LCAP Arise 2015-16 v11 FINAL - Edl+ARISE+High+School+++++Contact+(Name,+Title,+Email,+Phone+Number):+James+Baldwin,+Business+Manager,[email protected],510.436.5487 LCAP+Year:2015T16+

Introduction:

ARISE High School ensures that our community RISES UP! to become intellectual leaders of the world so that they can create a more healthy, equitable, and just society. ARISE is located in the heart of the Fruitvale neighborhood of Oakland. 95% of our 260 students are low-‐income students of color. Our students are immersed in a challenging college-‐prep curriculum that emphasizes knowledge of self, critical consciousness, and performance assessment. The curriculum is enacted in the context of a highly personalized and supportive environment, which provides wrap-‐around services through our socio-‐emotional counselors, college advisors, and teachers. We are thrilled that 90% of our graduating seniors have been accepted to a 4-‐year college.

In this LCAP, we restructured our goals from last year to focus on larger, more ambitious goals that better reflect how we want to move forward. We attempted to expand the scope of our goals, AMOs, actions, and expenditures to align them with the mission and vision of our school. Last year, we found that by separating our goals into smaller components in 2014-‐15, it was more difficult to see how they fit together to create the school that we are working toward. We wanted to have goals that were challenging and goals that helped inform medium-‐term action planning in order to meet our mission and vision.

Our mission and vision statements are:

The MISSION of ARISE High School is to empower ourselves with the skills, knowledge, and agency to become highly educated, humanizing, critically conscious, intellectual, and reflective leaders in our community. At ARISE we nurture, train, and discipline our school community to engage in a continuous practice of developing mind, heart, and body towards a VISION where we actively rise up. Agency and self-‐determination drive our struggle to improve our own material and social conditions towards a more healthy, equitable, and just society.

It was important that our goals embody our mission and vision while also being specific and actionable in the short and medium term. We thought deeply about what we wanted to achieve over the next three years and we decided that our goals should revolve around three key themes.

1.) Continue to develop capacity to prepare our students for college and careers. We have always focused intensely on college preparation. In this LCAP we also set out to explore how we might expand to focus on career preparedness as well.

2.) Continue to build a rigorous curriculum and instruction that aligns with state standards and with our mission and vision.

3.) Ensure that our students and community create a culture that embodies our core values

The measurable outcomes listed in each of our three goals below are those that ARISE has identified as aligning to our Mission, Vision, Core Values and our charter document. We recognize the importance of the other goals identified by the state as mandated Mandated Metrics. The metrics that we have not listed here will be monitored each year by ARISE High School with the intention of maintaining current metric levels.

LEA: ARISE High School Contact (Name, Title, Email, Phone Number): James Baldwin, Business Manager, [email protected], 510.436.5487 LCAP Year:2015-‐16

Local Control and Accountability Plan and Annual Update Template

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

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

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

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

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

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

State Priorities

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

A. Conditions of Learning:

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

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

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

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

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

B. Pupil Outcomes:

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

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

C. Engagement:

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

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

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

Section 1: Stakeholder Engagement

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

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

Guiding Questions:

1) How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated pupils and unduplicated pupils identified in Education Code section 42238.01; community members; local bargaining units; LEA personnel; county child welfare agencies; county office of education foster youth services programs, court-‐appointed special advocates, and other foster youth stakeholders; community organizations representing English learners; and others as appropriate) been engaged and involved in developing, reviewing, and supporting implementation of the LCAP?

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

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

through any of the LEA’s engagement processes? 5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections

52062, 52068, and 47606.5, including engagement with representatives of parents and guardians of pupils identified in Education Code section 42238.01?

6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR 15495(a)? 7) How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported improved

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

Involvement Process Impact on LCAP ARISE note on the involvement process of this LCAP and the Annual Update: The involvement process in the current year combined the review of the Annual Update, and the creation of the 2015-16 LCAP simultaneously. Our 2014-15 LCAP was a learning process for us. We learned much about how to use the LCAP to better communicate our goals and success to our stakeholders as well as help ARISE plan for the future. In that learning process we discovered that we needed to wholly redesign this LCAP to be a better communication and planning tool. Our involvement process reviewed the Annual Update, reflected on what we learned and then focused primarily on designing a better LCAP for 2015-16. As such, you will find out involvement process and feedback to focus on the 2015-16 LCAP and minimally on the Annual Update. Involvement Process and Actions:

• Instructional Leaders Circle (committee of teachers, admin, students, parents and support staff) reviewed our Charter, Mission, Vision, Core Values, current year LCAP, prior WASC reports, school-wide data, and other evidence throughout the 2014-15 year. They analyzed these pieces of evidence to form a discussion around school wide goal setting, action planning, MPO identification and strategic planning. These analyses and discussions took place in weekly meetings.

Overview of feedback from stakeholders of 2014-15 LCAP: • The goals/AMOs attempted to address each state priority independently and

created too many goals. An excessive number of goals lead to ambiguity of overall focus of the organization and unclear prioritization. (We believe that this was primarily a symptom of the last LCAP template, which seemed to imply that we needed have at least one goal per priority in order to be in compliance.)

• Stakeholders advised that combining small goals into larger goals would allow the organization to be more focused and create clearer priorities.

• Stakeholders advised that combining goals would acknowledge the interdependent nature of our actions.

• Instructional Leaders Circle reviewed current year LCAP goals, actions and AMOs over three strategic planning sessions on 11/11/14, 2/2/15 and 3/7/15.

• LCAP update shared with parents at school-wide parent meeting on 4/16/15. Parents provided feedback on comments on current year Goals, actions, AMOs and expenditures.

• Administrator team reviewed curent year LCAP and stakeholder feedback to plan for next year’s LCAP over 4/27/15- 5/8/15.

• Focus group of students provided feedback and comments on current year LCAP and revisions to be made in next year’s LCAP on 5/13/15.

• Stakeholders advised that the current year LCAP Goals should be redeveloped with the intention of clearly delineating between goals, AMOs and actions.

• Stakeholders advised that our goals should better reflect our mission and vision. Stakeholder involvement and Impact #1: The Instructional Leaders Circle drove the revision of the current year LCAP and the

creation of this LCAP through their strategic planning discussions in weekly meetings throughout 2014-15. They strategic priorities they identified in 2/2/15 are the foundation of the 2014-15 LCAP. All of the priorities they identified were incorporated into the original drafts of this LCAP.

Instructional Leadership Circle reiterated the importance of using the language and intent of our Mission, Vision, and Core Values to revise LCAP goals and identified three areas of focus for our goals: providing high quality standards aligned instruction, making all graduates college and career ready, and creating a school culture that embodies our core values.

The instructional Leaders Circle also reflected on the current year LCAP and came up with a revised list of high need priority actions and expenditures on 2/2/15. They listed the following actions and expenditures for 2015-16. • Teacher coaching • Data driven instruction – particularly in student progress monitoring • College and career advising/readiness • Coherence in curriculum, assessment, and teacher training • Culture building around core values • Credit recovery opportunities • Intervention • Facility planning • Teacher evaluation framework • Advisory Curriculum

Stakeholder Involvement and Impact #2: Parents strongly expressed that having quality teachers should be the top priority for the school. This drove the creation of goal #2 and the related AMOs, actions and expenditures.

