LCFF Budget Overview for Parents - SCUSD

LCFF Budget Overview for Parents

Local Educational Agency (LEA) Name: Sacramento City Unified School District

CDS Code: 34674390000000

Local Control and Accountability Plan (LCAP) Year: 2019-20

LEA contact information: Jorge A. Aguilar (916)643-7400 [email protected]

School districts receive funding from different sources: state funds under the Local Control Funding

Formula (LCFF), other state funds, local funds, and federal funds. LCFF funds include a base level of

funding for all LEAs and extra funding - called "supplemental and concentration" grants - to LEAs based

on the enrollment of high needs students (foster youth, English learners, and low-income students).

Budget Overview for the 2019-20 LCAP Year

This chart shows the total general purpose revenue Sacramento City Unified School District expects to

receive in the coming year from all sources.

The total revenue projected for Sacramento City Unified School District is $532,900,000.00, of which

$411,700,000.00 is Local Control Funding Formula (LCFF), $63,600,000.00 is other state funds,

$6,800,000.00 is local funds, and $50,800,000.00 is federal funds. Of the $411,700,000.00 in LCFF

Funds, $75,900,000.00 is generated based on the enrollment of high needs students (foster youth,

English learner, and low-income students).

LCFF supplemental & concentration grants ,

$75,900,000 , 14%

All Other LCFF funds, $335,800,000 , 63%

All other state funds, $63,600,000 , 12%

All local funds, $6,800,000 , 1%

All federal funds, $50,800,000 , 10%

Total LCFF funds, $411,700,000 , 77%

Projected Revenue by Fund Source

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The LCFF gives school districts more flexibility in deciding how to use state funds. In exchange, school

districts must work with parents, educators, students, and the community to develop a Local Control and

Acccountability Plan (LCAP) that shows how they will use these funds to serve students.

This chart provides a quick summary of how much Sacramento City Unified School District plans to spend

for 2019-20. It shows how much of the total is tied to planned actions and services in the LCAP.

Sacramento City Unified School District plans to spend $547,500,000.00 for the 2019-20 school year. Of

that amount, $421,357,083.00 is tied to actions/services in the LCAP and $126,142,917.00 is not included

in the LCAP. The budgeted expenditures that are not included in the LCAP will be used for the following:

The general fund budget expenditures that are not fully included in the LCAP include: Title I, Title II, Title

III, additional support for students with special needs, transportation, routine repair and maintenance.

Increased or Improved Services for High Needs Students in 2019-20

In 2019-20, Sacramento City Unified School District is projecting it will receive $75,900,000.00 based on

the enrollment of foster youth, English learner, and low-income students. Sacramento City Unified School

District must demonstrate the planned actions and services will increase or improve services for high

needs students compared to the services all students receive in proportion to the increased funding it

receives for high needs students. In the LCAP, Sacramento City Unified School District plans to spend

$76,169,346.00 on actions to meet this requirement.

Total Budgeted General Fund Expenditures

$547,500,000 Total Budgeted Expenditures in LCAP

$421,357,083

$ 0

$ 100,000,000

$ 200,000,000

$ 300,000,000

$ 400,000,000

$ 500,000,000

$ 600,000,000

Budgeted Expenditures

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Update on Increased or Improved Services for High Needs Students in 2018-19

This chart compares what Sacramento City Unified School District budgeted last year in the LCAP for

actions and services that contribute to increasing or improving services for high needs students with what

Sacramento City Unified School District estimates it has spent on actions and services that contribute to

increasing or improving services for high needs students in the current year.

In 2018-19, Sacramento City Unified School District's LCAP budgeted $77,108,189.00 for planned actions

to increase or improve services for high needs students. Sacramento City Unified School District

estimates that it will actually spend $79,345,524.00 for actions to increase or improve services for high

needs students in 2018-19.

$79,345,524

$77,108,189

$ 0 $ 20,000,000 $ 40,000,000 $ 60,000,000 $ 80,000,000 $ 100,000,000

Current Year Expenditures: Increased or Improved Services for High Needs Students

Total Budgeted Expenditures for HighNeeds Students in the LCAP

Estimated Actual Expenditures for HighNeeds Students in LCAP

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DRAFT FOR BOARD ADOPTION Page 1 of 188

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

2019-20

Local Control Accountability Plan and Annual Update (LCAP) Template

Local Control Accountability Plan and Annual Update (LCAP) Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

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

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

LEA Name

Sacramento City Unified School District

Contact Name and Title

Jorge A. Aguilar Superintendent

Email and Phone

[email protected] 916 643-7400

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

Sacramento City Unified School District (SCUSD), established in 1854, is one of the oldest K-12 districts in the western United States and serves 40,854 students at 68 schools spanning 70 square miles. The district operates nine high schools, two 7-12 schools, six middle schools, nine K-8 schools, and 42 K-6 schools. Four of these district schools serve high risk students as alternative placement sites. SCUSD employs 4,364 people (approximately 2,200 teachers) and operates with a budget of $566 million. SCUSD students reflect the rich diversity that is the hallmark of Sacramento’s central city. The student population is 39.1 percent Hispanic or Latino; 17.8 percent Asian; 14.1 percent African American; 17.9 percent White; 2.2 percent Pacific Islander; and 1.5 percent Filipino. About 6.8 percent of students identify as two or more races. Over seventy percent of students are identified as socioeconomically disadvantaged, including approximately 207 foster youth and 319 homeless students. The district population includes 14.6% students with disabilities. Residents within SCUSD speak more than 48 languages; 38 percent of students speak a language other than English at home. The overarching Equity, Access, and Social Justice Guiding Principle states "all students are given an equal opportunity to graduate with the greatest number of postsecondary choices from the widest

https://www.caschooldashboard.org/reports/34674390000000/2018


array of options." This Guiding Principle demands that data be used to transparently assess students by name, by need, and by inequities and educational injustices suffered while in the care of the district. This Guiding Principle and a Core Value statement which recognizes that "our system is inequitable by design" is the moral call to action for building on the district's foundation yet striving for continuous improvement to meet the needs of students. The district commits to reducing the academic opportunity gap by ensuring that all students have access to the opportunities, supports and the tools they need to be successful. The district Strategic Plan promises a vision to the community that “every student is a responsible, productive citizen in a diverse and competitive world.” The guiding concept of the Strategic Plan: “United for Equity. Committed to Excellence,” reflects the need to focus every member of the community in order to achieve this vision. Core values of equity, achievement, integrity, and accountability guide the work around these four goals which are also the LCAP goals:

