FREMONT UNIFIED SCHOOL DISTRICTLOCAL CONTROL AND ACCOUNTABILITY PLAN 2017‐18

Adopted 

Budget 

07/01/2017

Revised 

Budget

Increase / 

(Decrease)

G1/A1* Support Professional Learning Community (PLC) Across District 339,636 339,434 (202)G1/A1 Support Professional Learning Community (PLC) Across District 0 160,112 160,112G1/A2* Ongoing PAR & Induction to Retain Highly Qualified Teachers 629,935 760,548 130,613G1/A3* Provide Adequate Personnel & Resources to Maintain Facilities 2,516,827 2,516,827 0G1/A5* Instructional Materials to Support California Standards 300,000 300,000 0G1/A6 Teacher Collaboration Time to Support Student Achievement $2,859,409 $2,859,409 0G1/A7 Provide Professional Development (PD) for Instructional Staff 300,000 311,820 11,820

G1/A8

Provide Professional Development (PD) to Support English Learner 

Students (EL) 180,000 180,000 0G2/A1 Districtwide Assessment System 225,000 225,000 0G2/A2 Teacher Leaders at Every Site 542,053 626,295 84,242G2/A3 Coaches to Support Implementation of Standards 1,099,567 1,102,422 2,855G2/A4 Opportunities for Students to Experience Career Choices 45,362 45,362 0G2/A4* Opportunities for Students to Experience Career Choices 112,520 113,022 502G2/A5 Increase Language/Literacy Skills Via Library Funding 107,500 107,500 0G2/A6 Hands‐on & Inquiry Based Learning for Middle Schools 150,000 150,000 0G2/A7 Dual Immersion Programs  100,000 100,000 0G3/A1 Advancement Via Individual Determination  (AVID) Program 693,495 693,495 0G3/A2 Multi‐tiered Intervention Support System (MTSS) 815,830 815,830 0G3/A2* Multi‐tiered Intervention Support System 240,000 320,428 80,428G3/A3 Extended Learning Options for Core Content Achievement 904,083 904,083 0G3/A4* Reduce Truancy with Staff Training (Child Welfare Assistance) 75,244 75,244 0G3/A5 English Learner Support Staff & Resources at Sites 858,768 859,892 1,124G3/A6 Extra Personnel/Resources at High‐Needs Elementary Sites 1,570,717 1,577,793 7,076G3/A7* Resources to Promote Post‐Secondary Preparation (PSAT) 0 50,000 50,000G3/A8 EL Secondary Sections  245,787 245,787 0G3/A8* EL Secondary Sections Stipend 30,630 30,630 0G4/A1 District Climate Coordination 475,000 475,000 0G4/A1* District Climate Coordination 6,000 6,000 0G4/A2* Connect Parents and Students to External/Internal Resources 299,206 299,206 0G4/A3 Provide High Interest Parent Workshops (PIQE) 60,000 60,000 0G4/A4 Information on College & Career Expectations (Naviance) 95,000 95,000 0G4/A5 Personnel to Support English Learner Families 1,383,499 1,383,499 0G4/A6 Secondary & Elementary Counselors 2,520,887 2,544,280 23,393

$19,781,955 $20,333,918 $551,963

* Funding source from Non Supplement Grant

Goal 1 $7.43Goal 2 $2.47Goal 3 $5.57Goal 4 $4.86

Goal/Action

Total Expenditures

Goal 1, $7.43 

Goal 2, $2.47 

Goal 3, $5.57 

Goal 4, $4.86 

In Millions

FREMONTSupport Professional Learning Community (PLC) Across DistrictSUPPLEMENTAL GRANT ONLY2017‐18

Adopted 

Budget 

07/01/2017 Revised Budget

Increase / 

(Decrease)

G1/A1 Support Professional Learning Community (PLC) Across District 0 160,112 160,112G1/A6 Teacher Collaboration Time to Support Student Achievement $2,859,409 $2,859,409 0G1/A7 Provide Professional Development (PD) for Instructional Staff 300,000 311,820 11,820G1/A8 Provide Professional Development (PD) to Support English Learner Students 