Stakeholder Involvement #2: Student feedback focused on revising the actions that

would be used to achieve each goals. Actions that they highlighted included: offering credit recovery, having all classes with codified learning targets and performance assessments, implementing a teacher evaluation process, tracking students falling behind in their graduation plan, and communicating early when a student is at risk of not graduating in 4 years. All of these actions were thus included in this LCAP.

Teacher notes: Teacher feedback focused on the AMOs we use to track our goals. They

highlighted the need for each goal to have AMOs that fully capture the spirit of the goal. In further discussion, they suggested that we add several more AMOs in this LCAP. They suggested that we include AMOs related to the following: • Student participation in the various programs that we offer • Students’ ability to embody our core values • Students success in their bridge presentations

Annual Update: • Instructional Leaders Circle (committee of teachers,

admin, students, parents and support staff) reviewed our Charter, Mission, Vision, Core Values, current year LCAP, prior WASC reports, school-wide data, and other evidence throughout the 2014-15 year. They analyzed these pieces of evidence to form a discussion around school wide goal setting, action planning, MPO identification and strategic planning. These analyses and discussions took place in weekly meetings.

• Instructional Leaders Circle reviewed current year LCAP goals, actions and AMOs over three strategic planning sessions on 11/11/14, 2/2/15 and 3/7/15.

• LCAP update shared with parents at school-wide parent meeting on 4/16/15. Parents provided feedback on comments on current year Goals, actions, AMOs and expenditures.

• Administrator team reviewed curent year LCAP and stakeholder feedback to plan for next year’s LCAP over 4/27/15- 5/8/15.

• Focus group of students provided feedback and comments on current year LCAP and revisions to be made in next year’s LCAP on 5/13/15.

Annual Update: Overview of feedback from stakeholders of 2014-15 LCAP:

• The goals/AMOs attempted to address each state priority independently and created too many goals. An excessive number of goals lead to ambiguity of overall focus of the organization and unclear prioritization. (We believe that this was primarily a symptom of the last LCAP template, which seemed to imply that we needed have at least one goal per priority in order to be in compliance.)

• Stakeholders advised that combining small goals into larger goals would allow the organization to be more focused and create clearer priorities.

• Stakeholders advised that combining goals would acknowledge the interdependent nature of our actions.

• Stakeholders advised that the current year LCAP Goals should be redeveloped with the intention of clearly delineating between goals, AMOs and actions.

• Stakeholders advised that our goals should better reflect our mission and vision. Stakeholder involvement and Impact #1: The Instructional Leaders Circle drove the revision of the current year LCAP and the

creation of this LCAP through their strategic planning discussions in weekly meetings throughout 2014-15. They strategic priorities they identified in 2/2/15 are the foundation of the 2014-15 LCAP. All of the priorities they identified were incorporated into the original drafts of this LCAP.

Instructional Leadership Circle reiterated the importance of using the language and intent of our Mission, Vision, and Core Values to revise LCAP goals and identified three areas of focus for our goals: providing high quality standards aligned instruction, making all graduates college and career ready, and creating a school culture that embodies our core values.

The instructional Leaders Circle also reflected on the current year LCAP and came up with a revised list of high need priority actions and expenditures on 2/2/15. They listed the following actions and expenditures for 2015-16. • Teacher coaching • Data driven instruction – particularly in student progress monitoring • College and career advising/readiness • Coherence in curriculum, assessment, and teacher training • Culture building around core values

• Credit recovery opportunities • Intervention • Facility planning • Teacher evaluation framework • Advisory Curriculum

Stakeholder Involvement and Impact #2: Parents strongly expressed that having quality teachers should be the top priority for the school. This drove the creation of goal #2 and the related AMOs, actions and expenditures.

Stakeholder Involvement #2: Student feedback focused on revising the actions that

would be used to achieve each goals. Actions that they highlighted included: offering credit recovery, having all classes with codified learning targets and performance assessments, implementing a teacher evaluation process, tracking students falling behind in their graduation plan, and communicating early when a student is at risk of not graduating in 4 years. All of these actions were thus included in this LCAP.

Teacher notes: Teacher feedback focused on the AMOs we use to track our goals. They

highlighted the need for each goal to have AMOs that fully capture the spirit of the goal. In further discussion, they suggested that we add several more AMOs in this LCAP. They suggested that we include AMOs related to the following: • Student participation in the various programs that we offer • Students’ ability to embody our core values • Students success in their bridge presentations

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

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

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

For school districts, Education Code sections 52060 and 52061, for county offices of education, Education Code sections 52066 and 52067, and for charter schools, Education Code section 47606.5 require(s) the LCAP to include a description of the annual goals, for all pupils and each subgroup of pupils, to be achieved for each state priority as defined in 5 CCR 15495(i) and any local priorities; a description of the specific actions an LEA will take to meet the identified goals; a description of the expenditures required to implement the specific actions; and an annual update to include a review of progress towards the goals and describe any changes to the goals. To facilitate alignment between the LCAP and school plans, the LCAP shall identify and incorporate school-‐specific goals related to the state and local priorities from the school plans submitted pursuant to Education Code section 64001. Furthermore, the LCAP should be shared with, and input requested from, schoolsite-‐level advisory groups, as applicable (e.g., schoolsite councils, English Learner Advisory Councils, pupil advisory groups, etc.) to facilitate alignment between school-‐site and district-‐level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet the goal.

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

Goal: Describe the goal:

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

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

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

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

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

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

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

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

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

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

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

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 Education Code sections 52061, 52067, and 47606.5.

Guiding Questions:

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

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

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

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

7) What are the specific expected measurable outcomes associated with each of the goals annually and over the term of the LCAP? 8) What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each state or

local priority? 9) What information was considered/reviewed for individual schoolsites? 10) What information was considered/reviewed for subgroups identified in Education Code section 52052? 11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to Education Code section 52052, to

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

LEA’s budget?

LCAP Goal #1

GOAL: Graduates of ARISE will be empowered to continue to become highly educated, critically conscious, and reflective leaders in college or a career.

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

COE only: 9__ 10__ Local : Specify _____________________

Identified Need :

All graduates need to be prepared and empowered to succeed in college and careers. ARISE has collected feedback from ARISE Alumni through interviews and surveys. Through this data collection and our EAP data, we have found large numbers of our students need additional remediation and support when they enter college. Alumni data has also helped us to understand that students need additional skills and work experience in order to be prepared to enter a career directly after graduating from college.

Goal Applies to: Schools: ARISE High School Applicable Pupil Subgroups: All: EL, RFEP, FRPM, Hispanic, IEP, Foster Youth

LCAP Year 1: 2015-16

Expected Annual Measurable Outcomes:

Measureable Outcome Baseline in 2014-15 Goal in 2015-16 CAHSEE Pass Rate of 10th graders 78% ELA & 73% Math 75% Rate of Students scoring college ready on EAP Data not yet available Baseline data to be established Rate of graduating seniors meeting UC/CSU entrance requirements

97.2% 90%

Rate of Acceptance to 4-year universities by Graduating Seniors

88.9% 90%

Rate of Matriculation by Graduating Seniors to 2-year and 4-year colleges.