• College, Career and Life Ready Graduates • Safe, Emotionally Healthy and Engaged Students • Family and Community Empowerment • Operational Excellence

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

The vision for the actualization of the LCAP is to ensure that all students in the district experience positive outcomes: that they graduate with the greatest number of post-secondary choices from the widest array of options, having experienced a relevant, rigorous curriculum with equitable access to the opportunities, supports and tools needed to be successful.

GOAL 1 - College, Career and Life Ready Graduates: SCUSD will challenge and support all students to actively engage in rigorous and relevant curriculum that prepares them for college, career, and a fulfilling life, regardless of zip code, race/ethnicity, ability, language proficiency, and life circumstance. Goal 1 is the core of the district's mission: highly qualified teachers, California state standards implementation, supports and interventions to close the achievement and opportunity gap and improve outcomes for all student groups. Over 80% of the funds in the LCAP are found in Goal 1, making it the largest investment in the LCAP.

GOAL 2 - Safe, Emotionally Healthy and Engaged Students: SCUSD will strive to provide students with a safe, physically and emotionally healthy learning environment. The actions in Goal 2 are structured to increase engagement of students with leadership opportunities, expanded learning, and extracurricular activities, and support them with increased access to health and mental health services.

GOAL 3 - Family and Community Empowerment: SCUSD will build the capacity of parents and staff to support student achievement by providing education, tools to navigate the system, and relationship-building strategies. Included in Goal 3 are actions that provide increased access to bilingual staff, translated materials, and staff who are well-versed in effective models for parent engagement who will enable and develop parent leaders.


GOAL 4 - Operational Excellence: SCUSD will be a service-focused organization, committed to serving students, families, staff and community efficiently and effectively. The actions outlined in Goal 4 include continued implementation of a robust data collection and reporting process so that impact on student achievement and district operations may be measured, and further development of standards and protocols for customer service districtwide.

Review of Performance Based on a review of performance on the state indicators and local performance indicators included in the California School Dashboard, progress toward LCAP goals, local self-assessment tools, stakeholder input, or other information, what progress is the LEA most proud of and how does the LEA plan to maintain or build upon that success? This may include identifying any specific examples of how past increases or improvements in services for low-income students, English learners, and foster youth have led to improved performance for these students. Greatest Progress The release of the 2018 California School Dashboard indicated great progress made in the district's 2018 graduation rate. The district's performance overall increased from Orange to Green with a graduation rate of 85.9%. Nearly all student groups increased from their 2017 Dashboard rating. The district deployed an internal dashboard in 2017-18 to identify students at risk for not graduating; with the support of high school academic counselors provided options for credit recovery. The smaller district high schools each received a Blue performance level, and the five comprehensive high schools each received a Green performance level. In 2018 districts received the first color performance rating on the Dashboard College/Career measure. SCUSD received a Green performance rating with 40% of graduates ranking as "Prepared." This is a 4.9% increase over the prior rating. Of the 1,080 graduates who were identified as Prepared, 949 met that status through the completion of a-g coursework plus one of the state's other criteria (SBAC assessment, AP exam results, or completion of a CTE pathway, for example). This status reflects district commitment to increasing a-g course completion, summative academic achievement in grade 11, and improved course coding. To improve institutional practice and customs and counteract inconsistencies found from site to site, counselors reviewed transcripts to monitor student progress, and ad-hoc reports were created to identify anomalies in enrollment, credit deficiencies, and other challenges. Students who were identified as “subject borderline” were prioritized for online credit recovery and other remediation efforts. Other bright spots from the Dashboard are in the Academic Achievement measure: English learners received a Yellow performance level in English Language Arts (previously Orange); Multiple race students received a Green performance level in both ELA and Mathematics (previously Orange for both); and Homeless students made small gains from a Red performance level in both ELA and Math to Orange. Facilities bond funds supported the construction of a new transportation building, serving over 150 buses which will improve efficiencies for maintenance of our bus fleet. Several other bond-funded construction projects resulted in a new science wing at West Campus, new track and field at Hiram Johnson, new track at West Campus and numerous roof replacements and restroom upgrades districtwide. An award of funding from state bond funds allowed for the construction of Career Technical Education improvements at Luther Burbank and construction of a new CTE classroom facility at the School of Engineering and Sciences. Funded by the Proposition 39 California Clean Energy Jobs Act, energy efficiency projects have been, and continue to be, installed throughout the


district. Core Academic Renovation and Repair projects are under construction at American Legion High School and in the planning stages at JFK and Luther Burbank high schools. The district is proud of Distinguished Schools awards for three elementary schools (2018) and two high schools (2019). This award recognizes schools that have made exceptional gains in implementing the academic content and performance standards established by the State Board of Education. SCUSD continues to demonstrate the value of communication with stakeholders. The district has launched interest-based newsletters on the budget, graduation task force, status of African-American students, and labor-management relations. A real-time Budget Dashboard provides transparent reports about actual expenditures. Stakeholders receive frequent, relevant communication in multiple modalities that inform about district initiatives, community-based partnerships, and progress to raise student achievement.

