuals 2019-20 Budget

Description Resource CodesObjectCodes

Unrestricted(A)

Restricted(B)

Total Fundcol. A + B

(C)Unrestricted

(D)Restricted

(E)

Total Fundcol. D + E

(F)

% DiffColumnC & F

LCFF SOURCES

Principal Apportionment

State Aid - Current Year 8011 34,306,794.00 0.00 34,306,794.00 42,564,496.00 0.00 42,564,496.00 24.1%

Education Protection Account State Aid - Current Year 8012 18,427,698.00 0.00 18,427,698.00 19,273,344.00 0.00 19,273,344.00 4.6%

State Aid - Prior Years 8019 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Tax Relief Subventions

Homeowners' Exemptions 8021 235,832.00 0.00 235,832.00 235,832.00 0.00 235,832.00 0.0%

Timber Yield Tax 8022 52.00 0.00 52.00 52.00 0.00 52.00 0.0%

Other Subventions/In-Lieu Taxes 8029 20.00 0.00 20.00 20.00 0.00 20.00 0.0%

County & District Taxes

Secured Roll Taxes 8041 37,056,288.00 0.00 37,056,288.00 37,056,288.00 0.00 37,056,288.00 0.0%

Unsecured Roll Taxes 8042 2,536,781.00 0.00 2,536,781.00 2,536,781.00 0.00 2,536,781.00 0.0%

Prior Years' Taxes 8043 (160,061.00) 0.00 (160,061.00) 0.00 0.00 0.00 -100.0%

Supplemental Taxes 8044 944,047.00 0.00 944,047.00 944,047.00 0.00 944,047.00 0.0%

Education Revenue Augmentation

Fund (ERAF) 8045 10,958,277.00 0.00 10,958,277.00 10,958,277.00 0.00 10,958,277.00 0.0%

Community Redevelopment Funds

(SB 617/699/1992) 8047 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Penalties and Interest from

Delinquent Taxes 8048 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Miscellaneous Funds (EC 41604)

Royalties and Bonuses 8081 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Other In-Lieu Taxes 8082 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Less: Non-LCFF

(50%) Adjustment 8089 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Subtotal, LCFF Sources 104,305,728.00 0.00 104,305,728.00 113,569,137.00 0.00 113,569,137.00 8.9%

LCFF Transfers

Unrestricted LCFF Transfers -

Current Year 0000 8091 0.00 0.00 0.00 0.00 0.0%

All Other LCFF Transfers -

Current Year All Other 8091 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Transfers to Charter Schools in Lieu of Property Taxes 8096 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Property Taxes Transfers 8097 0.00 635,615.00 635,615.00 0.00 667,122.00 667,122.00 5.0%

206/358

Dublin UnifiedAlameda County

July 1 BudgetGeneral Fund

Unrestricted and RestrictedExpenditures by Object

01 75093 0000000Form 01

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-a (Rev 03/15/2019) Page 6 Printed: 6/6/2019 11:26 AM

2018-19 Estimated Actuals 2019-20 Budget

Description Resource CodesObjectCodes

Unrestricted(A)

Restricted(B)

Total Fundcol. A + B

(C)Unrestricted

(D)Restricted

(E)

Total Fundcol. D + E

(F)

% DiffColumnC & F

LCFF/Revenue Limit Transfers - Prior Years 8099 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

TOTAL, LCFF SOURCES 104,305,728.00 635,615.00 104,941,343.00 113,569,137.00 667,122.00 114,236,259.00 8.9%

FEDERAL REVENUE

Maintenance and Operations 8110 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Special Education Entitlement 8181 0.00 1,068,343.00 1,068,343.00 0.00 1,324,346.00 1,324,346.00 24.0%

Special Education Discretionary Grants 8182 0.00 236,318.00 236,318.00 0.00 172,766.00 172,766.00 -26.9%

Child Nutrition Programs 8220 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Donated Food Commodities 8221 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Forest Reserve Funds 8260 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Flood Control Funds 8270 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Wildlife Reserve Funds 8280 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

FEMA 8281 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Interagency Contracts Between LEAs 8285 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Pass-Through Revenues from

Federal Sources 8287 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Title I, Part A, Basic 3010 8290 178,672.00 178,672.00 161,790.00 161,790.00 -9.4%

Title I, Part D, Local Delinquent

Programs 3025 8290 0.00 0.00 0.00 0.00 0.0%

Title II, Part A, Supporting Effective Instruction 4035 8290 52,462.00 52,462.00 78,964.00 78,964.00 50.5%

Title III, Part A, Immigrant Student

Program 4201 8290 41,608.00 41,608.00 57,349.00 57,349.00 37.8%

207/358

Dublin UnifiedAlameda County

July 1 BudgetGeneral Fund

Unrestricted and RestrictedExpenditures by Object

01 75093 0000000Form 01

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-a (Rev 03/15/2019) Page 7 Printed: 6/6/2019 11:26 AM

2018-19 Estimated Actuals 2019-20 Budget

Description Resource CodesObjectCodes

Unrestricted(A)

Restricted(B)

Total Fundcol. A + B

(C)Unrestricted

(D)Restricted

(E)

Total Fundcol. D + E

(F)

% DiffColumnC & F

Title III, Part A, English Learner

Program 4203 8290 100,060.00 100,060.00 93,701.00 93,701.00 -6.4%

Public Charter Schools Grant

Program (PCSGP) 4610 8290 0.00 0.00 0.00 0.00 0.0%

Other NCLB / Every Student Succeeds Act

3020, 3040, 3041,3045, 3060, 3061,3110, 3150, 3155,3177, 3180, 3181,3182, 3183, 3185,4050, 4123, 4124,4126, 4127, 4128,

5510, 5630 8290 631.00 631.00 129,331.00 129,331.00 20396.2%

Career and Technical

Education 3500-3599 8290 0.00 0.00 0.00 0.00 0.0%

All Other Federal Revenue All Other 8290 0.00 20,953.00 20,953.00 0.00 50,000.00 50,000.00 138.6%

TOTAL, FEDERAL REVENUE 0.00 1,699,047.00 1,699,047.00 0.00 2,068,247.00 2,068,247.00 21.7%

OTHER STATE REVENUE

Other State Apportionments

ROC/P Entitlement

Prior Years 6360 8319 0.00 0.00 0.00 0.00 0.0%

Special Education Master Plan

Current Year 6500 8311 0.00 0.00 0.00 0.00 0.0%

Prior Years 6500 8319 0.00 0.00 0.00 0.00 0.0%

All Other State Apportionments - Current Year All Other 8311 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

All Other State Apportionments - Prior Years All Other 8319 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Child Nutrition Programs 8520 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Mandated Costs Reimbursements 8550 2,585,281.00 0.00 2,585,281.00 490,134.00 0.00 490,134.00 -81.0%

Lottery - Unrestricted and Instructional Materials 8560 1,775,862.00 623,316.00 2,399,178.00 1,858,541.00 652,336.00 2,510,877.00 4.7%

Tax Relief Subventions

Restricted Levies - Other

Homeowners' Exemptions 8575 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Other Subventions/In-Lieu Taxes 8576 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Pass-Through Revenues from

State Sources 8587 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

After School Education and Safety (ASES) 6010 8590 0.00 0.00 0.00 0.00 0.0%

208/358

Dublin UnifiedAlameda County

July 1 BudgetGeneral Fund

Unrestricted and RestrictedExpenditures by Object

01 75093 0000000Form 01

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-a (Rev 03/15/2019) Page 8 Printed: 6/6/2019 11:26 AM

2018-19 Estimated Actuals 2019-20 Budget

Description Resource CodesObjectCodes

Unrestricted(A)

Restricted(B)

Total Fundcol. A + B

(C)Unrestricted

(D)Restricted

(E)

Total Fundcol. D + E

(F)

% DiffColumnC & F

Charter School Facility Grant 6030 8590 0.00 0.00 0.00 0.00 0.0%

Drug/Alcohol/Tobacco Funds 6650, 6690, 6695 8590 0.00 0.00 0.00 0.00 0.0%

California Clean Energy Jobs Act 6230 8590 0.00 0.00 0.00 0.00 0.0%

Career Technical Education Incentive

Grant Program 6387 8590 0.00 0.00 0.00 0.00 0.0%

American Indian Early Childhood Education 7210 8590 0.00 0.00 0.00 0.00 0.0%

Specialized Secondary 7370 8590 0.00 0.00 0.00 0.00 0.0%

Quality Education Investment Act 7400 8590 0.00 0.00 0.00 0.00 0.0%

All Other State Revenue All Other 8590 0.00 5,373,797.00 5,373,797.00 0.00 606,138.00 606,138.00 -88.7%

TOTAL, OTHER STATE REVENUE 4,361,143.00 5,997,113.00 10,358,256.00 2,348,675.00 1,258,474.00 3,607,149.00 -65.2%

209/358

Dublin UnifiedAlameda County

July 1 BudgetGeneral Fund

Unrestricted and RestrictedExpenditures by Object

01 75093 0000000Form 01

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-a (Rev 03/15/2019) Page 9 Printed: 6/6/2019 11:26 AM

2018-19 Estimated Actuals 2019-20 Budget

Description Resource CodesObjectCodes

Unrestricted(A)

Restricted(B)

Total Fundcol. A + B

(C)Unrestricted

(D)Restricted

(E)

Total Fundcol. D + E

(F)

% DiffColumnC & F

OTHER LOCAL REVENUE

Other Local Revenue

County and District Taxes

Other Restricted Levies

Secured Roll 8615 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Unsecured Roll 8616 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Prior Years' Taxes 8617 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Supplemental Taxes 8618 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Non-Ad Valorem Taxes

Parcel Taxes 8621 1,668,384.00 0.00 1,668,384.00 1,808,832.00 0.00 1,808,832.00 8.4%

Other 8622 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Community Redevelopment Funds

Not Subject to LCFF Deduction 8625 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Penalties and Interest from

Delinquent Non-LCFF

Taxes 8629 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Sales

Sale of Equipment/Supplies 8631 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Sale of Publications 8632 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Food Service Sales 8634 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

All Other Sales 8639 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Leases and Rentals 8650 480,643.00 0.00 480,643.00 390,000.00 0.00 390,000.00 -18.9%

Interest 8660 307,727.00 0.00 307,727.00 459,584.00 0.00 459,584.00 49.3%

Net Increase (Decrease) in the Fair Value

of Investments 8662 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Fees and Contracts

Adult Education Fees 8671 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Non-Resident Students 8672 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Transportation Fees From Individuals 8675 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Interagency Services 8677 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Mitigation/Developer Fees 8681 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

All Other Fees and Contracts 8689 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Other Local Revenue

Plus: Misc Funds Non-LCFF

210/358

Dublin UnifiedAlameda County

July 1 BudgetGeneral Fund

Unrestricted and RestrictedExpenditures by Object

01 75093 0000000Form 01

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-a (Rev 03/15/2019) Page 10 Printed: 6/6/2019 11:26 AM

2018-19 Estimated Actuals 2019-20 Budget

Description Resource CodesObjectCodes

Unrestricted(A)

Restricted(B)

Total Fundcol. A + B

(C)Unrestricted

(D)Restricted

(E)

Total Fundcol. D + E

(F)

% DiffColumnC & F

(50%) Adjustment 8691 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Pass-Through Revenues From

Local Sources 8697 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

All Other Local Revenue 8699 2,427,119.00 0.00 2,427,119.00 460,000.00 0.00 460,000.00 -81.0%

Tuition 8710 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

All Other Transfers In 8781-8783 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Transfers of Apportionments

Special Education SELPA Transfers

From Districts or Charter Schools 6500 8791 5,465,746.00 5,465,746.00 5,512,167.00 5,512,167.00 0.8%

From County Offices 6500 8792 0.00 0.00 0.00 0.00 0.0%

From JPAs 6500 8793 25,000.00 25,000.00 0.00 0.00 -100.0%

ROC/P Transfers

From Districts or Charter Schools 6360 8791 0.00 0.00 0.00 0.00 0.0%

From County Offices 6360 8792 0.00 0.00 0.00 0.00 0.0%

From JPAs 6360 8793 0.00 0.00 0.00 0.00 0.0%

Other Transfers of Apportionments

From Districts or Charter Schools All Other 8791 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

From County Offices All Other 8792 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

From JPAs All Other 8793 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

All Other Transfers In from All Others 8799 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

TOTAL, OTHER LOCAL REVENUE 4,883,873.00 5,490,746.00 10,374,619.00 3,118,416.00 5,512,167.00 8,630,583.00 -16.8%

TOTAL, REVENUES 113,550,744.00 13,822,521.00 127,373,265.00 119,036,228.00 9,506,010.00 128,542,238.00 0.9%

211/358

Dublin UnifiedAlameda County

July 1 BudgetGeneral Fund

Unrestricted and RestrictedExpenditures by Object

01 75093 0000000Form 01

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-a (Rev 03/15/2019) Page 11 Printed: 6/6/2019 11:26 AM

2018-19 Estimated Actuals 2019-20 Budget

Description Resource CodesObjectCodes

Unrestricted(A)

Restricted(B)

Total Fundcol. A + B

(C)Unrestricted

(D)Restricted

(E)

Total Fundcol. D + E

(F)

% DiffColumnC & F

CERTIFICATED SALARIES

Certificated Teachers' Salaries 1100 47,239,389.00 5,662,564.00 52,901,953.00 51,592,362.00 6,241,470.00 57,833,832.00 9.3%

Certificated Pupil Support Salaries 1200 2,187,024.00 1,300,879.00 3,487,903.00 2,290,170.00 1,747,680.00 4,037,850.00 15.8%

Certificated Supervisors' and Administrators' Salaries 1300 5,461,496.00 340,833.00 5,802,329.00 6,028,347.00 433,208.00 6,461,555.00 11.4%

Other Certificated Salaries 1900 994,311.00 0.00 994,311.00 1,140,288.00 0.00 1,140,288.00 14.7%

TOTAL, CERTIFICATED SALARIES 55,882,220.00 7,304,276.00 63,186,496.00 61,051,167.00 8,422,358.00 69,473,525.00 9.9%

CLASSIFIED SALARIES

Classified Instructional Salaries 2100 620,471.00 2,918,608.00 3,539,079.00 760,404.00 3,304,756.00 4,065,160.00 14.9%

Classified Support Salaries 2200 3,975,480.00 1,761,158.00 5,736,638.00 4,599,975.00 2,187,862.00 6,787,837.00 18.3%

Classified Supervisors' and Administrators' Salaries 2300 1,599,297.00 150,363.00 1,749,660.00 2,021,409.00 236,210.00 2,257,619.00 29.0%

Clerical, Technical and Office Salaries 2400 3,640,185.00 162,040.00 3,802,225.00 4,412,322.00 173,487.00 4,585,809.00 20.6%

Other Classified Salaries 2900 845,337.00 0.00 845,337.00 911,558.00 0.00 911,558.00 7.8%

TOTAL, CLASSIFIED SALARIES 10,680,770.00 4,992,169.00 15,672,939.00 12,705,668.00 5,902,315.00 18,607,983.00 18.7%

EMPLOYEE BENEFITS

STRS 3101-3102 9,369,286.00 5,839,293.00 15,208,579.00 10,128,786.00 1,396,665.00 11,525,451.00 -24.2%

PERS 3201-3202 2,059,241.00 946,448.00 3,005,689.00 2,635,869.00 1,216,765.00 3,852,634.00 28.2%

OASDI/Medicare/Alternative 3301-3302 1,893,690.00 511,497.00 2,405,187.00 1,825,196.00 574,018.00 2,399,214.00 -0.2%

Health and Welfare Benefits 3401-3402 1,309,168.00 118,133.00 1,427,301.00 1,393,481.00 132,295.00 1,525,776.00 6.9%

Unemployment Insurance 3501-3502 34,231.00 6,435.00 40,666.00 37,417.00 7,414.00 44,831.00 10.2%

Workers' Compensation 3601-3602 1,355,178.00 251,976.00 1,607,154.00 1,453,754.00 286,136.00 1,739,890.00 8.3%

OPEB, Allocated 3701-3702 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

OPEB, Active Employees 3751-3752 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Other Employee Benefits 3901-3902 720,432.00 379,744.00 1,100,176.00 716,487.00 331,269.00 1,047,756.00 -4.8%

TOTAL, EMPLOYEE BENEFITS 16,741,226.00 8,053,526.00 24,794,752.00 18,190,990.00 3,944,562.00 22,135,552.00 -10.7%

BOOKS AND SUPPLIES

Approved Textbooks and Core Curricula Materials 4100 1,205,497.00 607,431.00 1,812,928.00 4,123,750.00 45,000.00 4,168,750.00 129.9%

Books and Other Reference Materials 4200 3,123.00 0.00 3,123.00 0.00 0.00 0.00 -100.0%

Materials and Supplies 4300 1,294,171.00 603,247.00 1,897,418.00 2,476,984.00 746,252.00 3,223,236.00 69.9%

212/358

Dublin UnifiedAlameda County

July 1 BudgetGeneral Fund

Unrestricted and RestrictedExpenditures by Object

01 75093 0000000Form 01

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-a (Rev 03/15/2019) Page 12 Printed: 6/6/2019 11:26 AM

2018-19 Estimated Actuals 2019-20 Budget

Description Resource CodesObjectCodes

Unrestricted(A)

Restricted(B)

Total Fundcol. A + B

(C)Unrestricted

(D)Restricted

(E)

Total Fundcol. D + E

(F)

% DiffColumnC & F

Noncapitalized Equipment 4400 350,806.00 148,883.00 499,689.00 998,000.00 41,000.00 1,039,000.00 107.9%

Food 4700 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

TOTAL, BOOKS AND SUPPLIES 2,853,597.00 1,359,561.00 4,213,158.00 7,598,734.00 832,252.00 8,430,986.00 100.1%

SERVICES AND OTHER OPERATING EXPENDITURES

Subagreements for Services 5100 0.00 1,705,839.00 1,705,839.00 0.00 1,500,000.00 1,500,000.00 -12.1%

Travel and Conferences 5200 257,775.00 68,594.00 326,369.00 506,800.00 65,967.00 572,767.00 75.5%

Dues and Memberships 5300 41,464.00 105.00 41,569.00 46,500.00 105.00 46,605.00 12.1%

Insurance 5400 - 5450 801,188.00 0.00 801,188.00 1,013,270.00 0.00 1,013,270.00 26.5%

Operations and Housekeeping

Services 5500 2,613,782.00 400,577.00 3,014,359.00 2,977,897.00 448,504.00 3,426,401.00 13.7%

Rentals, Leases, Repairs, and

Noncapitalized Improvements 5600 212,834.00 610,691.00 823,525.00 254,185.00 614,870.00 869,055.00 5.5%

Transfers of Direct Costs 5710 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Transfers of Direct Costs - Interfund 5750 3,800.00 2,201.00 6,001.00 2,700.00 2,350.00 5,050.00 -15.8%

Professional/Consulting Services and

Operating Expenditures 5800 4,258,282.00 2,754,797.00 7,013,079.00 4,109,150.00 2,924,800.00 7,033,950.00 0.3%

Communications 5900 285,312.00 0.00 285,312.00 541,283.00 0.00 541,283.00 89.7%

TOTAL, SERVICES AND OTHER

OPERATING EXPENDITURES 8,474,437.00 5,542,804.00 14,017,241.00 9,451,785.00 5,556,596.00 15,008,381.00 7.1%

213/358

Dublin UnifiedAlameda County

July 1 BudgetGeneral Fund

Unrestricted and RestrictedExpenditures by Object

01 75093 0000000Form 01

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-a (Rev 03/15/2019) Page 13 Printed: 6/6/2019 11:26 AM

2018-19 Estimated Actuals 2019-20 Budget

Description Resource CodesObjectCodes

Unrestricted(A)

Restricted(B)

Total Fundcol. A + B

(C)Unrestricted

(D)Restricted

(E)

Total Fundcol. D + E

(F)

% DiffColumnC & F

CAPITAL OUTLAY

Land 6100 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Land Improvements 6170 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Buildings and Improvements of Buildings 6200 37,477.00 17,711.00 55,188.00 1,000,000.00 0.00 1,000,000.00 1712.0%

Books and Media for New School Libraries

or Major Expansion of School Libraries 6300 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Equipment 6400 660,300.00 2,370,532.00 3,030,832.00 200,000.00 218,000.00 418,000.00 -86.2%

Equipment Replacement 6500 11,441.00 46,000.00 57,441.00 6,200.00 0.00 6,200.00 -89.2%

TOTAL, CAPITAL OUTLAY 709,218.00 2,434,243.00 3,143,461.00 1,206,200.00 218,000.00 1,424,200.00 -54.7%

OTHER OUTGO (excluding Transfers of Indirect Costs)

Tuition

Tuition for Instruction Under Interdistrict

Attendance Agreements 7110 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

State Special Schools 7130 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Tuition, Excess Costs, and/or Deficit Payments

Payments to Districts or Charter Schools 7141 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Payments to County Offices 7142 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Payments to JPAs 7143 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Transfers of Pass-Through Revenues

To Districts or Charter Schools 7211 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

To County Offices 7212 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

To JPAs 7213 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Special Education SELPA Transfers of Apportionments

To Districts or Charter Schools 6500 7221 0.00 0.00 0.00 0.00 0.0%

To County Offices 6500 7222 0.00 0.00 0.00 0.00 0.0%

To JPAs 6500 7223 0.00 0.00 0.00 0.00 0.0%

ROC/P Transfers of Apportionments

To Districts or Charter Schools 6360 7221 0.00 0.00 0.00 0.00 0.0%

To County Offices 6360 7222 0.00 0.00 0.00 0.00 0.0%

To JPAs 6360 7223 0.00 0.00 0.00 0.00 0.0%

Other Transfers of Apportionments All Other 7221-7223 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

All Other Transfers 7281-7283 1,021,302.00 0.00 1,021,302.00 0.00 0.00 0.00 -100.0%

214/358

Dublin UnifiedAlameda County

July 1 BudgetGeneral Fund

Unrestricted and RestrictedExpenditures by Object

01 75093 0000000Form 01

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-a (Rev 03/15/2019) Page 14 Printed: 6/6/2019 11:26 AM

2018-19 Estimated Actuals 2019-20 Budget

Description Resource CodesObjectCodes

Unrestricted(A)

Restricted(B)

Total Fundcol. A + B

(C)Unrestricted

(D)Restricted

(E)

Total Fundcol. D + E

(F)

% DiffColumnC & F

All Other Transfers Out to All Others 7299 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Debt Service

Debt Service - Interest 7438 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Other Debt Service - Principal 7439 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

TOTAL, OTHER OUTGO (excluding Transfers of Indirect Costs) 1,021,302.00 0.00 1,021,302.00 0.00 0.00 0.00 -100.0%

OTHER OUTGO - TRANSFERS OF INDIRECT COSTS

Transfers of Indirect Costs 7310 (244,204.00) 244,204.00 0.00 (123,071.00) 123,071.00 0.00 0.0%

Transfers of Indirect Costs - Interfund 7350 (173,641.00) 0.00 (173,641.00) 0.00 0.00 0.00 -100.0%

TOTAL, OTHER OUTGO - TRANSFERS OF INDIRECT COSTS (417,845.00) 244,204.00 (173,641.00) (123,071.00) 123,071.00 0.00 -100.0%

TOTAL, EXPENDITURES 95,944,925.00 29,930,783.00 125,875,708.00 110,081,473.00 24,999,154.00 135,080,627.00 7.3%

215/358

Dublin UnifiedAlameda County

July 1 BudgetGeneral Fund

Unrestricted and RestrictedExpenditures by Object

01 75093 0000000Form 01

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-a (Rev 03/15/2019) Page 15 Printed: 6/6/2019 11:26 AM

2018-19 Estimated Actuals 2019-20 Budget

Description Resource CodesObjectCodes

Unrestricted(A)

Restricted(B)

Total Fundcol. A + B

(C)Unrestricted

(D)Restricted

(E)

Total Fundcol. D + E

(F)

% DiffColumnC & F

INTERFUND TRANSFERS

INTERFUND TRANSFERS IN

From: Special Reserve Fund 8912 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

From: Bond Interest and

Redemption Fund 8914 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Other Authorized Interfund Transfers In 8919 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

(a) TOTAL, INTERFUND TRANSFERS IN 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

INTERFUND TRANSFERS OUT

To: Child Development Fund 7611 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

To: Special Reserve Fund 7612 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

To: State School Building Fund/

County School Facilities Fund 7613 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

To: Cafeteria Fund 7616 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Other Authorized Interfund Transfers Out 7619 1,100,000.00 0.00 1,100,000.00 1,100,000.00 0.00 1,100,000.00 0.0%

(b) TOTAL, INTERFUND TRANSFERS OUT 1,100,000.00 0.00 1,100,000.00 1,100,000.00 0.00 1,100,000.00 0.0%

OTHER SOURCES/USES

SOURCES

State Apportionments

Emergency Apportionments 8931 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Proceeds

Proceeds from Disposal of

Capital Assets 8953 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Other Sources

Transfers from Funds of

Lapsed/Reorganized LEAs 8965 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Long-Term Debt Proceeds

Proceeds from Certificates

of Participation 8971 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Proceeds from Capital Leases 8972 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Proceeds from Lease Revenue Bonds 8973 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

All Other Financing Sources 8979 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

216/358

Dublin UnifiedAlameda County

July 1 BudgetGeneral Fund

Unrestricted and RestrictedExpenditures by Object

01 75093 0000000Form 01

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-a (Rev 03/15/2019) Page 16 Printed: 6/6/2019 11:26 AM

2018-19 Estimated Actuals 2019-20 Budget

Description Resource CodesObjectCodes

Unrestricted(A)

Restricted(B)

Total Fundcol. A + B

(C)Unrestricted

(D)Restricted

(E)

Total Fundcol. D + E

(F)

% DiffColumnC & F

(c) TOTAL, SOURCES 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

USES

Transfers of Funds from

Lapsed/Reorganized LEAs 7651 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

All Other Financing Uses 7699 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

(d) TOTAL, USES 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

CONTRIBUTIONS

Contributions from Unrestricted Revenues 8980 (15,431,217.00) 15,431,217.00 0.00 (15,504,332.00) 15,504,332.00 0.00 0.0%

Contributions from Restricted Revenues 8990 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

(e) TOTAL, CONTRIBUTIONS (15,431,217.00) 15,431,217.00 0.00 (15,504,332.00) 15,504,332.00 0.00 0.0%

TOTAL, OTHER FINANCING SOURCES/USES

(a - b + c - d + e) (16,531,217.00) 15,431,217.00 (1,100,000.00) (16,604,332.00) 15,504,332.00 (1,100,000.00) 0.0%

217/358

Dublin UnifiedAlameda County

July 1 BudgetGeneral Fund

Unrestricted and RestrictedExpenditures by Function

01 75093 0000000Form 01

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-a (Rev 02/21/2018) Page 1 Printed: 6/6/2019 11:26 AM

2018-19 Estimated Actuals 2019-20 Budget

Description Function CodesObjectCodes

Unrestricted(A)

Restricted(B)

Total Fundcol. A + B

(C)Unrestricted

(D)Restricted

(E)

Total Fundcol. D + E

(F)

% DiffColumnC & F

A. REVENUES

1) LCFF Sources 8010-8099 104,305,728.00 635,615.00 104,941,343.00 113,569,137.00 667,122.00 114,236,259.00 8.9%

2) Federal Revenue 8100-8299 0.00 1,699,047.00 1,699,047.00 0.00 2,068,247.00 2,068,247.00 21.7%

3) Other State Revenue 8300-8599 4,361,143.00 5,997,113.00 10,358,256.00 2,348,675.00 1,258,474.00 3,607,149.00 -65.2%

4) Other Local Revenue 8600-8799 4,883,873.00 5,490,746.00 10,374,619.00 3,118,416.00 5,512,167.00 8,630,583.00 -16.8%

5) TOTAL, REVENUES 113,550,744.00 13,822,521.00 127,373,265.00 119,036,228.00 9,506,010.00 128,542,238.00 0.9%

B. EXPENDITURES (Objects 1000-7999)

1) Instruction 1000-1999 61,349,912.00 16,577,998.00 77,927,910.00 69,621,813.00 13,258,657.00 82,880,470.00 6.4%

2) Instruction - Related Services 2000-2999 11,097,520.00 2,998,297.00 14,095,817.00 13,321,158.00 2,140,716.00 15,461,874.00 9.7%

3) Pupil Services 3000-3999 3,762,214.00 4,903,889.00 8,666,103.00 3,947,698.00 5,336,717.00 9,284,415.00 7.1%

4) Ancillary Services 4000-4999 411,351.00 11,451.00 422,802.00 312,434.00 0.00 312,434.00 -26.1%

5) Community Services 5000-5999 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

6) Enterprise 6000-6999 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

7) General Administration 7000-7999 9,737,952.00 319,392.00 10,057,344.00 12,126,876.00 128,034.00 12,254,910.00 21.9%

8) Plant Services 8000-8999 8,564,674.00 5,119,756.00 13,684,430.00 10,751,494.00 4,135,030.00 14,886,524.00 8.8%

9) Other Outgo 9000-9999Except

7600-7699 1,021,302.00 0.00 1,021,302.00 0.00 0.00 0.00 -100.0%

10) TOTAL, EXPENDITURES 95,944,925.00 29,930,783.00 125,875,708.00 110,081,473.00 24,999,154.00 135,080,627.00 7.3%

C. EXCESS (DEFICIENCY) OF REVENUES

OVER EXPENDITURES BEFORE OTHER

FINANCING SOURCES AND USES (A5 - B10) 17,605,819.00 (16,108,262.00) 1,497,557.00 8,954,755.00 (15,493,144.00) (6,538,389.00) -536.6%

D. OTHER FINANCING SOURCES/USES

1) Interfund Transfers

a) Transfers In 8900-8929 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

b) Transfers Out 7600-7629 1,100,000.00 0.00 1,100,000.00 1,100,000.00 0.00 1,100,000.00 0.0%

2) Other Sources/Uses

a) Sources 8930-8979 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

b) Uses 7630-7699 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

3) Contributions 8980-8999 (15,431,217.00) 15,431,217.00 0.00 (15,504,332.00) 15,504,332.00 0.00 0.0%

4) TOTAL, OTHER FINANCING SOURCES/USES (16,531,217.00) 15,431,217.00 (1,100,000.00) (16,604,332.00) 15,504,332.00 (1,100,000.00) 0.0%

218/358

Dublin UnifiedAlameda County

July 1 BudgetGeneral Fund

Unrestricted and RestrictedExpenditures by Function

01 75093 0000000Form 01

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-a (Rev 02/21/2018) Page 2 Printed: 6/6/2019 11:26 AM

2018-19 Estimated Actuals 2019-20 Budget

Description Function CodesObjectCodes

Unrestricted(A)

Restricted(B)

Total Fundcol. A + B

(C)Unrestricted

(D)Restricted

(E)

Total Fundcol. D + E

(F)

% DiffColumnC & F

E. NET INCREASE (DECREASE) IN FUND

BALANCE (C + D4) 1,074,602.00 (677,045.00) 397,557.00 (7,649,577.00) 11,188.00 (7,638,389.00) -2021.3%

F. FUND BALANCE, RESERVES

1) Beginning Fund Balance

a) As of July 1 - Unaudited 9791 16,302,801.00 4,319,026.00 20,621,827.00 17,377,403.00 3,641,981.00 21,019,384.00 1.9%

b) Audit Adjustments 9793 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

c) As of July 1 - Audited (F1a + F1b) 16,302,801.00 4,319,026.00 20,621,827.00 17,377,403.00 3,641,981.00 21,019,384.00 1.9%

d) Other Restatements 9795 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

e) Adjusted Beginning Balance (F1c + F1d) 16,302,801.00 4,319,026.00 20,621,827.00 17,377,403.00 3,641,981.00 21,019,384.00 1.9%

2) Ending Balance, June 30 (E + F1e) 17,377,403.00 3,641,981.00 21,019,384.00 9,727,826.00 3,653,169.00 13,380,995.00 -36.3%

Components of Ending Fund Balance

a) Nonspendable

Revolving Cash 9711 75,000.00 0.00 75,000.00 75,000.00 0.00 75,000.00 0.0%

Stores 9712 57,225.88 0.00 57,225.88 0.00 0.00 0.00 -100.0%

Prepaid Items 9713 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

All Others 9719 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

b) Restricted 9740 0.00 3,641,981.00 3,641,981.00 0.00 3,718,767.00 3,718,767.00 2.1%

c) Committed

Stabilization Arrangements 9750 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

Other Commitments (by Resource/Object) 9760 8,140,569.00 0.00 8,140,569.00 1,791,784.00 0.00 1,791,784.00 -78.0%

Technology Refresh (for 2021-22) 0000 9760 486,254.00 486,254.00

Textbook Adoption (for 2021-22) 0000 9760 1,305,530.00 1,305,530.00

Technology Refresh (for 2021-22) 0000 9760 486,254.00 486,254.00

Textbook Adoption (for 2021-22) 0000 9760 1,305,530.00 1,305,530.00

Board Directed Additional Reserve (5%) 0000 9760 6,348,785.00 6,348,785.00

d) Assigned

Other Assignments (by Resource/Object) 9780 0.00 0.00 0.00 0.00 0.00 0.00 0.0%

e) Unassigned/Unappropriated

Reserve for Economic Uncertainties 9789 3,809,271.00 0.00 3,809,271.00 4,085,419.00 0.00 4,085,419.00 7.2%

Unassigned/Unappropriated Amount 9790 5,295,337.12 0.00 5,295,337.12 3,775,623.00 (65,598.00) 3,710,025.00 -29.9%

219/358

Dublin UnifiedAlameda County

July 1 BudgetGeneral Fund

Exhibit: Restricted Balance Detail01 75093 0000000

Form 01

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-a (Rev 04/17/2019) Page 1 Printed: 6/6/2019 11:26 AM

2018-19 2019-20

Resource Description Estimated Actuals Budget

3010 ESSA: Title I, Part A, Basic Grants Low-Income and Neglected 0.00 19,806.00

3182 ESSA: School Improvement Funding for LEAs 0.00 96,606.00

3327 Special Ed: IDEA Mental Health Allocation Plan, Part B, Sec 611 0.00 10,904.00

3345 Special Ed: IDEA Preschool Staff Development, Part B, Sec 619 0.00 24.00

4035 ESSA: Title II, Part A, Supporting Effective Instruction 0.00 7,658.00

5640 Medi-Cal Billing Option 60,234.00 94,129.00

6230 California Clean Energy Jobs Act 555,062.00 545,062.00

6300 Lottery: Instructional Materials 37,952.00 670,288.00

6500 Special Education 536,535.00 529,948.00

6512 Special Ed: Mental Health Services 879,220.00 0.00

7311 Classified School Employee Professional Development Block Grant 43,947.00 37,719.00

7338 College Readiness Block Grant 54,500.00 0.00

7510 Low-Performing Students Block Grant 271,704.00 543,408.00

8150 Ongoing & Major Maintenance Account (RMA: Education Code Section 17070.75)1,202,826.00 1,163,215.00

9010 Other Restricted Local 1.00 0.00

Total, Restricted Balance 3,641,981.00 3,718,767.00

220/358

Adult Education Fund Fund 11/Form 11 

This fund is used to account separately for federal, state  and local revenues that are restricted or committed for  adult education programs. 