Data not yet available 90%

Rate of students participating in a cultural immersion program, summer program, or youth development program.

Data not available in 2014-15 Baseline data to be established

Rate of 11th graders completing mock college admission


Actions/Services Scope of Service Pupils to be served within identified scope of service Budgeted

Expenditures Provide opportunities for credit recovery opportunities through summer school and elective periods

For students falling behind on

_X_ALL Additional summer school instruction: $10,400 (LCFF Supplemental

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

graduation track

and Concentration)

Continue a daily intervention period called “Morning Boost” where students get more individual support in high need areas.

School-wide

_X_ALL Included in existing teacher Salaries: $0

OR: _XLow Income pupils _XEnglish Learners _XFoster Youth _XRedesignated fluent English proficient _XOther Subgroups:(Specify)________________________

Conduct strategic planning and program development for expanding career readiness and college access at ARISE.

School-wide

_X_ALL Strategic Consulting: $5,000 (LCFF Base)


Expand use of data driven instructional practices and implement a more robust standards-based tracking tool.

School-wide

_X_ALL Data Software: $5,100 (LCFF Base) OR:

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

Expand offerings of community college courses on site at ARISE and off-site at Merritt College in partnership with Merritt College.

For students in grades 10-12

_X_ALL Student Services Management: $91,100 (LCFF Supplemental and Concentration)


Expand Access to learning technology by purchasing additional computers for another laptop cart.

School-wide

_X_ALL Computers and IT equipment: $26,100 (LCFF Supplemental and Concentration)


LCAP Year 2: 2016-17 Expected Annual

Measurable Outcomes:

Measureable Outcome Baseline in 2014-15 Goal in 2015-16 Goal in 2016-17 CAHSEE Pass Rate of 10th graders

78% ELA & 73% Math 75% 75%

Rate of Students scoring college ready on EAP

Data not yet available Baseline data to be established

Baseline data to be established

Rate of graduating seniors meeting UC/CSU entrance requirements

97.2% 90% 90%


88.9% 90% 90%


Data not yet available 90% 90%

Rate of students participating in a cultural immersion program, summer program, or youth development program.

Data not available in 2014-15


TBD after baseline established

Rate of 11th graders completing mock college admission





Expenditures Expand our school-wide Response to Intervention and Literacy Programs.

School-wide

_X_ALL RTI Direction: $93,800 (LCFF Base) OR:

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

Implement a career pathway option for students and provide opportunities for workplace learning through partnership with local employers.

School-wide

_X_ALL Career Readiness Management: $73,800 (LCFF Base)


Expand data driven instruction to drive school School- _X_ALL Academic

wide instructional practices and student specific intervention.

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

Coach: $81,230 (LCFF Supplemental and Concentration)

Track and engage ARISE Alumni to drive college readiness practices.

ARISE Alumni, school-wide

_X_ALL Alumni Tracking tools and Alumni events: $5,000 (


Conduct school-wide PD on preparing students for the EAP test.

School-wide

_X_ALL Academic Coach: $81,230 (LCFF Supplemental and Concentration)




Measureable Outcome

Baseline in 2014-15 Goal in 2015-16 Goal in 2016-17 Goal in 2017-18

CAHSEE Pass Rate of 10th graders

78% ELA & 73% Math 75% 75% 77%

Rate of Students scoring college ready on EAP

Data not yet available Baseline data to be established



Rate of graduating seniors meeting UC/CSU entrance requirements

97.2% 90% 90% 90%


88.9% 90% 90% 90%


Data not yet available 90% 90% 90%

Rate of students participating in a cultural immersion program, summer program, or youth





development program. Rate of 11th graders completing mock college admission






Expenditures Continue to refine data driven instructional practices for school-wide strategies and student specific interventions.

School-wide


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

Expand workplace learning opportunities and partnerships with local employers.

School-wide

_X_ALL Career Readiness Management: $73,800 (LCFF Base)


Continue to refine school-wide Response to Intervention and Literacy Programs.

School-wide

_X_ALL RTI Direction: $93,800 (LCFF Base) OR:

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

LCAP Goal #2

GOAL: Our students will be immersed in common-core aligned curriculum and instruction which prepares students for college while emphasizing knowledge of self, humanizing love, and performance assessment.

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


Identified Need :

ARISE has found there is a significant variation in the instructional quality, curriculum, performance assessment, scope and sequence, and learning targets between some departments and some courses. We have found this through teacher coaching cycles, classroom observations, and teacher survey data. This variation leads to inconsistent learning outcomes for our students.

Goal Applies to: Schools: ARISE High School Applicable Pupil Subgroups: All: EL, RFEP, FRPM, Hispanic, IEP



Measureable Outcome Baseline in 2014-15 Goal in 2015-16 Rate of courses with CC/NGSS Aligned:

• scope and sequence, • learning targets, • Performance Assessments, and • Examplar Performance Assessments

Scope and Sequence: • Scope and sequence: 32% • Learning targets: 32% • Performance Assessments:

20% • Exemplar Performance

Assessments: 0%

Scope and Sequence: • Scope and sequence: 35% • Learning targets: 35% • Performance Assessments:

35% • Exemplar Performance

Assessments: 5% Number of teachers improving their average rubric score on ARISE teacher evaluation


Rate of teachers returning 86% 80% Rate of 10th graders completing Bridge 72.6% 75%


Expenditures All teachers participate in a coaching cycle to develop their practice.

School-wide



ARISE pilots the Marzano Teacher Evaluation framework in the coaching cycle to give teachers feedback on their practice.

School-wide

_X_ALL Academic Coach: $81,230 (LCFF Supplemental and

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

__Other Subgroups:(Specify)________________________

Concentration)

Continue to use departmental structures to align Scope and Sequence, Curriculum, Performance Assessments with Exemplars to state standards.

School-wide



Raise teacher salaries to recruit and retain experienced quality teachers

School-wide

_X_ALL Raise to teacher salaries: $5,000 (LCFF Supplemental and Concentration)




Measureable Outcome Baseline in 2014-15 Actuals in 2015-16 Goal in 2016-17 Rate of courses with CC/NGSS Aligned:

• scope and sequence, • learning targets, • Performance

Assessments, and • Examplar Performance

Assessments

Scope and Sequence: • Scope and

sequence: 32% • Learning targets:

32% • Performance

Assessments: 20% • Exemplar

Performance Assessments: 0%



35% • Performance





38% • Performance



Number of teachers improving their average rubric score on ARISE teacher evaluation



TBD

Rate of teachers returning 86% 80% 80% Rate of 10th graders completing Bridge

72.6% 75% 77%


Expenditures All teachers continue to participate in a coaching cycle to develop their practice.

School-wide



Leverage feedback from the Marzano Teacher Evaluation framework in the coaching cycle to improve teacher practice.