Referring to the California School Dashboard, identify any state indicator or local performance indicator for which overall performance was in the “Red” or “Orange” performance category or where the LEA received a “Not Met” or “Not Met for Two or More Years” rating. Additionally, identify any areas that the LEA has determined need significant improvement based on review of local performance indicators or other local indicators. What steps is the LEA planning to take to address these areas with the greatest need for improvement? Greatest Needs Eligibility for Differentiated Assistance under the California System of Support is defined as two or more student groups receiving a red indicator on two or more state priorities on the California School Dashboard (Dashboard). Based on the review of student group performance on the 2018 Dashboard, SCUSD is identified as eligible for Differentiated Assistance for these student groups in these State Priorities/indicators:

Foster Youth: Academic Achievement in ELA and Math; Suspension; Chronic Absence; College/Career

Students with Disabilities: Academic Achievement in ELA and Math; Graduation Rate; College/Career

African-American: Academic Achievement in ELA and Math; Suspension; Chronic Absence Homeless: Suspension; Chronic Absence American Indian: Suspension; Chronic Absence Pacific Islander: Academic Achievement in ELA and Math; Chronic Absence

Release of the first-ever Chronic Absence Dashboard indicator pointed out a distinct need for improvement in this area. Five student groups received a Red rating and six received an Orange rating. The Differentiated Assistance work group made Chronic Absence the top priority to study and resolve. The Learning Community for School Success Grant staffers continued to focus on 20 high-need schools. Local midyear data shows the Chronic Absence rate for all but three of the high-need schools has greatly reduced since the end of 2018. Amidst great progress in Graduation rate and college/career readiness overall, several student groups still demonstrate needs. African American students' Graduation performance level moved from Orange to Yellow in 2018 but their College/Career performance level is Orange. Homeless students received an Orange indicator for both Graduation and College/Career. The Pacific Islander student group also received an Orange indicator for Graduation rate. The district's Master Schedule Director reviews data showing student progress and works with counselors to move students from off-track to on-track status for graduation and a-g course completion through credit recovery and alternative placement options.


The academic achievement measures in English Language Arts (ELA) and Mathematics were flat for the third consecutive year. The district's placement on the five by five table in academics is Low and Maintained. Nine student groups received a Red or Orange performance level in both ELA and Math. A team of training specialists in English Language Arts/English Language Development (ELA/ELD) and Mathematics provide job-embedded coaching support and site-based professional learning for teachers. The implementation of new, aligned, curriculum for ELA/ELD is expected to improve progress for all students, but especially English learners. Significant investment of training on this new curriculum was implemented in 2018-19. Several grade-level readiness interventions are planned for out-of-school time, including a summer learning program planned for 2020. Although the state’s English Learner Progress Indicator was temporarily suspended in 2018, in other measures the district’s EL students show need. Only a small percentage of EL students demonstrates college readiness based on the completion of the a-g course sequence, and EL students received an Orange indicator for Graduation rate for the second consecutive year. Additionally, the reclassification rate for 2018 dropped from the previous year. The district is hoping to add assessments in addition to the SBAC that can be administered to correlate growth toward English proficiency. Suspension rate continues to be of concern. Overall there was no change in the district's suspension rate nor the color rating of Orange. Eight of 13 student groups received a Red or Orange. and five student groups reflected an increased suspension rate. Some sites implement Restorative Practices and Positive Behavior Intervention Supports to reduce suspensions. District Equity Coaches transmit best practices to increase Social Emotional Learning competencies for both students and educators. Social workers and specialists deployed at school sites through the Student Support Services department provide mental health counseling and referrals for students whose behavior indicates significant needs. Student Support Services staff also provide training to staff on topics such as trauma-informed care, Mental Health First Aid, and suicide risk assessment. Additionally, the SCUSD will support the development of an Multi-Tiered System of Support (MTSS). This will include hiring an outside school climate consultant to memorialize the SCUSD MTSS work team’s efforts to produce resource documents, support schools in developing process and procedures and help create district wide policy related to MTSS and intervention programs for low performing students. We will also provide staff with Positive Behavioral Interventions and Supports (PBIS) professional learning opportunities, as well as support the development of a Multi-Year plan to increase attendance.

Referring to the California School Dashboard, identify any state indicator for which performance for any student group was two or more performance levels below the “all student” performance. What steps is the LEA planning to take to address these performance gaps? Performance Gaps Graduation rate is a Green performance level for all students. A gap exists for students with disabilities, who received a Red performance level; and English learners, homeless students and Pacific Islanders, who received an Orange performance level. A similar performance gap exists in the College/Career Indicator rating which is Green for all students but Red for foster youth and students with disabilities, and Orange for African American and homeless student groups. Continued efforts to use data to identify and reduce academic disparities will seek to correct these gaps. The disparities in Graduation rate include English learners, who previously were not identified by Differentiated Assistance criteria as a high-need student group.


In the Academic Achievement measures, the performance gap appears in both English Language Arts and Mathematics between the White, Filipino and Multiple Race students who received a Green performance level and nine of the 13 other student groups who are identified with a Red or Orange performance level. Continued use of internal systems that provide real-time data showing students' progress toward grade-level readiness, on-track status for graduation, and a-g completion will help to pinpoint where an intervention can be provided. Options include after school tutoring, Saturday school, or summer learning. The district's Master Schedule Director will continue to be a resource in this regard. The district has also included a significant investment in credit recovery through the Accelerated Academy to support students' path to graduation. Performance gaps and disparities also appear in Suspension rate. All students received an Orange performance level, but the Asian, English learner and White student groups received a Green performance level. The district's Suspension and School Climate work team reported these accomplishments in 2018-19:

Identified key indicators for Suspensions and School Climate Implementation Reviewed and revised Board Policy Developed and administered a survey to site leaders on suspension reporting and school

climate intervention practices Developed a draft discipline matrix.