221/358

Dublin UnifiedAlameda County

July 1 BudgetAdult Education Fund

Expenditures by Object01 75093 0000000

Form 11

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 1 Printed: 6/6/2019 11:26 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

A. REVENUES

1) LCFF Sources 8010-8099 0.00 0.00 0.0%

2) Federal Revenue 8100-8299 0.00 0.00 0.0%

3) Other State Revenue 8300-8599 491,631.00 0.00 -100.0%

4) Other Local Revenue 8600-8799 67,653.00 0.00 -100.0%

5) TOTAL, REVENUES 559,284.00 0.00 -100.0%

B. EXPENDITURES

1) Certificated Salaries 1000-1999 195,665.00 156,935.00 -19.8%

2) Classified Salaries 2000-2999 47,685.00 48,538.00 1.8%

3) Employee Benefits 3000-3999 85,082.00 48,593.00 -42.9%

4) Books and Supplies 4000-4999 83,488.00 0.00 -100.0%

5) Services and Other Operating Expenditures 5000-5999 27,007.00 0.00 -100.0%

6) Capital Outlay 6000-6999 0.00 0.00 0.0%

7) Other Outgo (excluding Transfers of Indirect 7100-7299,

Costs) 7400-7499 0.00 0.00 0.0%

8) Other Outgo - Transfers of Indirect Costs 7300-7399 22,504.00 0.00 -100.0%

9) TOTAL, EXPENDITURES 461,431.00 254,066.00 -44.9%

C. EXCESS (DEFICIENCY) OF REVENUES

OVER EXPENDITURES BEFORE OTHER

FINANCING SOURCES AND USES (A5 - B9) 97,853.00 (254,066.00) -359.6%

D. OTHER FINANCING SOURCES/USES

1) Interfund Transfers

a) Transfers In 8900-8929 0.00 0.00 0.0%

b) Transfers Out 7600-7629 0.00 0.00 0.0%

2) Other Sources/Uses

a) Sources 8930-8979 0.00 0.00 0.0%

b) Uses 7630-7699 0.00 0.00 0.0%

3) Contributions 8980-8999 0.00 0.00 0.0%

4) TOTAL, OTHER FINANCING SOURCES/USES 0.00 0.00 0.0%

222/358

Dublin UnifiedAlameda County

July 1 BudgetAdult Education Fund

Expenditures by Object01 75093 0000000

Form 11

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 2 Printed: 6/6/2019 11:26 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

E. NET INCREASE (DECREASE) IN FUND

BALANCE (C + D4) 97,853.00 (254,066.00) -359.6%

F. FUND BALANCE, RESERVES

1) Beginning Fund Balance

a) As of July 1 - Unaudited 9791 229,658.00 327,511.00 42.6%

b) Audit Adjustments 9793 0.00 0.00 0.0%

c) As of July 1 - Audited (F1a + F1b) 229,658.00 327,511.00 42.6%

d) Other Restatements 9795 0.00 0.00 0.0%

e) Adjusted Beginning Balance (F1c + F1d) 229,658.00 327,511.00 42.6%

2) Ending Balance, June 30 (E + F1e) 327,511.00 73,445.00 -77.6%

Components of Ending Fund Balance

a) Nonspendable

Revolving Cash 9711 0.00 0.00 0.0%

Stores 9712 0.00 0.00 0.0%

Prepaid Items 9713 0.00 0.00 0.0%

All Others 9719 0.00 0.00 0.0%

b) Restricted 9740 257,957.00 3,891.00 -98.5%

c) Committed

Stabilization Arrangements 9750 0.00 0.00 0.0%

Other Commitments 9760 0.00 0.00 0.0%

d) Assigned

Other Assignments 9780 69,554.00 69,554.00 0.0%

e) Unassigned/Unappropriated

Reserve for Economic Uncertainties 9789 0.00 0.00 0.0%

Unassigned/Unappropriated Amount 9790 0.00 0.00 0.0%

223/358

Dublin UnifiedAlameda County

July 1 BudgetAdult Education Fund

Expenditures by Object01 75093 0000000

Form 11

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 3 Printed: 6/6/2019 11:26 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

G. ASSETS

1) Cash

a) in County Treasury 9110 313,884.53

1) Fair Value Adjustment to Cash in County Treasury 9111 0.00

b) in Banks 9120 0.00

c) in Revolving Cash Account 9130 0.00

d) with Fiscal Agent/Trustee 9135 0.00

e) Collections Awaiting Deposit 9140 0.00

2) Investments 9150 0.00

3) Accounts Receivable 9200 (948.80)

4) Due from Grantor Government 9290 0.00

5) Due from Other Funds 9310 0.00

6) Stores 9320 0.00

7) Prepaid Expenditures 9330 0.00

8) Other Current Assets 9340 0.00

9) TOTAL, ASSETS 312,935.73

H. DEFERRED OUTFLOWS OF RESOURCES

1) Deferred Outflows of Resources 9490 0.00

2) TOTAL, DEFERRED OUTFLOWS 0.00

I. LIABILITIES

1) Accounts Payable 9500 (108.58)

2) Due to Grantor Governments 9590 0.00

3) Due to Other Funds 9610 0.00

4) Current Loans 9640

5) Unearned Revenue 9650 0.00

6) TOTAL, LIABILITIES (108.58)

J. DEFERRED INFLOWS OF RESOURCES

1) Deferred Inflows of Resources 9690 0.00

2) TOTAL, DEFERRED INFLOWS 0.00

K. FUND EQUITY

Ending Fund Balance, June 30

(G9 + H2) - (I6 + J2) 313,044.31

224/358

Dublin UnifiedAlameda County

July 1 BudgetAdult Education Fund

Expenditures by Object01 75093 0000000

Form 11

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 4 Printed: 6/6/2019 11:26 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

LCFF SOURCES

LCFF Transfers

LCFF Transfers - Current Year 8091 0.00 0.00 0.0%

LCFF/Revenue Limit Transfers - Prior Years 8099 0.00 0.00 0.0%

TOTAL, LCFF SOURCES 0.00 0.00 0.0%

FEDERAL REVENUE

Interagency Contracts Between LEAs 8285 0.00 0.00 0.0%

Career and Technical Education 3500-3599 8290 0.00 0.00 0.0%

All Other Federal Revenue All Other 8290 0.00 0.00 0.0%

TOTAL, FEDERAL REVENUE 0.00 0.00 0.0%

OTHER STATE REVENUE

Other State Apportionments

All Other State Apportionments - Current Year 8311 0.00 0.00 0.0%

All Other State Apportionments - Prior Years 8319 0.00 0.00 0.0%

Pass-Through Revenues from

State Sources 8587 0.00 0.00 0.0%

Adult Education Program 6391 8590 472,581.00 0.00 -100.0%

All Other State Revenue All Other 8590 19,050.00 0.00 -100.0%

TOTAL, OTHER STATE REVENUE 491,631.00 0.00 -100.0%

225/358

Dublin UnifiedAlameda County

July 1 BudgetAdult Education Fund

Expenditures by Object01 75093 0000000

Form 11

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 5 Printed: 6/6/2019 11:26 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

OTHER LOCAL REVENUE

Other Local Revenue

Sales

Sale of Equipment/Supplies 8631 0.00 0.00 0.0%

Leases and Rentals 8650 0.00 0.00 0.0%

Interest 8660 862.00 0.00 -100.0%

Net Increase (Decrease) in the Fair Value of Investments 8662 0.00 0.00 0.0%

Fees and Contracts

Adult Education Fees 8671 66,791.00 0.00 -100.0%

Interagency Services 8677 0.00 0.00 0.0%

Other Local Revenue

All Other Local Revenue 8699 0.00 0.00 0.0%

Tuition 8710 0.00 0.00 0.0%

TOTAL, OTHER LOCAL REVENUE 67,653.00 0.00 -100.0%

TOTAL, REVENUES 559,284.00 0.00 -100.0%

226/358

Dublin UnifiedAlameda County

July 1 BudgetAdult Education Fund

Expenditures by Object01 75093 0000000

Form 11

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 6 Printed: 6/6/2019 11:26 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

CERTIFICATED SALARIES

Certificated Teachers' Salaries 1100 120,000.00 50,092.00 -58.3%

Certificated Pupil Support Salaries 1200 0.00 33,719.00 New

Certificated Supervisors' and Administrators' Salaries 1300 75,665.00 73,124.00 -3.4%

Other Certificated Salaries 1900 0.00 0.00 0.0%

TOTAL, CERTIFICATED SALARIES 195,665.00 156,935.00 -19.8%

CLASSIFIED SALARIES

Classified Instructional Salaries 2100 11.00 0.00 -100.0%

Classified Support Salaries 2200 0.00 0.00 0.0%

Classified Supervisors' and Administrators' Salaries 2300 0.00 0.00 0.0%

Clerical, Technical and Office Salaries 2400 47,674.00 48,538.00 1.8%

Other Classified Salaries 2900 0.00 0.00 0.0%

TOTAL, CLASSIFIED SALARIES 47,685.00 48,538.00 1.8%

EMPLOYEE BENEFITS

STRS 3101-3102 56,849.00 26,209.00 -53.9%

PERS 3201-3202 8,072.00 10,047.00 24.5%

OASDI/Medicare/Alternative 3301-3302 11,483.00 5,920.00 -48.4%

Health and Welfare Benefits 3401-3402 3,024.00 2,304.00 -23.8%

Unemployment Insurance 3501-3502 142.00 105.00 -26.1%

Workers' Compensation 3601-3602 5,512.00 4,008.00 -27.3%

OPEB, Allocated 3701-3702 0.00 0.00 0.0%

OPEB, Active Employees 3751-3752 0.00 0.00 0.0%

Other Employee Benefits 3901-3902 0.00 0.00 0.0%

TOTAL, EMPLOYEE BENEFITS 85,082.00 48,593.00 -42.9%

BOOKS AND SUPPLIES

Approved Textbooks and Core Curricula Materials 4100 0.00 0.00 0.0%

Books and Other Reference Materials 4200 500.00 0.00 -100.0%

Materials and Supplies 4300 13,088.00 0.00 -100.0%

Noncapitalized Equipment 4400 69,900.00 0.00 -100.0%

TOTAL, BOOKS AND SUPPLIES 83,488.00 0.00 -100.0%

227/358

Dublin UnifiedAlameda County

July 1 BudgetAdult Education Fund

Expenditures by Object01 75093 0000000

Form 11

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 7 Printed: 6/6/2019 11:26 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

SERVICES AND OTHER OPERATING EXPENDITURES

Subagreements for Services 5100 0.00 0.00 0.0%

Travel and Conferences 5200 367.00 0.00 -100.0%

Dues and Memberships 5300 0.00 0.00 0.0%

Insurance 5400-5450 0.00 0.00 0.0%

Operations and Housekeeping Services 5500 0.00 0.00 0.0%

Rentals, Leases, Repairs, and Noncapitalized Improvements 5600 0.00 0.00 0.0%

Transfers of Direct Costs 5710 0.00 0.00 0.0%

Transfers of Direct Costs - Interfund 5750 0.00 0.00 0.0%

Professional/Consulting Services and

Operating Expenditures 5800 26,640.00 0.00 -100.0%

Communications 5900 0.00 0.00 0.0%

TOTAL, SERVICES AND OTHER OPERATING EXPENDITURES 27,007.00 0.00 -100.0%

CAPITAL OUTLAY

Land 6100 0.00 0.00 0.0%

Land Improvements 6170 0.00 0.00 0.0%

Buildings and Improvements of Buildings 6200 0.00 0.00 0.0%

Equipment 6400 0.00 0.00 0.0%

Equipment Replacement 6500 0.00 0.00 0.0%

TOTAL, CAPITAL OUTLAY 0.00 0.00 0.0%

OTHER OUTGO (excluding Transfers of Indirect Costs)

Tuition

Tuition, Excess Costs, and/or Deficit Payments

Payments to Districts or Charter Schools 7141 0.00 0.00 0.0%

Payments to County Offices 7142 0.00 0.00 0.0%

Payments to JPAs 7143 0.00 0.00 0.0%

Other Transfers Out

Transfers of Pass-Through Revenues

To Districts or Charter Schools 7211 0.00 0.00 0.0%

To County Offices 7212 0.00 0.00 0.0%

To JPAs 7213 0.00 0.00 0.0%

Debt Service

Debt Service - Interest 7438 0.00 0.00 0.0%

Other Debt Service - Principal 7439 0.00 0.00 0.0%

TOTAL, OTHER OUTGO (excluding Transfers of Indirect Costs) 0.00 0.00 0.0%

228/358

Dublin UnifiedAlameda County

July 1 BudgetAdult Education Fund

Expenditures by Object01 75093 0000000

Form 11

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 8 Printed: 6/6/2019 11:26 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

OTHER OUTGO - TRANSFERS OF INDIRECT COSTS

Transfers of Indirect Costs - Interfund 7350 22,504.00 0.00 -100.0%

TOTAL, OTHER OUTGO - TRANSFERS OF INDIRECT COSTS 22,504.00 0.00 -100.0%

TOTAL, EXPENDITURES 461,431.00 254,066.00 -44.9%

229/358

Dublin UnifiedAlameda County

July 1 BudgetAdult Education Fund

Expenditures by Object01 75093 0000000

Form 11

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 9 Printed: 6/6/2019 11:26 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

INTERFUND TRANSFERS

INTERFUND TRANSFERS IN

Other Authorized Interfund Transfers In 8919 0.00 0.00 0.0%

(a) TOTAL, INTERFUND TRANSFERS IN 0.00 0.00 0.0%

INTERFUND TRANSFERS OUT

To: State School Building Fund/

County School Facilities Fund 7613 0.00 0.00 0.0%

Other Authorized Interfund Transfers Out 7619 0.00 0.00 0.0%

(b) TOTAL, INTERFUND TRANSFERS OUT 0.00 0.00 0.0%

OTHER SOURCES/USES

SOURCES

Other Sources

Transfers from Funds of

Lapsed/Reorganized LEAs 8965 0.00 0.00 0.0%

Long-Term Debt Proceeds

Proceeds from Certificates

of Participation 8971 0.00 0.00 0.0%

Proceeds from Capital Leases 8972 0.00 0.00 0.0%

All Other Financing Sources 8979 0.00 0.00 0.0%

(c) TOTAL, SOURCES 0.00 0.00 0.0%

USES

Transfers of Funds from

Lapsed/Reorganized LEAs 7651 0.00 0.00 0.0%

All Other Financing Uses 7699 0.00 0.00 0.0%

(d) TOTAL, USES 0.00 0.00 0.0%

CONTRIBUTIONS

Contributions from Unrestricted Revenues 8980 0.00 0.00 0.0%

Contributions from Restricted Revenues 8990 0.00 0.00 0.0%

(e) TOTAL, CONTRIBUTIONS 0.00 0.00 0.0%

TOTAL, OTHER FINANCING SOURCES/USES

(a - b + c - d + e) 0.00 0.00 0.0%

230/358

Dublin UnifiedAlameda County

July 1 BudgetAdult Education Fund

Expenditures by Function01 75093 0000000

Form 11

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 1 Printed: 6/6/2019 11:26 AM

Description Function Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

A. REVENUES

1) LCFF Sources 8010-8099 0.00 0.00 0.0%

2) Federal Revenue 8100-8299 0.00 0.00 0.0%

3) Other State Revenue 8300-8599 491,631.00 0.00 -100.0%

4) Other Local Revenue 8600-8799 67,653.00 0.00 -100.0%

5) TOTAL, REVENUES 559,284.00 0.00 -100.0%

B. EXPENDITURES (Objects 1000-7999)

1) Instruction 1000-1999 265,810.00 61,178.00 -77.0%

2) Instruction - Related Services 2000-2999 165,892.00 151,384.00 -8.7%

3) Pupil Services 3000-3999 7,225.00 41,504.00 474.4%

4) Ancillary Services 4000-4999 0.00 0.00 0.0%

5) Community Services 5000-5999 0.00 0.00 0.0%

6) Enterprise 6000-6999 0.00 0.00 0.0%

7) General Administration 7000-7999 22,504.00 0.00 -100.0%

8) Plant Services 8000-8999 0.00 0.00 0.0%

9) Other Outgo 9000-9999Except

7600-7699 0.00 0.00 0.0%

10) TOTAL, EXPENDITURES 461,431.00 254,066.00 -44.9%

C. EXCESS (DEFICIENCY) OF REVENUES

OVER EXPENDITURES BEFORE OTHER

FINANCING SOURCES AND USES (A5 - B10) 97,853.00 (254,066.00) -359.6%

D. OTHER FINANCING SOURCES/USES

1) Interfund Transfers

a) Transfers In 8900-8929 0.00 0.00 0.0%

b) Transfers Out 7600-7629 0.00 0.00 0.0%

2) Other Sources/Uses

a) Sources 8930-8979 0.00 0.00 0.0%

b) Uses 7630-7699 0.00 0.00 0.0%

3) Contributions 8980-8999 0.00 0.00 0.0%

4) TOTAL, OTHER FINANCING SOURCES/USES 0.00 0.00 0.0%

231/358

Dublin UnifiedAlameda County

July 1 BudgetAdult Education Fund

Expenditures by Function01 75093 0000000

Form 11

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 2 Printed: 6/6/2019 11:26 AM

Description Function Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

E. NET INCREASE (DECREASE) IN FUND

BALANCE (C + D4) 97,853.00 (254,066.00) -359.6%

F. FUND BALANCE, RESERVES

1) Beginning Fund Balance

a) As of July 1 - Unaudited 9791 229,658.00 327,511.00 42.6%

b) Audit Adjustments 9793 0.00 0.00 0.0%

c) As of July 1 - Audited (F1a + F1b) 229,658.00 327,511.00 42.6%

d) Other Restatements 9795 0.00 0.00 0.0%

e) Adjusted Beginning Balance (F1c + F1d) 229,658.00 327,511.00 42.6%

2) Ending Balance, June 30 (E + F1e) 327,511.00 73,445.00 -77.6%

Components of Ending Fund Balance

a) Nonspendable

Revolving Cash 9711 0.00 0.00 0.0%

Stores 9712 0.00 0.00 0.0%

Prepaid Items 9713 0.00 0.00 0.0%

All Others 9719 0.00 0.00 0.0%

b) Restricted 9740 257,957.00 3,891.00 -98.5%

c) Committed

Stabilization Arrangements 9750 0.00 0.00 0.0%

Other Commitments (by Resource/Object) 9760 0.00 0.00 0.0%

d) Assigned

Other Assignments (by Resource/Object) 9780 69,554.00 69,554.00 0.0%

e) Unassigned/Unappropriated

Reserve for Economic Uncertainties 9789 0.00 0.00 0.0%

Unassigned/Unappropriated Amount 9790 0.00 0.00 0.0%

232/358

Dublin UnifiedAlameda County

July 1 BudgetAdult Education Fund

Exhibit: Restricted Balance Detail01 75093 0000000

Form 11

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/17/2019) Page 1 Printed: 6/6/2019 11:26 AM

2018-19 2019-20

Resource Description Estimated Actuals Budget

6391 Adult Education Program 257,957.00 3,891.00

Total, Restricted Balance 257,957.00 3,891.00

233/358

Cafeteria Special Revenue Fund Fund 13/Form 13 

This fund is used to account separately for federal, state  and local resources to operate the food service program. 

234/358

Dublin UnifiedAlameda County

July 1 BudgetCafeteria Special Revenue Fund

Expenditures by Object01 75093 0000000

Form 13

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 1 Printed: 6/6/2019 11:27 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

A. REVENUES

1) LCFF Sources 8010-8099 0.00 0.00 0.0%

2) Federal Revenue 8100-8299 525,000.00 550,000.00 4.8%

3) Other State Revenue 8300-8599 30,000.00 30,000.00 0.0%

4) Other Local Revenue 8600-8799 2,406,841.00 2,417,000.00 0.4%

5) TOTAL, REVENUES 2,961,841.00 2,997,000.00 1.2%

B. EXPENDITURES

1) Certificated Salaries 1000-1999 0.00 0.00 0.0%

2) Classified Salaries 2000-2999 1,200,028.00 1,259,745.00 5.0%

3) Employee Benefits 3000-3999 398,961.00 438,713.00 10.0%

4) Books and Supplies 4000-4999 1,141,707.00 1,274,500.00 11.6%

5) Services and Other Operating Expenditures 5000-5999 91,149.00 100,600.00 10.4%

6) Capital Outlay 6000-6999 0.00 30,000.00 New

7) Other Outgo (excluding Transfers of Indirect 7100-7299,

Costs) 7400-7499 0.00 0.00 0.0%

8) Other Outgo - Transfers of Indirect Costs 7300-7399 151,137.00 0.00 -100.0%

9) TOTAL, EXPENDITURES 2,982,982.00 3,103,558.00 4.0%

C. EXCESS (DEFICIENCY) OF REVENUES

OVER EXPENDITURES BEFORE OTHER

FINANCING SOURCES AND USES (A5 - B9) (21,141.00) (106,558.00) 404.0%

D. OTHER FINANCING SOURCES/USES

1) Interfund Transfers

a) Transfers In 8900-8929 0.00 0.00 0.0%

b) Transfers Out 7600-7629 0.00 0.00 0.0%

2) Other Sources/Uses

a) Sources 8930-8979 0.00 0.00 0.0%

b) Uses 7630-7699 0.00 0.00 0.0%

3) Contributions 8980-8999 0.00 0.00 0.0%

4) TOTAL, OTHER FINANCING SOURCES/USES 0.00 0.00 0.0%

235/358

Dublin UnifiedAlameda County

July 1 BudgetCafeteria Special Revenue Fund

Expenditures by Object01 75093 0000000

Form 13

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 2 Printed: 6/6/2019 11:27 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

E. NET INCREASE (DECREASE) IN FUND

BALANCE (C + D4) (21,141.00) (106,558.00) 404.0%

F. FUND BALANCE, RESERVES

1) Beginning Fund Balance

a) As of July 1 - Unaudited 9791 285,380.00 264,239.00 -7.4%

b) Audit Adjustments 9793 0.00 0.00 0.0%

c) As of July 1 - Audited (F1a + F1b) 285,380.00 264,239.00 -7.4%

d) Other Restatements 9795 0.00 0.00 0.0%

e) Adjusted Beginning Balance (F1c + F1d) 285,380.00 264,239.00 -7.4%

2) Ending Balance, June 30 (E + F1e) 264,239.00 157,681.00 -40.3%

Components of Ending Fund Balance

a) Nonspendable

Revolving Cash 9711 0.00 0.00 0.0%

Stores 9712 37,131.14 0.00 -100.0%

Prepaid Items 9713 0.00 0.00 0.0%

All Others 9719 0.00 0.00 0.0%

b) Restricted 9740 227,107.86 157,681.00 -30.6%

c) Committed

Stabilization Arrangements 9750 0.00 0.00 0.0%

Other Commitments 9760 0.00 0.00 0.0%

d) Assigned

Other Assignments 9780 0.00 0.00 0.0%

e) Unassigned/Unappropriated

Reserve for Economic Uncertainties 9789 0.00 0.00 0.0%

Unassigned/Unappropriated Amount 9790 0.00 0.00 0.0%

236/358

Dublin UnifiedAlameda County

July 1 BudgetCafeteria Special Revenue Fund

Expenditures by Object01 75093 0000000

Form 13

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 3 Printed: 6/6/2019 11:27 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

G. ASSETS

1) Cash

a) in County Treasury 9110 495,632.20

1) Fair Value Adjustment to Cash in County Treasury 9111 0.00

b) in Banks 9120 0.00

c) in Revolving Cash Account 9130 0.00

d) with Fiscal Agent/Trustee 9135 0.00

e) Collections Awaiting Deposit 9140 0.00

2) Investments 9150 0.00

3) Accounts Receivable 9200 (1,585.01)

4) Due from Grantor Government 9290 0.00

5) Due from Other Funds 9310 0.00

6) Stores 9320 37,131.14

7) Prepaid Expenditures 9330 0.00

8) Other Current Assets 9340 0.00

9) TOTAL, ASSETS 531,178.33

H. DEFERRED OUTFLOWS OF RESOURCES

1) Deferred Outflows of Resources 9490 0.00

2) TOTAL, DEFERRED OUTFLOWS 0.00

I. LIABILITIES

1) Accounts Payable 9500 (205.10)

2) Due to Grantor Governments 9590 0.00

3) Due to Other Funds 9610 344,787.65

4) Current Loans 9640

5) Unearned Revenue 9650 0.00

6) TOTAL, LIABILITIES 344,582.55

J. DEFERRED INFLOWS OF RESOURCES

1) Deferred Inflows of Resources 9690 0.00

2) TOTAL, DEFERRED INFLOWS 0.00

K. FUND EQUITY

Ending Fund Balance, June 30

(G9 + H2) - (I6 + J2) 186,595.78

237/358

Dublin UnifiedAlameda County

July 1 BudgetCafeteria Special Revenue Fund

Expenditures by Object01 75093 0000000

Form 13

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 4 Printed: 6/6/2019 11:27 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

FEDERAL REVENUE

Child Nutrition Programs 8220 525,000.00 550,000.00 4.8%

Donated Food Commodities 8221 0.00 0.00 0.0%

All Other Federal Revenue 8290 0.00 0.00 0.0%

TOTAL, FEDERAL REVENUE 525,000.00 550,000.00 4.8%

OTHER STATE REVENUE

Child Nutrition Programs 8520 30,000.00 30,000.00 0.0%

All Other State Revenue 8590 0.00 0.00 0.0%

TOTAL, OTHER STATE REVENUE 30,000.00 30,000.00 0.0%

OTHER LOCAL REVENUE

Other Local Revenue

Sales

Sale of Equipment/Supplies 8631 0.00 0.00 0.0%

Food Service Sales 8634 2,400,000.00 2,400,000.00 0.0%

Leases and Rentals 8650 0.00 0.00 0.0%

Interest 8660 1,838.00 7,000.00 280.8%

Net Increase (Decrease) in the Fair Value of Investments 8662 0.00 0.00 0.0%

Fees and Contracts

Interagency Services 8677 0.00 0.00 0.0%

Other Local Revenue

All Other Local Revenue 8699 5,003.00 10,000.00 99.9%

TOTAL, OTHER LOCAL REVENUE 2,406,841.00 2,417,000.00 0.4%

TOTAL, REVENUES 2,961,841.00 2,997,000.00 1.2%

238/358

Dublin UnifiedAlameda County

July 1 BudgetCafeteria Special Revenue Fund

Expenditures by Object01 75093 0000000

Form 13

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 5 Printed: 6/6/2019 11:27 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

CERTIFICATED SALARIES

Certificated Supervisors' and Administrators' Salaries 1300 0.00 0.00 0.0%

Other Certificated Salaries 1900 0.00 0.00 0.0%

TOTAL, CERTIFICATED SALARIES 0.00 0.00 0.0%

CLASSIFIED SALARIES

Classified Support Salaries 2200 956,495.00 1,024,344.00 7.1%

Classified Supervisors' and Administrators' Salaries 2300 154,228.00 149,070.00 -3.3%

Clerical, Technical and Office Salaries 2400 89,305.00 86,331.00 -3.3%

Other Classified Salaries 2900 0.00 0.00 0.0%

TOTAL, CLASSIFIED SALARIES 1,200,028.00 1,259,745.00 5.0%

EMPLOYEE BENEFITS

STRS 3101-3102 0.00 0.00 0.0%

PERS 3201-3202 210,800.00 251,016.00 19.1%

OASDI/Medicare/Alternative 3301-3302 90,165.00 93,366.00 3.6%

Health and Welfare Benefits 3401-3402 1,887.00 1,887.00 0.0%

Unemployment Insurance 3501-3502 591.00 669.00 13.2%

Workers' Compensation 3601-3602 23,230.00 25,873.00 11.4%

OPEB, Allocated 3701-3702 0.00 0.00 0.0%

OPEB, Active Employees 3751-3752 0.00 0.00 0.0%

Other Employee Benefits 3901-3902 72,288.00 65,902.00 -8.8%

TOTAL, EMPLOYEE BENEFITS 398,961.00 438,713.00 10.0%

BOOKS AND SUPPLIES

Books and Other Reference Materials 4200 0.00 0.00 0.0%

Materials and Supplies 4300 7,049.00 14,000.00 98.6%

Noncapitalized Equipment 4400 0.00 0.00 0.0%

Food 4700 1,134,658.00 1,260,500.00 11.1%

TOTAL, BOOKS AND SUPPLIES 1,141,707.00 1,274,500.00 11.6%

239/358

Dublin UnifiedAlameda County

July 1 BudgetCafeteria Special Revenue Fund

Expenditures by Object01 75093 0000000

Form 13

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 6 Printed: 6/6/2019 11:27 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

SERVICES AND OTHER OPERATING EXPENDITURES

Subagreements for Services 5100 0.00 0.00 0.0%

Travel and Conferences 5200 2,147.00 5,500.00 156.2%

Dues and Memberships 5300 785.00 1,000.00 27.4%

Insurance 5400-5450 0.00 0.00 0.0%

Operations and Housekeeping Services 5500 0.00 0.00 0.0%

Rentals, Leases, Repairs, and Noncapitalized Improvements 5600 69,175.00 63,500.00 -8.2%

Transfers of Direct Costs 5710 0.00 0.00 0.0%

Transfers of Direct Costs - Interfund 5750 (6,001.00) (5,050.00) -15.8%

Professional/Consulting Services and

Operating Expenditures 5800 24,324.00 34,350.00 41.2%

Communications 5900 719.00 1,300.00 80.8%

TOTAL, SERVICES AND OTHER OPERATING EXPENDITURES 91,149.00 100,600.00 10.4%

CAPITAL OUTLAY

Buildings and Improvements of Buildings 6200 0.00 0.00 0.0%

Equipment 6400 0.00 30,000.00 New

Equipment Replacement 6500 0.00 0.00 0.0%

TOTAL, CAPITAL OUTLAY 0.00 30,000.00 New

OTHER OUTGO (excluding Transfers of Indirect Costs)

Debt Service

Debt Service - Interest 7438 0.00 0.00 0.0%

Other Debt Service - Principal 7439 0.00 0.00 0.0%

TOTAL, OTHER OUTGO (excluding Transfers of Indirect Costs) 0.00 0.00 0.0%

OTHER OUTGO - TRANSFERS OF INDIRECT COSTS

Transfers of Indirect Costs - Interfund 7350 151,137.00 0.00 -100.0%

TOTAL, OTHER OUTGO - TRANSFERS OF INDIRECT COSTS 151,137.00 0.00 -100.0%

TOTAL, EXPENDITURES 2,982,982.00 3,103,558.00 4.0%

240/358

Dublin UnifiedAlameda County

July 1 BudgetCafeteria Special Revenue Fund

Expenditures by Object01 75093 0000000

Form 13

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 7 Printed: 6/6/2019 11:27 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

INTERFUND TRANSFERS

INTERFUND TRANSFERS IN

From: General Fund 8916 0.00 0.00 0.0%

Other Authorized Interfund Transfers In 8919 0.00 0.00 0.0%

(a) TOTAL, INTERFUND TRANSFERS IN 0.00 0.00 0.0%

INTERFUND TRANSFERS OUT

Other Authorized Interfund Transfers Out 7619 0.00 0.00 0.0%

(b) TOTAL, INTERFUND TRANSFERS OUT 0.00 0.00 0.0%

OTHER SOURCES/USES

SOURCES

Other Sources

Transfers from Funds of

Lapsed/Reorganized LEAs 8965 0.00 0.00 0.0%

Long-Term Debt Proceeds

Proceeds from Capital Leases 8972 0.00 0.00 0.0%

All Other Financing Sources 8979 0.00 0.00 0.0%

(c) TOTAL, SOURCES 0.00 0.00 0.0%

USES

Transfers of Funds from

Lapsed/Reorganized LEAs 7651 0.00 0.00 0.0%

All Other Financing Uses 7699 0.00 0.00 0.0%

(d) TOTAL, USES 0.00 0.00 0.0%

CONTRIBUTIONS

Contributions from Unrestricted Revenues 8980 0.00 0.00 0.0%

Contributions from Restricted Revenues 8990 0.00 0.00 0.0%

(e) TOTAL, CONTRIBUTIONS 0.00 0.00 0.0%

TOTAL, OTHER FINANCING SOURCES/USES

(a - b + c - d + e) 0.00 0.00 0.0%

241/358

Dublin UnifiedAlameda County

July 1 BudgetCafeteria Special Revenue Fund

Expenditures by Function01 75093 0000000

Form 13

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 1 Printed: 6/6/2019 11:27 AM

Description Function Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

A. REVENUES

1) LCFF Sources 8010-8099 0.00 0.00 0.0%

2) Federal Revenue 8100-8299 525,000.00 550,000.00 4.8%

3) Other State Revenue 8300-8599 30,000.00 30,000.00 0.0%

4) Other Local Revenue 8600-8799 2,406,841.00 2,417,000.00 0.4%

5) TOTAL, REVENUES 2,961,841.00 2,997,000.00 1.2%

B. EXPENDITURES (Objects 1000-7999)

1) Instruction 1000-1999 0.00 0.00 0.0%

2) Instruction - Related Services 2000-2999 0.00 0.00 0.0%

3) Pupil Services 3000-3999 2,831,845.00 3,101,108.00 9.5%

4) Ancillary Services 4000-4999 0.00 0.00 0.0%

5) Community Services 5000-5999 0.00 0.00 0.0%

6) Enterprise 6000-6999 0.00 2,450.00 New

7) General Administration 7000-7999 151,137.00 0.00 -100.0%

8) Plant Services 8000-8999 0.00 0.00 0.0%

9) Other Outgo 9000-9999Except

7600-7699 0.00 0.00 0.0%

10) TOTAL, EXPENDITURES 2,982,982.00 3,103,558.00 4.0%

C. EXCESS (DEFICIENCY) OF REVENUES

OVER EXPENDITURES BEFORE OTHER

FINANCING SOURCES AND USES (A5 - B10) (21,141.00) (106,558.00) 404.0%

D. OTHER FINANCING SOURCES/USES

1) Interfund Transfers

a) Transfers In 8900-8929 0.00 0.00 0.0%

b) Transfers Out 7600-7629 0.00 0.00 0.0%

2) Other Sources/Uses

a) Sources 8930-8979 0.00 0.00 0.0%

b) Uses 7630-7699 0.00 0.00 0.0%

3) Contributions 8980-8999 0.00 0.00 0.0%

4) TOTAL, OTHER FINANCING SOURCES/USES 0.00 0.00 0.0%

242/358

Dublin UnifiedAlameda County

July 1 BudgetCafeteria Special Revenue Fund

Expenditures by Function01 75093 0000000

Form 13

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 2 Printed: 6/6/2019 11:27 AM

Description Function Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

E. NET INCREASE (DECREASE) IN FUND

BALANCE (C + D4) (21,141.00) (106,558.00) 404.0%

F. FUND BALANCE, RESERVES

1) Beginning Fund Balance

a) As of July 1 - Unaudited 9791 285,380.00 264,239.00 -7.4%

b) Audit Adjustments 9793 0.00 0.00 0.0%

c) As of July 1 - Audited (F1a + F1b) 285,380.00 264,239.00 -7.4%

d) Other Restatements 9795 0.00 0.00 0.0%

e) Adjusted Beginning Balance (F1c + F1d) 285,380.00 264,239.00 -7.4%

2) Ending Balance, June 30 (E + F1e) 264,239.00 157,681.00 -40.3%

Components of Ending Fund Balance

a) Nonspendable

Revolving Cash 9711 0.00 0.00 0.0%

Stores 9712 37,131.14 0.00 -100.0%

Prepaid Items 9713 0.00 0.00 0.0%

All Others 9719 0.00 0.00 0.0%

b) Restricted 9740 227,107.86 157,681.00 -30.6%

c) Committed

Stabilization Arrangements 9750 0.00 0.00 0.0%

Other Commitments (by Resource/Object) 9760 0.00 0.00 0.0%

d) Assigned

Other Assignments (by Resource/Object) 9780 0.00 0.00 0.0%

e) Unassigned/Unappropriated

Reserve for Economic Uncertainties 9789 0.00 0.00 0.0%

Unassigned/Unappropriated Amount 9790 0.00 0.00 0.0%

243/358

Dublin UnifiedAlameda County

July 1 BudgetCafeteria Special Revenue FundExhibit: Restricted Balance Detail

01 75093 0000000Form 13

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/17/2019) Page 1 Printed: 6/6/2019 11:27 AM

2018-19 2019-20

Resource Description Estimated Actuals Budget

5310 Child Nutrition: School Programs (e.g., School Lunch, School Breakfast, Milk, Pr227,107.86 157,681.00

Total, Restricted Balance 227,107.86 157,681.00

244/358

Deferred Maintenance Fund Fund 14/Form 14 

This fund is used to account separately for revenues that  are restricted or committed for deferred maintenance (Education Code 17582). 