School-wide




School-wide




School-wide





Measureable Outcome

Baseline in 2014-15 Actuals in 2015-16 Actuals in 2016-17 Goal in 2017-18

Rate of courses with Scope and Sequence: Scope and Sequence: Scope and Sequence: Scope and Sequence:

CC/NGSS Aligned: • scope and

sequence, • learning targets, • Performance

Assessments, and

• Examplar Performance Assessments

• Scope and sequence: 32%

• Learning targets: 32%

• Performance Assessments: 20%

• Exemplar Performance Assessments: 0%













Number of teachers improving their average rubric score on ARISE teacher evaluation



TBD TBD

Rate of teachers returning 86% 80% 80% 80% Rate of 10th graders completing Bridge

72.6% 75% 77% 78%


Expenditures All teachers continue to participate in a coaching cycle to develop their practice.

School-wide



Leverage feedback from the Marzano Teacher Evaluation framework in the coaching cycle to improve teacher practice.

School-wide




School-wide




School-wide



LCAP Goal #3

GOAL: The ARISE community will nurture, train, and discipline our entire school to embody our core values of respect, build, persevere, and lead.

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


Identified Need :

At ARISE, we are constantly analyzing and reflecting on causes of student success and failure. We have found that the students who come to ARISE and learn to embody our core values are nearly always successful academically and continue to fulfill the mission and vision of ARISE after graduation. Those who struggle to embody these values often fail to graduate, have poor attendance, are dissatisfied with their school experience or experience other challenges while at ARISE. This analysis has made clear to us that quality curriculum, instructions and postsecondary preparation does not explain everything makes a school successful. The values, culture, or climate of a school is also necessary to create a positive learning experience.

Goal Applies to: Schools: ARISE High School Applicable Pupil Subgroups: All: EL, RFEP, FRPM, Hispanic, IEP

LCAP Year 1: 2015-16 Expected Annual

Measurable Measureable Outcome Baseline in 2014-15 Goal in 2015-16

Outcomes: Retention Rate of last year’s 9th, 10th and 11th graders from May 1st prior year to May 1st current year

• Former 9th graders: 83% • Former 10th graders: 79% • Former 11th graders: 80%

• Former 9th graders: 85% • Former 10th graders: 85% • Former 11th graders: 80%

Rate of students on track to graduate in 4 years at beginning of their 10th, 11th, and 12th grade

Data not available in 2014-15 Baseline Data to be established

Cohort drop out rate Data not yet available [11.1% in 2013-14]

Less than 12%

P2 Attendance rate 96.63% 95% Parent Satisfaction – Rate of students who would recommend ARISE High School to another parent

96% 90%

Parent Participation rate – Parents participating in non-mandatory events or engagement opportunities

Data not available in 2014-15 Baseline to be established

Rate of temporary exclusions to number of students (# of suspensions/# of students) as of May 1st

4.8% 5%

Student satisfaction rate – rate of students who would recommend ARISE to a friend

Data not yet available Baseline to be established

Rate of students participating in student led mediation

Data not available in 2014-15 Baseline to be established


Expenditures Case-manage student progress through the academic and personal development process using the structures of Advisory and Coordination of Services.

School-wide



Hold weekly informal “Informative Monday” parent meetings and monthly formal Parent Meetings to engage parents in their students’ academic and personal development.

School-wide

_X_ALL Parent Coordination: $45,800 (LCFF Supplemental and Concentration)


Hold regular Student Engagement Committee meetings to engage absentee students and students at risk of becoming absentees.

School-wide



Use advisory, RISE Up Assemblies, Students Leadership structures to create a positive school climate and to guide a personal development process that help students embody ARISE’s core values.

School-wide





Measureable Outcome Baseline in 2014-15 Actuals in 2015-16 Goal in 2016-17 Retention Rate of last year’s 9th, 10th and 11th graders from May 1st prior year to May 1st current year

• Former 9th graders: 83%











Baseline Data to be established

TBD


Less than 12% Less than 11%

P2 Attendance rate 96.63% 95% 95% Parent Satisfaction – Rate of students who would recommend ARISE High School to another parent

96% 90% 90%



Baseline to be established TBD

Rate of temporary exclusions to number of students (# of

4.8% 5% 5%

suspensions/# of students) as of May 1st Student satisfaction rate – rate of students who would recommend ARISE to a friend

Data not yet available Baseline to be established TBD

Rate of students participating in student led mediation


Baseline to be established TBD


Expenditures Case manage student progress through the academic and personal development process using the structures of Advisory and Coordination of Services.

School-wide




School-wide




School-wide



Use advisory, RISE Up Assemblies, Students Leadership structures to create a positive school climate and to guide a personal development process that help students embody ARISE’s core values.

School-wide



Codify a school-wide discipline praxis that supports students to express our core values.

School-wide





Measureable Outcome

Baseline in 2014-15 Actuals in 2015-16 Actuals in 2016-17 Goal in 2017-18

Retention Rate of last year’s 9th, 10th and 11th graders from May 1st prior year to May 1st current year















Baseline Data to be established

TBD TBD


Less than 12% Less than 11% Less than 10%

P2 Attendance rate 96.63% 95% 95% 95% Parent Satisfaction – Rate of students who would recommend ARISE High School to another parent

96% 90% 90% 90%



Baseline to be established

TBD TBD

Rate of temporary exclusions to number of students (# of suspensions/# of students) as of May 1st

4.8% 5% 5% 5%

Student satisfaction rate – rate of students who would recommend ARISE

Data not yet available Baseline to be established

TBD TBD

to a friend Rate of students participating in student led mediation


Baseline to be established

TBD TBD


Expenditures Case manage student progress through the academic and personal development process using the structures of Advisory and Coordination of Services.

School-wide




School-wide




School-wide



Use Advisory, RISE Up Assemblies, Students Leadership structures to create a positive school climate and to guide a personal development process that help students embody ARISE’s core values.

School-wide



Codify school-wide classroom cohesion practices School- _X_ALL Student

that support students to express our core values. wide OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups: (Specify)________________________

Services Management: $91,100 (LCFF Supplemental and Concentration)

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

Annual Update

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

Guiding Questions:

1) How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes? 2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to Education Code section 52052,

including, but not limited to, English learners, low-‐income pupils, and foster youth; and did the provision of those actions/services result in the desired outcomes?

3) How have the actions/services addressed the identified needs and goals of specific schoolsites and were these actions/services effective in achieving the desired outcomes?

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

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

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

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

Goal 1.1 Original

GOAL from prior year

LCAP:

Teachers make progress on their teacher evaluations

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


Goal Applies to: Schools: Applicable Pupil Subgroups:

Expected Annual


Teachers grow on 1 CSTP for all teachers

Actual Annual


Data not yet available, final teacher evaluations have not been completed.