The Suspension and School Climate work team will next develop protocols for team self assessment of school climate work so that the school planning process can include targets for improvement in these areas.

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

Below is an alphabetical listing of the schools within SCUSD identified as eligible for CSI, and the measures that caused them to be identified.

Albert Einstein Middle School (All red and orange indicators) American Legion High School (Graduation rate averaging less than 67% over two years) Bret Harte Elementary (All red indicators) Capital City Independent Study (Graduation rate averaging less than 67% over two years) Ethel I. Baker Elementary (All red indicators) John D. Sloat Elementary (All red and orange indicators) John H. Still K-8 (All red and orange indicators) Leataata Floyd Elementary (All red and orange indicators) Parkway Elementary (All red and orange indicators) Rosa Parks K-8 (All red and orange indicators)

Dependent Charter: George Washington Carver School of Arts and Science (All red and orange indicators)


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

The district hosted two CSI Forums for the principals of the eleven schools identified as eligible for CSI. The forums were held on March 27 and April 24, 2019. The topics covered at the meetings included: the definition of CSI, the triggers that caused identification, and the use of the SPSA as the improvement plan. Principals were advised that the plans must be developed with stakeholder engagement and the inclusion of evidence-based actions to address areas of need. After a discussion on the potential ways to allocate funds, the consensus was to provide CSI funds to each school on a per-student basis. The April 24 meeting provided technical assistance on completion of the new SPSA template. Additional technical support and coaching was provided as needed by the Instructional Assistant Superintendents, Office Hours hosted by State and Federal / LCAP staff. The district implemented a new resource in the 2018-19 school year, the Cycle of Continuous Improvement (CCI) SPSA tool. This is a web-based program that supported school site leaders' Needs Assessment, starting with a review of the state indicators provided on the California School Dashboard. The CCI tool provides an additional link to the district's Performance and Targeted Action Index. This database is a multiple-measured system with interim site data and a disproportionality view. Every school site in SCUSD used the CCI SPSA tool to create a school plan that reflects support for all students, but especially for students who are achieving below their peers. Several of the CSI schools experience resource inequities because of low enrollment. The additional funds from CSI will enable intervention support, and professional learning above and beyond what is provided through the district's staffing formula.

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

The district's Continuous Improvement and Accountability SPSA team is working to define the 2019-20 monitoring process. By August 2019, sites will be aware of the monitoring process, and will be provided with exemplars for review of data and School Site Council (SSC) minutes. The district's instructional leadership will review baseline measurement in each SPSA prior to the close of the 2018-19 school year. Every SPSA includes both annual expected measurable outcomes and interim measures. Upon the start of the 2019-20 school year, site leadership will review formative data at every Site Council meeting, document variance of current results and modify interventions as needed. The district will monitor SSC minutes in December, February, and April, and will coach sites in their review of the verifiable state data provided by the California School Dashboard in December 2019. The Annual Review will be completed in February 2020 by school sites in order to build a robust analysis into the 2020-21 SPSA.


Annual Update LCAP Year Reviewed: 2018-19

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

Goal 1 Increase the percent of students who are on-track to graduate college and career ready.

Provide standards-aligned curriculum, assessments and high quality instruction to prepare students to graduate college and career ready. (Action 1.1)

Provide a variety of learning supports including differentiated instruction and interventions for all students as needed. (Action 1.2)

Develop an infrastructure for ongoing analysis of student performance and progress by providing teacher release time and collaborative learning time. (Action 1.3)

Provide effective core instruction, as well as appropriate learning supports and interventions, to ensure that English Learners make expected progress in attaining English and in academic achievement. (Action 1.4)

State and/or Local Priorities addressed by this goal:

State Priorities: X Priority 1: Basic (Conditions of Learning) X Priority 2: State Standards (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 7: Course Access (Conditions of Learning) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: SCUSD Strategic Plan Annual Measurable Outcomes

Expected Actual

Metric/Indicator Teachers are appropriately assigned and fully credentialed. Source: School Accountability Report Card

Teacher misassignment: 14 Teacher misassignment (EL): 0 Vacancies: 28


Expected Actual

18-19 Increase the number of fully credentialed certificated employees to 99% Maintain teacher mis-assignment rate at less than 1 percent.

Baseline 2016-17: 1,594 certificated employees were credentialed correctly. (95%) 2016-17: 20 of 1677 certificated employees were teaching outside subject area of competence. (1.2%)

Metric/Indicator Pupils have access to standards-aligned instructional materials. Source: School Accountability Report Card; SCOE Williams inspection

18-19 Maintain textbook sufficiency. For all schools inspected, no insufficiency.

Baseline 100% of students have their own assigned textbook in all core curricular areas (textbook sufficiency).

No insufficiency of instructional materials.