245/358

Dublin UnifiedAlameda County

July 1 BudgetDeferred Maintenance Fund

Expenditures by Object01 75093 0000000

Form 14

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 1 Printed: 6/6/2019 11:27 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

A. REVENUES

1) LCFF Sources 8010-8099 0.00 0.00 0.0%

2) Federal Revenue 8100-8299 0.00 0.00 0.0%

3) Other State Revenue 8300-8599 0.00 0.00 0.0%

4) Other Local Revenue 8600-8799 1,500.00 0.00 -100.0%

5) TOTAL, REVENUES 1,500.00 0.00 -100.0%

B. EXPENDITURES

1) Certificated Salaries 1000-1999 0.00 0.00 0.0%

2) Classified Salaries 2000-2999 0.00 0.00 0.0%

3) Employee Benefits 3000-3999 0.00 0.00 0.0%

4) Books and Supplies 4000-4999 0.00 0.00 0.0%

5) Services and Other Operating Expenditures 5000-5999 1,002,093.00 1,536,861.00 53.4%

6) Capital Outlay 6000-6999 215,790.00 0.00 -100.0%

7) Other Outgo (excluding Transfers of Indirect 7100-7299,

Costs) 7400-7499 0.00 0.00 0.0%

8) Other Outgo - Transfers of Indirect Costs 7300-7399 0.00 0.00 0.0%

9) TOTAL, EXPENDITURES 1,217,883.00 1,536,861.00 26.2%

C. EXCESS (DEFICIENCY) OF REVENUES

OVER EXPENDITURES BEFORE OTHER

FINANCING SOURCES AND USES (A5 - B9) (1,216,383.00) (1,536,861.00) 26.3%

D. OTHER FINANCING SOURCES/USES

1) Interfund Transfers

a) Transfers In 8900-8929 1,100,000.00 1,100,000.00 0.0%

b) Transfers Out 7600-7629 0.00 0.00 0.0%

2) Other Sources/Uses

a) Sources 8930-8979 0.00 0.00 0.0%

b) Uses 7630-7699 0.00 0.00 0.0%

3) Contributions 8980-8999 0.00 0.00 0.0%

4) TOTAL, OTHER FINANCING SOURCES/USES 1,100,000.00 1,100,000.00 0.0%

246/358

Dublin UnifiedAlameda County

July 1 BudgetDeferred Maintenance Fund

Expenditures by Object01 75093 0000000

Form 14

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 2 Printed: 6/6/2019 11:27 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

E. NET INCREASE (DECREASE) IN FUND

BALANCE (C + D4) (116,383.00) (436,861.00) 275.4%

F. FUND BALANCE, RESERVES

1) Beginning Fund Balance

a) As of July 1 - Unaudited 9791 553,244.00 436,861.00 -21.0%

b) Audit Adjustments 9793 0.00 0.00 0.0%

c) As of July 1 - Audited (F1a + F1b) 553,244.00 436,861.00 -21.0%

d) Other Restatements 9795 0.00 0.00 0.0%

e) Adjusted Beginning Balance (F1c + F1d) 553,244.00 436,861.00 -21.0%

2) Ending Balance, June 30 (E + F1e) 436,861.00 0.00 -100.0%

Components of Ending Fund Balance

a) Nonspendable

Revolving Cash 9711 0.00 0.00 0.0%

Stores 9712 0.00 0.00 0.0%

Prepaid Items 9713 0.00 0.00 0.0%

All Others 9719 0.00 0.00 0.0%

b) Restricted 9740 0.00 0.00 0.0%

c) Committed

Stabilization Arrangements 9750 0.00 0.00 0.0%

Other Commitments 9760 0.00 0.00 0.0%

d) Assigned

Other Assignments 9780 436,861.00 0.00 -100.0%

e) Unassigned/Unappropriated

Reserve for Economic Uncertainties 9789 0.00 0.00 0.0%

Unassigned/Unappropriated Amount 9790 0.00 0.00 0.0%

247/358

Dublin UnifiedAlameda County

July 1 BudgetDeferred Maintenance Fund

Expenditures by Object01 75093 0000000

Form 14

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 3 Printed: 6/6/2019 11:27 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

G. ASSETS

1) Cash

a) in County Treasury 9110 (1,178,883.52)

1) Fair Value Adjustment to Cash in County Treasury 9111 0.00

b) in Banks 9120 0.00

c) in Revolving Cash Account 9130 0.00

d) with Fiscal Agent/Trustee 9135 0.00

e) Collections Awaiting Deposit 9140 0.00

2) Investments 9150 0.00

3) Accounts Receivable 9200 (256.77)

4) Due from Grantor Government 9290 0.00

5) Due from Other Funds 9310 1,100,000.00

6) Stores 9320 0.00

7) Prepaid Expenditures 9330 0.00

8) Other Current Assets 9340 0.00

9) TOTAL, ASSETS (79,140.29)

H. DEFERRED OUTFLOWS OF RESOURCES

1) Deferred Outflows of Resources 9490 0.00

2) TOTAL, DEFERRED OUTFLOWS 0.00

I. LIABILITIES

1) Accounts Payable 9500 (89.84)

2) Due to Grantor Governments 9590 0.00

3) Due to Other Funds 9610 0.00

4) Current Loans 9640

5) Unearned Revenue 9650 0.00

6) TOTAL, LIABILITIES (89.84)

J. DEFERRED INFLOWS OF RESOURCES

1) Deferred Inflows of Resources 9690 0.00

2) TOTAL, DEFERRED INFLOWS 0.00

K. FUND EQUITY

Ending Fund Balance, June 30

(G9 + H2) - (I6 + J2) (79,050.45)

248/358

Dublin UnifiedAlameda County

July 1 BudgetDeferred Maintenance Fund

Expenditures by Object01 75093 0000000

Form 14

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 4 Printed: 6/6/2019 11:27 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

LCFF SOURCES

LCFF Transfers

LCFF Transfers - Current Year 8091 0.00 0.00 0.0%

LCFF/Revenue Limit Transfers - Prior Years 8099 0.00 0.00 0.0%

TOTAL, LCFF SOURCES 0.00 0.00 0.0%

OTHER STATE REVENUE

All Other State Revenue 8590 0.00 0.00 0.0%

TOTAL, OTHER STATE REVENUE 0.00 0.00 0.0%

OTHER LOCAL REVENUE

Other Local Revenue

Community Redevelopment Funds

Not Subject to LCFF Deduction 8625 0.00 0.00 0.0%

Sales

Sale of Equipment/Supplies 8631 0.00 0.00 0.0%

Interest 8660 1,500.00 0.00 -100.0%

Net Increase (Decrease) in the Fair Value of Investments 8662 0.00 0.00 0.0%

Other Local Revenue

All Other Local Revenue 8699 0.00 0.00 0.0%

All Other Transfers In from All Others 8799 0.00 0.00 0.0%

TOTAL, OTHER LOCAL REVENUE 1,500.00 0.00 -100.0%

TOTAL, REVENUES 1,500.00 0.00 -100.0%

249/358

Dublin UnifiedAlameda County

July 1 BudgetDeferred Maintenance Fund

Expenditures by Object01 75093 0000000

Form 14

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 5 Printed: 6/6/2019 11:27 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

CLASSIFIED SALARIES

Classified Support Salaries 2200 0.00 0.00 0.0%

Other Classified Salaries 2900 0.00 0.00 0.0%

TOTAL, CLASSIFIED SALARIES 0.00 0.00 0.0%

EMPLOYEE BENEFITS

STRS 3101-3102 0.00 0.00 0.0%

PERS 3201-3202 0.00 0.00 0.0%

OASDI/Medicare/Alternative 3301-3302 0.00 0.00 0.0%

Health and Welfare Benefits 3401-3402 0.00 0.00 0.0%

Unemployment Insurance 3501-3502 0.00 0.00 0.0%

Workers' Compensation 3601-3602 0.00 0.00 0.0%

OPEB, Allocated 3701-3702 0.00 0.00 0.0%

OPEB, Active Employees 3751-3752 0.00 0.00 0.0%

Other Employee Benefits 3901-3902 0.00 0.00 0.0%

TOTAL, EMPLOYEE BENEFITS 0.00 0.00 0.0%

BOOKS AND SUPPLIES

Books and Other Reference Materials 4200 0.00 0.00 0.0%

Materials and Supplies 4300 0.00 0.00 0.0%

Noncapitalized Equipment 4400 0.00 0.00 0.0%

TOTAL, BOOKS AND SUPPLIES 0.00 0.00 0.0%

250/358

Dublin UnifiedAlameda County

July 1 BudgetDeferred Maintenance Fund

Expenditures by Object01 75093 0000000

Form 14

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 6 Printed: 6/6/2019 11:27 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

SERVICES AND OTHER OPERATING EXPENDITURES

Subagreements for Services 5100 0.00 0.00 0.0%

Travel and Conferences 5200 0.00 0.00 0.0%

Rentals, Leases, Repairs, and Noncapitalized Improvements 5600 897,788.00 1,536,861.00 71.2%

Transfers of Direct Costs 5710 0.00 0.00 0.0%

Transfers of Direct Costs - Interfund 5750 0.00 0.00 0.0%

Professional/Consulting Services and

Operating Expenditures 5800 104,305.00 0.00 -100.0%

TOTAL, SERVICES AND OTHER OPERATING EXPENDITURES 1,002,093.00 1,536,861.00 53.4%

CAPITAL OUTLAY

Land Improvements 6170 0.00 0.00 0.0%

Buildings and Improvements of Buildings 6200 0.00 0.00 0.0%

Equipment 6400 0.00 0.00 0.0%

Equipment Replacement 6500 215,790.00 0.00 -100.0%

TOTAL, CAPITAL OUTLAY 215,790.00 0.00 -100.0%

OTHER OUTGO (excluding Transfers of Indirect Costs)

Debt Service

Debt Service - Interest 7438 0.00 0.00 0.0%

Other Debt Service - Principal 7439 0.00 0.00 0.0%

TOTAL, OTHER OUTGO (excluding Transfers of Indirect Costs) 0.00 0.00 0.0%

TOTAL, EXPENDITURES 1,217,883.00 1,536,861.00 26.2%

251/358

Dublin UnifiedAlameda County

July 1 BudgetDeferred Maintenance Fund

Expenditures by Object01 75093 0000000

Form 14

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 7 Printed: 6/6/2019 11:27 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

INTERFUND TRANSFERS

INTERFUND TRANSFERS IN

Other Authorized Interfund Transfers In 8919 1,100,000.00 1,100,000.00 0.0%

(a) TOTAL, INTERFUND TRANSFERS IN 1,100,000.00 1,100,000.00 0.0%

INTERFUND TRANSFERS OUT

Other Authorized Interfund Transfers Out 7619 0.00 0.00 0.0%

(b) TOTAL, INTERFUND TRANSFERS OUT 0.00 0.00 0.0%

OTHER SOURCES/USES

SOURCES

Other Sources

Transfers from Funds of

Lapsed/Reorganized LEAs 8965 0.00 0.00 0.0%

Long-Term Debt Proceeds

Proceeds from Capital Leases 8972 0.00 0.00 0.0%

All Other Financing Sources 8979 0.00 0.00 0.0%

(c) TOTAL, SOURCES 0.00 0.00 0.0%

USES

Transfers of Funds from

Lapsed/Reorganized LEAs 7651 0.00 0.00 0.0%

All Other Financing Uses 7699 0.00 0.00 0.0%

(d) TOTAL, USES 0.00 0.00 0.0%

CONTRIBUTIONS

Contributions from Unrestricted Revenues 8980 0.00 0.00 0.0%

Contributions from Restricted Revenues 8990 0.00 0.00 0.0%

(e) TOTAL, CONTRIBUTIONS 0.00 0.00 0.0%

TOTAL, OTHER FINANCING SOURCES/USES

(a - b + c - d + e) 1,100,000.00 1,100,000.00 0.0%

252/358

Dublin UnifiedAlameda County

July 1 BudgetDeferred Maintenance FundExpenditures by Function

01 75093 0000000Form 14

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 1 Printed: 6/6/2019 11:27 AM

Description Function Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

A. REVENUES

1) LCFF Sources 8010-8099 0.00 0.00 0.0%

2) Federal Revenue 8100-8299 0.00 0.00 0.0%

3) Other State Revenue 8300-8599 0.00 0.00 0.0%

4) Other Local Revenue 8600-8799 1,500.00 0.00 -100.0%

5) TOTAL, REVENUES 1,500.00 0.00 -100.0%

B. EXPENDITURES (Objects 1000-7999)

1) Instruction 1000-1999 0.00 0.00 0.0%

2) Instruction - Related Services 2000-2999 0.00 0.00 0.0%

3) Pupil Services 3000-3999 0.00 0.00 0.0%

4) Ancillary Services 4000-4999 0.00 0.00 0.0%

5) Community Services 5000-5999 0.00 0.00 0.0%

6) Enterprise 6000-6999 0.00 0.00 0.0%

7) General Administration 7000-7999 0.00 0.00 0.0%

8) Plant Services 8000-8999 1,217,883.00 1,536,861.00 26.2%

9) Other Outgo 9000-9999Except

7600-7699 0.00 0.00 0.0%

10) TOTAL, EXPENDITURES 1,217,883.00 1,536,861.00 26.2%

C. EXCESS (DEFICIENCY) OF REVENUES

OVER EXPENDITURES BEFORE OTHER

FINANCING SOURCES AND USES (A5 - B10) (1,216,383.00) (1,536,861.00) 26.3%

D. OTHER FINANCING SOURCES/USES

1) Interfund Transfers

a) Transfers In 8900-8929 1,100,000.00 1,100,000.00 0.0%

b) Transfers Out 7600-7629 0.00 0.00 0.0%

2) Other Sources/Uses

a) Sources 8930-8979 0.00 0.00 0.0%

b) Uses 7630-7699 0.00 0.00 0.0%

3) Contributions 8980-8999 0.00 0.00 0.0%

4) TOTAL, OTHER FINANCING SOURCES/USES 1,100,000.00 1,100,000.00 0.0%

253/358

Dublin UnifiedAlameda County

July 1 BudgetDeferred Maintenance FundExpenditures by Function

01 75093 0000000Form 14

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 2 Printed: 6/6/2019 11:27 AM

Description Function Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

E. NET INCREASE (DECREASE) IN FUND

BALANCE (C + D4) (116,383.00) (436,861.00) 275.4%

F. FUND BALANCE, RESERVES

1) Beginning Fund Balance

a) As of July 1 - Unaudited 9791 553,244.00 436,861.00 -21.0%

b) Audit Adjustments 9793 0.00 0.00 0.0%

c) As of July 1 - Audited (F1a + F1b) 553,244.00 436,861.00 -21.0%

d) Other Restatements 9795 0.00 0.00 0.0%

e) Adjusted Beginning Balance (F1c + F1d) 553,244.00 436,861.00 -21.0%

2) Ending Balance, June 30 (E + F1e) 436,861.00 0.00 -100.0%

Components of Ending Fund Balance

a) Nonspendable

Revolving Cash 9711 0.00 0.00 0.0%

Stores 9712 0.00 0.00 0.0%

Prepaid Items 9713 0.00 0.00 0.0%

All Others 9719 0.00 0.00 0.0%

b) Restricted 9740 0.00 0.00 0.0%

c) Committed

Stabilization Arrangements 9750 0.00 0.00 0.0%

Other Commitments (by Resource/Object) 9760 0.00 0.00 0.0%

d) Assigned

Other Assignments (by Resource/Object) 9780 436,861.00 0.00 -100.0%

e) Unassigned/Unappropriated

Reserve for Economic Uncertainties 9789 0.00 0.00 0.0%

Unassigned/Unappropriated Amount 9790 0.00 0.00 0.0%

254/358

Dublin UnifiedAlameda County

July 1 BudgetDeferred Maintenance Fund

Exhibit: Restricted Balance Detail01 75093 0000000

Form 14

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/17/2019) Page 1 Printed: 6/6/2019 11:27 AM

2018-19 2019-20

Resource Description Estimated Actuals Budget

Total, Restricted Balance 0.00 0.00

255/358

Special Reserve Fund for Other than Capital Outlay Projects Fund 17/Form 17

This fund is used primarily to provide for the accumulation  of general fund moneys for general operation purposes  other than capital outlay (Education Code 42480).  Amounts transferred from this special reserve fund must  first be transferred into the General Fund (01) or other  appropriate fund before expenditures may be made (Education Code 42842). 

256/358

Dublin UnifiedAlameda County

July 1 BudgetSpecial Reserve Fund for Other Than Capital Outlay Projects

Expenditures by Object01 75093 0000000

Form 17

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 1 Printed: 6/6/2019 11:28 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

A. REVENUES

1) LCFF Sources 8010-8099 0.00 0.00 0.0%

2) Federal Revenue 8100-8299 0.00 0.00 0.0%

3) Other State Revenue 8300-8599 0.00 0.00 0.0%

4) Other Local Revenue 8600-8799 35,110.00 181,540.00 417.1%

5) TOTAL, REVENUES 35,110.00 181,540.00 417.1%

B. EXPENDITURES

1) Certificated Salaries 1000-1999 0.00 0.00 0.0%

2) Classified Salaries 2000-2999 0.00 0.00 0.0%

3) Employee Benefits 3000-3999 0.00 0.00 0.0%

4) Books and Supplies 4000-4999 0.00 0.00 0.0%

5) Services and Other Operating Expenditures 5000-5999 0.00 0.00 0.0%

6) Capital Outlay 6000-6999 0.00 0.00 0.0%

7) Other Outgo (excluding Transfers of Indirect 7100-7299,

Costs) 7400-7499 0.00 0.00 0.0%

8) Other Outgo - Transfers of Indirect Costs 7300-7399 0.00 0.00 0.0%

9) TOTAL, EXPENDITURES 0.00 0.00 0.0%

C. EXCESS (DEFICIENCY) OF REVENUES

OVER EXPENDITURES BEFORE OTHER

FINANCING SOURCES AND USES (A5 - B9) 35,110.00 181,540.00 417.1%

D. OTHER FINANCING SOURCES/USES

1) Interfund Transfers

a) Transfers In 8900-8929 0.00 0.00 0.0%

b) Transfers Out 7600-7629 0.00 0.00 0.0%

2) Other Sources/Uses

a) Sources 8930-8979 0.00 0.00 0.0%

b) Uses 7630-7699 0.00 0.00 0.0%

3) Contributions 8980-8999 0.00 0.00 0.0%

4) TOTAL, OTHER FINANCING SOURCES/USES 0.00 0.00 0.0%

257/358

Dublin UnifiedAlameda County

July 1 BudgetSpecial Reserve Fund for Other Than Capital Outlay Projects

Expenditures by Object01 75093 0000000

Form 17

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 2 Printed: 6/6/2019 11:28 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

E. NET INCREASE (DECREASE) IN FUND

BALANCE (C + D4) 35,110.00 181,540.00 417.1%

F. FUND BALANCE, RESERVES

1) Beginning Fund Balance

a) As of July 1 - Unaudited 9791 10,657,942.00 10,693,052.00 0.3%

b) Audit Adjustments 9793 0.00 0.00 0.0%

c) As of July 1 - Audited (F1a + F1b) 10,657,942.00 10,693,052.00 0.3%

d) Other Restatements 9795 0.00 0.00 0.0%

e) Adjusted Beginning Balance (F1c + F1d) 10,657,942.00 10,693,052.00 0.3%

2) Ending Balance, June 30 (E + F1e) 10,693,052.00 10,874,592.00 1.7%

Components of Ending Fund Balance

a) Nonspendable

Revolving Cash 9711 0.00 0.00 0.0%

Stores 9712 0.00 0.00 0.0%

Prepaid Items 9713 0.00 0.00 0.0%

All Others 9719 0.00 0.00 0.0%

b) Restricted 9740 0.00 0.00 0.0%

c) Committed

Stabilization Arrangements 9750 0.00 0.00 0.0%

Other Commitments 9760 0.00 8,114,561.00 New

Board Directed Additional Reserve (5%) 0000 9760 6,809,031.00

Textbook Adoption (for 2021-22) 0000 9760 1,305,530.00

d) Assigned

Other Assignments 9780 0.00 0.00 0.0%

e) Unassigned/Unappropriated

Reserve for Economic Uncertainties 9789 10,693,052.00 2,760,031.00 -74.2%

Unassigned/Unappropriated Amount 9790 0.00 0.00 0.0%

258/358

Dublin UnifiedAlameda County

July 1 BudgetSpecial Reserve Fund for Other Than Capital Outlay Projects

Expenditures by Object01 75093 0000000

Form 17

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 3 Printed: 6/6/2019 11:28 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

G. ASSETS

1) Cash

a) in County Treasury 9110 10,822,536.91

1) Fair Value Adjustment to Cash in County Treasury 9111 0.00

b) in Banks 9120 0.00

c) in Revolving Cash Account 9130 0.00

d) with Fiscal Agent/Trustee 9135 0.00

e) Collections Awaiting Deposit 9140 0.00

2) Investments 9150 0.00

3) Accounts Receivable 9200 (35,640.42)

4) Due from Grantor Government 9290 0.00

5) Due from Other Funds 9310 0.00

6) Stores 9320 0.00

7) Prepaid Expenditures 9330 0.00

8) Other Current Assets 9340 0.00

9) TOTAL, ASSETS 10,786,896.49

H. DEFERRED OUTFLOWS OF RESOURCES

1) Deferred Outflows of Resources 9490 0.00

2) TOTAL, DEFERRED OUTFLOWS 0.00

I. LIABILITIES

1) Accounts Payable 9500 0.00

2) Due to Grantor Governments 9590 0.00

3) Due to Other Funds 9610 0.00

4) Current Loans 9640

5) Unearned Revenue 9650 0.00

6) TOTAL, LIABILITIES 0.00

J. DEFERRED INFLOWS OF RESOURCES

1) Deferred Inflows of Resources 9690 0.00

2) TOTAL, DEFERRED INFLOWS 0.00

K. FUND EQUITY

Ending Fund Balance, June 30

(G9 + H2) - (I6 + J2) 10,786,896.49

259/358

Dublin UnifiedAlameda County

July 1 BudgetSpecial Reserve Fund for Other Than Capital Outlay Projects

Expenditures by Object01 75093 0000000

Form 17

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 4 Printed: 6/6/2019 11:28 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

OTHER LOCAL REVENUE

Other Local Revenue

Sales

Sale of Equipment/Supplies 8631 0.00 0.00 0.0%

Interest 8660 35,110.00 181,540.00 417.1%

Net Increase (Decrease) in the Fair Value of Investments 8662 0.00 0.00 0.0%

TOTAL, OTHER LOCAL REVENUE 35,110.00 181,540.00 417.1%

TOTAL, REVENUES 35,110.00 181,540.00 417.1%

260/358

Dublin UnifiedAlameda County

July 1 BudgetSpecial Reserve Fund for Other Than Capital Outlay Projects

Expenditures by Object01 75093 0000000

Form 17

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 5 Printed: 6/6/2019 11:28 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

INTERFUND TRANSFERS

INTERFUND TRANSFERS IN

From: General Fund/CSSF 8912 0.00 0.00 0.0%

Other Authorized Interfund Transfers In 8919 0.00 0.00 0.0%

(a) TOTAL, INTERFUND TRANSFERS IN 0.00 0.00 0.0%

INTERFUND TRANSFERS OUT

To: General Fund/CSSF 7612 0.00 0.00 0.0%

To: State School Building Fund/

County School Facilities Fund 7613 0.00 0.00 0.0%

Other Authorized Interfund Transfers Out 7619 0.00 0.00 0.0%

(b) TOTAL, INTERFUND TRANSFERS OUT 0.00 0.00 0.0%

OTHER SOURCES/USES

SOURCES

Other Sources

Transfers from Funds of

Lapsed/Reorganized LEAs 8965 0.00 0.00 0.0%

(c) TOTAL, SOURCES 0.00 0.00 0.0%

USES

Transfers of Funds from

Lapsed/Reorganized LEAs 7651 0.00 0.00 0.0%

(d) TOTAL, USES 0.00 0.00 0.0%

CONTRIBUTIONS

Contributions from Restricted Revenues 8990 0.00 0.00 0.0%

(e) TOTAL, CONTRIBUTIONS 0.00 0.00 0.0%

TOTAL, OTHER FINANCING SOURCES/USES

(a - b + c - d + e) 0.00 0.00 0.0%

261/358

Dublin UnifiedAlameda County

July 1 BudgetSpecial Reserve Fund for Other Than Capital Outlay Projects

Expenditures by Function01 75093 0000000

Form 17

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 1 Printed: 6/6/2019 11:28 AM

Description Function Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

A. REVENUES

1) LCFF Sources 8010-8099 0.00 0.00 0.0%

2) Federal Revenue 8100-8299 0.00 0.00 0.0%

3) Other State Revenue 8300-8599 0.00 0.00 0.0%

4) Other Local Revenue 8600-8799 35,110.00 181,540.00 417.1%

5) TOTAL, REVENUES 35,110.00 181,540.00 417.1%

B. EXPENDITURES (Objects 1000-7999)

1) Instruction 1000-1999 0.00 0.00 0.0%

2) Instruction - Related Services 2000-2999 0.00 0.00 0.0%

3) Pupil Services 3000-3999 0.00 0.00 0.0%

4) Ancillary Services 4000-4999 0.00 0.00 0.0%

5) Community Services 5000-5999 0.00 0.00 0.0%

6) Enterprise 6000-6999 0.00 0.00 0.0%

7) General Administration 7000-7999 0.00 0.00 0.0%

8) Plant Services 8000-8999 0.00 0.00 0.0%

9) Other Outgo 9000-9999Except

7600-7699 0.00 0.00 0.0%

10) TOTAL, EXPENDITURES 0.00 0.00 0.0%

C. EXCESS (DEFICIENCY) OF REVENUES

OVER EXPENDITURES BEFORE OTHER

FINANCING SOURCES AND USES (A5 - B10) 35,110.00 181,540.00 417.1%

D. OTHER FINANCING SOURCES/USES

1) Interfund Transfers

a) Transfers In 8900-8929 0.00 0.00 0.0%

b) Transfers Out 7600-7629 0.00 0.00 0.0%

2) Other Sources/Uses

a) Sources 8930-8979 0.00 0.00 0.0%

b) Uses 7630-7699 0.00 0.00 0.0%

3) Contributions 8980-8999 0.00 0.00 0.0%

4) TOTAL, OTHER FINANCING SOURCES/USES 0.00 0.00 0.0%

262/358

Dublin UnifiedAlameda County

July 1 BudgetSpecial Reserve Fund for Other Than Capital Outlay Projects

Expenditures by Function01 75093 0000000

Form 17

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/03/2019) Page 2 Printed: 6/6/2019 11:28 AM

Description Function Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

E. NET INCREASE (DECREASE) IN FUND

BALANCE (C + D4) 35,110.00 181,540.00 417.1%

F. FUND BALANCE, RESERVES

1) Beginning Fund Balance

a) As of July 1 - Unaudited 9791 10,657,942.00 10,693,052.00 0.3%

b) Audit Adjustments 9793 0.00 0.00 0.0%

c) As of July 1 - Audited (F1a + F1b) 10,657,942.00 10,693,052.00 0.3%

d) Other Restatements 9795 0.00 0.00 0.0%

e) Adjusted Beginning Balance (F1c + F1d) 10,657,942.00 10,693,052.00 0.3%

2) Ending Balance, June 30 (E + F1e) 10,693,052.00 10,874,592.00 1.7%

Components of Ending Fund Balance

a) Nonspendable

Revolving Cash 9711 0.00 0.00 0.0%

Stores 9712 0.00 0.00 0.0%

Prepaid Items 9713 0.00 0.00 0.0%

All Others 9719 0.00 0.00 0.0%

b) Restricted 9740 0.00 0.00 0.0%

c) Committed

Stabilization Arrangements 9750 0.00 0.00 0.0%

Other Commitments (by Resource/Object) 9760 0.00 8,114,561.00 New

Board Directed Additional Reserve (5%) 0000 9760 6,809,031.00

Textbook Adoption (for 2021-22) 0000 9760 1,305,530.00

d) Assigned

Other Assignments (by Resource/Object) 9780 0.00 0.00 0.0%

e) Unassigned/Unappropriated

Reserve for Economic Uncertainties 9789 10,693,052.00 2,760,031.00 -74.2%

Unassigned/Unappropriated Amount 9790 0.00 0.00 0.0%

263/358

Dublin UnifiedAlameda County

July 1 BudgetSpecial Reserve Fund for Other Than Capital Outlay Projects

Exhibit: Restricted Balance Detail01 75093 0000000

Form 17

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-b (Rev 04/17/2019) Page 1 Printed: 6/6/2019 11:28 AM

2018-19 2019-20

Resource Description Estimated Actuals Budget

Total, Restricted Balance 0.00 0.00

264/358

Building Fund Fund 21/Form 21

This fund exists primarily to account separately for  proceeds from the sale of bonds (Education Code 15146)  and may not be used for any purpose other than those for  which the bonds were issued. Other authorized revenues  to the Building Fund (Fund 21) are proceeds from the sale  or lease-with-option-to-purchase of real property (Education Code 17462) and revenue from rentals and  leases of real property specifically authorized for deposit  into the fund by the governing board (Education Code  41003).

265/358

Dublin UnifiedAlameda County

July 1 BudgetBuilding Fund

Expenditures by Object01 75093 0000000

Form 21

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-d (Rev 02/07/2019) Page 1 Printed: 6/6/2019 11:28 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

A. REVENUES

1) LCFF Sources 8010-8099 0.00 0.00 0.0%

2) Federal Revenue 8100-8299 0.00 0.00 0.0%

3) Other State Revenue 8300-8599 0.00 0.00 0.0%

4) Other Local Revenue 8600-8799 1,375,000.00 3,039,832.00 121.1%

5) TOTAL, REVENUES 1,375,000.00 3,039,832.00 121.1%

B. EXPENDITURES

1) Certificated Salaries 1000-1999 0.00 0.00 0.0%

2) Classified Salaries 2000-2999 374,303.00 624,377.00 66.8%

3) Employee Benefits 3000-3999 183,184.00 267,901.00 46.2%

4) Books and Supplies 4000-4999 440,811.00 102,789.00 -76.7%

5) Services and Other Operating Expenditures 5000-5999 1,411,911.00 13,024,810.00 822.5%

6) Capital Outlay 6000-6999 41,526,123.00 140,537,210.00 238.4%

7) Other Outgo (excluding Transfers of Indirect 7100-7299,

Costs) 7400-7499 0.00 0.00 0.0%

8) Other Outgo - Transfers of Indirect Costs 7300-7399 0.00 0.00 0.0%

9) TOTAL, EXPENDITURES 43,936,332.00 154,557,087.00 251.8%

C. EXCESS (DEFICIENCY) OF REVENUES

OVER EXPENDITURES BEFORE OTHER

FINANCING SOURCES AND USES (A5 - B9) (42,561,332.00) (151,517,255.00) 256.0%

D. OTHER FINANCING SOURCES/USES

1) Interfund Transfers

a) Transfers In 8900-8929 0.00 0.00 0.0%

b) Transfers Out 7600-7629 0.00 0.00 0.0%

2) Other Sources/Uses

a) Sources 8930-8979 0.00 0.00 0.0%

b) Uses 7630-7699 0.00 0.00 0.0%

3) Contributions 8980-8999 0.00 0.00 0.0%

4) TOTAL, OTHER FINANCING SOURCES/USES 0.00 0.00 0.0%

266/358

Dublin UnifiedAlameda County

July 1 BudgetBuilding Fund

Expenditures by Object01 75093 0000000

Form 21

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-d (Rev 02/07/2019) Page 2 Printed: 6/6/2019 11:28 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

E. NET INCREASE (DECREASE) IN FUND

BALANCE (C + D4) (42,561,332.00) (151,517,255.00) 256.0%

F. FUND BALANCE, RESERVES

1) Beginning Fund Balance

a) As of July 1 - Unaudited 9791 194,078,587.00 151,517,255.00 -21.9%

b) Audit Adjustments 9793 0.00 0.00 0.0%

c) As of July 1 - Audited (F1a + F1b) 194,078,587.00 151,517,255.00 -21.9%

d) Other Restatements 9795 0.00 0.00 0.0%

e) Adjusted Beginning Balance (F1c + F1d) 194,078,587.00 151,517,255.00 -21.9%

2) Ending Balance, June 30 (E + F1e) 151,517,255.00 0.00 -100.0%

Components of Ending Fund Balance

a) Nonspendable

Revolving Cash 9711 0.00 0.00 0.0%

Stores 9712 0.00 0.00 0.0%

Prepaid Items 9713 0.00 0.00 0.0%

All Others 9719 0.00 0.00 0.0%

b) Restricted 9740 151,516,255.00 0.00 -100.0%

c) Committed

Stabilization Arrangements 9750 0.00 0.00 0.0%

Other Commitments 9760 0.00 0.00 0.0%

d) Assigned

Other Assignments 9780 1,000.00 0.00 -100.0%

e) Unassigned/Unappropriated

Reserve for Economic Uncertainties 9789 0.00 0.00 0.0%

Unassigned/Unappropriated Amount 9790 0.00 0.00 0.0%

267/358

Dublin UnifiedAlameda County

July 1 BudgetBuilding Fund

Expenditures by Object01 75093 0000000

Form 21

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-d (Rev 02/07/2019) Page 3 Printed: 6/6/2019 11:28 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

G. ASSETS

1) Cash

a) in County Treasury 9110 163,891,883.82

1) Fair Value Adjustment to Cash in County Treasury 9111 0.00

b) in Banks 9120 0.00

c) in Revolving Cash Account 9130 0.00

d) with Fiscal Agent/Trustee 9135 0.00

e) Collections Awaiting Deposit 9140 27,940.71

2) Investments 9150 0.00

3) Accounts Receivable 9200 (704,313.17)

4) Due from Grantor Government 9290 0.00

5) Due from Other Funds 9310 0.00

6) Stores 9320 0.00

7) Prepaid Expenditures 9330 0.00

8) Other Current Assets 9340 0.00

9) TOTAL, ASSETS 163,215,511.36

H. DEFERRED OUTFLOWS OF RESOURCES

1) Deferred Outflows of Resources 9490 0.00

2) TOTAL, DEFERRED OUTFLOWS 0.00

I. LIABILITIES

1) Accounts Payable 9500 (80,195.55)

2) Due to Grantor Governments 9590 0.00

3) Due to Other Funds 9610 0.00

4) Current Loans 9640 0.00

5) Unearned Revenue 9650 0.00

6) TOTAL, LIABILITIES (80,195.55)

J. DEFERRED INFLOWS OF RESOURCES

1) Deferred Inflows of Resources 9690 0.00

2) TOTAL, DEFERRED INFLOWS 0.00

K. FUND EQUITY

Ending Fund Balance, June 30

(G9 + H2) - (I6 + J2) 163,295,706.91

268/358

Dublin UnifiedAlameda County

July 1 BudgetBuilding Fund

Expenditures by Object01 75093 0000000

Form 21

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-d (Rev 02/07/2019) Page 4 Printed: 6/6/2019 11:28 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

FEDERAL REVENUE

FEMA 8281 0.00 0.00 0.0%

All Other Federal Revenue 8290 0.00 0.00 0.0%

TOTAL, FEDERAL REVENUE 0.00 0.00 0.0%

OTHER STATE REVENUE

Tax Relief Subventions

Restricted Levies - Other

Homeowners' Exemptions 8575 0.00 0.00 0.0%

Other Subventions/In-Lieu

Taxes 8576 0.00 0.00 0.0%

All Other State Revenue 8590 0.00 0.00 0.0%

TOTAL, OTHER STATE REVENUE 0.00 0.00 0.0%

OTHER LOCAL REVENUE

Other Local Revenue

County and District Taxes

Other Restricted Levies

Secured Roll 8615 0.00 0.00 0.0%

Unsecured Roll 8616 0.00 0.00 0.0%

Prior Years' Taxes 8617 0.00 0.00 0.0%

Supplemental Taxes 8618 0.00 0.00 0.0%

Non-Ad Valorem Taxes

Parcel Taxes 8621 0.00 0.00 0.0%

Other 8622 0.00 0.00 0.0%

Community Redevelopment Funds

Not Subject to LCFF Deduction 8625 0.00 0.00 0.0%

Penalties and Interest from

Delinquent Non-LCFF

Taxes 8629 0.00 0.00 0.0%

Sales

Sale of Equipment/Supplies 8631 0.00 0.00 0.0%

Leases and Rentals 8650 0.00 0.00 0.0%

Interest 8660 1,375,000.00 3,039,832.00 121.1%

Net Increase (Decrease) in the Fair Value of Investments 8662 0.00 0.00 0.0%

Other Local Revenue

All Other Local Revenue 8699 0.00 0.00 0.0%

All Other Transfers In from All Others 8799 0.00 0.00 0.0%

TOTAL, OTHER LOCAL REVENUE 1,375,000.00 3,039,832.00 121.1%

TOTAL, REVENUES 1,375,000.00 3,039,832.00 121.1%

269/358

Dublin UnifiedAlameda County

July 1 BudgetBuilding Fund

Expenditures by Object01 75093 0000000

Form 21

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-d (Rev 02/07/2019) Page 5 Printed: 6/6/2019 11:28 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

CLASSIFIED SALARIES

Classified Support Salaries 2200 0.00 0.00 0.0%

Classified Supervisors' and Administrators' Salaries 2300 218,358.00 403,061.00 84.6%

Clerical, Technical and Office Salaries 2400 155,945.00 221,316.00 41.9%

Other Classified Salaries 2900 0.00 0.00 0.0%

TOTAL, CLASSIFIED SALARIES 374,303.00 624,377.00 66.8%

EMPLOYEE BENEFITS

STRS 3101-3102 0.00 0.00 0.0%

PERS 3201-3202 107,549.00 169,299.00 57.4%

OASDI/Medicare/Alternative 3301-3302 45,554.00 60,901.00 33.7%

Health and Welfare Benefits 3401-3402 1,603.00 2,209.00 37.8%

Unemployment Insurance 3501-3502 300.00 322.00 7.3%

Workers' Compensation 3601-3602 11,850.00 16,935.00 42.9%

OPEB, Allocated 3701-3702 0.00 0.00 0.0%

OPEB, Active Employees 3751-3752 0.00 0.00 0.0%

Other Employee Benefits 3901-3902 16,328.00 18,235.00 11.7%

TOTAL, EMPLOYEE BENEFITS 183,184.00 267,901.00 46.2%

BOOKS AND SUPPLIES

Books and Other Reference Materials 4200 0.00 0.00 0.0%

Materials and Supplies 4300 197,231.00 36,975.00 -81.3%

Noncapitalized Equipment 4400 243,580.00 65,814.00 -73.0%

TOTAL, BOOKS AND SUPPLIES 440,811.00 102,789.00 -76.7%

SERVICES AND OTHER OPERATING EXPENDITURES

Subagreements for Services 5100 0.00 0.00 0.0%

Travel and Conferences 5200 0.00 35,580.00 New

Insurance 5400-5450 0.00 0.00 0.0%

Operations and Housekeeping Services 5500 0.00 0.00 0.0%

Rentals, Leases, Repairs, and Noncapitalized Improvements 5600 0.00 0.00 0.0%

Transfers of Direct Costs 5710 0.00 0.00 0.0%

Transfers of Direct Costs - Interfund 5750 0.00 0.00 0.0%

270/358

Dublin UnifiedAlameda County

July 1 BudgetBuilding Fund

Expenditures by Object01 75093 0000000

Form 21

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-d (Rev 02/07/2019) Page 6 Printed: 6/6/2019 11:28 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

Professional/Consulting Services and

Operating Expenditures 5800 1,410,823.00 12,936,490.00 816.9%

Communications 5900 1,088.00 52,740.00 4747.4%

TOTAL, SERVICES AND OTHER OPERATING EXPENDITURES 1,411,911.00 13,024,810.00 822.5%

CAPITAL OUTLAY

Land 6100 29,063,108.00 53,500.00 -99.8%

Land Improvements 6170 0.00 0.00 0.0%

Buildings and Improvements of Buildings 6200 12,413,015.00 134,943,710.00 987.1%

Books and Media for New School Libraries

or Major Expansion of School Libraries 6300 0.00 0.00 0.0%

Equipment 6400 50,000.00 5,540,000.00 10980.0%

Equipment Replacement 6500 0.00 0.00 0.0%

TOTAL, CAPITAL OUTLAY 41,526,123.00 140,537,210.00 238.4%

OTHER OUTGO (excluding Transfers of Indirect Costs)