LCAP Year: xxxx-xx Planned Actions/Services Actual Actions/Services

Budgeted Expenditures

Estimated Actual Annual Expenditures

Instructional coaching happened for 100% of teachers;

• Employ Director of Curriculum and Instruction

• Purchase PD materials and consulting

$92,250 (LCFF Concentration and Supplemental)

Instructional coaching happened for 100% of teachers

• Employ Co-Principal of Curriculum and Instruction, Consulting

$104,000 (Other Sources)

Scope of service: School-wide


_X_ALL _X_ALL

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


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

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

We decided not to Employ the Director of Curriculum and Instruction because we weren’t able to find the right fit among the candidates that we interviewed. However, teacher quality was an important priority this year and we wanted to make sure teachers were receiving coaching. We decided to divide up the teachers to be coached by our Co Principal of Curriculum and Instruction, Co-Principal of Adelante Student Services, and a consultant who was a former principal of our school. This allowed us to complete the action we had set out to do. This goal will be absorbed into the larger goal #2 because we now see our ultimate goal has grown beyond improving teacher quality. It’s about delivering quality, standards aligned, engaging education. This includes: instruction, curriculum, benchmarks, and assessments. (Note: See the introduction for our rationale of reorganizing our goals into 3 larger goals.) Teacher coaching has been very effective at improving the quality of instruction, increasing teacher satisfaction, increasing student satisfaction, and improving teacher retention. In this LCAP and future years, we plan to continue coaching teachers, work toward improving teacher quality and will continue to measure teacher progress in evaluations through a new tool we have adopted - the Marzano teacher evaluation framework.

Goal 1.2

Original GOAL from prior year

LCAP:

All courses will have standards aligned performance assessments

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


Goal Applies to: Schools: All Schools Applicable Pupil Subgroups: All subgroups at ARISE

Expected Annual


90% of courses will have two CC aligned performance assessment per semester

Actual Annual


40% of courses will have two CC aligned performance assessment per semester




Professional development and departmental meetings will provide structure and guidelines for developing assessments:

• Employ Director of Curriculum and Instruction;

• Purchase PD materials and consulting


Consultant worked with English department to align curriculum and performance assessments; Co-Principal Curriculum and Instruction worked with Social Studies department

• Engage Consultant • Employ Co-Principal of Curriculum and

Instruction




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




We decided not to Employ a Director of Curriculum and Instruction because we weren’t able to find the right fit among the candidates we interviewed. However, developing standards aligned performance assessments was an important priority this year and we still wanted to work toward our goal. We were able to use a consultant to work with the English Department to align their curriculum and performance assessments while the Co-Principal of Curriculum and Instruction worked with the Social Studies department to align their curriculum and performance assessments. The English department has made big strides toward this goal, however, they did not reach the Measurable Outcome of 2 per semester. Our Social Studies department did reach

the goal. Our Math department achieved this goal in a prior year. This goal will be absorbed into the larger goal #2 because we now see our ultimate goal has grown beyond improving teacher quality. It’s about delivering quality, standards aligned, engaging education. This includes: instruction, curriculum, benchmarks, and assessments. (Note: See the introduction for our rationale of reorganizing our goals into 3 larger goals.) In this LCAP and in future years, we plan to continue to use our department structures to develop standards aligned performance assessments and curriculum. We will continue to measure the number of courses that have developed standards aligned curriculums and performance assessments. We have found this to be an important measure of the quality of our courses. We intend to expand our AMOs to also include the number of courses which have standards-aligned scope and sequence, performance assessments, and exemplar Performance Assessments.

Goal 1.3


LCAP:

All seniors will apply to college (having complete all their a-g requirements

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



Expected Annual


95 apply to CSUs and UCs, 75% apply to Private Schools %

Actual Annual


90% apply to UC/CSUs, 29% privates


Budgeted Estimated

Expenditures Actual Annual Expenditures

College access coordinator to implement access to college curriculum

• Employ College Access Coordinator

$74,400 (LCFF Base)

Our college access coordinator led Advisory groups through college-access curriculum and guided students through the college admissions process.

• Employ College Access Coorindator

$40,300 (LCFF Base)







We were able to fully implement the actions and expenditures we intended in our 2013-14 LCAP. We didn’t reach our AMOs in UC and CSU applications by a small amount. This is largely due to the individual variation among our small cohorts. The difference in reaching our goal amounted to 2 students not applying. While we invested a large amount of time and energy into coaching students through the college admissions they decided not to apply for reasons largely out of our control. We were farther away from our goal of Private School applications. This has been a key learning for college-access curriculum. We emphasized applying for public schools and the measurable outcomes reflect this. In future years, we will use this learning to strengthen our curriculum with respect to private schools. This goal was absorbed into a larger goal (#1) because we see the college admissions process as being part of something bigger and, ultimately, is about life long success. Students will be successful if they are college and career ready when they graduate. (Note: See the introduction for our rationale of reorganizing our goals into 3 larger goals.) In this LCAP and future years, we will continue our goal of high application rates to college and measure this rate. We will continue to employ a College Access Coordinator and use our college

access curriculum. Our college access curriculum has been very effective in helping our students be college ready when they graduate. This work has become thoroughly codified and embedded into our practice as a school. We have decided to not list the action in our current year LCAP in order to focus on actions which require more attention from our team.

Goal 2.1


LCAP:

Students average a score of 3 of 5 in the 9th and 10th grade

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



Expected Annual


50% achievement of goal

Actual Annual


Data not yet available, Writing Assessment not yet scored




The English Dept. will develop and implement a school wide access-to-writing curriculum.

• Employ director of curriculum to develop access-to-writing curriculum (Con and Sup)


Consultant worked with English department to develop parts of the access-to-writing curriculum. The English department provided resources to the Social Studies department focused on standardized writing instructional language and writing graphic organizers.

• Engage Consultant

$0 (In-kind)


Scope of service:

English department courses and Social Studies department courses





Due to not yet having the results of our local writing assessment, we have not yet seen the outcomes of our work around creating and access to writing curriculum. This goal was absorbed into a larger goal (#1) because we see writing skills as being part of something bigger and, ultimately, is about life long success. Students will be successful if they are college and career ready when they graduate. (Note: See the introduction for our rational of reorganizing our goals into 3 larger goals.) To date, we have not been able to effectively use the writing assessment to guide instruction. As such, we have decided to simplify our AMOs to reduce their quantity and focus on only those AMOs that are core to the goal. We decided to eliminate the AMO of our writing Assessment. Instead, we used the rate of students who score college ready on the EAP as the measure of students college and career preparedness in writing and English Language Arts. In future years, we will continue to implement and expand our access-to-writing curriculum cross departmentally, however, we no longer use that the term “access-to-writing”. Instead, we have including writing support under the umbrella of literacy support and intervention.

Goal 2.2


LCAP:

Students average a score of 4 of 5 in the 11th and 12th grade




Expected Annual


50% achievement of Goal

Actual Annual


Data not yet available, Writing Assessment not yet scored




The English Dept. will develop and implement a school wide access-to-writing curriculum.

• Employ director of curriculum to develop access-to-writing curriculum


Consultant worked with English department to develop parts of the access-to-writing curriculum. The English department provided resources to the Social Studies department focused on standardized writing instructional language and writing graphic organizers.

• Engage Consultant

$0 (In-kind)


Scope of service:

English department courses and Social Studies department courses





Due to not yet having the results of our local writing assessment, we have not yet seen the outcomes of our work around creating and access to writing curriculum. This goal was absorbed into a larger goal (#1) because we see writing skills as being part of something bigger and, ultimately, is about life long success. Students will be successful if they

are college and career ready when they graduate. (Note: See the introduction for our rational of reorganizing our goals into 3 larger goals.) To date, we have not been able to effectively use the writing assessment to guide instruction. As such, we have decided to simplify our AMOs to reduce their quantity and focus on only those AMOs that are core to the goal. We decided to eliminate the AMO of our writing Assessment. Instead, we used the rate of students who score college ready on the EAP as the measure of students college and career preparedness in writing and English Language Arts. In future years, we will continue to implement and expand our access-to-writing curriculum cross departmentally, however, we no longer use that the term “access-to-writing”. Instead, we have including writing support under the umbrella of literacy support and intervention.