Metric/Indicator 2016-17 Implementation of State Standards Survey Administrators and leaders assess the district's progress in: (1) providing professional learning, (2) supporting sites in identifying areas to improve in delivering instruction, (3) providing CCSS aligned instructional materials, (4) implementing academic standards for all students, (5) and supporting teachers' professional learning needs. Source: Local

18-19 Percent of responses as "Fully Implementing" or "Fully Implementing with Sustainability" by area: (1) Providing professional learning in ELA, ELD, Mathematics, NGSS and Soc. Sci. 44%

Spring 2018 (N=53) Percent of responses as "Fully Implementing" or "Fully Implementing with Sustainability" by area: (1) Providing professional learning in ELA, ELD, Mathematics, NGSS and Soc. Sci. 28% (2) Supporting sites in identifying areas of improvement in delivering instruction 19% (3) Providing CCSS aligned instructional materials in ELA, ELD, Mathematics, NGSS and Soc. Sci. 28% (4) Implementing academic standards in CTE, PE, Health, VAPA and World Language for all students 22% (5) Supporting teachers' professional learning needs 8%


Expected Actual

(2) Supporting sites in identifying areas of improvement in delivering instruction 40% (3) Providing CCSS aligned instructional materials in ELA, ELD, Mathematics, NGSS and Soc. Sci. 44% (4) Implementing academic standards in CTE, PE, Health, VAPA and World Language for all students 48% (5) Supporting teachers' professional learning needs 36%

Baseline 2016-17 Baseline: Percent of responses as "Fully Implementing" or "Fully Implementing with Sustainability" by area: (1) Providing professional learning 24% (2) Supporting sites in identifying areas of improve in delivering instruction 20% (3) Providing CCSS aligned instructional materials 24% (4) Implementing academic standards for all students 28% (5) Supporting teachers' professional learning needs 16%

Metric/Indicator Implementation of English Language Development (ELD) professional learning Source: Local

18-19 The implementation of new ELA/ELD curriculum in 2018-19 will require an integrated model of professional learning. Tiers for Leading with Learning have been eliminated.

First half of year: support for all teachers to implement the new materials.

Second half of year: focus on schools that need most support.

Baseline 2016-17 Baseline: 175 elementary school teachers and 34 secondary school teachers attended the summer ELD Professional Learning Institute. 45 teachers participated in EL Master Plan professional learning

2018-19 Professional Learning on ELD curriculum: 550 teachers attended two days of professional learning 60 principals attended two sessions


Expected Actual

Metric/Indicator Implementation of Next Generation Science Standards (NGSS) professional learning Source: Local

18-19 275 teachers attend NGSS professional learning.

Baseline 2016-17: 227 teachers attended NGSS professional learning.

2018-19 professional learning as of March 2019 631 teachers attended NGSS professional learning sessions:

429 Elementary 22 Middle school 180 High School

Metric/Indicator Implementation of Visual and Performing Arts standards professional learning Source: Local

18-19 275 teachers attend VAPA professional learning.

Baseline 2016-17: 202 teachers attended Visual and Performing Arts (VAPA) standards professional learning.

Data being collected.

Metric/Indicator Student achievement in grades 3-8 on standardized ELA assessments (CAASPP) Source: California School Dashboard; CAASPP.cde.ca.gov

18-19 2017-18: CAASPP ELA Average distance from standard met/Level 3 (DF3): All: -14.4 Continue to accelerate gap closure with the following targets for the lowest performing student groups:

Low Income: -32 English Learner: -41

2017-18: CAASPP ELA Average distance from standard: ** Data now includes grades 3-8 and 11 All: -26.7

Low Income: -49.9 English Learner: -58.3 Students with Disabilities: -104.2 African American students: -77.1 Hispanic/Latino students: -46.8


Expected Actual

Students with Disabilities: -85 African American students: -52 Hispanic/Latino students: -30

Baseline 2015-16: CAASPP ELA Average distance from standard met/Level 3 (DF3) All: -28.4 Status of lowest performing student groups:

Low Income: -49.1 English Learner -55.1 Students with Disabilities: -101.3 African American: -69.2 Hispanic/Latino: -47.6

Metric/Indicator Student achievement in grades 3-8 on standardized Math assessments (CAASPP) Source: California School Dashboard; CAASPP.cde.ca.gov

18-19 2016-17: CAASPP Math Average distance from standard met/Level 3 (DF3) All: -35.4 Accelerate gap closure with the following targets for the lowest performing student groups:

Low Income: -51 English Learner -50 Students with Disabilities: -100 African American: -77 Hispanic/Latino: -52

Baseline 2015-16: CAASPP Math Average distance from standard met/Level 3 (DF3) All: -45.4

2017-18: CAASPP Math Average distance from standard: All: -50.7 Continue to accelerate gap closure with the following targets for the lowest performing student groups:

Low Income: -72.8 English Learner: -74 Students with Disabilities: -129.7 African American students: -111.3 Hispanic/Latino students: -72.2


Expected Actual

Status of lowest performing student groups:

Low Income: -66.1 English Learner -65 Students with Disabilities: -119.4 African American: -92.6 Hispanic/Latino: -66.9

Metric/Indicator Percent of graduates who have completed A-G (college ready) courses Source: CDE DataQuest

18-19 Increase by 2 percent until 55% is reached.

Baseline 2015-16: 43.0 percent Status of lowest performing student groups:

Low Income: 39.2% English Learner: 9.8% Students with Disabilities: 5% African American 34.9% Hispanic/Latino 36.6%

2017-18: 51.1% Low Income: 46.5% English Learner: 35.5% Students with Disabilities: 10.0% African American 29% Hispanic/Latino 42%

Metric/Indicator Percent of students passing an Advanced Placement (AP) exam (3+) Source: SCUSD Internal analysis

18-19 Increase by 2 percent until 65% is reached.