Other Transfers Out

All Other Transfers Out to All Others 7299 0.00 0.00 0.0%

Debt Service

Repayment of State School Building Fund

Aid - Proceeds from Bonds 7435 0.00 0.00 0.0%

Debt Service - Interest 7438 0.00 0.00 0.0%

Other Debt Service - Principal 7439 0.00 0.00 0.0%

TOTAL, OTHER OUTGO (excluding Transfers of Indirect Costs) 0.00 0.00 0.0%

TOTAL, EXPENDITURES 43,936,332.00 154,557,087.00 251.8%

271/358

Dublin UnifiedAlameda County

July 1 BudgetBuilding Fund

Expenditures by Object01 75093 0000000

Form 21

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-d (Rev 02/07/2019) Page 7 Printed: 6/6/2019 11:28 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

INTERFUND TRANSFERS

INTERFUND TRANSFERS IN

Other Authorized Interfund Transfers In 8919 0.00 0.00 0.0%

(a) TOTAL, INTERFUND TRANSFERS IN 0.00 0.00 0.0%

INTERFUND TRANSFERS OUT

To: State School Building Fund/

County School Facilities Fund 7613 0.00 0.00 0.0%

Other Authorized Interfund Transfers Out 7619 0.00 0.00 0.0%

(b) TOTAL, INTERFUND TRANSFERS OUT 0.00 0.00 0.0%

272/358

Dublin UnifiedAlameda County

July 1 BudgetBuilding Fund

Expenditures by Object01 75093 0000000

Form 21

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-d (Rev 02/07/2019) Page 8 Printed: 6/6/2019 11:28 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

OTHER SOURCES/USES

SOURCES

Proceeds

Proceeds from Sale of Bonds 8951 0.00 0.00 0.0%

Proceeds from Disposal of

Capital Assets 8953 0.00 0.00 0.0%

Other Sources

County School Bldg Aid 8961 0.00 0.00 0.0%

Transfers from Funds of

Lapsed/Reorganized LEAs 8965 0.00 0.00 0.0%

Long-Term Debt Proceeds

Proceeds from Certificates

of Participation 8971 0.00 0.00 0.0%

Proceeds from Capital Leases 8972 0.00 0.00 0.0%

Proceeds from Lease Revenue Bonds 8973 0.00 0.00 0.0%

All Other Financing Sources 8979 0.00 0.00 0.0%

(c) TOTAL, SOURCES 0.00 0.00 0.0%

USES

Transfers of Funds from

Lapsed/Reorganized LEAs 7651 0.00 0.00 0.0%

All Other Financing Uses 7699 0.00 0.00 0.0%

(d) TOTAL, USES 0.00 0.00 0.0%

CONTRIBUTIONS

Contributions from Unrestricted Revenues 8980 0.00 0.00 0.0%

Contributions from Restricted Revenues 8990 0.00 0.00 0.0%

(e) TOTAL, CONTRIBUTIONS 0.00 0.00 0.0%

TOTAL, OTHER FINANCING SOURCES/USES

(a - b + c - d + e) 0.00 0.00 0.0%

273/358

Dublin UnifiedAlameda County

July 1 BudgetBuilding Fund

Expenditures by Function01 75093 0000000

Form 21

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-d (Rev 03/27/2018) Page 1 Printed: 6/6/2019 11:28 AM

Description Function Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

A. REVENUES

1) LCFF Sources 8010-8099 0.00 0.00 0.0%

2) Federal Revenue 8100-8299 0.00 0.00 0.0%

3) Other State Revenue 8300-8599 0.00 0.00 0.0%

4) Other Local Revenue 8600-8799 1,375,000.00 3,039,832.00 121.1%

5) TOTAL, REVENUES 1,375,000.00 3,039,832.00 121.1%

B. EXPENDITURES (Objects 1000-7999)

1) Instruction 1000-1999 0.00 0.00 0.0%

2) Instruction - Related Services 2000-2999 0.00 0.00 0.0%

3) Pupil Services 3000-3999 0.00 0.00 0.0%

4) Ancillary Services 4000-4999 0.00 0.00 0.0%

5) Community Services 5000-5999 0.00 0.00 0.0%

6) Enterprise 6000-6999 0.00 0.00 0.0%

7) General Administration 7000-7999 0.00 0.00 0.0%

8) Plant Services 8000-8999 43,936,332.00 154,557,087.00 251.8%

9) Other Outgo 9000-9999Except

7600-7699 0.00 0.00 0.0%

10) TOTAL, EXPENDITURES 43,936,332.00 154,557,087.00 251.8%

C. EXCESS (DEFICIENCY) OF REVENUES

OVER EXPENDITURES BEFORE OTHER

FINANCING SOURCES AND USES (A5 - B10) (42,561,332.00) (151,517,255.00) 256.0%

D. OTHER FINANCING SOURCES/USES

1) Interfund Transfers

a) Transfers In 8900-8929 0.00 0.00 0.0%

b) Transfers Out 7600-7629 0.00 0.00 0.0%

2) Other Sources/Uses

a) Sources 8930-8979 0.00 0.00 0.0%

b) Uses 7630-7699 0.00 0.00 0.0%

3) Contributions 8980-8999 0.00 0.00 0.0%

4) TOTAL, OTHER FINANCING SOURCES/USES 0.00 0.00 0.0%

274/358

Dublin UnifiedAlameda County

July 1 BudgetBuilding Fund

Expenditures by Function01 75093 0000000

Form 21

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-d (Rev 03/27/2018) Page 2 Printed: 6/6/2019 11:28 AM

Description Function Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

E. NET INCREASE (DECREASE) IN FUND

BALANCE (C + D4) (42,561,332.00) (151,517,255.00) 256.0%

F. FUND BALANCE, RESERVES

1) Beginning Fund Balance

a) As of July 1 - Unaudited 9791 194,078,587.00 151,517,255.00 -21.9%

b) Audit Adjustments 9793 0.00 0.00 0.0%

c) As of July 1 - Audited (F1a + F1b) 194,078,587.00 151,517,255.00 -21.9%

d) Other Restatements 9795 0.00 0.00 0.0%

e) Adjusted Beginning Balance (F1c + F1d) 194,078,587.00 151,517,255.00 -21.9%

2) Ending Balance, June 30 (E + F1e) 151,517,255.00 0.00 -100.0%

Components of Ending Fund Balance

a) Nonspendable

Revolving Cash 9711 0.00 0.00 0.0%

Stores 9712 0.00 0.00 0.0%

Prepaid Items 9713 0.00 0.00 0.0%

All Others 9719 0.00 0.00 0.0%

b) Restricted 9740 151,516,255.00 0.00 -100.0%

c) Committed

Stabilization Arrangements 9750 0.00 0.00 0.0%

Other Commitments (by Resource/Object) 9760 0.00 0.00 0.0%

d) Assigned

Other Assignments (by Resource/Object) 9780 1,000.00 0.00 -100.0%

e) Unassigned/Unappropriated

Reserve for Economic Uncertainties 9789 0.00 0.00 0.0%

Unassigned/Unappropriated Amount 9790 0.00 0.00 0.0%

275/358

Dublin UnifiedAlameda County

July 1 BudgetBuilding Fund

Exhibit: Restricted Balance Detail01 75093 0000000

Form 21

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-d (Rev 04/17/2019) Page 1 Printed: 6/6/2019 11:28 AM

2018-19 2019-20

Resource Description Estimated Actuals Budget

9010 Other Restricted Local 151,516,255.00 0.00

Total, Restricted Balance 151,516,255.00 0.00

276/358

Capital Facilities Fund Fund 25/Form 25

This fund is used primarily to account separately for  moneys received from fees levied on development  projects as a condition of approval (Education Code  17620-17626 and Government Code 65995 et seq.). The  authority for these levies may also be county or city  ordinances (Government Code 65970-65981) or private  agreements between the LEA and the developer. Interest  earned in the Capital Facilities Fund (Fund 25) is restricted  to that fund (Government Code 66006). 

277/358

Dublin UnifiedAlameda County

July 1 BudgetCapital Facilities FundExpenditures by Object

01 75093 0000000Form 25

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-d (Rev 02/07/2019) Page 1 Printed: 6/6/2019 11:28 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

A. REVENUES

1) LCFF Sources 8010-8099 0.00 0.00 0.0%

2) Federal Revenue 8100-8299 0.00 0.00 0.0%

3) Other State Revenue 8300-8599 0.00 0.00 0.0%

4) Other Local Revenue 8600-8799 28,790,493.00 5,333,354.00 -81.5%

5) TOTAL, REVENUES 28,790,493.00 5,333,354.00 -81.5%

B. EXPENDITURES

1) Certificated Salaries 1000-1999 0.00 0.00 0.0%

2) Classified Salaries 2000-2999 64,717.00 108,168.00 67.1%

3) Employee Benefits 3000-3999 19,881.00 31,729.00 59.6%

4) Books and Supplies 4000-4999 2,009,080.00 143,165.00 -92.9%

5) Services and Other Operating Expenditures 5000-5999 4,146,003.00 3,933,622.00 -5.1%

6) Capital Outlay 6000-6999 7,436,135.00 16,878,764.00 127.0%

7) Other Outgo (excluding Transfers of Indirect 7100-7299,

Costs) 7400-7499 0.00 0.00 0.0%

8) Other Outgo - Transfers of Indirect Costs 7300-7399 0.00 0.00 0.0%

9) TOTAL, EXPENDITURES 13,675,816.00 21,095,448.00 54.3%

C. EXCESS (DEFICIENCY) OF REVENUES

OVER EXPENDITURES BEFORE OTHER

FINANCING SOURCES AND USES (A5 - B9) 15,114,677.00 (15,762,094.00) -204.3%

D. OTHER FINANCING SOURCES/USES

1) Interfund Transfers

a) Transfers In 8900-8929 0.00 0.00 0.0%

b) Transfers Out 7600-7629 0.00 0.00 0.0%

2) Other Sources/Uses

a) Sources 8930-8979 0.00 0.00 0.0%

b) Uses 7630-7699 0.00 0.00 0.0%

3) Contributions 8980-8999 0.00 0.00 0.0%

4) TOTAL, OTHER FINANCING SOURCES/USES 0.00 0.00 0.0%

278/358

Dublin UnifiedAlameda County

July 1 BudgetCapital Facilities FundExpenditures by Object

01 75093 0000000Form 25

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-d (Rev 02/07/2019) Page 2 Printed: 6/6/2019 11:28 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

E. NET INCREASE (DECREASE) IN FUND

BALANCE (C + D4) 15,114,677.00 (15,762,094.00) -204.3%

F. FUND BALANCE, RESERVES

1) Beginning Fund Balance

a) As of July 1 - Unaudited 9791 18,151,226.00 33,265,903.00 83.3%

b) Audit Adjustments 9793 0.00 0.00 0.0%

c) As of July 1 - Audited (F1a + F1b) 18,151,226.00 33,265,903.00 83.3%

d) Other Restatements 9795 0.00 0.00 0.0%

e) Adjusted Beginning Balance (F1c + F1d) 18,151,226.00 33,265,903.00 83.3%

2) Ending Balance, June 30 (E + F1e) 33,265,903.00 17,503,809.00 -47.4%

Components of Ending Fund Balance

a) Nonspendable

Revolving Cash 9711 0.00 0.00 0.0%

Stores 9712 0.00 0.00 0.0%

Prepaid Items 9713 0.00 0.00 0.0%

All Others 9719 0.00 0.00 0.0%

b) Restricted 9740 33,265,903.00 17,503,809.00 -47.4%

c) Committed

Stabilization Arrangements 9750 0.00 0.00 0.0%

Other Commitments 9760 0.00 0.00 0.0%

d) Assigned

Other Assignments 9780 0.00 0.00 0.0%

e) Unassigned/Unappropriated

Reserve for Economic Uncertainties 9789 0.00 0.00 0.0%

Unassigned/Unappropriated Amount 9790 0.00 0.00 0.0%

279/358

Dublin UnifiedAlameda County

July 1 BudgetCapital Facilities FundExpenditures by Object

01 75093 0000000Form 25

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-d (Rev 02/07/2019) Page 3 Printed: 6/6/2019 11:28 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

G. ASSETS

1) Cash

a) in County Treasury 9110 22,623,460.03

1) Fair Value Adjustment to Cash in County Treasury 9111 0.00

b) in Banks 9120 0.00

c) in Revolving Cash Account 9130 0.00

d) with Fiscal Agent/Trustee 9135 0.00

e) Collections Awaiting Deposit 9140 240,108.00

2) Investments 9150 0.00

3) Accounts Receivable 9200 (91,153.84)

4) Due from Grantor Government 9290 0.00

5) Due from Other Funds 9310 568.00

6) Stores 9320 0.00

7) Prepaid Expenditures 9330 0.00

8) Other Current Assets 9340 0.00

9) TOTAL, ASSETS 22,772,982.19

H. DEFERRED OUTFLOWS OF RESOURCES

1) Deferred Outflows of Resources 9490 0.00

2) TOTAL, DEFERRED OUTFLOWS 0.00

I. LIABILITIES

1) Accounts Payable 9500 (2,049.31)

2) Due to Grantor Governments 9590 0.00

3) Due to Other Funds 9610 674,469.80

4) Current Loans 9640 0.00

5) Unearned Revenue 9650 0.00

6) TOTAL, LIABILITIES 672,420.49

J. DEFERRED INFLOWS OF RESOURCES

1) Deferred Inflows of Resources 9690 0.00

2) TOTAL, DEFERRED INFLOWS 0.00

K. FUND EQUITY

Ending Fund Balance, June 30

(G9 + H2) - (I6 + J2) 22,100,561.70

280/358

Dublin UnifiedAlameda County

July 1 BudgetCapital Facilities FundExpenditures by Object

01 75093 0000000Form 25

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-d (Rev 02/07/2019) Page 4 Printed: 6/6/2019 11:28 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

OTHER STATE REVENUE

Tax Relief Subventions

Restricted Levies - Other

Homeowners' Exemptions 8575 0.00 0.00 0.0%

Other Subventions/In-Lieu

Taxes 8576 0.00 0.00 0.0%

All Other State Revenue 8590 0.00 0.00 0.0%

TOTAL, OTHER STATE REVENUE 0.00 0.00 0.0%

OTHER LOCAL REVENUE

Other Local Revenue

County and District Taxes

Other Restricted Levies

Secured Roll 8615 0.00 0.00 0.0%

Unsecured Roll 8616 0.00 0.00 0.0%

Prior Years' Taxes 8617 0.00 0.00 0.0%

Supplemental Taxes 8618 0.00 0.00 0.0%

Non-Ad Valorem Taxes

Parcel Taxes 8621 0.00 0.00 0.0%

Other 8622 0.00 0.00 0.0%

Community Redevelopment Funds

Not Subject to LCFF Deduction 8625 0.00 0.00 0.0%

Penalties and Interest from

Delinquent Non-LCFF

Taxes 8629 0.00 0.00 0.0%

Sales

Sale of Equipment/Supplies 8631 0.00 0.00 0.0%

Interest 8660 225,000.00 333,352.00 48.2%

Net Increase (Decrease) in the Fair Value of Investments 8662 0.00 0.00 0.0%

Fees and Contracts

Mitigation/Developer Fees 8681 28,565,493.00 5,000,002.00 -82.5%

Other Local Revenue

All Other Local Revenue 8699 0.00 0.00 0.0%

All Other Transfers In from All Others 8799 0.00 0.00 0.0%

TOTAL, OTHER LOCAL REVENUE 28,790,493.00 5,333,354.00 -81.5%

TOTAL, REVENUES 28,790,493.00 5,333,354.00 -81.5%

281/358

Dublin UnifiedAlameda County

July 1 BudgetCapital Facilities FundExpenditures by Object

01 75093 0000000Form 25

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-d (Rev 02/07/2019) Page 5 Printed: 6/6/2019 11:28 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

CERTIFICATED SALARIES

Other Certificated Salaries 1900 0.00 0.00 0.0%

TOTAL, CERTIFICATED SALARIES 0.00 0.00 0.0%

CLASSIFIED SALARIES

Classified Support Salaries 2200 0.00 0.00 0.0%

Classified Supervisors' and Administrators' Salaries 2300 48,685.00 86,825.00 78.3%

Clerical, Technical and Office Salaries 2400 10,560.00 15,098.00 43.0%

Other Classified Salaries 2900 5,472.00 6,245.00 14.1%

TOTAL, CLASSIFIED SALARIES 64,717.00 108,168.00 67.1%

EMPLOYEE BENEFITS

STRS 3101-3102 0.00 0.00 0.0%

PERS 3201-3202 11,691.00 21,132.00 80.8%

OASDI/Medicare/Alternative 3301-3302 4,954.00 6,566.00 32.5%

Health and Welfare Benefits 3401-3402 248.00 943.00 280.2%

Unemployment Insurance 3501-3502 34.00 54.00 58.8%

Workers' Compensation 3601-3602 1,289.00 2,074.00 60.9%

OPEB, Allocated 3701-3702 0.00 0.00 0.0%

OPEB, Active Employees 3751-3752 0.00 0.00 0.0%

Other Employee Benefits 3901-3902 1,665.00 960.00 -42.3%

TOTAL, EMPLOYEE BENEFITS 19,881.00 31,729.00 59.6%

BOOKS AND SUPPLIES

Approved Textbooks and Core Curricula Materials 4100 0.00 0.00 0.0%

Books and Other Reference Materials 4200 0.00 0.00 0.0%

Materials and Supplies 4300 273,316.00 130,580.00 -52.2%

Noncapitalized Equipment 4400 1,735,764.00 12,585.00 -99.3%

TOTAL, BOOKS AND SUPPLIES 2,009,080.00 143,165.00 -92.9%

282/358

Dublin UnifiedAlameda County

July 1 BudgetCapital Facilities FundExpenditures by Object

01 75093 0000000Form 25

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-d (Rev 02/07/2019) Page 6 Printed: 6/6/2019 11:28 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

SERVICES AND OTHER OPERATING EXPENDITURES

Subagreements for Services 5100 0.00 0.00 0.0%

Travel and Conferences 5200 1,347.00 3,575.00 165.4%

Insurance 5400-5450 0.00 0.00 0.0%

Operations and Housekeeping Services 5500 0.00 0.00 0.0%

Rentals, Leases, Repairs, and Noncapitalized Improvements 5600 203,621.00 8,213.00 -96.0%

Transfers of Direct Costs 5710 0.00 0.00 0.0%

Transfers of Direct Costs - Interfund 5750 0.00 0.00 0.0%

Professional/Consulting Services and

Operating Expenditures 5800 3,941,035.00 3,918,809.00 -0.6%

Communications 5900 0.00 3,025.00 New

TOTAL, SERVICES AND OTHER OPERATING EXPENDITURES 4,146,003.00 3,933,622.00 -5.1%

CAPITAL OUTLAY

Land 6100 0.00 58,000.00 New

Land Improvements 6170 0.00 0.00 0.0%

Buildings and Improvements of Buildings 6200 7,426,051.00 15,689,883.00 111.3%

Books and Media for New School Libraries

or Major Expansion of School Libraries 6300 0.00 0.00 0.0%

Equipment 6400 10,084.00 1,130,881.00 11114.6%

Equipment Replacement 6500 0.00 0.00 0.0%

TOTAL, CAPITAL OUTLAY 7,436,135.00 16,878,764.00 127.0%

OTHER OUTGO (excluding Transfers of Indirect Costs)

Other Transfers Out

All Other Transfers Out to All Others 7299 0.00 0.00 0.0%

Debt Service

Debt Service - Interest 7438 0.00 0.00 0.0%

Other Debt Service - Principal 7439 0.00 0.00 0.0%

TOTAL, OTHER OUTGO (excluding Transfers of Indirect Costs) 0.00 0.00 0.0%

TOTAL, EXPENDITURES 13,675,816.00 21,095,448.00 54.3%

283/358

Dublin UnifiedAlameda County

July 1 BudgetCapital Facilities FundExpenditures by Object

01 75093 0000000Form 25

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-d (Rev 02/07/2019) Page 7 Printed: 6/6/2019 11:28 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

INTERFUND TRANSFERS

INTERFUND TRANSFERS IN

Other Authorized Interfund Transfers In 8919 0.00 0.00 0.0%

(a) TOTAL, INTERFUND TRANSFERS IN 0.00 0.00 0.0%

INTERFUND TRANSFERS OUT

To: State School Building Fund/

County School Facilities Fund 7613 0.00 0.00 0.0%

Other Authorized Interfund Transfers Out 7619 0.00 0.00 0.0%

(b) TOTAL, INTERFUND TRANSFERS OUT 0.00 0.00 0.0%

OTHER SOURCES/USES

SOURCES

Proceeds

Proceeds from Disposal of

Capital Assets 8953 0.00 0.00 0.0%

Other Sources

Transfers from Funds of

Lapsed/Reorganized LEAs 8965 0.00 0.00 0.0%

Long-Term Debt Proceeds

Proceeds from Certificates

of Participation 8971 0.00 0.00 0.0%

Proceeds from Capital Leases 8972 0.00 0.00 0.0%

Proceeds from Lease Revenue Bonds 8973 0.00 0.00 0.0%

All Other Financing Sources 8979 0.00 0.00 0.0%

(c) TOTAL, SOURCES 0.00 0.00 0.0%

USES

Transfers of Funds from

Lapsed/Reorganized LEAs 7651 0.00 0.00 0.0%

All Other Financing Uses 7699 0.00 0.00 0.0%

(d) TOTAL, USES 0.00 0.00 0.0%

CONTRIBUTIONS

Contributions from Unrestricted Revenues 8980 0.00 0.00 0.0%

Contributions from Restricted Revenues 8990 0.00 0.00 0.0%

(e) TOTAL, CONTRIBUTIONS 0.00 0.00 0.0%

TOTAL, OTHER FINANCING SOURCES/USES

(a - b + c - d + e) 0.00 0.00 0.0%

284/358

Dublin UnifiedAlameda County

July 1 BudgetCapital Facilities Fund

Expenditures by Function01 75093 0000000

Form 25

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-d (Rev 03/27/2018) Page 1 Printed: 6/6/2019 11:28 AM

Description Function Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

A. REVENUES

1) LCFF Sources 8010-8099 0.00 0.00 0.0%

2) Federal Revenue 8100-8299 0.00 0.00 0.0%

3) Other State Revenue 8300-8599 0.00 0.00 0.0%

4) Other Local Revenue 8600-8799 28,790,493.00 5,333,354.00 -81.5%

5) TOTAL, REVENUES 28,790,493.00 5,333,354.00 -81.5%

B. EXPENDITURES (Objects 1000-7999)

1) Instruction 1000-1999 0.00 0.00 0.0%

2) Instruction - Related Services 2000-2999 0.00 0.00 0.0%

3) Pupil Services 3000-3999 0.00 0.00 0.0%

4) Ancillary Services 4000-4999 0.00 0.00 0.0%

5) Community Services 5000-5999 0.00 0.00 0.0%

6) Enterprise 6000-6999 0.00 0.00 0.0%

7) General Administration 7000-7999 0.00 0.00 0.0%

8) Plant Services 8000-8999 13,675,816.00 21,095,448.00 54.3%

9) Other Outgo 9000-9999Except

7600-7699 0.00 0.00 0.0%

10) TOTAL, EXPENDITURES 13,675,816.00 21,095,448.00 54.3%

C. EXCESS (DEFICIENCY) OF REVENUES

OVER EXPENDITURES BEFORE OTHER

FINANCING SOURCES AND USES (A5 - B10) 15,114,677.00 (15,762,094.00) -204.3%

D. OTHER FINANCING SOURCES/USES

1) Interfund Transfers

a) Transfers In 8900-8929 0.00 0.00 0.0%

b) Transfers Out 7600-7629 0.00 0.00 0.0%

2) Other Sources/Uses

a) Sources 8930-8979 0.00 0.00 0.0%

b) Uses 7630-7699 0.00 0.00 0.0%

3) Contributions 8980-8999 0.00 0.00 0.0%

4) TOTAL, OTHER FINANCING SOURCES/USES 0.00 0.00 0.0%

285/358

Dublin UnifiedAlameda County

July 1 BudgetCapital Facilities Fund

Expenditures by Function01 75093 0000000

Form 25

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-d (Rev 03/27/2018) Page 2 Printed: 6/6/2019 11:28 AM

Description Function Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

E. NET INCREASE (DECREASE) IN FUND

BALANCE (C + D4) 15,114,677.00 (15,762,094.00) -204.3%

F. FUND BALANCE, RESERVES

1) Beginning Fund Balance

a) As of July 1 - Unaudited 9791 18,151,226.00 33,265,903.00 83.3%

b) Audit Adjustments 9793 0.00 0.00 0.0%

c) As of July 1 - Audited (F1a + F1b) 18,151,226.00 33,265,903.00 83.3%

d) Other Restatements 9795 0.00 0.00 0.0%

e) Adjusted Beginning Balance (F1c + F1d) 18,151,226.00 33,265,903.00 83.3%

2) Ending Balance, June 30 (E + F1e) 33,265,903.00 17,503,809.00 -47.4%

Components of Ending Fund Balance

a) Nonspendable

Revolving Cash 9711 0.00 0.00 0.0%

Stores 9712 0.00 0.00 0.0%

Prepaid Items 9713 0.00 0.00 0.0%

All Others 9719 0.00 0.00 0.0%

b) Restricted 9740 33,265,903.00 17,503,809.00 -47.4%

c) Committed

Stabilization Arrangements 9750 0.00 0.00 0.0%

Other Commitments (by Resource/Object) 9760 0.00 0.00 0.0%

d) Assigned

Other Assignments (by Resource/Object) 9780 0.00 0.00 0.0%

e) Unassigned/Unappropriated

Reserve for Economic Uncertainties 9789 0.00 0.00 0.0%

Unassigned/Unappropriated Amount 9790 0.00 0.00 0.0%

286/358

Dublin UnifiedAlameda County

July 1 BudgetCapital Facilities Fund

Exhibit: Restricted Balance Detail01 75093 0000000

Form 25

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-d (Rev 04/17/2019) Page 1 Printed: 6/6/2019 11:28 AM

2018-19 2019-20

Resource Description Estimated Actuals Budget

9010 Other Restricted Local 33,265,903.00 17,503,809.00

Total, Restricted Balance 33,265,903.00 17,503,809.00

287/358

Bond Interest and Redemption Fund Fund 51/Form 51

This fund is used for the repayment of bonds issued for an  LEA (Education Code 15125-15262). 

Bonds may be issued either by the county board of  supervisors on behalf of the school district, or by the  school district. The proceeds from the sale of the bonds  are deposited in the county treasury to the Building Fund  (Fund 21) of the LEA. Any premiums or accrued interest  received from the sale of the bonds must be deposited in  the Bond Interest and Redemption Fund (Fund 51) of the  LEA.

The county auditor maintains control over the LEA’s Bond  Interest and Redemption Fund. The principal and interest  on the bonds must be paid by the county treasurer from  taxes levied by the county auditor-controller. 

288/358

Dublin UnifiedAlameda County

July 1 BudgetBond Interest and Redemption Fund

Expenditures by Object01 75093 0000000

Form 51

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-d (Rev 02/07/2019) Page 1 Printed: 6/6/2019 11:28 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

A. REVENUES

1) LCFF Sources 8010-8099 0.00 0.00 0.0%

2) Federal Revenue 8100-8299 0.00 0.00 0.0%

3) Other State Revenue 8300-8599 54,100.00 0.00 -100.0%

4) Other Local Revenue 8600-8799 17,699,696.00 0.00 -100.0%

5) TOTAL, REVENUES 17,753,796.00 0.00 -100.0%

B. EXPENDITURES

1) Certificated Salaries 1000-1999 0.00 0.00 0.0%

2) Classified Salaries 2000-2999 0.00 0.00 0.0%

3) Employee Benefits 3000-3999 0.00 0.00 0.0%

4) Books and Supplies 4000-4999 0.00 0.00 0.0%

5) Services and Other Operating Expenditures 5000-5999 0.00 0.00 0.0%

6) Capital Outlay 6000-6999 0.00 0.00 0.0%

7) Other Outgo (excluding Transfers of Indirect 7100-7299,

Costs) 7400-7499 15,899,880.00 0.00 -100.0%

8) Other Outgo - Transfers of Indirect Costs 7300-7399 0.00 0.00 0.0%

9) TOTAL, EXPENDITURES 15,899,880.00 0.00 -100.0%

C. EXCESS (DEFICIENCY) OF REVENUES

OVER EXPENDITURES BEFORE OTHER

FINANCING SOURCES AND USES (A5 - B9) 1,853,916.00 0.00 -100.0%

D. OTHER FINANCING SOURCES/USES

1) Interfund Transfers

a) Transfers In 8900-8929 0.00 0.00 0.0%

b) Transfers Out 7600-7629 0.00 0.00 0.0%

2) Other Sources/Uses

a) Sources 8930-8979 21,705,436.00 0.00 -100.0%

b) Uses 7630-7699 17,507.00 0.00 -100.0%

3) Contributions 8980-8999 0.00 0.00 0.0%

4) TOTAL, OTHER FINANCING SOURCES/USES 21,687,929.00 0.00 -100.0%

289/358

Dublin UnifiedAlameda County

July 1 BudgetBond Interest and Redemption Fund

Expenditures by Object01 75093 0000000

Form 51

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-d (Rev 02/07/2019) Page 2 Printed: 6/6/2019 11:28 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

E. NET INCREASE (DECREASE) IN FUND

BALANCE (C + D4) 23,541,845.00 0.00 -100.0%

F. FUND BALANCE, RESERVES

1) Beginning Fund Balance

a) As of July 1 - Unaudited 9791 28,469,557.00 52,011,402.00 82.7%

b) Audit Adjustments 9793 0.00 0.00 0.0%

c) As of July 1 - Audited (F1a + F1b) 28,469,557.00 52,011,402.00 82.7%

d) Other Restatements 9795 0.00 0.00 0.0%

e) Adjusted Beginning Balance (F1c + F1d) 28,469,557.00 52,011,402.00 82.7%

2) Ending Balance, June 30 (E + F1e) 52,011,402.00 52,011,402.00 0.0%

Components of Ending Fund Balance

a) Nonspendable

Revolving Cash 9711 0.00 0.00 0.0%

Stores 9712 0.00 0.00 0.0%

Prepaid Items 9713 0.00 0.00 0.0%

All Others 9719 0.00 0.00 0.0%

b) Restricted 9740 52,011,402.00 52,011,402.00 0.0%

c) Committed

Stabilization Arrangements 9750 0.00 0.00 0.0%

Other Commitments 9760 0.00 0.00 0.0%

d) Assigned

Other Assignments 9780 0.00 0.00 0.0%

e) Unassigned/Unappropriated

Reserve for Economic Uncertainties 9789 0.00 0.00 0.0%

Unassigned/Unappropriated Amount 9790 0.00 0.00 0.0%

290/358

Dublin UnifiedAlameda County

July 1 BudgetBond Interest and Redemption Fund

Expenditures by Object01 75093 0000000

Form 51

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-d (Rev 02/07/2019) Page 3 Printed: 6/6/2019 11:28 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

G. ASSETS

1) Cash

a) in County Treasury 9110 23,545,207.22

1) Fair Value Adjustment to Cash in County Treasury 9111 0.00

b) in Banks 9120 0.00

c) in Revolving Cash Account 9130 0.00

d) with Fiscal Agent/Trustee 9135 0.00

e) Collections Awaiting Deposit 9140 0.00

2) Investments 9150 0.00

3) Accounts Receivable 9200 (4,195.31)

4) Due from Grantor Government 9290 0.00

5) Due from Other Funds 9310 0.00

6) Stores 9320 0.00

7) Prepaid Expenditures 9330 0.00

8) Other Current Assets 9340 0.00

9) TOTAL, ASSETS 23,541,011.91

H. DEFERRED OUTFLOWS OF RESOURCES

1) Deferred Outflows of Resources 9490 0.00

2) TOTAL, DEFERRED OUTFLOWS 0.00

I. LIABILITIES

1) Accounts Payable 9500 0.00

2) Due to Grantor Governments 9590 0.00

3) Due to Other Funds 9610 0.00

4) Current Loans 9640 0.00

5) Unearned Revenue 9650 0.00

6) TOTAL, LIABILITIES 0.00

J. DEFERRED INFLOWS OF RESOURCES

1) Deferred Inflows of Resources 9690 0.00

2) TOTAL, DEFERRED INFLOWS 0.00

K. FUND EQUITY

Ending Fund Balance, June 30

(G9 + H2) - (I6 + J2) 23,541,011.91

291/358

Dublin UnifiedAlameda County

July 1 BudgetBond Interest and Redemption Fund

Expenditures by Object01 75093 0000000

Form 51

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-d (Rev 02/07/2019) Page 4 Printed: 6/6/2019 11:28 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

FEDERAL REVENUE

All Other Federal Revenue 8290 0.00 0.00 0.0%

TOTAL, FEDERAL REVENUE 0.00 0.00 0.0%

OTHER STATE REVENUE

Tax Relief Subventions

Voted Indebtedness Levies

Homeowners' Exemptions 8571 54,100.00 0.00 -100.0%

Other Subventions/In-Lieu

Taxes 8572 0.00 0.00 0.0%

TOTAL, OTHER STATE REVENUE 54,100.00 0.00 -100.0%

OTHER LOCAL REVENUE

Other Local Revenue

County and District Taxes

Voted Indebtedness Levies

Secured Roll 8611 16,697,187.00 0.00 -100.0%

Unsecured Roll 8612 233,700.00 0.00 -100.0%

Prior Years' Taxes 8613 34,341.00 0.00 -100.0%

Supplemental Taxes 8614 693,800.00 0.00 -100.0%

Penalties and Interest from

Delinquent Non-LCFF

Taxes 8629 0.00 0.00 0.0%

Interest 8660 40,668.00 0.00 -100.0%

Net Increase (Decrease) in the Fair Value of Investments 8662 0.00 0.00 0.0%

Other Local Revenue

All Other Local Revenue 8699 0.00 0.00 0.0%

All Other Transfers In from All Others 8799 0.00 0.00 0.0%

TOTAL, OTHER LOCAL REVENUE 17,699,696.00 0.00 -100.0%

TOTAL, REVENUES 17,753,796.00 0.00 -100.0%

292/358

Dublin UnifiedAlameda County

July 1 BudgetBond Interest and Redemption Fund

Expenditures by Object01 75093 0000000

Form 51

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-d (Rev 02/07/2019) Page 5 Printed: 6/6/2019 11:28 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

OTHER OUTGO (excluding Transfers of Indirect Costs)

Debt Service

Bond Redemptions 7433 5,500,787.00 0.00 -100.0%

Bond Interest and Other Service

Charges 7434 10,399,093.00 0.00 -100.0%

Debt Service - Interest 7438 0.00 0.00 0.0%

Other Debt Service - Principal 7439 0.00 0.00 0.0%

TOTAL, OTHER OUTGO (excluding Transfers of Indirect Costs) 15,899,880.00 0.00 -100.0%

TOTAL, EXPENDITURES 15,899,880.00 0.00 -100.0%

293/358

Dublin UnifiedAlameda County

July 1 BudgetBond Interest and Redemption Fund

Expenditures by Object01 75093 0000000

Form 51

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-d (Rev 02/07/2019) Page 6 Printed: 6/6/2019 11:28 AM

Description Resource Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

INTERFUND TRANSFERS

INTERFUND TRANSFERS IN

Other Authorized Interfund Transfers In 8919 0.00 0.00 0.0%

(a) TOTAL, INTERFUND TRANSFERS IN 0.00 0.00 0.0%

INTERFUND TRANSFERS OUT

To: General Fund 7614 0.00 0.00 0.0%

Other Authorized Interfund Transfers Out 7619 0.00 0.00 0.0%

(b) TOTAL, INTERFUND TRANSFERS OUT 0.00 0.00 0.0%

OTHER SOURCES/USES

SOURCES

Other Sources

Transfers from Funds of

Lapsed/Reorganized LEAs 8965 0.00 0.00 0.0%

All Other Financing Sources 8979 21,705,436.00 0.00 -100.0%

(c) TOTAL, SOURCES 21,705,436.00 0.00 -100.0%

USES

Transfers of Funds from

Lapsed/Reorganized LEAs 7651 0.00 0.00 0.0%

All Other Financing Uses 7699 17,507.00 0.00 -100.0%

(d) TOTAL, USES 17,507.00 0.00 -100.0%

CONTRIBUTIONS

Contributions from Unrestricted Revenues 8980 0.00 0.00 0.0%

Contributions from Restricted Revenues 8990 0.00 0.00 0.0%

(e) TOTAL, CONTRIBUTIONS 0.00 0.00 0.0%

TOTAL, OTHER FINANCING SOURCES/USES

(a - b + c - d + e) 21,687,929.00 0.00 -100.0%

294/358

Dublin UnifiedAlameda County

July 1 BudgetBond Interest and Redemption Fund

Expenditures by Function01 75093 0000000

Form 51

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-d (Rev 03/27/2018) Page 1 Printed: 6/6/2019 11:28 AM