Goal 2.3


LCAP:

Students demonstrate college readiness in math




Expected Annual


20% of students score college ready on EAP

Actual Annual


Data not yet Available




$92,250 (LCFF Used Advisory, Coordination of Services, and $102,800

Use Advisory, Coordination of Services, and Familia programs to case management students and use early interventions as needed.

• Employ Assistant Principal of Adelante Student Services

Supplemental and Concentration)

Familia programs to case management students and use early interventions as needed.

• Employed Co-Principal of Adelante Student Services

(LCFF Supplemental and Concentration)







Due to not yet having the results of the EAP (which is now included in the SBAC testing, we have not yet seen the outcomes of our work around case managing students and implementing early interventions. We changed our action only slightly. Instead of employing a Assistant Principal of Culture and Student Services, we decided to move that person to the role of Co-Principal of Adelante Student Services. Her responsibilities associated with Advisory, Coordination of Services, and Familia were unchanged. This goal was absorbed into a larger goal (#1) because we see math skills as being part of something bigger and, ultimately, is about life long success. Students will be successful if they are college and career ready when they graduate. (Note: See the introduction for our rational of reorganizing our goals into 3 larger goals.) This year, we have started to see the success of this action. We intend to continue this AMO, action, and expenditure in future years under goal #1.

Goal 2.4

Original Students demonstrate college readiness in ELA Related State and/or Local Priorities:

GOAL from prior year

LCAP:

1__ 2__ 3__ 4_X_ 5__ 6__ 7__ 8__ COE only: 9__ 10__

Local : Specify _____________________


Expected Annual


50% college ready on EAP

Actual Annual


Data not yet Available




Use Advisory, Coordination of Services, and Familia programs to provide case management to students and use early interventions as needed.

• Employ Assistant Principal of Adelante Student Services

$92,250 (LCFF Supplemental and Concentration)

Used Advisory, Coordination of Services, and Familia programs to provide case management to students and use early interventions as needed.

• Employed Co-Principal of Adelante Student Services







result of reviewing past progress

Due to not yet having the results of the EAP (which is now included in the SBAC testing, we have not yet seen the outcomes of our work around case managing students and implementing early interventions. We changed our action only slightly. Instead of employing a Assistant

and/or changes to goals? Principal of Culture and Student Services, we decided to move that person to the role of Co-Principal of Adelante Student Services. Her responsibilities associated with Advisory, Coordination of Services, and Familia were unchanged. This goal was absorbed into a larger goal (#1) because we see math skills as being part of something bigger and, ultimately, is about life long success. Students will be successful if they are college and career ready when they graduate. (Note: See the introduction for our rational of reorganizing our goals into 3 larger goals.) This year, we have started to see the success of this action. We intend to continue this AMO, action, and expenditure in future years under goal #1.

Goal 2.5


LCAP:

Students meet standards on their Proficiency Defense on first attempt

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



Expected Annual


50% meet standards on first attempt

Actual Annual


90% met standards on first attempt




$27,100 (LCFF Senior Institute teachers followed Proficiency $104,000

Senior Institute teachers will follow Proficiency Defense timeline and guidelines to adequately prepare their students for Defenses. Employ Assessment Coordinator.

• Employ Assessment Coordinator

Supplemental and Concentration)

Defense timeline and guidelines to adequately prepare their students for Defenses.

• Employ Co-principal Curriculum and Instruction

(Other sources)

Scope of service: 11th and 12th graders

Scope of service: 11th and 12th graders





We now believe that this goal is no longer particularly useful for our school. We still value our Proficiency Defenses as an important part of our theory of action. However, a small change in the process has made this goal less useful. We now require students to ‘qualify’ with their teacher before being allowed to present a Proficiency Defense. The teacher evaulates if the student has prepared and completed the necessary work before they are allowed to present their Proficiency Defense. This has lead to nearly all of our students passing on the first attempt. We decided not to employ an Assessment Coordinator this year due to budgetary constraints. Instead, this work was taken over by out Co-Principal of Curriculum and Instruction. This goal was absorbed into larger goals (#2) because we see Proficieny Defense as part of ARISE’s rigorous standards aligned curriculum and instruction that emphasizes knowledge of self, humanizing love, critical consciousness and performance assessment. Through work like Proficiency Defenses, students not only become prepared for college and careers, they also work toward embodying our mission and core values. (Note: See the introduction for our rational of reorganizing our goals into 3 larger goals.) We have decided not to make this an explicit goal, action or AMO in our 2015-16 LCAP because it is somewhat redundant. At ARISE, passing 4 Proficiency Defenses IS a requirement for graduation. Thus, this goal is measured in 2015-16 by our high school graduation rate and by our college matriculation rate. Student preparation for Proficiency Defenses will take place in

students’ core academic classes. We have decided to hire an Academic Coach to support teachers’ instruction and curriculum in future years. Included in the Academic Coach’s work on curriculum will be supporting departments' implementation of Proficiency Defenses and 10th grade Bridge presentations. In the current year LCAP, we have included this action in the work that we will be doing to create standards aligned performance assessments with exemplars.

Goal 3.1


LCAP:

Parent Advisory Board (ELAC) will be involved with leading parent-related activities and supporting progress towards achieving school-wide goals.

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



Expected Annual


80% of members attend on average throughout the year

Actual Annual


This goal was became not applicable to our situation after we decided to restructure parent

engagement away from formal ‘committee meetings' where attendance was taken.




Parent Advisory Board/ELAC will meet once a week following an action-oriented agenda.

• Employ .75 FTE Parent Coordinator to recruit, lead, and manage ELAC


Monday morning parent meeting with information, engagement, and open forum for administrators

• Employ .75 FTE Parent Coordinator to recruit, lead, and manage ELAC




_X_ALL _X _ALL

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




Formal meetings with structured agendas did not resonate with our parents. Instead, we engaged with our parents primarily in weekly inform meetings called “Informative Mondays” meetings along with monthly formal meetings. Parents were given an open space to connect with one another, with our parent coordinator, and with our principals. Parents were able to voice their feedback on current school issues and learn about their students academic progress directly from principals. They also had the opportunity to connect with the community outside of our school through frequent workshops and visitors from community based organizations. We believe that our success in engaging parents stems primarily from our “Informative Mondays” through consistency, flexibility, the value they provided by these meetings. Changes to be made next year: This goal was absorbed into larger goal (#3) because we see Parent Engagement as being part of something bigger and, ultimately, is about guiding our students to embody our core values. We recognize that families are the most important part of this goal. (Note: See the introduction for our rational of reorganizing our goals into 3 larger goals.) We have decided to change this AMO and to encompass all parent participation in our school. We realize that we need to differentiate parent engagement opportunities to capture parents who have different interests, goals and constraints. All parent participation is valuable to our students, and so we choose to measure all of it in our Parent Participation rate in 2015-16. We will continue to employ a Parent Coordinator to support parent participation including managing weekly and monthly meetings.