Low Income: 52% English Learner: 44.4% Students with Disabilities: 20%

2017-18: Data being gathered. Low Income: English Learner: Students with Disabilities: African American Hispanic/Latino


Expected Actual

African American 39.3% Hispanic/Latino 57.9%

Metric/Indicator Percent of students demonstrating college readiness on standardized ELA assessment (CAASPP grade 11 "Exceeded") Source: CAASPP.cde.ca.gov

18-19 Increase by 2 percent for both Ready and Conditionally Ready


Low Income: 15% English Learner: 1% Students with Disabilities: 2% African American 9% Hispanic/Latino 10%

2017-18: 21.29% Identified as Ready (2016-17 22.56%) Low Income: 15.91% English Learner: 0.26% Students with Disabilities: 2.88% African American 13.46% Hispanic/Latino 13.23%

2017-18: 26.59% Identified as Conditionally Ready (2016-17 30.43%) Low Income: 26.27% English Learner: 7.07% Students with Disabilities: 7.37% African American 15.14% Hispanic/Latino 26.46%

Metric/Indicator Percent of students demonstrating college readiness on standardized Math assessment (CAASPP grade 11 "Exceeded") Source: CAASPP.cde.ca.gov

18-19 Increase by 2 percent


Low Income: 6% English Learner: 2% Students with Disabilities: 1% African American 2% Hispanic/Latino 3%

2017-18: 9.73% Identified as Ready (2016-17 9.11%) Low Income: 7.45% English Learner: 2.63% Students with Disabilities: 0.99% African American 1.72% Hispanic/Latino 5.16%

2017-18: 17.11% Identified as Conditionally Ready (2016-17 18.41%) Low Income: 14.52% English Learner: 4.21% Students with Disabilities: 1.32% African American 7.84% Hispanic/Latino 12.59%


Expected Actual

Metric/Indicator Cohort graduation rate Source: CDE DataQuest

18-19 Increase by 2.5% a year until 90% or greater rates are achieved.


Low Income: 79.2% English Learner: 73.8% Students with Disabilities: 57.3% African American 72.3% Hispanic/Latino 77.8%

2017-18: 85.9% Low Income: 85.1% English Learner: 76.0% Students with Disabilities: 61.9% African American: 76.7% Hispanic/Latino: 84.8%

Metric/Indicator Percent of International Baccalaureate (IB) students receiving IB diplomas Source: SCUSD Internal analysis

18-19 Increase by 2 percent

Baseline 2015-16: 6.4% percent

Data being gathered.

Metric/Indicator Percent of English Learner students making progress (ELPI) Source: California School Dashboard CELDT/ELPAC Progress Source: SCUSD Internal analysis

18-19 Increase in progress toward English proficiency as measured by ELPAC.

Baseline

This measure is not reported in 2017-18.


Expected Actual

Spring 2017 California School Dashboard: Status: Low (63.7%) Change: Maintained (-0.8%) 2016-17 % of EL students making annual progress as measured by CELDT: 53%

Metric/Indicator Percent of English Learner students reclassified Source: CDE DataQuest

18-19 Increase by 1.5 percent

Baseline 2016-17: 11.2 percent

2018-19: 9.1%

Metric/Indicator Enrollment in 9th - 12th grade Linked Learning Pathways / Career Academies Source: SCUSD Internal analysis

18-19 Maintain a threshold of 35%.

Baseline 2015-16: 34.1 percent

2017-18 Enrollment in 9th-12th grade CTE 2713 students:

Low Income: 48% English Learner: 10% Students with Disabilities: 12% African American:15% Hispanic/Latino: 40%

Metric/Indicator Implementation of Ethnic Studies curriculum Source: Local

18-19 Expand to include all SCUSD high schools

Baseline 2016-17: Pilot curriculum at C.K. McClatchy, Luther Burbank, and George Washington Carver High Schools

2018-19 Ethnic Studies was implemented at 5 of 6 comprehensive high schools, and 3 of 8 small high schools. In 2019-20, Ethnic Studies will replace Contemporary Global Issues (CGI) districtwide as a semester-long graduation requirement.

Metric/Indicator Course access is maintained at 100%


Expected Actual

Students have access to a broad course of study. Source: SCUSD Internal analysis

18-19 Maintain course access at 100%

Baseline 2016-17: 100% of students have access to a broad course of study

Metric/Indicator Participation in Advanced Learning Opportunities Source: SCUSD Internal analysis

18-19 Monitor GATE identification for representation of all student groups.

Baseline 2016-17: Elementary GATE participation rate 13.2 percent 2016-7: Middle School GATE participation rate 31.7 percent

2018-19 data being gathered

Metric/Indicator Expansion of Gifted and Talented Education professional learning Source: Local

18-19 Maintain enrollment in GATE certificate classes at 20.

Baseline 2016-17: 33 teachers completes the GATE professional learning sequence

2018-19 data being gathered

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

Planned Actions/Services

Actual Actions/Services


Estimated Actual Expenditures


A basic educational program is provided to all students in Sacramento City Unified School District as the foundation to developing College and Career Ready students. Kindergarten through third grade classes will be a maximum of 24 students per class. Maintain class size reduction at 24:1 in K-3, and maintain professional learning through collaborative time. At Title I schools, intervention services are provided to our most academically-challenged students.

A basic educational program is provided to all students in Sacramento City Unified School District as the foundation to developing College and Career Ready students. Luther Burbank High School received the increased Title I funds to support students who are academically challenged.

Classroom teachers; classified staff; basic facilities costs; instructional supplies. 1000-4000 LCFF 268,345,000

1000-4000 LCFF 266,484,330

Maintain class size reduction to 24:1 in K-3 and professional learning through collaborative time. 1000-4000 Suppl/Con 34,659,250

1000-4000 Suppl/Con 39,936,266

Intervention service providers 1000-6000 Title I 500,000

1000-6000 Title I 754,399

Action 2





Curriculum Coordinators and district Training Specialists offer on-going professional learning including on-site collaboration and job-embedded instructional coaching as a means to support the implementation of the CCSS and other California State Standards, including the ELD standards, World Languages, Next Generation Science Standards, Visual and Performing Arts, Social Science, Physical Education and Health; and professional learning for Special Education.