Description Function Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

A. REVENUES

1) LCFF Sources 8010-8099 0.00 0.00 0.0%

2) Federal Revenue 8100-8299 0.00 0.00 0.0%

3) Other State Revenue 8300-8599 54,100.00 0.00 -100.0%

4) Other Local Revenue 8600-8799 17,699,696.00 0.00 -100.0%

5) TOTAL, REVENUES 17,753,796.00 0.00 -100.0%

B. EXPENDITURES (Objects 1000-7999)

1) Instruction 1000-1999 0.00 0.00 0.0%

2) Instruction - Related Services 2000-2999 0.00 0.00 0.0%

3) Pupil Services 3000-3999 0.00 0.00 0.0%

4) Ancillary Services 4000-4999 0.00 0.00 0.0%

5) Community Services 5000-5999 0.00 0.00 0.0%

6) Enterprise 6000-6999 0.00 0.00 0.0%

7) General Administration 7000-7999 0.00 0.00 0.0%

8) Plant Services 8000-8999 0.00 0.00 0.0%

9) Other Outgo 9000-9999Except

7600-7699 15,899,880.00 0.00 -100.0%

10) TOTAL, EXPENDITURES 15,899,880.00 0.00 -100.0%

C. EXCESS (DEFICIENCY) OF REVENUES

OVER EXPENDITURES BEFORE OTHER

FINANCING SOURCES AND USES (A5 - B10) 1,853,916.00 0.00 -100.0%

D. OTHER FINANCING SOURCES/USES

1) Interfund Transfers

a) Transfers In 8900-8929 0.00 0.00 0.0%

b) Transfers Out 7600-7629 0.00 0.00 0.0%

2) Other Sources/Uses

a) Sources 8930-8979 21,705,436.00 0.00 -100.0%

b) Uses 7630-7699 17,507.00 0.00 -100.0%

3) Contributions 8980-8999 0.00 0.00 0.0%

4) TOTAL, OTHER FINANCING SOURCES/USES 21,687,929.00 0.00 -100.0%

295/358

Dublin UnifiedAlameda County

July 1 BudgetBond Interest and Redemption Fund

Expenditures by Function01 75093 0000000

Form 51

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-d (Rev 03/27/2018) Page 2 Printed: 6/6/2019 11:28 AM

Description Function Codes Object Codes2018-19

Estimated Actuals2019-20Budget

PercentDifference

E. NET INCREASE (DECREASE) IN FUND

BALANCE (C + D4) 23,541,845.00 0.00 -100.0%

F. FUND BALANCE, RESERVES

1) Beginning Fund Balance

a) As of July 1 - Unaudited 9791 28,469,557.00 52,011,402.00 82.7%

b) Audit Adjustments 9793 0.00 0.00 0.0%

c) As of July 1 - Audited (F1a + F1b) 28,469,557.00 52,011,402.00 82.7%

d) Other Restatements 9795 0.00 0.00 0.0%

e) Adjusted Beginning Balance (F1c + F1d) 28,469,557.00 52,011,402.00 82.7%

2) Ending Balance, June 30 (E + F1e) 52,011,402.00 52,011,402.00 0.0%

Components of Ending Fund Balance

a) Nonspendable

Revolving Cash 9711 0.00 0.00 0.0%

Stores 9712 0.00 0.00 0.0%

Prepaid Items 9713 0.00 0.00 0.0%

All Others 9719 0.00 0.00 0.0%

b) Restricted 9740 52,011,402.00 52,011,402.00 0.0%

c) Committed

Stabilization Arrangements 9750 0.00 0.00 0.0%

Other Commitments (by Resource/Object) 9760 0.00 0.00 0.0%

d) Assigned

Other Assignments (by Resource/Object) 9780 0.00 0.00 0.0%

e) Unassigned/Unappropriated

Reserve for Economic Uncertainties 9789 0.00 0.00 0.0%

Unassigned/Unappropriated Amount 9790 0.00 0.00 0.0%

296/358

Dublin UnifiedAlameda County

July 1 BudgetBond Interest and Redemption Fund

Exhibit: Restricted Balance Detail01 75093 0000000

Form 51

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: fund-d (Rev 04/17/2019) Page 1 Printed: 6/6/2019 11:28 AM

2018-19 2019-20

Resource Description Estimated Actuals Budget

9010 Other Restricted Local 52,011,402.00 52,011,402.00

Total, Restricted Balance 52,011,402.00 52,011,402.00

297/358

Cash Flow Worksheet 

298/358

Dublin UnifiedAlameda County

July 1 Budget2019-20 Budget

Cashflow Worksheet - Budget Year (1)01 75093 0000000

Form CASH

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cashi (Rev 06/17/2014) Page 1 of 2 Printed: 6/6/2019 11:29 AM

Beginning

Object

Balances(Ref. Only)

July August September October November December January February

ESTIMATES THROUGH THE MONTHOF JUNE

A. BEGINNING CASH 3,598,305.06 (7,033,765.04) (14,332,475.39) (15,813,579.12) (22,649,165.94) (8,985,658.87) (15,608,350.99)

B. RECEIPTS

LCFF/Revenue Limit Sources

Principal Apportionment 8010-8019 3,091,892.00 3,091,892.00 5,565,405.60 5,565,405.60 5,565,405.60 5,565,405.60 5,565,405.60 5,565,405.60

Property Taxes 8020-8079 133,108.61 3,214,443.84 29,723.70 19,089,840.40 64,296.96 9,096,138.62

Miscellaneous Funds 8080-8099 667,122.00

Federal Revenue 8100-8299 60.16 257.88 221.27 1,180,539.00 134,528.00 72,634.00 612,573.00 8,603.00

Other State Revenue 8300-8599 155,696.00 37,938.00 693,021.00 775,544.00

Other Local Revenue 8600-8799 22,292.02 214,584.21 97,918.06 862,000.00 688,408.58 1,405,893.62 360,224.21 1,416,854.68

Interfund Transfers In 8910-8929

All Other Financing Sources 8930-8979

TOTAL RECEIPTS 3,114,244.18 3,439,842.70 5,663,544.93 10,978,084.44 6,456,003.88 26,826,794.62 6,602,499.77 17,529,667.90

C. DISBURSEMENTS

Certificated Salaries 1000-1999 539,162.00 6,544,343.00 6,771,932.00 6,956,927.00 6,926,168.00 6,731,326.00 6,674,432.00 6,873,525.00

Classified Salaries 2000-2999 678,612.00 1,666,438.00 1,618,518.00 1,635,192.00 1,694,661.00 1,796,872.00 1,872,271.00 1,743,609.00

Employee Benefits 3000-3999 344,499.00 1,989,143.00 2,029,670.00 2,064,424.00 2,077,047.00 2,044,469.00 2,081,499.00 2,068,144.00

Books and Supplies 4000-4999 18,400.00 699,209.00 1,545,619.00 945,772.00 835,371.00 239,203.00 537,287.00 736,009.00

Services 5000-5999 141,877.00 806,682.00 1,057,241.00 1,416,495.00 1,676,357.00 854,437.00 1,355,475.00 1,445,033.00

Capital Outlay 6000-6599 40,547.00 38,684.00 17,536.00 43,342.00 432,022.00 24,925.00

Other Outgo 7000-7499

Interfund Transfers Out 7600-7629

All Other Financing Uses 7630-7699

TOTAL DISBURSEMENTS 1,722,550.00 11,746,362.00 13,061,664.00 13,036,346.00 13,252,946.00 11,666,307.00 12,952,986.00 12,891,245.00

D. BALANCE SHEET ITEMS

Assets and Deferred Outflows

Cash Not In Treasury 9111-9199 (1,186,073.32) 1,106,702.15 (555,595.61) 555,964.17 (10,923.14) (754,907.43) 765,830.57 (85,387.57) 49,380.89

Accounts Receivable 9200-9299 (2,217,054.06) 20,102.44 121,289.35 353,865.64 539,053.87 (134,837.64) 157.20 574,822.00 119,174.41

Due From Other Funds 9310 (11,335,641.53)

Stores 9320 (48,729.48) (392.65) (2,233.45) 829.92 170.00 (5,855.48) 75.63 263.85 195.86

Prepaid Expenditures 9330 (12,440.92) 12,041.92

Other Current Assets 9340

Deferred Outflows of Resources 9490

SUBTOTAL (14,799,939.31) 1,138,453.86 (436,539.71) 910,659.73 528,300.73 (895,600.55) 766,063.40 489,698.28 168,751.16

Liabilities and Deferred Inflows

Accounts Payable 9500-9599 6,507,665.98 (1,068,157.02) 1,889,011.09 811,251.01 (49,425.10) (856,955.85) 2,263,043.95 761,904.17 670,339.87

Due To Other Funds 9610 11,416,384.00 568.00

Current Loans 9640

Unearned Revenues 9650 6,011.10

Deferred Inflows of Resources 9690

SUBTOTAL 17,930,061.08 (1,068,157.02) 1,889,011.09 811,251.01 (48,857.10) (856,955.85) 2,263,043.95 761,904.17 670,339.87

Nonoperating

Suspense Clearing 9910 0.00

TOTAL BALANCE SHEET ITEMS (32,730,000.39) 2,206,610.88 (2,325,550.80) 99,408.72 577,157.83 (38,644.70) (1,496,980.55) (272,205.89) (501,588.71)

E. NET INCREASE/DECREASE (B - C + D) 3,598,305.06 (10,632,070.10) (7,298,710.35) (1,481,103.73) (6,835,586.82) 13,663,507.07 (6,622,692.12) 4,136,834.19

F. ENDING CASH (A + E) 3,598,305.06 (7,033,765.04) (14,332,475.39) (15,813,579.12) (22,649,165.94) (8,985,658.87) (15,608,350.99) (11,471,516.80)

G. ENDING CASH, PLUS CASHACCRUALS AND ADJUSTMENTS

299/358

Dublin UnifiedAlameda County

July 1 Budget2019-20 Budget

Cashflow Worksheet - Budget Year (1)01 75093 0000000

Form CASH

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cashi (Rev 06/17/2014) Page 2 of 2 Printed: 6/6/2019 11:29 AM

Object

ESTIMATES THROUGH THE MONTHOF JUNE

A. BEGINNING CASH

B. RECEIPTS

LCFF/Revenue Limit Sources

Principal Apportionment 8010-8019

Property Taxes 8020-8079

Miscellaneous Funds 8080-8099

Federal Revenue 8100-8299

Other State Revenue 8300-8599

Other Local Revenue 8600-8799

Interfund Transfers In 8910-8929

All Other Financing Sources 8930-8979

TOTAL RECEIPTS

C. DISBURSEMENTS

Certificated Salaries 1000-1999

Classified Salaries 2000-2999

Employee Benefits 3000-3999

Books and Supplies 4000-4999

Services 5000-5999

Capital Outlay 6000-6599

Other Outgo 7000-7499

Interfund Transfers Out 7600-7629

All Other Financing Uses 7630-7699

TOTAL DISBURSEMENTS

D. BALANCE SHEET ITEMS

Assets and Deferred Outflows

Cash Not In Treasury 9111-9199

Accounts Receivable 9200-9299

Due From Other Funds 9310

Stores 9320

Prepaid Expenditures 9330

Other Current Assets 9340

Deferred Outflows of Resources 9490

SUBTOTAL

Liabilities and Deferred Inflows

Accounts Payable 9500-9599

Due To Other Funds 9610

Current Loans 9640

Unearned Revenues 9650

Deferred Inflows of Resources 9690

SUBTOTAL

Nonoperating

Suspense Clearing 9910

TOTAL BALANCE SHEET ITEMS

E. NET INCREASE/DECREASE (B - C + D)

F. ENDING CASH (A + E)

G. ENDING CASH, PLUS CASHACCRUALS AND ADJUSTMENTS

March April May June Accruals Adjustments TOTAL BUDGET

(11,471,516.80) (17,609,305.99) (7,417,680.74) (9,029,164.14)

5,565,405.60 5,565,405.60 5,565,405.60 5,565,405.60 61,837,840.00 61,837,840.00

0.00 16,893,861.97 3,209,882.90 51,731,297.00 51,731,297.00

667,122.00 667,122.00

5,144.04 45,093.54 8,593.11 2,068,247.00 2,068,247.00

706,697.00 1,238,253.00 3,607,149.00 3,607,149.00

660,510.85 1,599,415.63 1,302,481.14 8,630,583.00 8,630,583.00

0.00 0.00

0.00 0.00

6,937,757.49 24,103,776.74 8,114,732.85 8,775,288.50 0.00 0.00 128,542,238.00 128,542,238.00

6,864,525.00 6,727,567.00 7,337,586.00 526,032.00 69,473,525.00 69,473,525.00

1,768,658.00 1,698,533.00 1,732,288.00 702,331.00 18,607,983.00 18,607,983.00

2,079,558.00 2,056,527.00 2,078,137.00 1,222,435.00 22,135,552.00 22,135,552.00

736,009.00 666,088.00 736,009.00 736,010.00 8,430,986.00 8,430,986.00

1,800,252.00 1,937,586.00 1,243,540.00 1,273,406.00 15,008,381.00 15,008,381.00

190,857.00 188,943.00 350,096.00 97,248.00 1,424,200.00 1,424,200.00

0.00 0.00

1,100,000.00 1,100,000.00 1,100,000.00

0.00 0.00

13,439,859.00 13,275,244.00 13,477,656.00 5,657,462.00 0.00 0.00 136,180,627.00 136,180,627.00

276,114.68 (132,324.92) 57,687.27 1,272,541.06

106,538.00 113,499.83 (498,574.00) 1,315,091.10

0.00

(2,191.86) 573.94 67.84 (8,496.40)

12,041.92

0.00

0.00 0.00

380,460.82 (18,251.15) (440,818.89) 0.00 0.00 0.00 2,591,177.68

16,148.50 618,656.34 (4,192,258.64) 863,558.32

568.00

0.00

0.00

0.00

16,148.50 618,656.34 (4,192,258.64) 0.00 0.00 0.00 864,126.32

0.00

364,312.32 (636,907.49) 3,751,439.75 0.00 0.00 0.00 1,727,051.36

(6,137,789.19) 10,191,625.25 (1,611,483.40) 3,117,826.50 0.00 0.00 (5,911,337.64) (7,638,389.00)

(17,609,305.99) (7,417,680.74) (9,029,164.14) (5,911,337.64)

(5,911,337.64)

300/358

Dublin UnifiedAlameda County

July 1 Budget2019-20 Budget

Cashflow Worksheet - Budget Year (2)01 75093 0000000

Form CASH

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cashi (Rev 06/17/2014) Page 1 of 2 Printed: 6/6/2019 11:29 AM

Beginning

Object

Balances(Ref. Only)

July August September October November December January February

ESTIMATES THROUGH THE MONTHOF JUNE

A. BEGINNING CASH (5,911,337.64) (5,911,337.64) (5,911,337.64) (5,911,337.64) (5,911,337.64) (5,911,337.64) (5,911,337.64) (5,911,337.64)

B. RECEIPTS

LCFF/Revenue Limit Sources

Principal Apportionment 8010-8019

Property Taxes 8020-8079

Miscellaneous Funds 8080-8099

Federal Revenue 8100-8299

Other State Revenue 8300-8599

Other Local Revenue 8600-8799

Interfund Transfers In 8910-8929

All Other Financing Sources 8930-8979

TOTAL RECEIPTS 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

C. DISBURSEMENTS

Certificated Salaries 1000-1999

Classified Salaries 2000-2999

Employee Benefits 3000-3999

Books and Supplies 4000-4999

Services 5000-5999

Capital Outlay 6000-6599

Other Outgo 7000-7499

Interfund Transfers Out 7600-7629

All Other Financing Uses 7630-7699

TOTAL DISBURSEMENTS 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

D. BALANCE SHEET ITEMS

Assets and Deferred Outflows

Cash Not In Treasury 9111-9199

Accounts Receivable 9200-9299

Due From Other Funds 9310

Stores 9320

Prepaid Expenditures 9330

Other Current Assets 9340

Deferred Outflows of Resources 9490

SUBTOTAL 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Liabilities and Deferred Inflows

Accounts Payable 9500-9599

Due To Other Funds 9610

Current Loans 9640

Unearned Revenues 9650

Deferred Inflows of Resources 9690

SUBTOTAL 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Nonoperating

Suspense Clearing 9910

TOTAL BALANCE SHEET ITEMS 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

E. NET INCREASE/DECREASE (B - C + D) 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

F. ENDING CASH (A + E) (5,911,337.64) (5,911,337.64) (5,911,337.64) (5,911,337.64) (5,911,337.64) (5,911,337.64) (5,911,337.64) (5,911,337.64)

G. ENDING CASH, PLUS CASHACCRUALS AND ADJUSTMENTS

301/358

Dublin UnifiedAlameda County

July 1 Budget2019-20 Budget

Cashflow Worksheet - Budget Year (2)01 75093 0000000

Form CASH

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cashi (Rev 06/17/2014) Page 2 of 2 Printed: 6/6/2019 11:29 AM

Object

ESTIMATES THROUGH THE MONTHOF JUNE

A. BEGINNING CASH

B. RECEIPTS

LCFF/Revenue Limit Sources

Principal Apportionment 8010-8019

Property Taxes 8020-8079

Miscellaneous Funds 8080-8099

Federal Revenue 8100-8299

Other State Revenue 8300-8599

Other Local Revenue 8600-8799

Interfund Transfers In 8910-8929

All Other Financing Sources 8930-8979

TOTAL RECEIPTS

C. DISBURSEMENTS

Certificated Salaries 1000-1999

Classified Salaries 2000-2999

Employee Benefits 3000-3999

Books and Supplies 4000-4999

Services 5000-5999

Capital Outlay 6000-6599

Other Outgo 7000-7499

Interfund Transfers Out 7600-7629

All Other Financing Uses 7630-7699

TOTAL DISBURSEMENTS

D. BALANCE SHEET ITEMS

Assets and Deferred Outflows

Cash Not In Treasury 9111-9199

Accounts Receivable 9200-9299

Due From Other Funds 9310

Stores 9320

Prepaid Expenditures 9330

Other Current Assets 9340

Deferred Outflows of Resources 9490

SUBTOTAL

Liabilities and Deferred Inflows

Accounts Payable 9500-9599

Due To Other Funds 9610

Current Loans 9640

Unearned Revenues 9650

Deferred Inflows of Resources 9690

SUBTOTAL

Nonoperating

Suspense Clearing 9910

TOTAL BALANCE SHEET ITEMS

E. NET INCREASE/DECREASE (B - C + D)

F. ENDING CASH (A + E)

G. ENDING CASH, PLUS CASHACCRUALS AND ADJUSTMENTS

March April May June Accruals Adjustments TOTAL BUDGET

(5,911,337.64) (5,911,337.64) (5,911,337.64) (5,911,337.64)

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00 0.00 0.00 0.00 0.00 0.00 0.00

0.00

0.00

0.00

0.00

0.00

0.00 0.00 0.00 0.00 0.00 0.00 0.00

0.00

0.00 0.00 0.00 0.00 0.00 0.00 0.00

0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

(5,911,337.64) (5,911,337.64) (5,911,337.64) (5,911,337.64)

(5,911,337.64)

302/358

Current Expense Formula 

303/358

Dublin UnifiedAlameda County

July 1 Budget2018-19 Estimated Actuals

GENERAL FUNDCurrent Expense Formula/Minimum Classroom Compensation

01 75093 0000000Form CEA

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cea (Rev 03/02/2018) Page 1 of 2 Printed: 6/6/2019 11:29 AM

PART I - CURRENTEXPENSE FORMULA

Total Expensefor Year

(1)EDPNo.

Reductions(See Note 1)

(2)EDPNo.

Current Expenseof Education(Col 1 - Col 2)

(3)EDPNo.

Reductions(Extracted)

(See Note 2)(4a)

Reductions(Overrides)*(See Note 2)

(4b)EDPNo.

Current Expense-Part II

(Col 3 - Col 4)(5)

EDPNo.

1000 - CertificatedSalaries 63,186,496.00 301 0.00 303 63,186,496.00 305 252,262.00 307 62,934,234.00 309

2000 - Classified Salaries 15,672,939.00 311 24.00 313 15,672,915.00 315 2,677.00 317 15,670,238.00 319

3000 - Employee Benefits 24,794,752.00 321 10.00 323 24,794,742.00 325 58,311.00 327 24,736,431.00 329

4000 - Books, SuppliesEquip Replace. (6500) 4,270,599.00 331 0.00 333 4,270,599.00 335 1,887,557.00 337 2,383,042.00 339

5000 - Services. . . &7300 - Indirect Costs 13,843,600.00 341 0.00 343 13,843,600.00 345 3,404,934.00 347 10,438,666.00 349

TOTAL 121,768,352.00 365 TOTAL 116,162,611.00 369

Note 1 - In Column 2, report expenditures for the following programs: Nonagency (Goals 7100-7199), Community Services (Goal 8100), Food Services

(Function 3700), Fringe Benefits for Retired Persons (Objects 3701-3702), and Facilities Acquisition & Construction (Function 8500).

Note 2 - In Column 4, report expenditures for: Transportation (Function 3600), Lottery Expenditures (Resource 1100), Special Education Students in

Nonpublic Schools (Function 1180), and other federal or state categorical aid in which funds were granted for expenditures in a program not

incurring any teacher salary expenditures or requiring disbursement of the funds without regard to the requirements of EC Section 41372.

* If an amount (even zero) is entered in any row of Column 4b or in Line 13b, the form uses only the values in Column 4b and Line 13b rather than the

values in Column 4a and Line 13a.

PART II: MINIMUM CLASSROOM COMPENSATION (Instruction, Functions 1000-1999) ObjectEDPNo.

1. Teacher Salaries as Per EC 41011. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1100 52,654,944.00 375

2. Salaries of Instructional Aides Per EC 41011. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2100 3,539,079.00 380

3. STRS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3101 & 3102 12,406,288.00 382

4. PERS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3201 & 3202 886,851.00 383

5. OASDI - Regular, Medicare and Alternative. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3301 & 3302 1,265,827.00 384

6. Health & Welfare Benefits (EC 41372)

(Include Health, Dental, Vision, Pharmaceutical, and

Annuity Plans). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3401 & 3402 872,473.00 385

7. Unemployment Insurance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3501 & 3502 29,293.00 390

8. Workers' Compensation Insurance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3601 & 3602 1,158,328.00 392

9. OPEB, Active Employees (EC 41372). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3751 & 3752 0.00

10. Other Benefits (EC 22310). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3901 & 3902 324,260.00 393

11. SUBTOTAL Salaries and Benefits (Sum Lines 1 - 10). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73,137,343.00 395

12. Less: Teacher and Instructional Aide Salaries and

Benefits deducted in Column 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0.00

13a. Less: Teacher and Instructional Aide Salaries and

Benefits (other than Lottery) deducted in Column 4a (Extracted). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24,294.00 396

b. Less: Teacher and Instructional Aide Salaries and

Benefits (other than Lottery) deducted in Column 4b (Overrides)*. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 396

14. TOTAL SALARIES AND BENEFITS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73,113,049.00 397

15. Percent of Current Cost of Education Expended for Classroom

Compensation (EDP 397 divided by EDP 369) Line 15 must

equal or exceed 60% for elementary, 55% for unified and 50%

for high school districts to avoid penalty under provisions of EC 41372. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62.94%

16. District is exempt from EC 41372 because it meets the provisions

of EC 41374. (If exempt, enter 'X') . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

PART III: DEFICIENCY AMOUNT

A deficiency amount (Line 5) is only applicable to districts not meeting the minimum classroom compensation percentage required under EC 41372 and not exempt under theprovisions of EC 41374.A deficiency amount (Line 5) is only applicable to districts not meeting the minimum classroom compensation percentage required under EC 41372 and not exempt under theprovisions of EC 41374.

1. Minimum percentage required (60% elementary, 55% unified, 50% high) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55.00%

2. Percentage spent by this district (Part II, Line 15) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62.94%

3. Percentage below the minimum (Part III, Line 1 minus Line 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .0.00%

4. District's Current Expense of Education after reductions in columns 4a or 4b (Part I, EDP 369). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .116,162,611.00

5. Deficiency Amount (Part III, Line 3 times Line 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .0.00

PART IV: Explanation for adjustments entered in Part I, Column 4b (required)

304/358

Dublin UnifiedAlameda County

July 1 Budget2018-19 Estimated Actuals

GENERAL FUNDCurrent Expense Formula/Minimum Classroom Compensation

01 75093 0000000Form CEA

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cea (Rev 03/02/2018) Page 2 of 2 Printed: 6/6/2019 11:29 AM

305/358

Dublin UnifiedAlameda County

July 1 Budget2019-20 Budget

GENERAL FUNDCurrent Expense Formula/Minimum Classroom Compensation

01 75093 0000000Form CEB

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: ceb (Rev 03/02/2018) Page 1 of 2 Printed: 6/6/2019 11:29 AM

PART I - CURRENTEXPENSE FORMULA

Total Expensefor Year

(1)EDPNo.

Reductions(See Note 1)

(2)EDPNo.

Current Expenseof Education(Col 1 - Col 2)

(3)EDPNo.

Reductions(Extracted)

(See Note 2)(4a)

Reductions(Overrides)*(See Note 2)

(4b)EDPNo.

Current Expense-Part II

(Col 3 - Col 4)(5)

EDPNo.

1000 - CertificatedSalaries 69,473,525.00 301 0.00 303 69,473,525.00 305 420,284.00 307 69,053,241.00 309

2000 - Classified Salaries 18,607,983.00 311 0.00 313 18,607,983.00 315 2,519.00 317 18,605,464.00 319

3000 - Employee Benefits 22,135,552.00 321 0.00 323 22,135,552.00 325 90,566.00 327 22,044,986.00 329

4000 - Books, SuppliesEquip Replace. (6500) 8,437,186.00 331 0.00 333 8,437,186.00 335 30,700.00 337 8,406,486.00 339

5000 - Services. . . &7300 - Indirect Costs 15,008,381.00 341 0.00 343 15,008,381.00 345 3,438,026.00 347 11,570,355.00 349

TOTAL 133,662,627.00 365 TOTAL 129,680,532.00 369

Note 1 - In Column 2, report expenditures for the following programs: Nonagency (Goals 7100-7199), Community Services (Goal 8100), Food Services

(Function 3700), Fringe Benefits for Retired Persons (Objects 3701-3702), and Facilities Acquisition & Construction (Function 8500).

Note 2 - In Column 4, report expenditures for: Transportation (Function 3600), Lottery Expenditures (Resource 1100), Special Education Students in

Nonpublic Schools (Function 1180), and other federal or state categorical aid in which funds were granted for expenditures in a program not

incurring any teacher salary expenditures or requiring disbursement of the funds without regard to the requirements of EC Section 41372.

* If an amount (even zero) is entered in any row of Column 4b or in Line 13b, the form uses only the values in Column 4b and Line 13b rather than the

values in Column 4a and Line 13a.

PART II: MINIMUM CLASSROOM COMPENSATION (Instruction, Functions 1000-1999) ObjectEDPNo.

1. Teacher Salaries as Per EC 41011. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1100 57,224,708.00 375

2. Salaries of Instructional Aides Per EC 41011. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2100 4,065,160.00 380

3. STRS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3101 & 3102 9,476,606.00 382

4. PERS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3201 & 3202 1,097,373.00 383

5. OASDI - Regular, Medicare and Alternative. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3301 & 3302 1,220,539.00 384

6. Health & Welfare Benefits (EC 41372)

(Include Health, Dental, Vision, Pharmaceutical, and

Annuity Plans). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3401 & 3402 955,422.00 385

7. Unemployment Insurance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3501 & 3502 31,424.00 390

8. Workers' Compensation Insurance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3601 & 3602 1,219,777.00 392

9. OPEB, Active Employees (EC 41372). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3751 & 3752 0.00

10. Other Benefits (EC 22310). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3901 & 3902 291,978.00 393

11. SUBTOTAL Salaries and Benefits (Sum Lines 1 - 10). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75,582,987.00 395

12. Less: Teacher and Instructional Aide Salaries and

Benefits deducted in Column 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0.00

13a. Less: Teacher and Instructional Aide Salaries and

Benefits (other than Lottery) deducted in Column 4a (Extracted). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25,751.00 396

b. Less: Teacher and Instructional Aide Salaries and

Benefits (other than Lottery) deducted in Column 4b (Overrides)*. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 396

14. TOTAL SALARIES AND BENEFITS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75,557,236.00 397

15. Percent of Current Cost of Education Expended for Classroom

Compensation (EDP 397 divided by EDP 369) Line 15 must

equal or exceed 60% for elementary, 55% for unified and 50%

for high school districts to avoid penalty under provisions of EC 41372. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58.26%

16. District is exempt from EC 41372 because it meets the provisions

of EC 41374. (If exempt, enter 'X') . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

PART III: DEFICIENCY AMOUNT

A deficiency amount (Line 5) is only applicable to districts not meeting the minimum classroom compensation percentage required under EC 41372 and not exempt under theprovisions of EC 41374.A deficiency amount (Line 5) is only applicable to districts not meeting the minimum classroom compensation percentage required under EC 41372 and not exempt under theprovisions of EC 41374.

1. Minimum percentage required (60% elementary, 55% unified, 50% high) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55.00%

2. Percentage spent by this district (Part II, Line 15) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58.26%

3. Percentage below the minimum (Part III, Line 1 minus Line 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .0.00%

4. District's Current Expense of Education after reductions in columns 4a or 4b (Part I, EDP 369). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129,680,532.00

5. Deficiency Amount (Part III, Line 3 times Line 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .0.00

PART IV: Explanation for adjustments entered in Part I, Column 4b (required)

306/358

Dublin UnifiedAlameda County

July 1 Budget2019-20 Budget

GENERAL FUNDCurrent Expense Formula/Minimum Classroom Compensation

01 75093 0000000Form CEB

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: ceb (Rev 03/02/2018) Page 2 of 2 Printed: 6/6/2019 11:29 AM

307/358

Multi-Year Projection 

308/358

Dublin UnifiedAlameda County

July 1 BudgetGeneral Fund

Multiyear ProjectionsUnrestricted

01 75093 0000000Form MYP

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: myp (Rev 03/30/2015) Page 1 Printed: 6/6/2019 11:29 AM

Description

Object

Codes

2019-20

Budget

(Form 01)

(A)

%

Change

(Cols. C-A/A)

(B)

2020-21

Projection

(C)

%

Change

(Cols. E-C/C)

(D)

2021-22

Projection

(E)

(Enter projections for subsequent years 1 and 2 in Columns C and E;

current year - Column A - is extracted)

A. REVENUES AND OTHER FINANCING SOURCES

1. LCFF/Revenue Limit Sources 8010-8099 113,569,137.00 6.74% 121,221,606.00 6.42% 129,001,772.00

2. Federal Revenues 8100-8299 0.00 0.00% 0.00%

3. Other State Revenues 8300-8599 2,348,675.00 0.00% 2,348,675.00 0.00% 2,348,675.00

4. Other Local Revenues 8600-8799 3,118,416.00 0.00% 3,118,416.00 0.00% 3,118,416.00

5. Other Financing Sources

a. Transfers In 8900-8929 0.00 0.00% 0.00%

b. Other Sources 8930-8979 0.00 0.00% 0.00%

c. Contributions 8980-8999 (15,504,332.00) 3.31% (16,017,966.00) 3.31% (16,547,861.00)

6. Total (Sum lines A1 thru A5c) 103,531,896.00 6.90% 110,670,731.00 6.55% 117,921,002.00

B. EXPENDITURES AND OTHER FINANCING USES

1. Certificated Salaries

a. Base Salaries 61,051,167.00 64,303,562.00

b. Step & Column Adjustment 1,064,395.00 1,037,624.00

c. Cost-of-Living Adjustment

d. Other Adjustments 2,188,000.00 1,621,141.00

e. Total Certificated Salaries (Sum lines B1a thru B1d) 1000-1999 61,051,167.00 5.33% 64,303,562.00 4.13% 66,962,327.00

2. Classified Salaries

a. Base Salaries 12,705,668.00 13,030,439.00

b. Step & Column Adjustment

c. Cost-of-Living Adjustment 239,771.00 227,004.00

d. Other Adjustments 85,000.00 150,000.00

e. Total Classified Salaries (Sum lines B2a thru B2d) 2000-2999 12,705,668.00 2.56% 13,030,439.00 2.89% 13,407,443.00

3. Employee Benefits 3000-3999 18,190,990.00 4.38% 18,988,351.00 1.47% 19,268,413.00

4. Books and Supplies 4000-4999 7,598,734.00 -11.84% 6,698,671.00 -6.18% 6,284,858.00

5. Services and Other Operating Expenditures 5000-5999 9,451,785.00 6.01% 10,019,374.00 5.95% 10,615,343.00

6. Capital Outlay 6000-6999 1,206,200.00 -77.90% 266,510.00 5.00% 279,836.00

7. Other Outgo (excluding Transfers of Indirect Costs) 7100-7299, 7400-7499 0.00 0.00% 0.00%

8. Other Outgo - Transfers of Indirect Costs 7300-7399 (123,071.00) 0.00% (123,071.00) 0.00% (123,071.00)

9. Other Financing Uses

a. Transfers Out 7600-7629 1,100,000.00 0.00% 1,100,000.00 0.00% 1,100,000.00

b. Other Uses 7630-7699 0.00 0.00% 0.00%

10. Other Adjustments (Explain in Section F below)

11. Total (Sum lines B1 thru B10) 111,181,473.00 2.79% 114,283,836.00 3.07% 117,795,149.00

C. NET INCREASE (DECREASE) IN FUND BALANCE

(Line A6 minus line B11) (7,649,577.00) (3,613,105.00) 125,853.00

D. FUND BALANCE

1. Net Beginning Fund Balance (Form 01, line F1e) 17,377,403.00 9,727,826.00 6,114,721.00

2. Ending Fund Balance (Sum lines C and D1) 9,727,826.00 6,114,721.00 6,240,574.00

3. Components of Ending Fund Balance

a. Nonspendable 9710-9719 75,000.00

b. Restricted 9740

c. Committed

1. Stabilization Arrangements 9750 0.00

2. Other Commitments 9760 1,791,784.00

d. Assigned 9780 0.00

e. Unassigned/Unappropriated

1. Reserve for Economic Uncertainties 9789 4,085,419.00

2. Unassigned/Unappropriated 9790 3,775,623.00 6,114,721.00 6,240,574.00

f. Total Components of Ending Fund Balance

(Line D3f must agree with line D2) 9,727,826.00 6,114,721.00 6,240,574.00

309/358

Dublin UnifiedAlameda County

July 1 BudgetGeneral Fund

Multiyear ProjectionsUnrestricted

01 75093 0000000Form MYP

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: myp (Rev 03/30/2015) Page 2 Printed: 6/6/2019 11:29 AM

Description

Object

Codes

2019-20

Budget

(Form 01)

(A)

%

Change

(Cols. C-A/A)

(B)

2020-21

Projection

(C)

%

Change

(Cols. E-C/C)

(D)

2021-22

Projection

(E)

E. AVAILABLE RESERVES

1. General Fund

a. Stabilization Arrangements 9750 0.00 0.00 0.00

b. Reserve for Economic Uncertainties 9789 4,085,419.00 0.00 0.00

c. Unassigned/Unappropriated 9790 3,775,623.00 6,114,721.00 6,240,574.00

(Enter reserve projections for subsequent years 1 and 2

in Columns C and E; current year - Column A - is extracted.)

2. Special Reserve Fund - Noncapital Outlay (Fund 17)

a. Stabilization Arrangements 9750

b. Reserve for Economic Uncertainties 9789 2,760,031.00

c. Unassigned/Unappropriated 9790

3. Total Available Reserves (Sum lines E1a thru E2c) 10,621,073.00 6,114,721.00 6,240,574.00

F. ASSUMPTIONS

Please provide below or on a separate attachment, the assumptions used to determine the projections for the first and

second subsequent fiscal years. Further, please include an explanation for any significant expenditure adjustments

projected in lines B1d, B2d, and B10. For additional information, please refer to the Budget Assumptions section of the

SACS Financial Reporting Software User Guide.

B1d: In 2020-21, add 26 new teachers to accomodate growth, In 2021-22 add 26 teachers to accomodate growth, reduce expenditures based on sunsetting DTA agreement, and add prinicipal for

new high school to open in 2022. B2d: Increase sub, hourly and overtime costs to accomodate growth in both years. In addition, add one secretary for new high school in 2021-22 to prepare for

opening of new high school in 2022.

B1d: In 2020-21, add 26 new teachers to accomodate growth, In 2021-22 add 26 teachers to accomodate growth, reduce expenditures based on sunsetting DTA agreement, and add prinicipal for

new high school to open in 2022. B2d: Increase sub, hourly and overtime costs to accomodate growth in both years. In addition, add one secretary for new high school in 2021-22 to prepare for

opening of new high school in 2022.