Goal 3.2

Original GOAL from The school will maintain a minimum of a 95% attendance rate.

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

prior year LCAP:



Expected Annual


95% attendance rate

Actual Annual


96.67%




SART team will revamp absentee reengagement process.

• Employ Assistant Principal of Culture and Student Services to manage SART team.


SART team will revamp absentee reengagement process.

• Employ Co-Principal of Adelante Student Services to manage SART team








We met this action and goal for this LCAP year. Our SART (Now called Student Engagement Committee or SEC) was highly successful in reengaging absentee students through family communication, student communication, and incentives. We changed our action only slightly. Instead of employing a Assistant Principal of Culture and Student Services, we decided to move that person to the role of Co-Principal of Adelante Student Services. Her responsibilities associated with Advisory, Coordination of Services, and Familia were unchanged.

This goal was absorbed into larger goal (#3) because we see student attendance as being part of something bigger and, ultimately, is about guiding our students to embody our core values. (Note: See the introduction for our rational of reorganizing our goals into 3 larger goals.) We intend to continue this AMO, action, and expenditure will in future years under goal #3.

Goal 3.3


LCAP:

Students will return to attend ARISE in the following school year.




Expected Annual


80% retention year over year

Actual Annual


77% from May 1st 2014 to May 1st 2015




Advisory, Coordination of Services, and Familia programs to provide case management students and use early interventions as needed.

• Employ Assistant Principal of Culture and Student Services


Advisory, Coordination of Services, and Familia programs case manage students and use early interventions as needed.

• Employ Co-Principal of Adelante Student Services








We made significant progress on this goal and nearly met our target. In past years, we hovered around in the 60-70% range for retention. This year was our highest retention rate yet. We believe that tighter case management, communication with students and families and opportunities for credit recovery were critical to achieving this growth. We changed our action only slightly. Instead of employing a Assistant Principal of Culture and Student Services, we decided to move that person to the role of Co-Principal of Adelante Student Services. Her responsibilities associated with Advisory, Coordination of Services, and Familia were unchanged. This goal was absorbed into larger goal (#3) because we see student retention as being part of something bigger and, ultimately, is about guiding our students to embody our core values. (Note: See the introduction for our rational of reorganizing our goals into 3 larger goals.) We intend to continue this AMO, action, and expenditure in future years under goal #3. We also found that providing ample opportunities for credit recovery was an important action in achieving this goal. We have included credit recovery as an action in future years and will employ our Co-Principal of Adelante Student Services to manage it.

Goal 3.4


LCAP:

Students who start at ARISE in the 9th grade graduate within 4 years.




Expected Annual


60% Graduation Rate

Actual Annual


Data not yet available for 2014-15.








• Employ Co-Principal Adelante Student Services.







result of reviewing past progress

Due to some students completing their graduation requirements over summer, we have not yet seen the outcomes of our work around case managing students and implementing early

and/or changes to goals? interventions. We changed our action only slightly. Instead of employing a Assistant Principal of Culture and Student Services, we decided to move that person up to the role of Co-Principal of Adelante Student Services. Her responsibilities associated with Advisory, Coordination of Services, and Familia were unchanged, however. We spent considerable time developing and utilizing the tracking tools that we currently have. We found our tools had considerable limitations, which made tracking and monitoring labor intensive. This prevented us from monitoring school and student progress as often as we had intended. We were, however, able to have better monitoring of students’ progress toward graduation, progress toward course completion and of teacher success. This goal was absorbed into larger goal (#3) because we see student retention and graduation rates as being part of something bigger and, ultimately, is about guiding our students to embody our core values. (Note: See the introduction for our rational of reorganizing our goals into 3 larger goals.) We intend to continue these actions, and expenditure under goal #3. We chose to modify the AMO slightly. We plan to use Cohort graduation rate in future years because it automatically calculated for us and we can use it to compare our progress with other schools.

Goal 3.5


LCAP:

Students who transfer into ARISE as 10th graders graduate within 4 years.

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



Expected Annual 65% Graduation rate of these students Actual

Annual Data not yet available for 2014-15.


















Due to some students completing their graduation requirements over summer, we have not yet seen the outcomes of our work around case managing students and implementing early interventions. We changed our action only slightly. Instead of employing a Assistant Principal of Culture and Student Services, we decided to move that person up to the role of Co-Principal of Adelante Student Services. Her responsibilities associated with Advisory, Coordination of Services, and Familia were unchanged, however. We spent considerable time developing and utilizing the tracking tools that we currently have. We found our tools had considerable limitations, which made tracking and monitoring labor intensive. This prevented us from monitoring school and student progress as often as we had intended. We were, however, able to have better monitoring of students’ progress toward

graduation, progress toward course completion and of teacher success. This goal was absorbed into larger goal (#3) because we see student retention and graduation rates as being part of something bigger and, ultimately, is about guiding our students to embody our core values. (Note: See the introduction for our rational of reorganizing our goals into 3 larger goals.) We intend to continue these actions, and expenditure under goal #3. We chose to modify the AMO slightly. We plan to use Cohort graduation rate in future years because it automatically calculated for us and we can use it to compare our progress with other schools.

Goal 3.6


LCAP:

[Omitted in original LCAP for 2014-15]

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


Goal Applies to: Schools: Applicable Pupil Subgroups:

Expected Annual


Actual Annual





•

Scope of service:

Scope of service:

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


Scope of service:

Scope of service:

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




Goal 3.7


LCAP:

Temporary Exclusions (suspensions) are reduced by 10%

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



Expected Annual


Fewer than 20 temporary exclusion per year

Actual Annual


15 temporary exclusions




School culture programs such as Advisory and Rise Up will support school climate.

• Hire Assistant Principal of Culture and Student Services


School culture programs such as Advisory, Student Leadership, and Rise Up supported school climate.









We are very proud that we met this AMO. Our low level of temporary exclusions (a restorative justice approach to suspension) is an important indicator that our students are embodying our core values. Our work to develop Advisory and Rise Up spaces as a tool to support school climate has been effective at reducing exclusions and building our core values. This goal was absorbed into larger goal (#3) because we see student engagement and school culture as being part of something bigger and, ultimately, is about guiding our students to embody our core values. We recognize that students have to trust and believe their school is a positive and valuable part of their lives. (Note: See the introduction for our rationale of

reorganizing our goals into 3 larger goals.) We will continue this AMO, Action, and expenditure under goal #3. We plan also to add our work developing student leadership structures as an action and AMO in future years. We have seen how much of an impact student leardership can make on student engagement and school climate.

Goal 3.8


LCAP:

Parents and families express satisfaction with their ARISE High School experience.




Expected Annual


80% satisfaction rate

Actual Annual


90% satisfaction rate




School Leaders will increase their presence at parent-related meetings.

• Employ .75 FTE Parent Coordinator to support translation and principal involvement in parent meetings


School leaders increased their presence at parent-related meetings. School Leaders attended 100% of monthly meetings and an the vast majority of weekly Informative Mondays.