Curriculum Coordinators and district Training Specialists across all curricular areas provided instructional coaching. Training specialists (TS) are assigned to schools and provide professional learning modules at their sites. The TSs use research-based strategies aligned to the framework working with classroom teachers during release time, or sometimes pushing into the classroom and providing coaching. In 2018-19 there was a major effort to ensure high-quality implementation of the new ELA/ELD curriculum.

1000-3000 Suppl/Con 843,173 1000-3000 Suppl/Con 763,589

1000-3000 Title I 1,812,009 1000-3000 Title I 2,143,687

1000-3000 Title II 49,425 1000-3000 Title II 49,425

1000-3000 Title III 820,391 1000-3000 Title III 689,036

Professional Learning: Implementation of State Academic Standards 1000-3000 Title I 247,800


Action 3

To date, 2,165 children have participated in Head Start or State funded preschool programs. Students participate in language rich environments utilizing large and small group instruction based around student inquiry to promote children’s development in Self-Regulation, Social and Emotional Development, Language and Literacy, Cognition including Math and Science and Physical Development. There has been a focus on the implementation of The Creative Curriculum to fidelity. Staff has attended professional development in the areas of daily schedules ensuring that classes meet substantial portions of the day in content areas. Coaching support also continued in the areas of curriculum fidelity and The Teaching Pyramid, preschool social emotional framework. In 2018-19, Sacramento Unified School District continued to provide the Early Kinder/T K program at 10 regional school locations in the Sacramento City Unified School District. End of the year Early Kinder Parent and School Staff Surveys were utilized to measure program effectiveness. Nine out of 10 parents and school staffs agreed that the T K program provided appropriate early educational opportunities in all academic, social emotional, and

Head Start: 8,005,380 State Preschool: 7,607,673 1000-4000 Grant 15,613,053

1000-4000 Grant 14,500,000

Transitional kindergarten 1000-4000 Suppl/Con 1,355,151

1000-4000 Suppl/Con 1,336,689

Contribution to state preschool 1000-4000 Suppl/Con 2,345,207

1000-4000 Suppl/Con 2,345,207

Contribution to Adult Education for the Parent Participation Preschool 1000-4000 Suppl/Con 230,000

1000-4000 Suppl/Con 230,000


physical developmental areas and readiness for the upcoming kindergarten year.

Action 4

District librarians support literacy instruction across curricular areas. They serve the school community by supporting staff through the curation of materials and providing professional development and creating a culture around reading. They are key to providing access and opportunity to digital and print resources for research and inquiry for students who may not have the access to these resources or materials at home.

1000-3000 Suppl/Con 1,510,251

1000-3000 Suppl/Con 1,440,306

Action 5

Special education instructional assistants support the teachers' instruction in the classroom to provide differentiated support to students needing accommodations and/or modifications to instruction in various educational settings. School psychologists identify learning disabilities, provide crisis intervention and counseling, and recommend appropriate intervention. They provide consultation with teachers and student study teams at the school sites.

1000-3000 LCFF 15,949,237 1000-3000 LCFF 16,858,458

1000-3000 LCFF 298,626

1000-3000 LCFF 315,109

Action 6






Action is modified by the addition of funds for professional learning for counselors.

During the 2018-2019 academic year, counselors diligently focused on ensuring all students graduate college and career ready. There has been a concerted effort to monitor students schedules to ensure they remain on-track for graduation and A-G. In cases where students failed a course, Counselors promptly encouraged students to enroll in an online credit recovery course to get back on track. This will be the second year of this very targeted approach on behalf of Counselors. Counselors have also been engaged in ensuring students are better prepared for the college application submission process. They have leveraged the California College Guidance Initiative (CCGI) platform to provide students in a classroom setting, the opportunity to take a series of career interest inventories and explore colleges and careers that match their interests/profiles. These lessons have been offered in grades 7th - 12th and culminate with 12th grade students launching their application to the community college, the California State University system, and their Federal Application for Financial Aid (FAFSA).

1000-3000 LCFF 663,175 1000-3000 LCFF 759,987

1000-3000 Suppl/Con 5,603,414 1000-3000 Suppl/Con 5,430,749

Professional learning for counselors 1000-4000 Suppl/Con 10,559

1000-4000 Suppl/Con TBA

Action 7


College/Career Readiness has 28 High School Specialty School Programs, which are a cornerstone to ensuring student have the widest array of options with the greatest amount of post-secondary opportunities. In the Fall 2018, the department began the work with an Outreach and Engagement strategy, by sending over 3,000 Eighth grade families, two letters, the First Eighth Grade Letter outlining the Enrollment Process and the November 4th, Choose Your Future Community Fair. The Second Eighth Grade letter, shares with student’s information about their own GPA and includes HSSP Programs and Pathways Profile Catalog, so they may begin the exploration of programs. Additionally, the letter detailed the dates, time and location of the Community-Based Information Sessions. To address district disparities within criterion programs, the High School Specialty Program’s Workgroup developed a strategic, operational, and technical set of strategies to assist in expanding knowledge about the district’s program and access to outreach opportunities for students and families from those communities. Furthermore, revisions to the process have included tactical strategies to create greater access to completing actions needed to


CTEIG Grant 1000-7000 Grant 5,177,095

1000-7000 Grant 6,290,114

Perkins Grant 1000-7000 Grant 412,464


apply, specifically participating in essays and tests required by the programs and applying. Emphasis is being placed on identifying and encouraging all potentially eligible students to apply and casting a wide net to capture those students from historically underrepresented school sites. Upwards 1300 Exams and essays were administered at the student’s middle or K-8 school during the school day or immediately after school. Accommodations in alignment with IEPs and 504s. Additionally, our Linked Learning Coordinator continues to support pathways to achieve certification as planned. The coordinator provides coaching and technical support to pathway teams on selecting high-quality evidence and data to upload into the Linked Learning Alliance Certification System for internal review and feedback, so that pathways are ready for external review by the Alliance for certification. We strive ourselves on cutting edge practices with our pathways with an emphasis on career education (CE) to students. Our Career Education teachers receive supports in scaffolding and differentiation, project-based learning and defense of learning- all flagship instructional strategies to accelerate cultural, linguistic and diverse student groups.