(EL) 180,000 180,000 0G2/A1 Districtwide Assessment System 225,000 225,000 0G2/A2 Teacher Leaders at Every Site 542,053 626,295 84,242G2/A3 Coaches to Support Implementation of Standards 1,099,567 1,102,422 2,855G2/A4 Opportunities for Students to Experience Career Choices 45,362 45,362 0G2/A5 Increase Language/Literacy Skills Via Library Funding 107,500 107,500 0G2/A6 Hands‐on & Inquiry Based Learning for Middle Schools 150,000 150,000 0G2/A7 Dual Immersion Programs  100,000 100,000 0G3/A1 Advancement Via Individual Determination  (AVID) Program 693,495 693,495 0G3/A2 Multi‐tiered Intervention Support System (MTSS) 844,330 815,830 (28,500)G3/A3 Extended Learning Options for Core Content Achievement 875,583 904,083 28,500G3/A5 English Learner Support Staff & Resources at Sites 858,768 859,892 1,124G3/A6 Extra Personnel/Resources at High‐Needs Elementary Sites 1,570,717 1,577,793 7,076G3/A8 EL Secondary Sections  245,787 245,787 0G4/A1 District Climate Coordination 475,000 475,000 0G4/A3 Provide High Interest Parent Workshops (PIQE) 60,000 60,000 0G4/A4 Information on College & Career Expectations (Naviance) 95,000 95,000 0G4/A5 Personnel to Support English Learner Families 1,383,499 1,383,499 0G4/A6 Secondary & Elementary Counselors 2,520,887 2,544,280 23,393

$15,231,957 $15,522,579 $290,622

Revenue SummaryFunding for 2017‐18 $15,231,957 $14,480,837 ($751,120)Carryover of Unspent Funds 0 1,041,742 1,041,742Total Available Funds for 2017‐18 for 2017‐18 $15,231,957 $15,522,579 $290,622

Projected Funding for 2018‐19 $15,930,867Projected Funding for 2019‐20 $16,745,818Projected Funding for 2020‐21 $17,421,558

2013‐14 $3.722014‐15 $6.782015‐16 $12.242016‐17 $13.912017‐18 $14.322018‐19 $15.932019‐20 $16.752019‐20 $17.42

Total Expenditures

Goal/Action

$3.72 

$6.78 

$12.24 $13.91  $14.32 

$15.93  $16.75  $17.42 

2013‐14 2014‐15 2015‐16 2016‐17 2017‐18 2018‐19 2019‐20 2019‐20

Supplemental Grant(In Millions)

FREMONT UNIFIED SCHOOL DISTRICTNON‐SUPPLEMENTAL GRANTS (i.e. Title 1, Title 2, Lottery, State Categorical Fund)2017‐18

Adopted 

Budget 

07/01/2017

Revised 

Budget

G1/A1* Support Professional Learning Community (PLC) Across District 339,636 339,434

G1/A2* Ongoing PAR & Induction to Retain Highly Qualified Teachers 629,935 760,548

G1/A3* Provide Adequate Personnel & Resources to Maintain Facilities 2,516,827 2,516,827

G1/A5* Instructional Materials to Support California Standards 300,000 300,000

G2/A4* Opportunities for Students to Experience Career Choices 112,520 113,022

G3/A2* Multi‐tiered Intervention Support System 240,000 320,428

G3/A4* Reduce Truancy with Staff Training (Child Welfare Assistance) 75,244 75,244

G3/A7* Resources to Promote Post‐Secondary Preparation (PSAT) 0 50,000

G3/A8* EL Secondary Sections Stipend 30,630 30,630

G4/A1* District Climate Coordination 6,000 6,000

G4/A2* Connect Parents and Students to External/Internal Resources 299,206 299,206

$4,549,998 $4,811,339

Goal/Action

Total Expenditures

Fremont Unified School District

Local Control Accountability Plan (LCAAC)

February 7, 2018

6:00-8:00 p.m. Minutes

Agenda review.