310/358

Dublin UnifiedAlameda County

July 1 BudgetGeneral Fund

Multiyear ProjectionsRestricted

01 75093 0000000Form MYP

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: myp (Rev 03/30/2015) Page 1 Printed: 6/6/2019 11:29 AM

Description

Object

Codes

2019-20

Budget

(Form 01)

(A)

%

Change

(Cols. C-A/A)

(B)

2020-21

Projection

(C)

%

Change

(Cols. E-C/C)

(D)

2021-22

Projection

(E)

(Enter projections for subsequent years 1 and 2 in Columns C and E;

current year - Column A - is extracted)

A. REVENUES AND OTHER FINANCING SOURCES

1. LCFF/Revenue Limit Sources 8010-8099 667,122.00 0.00% 667,122.00 0.00% 667,122.00

2. Federal Revenues 8100-8299 2,068,247.00 0.00% 2,068,247.00 0.00% 2,068,247.00

3. Other State Revenues 8300-8599 1,258,474.00 0.00% 1,258,474.00 0.00% 1,258,474.00

4. Other Local Revenues 8600-8799 5,512,167.00 0.00% 5,512,167.00 0.00% 5,512,167.00

5. Other Financing Sources

a. Transfers In 8900-8929 0.00 0.00% 0.00%

b. Other Sources 8930-8979 0.00 0.00% 0.00%

c. Contributions 8980-8999 15,504,332.00 3.31% 16,017,966.00 3.31% 16,547,861.00

6. Total (Sum lines A1 thru A5c) 25,010,342.00 2.05% 25,523,976.00 2.08% 26,053,871.00

B. EXPENDITURES AND OTHER FINANCING USES

1. Certificated Salaries

a. Base Salaries 8,422,358.00 8,582,358.00

b. Step & Column Adjustment

c. Cost-of-Living Adjustment

d. Other Adjustments 160,000.00 160,000.00

e. Total Certificated Salaries (Sum lines B1a thru B1d) 1000-1999 8,422,358.00 1.90% 8,582,358.00 1.86% 8,742,358.00

2. Classified Salaries

a. Base Salaries 5,902,315.00 5,902,315.00

b. Step & Column Adjustment

c. Cost-of-Living Adjustment

d. Other Adjustments

e. Total Classified Salaries (Sum lines B2a thru B2d) 2000-2999 5,902,315.00 0.00% 5,902,315.00 0.00% 5,902,315.00

3. Employee Benefits 3000-3999 3,944,562.00 0.87% 3,979,042.00 0.87% 4,013,522.00

4. Books and Supplies 4000-4999 832,252.00 5.00% 873,865.00 5.00% 917,558.00

5. Services and Other Operating Expenditures 5000-5999 5,556,596.00 5.00% 5,834,426.00 5.00% 6,126,147.00

6. Capital Outlay 6000-6999 218,000.00 5.00% 228,900.00 0.00% 228,900.00

7. Other Outgo (excluding Transfers of Indirect Costs) 7100-7299, 7400-7499 0.00 0.00% 0.00%

8. Other Outgo - Transfers of Indirect Costs 7300-7399 123,071.00 0.00% 123,071.00 0.00% 123,071.00

9. Other Financing Uses

a. Transfers Out 7600-7629 0.00 0.00% 0.00%

b. Other Uses 7630-7699 0.00 0.00% 0.00%

10. Other Adjustments (Explain in Section F below)

11. Total (Sum lines B1 thru B10) 24,999,154.00 2.10% 25,523,977.00 2.08% 26,053,871.00

C. NET INCREASE (DECREASE) IN FUND BALANCE

(Line A6 minus line B11) 11,188.00 (1.00) 0.00

D. FUND BALANCE

1. Net Beginning Fund Balance (Form 01, line F1e) 3,641,981.00 3,653,169.00 3,653,168.00

2. Ending Fund Balance (Sum lines C and D1) 3,653,169.00 3,653,168.00 3,653,168.00

3. Components of Ending Fund Balance

a. Nonspendable 9710-9719 0.00

b. Restricted 9740 3,718,767.00 3,653,168.00 3,653,168.00

c. Committed

1. Stabilization Arrangements 9750

2. Other Commitments 9760

d. Assigned 9780

e. Unassigned/Unappropriated

1. Reserve for Economic Uncertainties 9789

2. Unassigned/Unappropriated 9790 (65,598.00) 0.00 0.00

f. Total Components of Ending Fund Balance

(Line D3f must agree with line D2) 3,653,169.00 3,653,168.00 3,653,168.00

311/358

Dublin UnifiedAlameda County

July 1 BudgetGeneral Fund

Multiyear ProjectionsRestricted

01 75093 0000000Form MYP

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: myp (Rev 03/30/2015) Page 2 Printed: 6/6/2019 11:29 AM

Description

Object

Codes

2019-20

Budget

(Form 01)

(A)

%

Change

(Cols. C-A/A)

(B)

2020-21

Projection

(C)

%

Change

(Cols. E-C/C)

(D)

2021-22

Projection

(E)

E. AVAILABLE RESERVES

1. General Fund

a. Stabilization Arrangements 9750

b. Reserve for Economic Uncertainties 9789

c. Unassigned/Unappropriated 9790

(Enter reserve projections for subsequent years 1 and 2

in Columns C and E; current year - Column A - is extracted.)

2. Special Reserve Fund - Noncapital Outlay (Fund 17)

a. Stabilization Arrangements 9750

b. Reserve for Economic Uncertainties 9789

c. Unassigned/Unappropriated 9790

3. Total Available Reserves (Sum lines E1a thru E2c)

F. ASSUMPTIONS

Please provide below or on a separate attachment, the assumptions used to determine the projections for the first and

second subsequent fiscal years. Further, please include an explanation for any significant expenditure adjustments

projected in lines B1d, B2d, and B10. For additional information, please refer to the Budget Assumptions section of the

SACS Financial Reporting Software User Guide.

B2d: Add two new special education teachers each year to accomodate growth.B2d: Add two new special education teachers each year to accomodate growth.

312/358

Dublin UnifiedAlameda County

July 1 BudgetGeneral Fund

Multiyear ProjectionsUnrestricted/Restricted

01 75093 0000000Form MYP

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: myp (Rev 03/09/2016) Page 1 Printed: 6/6/2019 11:29 AM

DescriptionObjectCodes

2019-20Budget

(Form 01)(A)

%Change

(Cols. C-A/A)(B)

2020-21Projection

(C)

%Change

(Cols. E-C/C)(D)

2021-22Projection

(E)

(Enter projections for subsequent years 1 and 2 in Columns C and E;

current year - Column A - is extracted)

A. REVENUES AND OTHER FINANCING SOURCES

1. LCFF/Revenue Limit Sources 8010-8099 114,236,259.00 6.70% 121,888,728.00 6.38% 129,668,894.00

2. Federal Revenues 8100-8299 2,068,247.00 0.00% 2,068,247.00 0.00% 2,068,247.00

3. Other State Revenues 8300-8599 3,607,149.00 0.00% 3,607,149.00 0.00% 3,607,149.00

4. Other Local Revenues 8600-8799 8,630,583.00 0.00% 8,630,583.00 0.00% 8,630,583.00

5. Other Financing Sources

a. Transfers In 8900-8929 0.00 0.00% 0.00 0.00% 0.00

b. Other Sources 8930-8979 0.00 0.00% 0.00 0.00% 0.00

c. Contributions 8980-8999 0.00 0.00% 0.00 0.00% 0.00

6. Total (Sum lines A1 thru A5c) 128,542,238.00 5.95% 136,194,707.00 5.71% 143,974,873.00

B. EXPENDITURES AND OTHER FINANCING USES

1. Certificated Salaries

a. Base Salaries 69,473,525.00 72,885,920.00

b. Step & Column Adjustment 1,064,395.00 1,037,624.00

c. Cost-of-Living Adjustment 0.00 0.00

d. Other Adjustments 2,348,000.00 1,781,141.00

e. Total Certificated Salaries (Sum lines B1a thru B1d) 1000-1999 69,473,525.00 4.91% 72,885,920.00 3.87% 75,704,685.00

2. Classified Salaries

a. Base Salaries 18,607,983.00 18,932,754.00

b. Step & Column Adjustment 0.00 0.00

c. Cost-of-Living Adjustment 239,771.00 227,004.00

d. Other Adjustments 85,000.00 150,000.00

e. Total Classified Salaries (Sum lines B2a thru B2d) 2000-2999 18,607,983.00 1.75% 18,932,754.00 1.99% 19,309,758.00

3. Employee Benefits 3000-3999 22,135,552.00 3.76% 22,967,393.00 1.37% 23,281,935.00

4. Books and Supplies 4000-4999 8,430,986.00 -10.18% 7,572,536.00 -4.89% 7,202,416.00

5. Services and Other Operating Expenditures 5000-5999 15,008,381.00 5.63% 15,853,800.00 5.60% 16,741,490.00

6. Capital Outlay 6000-6999 1,424,200.00 -65.21% 495,410.00 2.69% 508,736.00

7. Other Outgo (excluding Transfers of Indirect Costs) 7100-7299, 7400-7499 0.00 0.00% 0.00 0.00% 0.00

8. Other Outgo - Transfers of Indirect Costs 7300-7399 0.00 0.00% 0.00 0.00% 0.00

9. Other Financing Uses

a. Transfers Out 7600-7629 1,100,000.00 0.00% 1,100,000.00 0.00% 1,100,000.00

b. Other Uses 7630-7699 0.00 0.00% 0.00 0.00% 0.00

10. Other Adjustments 0.00 0.00

11. Total (Sum lines B1 thru B10) 136,180,627.00 2.66% 139,807,813.00 2.89% 143,849,020.00

C. NET INCREASE (DECREASE) IN FUND BALANCE

(Line A6 minus line B11) (7,638,389.00) (3,613,106.00) 125,853.00

D. FUND BALANCE

1. Net Beginning Fund Balance (Form 01, line F1e) 21,019,384.00 13,380,995.00 9,767,889.00

2. Ending Fund Balance (Sum lines C and D1) 13,380,995.00 9,767,889.00 9,893,742.00

3. Components of Ending Fund Balance

a. Nonspendable 9710-9719 75,000.00 0.00 0.00

b. Restricted 9740 3,718,767.00 3,653,168.00 3,653,168.00

c. Committed

1. Stabilization Arrangements 9750 0.00 0.00 0.00

2. Other Commitments 9760 1,791,784.00 0.00 0.00

d. Assigned 9780 0.00 0.00 0.00

e. Unassigned/Unappropriated

1. Reserve for Economic Uncertainties 9789 4,085,419.00 0.00 0.00

2. Unassigned/Unappropriated 9790 3,710,025.00 6,114,721.00 6,240,574.00

f. Total Components of Ending Fund Balance

(Line D3f must agree with line D2) 13,380,995.00 9,767,889.00 9,893,742.00

313/358

Dublin UnifiedAlameda County

July 1 BudgetGeneral Fund

Multiyear ProjectionsUnrestricted/Restricted

01 75093 0000000Form MYP

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: myp (Rev 03/09/2016) Page 2 Printed: 6/6/2019 11:29 AM

DescriptionObjectCodes

2019-20Budget

(Form 01)(A)

%Change

(Cols. C-A/A)(B)

2020-21Projection

(C)

%Change

(Cols. E-C/C)(D)

2021-22Projection

(E)

E. AVAILABLE RESERVES

1. General Fund

a. Stabilization Arrangements 9750 0.00 0.00 0.00

b. Reserve for Economic Uncertainties 9789 4,085,419.00 0.00 0.00

c. Unassigned/Unappropriated 9790 3,775,623.00 6,114,721.00 6,240,574.00

d. Negative Restricted Ending Balances

(Negative resources 2000-9999) 979Z (65,598.00) 0.00 0.00

2. Special Reserve Fund - Noncapital Outlay (Fund 17)

a. Stabilization Arrangements 9750 0.00 0.00 0.00

b. Reserve for Economic Uncertainties 9789 2,760,031.00 0.00 0.00

c. Unassigned/Unappropriated 9790 0.00 0.00 0.00

3. Total Available Reserves - by Amount (Sum lines E1a thru E2c) 10,555,475.00 6,114,721.00 6,240,574.00

4. Total Available Reserves - by Percent (Line E3 divided by Line F3c) 7.75% 4.37% 4.34%

F. RECOMMENDED RESERVES

1. Special Education Pass-through Exclusions

For districts that serve as the administrative unit (AU) of a

special education local plan area (SELPA):

a. Do you choose to exclude from the reserve calculation

the pass-through funds distributed to SELPA members? Yes

b. If you are the SELPA AU and are excluding special

education pass-through funds:

1. Enter the name(s) of the SELPA(s):

2. Special education pass-through funds

(Column A: Fund 10, resources 3300-3499 and 6500-6540,

objects 7211-7213 and 7221-7223; enter projections

for subsequent years 1 and 2 in Columns C and E) 0.00

2. District ADA

Used to determine the reserve standard percentage level on line F3d

(Col. A: Form A, Estimated P-2 ADA column, Lines A4 and C4; enter projections) 12,308.22 12,805.25 13,285.33

3. Calculating the Reserves

a. Expenditures and Other Financing Uses (Line B11) 136,180,627.00 139,807,813.00 143,849,020.00

b. Plus: Special Education Pass-through Funds (Line F1b2, if Line F1a is No) 0.00 0.00 0.00

c. Total Expenditures and Other Financing Uses (Line F3a plus line F3b) 136,180,627.00 139,807,813.00 143,849,020.00

d. Reserve Standard Percentage Level

(Refer to Form 01CS, Criterion 10 for calculation details) 3% 3% 3%

e. Reserve Standard - By Percent (Line F3c times F3d) 4,085,418.81 4,194,234.39 4,315,470.60

f. Reserve Standard - By Amount

(Refer to Form 01CS, Criterion 10 for calculation details) 0.00 0.00 0.00

g. Reserve Standard (Greater of Line F3e or F3f) 4,085,418.81 4,194,234.39 4,315,470.60

h. Available Reserves (Line E3) Meet Reserve Standard (Line F3g) YES YES YES

314/358

Summary of Interfund Activities Estimated Actuals and Budget 

315/358

Dublin UnifiedAlameda County

July 1 Budget2018-19 Estimated Actuals

SUMMARY OF INTERFUND ACTIVITIESFOR ALL FUNDS

01 75093 0000000Form SIAA

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: siaa (Rev 05/16/2016) Page 1 of 2 Printed: 6/6/2019 11:29 AM

Direct Costs - Interfund Indirect Costs - Interfund Interfund Interfund Due From Due To

Description

Transfers In5750

Transfers Out5750

Transfers In7350

Transfers Out7350

Transfers In8900-8929

Transfers Out7600-7629

Other Funds9310

Other Funds9610

01 GENERAL FUND

Expenditure Detail 6,001.00 0.00 0.00 (173,641.00)

Other Sources/Uses Detail 0.00 1,100,000.00

Fund Reconciliation 11,335,641.53 11,416,952.00

09 CHARTER SCHOOLS SPECIAL REVENUE FUND

Expenditure Detail 0.00 0.00 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation 0.00 0.00

10 SPECIAL EDUCATION PASS-THROUGH FUND

Expenditure Detail

Other Sources/Uses Detail

Fund Reconciliation 0.00 0.00

11 ADULT EDUCATION FUND

Expenditure Detail 0.00 0.00 22,504.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation 0.00 0.00

12 CHILD DEVELOPMENT FUND

Expenditure Detail 0.00 0.00 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation 0.00 0.00

13 CAFETERIA SPECIAL REVENUE FUND

Expenditure Detail 0.00 (6,001.00) 151,137.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation 0.00 344,787.65

14 DEFERRED MAINTENANCE FUND

Expenditure Detail 0.00 0.00

Other Sources/Uses Detail 1,100,000.00 0.00

Fund Reconciliation 1,100,000.00 0.00

15 PUPIL TRANSPORTATION EQUIPMENT FUND Expenditure Detail 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation 0.00 0.00

17 SPECIAL RESERVE FUND FOR OTHER THAN CAPITAL OUTLAY

Expenditure Detail

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation 0.00 0.00

18 SCHOOL BUS EMISSIONS REDUCTION FUND

Expenditure Detail 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation 0.00 0.00

19 FOUNDATION SPECIAL REVENUE FUND

Expenditure Detail 0.00 0.00 0.00 0.00

Other Sources/Uses Detail 0.00

Fund Reconciliation 0.00 0.00

20 SPECIAL RESERVE FUND FOR POSTEMPLOYMENT BENEFITS

Expenditure Detail

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation 0.00 0.00

21 BUILDING FUND

Expenditure Detail 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation 0.00 0.00

25 CAPITAL FACILITIES FUND

Expenditure Detail 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation 568.00 674,469.80

30 STATE SCHOOL BUILDING LEASE/PURCHASE FUND

Expenditure Detail 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation 0.00 0.00

35 COUNTY SCHOOL FACILITIES FUND

Expenditure Detail 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation 0.00 0.00

40 SPECIAL RESERVE FUND FOR CAPITAL OUTLAY PROJECTS

Expenditure Detail 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation 0.00 0.00

49 CAP PROJ FUND FOR BLENDED COMPONENT UNITS

Expenditure Detail 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation 0.00 0.00

51 BOND INTEREST AND REDEMPTION FUND

Expenditure Detail

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation 0.00 0.00

52 DEBT SVC FUND FOR BLENDED COMPONENT UNITS

Expenditure Detail

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation 0.00 0.00

53 TAX OVERRIDE FUND

Expenditure Detail

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation 0.00 0.00

56 DEBT SERVICE FUND

Expenditure Detail

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation 0.00 0.00

57 FOUNDATION PERMANENT FUND

Expenditure Detail 0.00 0.00 0.00 0.00

Other Sources/Uses Detail 0.00

Fund Reconciliation 0.00 0.00

61 CAFETERIA ENTERPRISE FUND

Expenditure Detail 0.00 0.00 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation 0.00 0.00

316/358

Dublin UnifiedAlameda County

July 1 Budget2018-19 Estimated Actuals

SUMMARY OF INTERFUND ACTIVITIESFOR ALL FUNDS

01 75093 0000000Form SIAA

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: siaa (Rev 05/16/2016) Page 2 of 2 Printed: 6/6/2019 11:29 AM

Direct Costs - Interfund Indirect Costs - Interfund Interfund Interfund Due From Due To

Description

Transfers In5750

Transfers Out5750

Transfers In7350

Transfers Out7350

Transfers In8900-8929

Transfers Out7600-7629

Other Funds9310

Other Funds9610

62 CHARTER SCHOOLS ENTERPRISE FUND

Expenditure Detail 0.00 0.00 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation 0.00 0.00

63 OTHER ENTERPRISE FUND

Expenditure Detail 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation 0.00 0.00

66 WAREHOUSE REVOLVING FUND

Expenditure Detail 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation 0.00 0.00

67 SELF-INSURANCE FUND

Expenditure Detail 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation 0.00 0.00

71 RETIREE BENEFIT FUND

Expenditure Detail

Other Sources/Uses Detail 0.00

Fund Reconciliation 0.00 0.00

73 FOUNDATION PRIVATE-PURPOSE TRUST FUND

Expenditure Detail 0.00 0.00

Other Sources/Uses Detail 0.00

Fund Reconciliation 0.00 0.00

76 WARRANT/PASS-THROUGH FUND

Expenditure Detail

Other Sources/Uses Detail

Fund Reconciliation 0.00 0.00

95 STUDENT BODY FUND

Expenditure Detail

Other Sources/Uses Detail

Fund Reconciliation 0.00 0.00

TOTALS 6,001.00 (6,001.00) 173,641.00 (173,641.00) 1,100,000.00 1,100,000.00 12,436,209.53 12,436,209.45

317/358

Dublin UnifiedAlameda County

July 1 Budget2019-20 Budget

SUMMARY OF INTERFUND ACTIVITIESFOR ALL FUNDS

01 75093 0000000Form SIAB

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: siab (Rev 05/16/2016) Page 1 of 2 Printed: 6/6/2019 11:29 AM

Direct Costs - Interfund Indirect Costs - Interfund Interfund Interfund Due From Due To

Description

Transfers In5750

Transfers Out5750

Transfers In7350

Transfers Out7350

Transfers In8900-8929

Transfers Out7600-7629

Other Funds9310

Other Funds9610

01 GENERAL FUND

Expenditure Detail 5,050.00 0.00 0.00 0.00

Other Sources/Uses Detail 0.00 1,100,000.00

Fund Reconciliation

09 CHARTER SCHOOLS SPECIAL REVENUE FUND

Expenditure Detail 0.00 0.00 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation

10 SPECIAL EDUCATION PASS-THROUGH FUND

Expenditure Detail

Other Sources/Uses Detail

Fund Reconciliation

11 ADULT EDUCATION FUND

Expenditure Detail 0.00 0.00 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation

12 CHILD DEVELOPMENT FUND

Expenditure Detail 0.00 0.00 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation

13 CAFETERIA SPECIAL REVENUE FUND

Expenditure Detail 0.00 (5,050.00) 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation

14 DEFERRED MAINTENANCE FUND

Expenditure Detail 0.00 0.00

Other Sources/Uses Detail 1,100,000.00 0.00

Fund Reconciliation

15 PUPIL TRANSPORTATION EQUIPMENT FUND Expenditure Detail 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation

17 SPECIAL RESERVE FUND FOR OTHER THAN CAPITAL OUTLAY

Expenditure Detail

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation

18 SCHOOL BUS EMISSIONS REDUCTION FUND

Expenditure Detail 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation

19 FOUNDATION SPECIAL REVENUE FUND

Expenditure Detail 0.00 0.00 0.00 0.00

Other Sources/Uses Detail 0.00

Fund Reconciliation

20 SPECIAL RESERVE FUND FOR POSTEMPLOYMENT BENEFITS

Expenditure Detail

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation

21 BUILDING FUND

Expenditure Detail 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation

25 CAPITAL FACILITIES FUND

Expenditure Detail 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation

30 STATE SCHOOL BUILDING LEASE/PURCHASE FUND

Expenditure Detail 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation

35 COUNTY SCHOOL FACILITIES FUND

Expenditure Detail 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation

40 SPECIAL RESERVE FUND FOR CAPITAL OUTLAY PROJECTS

Expenditure Detail 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation

49 CAP PROJ FUND FOR BLENDED COMPONENT UNITS

Expenditure Detail 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation

51 BOND INTEREST AND REDEMPTION FUND

Expenditure Detail

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation

52 DEBT SVC FUND FOR BLENDED COMPONENT UNITS

Expenditure Detail

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation

53 TAX OVERRIDE FUND

Expenditure Detail

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation

56 DEBT SERVICE FUND

Expenditure Detail

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation

57 FOUNDATION PERMANENT FUND

Expenditure Detail 0.00 0.00 0.00 0.00

Other Sources/Uses Detail 0.00

Fund Reconciliation

61 CAFETERIA ENTERPRISE FUND

Expenditure Detail 0.00 0.00 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation

318/358

Dublin UnifiedAlameda County

July 1 Budget2019-20 Budget

SUMMARY OF INTERFUND ACTIVITIESFOR ALL FUNDS

01 75093 0000000Form SIAB

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: siab (Rev 05/16/2016) Page 2 of 2 Printed: 6/6/2019 11:29 AM

Direct Costs - Interfund Indirect Costs - Interfund Interfund Interfund Due From Due To

Description

Transfers In5750

Transfers Out5750

Transfers In7350

Transfers Out7350

Transfers In8900-8929

Transfers Out7600-7629

Other Funds9310

Other Funds9610

62 CHARTER SCHOOLS ENTERPRISE FUND

Expenditure Detail 0.00 0.00 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation

63 OTHER ENTERPRISE FUND

Expenditure Detail 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation

66 WAREHOUSE REVOLVING FUND

Expenditure Detail 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation

67 SELF-INSURANCE FUND

Expenditure Detail 0.00 0.00

Other Sources/Uses Detail 0.00 0.00

Fund Reconciliation

71 RETIREE BENEFIT FUND

Expenditure Detail

Other Sources/Uses Detail 0.00

Fund Reconciliation

73 FOUNDATION PRIVATE-PURPOSE TRUST FUND

Expenditure Detail 0.00 0.00

Other Sources/Uses Detail 0.00

Fund Reconciliation

76 WARRANT/PASS-THROUGH FUND

Expenditure Detail

Other Sources/Uses Detail

Fund Reconciliation

95 STUDENT BODY FUND

Expenditure Detail

Other Sources/Uses Detail

Fund Reconciliation

TOTALS 5,050.00 (5,050.00) 0.00 0.00 1,100,000.00 1,100,000.00

319/358

Criteria and Standards Review 

320/358

Dublin UnifiedAlameda County

2019-20 July 1 BudgetGeneral Fund

School District Criteria and Standards Review01 75093 0000000

Form 01CS

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cs-a (Rev 03/15/2019) Page 1 of 27 Printed: 6/6/2019 11:29 AM

Provide methodology and assumptions used to estimate ADA, enrollment, revenues, expenditures, reserves and fund balance, and multiyear commitments (including cost-of-living adjustments).

Deviations from the standards must be explained and may affect the approval of the budget.

CRITERIA AND STANDARDS

1. CRITERION: Average Daily Attendance

STANDARD: Funded average daily attendance (ADA) has not been overestimated in 1) the first prior fiscal year OR in 2) two or more of the previous three fiscal years by more than the following percentage levels:

Percentage Level District ADA

3.0% 0 to 300

2.0% 301 to 1,000

1.0% 1,001 and over

District ADA (Form A, Estimated P-2 ADA column, lines A4 and C4): 12,308

District's ADA Standard Percentage Level: 1.0%

1A. Calculating the District's ADA Variances

DATA ENTRY: For the Third, Second, and First Prior Years, enter Estimated Funded ADA in the Original Budget Funded ADA column; enter district regular ADA and charter school ADAcorresponding to financial data reported in the General Fund, only, for the Third, Second, and First Prior Years. All other data are extracted.

Original Budget Estimated/Unaudited Actuals ADA Variance Level

Funded ADA Funded ADA (If Budget is greater

Fiscal Year (Form A, Lines A4 and C4) (Form A, Lines A4 and C4) than Actuals, else N/A) Status

Third Prior Year (2016-17)

District Regular 10,111 10,428

Charter School

Total ADA 10,111 10,428 N/A Met

Second Prior Year (2017-18)

District Regular 11,880 11,016

Charter School

Total ADA 11,880 11,016 7.3% Not Met

First Prior Year (2018-19)

District Regular 11,573 11,759

Charter School 0

Total ADA 11,573 11,759 N/A Met

Budget Year (2019-20)

District Regular 12,308

Charter School 0

Total ADA 12,308

1B. Comparison of District ADA to the Standard

DATA ENTRY: Enter an explanation if the standard is not met.

1a. STANDARD MET - Funded ADA has not been overestimated by more than the standard percentage level for the first prior year.

Explanation:

(required if NOT met)

1b. STANDARD MET - Funded ADA has not been overestimated by more than the standard percentage level for two or more of the previous three years.

Explanation:

(required if NOT met)

321/358

Dublin UnifiedAlameda County

2019-20 July 1 BudgetGeneral Fund

School District Criteria and Standards Review01 75093 0000000

Form 01CS

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cs-a (Rev 03/15/2019) Page 2 of 27 Printed: 6/6/2019 11:29 AM

2. CRITERION: Enrollment

STANDARD: Projected enrollment has not been overestimated in 1) the first prior fiscal year OR in 2) two or more of the previous three fiscal years by more than the following percentage levels:

Percentage Level District ADA

3.0% 0 to 300

2.0% 301 to 1,000

1.0% 1,001 and over

District ADA (Form A, Estimated P-2 ADA column, lines A4 and C4): 12,308

District's Enrollment Standard Percentage Level: 1.0%

2A. Calculating the District's Enrollment Variances

DATA ENTRY: Enter data in the Enrollment, Budget, column for all fiscal years and in the Enrollment, CBEDS Actual column for the First Prior Year; all other data are extracted or calculated.CBEDS Actual enrollment data preloaded in the District Regular lines will include both District Regular and Charter School enrollment. Districts will need to adjust the District Regular enrollmentlines and the Charter School enrollment lines accordingly. Enter district regular enrollment and charter school enrollment corresponding to financial data reported in the General Fund, only, for allfiscal years.

Enrollment Variance Level

Enrollment (If Budget is greater

Fiscal Year Budget CBEDS Actual than Actual, else N/A) Status

Third Prior Year (2016-17)

District Regular 10,544 10,680

Charter School

Total Enrollment 10,544 10,680 N/A Met

Second Prior Year (2017-18)

District Regular 11,666 11,294

Charter School

Total Enrollment 11,666 11,294 3.2% Not Met

First Prior Year (2018-19)

District Regular 11,931 12,090

Charter School

Total Enrollment 11,931 12,090 N/A Met

Budget Year (2019-20)

District Regular 12,689

Charter School

Total Enrollment 12,689

2B. Comparison of District Enrollment to the Standard

DATA ENTRY: Enter an explanation if the standard is not met.

1a. STANDARD MET - Enrollment has not been overestimated by more than the standard percentage level for the first prior year.

Explanation:

(required if NOT met)

1b. STANDARD MET - Enrollment has not been overestimated by more than the standard percentage level for two or more of the previous three years.

Explanation:

(required if NOT met)

322/358

Dublin UnifiedAlameda County

2019-20 July 1 BudgetGeneral Fund

School District Criteria and Standards Review01 75093 0000000

Form 01CS

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cs-a (Rev 03/15/2019) Page 3 of 27 Printed: 6/6/2019 11:29 AM

3. CRITERION: ADA to Enrollment

STANDARD: Projected second period (P-2) average daily attendance (ADA) to enrollment ratio for any of the budget year or two subsequent fiscal yearshas not increased from the historical average ratio from the three prior fiscal years by more than one half of one percent (0.5%).

3A. Calculating the District's ADA to Enrollment Standard

DATA ENTRY: All data are extracted or calculated. Data should reflect district regular and charter school ADA/enrollment corresponding to financial data reported in the General Fund, only, forall fiscal years.

P-2 ADA Enrollment

Estimated/Unaudited Actuals CBEDS Actual Historical Ratio

Fiscal Year (Form A, Lines A4 and C4) (Criterion 2, Item 2A) of ADA to Enrollment

Third Prior Year (2016-17)

District Regular 10,428 10,680

Charter School 0

Total ADA/Enrollment 10,428 10,680 97.6%

Second Prior Year (2017-18)

District Regular 11,016 11,294

Charter School

Total ADA/Enrollment 11,016 11,294 97.5%

First Prior Year (2018-19)

District Regular 11,759 12,090

Charter School 0

Total ADA/Enrollment 11,759 12,090 97.3%

Historical Average Ratio: 97.5%

District's ADA to Enrollment Standard (historical average ratio plus 0.5%): 98.0%

3B. Calculating the District's Projected Ratio of ADA to Enrollment

DATA ENTRY: Enter data in the Estimated P-2 ADA column for the two subsequent years. Enter data in the Enrollment column for the two subsequent years. Data should reflect district regularand charter school ADA/enrollment corresponding to financial data reported in the General Fund only, for all fiscal years. All other data are extracted or calculated.

Estimated P-2 ADA Enrollment

Budget Budget/Projected

Fiscal Year (Form A, Lines A4 and C4) (Criterion 2, Item 2A) Ratio of ADA to Enrollment Status

Budget Year (2019-20)

District Regular 12,308 12,689

Charter School 0

Total ADA/Enrollment 12,308 12,689 97.0% Met

1st Subsequent Year (2020-21)

District Regular 12,805 13,189

Charter School

Total ADA/Enrollment 12,805 13,189 97.1% Met

2nd Subsequent Year (2021-22)

District Regular 13,285 13,689

Charter School

Total ADA/Enrollment 13,285 13,689 97.0% Met

3C. Comparison of District ADA to Enrollment Ratio to the Standard

DATA ENTRY: Enter an explanation if the standard is not met.

1a. STANDARD MET - Projected P-2 ADA to enrollment ratio has not exceeded the standard for the budget and two subsequent fiscal years.

Explanation:

(required if NOT met)

323/358

Dublin UnifiedAlameda County

2019-20 July 1 BudgetGeneral Fund

School District Criteria and Standards Review01 75093 0000000

Form 01CS

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cs-a (Rev 03/15/2019) Page 4 of 27 Printed: 6/6/2019 11:29 AM

4. CRITERION: LCFF Revenue

STANDARD: Projected local control funding formula (LCFF) revenue for any of the budget year or two subsequent fiscal years has not changed from theprior fiscal year by more than the change in population, plus the district's cost-of-living adjustment (COLA) and its economic recovery target payment, plusor minus one percent.

For basic aid districts, projected LCFF revenue has not changed from the prior fiscal year by more than the percent change in property tax revenues plusor minus one percent.

For districts funded by necessary small school formulas, projected LCFF revenue has not changed from the prior fiscal year amount by more than thedistrict's COLA and its economic recovery target payment, plus or minus one percent.

4A. District's LCFF Revenue Standard

Indicate which standard applies:

LCFF Revenue

Basic Aid

Necessary Small School

The District must select which LCFF revenue standard applies.

LCFF Revenue Standard selected: LCFF Revenue

4A1. Calculating the District's LCFF Revenue Standard

DATA ENTRY: Enter data in Step 1a for the two subsequent fiscal years. All other data is extracted or calculated. Enter data for Steps 2a through 2c. All other data is calculated.

Note: Enter data for the Economic Recovery Target Funding (current year increment), Step 2c, for the current year only (not applicable in the two subsequent fiscal years).

Projected LCFF Revenue

Prior Year Budget Year 1st Subsequent Year 2nd Subsequent Year

Step 1 - Change in Population (2018-19) (2019-20) (2020-21) (2021-22)a. ADA (Funded)

(Form A, lines A6 and C4) 11,759.40 12,308.22 12,805.25 13,285.33

b. Prior Year ADA (Funded) 11,759.40 12,308.22 12,805.25

c. Difference (Step 1a minus Step 1b) 548.82 497.03 480.08

d. Percent Change Due to Population

(Step 1c divided by Step 1b) 4.67% 4.04% 3.75%

Step 2 - Change in Funding Level

a. Prior Year LCFF Funding

b1. COLA percentage b2. COLA amount (proxy for purposes of this

criterion) 0.00 0.00 0.00c. Economic Recovery Target Funding

(current year increment) N/A N/Ad. Total (Lines 2b2 plus Line 2c) 0.00 0.00 0.00

e. Percent Change Due to Funding Level

(Step 2d divided by Step 2a) 0.00% 0.00% 0.00%

Step 3 - Total Change in Population and Funding Level

(Step 1d plus Step 2e) 4.67% 4.04% 3.75%

LCFF Revenue Standard (Step 3, plus/minus 1%): 3.67% to 5.67% 3.04% to 5.04% 2.75% to 4.75%

324/358

Dublin UnifiedAlameda County

2019-20 July 1 BudgetGeneral Fund

School District Criteria and Standards Review01 75093 0000000

Form 01CS

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cs-a (Rev 03/15/2019) Page 5 of 27 Printed: 6/6/2019 11:29 AM

4A2. Alternate LCFF Revenue Standard - Basic Aid

DATA ENTRY: If applicable to your district, input data in the 1st and 2nd Subsequent Year columns for projected local property taxes; all other data are extracted or calculated.

Basic Aid District Projected LCFF Revenue

Prior Year Budget Year 1st Subsequent Year 2nd Subsequent Year

(2018-19) (2019-20) (2020-21) (2021-22)

Projected Local Property Taxes

(Form 01, Objects 8021 - 8089) 51,571,236.00 51,731,297.00

Percent Change from Previous Year N/A N/A N/ABasic Aid Standard

(percent change from

previous year, plus/minus 1%): N/A N/A N/A

4A3. Alternate LCFF Revenue Standard - Necessary Small School

DATA ENTRY: All data are extracted or calculated.

Necessary Small School District Projected LCFF Revenue

Budget Year 1st Subsequent Year 2nd Subsequent Year

(2019-20) (2020-21) (2021-22)

Necessary Small School Standard

(COLA plus Economic Recovery Target Payment, Step 2e, plus/minus 1%): N/A N/A N/A

4B. Calculating the District's Projected Change in LCFF Revenue

DATA ENTRY: Enter data in the 1st and 2nd Subsequent Year columns for LCFF Revenue; all other data are extracted or calculated.

Prior Year Budget Year 1st Subsequent Year 2nd Subsequent Year

(2018-19) (2019-20) (2020-21) (2021-22)

LCFF Revenue

(Fund 01, Objects 8011, 8012, 8020-8089) 104,305,728.00 113,569,137.00 121,221,606.00 129,001,772.00

District's Projected Change in LCFF Revenue: 8.88% 6.74% 6.42%

LCFF Revenue Standard: 3.67% to 5.67% 3.04% to 5.04% 2.75% to 4.75%

Status: Not Met Not Met Not Met

4C. Comparison of District LCFF Revenue to the Standard

DATA ENTRY: Enter an explanation if the standard is not met.

1a. STANDARD NOT MET - Projected change in LCFF revenue is outside the standard in one or more of the budget or two subsequent fiscal years. Provide reasons why the projection(s)exceed the standard(s) and a description of the methods and assumptions used in projecting LCFF revenue.

Explanation:

(required if NOT met)

COLA and continued growth (supported by demographic studies) mean that DUSD will continue to have greater than standard growth in LCFF revenues.

325/358

Dublin UnifiedAlameda County

2019-20 July 1 BudgetGeneral Fund

School District Criteria and Standards Review01 75093 0000000

Form 01CS

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cs-a (Rev 03/15/2019) Page 6 of 27 Printed: 6/6/2019 11:29 AM

5. CRITERION: Salaries and Benefits

STANDARD: Projected ratio of total unrestricted salaries and benefits to total unrestricted general fund expenditures for any of the budget year or twosubsequent fiscal years has not changed from the historical average ratio from the three prior fiscal years by more than the greater of three percent or thedistrict's required reserves percentage.