• Employ .75 FTE Parent Coordinator to support translation and principal


involvement in parent meetings







School Leaders were highly visible and engaged with parents this year. By attending nearly all of parent-related meetings, school leaders were able to communicate effectively with parents and receive input and feedback from families. We were able to exceed our goal of 80% parent satisfaction partly because of school leadership visibility and communication. ARISE historically has high levels of parent satisfaction and our efforts to engage with parents is about maintaining high levels, rather than increasing a historically low satisfaction rating. This goal was absorbed into larger goal (#3) because we see Parent Engagement as being part of something bigger and, ultimately, is about guiding our students to embody our core values. We recognize families are the most important part of this goal – and, in order to succeed, we must have families’ trust. (Note: See the introduction for our rational of reorganizing our goals into 3 larger goals.) We will continue this AMO, Action, and expenditure in future years under goal #3.

Goal 3.9


LCAP:

Students express satisfaction with their ARISE High School experience.




Expected Annual


80% express satisfaction through their ARISE student survey

Actual Annual


Data not yet available




Instructional Coaching, PD, Cultural Programs, Student Leadership, Data review structures will provide the necessary conditions to help teachers & students with co-creating a positive teaching & learning environment.

• Employ Co-Principal of Curriculum and Instruction to create and manage structures and learning environment.

$92,250 (Supplemental and Concentration)

Instructional Coaching, PD, Cultural Programs, Student Leadership, Data review structures provided the necessary conditions to help teachers & students with co-creating a positive teaching & learning environment.

• Employ Co-Principal of Curriculum and Instruction to create and manage structures and learning environment.








Our co-principal developed and expanded our structures designed to create a positive learning environment. 100% of teachers received instructional coaching. We held weekly professional development on a number of topics. Our student Leadership program engaged the entire school in activities and community building. We expanded our cultural program offerings. Lastly, we invested considerable work into our data review structures. All of these things combine to build

a positive learning and teaching environment. We believe this is an important part of our work and we want to make sure that our student satisfaction stays high. This goal was absorbed into larger goal (#3) because we see Student Engagement as being part of something bigger and, ultimately, is about guiding our students to embody our core values. We recognize that students have to trust and believe their school is a positive and valuable part of their lives. We will continue this AMO and expenditure in future years under goal #3. However, our experience this year has led us to see this original action was not specific enough to make a significant difference in our goal. Thus, our primary action related to this goal is the employment of a Co-Principal of Adelante Student services to lead school climate activities (ie. RISE Up, Advisory, etc) and our Academic Coach to improve the instructional quality of our teachers. We believe these two things will increase student satisfaction that most.

Complete a copy of this table for each of the LEA’s goals in the prior year LCAP. Duplicate and expand the fields as necessary. Section 3: Use of Supplemental and Concentration Grant funds and Proportionality

A. In the box below, identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner pupils as determined pursuant to 5 CCR 15496(a)(5). Describe how the LEA is expending these funds in the LCAP year. Include a description of, and justification for, the use of any funds in a districtwide, schoolwide, countywide, or charterwide manner as specified in 5 CCR 15496. For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of unduplicated pupils at a schoolsite in the LCAP year, when using supplemental and concentration funds in a districtwide or schoolwide manner, the school district must additionally describe how the services provided are the most effective use of funds to meet the district’s goals for unduplicated pupils in the state and any local priority areas. (See 5 CCR 15496(b) for guidance.)

Total amount of Supplemental and Concentration grant funds calculated: $______345,810_______________________

The total amount of funds from Supplemental and Concentration is $345,810 in 2015-‐16.

All funds are being expended on a school-‐wide basis for the following:

• Certificated salaries and benefits for:

o Academic coaching,

o Summer school instruction,

o Management of student services,

o teacher stipends for work outside teaching,

o increases to base salaries,

• classified salaries and benefits

o Parent Coordination

• instructional technology

ARISE has determined that these are the most effective use of funds based on our past experience in the goals we set out to achieve. We want to make special note of academic coaching and stipends for teachers’ work outside of teaching (for example: leading department work, developing education technology, being teacher leaders, etc). These fill an important need at ARISE. Time and again, we have found that teachers need experienced coaching in their teaching practices and departments need skilled help to develop curriculum and standards aligned materials. Education research and our experience have shown us that quality instruction and quality educational infrastructure are necessary to achieve our goals listed above.

Summer school instruction, management of students services, and parent coordination are also extremely effective use of funds at ARISE. We

have found they are the most important things that we can do to keep unduplicated students engaged, on track to graduate, and progressing in their own human development. We have found that when students, particularly unduplicated students, don’t have an opportunity to make up credits they are much more likely to drop out of school. Likewise, students who need early intervention and support through case management and student services, and fail to receive it, have much more difficulty achieving college and career readiness by graduation.

Lastly, we increases to staff salaries are an incredibly effective and necessary use of funds for ARISE. Above all, our unduplicated students need quality instruction. Our experience shows that students arrive to our high school significantly below grade level. They often need to make up several years of learning in order to get college and career ready by the time they graduate from ARISE. Our experience has shown that our current salary levels are insufficient. We are slightly below the local school district, and far below the regional average. We have routinely been unable to retain or attract teachers because or our salary. In our recruitment process for the 2015-‐16 school year, all 4 job offers that we made to recruit new teachers were rejected because the salary offer was too low. Using the AMO in Goal 2, we will track our “Rate of teachers returning” to ensure that this use of funds allows us to retain teachers at a high rate.

Small independent schools serving nearly 100%-‐unduplicated students have many challenges. We face tough budgeting alternatives. The toughest budgeting problem for ARISE is retaining and attract high quality teachers while also investing a lot of other high priority services. Some of those high priority services are listed above. They include: socio-‐emotional counseling, student service, student culture, intensive college and career support, positive personal relationships between students and adults, and many other things. This has, up until now, prevented us from raising teacher salaries and attracting the highest quality teachers. This is what our unduplicated students need most.

Other alternative actions we considered included: employing a staff member to manage state and local assessments, raising administrator salaries, and increasing classified salaries. We determined through our experience, and analysis that none of these were as effective as the expenditures that we choose this year.

B. In the box below, identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the

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

using a quantitative and/or qualitative description of the increased and/or improved services for unduplicated pupils as compared to the services provided to all pupils.

With supplemental and concentration funds in the amount of $345,810, unduplicated students will receive increased services by the minimum proportionality percentage of 16.08% through improved instruction, greater access to credit recovery, improved student services, improved interventions, improved school culture, greater access to instructional technology, greater family engagement with student learning and improved standards aligned instructional materials. These increases and improvements in services far exceed the 16.02% minimum proportionality percentage required.

16.08 %

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

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

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

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

June 30).

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

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

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

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

(2) The total number of cohort members.

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

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

(1) The number of cohort members who earned a regular high school diploma [or earned an adult education high school

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

(2) The total number of cohort members.

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

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

(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was suspended during the

academic year (July 1 – June 30).

(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).

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

(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was expelled during the academic

year (July 1 – June 30).

(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).

01-13-15 [California Department of Education]

Documents

LCAP Arise 2015-16 v11 FINAL - Edl+ARISE+High+School+++++Contact+(Name,+Title,+Email,+Phone+Number):+James+Baldwin,+Business+Manager,[email protected],510.436.5487 LCAP+Year:2015T16+