Mr. Parungao began the meeting with budget information. The good news is that we received more money. The budget chart shows the 2017-18 (page 1) make-up of the LCAP – supplemental grant, base grant and federal money with a total of $20.3 million. FUSD received $160,000 more in supplemental grant funding than anticipated. G1A1 - $160,112 – temporary placement of funds until the determination is made on how to spend it. Identified unduplicated student count was higher than estimated in the beginning of the year. In January, FUSD recalculates and certifies again. About 1,000 students more are eligible as either EL or free and reduced lunch. This could be because of late applications or when we get certification of students from government agencies. Page 2 of the budget report represents next year’s funding. This represents a subset of the previous page - supplemental grant only. In 2018-19 the initial estimate was $15.93 million; we received $930,000 more than estimated. In 2019-20, we reported that we would receive 15.6 million and instead; we estimate that it will be $16.7 million instead. In order to keep the money, we need to spend the money. LCAP is funded by non-supplemental grants also for about $4.8 million in non-supplemental funding. With the late addition of funds, we can’t invest in people for this year; so what are the best investments for this new funding that can be put in place for our targeted students? What are our best investments that we can use for our unduplicated students and continue into next year? Community Engagement: A lot of parent engagements going on. We are trying to hit as many advocacy groups as possible – school sites, Equity Group, Africa American Task Force, to name a few. PowerPoint: LCAP – tool for setting goals, actions and resources directing our targeted, unduplicated students. Demographics of FUSD Dashboard – subgroups of underperforming groups;

• blue shows that we’re doing well • progress shows where we went from yellow to green (such as EL). Our suspension rate is a

concern for the district Subgroups

• Foster students, homeless students, and African American students are in the red; SED (social-emotional disadvantaged) and students with disabilities are in orange.

Elementary counselors are showing amazing impact through the data. AVID is showing strong graduation rates and college bound students.

Areas of need: homeless student rate in graduation & suspension rates. We have to decide how to help these areas; we must invest in this area. 287 total homeless students last year. We have been working with administrators about suspension and discipline for this group of students by trying to intervene before student behavior becomes aggressive. Students will still count as homeless the following year after being in the homeless category and receive services. The County confirms numbers. Dashboard has been extensively taught to administrators to share with parent/community. Group activities are done at the community engagement presentations: – LCAP Engagement Survey

• Areas your school needs to improve (research based choices) • Support those areas of need – what actions and services and strategies are your priorities

We will bring back survey results in March showing where parent groups place their priorities. We will be looking for a recurring theme. Question: Can we target schools or individual students? Answer: most are school-wide so students are not separated. Some funds are based on students who are academically at risk. Another survey being used is the Ticket Out the Door. How do we increase parent engagement; what are the barriers to be a full participant? What triggers a suspension: Education Code outlines suspendable actions. Temporarily remove students to keep other students safe. We are looking at ways to teach students strategies on how not to repeat actions. We are tracking what students are suspended for. LCAP is aimed at TK and above – not preschool students. Committee question: Restorative practice – what is this? How do parents know what some of these mean? Suggestion - add info to survey. Maybe categories: people, program, things. Another group we received general feedback from was site principals. Principal groups were 3 or 4. We asked them whether they believed the action should be: kept primarily as is; modified; or eliminated. One idea is to leverage the money through the hiring of a person that helps multiple sites instead of giving each school a small amount that isn’t enough to really make a difference; access to a specialist/support that your school has a need for. Now the committee will look at the LCAP with some thinking points from the Directors who have spent a lot of time analyzing the LCAP. The chart key: red-decrease; green-increase Goal 1 PLC professional development– increase (professional learning community) PD opportunities; previously in three different places; now in one. Targeting initiatives in the

LCAP PD support – continue

Goal 2 Assessment – reduction; a lot of teacher training this year, not as much needed going further Lead teachers – limited time for teachers to share at their site; eliminate and instead funding

to go to hiring a specialist Instructional coaches – adjust duties and schedules based on feedback Real world careers – was a one year commitment – base dollars Libraries – to support literacy; hard to get data that we’re reaching unduplicated students. Are

there other ways to support literacy? Part of salary (FUSE Fellow) was here this year to get a plan in place, and

Goal 3 AVID – no changes MTSS – potentially reduce amount that goes right to school and hire full time staff that sites

can access for assistance Summer School – cost neutral Child welfare specialist – what can these funds be used for to help attendance EL support – slight decrease – less to sites; hire EL specialist Post-secondary – EL long term; standardize long-term EL courses where sites don’t have

these Goal 4 Improve climate; we have an opportunity to invest in improving suspension rate, restorative

practices COST – Coordination of Services Team – school support team that check on students Parent workshop – PIQE (Parents for Quality Education) is going well; attendance is high;

should offer more sections Support EL families with translators Provide social-emotional support; currently funds 13 secondary counselors; 7 elementary

counselors; suggest increasing to 14 elementary counselors Suggestions: - Categorize by top priorities - Parameters – guidelines