5A. Calculating the District's Historical Average Ratio of Unrestricted Salaries and Benefits to Total Unrestricted General Fund Expenditures

DATA ENTRY: All data are extracted or calculated.

Estimated/Unaudited Actuals - Unrestricted

(Resources 0000-1999) Ratio

Salaries and Benefits Total Expenditures of Unrestricted Salaries and Benefits

Fiscal Year (Form 01, Objects 1000-3999) (Form 01, Objects 1000-7499) to Total Unrestricted Expenditures

Third Prior Year (2016-17) 68,000,549.11 77,178,034.72 88.1%

Second Prior Year (2017-18) 74,953,182.05 85,698,466.03 87.5%

First Prior Year (2018-19) 83,304,216.00 95,944,925.00 86.8%

Historical Average Ratio: 87.5%

Budget Year 1st Subsequent Year 2nd Subsequent Year

(2019-20) (2020-21) (2021-22)

District's Reserve Standard Percentage(Criterion 10B, Line 4): 3.0% 3.0% 3.0%

District's Salaries and Benefits Standard

(historical average ratio, plus/minus the greater

of 3% or the district's reserve standard percentage): 84.5% to 90.5% 84.5% to 90.5% 84.5% to 90.5%

5B. Calculating the District's Projected Ratio of Unrestricted Salaries and Benefits to Total Unrestricted General Fund Expenditures

DATA ENTRY: If Form MYP exists, Unrestricted Salaries and Benefits, and Total Unrestricted Expenditures data for the 1st and 2nd Subsequent Years will be extracted; if not,

enter data for the two subsequent years. All other data are extracted or calculated.

Budget - Unrestricted

(Resources 0000-1999)

Salaries and Benefits Total Expenditures Ratio

(Form 01, Objects 1000-3999) (Form 01, Objects 1000-7499) of Unrestricted Salaries and Benefits

Fiscal Year (Form MYP, Lines B1-B3) (Form MYP, Lines B1-B8, B10) to Total Unrestricted Expenditures Status

Budget Year (2019-20) 91,947,825.00 110,081,473.00 83.5% Not Met

1st Subsequent Year (2020-21) 96,322,352.00 113,183,836.00 85.1% Met

2nd Subsequent Year (2021-22) 99,638,183.00 116,695,149.00 85.4% Met

5C. Comparison of District Salaries and Benefits Ratio to the Standard

DATA ENTRY: Enter an explanation if the standard is not met.

1a. STANDARD NOT MET - Projected ratio(s) of unrestricted salary and benefit costs to total unrestricted expenditures are outside the standard in one or more of the budget or twosubsequent fiscal years. Provide reasons why the projection(s) exceed the standard, a description of the methods and assumptions used in projecting salaries and benefits, and whatchanges, if any, will be made to bring the projected salary and benefit costs within the standard.

Explanation:

(required if NOT met)

Expected purchases of instructional materials in the budget year are driving up non-personnel costs.

326/358

Dublin UnifiedAlameda County

2019-20 July 1 BudgetGeneral Fund

School District Criteria and Standards Review01 75093 0000000

Form 01CS

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cs-a (Rev 03/15/2019) Page 7 of 27 Printed: 6/6/2019 11:29 AM

6. CRITERION: Other Revenues and Expenditures

STANDARD: Projected operating revenues (including federal, other state, and other local) or expenditures (including books and supplies,

and services and other operating), for any of the budget year or two subsequent fiscal years, have not changed from the prior fiscal year amount by morethan the percentage change in population and the funded cost-of-living adjustment (COLA) plus or minus ten percent.

For each major object category, changes that exceed the percentage change in population and the funded COLA plus or minus five percent must beexplained.

6A. Calculating the District's Other Revenues and Expenditures Standard Percentage Ranges

DATA ENTRY: All data are extracted or calculated.

Budget Year 1st Subsequent Year 2nd Subsequent Year

(2019-20) (2020-21) (2021-22)

1. District's Change in Population and Funding Level

(Criterion 4A1, Step 3): 4.67% 4.04% 3.75%

2. District's Other Revenues and Expenditures

Standard Percentage Range (Line 1, plus/minus 10%): -5.33% to 14.67% -5.96% to 14.04% -6.25% to 13.75%

3. District's Other Revenues and Expenditures

Explanation Percentage Range (Line 1, plus/minus 5%): -.33% to 9.67% -.96% to 9.04% -1.25% to 8.75%

6B. Calculating the District's Change by Major Object Category and Comparison to the Explanation Percentage Range (Section 6A, Line 3)

DATA ENTRY: If Form MYP exists, the 1st and 2nd Subsequent Year data for each revenue and expenditure section will be extracted; if not, enter data for the two subsequent

years. All other data are extracted or calculated.

Explanations must be entered for each category if the percent change for any year exceeds the district's explanation percentage range.

Percent Change Change Is Outside

Object Range / Fiscal Year Amount Over Previous Year Explanation Range

Federal Revenue (Fund 01, Objects 8100-8299) (Form MYP, Line A2)

First Prior Year (2018-19) 1,699,047.00

Budget Year (2019-20) 2,068,247.00 21.73% Yes

1st Subsequent Year (2020-21) 2,068,247.00 0.00% No

2nd Subsequent Year (2021-22) 2,068,247.00 0.00% No

Explanation:

(required if Yes)

Deferral of some federal revenues into budget year.

Other State Revenue (Fund 01, Objects 8300-8599) (Form MYP, Line A3)

First Prior Year (2018-19) 10,358,256.00

Budget Year (2019-20) 3,607,149.00 -65.18% Yes

1st Subsequent Year (2020-21) 3,607,149.00 0.00% No

2nd Subsequent Year (2021-22) 3,607,149.00 0.00% No

Explanation:

(required if Yes)

Loss of one-time monies as well as not showing STRS on-behalf revenue/expense in the proposed budget.

Other Local Revenue (Fund 01, Objects 8600-8799) (Form MYP, Line A4)

First Prior Year (2018-19) 10,374,619.00

Budget Year (2019-20) 8,630,583.00 -16.81% Yes

1st Subsequent Year (2020-21) 8,630,583.00 0.00% No

2nd Subsequent Year (2021-22) 8,630,583.00 0.00% No

Explanation:

(required if Yes)

We do not budget certain local revenues (eg. donations) until they are received.

Books and Supplies (Fund 01, Objects 4000-4999) (Form MYP, Line B4)

First Prior Year (2018-19) 4,213,158.00

Budget Year (2019-20) 8,430,986.00 100.11% Yes

1st Subsequent Year (2020-21) 7,572,536.00 -10.18% Yes

2nd Subsequent Year (2021-22) 7,202,416.00 -4.89% Yes

Explanation:

(required if Yes)

Textbook adoption plan includes significant purchases in 2019-20 followed by years of decrease.

327/358

Dublin UnifiedAlameda County

2019-20 July 1 BudgetGeneral Fund

School District Criteria and Standards Review01 75093 0000000

Form 01CS

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cs-a (Rev 03/15/2019) Page 8 of 27 Printed: 6/6/2019 11:29 AM

Services and Other Operating Expenditures (Fund 01, Objects 5000-5999) (Form MYP, Line B5)

First Prior Year (2018-19) 14,017,241.00

Budget Year (2019-20) 15,008,381.00 7.07% No

1st Subsequent Year (2020-21) 15,853,800.00 5.63% No

2nd Subsequent Year (2021-22) 16,741,490.00 5.60% No

Explanation:

(required if Yes)

6C. Calculating the District's Change in Total Operating Revenues and Expenditures (Section 6A, Line 2)

DATA ENTRY: All data are extracted or calculated.

Percent Change

Object Range / Fiscal Year Amount Over Previous Year Status

Total Federal, Other State, and Other Local Revenue (Criterion 6B)

First Prior Year (2018-19) 22,431,922.00

Budget Year (2019-20) 14,305,979.00 -36.22% Not Met

1st Subsequent Year (2020-21) 14,305,979.00 0.00% Met

2nd Subsequent Year (2021-22) 14,305,979.00 0.00% Met

Total Books and Supplies, and Services and Other Operating Expenditures (Criterion 6B)

First Prior Year (2018-19) 18,230,399.00

Budget Year (2019-20) 23,439,367.00 28.57% Not Met

1st Subsequent Year (2020-21) 23,426,336.00 -0.06% Met

2nd Subsequent Year (2021-22) 23,943,906.00 2.21% Met

6D. Comparison of District Total Operating Revenues and Expenditures to the Standard Percentage Range

DATA ENTRY: Explanations are linked from Section 6B if the status in Section 6C is not met; no entry is allowed below.

1a. STANDARD NOT MET - Projected total operating revenues have changed by more than the standard in one or more of the budget or two subsequent fiscal years. Reasons for theprojected change, descriptions of the methods and assumptions used in the projections, and what changes, if any, will be made to bring the projected operating revenues within thestandard must be entered in Section 6A above and will also display in the explanation box below.

Explanation:

Federal Revenue

(linked from 6B

if NOT met)

Deferral of some federal revenues into budget year.

Explanation:

Other State Revenue

(linked from 6B

if NOT met)

Loss of one-time monies as well as not showing STRS on-behalf revenue/expense in the proposed budget.

Explanation:

Other Local Revenue

(linked from 6B

if NOT met)

We do not budget certain local revenues (eg. donations) until they are received.

1b. STANDARD NOT MET - Projected total operating expenditures have changed by more than the standard in one or more of the budget or two subsequent fiscal years. Reasons for theprojected change, descriptions of the methods and assumptions used in the projections, and what changes, if any, will be made to bring the projected operating expenditures within thestandard must be entered in Section 6A above and will also display in the explanation box below.

Explanation:

Books and Supplies

(linked from 6B

if NOT met)

Textbook adoption plan includes significant purchases in 2019-20 followed by years of decrease.

Explanation:

Services and Other Exps

(linked from 6B

if NOT met)

328/358

Dublin UnifiedAlameda County

2019-20 July 1 BudgetGeneral Fund

School District Criteria and Standards Review01 75093 0000000

Form 01CS

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cs-a (Rev 03/15/2019) Page 9 of 27 Printed: 6/6/2019 11:29 AM

7. CRITERION: Facilities Maintenance

STANDARD: Confirm that the annual contribution for facilities maintenance funding is not less than the amount required pursuant to Education CodeSection 17070.75, if applicable, and that the district is providing adequately to preserve the functionality of its facilities for their normal life in accordancewith Education Code sections 52060(d)(1) and 17002(d)(1).

Determining the District's Compliance with the Contribution Requirement for EC Section 17070.75 - Ongoing and Major Maintenance/Restricted MaintenanceAccount (OMMA/RMA)

NOTE: EC Section 17070.75 requires the district to deposit into the account a minimum amount equal to or greater than three percent of the total general fund expendituresand other financing uses for that fiscal year.

DATA ENTRY: Click the appropriate Yes or No button for special education local plan area (SELPA) administrative units (AUs); all other data are extracted or calculated. If standard is not met,enter an X in the appropriate box and enter an explanation, if applicable.

1. a. For districts that are the AU of a SELPA, do you choose to exclude revenues that are passed through to participating members of

the SELPA from the OMMA/RMA required minimum contribution calculation? No

b. Pass-through revenues and apportionments that may be excluded from the OMMA/RMA calculation per EC Section 17070.75(b)(2)(D)

(Fund 10, resources 3300-3499 and 6500-6540, objects 7211-7213 and 7221-7223) 0.00

2. Ongoing and Major Maintenance/Restricted Maintenance Account

a. Budgeted Expenditures

and Other Financing Uses

(Form 01, objects 1000-7999) 136,180,627.00

b. Plus: Pass-through Revenues 3% Required Budgeted Contribution¹

and Apportionments Minimum Contribution to the Ongoing and Major

(Line 1b, if line 1a is No) 0.00 (Line 2c times 3%) Maintenance Account Status

c. Net Budgeted Expenditures

and Other Financing Uses 136,180,627.00 4,085,418.81 4,085,419.00 Met

¹ Fund 01, Resource 8150, Objects 8900-8999

If standard is not met, enter an X in the box that best describes why the minimum required contribution was not made:

Not applicable (district does not participate in the Leroy F. Greene School Facilities Act of 1998)

Exempt (due to district's small size [EC Section 17070.75 (b)(2)(E)])

Other (explanation must be provided)

Explanation:

(required if NOT met

and Other is marked)

329/358

Dublin UnifiedAlameda County

2019-20 July 1 BudgetGeneral Fund

School District Criteria and Standards Review01 75093 0000000

Form 01CS

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cs-a (Rev 03/15/2019) Page 10 of 27 Printed: 6/6/2019 11:29 AM

8. CRITERION: Deficit Spending

STANDARD: Unrestricted deficit spending (total unrestricted expenditures and other financing uses is greater than total unrestricted revenues and otherfinancing sources) as a percentage of total unrestricted expenditures and other financing uses, has not exceeded one-third of the district's availablereserves¹ as a percentage of total expenditures and other financing uses² in two out of three prior fiscal years.

8A. Calculating the District's Deficit Spending Standard Percentage Levels

DATA ENTRY: All data are extracted or calculated.

Third Prior Year Second Prior Year First Prior Year

(2016-17) (2017-18) (2018-19)

1. District's Available Reserve Amounts (resources 0000-1999)

a. Stabilization Arrangements

(Funds 01 and 17, Object 9750) 10,611,404.18 0.00 0.00

b. Reserve for Economic Uncertainties

(Funds 01 and 17, Object 9789) 0.00 3,298,402.00 14,502,323.00

c. Unassigned/Unappropriated

(Funds 01 and 17, Object 9790) 4,232,599.48 2,499,876.29 5,295,337.12

d. Negative General Fund Ending Balances in Restricted

Resources (Fund 01, Object 979Z, if negative, for each of

resources 2000-9999) 0.00 (2.42) 0.00

e. Available Reserves (Lines 1a through 1d) 14,844,003.66 5,798,275.87 19,797,660.12

2. Expenditures and Other Financing Uses

a. District's Total Expenditures and Other Financing Uses

(Fund 01, objects 1000-7999) 99,520,590.98 109,946,738.80 126,975,708.00

b. Plus: Special Education Pass-through Funds (Fund 10, resources

3300-3499 and 6500-6540, objects 7211-7213 and 7221-7223) 0.00

c. Total Expenditures and Other Financing Uses

(Line 2a plus Line 2b) 99,520,590.98 109,946,738.80 126,975,708.00

3. District's Available Reserve Percentage

(Line 1e divided by Line 2c) 14.9% 5.3% 15.6%

District's Deficit Spending Standard Percentage Levels

(Line 3 times 1/3): 5.0% 1.8% 5.2%

¹Available reserves are the unrestricted amounts in the Stabilization Arrangement, Reserve for

Economic Uncertainties, and Unassigned/Unappropriated accounts in the General Fund and the

Special Reserve Fund for Other Than Capital Outlay Projects. Available reserves will be reduced by

any negative ending balances in restricted resources in the General Fund.

²A school district that is the Administrative Unit of a Special Education Local Plan Area (SELPA)

may exclude from its expenditures the distribution of funds to its participating members.

8B. Calculating the District's Deficit Spending Percentages

DATA ENTRY: All data are extracted or calculated.

Net Change in Total Unrestricted Expenditures Deficit Spending Level

Unrestricted Fund Balance and Other Financing Uses (If Net Change in Unrestricted Fund

Fiscal Year (Form 01, Section E) (Form 01, Objects 1000-7999) Balance is negative, else N/A) Status

Third Prior Year (2016-17) 4,758,192.54 77,178,034.72 N/A Met

Second Prior Year (2017-18) 605,904.07 86,798,466.03 N/A Met

First Prior Year (2018-19) 1,074,602.00 97,044,925.00 N/A Met

Budget Year (2019-20) (Information only) (7,649,577.00) 111,181,473.00

8C. Comparison of District Deficit Spending to the Standard

DATA ENTRY: Enter an explanation if the standard is not met.

1a. STANDARD MET - Unrestricted deficit spending, if any, has not exceeded the standard percentage level in two or more of the three prior years.

Explanation:

(required if NOT met)

330/358

Dublin UnifiedAlameda County

2019-20 July 1 BudgetGeneral Fund

School District Criteria and Standards Review01 75093 0000000

Form 01CS

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cs-a (Rev 03/15/2019) Page 11 of 27 Printed: 6/6/2019 11:29 AM

9. CRITERION: Fund Balance

STANDARD: Budgeted beginning unrestricted general fund balance has not been overestimated for two out of three prior fiscal years by more than thefollowing percentage levels:

Percentage Level ¹ District ADA

1.7% 0 to 300

1.3% 301 to 1,000

1.0% 1,001 to 30,000

0.7% 30,001 to 400,000

0.3% 400,001 and over

¹ Percentage levels equate to a rate of deficit spending which would eliminate recommended reserves foreconomic uncertainties over a three year period.

District Estimated P-2 ADA (Form A, Lines A6 and C4): 12,308

District's Fund Balance Standard Percentage Level: 1.0%

9A. Calculating the District's Unrestricted General Fund Beginning Balance Percentages

DATA ENTRY: Enter data in the Original Budget column for the First, Second, and Third Prior Years; all other data are extracted or calculated.

Unrestricted General Fund Beginning Balance ² Beginning Fund Balance

(Form 01, Line F1e, Unrestricted Column) Variance Level

Fiscal Year Original Budget Estimated/Unaudited Actuals (If overestimated, else N/A) Status

Third Prior Year (2016-17) 6,063,399.00 10,938,703.08 N/A Met

Second Prior Year (2017-18) 14,048,184.00 15,696,895.62 N/A Met

First Prior Year (2018-19) 15,878,864.00 16,302,801.00 N/A Met

Budget Year (2019-20) (Information only) 17,377,403.00

² Adjusted beginning balance, including audit adjustments and other restatements (objects 9791-9795)

9B. Comparison of District Unrestricted Beginning Fund Balance to the Standard

DATA ENTRY: Enter an explanation if the standard is not met.

1a. STANDARD MET - Unrestricted general fund beginning fund balance has not been overestimated by more than the standard percentage level for two or more of the previous threeyears.

Explanation:

(required if NOT met)

331/358

Dublin UnifiedAlameda County

2019-20 July 1 BudgetGeneral Fund

School District Criteria and Standards Review01 75093 0000000

Form 01CS

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cs-a (Rev 03/15/2019) Page 12 of 27 Printed: 6/6/2019 11:29 AM

10. CRITERION: Reserves

STANDARD: Available reserves¹ for any of the budget year or two subsequent fiscal years are not less than the following percentages or amounts² asapplied to total expenditures and other financing uses³:

DATA ENTRY: Budget Year data are extracted. If Form MYP exists, 1st and 2nd Subsequent Year data will be extracted. If not, enter district regular ADAand charter school ADA corresponding to financial data reported in the General Fund, only, for the two subsequent years.

Percentage Level District ADA

5% or $69,000 (greater of) 0 to 300

4% or $69,000 (greater of) 301 to 1,000

3% 1,001 to 30,000

2% 30,001 to 400,000

1% 400,001 and over

¹ Available reserves are the unrestricted amounts in the Stabilization Arrangements, Reserve for EconomicUncertainties, and Unassigned/Unappropriated accounts in the General Fund and the Special ReserveFund for Other Than Capital Outlay Projects. Available reserves will be reduced by any negative endingbalances in restricted resources in the General Fund.

² Dollar amounts to be adjusted annually by the prior year statutory cost-of-living adjustment (EducationCode Section 42238), rounded to the nearest thousand.

³ A school district that is the Administrative Unit (AU) of a Special Education Local Plan Area (SELPA) mayexclude from its expenditures the distribution of funds to its participating members.

Budget Year 1st Subsequent Year 2nd Subsequent Year

(2019-20) (2020-21) (2021-22)

District Estimated P-2 ADA (Budget Year, Form A, Lines A4 and C4. 12,308 12,805 13,285

Subsequent Years, Form MYP, Line F2, if available.)

District's Reserve Standard Percentage Level: 3% 3% 3%

10A. Calculating the District's Special Education Pass-through Exclusions (only for districts that serve as the AU of a SELPA)

DATA ENTRY: For SELPA AUs, if Form MYP exists, all data will be extracted including the Yes/No button selection. If not, click the appropriate Yes or No button

for item 1 and, if Yes, enter data for item 2a and for the two subsequent years in item 2b; Budget Year data are extracted.

For districts that serve as the AU of a SELPA (Form MYP, Lines F1a, F1b1, and F1b2):

1. Do you choose to exclude from the reserve calculation the pass-through funds distributed to SELPA members? Yes2. If you are the SELPA AU and are excluding special education pass-through funds:

a. Enter the name(s) of the SELPA(s):

Budget Year 1st Subsequent Year 2nd Subsequent Year

(2019-20) (2020-21) (2021-22)

b. Special Education Pass-through Funds

(Fund 10, resources 3300-3499 and 6500-6540,

objects 7211-7213 and 7221-7223) 0.00

10B. Calculating the District's Reserve Standard

DATA ENTRY: If Form MYP exists, 1st and 2nd Subsequent Year data for lines 1 and 2 will be extracted; if not, enter data for the two subsequent years.

All other data are extracted or calculated.

Budget Year 1st Subsequent Year 2nd Subsequent Year

(2019-20) (2020-21) (2021-22)

1. Expenditures and Other Financing Uses

(Fund 01, objects 1000-7999) (Form MYP, Line B11) 136,180,627.00 139,807,813.00 143,849,020.00

2. Plus: Special Education Pass-through

(Criterion 10A, Line 2b, if Criterion 10A, Line 1 is No)

3. Total Expenditures and Other Financing Uses

(Line B1 plus Line B2) 136,180,627.00 139,807,813.00 143,849,020.00

4. Reserve Standard Percentage Level 3% 3% 3%

5. Reserve Standard - by Percent

(Line B3 times Line B4) 4,085,418.81 4,194,234.39 4,315,470.60

6. Reserve Standard - by Amount

($69,000 for districts with 0 to 1,000 ADA, else 0) 0.00 0.00 0.00

7. District's Reserve Standard

(Greater of Line B5 or Line B6) 4,085,418.81 4,194,234.39 4,315,470.60

332/358

Dublin UnifiedAlameda County

2019-20 July 1 BudgetGeneral Fund

School District Criteria and Standards Review01 75093 0000000

Form 01CS

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cs-a (Rev 03/15/2019) Page 13 of 27 Printed: 6/6/2019 11:29 AM

10C. Calculating the District's Budgeted Reserve Amount

DATA ENTRY: If Form MYP exists, 1st and 2nd Subsequent Year data for lines 1 through 7 will be extracted; if not, enter data for the two subsequent years.

All other data are extracted or calculated.

Reserve Amounts(Unrestricted resources 0000-1999 except Line 4):

Budget Year(2019-20)

1st Subsequent Year(2020-21)

2nd Subsequent Year(2021-22)

1. General Fund - Stabilization Arrangements

(Fund 01, Object 9750) (Form MYP, Line E1a) 0.00

2. General Fund - Reserve for Economic Uncertainties

(Fund 01, Object 9789) (Form MYP, Line E1b) 4,085,419.00

3. General Fund - Unassigned/Unappropriated Amount

(Fund 01, Object 9790) (Form MYP, Line E1c) 3,775,623.00 6,114,721.00 6,240,574.00

4. General Fund - Negative Ending Balances in Restricted Resources

(Fund 01, Object 979Z, if negative, for each of resources 2000-9999)

(Form MYP, Line E1d) (65,598.00) 0.00 0.00

5. Special Reserve Fund - Stabilization Arrangements

(Fund 17, Object 9750) (Form MYP, Line E2a) 0.00

6. Special Reserve Fund - Reserve for Economic Uncertainties

(Fund 17, Object 9789) (Form MYP, Line E2b) 2,760,031.00

7. Special Reserve Fund - Unassigned/Unappropriated Amount

(Fund 17, Object 9790) (Form MYP, Line E2c) 0.00

8. District's Budgeted Reserve Amount

(Lines C1 thru C7) 10,555,475.00 6,114,721.00 6,240,574.00

9. District's Budgeted Reserve Percentage (Information only)

(Line 8 divided by Section 10B, Line 3) 7.75% 4.37% 4.34%

District's Reserve Standard

(Section 10B, Line 7): 4,085,418.81 4,194,234.39 4,315,470.60

Status: Met Met Met

10D. Comparison of District Reserve Amount to the Standard

DATA ENTRY: Enter an explanation if the standard is not met.

1a. STANDARD MET - Projected available reserves have met the standard for the budget and two subsequent fiscal years.

Explanation:

(required if NOT met)

333/358

Dublin UnifiedAlameda County

2019-20 July 1 BudgetGeneral Fund

School District Criteria and Standards Review01 75093 0000000

Form 01CS

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cs-a (Rev 03/15/2019) Page 14 of 27 Printed: 6/6/2019 11:29 AM

SUPPLEMENTAL INFORMATION

DATA ENTRY: Click the appropriate Yes or No button for items S1 through S4. Enter an explanation for each Yes answer.

S1. Contingent Liabilities

1a. Does your district have any known or contingent liabilities (e.g., financial or program audits, litigation,

state compliance reviews) that may impact the budget? No

1b. If Yes, identify the liabilities and how they may impact the budget:

S2. Use of One-time Revenues for Ongoing Expenditures

1a. Does your district have ongoing general fund expenditures in the budget in excess of one percent of

the total general fund expenditures that are funded with one-time resources? No

1b. If Yes, identify the expenditures and explain how the one-time resources will be replaced to continue funding the ongoing expenditures in the following fiscal years:

S3. Use of Ongoing Revenues for One-time Expenditures

1a. Does your district have large non-recurring general fund expenditures that are funded with ongoing

general fund revenues? No

1b. If Yes, identify the expenditures:

S4. Contingent Revenues

1a. Does your district have projected revenues for the budget year or either of the two subsequent fiscal years

contingent on reauthorization by the local government, special legislation, or other definitive act

(e.g., parcel taxes, forest reserves)? No

1b. If Yes, identify any of these revenues that are dedicated for ongoing expenses and explain how the revenues will be replaced or expenditures reduced:

334/358

Dublin UnifiedAlameda County

2019-20 July 1 BudgetGeneral Fund

School District Criteria and Standards Review01 75093 0000000

Form 01CS

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cs-a (Rev 03/15/2019) Page 15 of 27 Printed: 6/6/2019 11:29 AM

S5. Contributions

Identify projected contributions from unrestricted resources in the general fund to restricted resources in the general fund for the budget year and two subsequent fiscal years. Providean explanation if contributions have changed from the prior fiscal year amounts by more than $20,000 and more than ten percent. Explanation should include whether contributions areongoing or one-time in nature.

Identify projected transfers to or from the general fund to cover operating deficits in either the general fund or any other fund for the budget year and two subsequent fiscal years.Provide an explanation if transfers have changed from the prior fiscal year amounts by more than $20,000 and more than ten percent. Explanation should include whether transfers areongoing or one-time in nature.

Estimate the impact of any capital projects on the general fund operational budget.

District's Contributions and Transfers Standard:-10.0% to +10.0%

or -$20,000 to +$20,000

S5A. Identification of the District's Projected Contributions, Transfers, and Capital Projects that may Impact the General Fund

DATA ENTRY: For Contributions, enter data in the Projection column for the 1st and 2nd Subsequent Years. Contributions for the First Prior Year and Budget Year will be extracted. ForTransfers In and Transfers Out, enter data in the First Prior Year. If Form MYP exists, the data will be extracted for the Budget Year, and 1st and 2nd Subsequent Years. If Form MYP does notexist, enter data in the Budget Year, 1st and 2nd subsequent Years. Click the appropriate button for item 1d; all other data will be calculated.

Description / Fiscal Year Projection Amount of Change Percent Change Status

1a. Contributions, Unrestricted General Fund (Fund 01, Resources 0000-1999, Object 8980)

First Prior Year (2018-19) (15,431,217.00)

Budget Year (2019-20) (15,504,332.00) 73,115.00 0.5% Met

1st Subsequent Year (2020-21) (16,017,966.00) 513,634.00 3.3% Met

2nd Subsequent Year (2021-22) (16,547,861.00) 529,895.00 3.3% Met

1b. Transfers In, General Fund *

First Prior Year (2018-19) 0.00

Budget Year (2019-20) 0.00 0.00 0.0% Met

1st Subsequent Year (2020-21) 0.00 0.00 0.0% Met

2nd Subsequent Year (2021-22) 0.00 0.00 0.0% Met

1c. Transfers Out, General Fund *

First Prior Year (2018-19) 1,100,000.00

Budget Year (2019-20) 1,100,000.00 0.00 0.0% Met

1st Subsequent Year (2020-21) 1,100,000.00 0.00 0.0% Met

2nd Subsequent Year (2021-22) 1,100,000.00 0.00 0.0% Met

1d. Impact of Capital Projects

Do you have any capital projects that may impact the general fund operational budget? No

* Include transfers used to cover operating deficits in either the general fund or any other fund.

S5B. Status of the District's Projected Contributions, Transfers, and Capital Projects

DATA ENTRY: Enter an explanation if Not Met for items 1a-1c or if Yes for item 1d.

1a. MET - Projected contributions have not changed by more than the standard for the budget and two subsequent fiscal years.

Explanation:

(required if NOT met)

1b. MET - Projected transfers in have not changed by more than the standard for the budget and two subsequent fiscal years.

Explanation:

(required if NOT met)

335/358

Dublin UnifiedAlameda County

2019-20 July 1 BudgetGeneral Fund

School District Criteria and Standards Review01 75093 0000000

Form 01CS

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cs-a (Rev 03/15/2019) Page 16 of 27 Printed: 6/6/2019 11:29 AM

1c. MET - Projected transfers out have not changed by more than the standard for the budget and two subsequent fiscal years.

Explanation:

(required if NOT met)

1d. NO - There are no capital projects that may impact the general fund operational budget.

Project Information:

(required if YES)

336/358

Dublin UnifiedAlameda County

2019-20 July 1 BudgetGeneral Fund

School District Criteria and Standards Review01 75093 0000000

Form 01CS

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cs-a (Rev 03/15/2019) Page 17 of 27 Printed: 6/6/2019 11:29 AM

S6. Long-term Commitments

Identify all existing and new multiyear commitments¹ and their annual required payments for the budget year and two subsequent fiscal years.

Explain how any increase in annual payments will be funded. Also explain how any decrease to funding sources used to pay long-term commitments will be replaced.

¹ Include multiyear commitments, multiyear debt agreements, and new programs or contracts that result in long-term obligations.

S6A. Identification of the District's Long-term Commitments

DATA ENTRY: Click the appropriate button in item 1 and enter data in all columns of item 2 for applicable long-term commitments; there are no extractions in this section.

1. Does your district have long-term (multiyear) commitments?

(If No, skip item 2 and Sections S6B and S6C) Yes

2. If Yes to item 1, list all new and existing multiyear commitments and required annual debt service amounts. Do not include long-term commitments for postemployment benefits otherthan pensions (OPEB); OPEB is disclosed in item S7A.

# of Years SACS Fund and Object Codes Used For: Principal BalanceType of Commitment Remaining Funding Sources (Revenues) Debt Service (Expenditures) as of July 1, 2019

Capital Leases

Certificates of Participation

General Obligation Bonds

Supp Early Retirement Program

State School Building Loans

Compensated Absences

Other Long-term Commitments (do not include OPEB):

TOTAL: 0

Prior Year Budget Year 1st Subsequent Year 2nd Subsequent Year

(2018-19) (2019-20) (2020-21) (2021-22)

Annual Payment Annual Payment Annual Payment Annual Payment

Type of Commitment (continued) (P & I) (P & I) (P & I) (P & I)

Capital Leases

Certificates of Participation

General Obligation Bonds

Supp Early Retirement Program

State School Building Loans

Compensated Absences

Other Long-term Commitments (continued):

Total Annual Payments: 0 0 0 0

Has total annual payment increased over prior year (2018-19)? No No No

337/358

Dublin UnifiedAlameda County

2019-20 July 1 BudgetGeneral Fund

School District Criteria and Standards Review01 75093 0000000

Form 01CS

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cs-a (Rev 03/15/2019) Page 18 of 27 Printed: 6/6/2019 11:29 AM

S6B. Comparison of the District's Annual Payments to Prior Year Annual Payment

DATA ENTRY: Enter an explanation if Yes.

1a. No - Annual payments for long-term commitments have not increased in one or more of the budget and two subsequent fiscal years.

Explanation:

(required if Yes

to increase in total

annual payments)

Annual payments will increase for general obligation bonds, offset by taxpayer assessments.

S6C. Identification of Decreases to Funding Sources Used to Pay Long-term Commitments

DATA ENTRY: Click the appropriate Yes or No button in item 1; if Yes, an explanation is required in item 2.

1. Will funding sources used to pay long-term commitments decrease or expire prior to the end of the commitment period, or are they one-time sources?

No

2.

No - Funding sources will not decrease or expire prior to the end of the commitment period, and one-time funds are not being used for long-term commitment annual payments.

Explanation:

(required if Yes)

338/358

Dublin UnifiedAlameda County

2019-20 July 1 BudgetGeneral Fund

School District Criteria and Standards Review01 75093 0000000

Form 01CS

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cs-a (Rev 03/15/2019) Page 19 of 27 Printed: 6/6/2019 11:29 AM

S7. Unfunded Liabilities

Estimate the unfunded liability for postemployment benefits other than pensions (OPEB) based on an actuarial valuation, if required, or other method; identify or estimate the actuariallydetermined contribution (if available); and indicate how the obligation is funded (pay-as-you-go, amortized over a specific period, etc.).

Estimate the unfunded liability for self-insurance programs such as workers' compensation based on an actuarial valuation, if required, or other method; identify or estimate the requiredcontribution; and indicate how the obligation is funded (level of risk retained, funding approach, etc.).

S7A. Identification of the District's Estimated Unfunded Liability for Postemployment Benefits Other than Pensions (OPEB)

DATA ENTRY: Click the appropriate button in item 1 and enter data in all other applicable items; there are no extractions in this section except the budget year data on line 5b.

1. Does your district provide postemployment benefits other

than pensions (OPEB)? (If No, skip items 2-5) No

2. For the district's OPEB:

a. Are they lifetime benefits?

b. Do benefits continue past age 65?

c. Describe any other characteristics of the district's OPEB program including eligibility criteria and amounts, if any, that retirees are required to contribute toward their own benefits:

3. a. Are OPEB financed on a pay-as-you-go, actuarial cost, or other method?

b. Indicate any accumulated amounts earmarked for OPEB in a self-insurance or Self-Insurance Fund Governmental Fund

governmental fund

4. OPEB Liabilities

a. Total OPEB liability

b. OPEB plan(s) fiduciary net position (if applicable)

c. Total/Net OPEB liability (Line 4a minus Line 4b) 0.00

d. Is total OPEB liability based on the district's estimate

or an actuarial valuation?

e. If based on an actuarial valuation, indicate the date of the OPEB valuation

Budget Year 1st Subsequent Year 2nd Subsequent Year

5. OPEB Contributions (2019-20) (2020-21) (2021-22)

a. OPEB actuarially determined contribution (ADC), if available, per

actuarial valuation or Alternative Measurement

Methodb. OPEB amount contributed (for this purpose, include premiums paid to a self-insurance fund) (funds 01-70, objects 3701-3752) 0.00

c. Cost of OPEB benefits (equivalent of "pay-as-you-go" amount)

d. Number of retirees receiving OPEB benefits

339/358

Dublin UnifiedAlameda County

2019-20 July 1 BudgetGeneral Fund

School District Criteria and Standards Review01 75093 0000000

Form 01CS

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cs-a (Rev 03/15/2019) Page 20 of 27 Printed: 6/6/2019 11:29 AM

S7B. Identification of the District's Unfunded Liability for Self-Insurance Programs

DATA ENTRY: Click the appropriate button in item 1 and enter data in all other applicable items; there are no extractions in this section.

1. Does your district operate any self-insurance programs such as workers' compensation,employee health and welfare, or property and liability? (Do not include OPEB, which iscovered in Section S7A) (If No, skip items 2-4)

No

2. Describe each self-insurance program operated by the district, including details for each such as level of risk retained, funding approach, basis for valuation (district's estimate oractuarial), and date of the valuation:

3. Self-Insurance Liabilities

a. Accrued liability for self-insurance programs

b. Unfunded liability for self-insurance programs

Budget Year 1st Subsequent Year 2nd Subsequent Year

4. Self-Insurance Contributions (2019-20) (2020-21) (2021-22)

a. Required contribution (funding) for self-insurance programs

b. Amount contributed (funded) for self-insurance programs

340/358

Dublin UnifiedAlameda County

2019-20 July 1 BudgetGeneral Fund

School District Criteria and Standards Review01 75093 0000000

Form 01CS

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cs-a (Rev 03/15/2019) Page 21 of 27 Printed: 6/6/2019 11:29 AM

S8. Status of Labor Agreements

Analyze the status of all employee labor agreements. Identify new labor agreements, as well as new commitments provided as part of previously ratified multiyear agreements; andinclude all contracts, including all administrator contracts (and including all compensation). For new agreements, indicate the date of the required board meeting. Compare the increasein new commitments to the projected increase in ongoing revenues, and explain how these commitments will be funded in future fiscal years.

If salary and benefit negotiations are not finalized at budget adoption, upon settlement with certificated or classified staff:

The school district must determine the cost of the settlement, including salaries, benefits, and any other agreements that change costs, and provide the county office of education (COE)with an analysis of the cost of the settlement and its impact on the operating budget.

The county superintendent shall review the analysis relative to the criteria and standards, and may provide written comments to the president of the district governing board andsuperintendent.

S8A. Cost Analysis of District's Labor Agreements - Certificated (Non-management) Employees

DATA ENTRY: Enter all applicable data items; there are no extractions in this section.

Prior Year (2nd Interim) Budget Year 1st Subsequent Year 2nd Subsequent Year

(2018-19) (2019-20) (2020-21) (2021-22)

Number of certificated (non-management)full-time-equivalent (FTE) positions 597.8 636.9 664.9 692.9

Certificated (Non-management) Salary and Benefit Negotiations

1. Are salary and benefit negotiations settled for the budget year? Yes

If Yes, and the corresponding public disclosure documentshave been filed with the COE, complete questions 2 and 3.

If Yes, and the corresponding public disclosure documentshave not been filed with the COE, complete questions 2-5.

If No, identify the unsettled negotiations including any prior year unsettled negotiations and then complete questions 6 and 7.

Negotiations Settled

2a. Per Government Code Section 3547.5(a), date of public disclosure board meeting: Apr 23, 2019

2b. Per Government Code Section 3547.5(b), was the agreement certified

by the district superintendent and chief business official? Yes

If Yes, date of Superintendent and CBO certification: Apr 18, 2019

3. Per Government Code Section 3547.5(c), was a budget revision adopted

to meet the costs of the agreement? No

If Yes, date of budget revision board adoption:

4. Period covered by the agreement: Begin Date: Jul 01, 2018 End Date: Jun 30, 2020

5. Salary settlement: Budget Year 1st Subsequent Year 2nd Subsequent Year

(2019-20) (2020-21) (2021-22)

Is the cost of salary settlement included in the budget and multiyear

projections (MYPs)? Yes Yes Yes

One Year Agreement

Total cost of salary settlement 6,474,491 5,680,232 4,623,305

% change in salary schedule from prior year

or

Multiyear Agreement

Total cost of salary settlement

% change in salary schedule from prior year(may enter text, such as "Reopener")

Identify the source of funding that will be used to support multiyear salary commitments:

341/358

Dublin UnifiedAlameda County

2019-20 July 1 BudgetGeneral Fund

School District Criteria and Standards Review01 75093 0000000

Form 01CS

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cs-a (Rev 03/15/2019) Page 22 of 27 Printed: 6/6/2019 11:29 AM

Negotiations Not Settled

6. Cost of a one percent increase in salary and statutory benefits

Budget Year 1st Subsequent Year 2nd Subsequent Year

(2019-20) (2020-21) (2021-22)

7. Amount included for any tentative salary schedule increases

Budget Year 1st Subsequent Year 2nd Subsequent Year

Certificated (Non-management) Health and Welfare (H&W) Benefits (2019-20) (2020-21) (2021-22)

1. Are costs of H&W benefit changes included in the budget and MYPs? Yes Yes Yes

2. Total cost of H&W benefits 209,250 209,250 209,250

3. Percent of H&W cost paid by employer

4. Percent projected change in H&W cost over prior year

Certificated (Non-management) Prior Year Settlements

Are any new costs from prior year settlements included in the budget? No

If Yes, amount of new costs included in the budget and MYPsIf Yes, explain the nature of the new costs:

Budget Year 1st Subsequent Year 2nd Subsequent Year

Certificated (Non-management) Step and Column Adjustments (2019-20) (2020-21) (2021-22)

1. Are step & column adjustments included in the budget and MYPs? Yes Yes Yes

2. Cost of step & column adjustments

3. Percent change in step & column over prior year 1.9% 1.9% 1.9%

Budget Year 1st Subsequent Year 2nd Subsequent Year

Certificated (Non-management) Attrition (layoffs and retirements) (2019-20) (2020-21) (2021-22)

1. Are savings from attrition included in the budget and MYPs? No No No

2. Are additional H&W benefits for those laid-off or retired employeesincluded in the budget and MYPs?

No No No

Certificated (Non-management) - OtherList other significant contract changes and the cost impact of each change (i.e., class size, hours of employment, leave of absence, bonuses, etc.):

342/358

Dublin UnifiedAlameda County

2019-20 July 1 BudgetGeneral Fund

School District Criteria and Standards Review01 75093 0000000

Form 01CS

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cs-a (Rev 03/15/2019) Page 23 of 27 Printed: 6/6/2019 11:29 AM

S8B. Cost Analysis of District's Labor Agreements - Classified (Non-management) Employees

DATA ENTRY: Enter all applicable data items; there are no extractions in this section.

Prior Year (2nd Interim) Budget Year 1st Subsequent Year 2nd Subsequent Year

(2018-19) (2019-20) (2020-21) (2021-22)

Number of classified (non-management)FTE positions 269.4 293.5 293.5 294.5

Classified (Non-management) Salary and Benefit Negotiations

1. Are salary and benefit negotiations settled for the budget year? YesIf Yes, and the corresponding public disclosure documentshave been filed with the COE, complete questions 2 and 3.

If Yes, and the corresponding public disclosure documentshave not been filed with the COE, complete questions 2-5.

If No, identify the unsettled negotiations including any prior year unsettled negotiations and then complete questions 6 and 7.

Negotiations Settled

2a. Per Government Code Section 3547.5(a), date of public disclosure

board meeting: Dec 06, 2018

2b. Per Government Code Section 3547.5(b), was the agreement certified

by the district superintendent and chief business official? Yes

If Yes, date of Superintendent and CBO certification: Dece 6, 2018

3. Per Government Code Section 3547.5(c), was a budget revision adopted

to meet the costs of the agreement? Yes

If Yes, date of budget revision board adoption: Dec 13, 2018

4. Period covered by the agreement: Begin Date: Jul 01, 2017 End Date: Jun 30 2020

5. Salary settlement: Budget Year 1st Subsequent Year 2nd Subsequent Year

(2019-20) (2020-21) (2021-22)

Is the cost of salary settlement included in the budget and multiyear

projections (MYPs)? Yes Yes Yes

One Year Agreement

Total cost of salary settlement

% change in salary schedule from prior year

or

Multiyear Agreement

Total cost of salary settlement

% change in salary schedule from prior year(may enter text, such as "Reopener")

Identify the source of funding that will be used to support multiyear salary commitments:

Negotiations Not Settled

6. Cost of a one percent increase in salary and statutory benefits

Budget Year 1st Subsequent Year 2nd Subsequent Year

(2019-20) (2020-21) (2021-22)

7. Amount included for any tentative salary schedule increases

343/358

Dublin UnifiedAlameda County

2019-20 July 1 BudgetGeneral Fund

School District Criteria and Standards Review01 75093 0000000

Form 01CS

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cs-a (Rev 03/15/2019) Page 24 of 27 Printed: 6/6/2019 11:29 AM

Budget Year 1st Subsequent Year 2nd Subsequent Year

Classified (Non-management) Health and Welfare (H&W) Benefits (2019-20) (2020-21) (2021-22)

1. Are costs of H&W benefit changes included in the budget and MYPs? Yes Yes Yes

2. Total cost of H&W benefits 160,000 160,000 160,000

3. Percent of H&W cost paid by employer

4. Percent projected change in H&W cost over prior year

Classified (Non-management) Prior Year Settlements

Are any new costs from prior year settlements included in the budget?

If Yes, amount of new costs included in the budget and MYPsIf Yes, explain the nature of the new costs:

Budget Year 1st Subsequent Year 2nd Subsequent Year

Classified (Non-management) Step and Column Adjustments (2019-20) (2020-21) (2021-22)

1. Are step & column adjustments included in the budget and MYPs?

2. Cost of step & column adjustments

3. Percent change in step & column over prior year

Budget Year 1st Subsequent Year 2nd Subsequent Year

Classified (Non-management) Attrition (layoffs and retirements) (2019-20) (2020-21) (2021-22)

1. Are savings from attrition included in the budget and MYPs?

2. Are additional H&W benefits for those laid-off or retired employeesincluded in the budget and MYPs?

Classified (Non-management) - OtherList other significant contract changes and the cost impact of each change (i.e., hours of employment, leave of absence, bonuses, etc.):

344/358

Dublin UnifiedAlameda County

2019-20 July 1 BudgetGeneral Fund

School District Criteria and Standards Review01 75093 0000000

Form 01CS

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cs-a (Rev 03/15/2019) Page 25 of 27 Printed: 6/6/2019 11:29 AM

S8C. Cost Analysis of District's Labor Agreements - Management/Supervisor/Confidential Employees

DATA ENTRY: Enter all applicable data items; there are no extractions in this section.

Prior Year (2nd Interim) Budget Year 1st Subsequent Year 2nd Subsequent Year

(2018-19) (2019-20) (2020-21) (2021-22)

Number of management, supervisor, andconfidential FTE positions 52.0 60.0 60.0 61.0

Management/Supervisor/Confidential

Salary and Benefit Negotiations

1. Are salary and benefit negotiations settled for the budget year? Yes

If Yes, complete question 2.

If No, identify the unsettled negotiations including any prior year unsettled negotiations and then complete questions 3 and 4.

If n/a, skip the remainder of Section S8C.

Negotiations Settled

2. Salary settlement: Budget Year 1st Subsequent Year 2nd Subsequent Year

(2019-20) (2020-21) (2021-22)

Is the cost of salary settlement included in the budget and multiyear

projections (MYPs)? Yes Yes Yes

Total cost of salary settlement

% change in salary schedule from prior year(may enter text, such as "Reopener")

Negotiations Not Settled

3. Cost of a one percent increase in salary and statutory benefits

Budget Year 1st Subsequent Year 2nd Subsequent Year

(2019-20) (2020-21) (2021-22)

4. Amount included for any tentative salary schedule increases

Management/Supervisor/Confidential Budget Year 1st Subsequent Year 2nd Subsequent Year

Health and Welfare (H&W) Benefits (2019-20) (2020-21) (2021-22)

1. Are costs of H&W benefit changes included in the budget and MYPs?

2. Total cost of H&W benefits

3. Percent of H&W cost paid by employer

4. Percent projected change in H&W cost over prior year

Management/Supervisor/Confidential Budget Year 1st Subsequent Year 2nd Subsequent Year

Step and Column Adjustments (2019-20) (2020-21) (2021-22)

1. Are step & column adjustments included in the budget and MYPs?

2. Cost of step and column adjustments

3. Percent change in step & column over prior year

Management/Supervisor/Confidential Budget Year 1st Subsequent Year 2nd Subsequent Year

Other Benefits (mileage, bonuses, etc.) (2019-20) (2020-21) (2021-22)

1. Are costs of other benefits included in the budget and MYPs?

2. Total cost of other benefits

3. Percent change in cost of other benefits over prior year

345/358

Dublin UnifiedAlameda County

2019-20 July 1 BudgetGeneral Fund

School District Criteria and Standards Review01 75093 0000000

Form 01CS

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cs-a (Rev 03/15/2019) Page 26 of 27 Printed: 6/6/2019 11:29 AM

S9. Local Control and Accountability Plan (LCAP)

Confirm that the school district's governing board has adopted an LCAP or an update to the LCAP effective for the budget year.

DATA ENTRY: Click the appropriate Yes or No button in item 1, and enter the date in item 2.

1. Did or will the school district's governing board adopt an LCAP or approve an update to the LCAP effective for the budget year? Yes

2. Approval date for adoption of the LCAP or approval of an update to the LCAP. Jun 25, 2019

S10. LCAP Expenditures

Confirm that the school district's budget includes the expenditures necessary to implement the LCAP or annual update to the LCAP.

DATA ENTRY: Click the appropriate Yes or No button.

Does the school district's budget include the expenditures necessary to implement the LCAP or annual update to the LCAP as described

in the Local Control and Accountability Plan and Annual Update Template, Section 3: Actions, Services and Expenditures? Yes

346/358

Dublin UnifiedAlameda County

2019-20 July 1 BudgetGeneral Fund

School District Criteria and Standards Review01 75093 0000000

Form 01CS

California Dept of EducationSACS Financial Reporting Software - 2019.1.0File: cs-a (Rev 03/15/2019) Page 27 of 27 Printed: 6/6/2019 11:29 AM

ADDITIONAL FISCAL INDICATORS

The following fiscal indicators are designed to provide additional data for reviewing agencies. A "Yes" answer to any single indicator does not necessarily suggest a cause for concern, but mayalert the reviewing agency to the need for additional review.

DATA ENTRY: Click the appropriate Yes or No button for items A1 through A9 except item A3, which is automatically completed based on data in Criterion 2.

A1. Do cash flow projections show that the district will end the budget year with a

negative cash balance in the general fund? No

A2. Is the system of personnel position control independent from the payroll system?

Yes

A3. Is enrollment decreasing in both the prior fiscal year and budget year? (Data from the

enrollment budget column and actual column of Criterion 2A are used to determine Yes or No) No

A4. Are new charter schools operating in district boundaries that impact the district's

enrollment, either in the prior fiscal year or budget year? No

A5. Has the district entered into a bargaining agreement where any of the budget

or subsequent years of the agreement would result in salary increases that No

are expected to exceed the projected state funded cost-of-living adjustment?

A6. Does the district provide uncapped (100% employer paid) health benefits for current or

retired employees? No

A7. Is the district's financial system independent of the county office system?

No

A8. Does the district have any reports that indicate fiscal distress pursuant to Education

Code Section 42127.6(a)? (If Yes, provide copies to the county office of education) No

A9. Have there been personnel changes in the superintendent or chief business

official positions within the last 12 months? Yes

When providing comments for additional fiscal indicators, please include the item number applicable to each comment.

Comments:

(optional)

A9. The district is currently seeking a new superintendent.

End of School District Budget Criteria and Standards Review

347/358

Technical Review Checklist 

348/358

Page 1

SACS2019 Financial Reporting Software - 2019.1.06/6/2019 12:05:57 PM 01-75093-0000000

July 1 Budget2018-19 Estimated ActualsTechnical Review Checks

Dublin Unified Alameda County

Following is a chart of the various types of technical review checks and related requirements:

F - Fatal (Data must be corrected; an explanation is not allowed)W/WC - Warning/Warning with Calculation (If data are not correct,

correct the data; if data are correct an explanationis required)

O - Informational (If data are not correct, correct the data; ifdata are correct an explanation is optional,but encouraged)

IMPORT CHECKSCHECKFUND - (F) - All FUND codes must be valid. PASSED

CHECKRESOURCE - (W) - All RESOURCE codes must be valid. PASSED

CHK-RS-LOCAL-DEFINED - (F) - All locally defined resource codes must roll up to a CDE defined resource code. PASSED

CHECKGOAL - (F) - All GOAL codes must be valid. PASSED

CHECKFUNCTION - (F) - All FUNCTION codes must be valid. PASSED

CHECKOBJECT - (F) - All OBJECT codes must be valid. PASSED

CHK-FUNDxOBJECT - (F) - All FUND and OBJECT account code combinations must be valid. PASSED

CHK-FDxRS7690x8590 - (F) - Funds 19, 57, 63, 66, 67, and 73 with Object 8590, All Other State Revenue, must be used in combination with Resource 7690, STRS-On Behalf Pension Contributions. PASSED

CHK-FUNDxRESOURCE - (W) - All FUND and RESOURCE account code combinations should be valid. PASSED

CHK-FUNDxGOAL - (W) - All FUND and GOAL account code combinations should be valid. PASSED

CHK-FUNDxFUNCTION-A - (W) - All FUND (funds 01 through 12, 19, 57, 62, and 73) and FUNCTION account code combinations should be valid. PASSED

CHK-FUNDxFUNCTION-B - (F) - All FUND (all funds except for 01 through 12, 19, 57, 62, and 73) and FUNCTION account code combinations must be valid. PASSED

CHK-RESOURCExOBJECTA - (W) - All RESOURCE and OBJECT (objects 8000 through 9999, except for 9791, 9793, and 9795) account code combinations should be valid. PASSED

CHK-RESOURCExOBJECTB - (O) - All RESOURCE and OBJECT (objects 9791, 9793, and 9795) account code combinations should be valid. PASSED

CHK-RES6500xOBJ8091 - (F) - There is no activity in Resource 6500 (Special

349/358

Page 2

SACS2019 Financial Reporting Software - 2019.1.001-75093-0000000-Dublin Unified-July 1 Budget 2018-19 Estimated Actuals6/6/2019 12:05:57 PM

Education) with Object 8091 (LCFF Transfers-Current Year) or 8099 (LCFF/Revenue Limit Transfers-Prior Years). PASSED

CHK-FUNCTIONxOBJECT - (F) - All FUNCTION and OBJECT account code combinations must be valid. PASSED

CHK-GOALxFUNCTION-A - (F) - Goal and function account code combinations (all goals with expenditure objects 1000-7999 in functions 1000-1999 and 4000-5999) must be valid. NOTE: Functions not included in the GOALxFUNCTION table (0000, 2000-3999, 6000-6999, 7100-7199, 7210, 8000-8999) are not checked and will pass the TRC. PASSED

CHK-GOALxFUNCTION-B - (F) - General administration costs (functions 7200-7999, except 7210) must be direct-charged to an Undistributed, Nonagency, or County Services to Districts goal (Goal 0000, 7100-7199, or 8600-8699). PASSED

SPECIAL-ED-GOAL - (F) - Special Education revenue and expenditure transactions (resources 3300-3405, and 6500-6540, objects 1000-8999) must be coded to a Special Education 5000 goal or to Goal 7110, Nonagency-Educational. This technical review check excludes Early Intervening Services resources 3312, 3318, and 3332. PASSED

PY-EFB=CY-BFB - (F) - Prior year ending fund balance (preloaded from last year's unaudited actuals submission) must equal current year beginning fund balance (Object 9791). PASSED

PY-EFB=CY-BFB-RES - (F) - Prior year ending balance (preloaded from last year's unaudited actuals submission) must equal current year beginning balance (Object 9791), by fund and resource. PASSED

GENERAL LEDGER CHECKSINTERFD-DIR-COST - (F) - Transfers of Direct Costs - Interfund (Object 5750) must net to zero for all funds. PASSED

INTERFD-INDIRECT - (F) - Transfers of Indirect Costs - Interfund (Object 7350) must net to zero for all funds. PASSED

INTERFD-INDIRECT-FN - (F) - Transfers of Indirect Costs - Interfund (Object 7350) must net to zero by function. PASSED

INTERFD-IN-OUT - (F) - Interfund Transfers In (objects 8910-8929) must equal Interfund Transfers Out (objects 7610-7629). PASSED

DUE-FROM=DUE-TO - (F) - Due from Other Funds (Object 9310) must equal Due to Other Funds (Object 9610). PASSED

LCFF-TRANSFER - (F) - LCFF Transfers (objects 8091 and 8099) must net to zero, individually. PASSED

INTRAFD-DIR-COST - (F) - Transfers of Direct Costs (Object 5710) must net to zero by fund. PASSED

INTRAFD-INDIRECT - (F) - Transfers of Indirect Costs (Object 7310) must net to zero by fund. PASSED

INTRAFD-INDIRECT-FN - (F) - Transfers of Indirect Costs (Object 7310) must net to zero by function. PASSED

350/358

Page 3

SACS2019 Financial Reporting Software - 2019.1.001-75093-0000000-Dublin Unified-July 1 Budget 2018-19 Estimated Actuals6/6/2019 12:05:57 PM

CONTRIB-UNREST-REV - (F) - Contributions from Unrestricted Revenues (Object 8980) must net to zero by fund. PASSED

CONTRIB-RESTR-REV - (F) - Contributions from Restricted Revenues (Object 8990) must net to zero by fund. PASSED

EPA-CONTRIB - (F) - There should be no contributions (objects 8980-8999) to the Education Protection Account (Resource 1400). PASSED

LOTTERY-CONTRIB - (F) - There should be no contributions (objects 8980-8999) to the lottery (resources 1100 and 6300) or from the Lottery: Instructional Materials (Resource 6300). PASSED

PASS-THRU-REV=EXP - (W) - Pass-through revenues from all sources (objects 8287, 8587, and 8697) should equal transfers of pass-through revenues to other agencies (objects 7211 through 7213, plus 7299 for Resource 3327), by resource.

PASSED

SE-PASS-THRU-REVENUE - (W) - Transfers of special education pass-through revenues are not reported in the general fund for the Administrative Unit of a Special Education Local Plan Area. PASSED

EXCESS-ASSIGN-REU - (F) - Amounts reported in Other Assignments (Object 9780) and/or Reserve for Economic Uncertainties (REU) (Object 9789) should not create a negative amount in Unassigned/Unappropriated (Object 9790) by fund and resource (for all funds except funds 61 through 73). PASSED

UNASSIGNED-NEGATIVE - (F) - Unassigned/Unappropriated balance (Object 9790) must be zero or negative, by resource, in all funds except the general fund and funds 61 through 73. PASSED

UNR-NET-POSITION-NEG - (F) - Unrestricted Net Position (Object 9790), in restricted resources, must be zero or negative, by resource, in funds 61 through 73. PASSED

RS-NET-POSITION-ZERO - (F) - Restricted Net Position (Object 9797), in unrestricted resources, must be zero, by resource, in funds 61 through 73.

PASSED

EFB-POSITIVE - (W) - Ending balance (Object 979Z) is negative for the following resources. Please explain the cause of the negative balances and your plan to resolve them. EXCEPTION

FUND RESOURCE NEG. EFB01 1400 -26,072.00Explanation:Will resolve at unaudited actuals.

Total of negative resource balances for Fund 01 -26,072.00

OBJ-POSITIVE - (W) - The following objects have a negative balance by resource, by fund: EXCEPTION

FUND RESOURCE OBJECT VALUE01 0000 9290 -424,072.00Explanation:Will resolve at unaudited actuals.

01 1400 9790 -26,072.00

351/358

Page 4

SACS2019 Financial Reporting Software - 2019.1.001-75093-0000000-Dublin Unified-July 1 Budget 2018-19 Estimated Actuals6/6/2019 12:05:57 PM

Explanation:Will resolve at unaudited actuals.

01 6300 9290 -50,878.86Explanation:Will resolve at unaudited actuals.

01 6512 9290 -102,822.00Explanation:Will resolve at unaudited actuals.

01 9010 9140 -240,108.00Explanation:Will resolve at unaudited actuals.

REV-POSITIVE - (W) - Revenue amounts exclusive of contributions (objects 8000-8979) should be positive by resource, by fund. PASSED

EXP-POSITIVE - (W) - Expenditure amounts (objects 1000-7999) should be positive by function, resource, and fund. PASSED

AR-AP-POSITIVE - (W) - The following Accounts Receivable (9200), Due from Other Funds (9310), Accounts Payable (9500), and/or Due to Other Funds (9610) objects have a negative balance in excess of $1,000 by resource, by fund: EXCEPTION

FUND RESOURCE OBJECT VALUE01 3327 9200 -77,894.00Explanation:Will resolve at unaudited actuals.

13 5310 9200 -1,585.01Explanation:Will resolve at unaudited actuals.

17 0000 9200 -35,640.42Explanation:Will resolve at unaudited actuals.

21 9010 9200 -704,313.17Explanation:Will resolve at unaudited actuals.

21 9010 9500 -80,195.55Explanation:Will resolve at unaudited actuals.

25 9010 9200 -91,153.84Explanation:Will resolve at unaudited actuals.

25 9010 9500 -3,436.38Explanation:Will resolve at unaudited actuals.

51 9010 9200 -4,195.31Explanation:Will resolve at unaudited actuals.

CEFB-POSITIVE - (F) - Components of Ending Fund Balance/Net Position (objects 9700-9789, 9796, and 9797) must be positive individually by resource, by fund.

PASSED

NET-INV-CAP-ASSETS - (W) - If capital asset amounts are imported/keyed, objects 9400-9489, (Capital Assets) in funds 61-73, then an amount should be recorded for Object 9796 (Net Investment in Capital Assets) within the same fund. PASSED

SUPPLEMENTAL CHECKS

352/358

Page 5

SACS2019 Financial Reporting Software - 2019.1.001-75093-0000000-Dublin Unified-July 1 Budget 2018-19 Estimated Actuals6/6/2019 12:05:57 PM

ASSET-ACCUM-DEPR-NEG - (F) - In Form ASSET, accumulated depreciation for governmental and business-type activities must be zero or negative. PASSED

DEBT-ACTIVITY - (O) - If long-term debt exists, there should be activity entered in the Schedule of Long-Term Liabilities (Form DEBT) for each type of debt. PASSED

DEBT-POSITIVE - (F) - In Form DEBT, long-term liability ending balances must be positive. PASSED

EXPORT CHECKSFORM01-PROVIDE - (F) - Form 01 (Form 01I) must be opened and saved. PASSED

ADA-PROVIDE - (F) - Average Daily Attendance data (Form A) must be provided.PASSED

CHK-UNBALANCED-A - (W) - Unbalanced and/or incomplete data in any of the forms should be corrected before an official export is completed. PASSED

CHK-UNBALANCED-B - (F) - Unbalanced and/or incomplete data in any of the forms must be corrected before an official export can be completed. PASSED

CHK-DEPENDENCY - (F) - If data have changed that affect other forms, the affected forms must be opened and saved. PASSED

Checks Completed.

353/358

Page 1

SACS2019 Financial Reporting Software - 2019.1.06/6/2019 12:04:28 PM 01-75093-0000000

July 1 Budget2019-20 Budget

Technical Review ChecksDublin Unified Alameda County

Following is a chart of the various types of technical review checks and related requirements:

F - Fatal (Data must be corrected; an explanation is not allowed)W/WC - Warning/Warning with Calculation (If data are not correct,

correct the data; if data are correct an explanation is required)

O - Informational (If data are not correct, correct the data; if data are correct an explanation is optional, but encouraged)

IMPORT CHECKSCHECKFUND - (F) - All FUND codes must be valid. PASSED

CHECKRESOURCE - (W) - All RESOURCE codes must be valid. PASSED

CHK-RS-LOCAL-DEFINED - (F) - All locally defined resource codes must roll up to a CDE defined resource code. PASSED

CHECKGOAL - (F) - All GOAL codes must be valid. PASSED

CHECKFUNCTION - (F) - All FUNCTION codes must be valid. PASSED

CHECKOBJECT - (F) - All OBJECT codes must be valid. PASSED

CHK-FUNDxOBJECT - (F) - All FUND and OBJECT account code combinations must be valid. PASSED

CHK-FDxRS7690x8590 - (F) - Funds 19, 57, 63, 66, 67, and 73 with Object 8590, All Other State Revenue, must be used in combination with Resource 7690, STRS-On Behalf Pension Contributions. PASSED

CHK-FUNDxRESOURCE - (W) - All FUND and RESOURCE account code combinations should be valid. PASSED

CHK-FUNDxGOAL - (W) - All FUND and GOAL account code combinations should be valid. PASSED

CHK-FUNDxFUNCTION-A - (W) - All FUND (funds 01 through 12, 19, 57, 62, and 73) and FUNCTION account code combinations should be valid. PASSED

CHK-FUNDxFUNCTION-B - (F) - All FUND (all funds except for 01 through 12, 19, 57, 62, and 73) and FUNCTION account code combinations must be valid. PASSED

CHK-RESOURCExOBJECTA - (W) - The following combinations for RESOURCE and OBJECT (objects 8000 through 9999, except for 9791, 9793, and 9795) are invalid. Data should be corrected or narrative must be provided explaining why the exception(s) should be considered appropriate. EXCEPTION

ACCOUNTFD - RS - PY - GO - FN - OB RESOURCE OBJECT VALUE

354/358

Page 2

SACS2019 Financial Reporting Software - 2019.1.001-75093-0000000-Dublin Unified-July 1 Budget 2019-20 Budget6/6/2019 12:04:28 PM

01-3010-0-0000-0000-9740 3010 9740 19,806.00Explanation:Will resolve at unaudited actuals.

01-3182-0-0000-0000-9740 3182 9740 96,606.00Explanation:Will resolve at unaudited actuals.

01-3327-0-0000-0000-9740 3327 9740 10,904.00Explanation:Will resolve at unaudited actuals.

01-3345-0-0000-0000-9740 3345 9740 24.00Explanation:Will resolve at unaudited actuals.

01-4035-0-0000-0000-9740 4035 9740 7,658.00Explanation:Will resolve at unaudited actuals.

01-4201-0-0000-0000-9790 4201 9790 -14,661.00Explanation:Will resolve at unaudited actuals.

01-4203-0-0000-0000-9790 4203 9790 -10,689.00Explanation:Will resolve at unaudited actuals.

01-6385-0-0000-0000-9790 6385 9790 -25,751.00Explanation:Will resolve at unaudited actuals.

CHK-RESOURCExOBJECTB - (O) - All RESOURCE and OBJECT (objects 9791, 9793, and 9795) account code combinations should be valid. PASSED

CHK-RES6500xOBJ8091 - (F) - There is no activity in Resource 6500 (Special Education) with Object 8091 (LCFF Transfers-Current Year) or 8099 (LCFF/Revenue Limit Transfers-Prior Years). PASSED

CHK-FUNCTIONxOBJECT - (F) - All FUNCTION and OBJECT account code combinations must be valid. PASSED

CHK-GOALxFUNCTION-A - (F) - Goal and function account code combinations (all goals with expenditure objects 1000-7999 in functions 1000-1999 and 4000-5999) must be valid. NOTE: Functions not included in the GOALxFUNCTION table (0000, 2000-3999, 6000-6999, 7100-7199, 7210, 8000-8999) are not checked and will pass the TRC. PASSED

CHK-GOALxFUNCTION-B - (F) - General administration costs (functions 7200-7999, except 7210) must be direct-charged to an Undistributed, Nonagency, or County Services to Districts goal (Goal 0000, 7100-7199, or 8600-8699). PASSED

SPECIAL-ED-GOAL - (F) - Special Education revenue and expenditure transactions (resources 3300-3405, and 6500-6540, objects 1000-8999) must be coded to a Special Education 5000 goal or to Goal 7110, Nonagency-Educational. This technical review check excludes Early Intervening Services resources 3312, 3318, and 3332. PASSED

GENERAL LEDGER CHECKSINTERFD-DIR-COST - (F) - Transfers of Direct Costs - Interfund (Object 5750) must net to zero for all funds. PASSED

INTERFD-INDIRECT - (F) - Transfers of Indirect Costs - Interfund (Object 7350) must net to zero for all funds. PASSED

355/358

Page 3

SACS2019 Financial Reporting Software - 2019.1.001-75093-0000000-Dublin Unified-July 1 Budget 2019-20 Budget6/6/2019 12:04:28 PM

INTERFD-INDIRECT-FN - (F) - Transfers of Indirect Costs - Interfund (Object 7350) must net to zero by function. PASSED

INTERFD-IN-OUT - (F) - Interfund Transfers In (objects 8910-8929) must equal Interfund Transfers Out (objects 7610-7629). PASSED

LCFF-TRANSFER - (F) - LCFF Transfers (objects 8091 and 8099) must net to zero, individually. PASSED

INTRAFD-DIR-COST - (F) - Transfers of Direct Costs (Object 5710) must net to zero by fund. PASSED

INTRAFD-INDIRECT - (F) - Transfers of Indirect Costs (Object 7310) must net to zero by fund. PASSED

INTRAFD-INDIRECT-FN - (F) - Transfers of Indirect Costs (Object 7310) must net to zero by function. PASSED

CONTRIB-UNREST-REV - (F) - Contributions from Unrestricted Revenues (Object 8980) must net to zero by fund. PASSED

CONTRIB-RESTR-REV - (F) - Contributions from Restricted Revenues (Object 8990) must net to zero by fund. PASSED

EPA-CONTRIB - (F) - There should be no contributions (objects 8980-8999) to the Education Protection Account (Resource 1400). PASSED

LOTTERY-CONTRIB - (F) - There should be no contributions (objects 8980-8999) to the lottery (resources 1100 and 6300) or from the Lottery: Instructional Materials (Resource 6300). PASSED

PASS-THRU-REV=EXP - (W) - Pass-through revenues from all sources (objects 8287, 8587, and 8697) should equal transfers of pass-through revenues to other agencies (objects 7211 through 7213, plus 7299 for Resource 3327), by resource.

PASSED

SE-PASS-THRU-REVENUE - (W) - Transfers of special education pass-through revenues are not reported in the general fund for the Administrative Unit of a Special Education Local Plan Area. PASSED

EXCESS-ASSIGN-REU - (F) - Amounts reported in Other Assignments (Object 9780) and/or Reserve for Economic Uncertainties (REU) (Object 9789) should not create a negative amount in Unassigned/Unappropriated (Object 9790) by fund and resource (for all funds except funds 61 through 73). PASSED

UNASSIGNED-NEGATIVE - (F) - Unassigned/Unappropriated balance (Object 9790) must be zero or negative, by resource, in all funds except the general fund and funds 61 through 73. PASSED

UNR-NET-POSITION-NEG - (F) - Unrestricted Net Position (Object 9790), in restricted resources, must be zero or negative, by resource, in funds 61 through 73. PASSED

RS-NET-POSITION-ZERO - (F) - Restricted Net Position (Object 9797), in unrestricted resources, must be zero, by resource, in funds 61 through 73.

PASSED

EFB-POSITIVE - (W) - Ending balance (Object 979Z) is negative for the following

356/358

Page 4

SACS2019 Financial Reporting Software - 2019.1.001-75093-0000000-Dublin Unified-July 1 Budget 2019-20 Budget6/6/2019 12:04:28 PM

resources. Please explain the cause of the negative balances and your plan to resolve them. NOTE: Negative ending balances in Fund 01 restricted resources will be offset against available reserves calculated in Form 01CS and Form MYP, which can negatively affect the criteria and standards. EXCEPTION

FUND RESOURCE NEG. EFB01 1400 -26,072.00Explanation:Will resolve at unaudited actuals.

01 4201 -14,661.00Explanation:Will resolve at unaudited actuals.

01 4203 -10,689.00Explanation:Will resolve at unaudited actuals.

01 6385 -25,751.00Explanation:Will resolve at unaudited actuals.

01 9010 -14,497.00Explanation:Will resolve at unaudited actuals.

Total of negative resource balances for Fund 01 -91,670.00

OBJ-POSITIVE - (W) - The following objects have a negative balance by resource, by fund: EXCEPTION

FUND RESOURCE OBJECT VALUE01 1400 9790 -26,072.00Explanation:Will resolve at unaudited actuals.

01 4201 9790 -14,661.00Explanation:Will resolve at unaudited actuals.

01 4203 9790 -10,689.00Explanation:Will resolve at unaudited actuals.

01 6385 9790 -25,751.00Explanation:Will resolve at unaudited actuals.

01 9010 9790 -14,497.00Explanation:Will resolve at unaudited actuals.

REV-POSITIVE - (W) - Revenue amounts exclusive of contributions (objects 8000-8979) should be positive by resource, by fund. PASSED

EXP-POSITIVE - (W) - Expenditure amounts (objects 1000-7999) should be positive by function, resource, and fund. PASSED

CEFB-POSITIVE - (F) - Components of Ending Fund Balance/Net Position (objects 9700-9789, 9796, and 9797) must be positive individually by resource, by fund.

PASSED

SUPPLEMENTAL CHECKSCB-BUDGET-CERTIFY - (F) - In Form CB, the district checked the box relating tothe required budget certifications. PASSED

357/358

Page 5

SACS2019 Financial Reporting Software - 2019.1.001-75093-0000000-Dublin Unified-July 1 Budget 2019-20 Budget6/6/2019 12:04:28 PM

CB-BALANCE-ABOVE-MIN - (W) - In Form CB, the district checked the box relating to compliance with EC Section 42127(a)(2)(B) and (C). PASSED

CS-EXPLANATIONS - (F) - Explanations must be provided in the Criteria and Standards Review (Form 01CS) for all criteria and for supplemental information items S1 through S6, and S9 if applicable, where the standard has not been met or where the status is Not Met or Yes. PASSED

CS-YES-NO - (F) - Supplemental information items and additional fiscal indicator items in the Criteria and Standards Review (Form 01CS) must be answered Yes or No, where applicable, for the form to be complete. PASSED

EXPORT CHECKSFORM01-PROVIDE - (F) - Form 01 (Form 01I) must be opened and saved. PASSED

BUDGET-CERT-PROVIDE - (F) - Budget Certification (Form CB) must be provided.PASSED

WK-COMP-CERT-PROVIDE - (F) - Workers' Compensation Certification (Form CC) must be provided. PASSED

ADA-PROVIDE - (F) - Average Daily Attendance data (Form A) must be provided.PASSED

CS-PROVIDE - (F) - The Criteria and Standards Review (Form 01CS) has been provided. PASSED

MYP-PROVIDE - (W) - A Multiyear Projection Worksheet must be provided with your Budget. (Note: LEAs may use a multiyear projection worksheet other than Form MYP, with approval of their reviewing agency, as long as it provides current year and at least two subsequent fiscal years, and separately projects unrestricted resources, restricted resources, and combined total resources.)

PASSED

CHK-UNBALANCED-A - (W) - Unbalanced and/or incomplete data in any of the forms should be corrected before an official export is completed. PASSED

CHK-UNBALANCED-B - (F) - Unbalanced and/or incomplete data in any of the forms must be corrected before an official export can be completed. PASSED

CHK-DEPENDENCY - (F) - If data have changed that affect other forms, the affected forms must be opened and saved. PASSED

Checks Completed.

358/358