Our partnership with U-CAN to support students who are interested in attending historically black colleges and universities. The HBCU Fair was held on Friday, September 14, 2018 at Burbank with 511 students in attendance, double from the year prior! Follow up services continue at sites, which includes monthly topic-specific workshops (i.e. college, FAFSA and scholarship applications, major/career exploration, etc.) and ongoing mentoring of 95 seniors in the case management program. The district is in contract for service for 4.5 days of consulting from Envision Learning Partners. One pathways SES and our CPA, JCBA at Hiram, are receiving technical assistance and coaching support from a consultant as they work to revise and improve their student portfolio and defense of learning performance assessment system.

Action 8





Continuation of Block Grant activities as described in 2017-18.

The College Readiness Block Grant activities are maintained.

Grant Carryover: Maintain reimbursement

to schools for the cost of college readiness exams (AP / IB).

Maintain transportation for college visits.

1000-7000 Grant 614,682


Continue technology purchases.

Continue professional learning to support Advanced Placement teachers.

1000-7000 Grant 631,338

Action 9





Foster Youth receive educational counseling from a Foster Youth Services Department Program Associate with the skills, time and training necessary to carry out the responsibilities of the Foster Youth Services Department. Educational outcomes for Foster Youth must mirror that of the general student population. Grant included refers to a contract with the County. Foster Youth served by the grant are 16-18 years old and will be prepared for independent living.

FYS Program Associates, Instructional Aides and School Community Liaison continue to provide small group and 1:1 case management support to eligible students. Case management includes grades, attendance and behavior monitoring, in classroom behavioral support, tutoring referrals, attending SST and IEP meetings, college exploration (including college tours, college application and FAFSA support), employment opportunities and career exploration. The department provides support around life skills development, transition into adulthood and housing. FYS Staff ensure that all necessary parties working with a foster youth are notified re: school site meetings, school challenges, placement needs, etc. Staff also provide training to foster parents. Currently, there have been 381 foster youth students who have come in and out of the district during the 2018-2019 school year,

1000-4000 Suppl/Con 424,325

1000-4000 Suppl/Con 414,817

1000-4000 Title I 180,993 1000-4000 Title I 190,905

1000-4000 Grant 99,999 1000-4000 Grant 99,999


which is not captured on the one-day census. A new early warning system (Early Identification and Intervention System) is being explored by Foster Youth Services staff to identify students who are off-track or at-risk in attendance, behavior and course performance (ABCs). Starting in 19-20 school year, FYS staff will begin using the EIIS system to identify students, and document interventions provided.

Action 10





Provide English Language Development (ELD) professional learning for principals, district staff including bilingual instructional assistants, and other leaders. Implement the EL Master Plan in accordance with the CA ELA/ELD Framework. Staff support schools' monitoring of English Learner progress in ELD, and in academic subjects. Modified action reflects funding shift from Title I to LCFF - Suppl/Con EL.

Since last year, the district provided professional development on English Language Development to more than 550 teachers, K-12, through the two-day professional learning on the district's new ELA/ELD adoption. Day 2 of the professional learning focused on the implementation of ELD using the new curricular resources. In addition, elementary and secondary principals (60) participated in at least two professional learning sessions on ELD and the new adoption. Metrics for this year measure the number of teachers and principals who were involved in professional learning. As a result of this and ongoing professional learning, we

1000-4000 Suppl/Con 61,099 1000-4000 Suppl/Con 0

1000-4000 Suppl/Con EL 637,649

1000-4000 Suppl/Con EL 420,215

Staffing above formula for Language Immersion programs 1000-3000 Title I 360,000

1000-3000 Title I 247,249

1000-4000 Title III 939,762 1000-4000 Title III 723,649


eventually expect to see an increase in our reclassification rate as well as students reclassifying earlier in their schooling.

Action 11

Expanded access for our neediest and most underserved student populations has been limited by inconsistent district assessment practices, most especially the loss of ongoing universal interim assessments. Opportunities for large-group or centrally provided Gifted Education professional learning have been stalled through contract disputes. The GATE Department expects that this year’s GATE Services eligibility list will once again be delayed due to missing assessment data, lack of designated data department staff, and repeated turn-over of data department staff. Despite these challenges, progress has been made in the following:

Increased in-classroom professional support (coaching) for GATE services teachers.

Expanded AP course offerings at five high schools.

Expanded AP Exam offerings, offering free AP exams for all SCUSD students.

Professional learning for AP teachers (AP Exam

1000-3000 LCFF 159,539

1000-3000 LCFF 227,265

5000-5999: Services And Other Operating Expenditures Suppl/Con 550,416

5000-5999: Services And Other Operating Expenditures Suppl/Con 0


Reading & AP Summer Institute)

Adoption of updated AP Instructional Materials for AP Social Science, English, World Language and Math courses.

Implemented uniform process for reviewing student eligibility for acceleration by grade skipping or content-area skipping (math only).

Internal review of GATE services eligibility matrix to increase equitable access through Local Norms and additional criteria for Title I students.

Action 12

Support for the district's International Baccalaureate (IB) students is provided by a 1.0 FTE teacher at Luther Burbank High School; 2.8 FTE teachers at Kit Carson International Academy and 1.0 Training Specialist at Caleb Greenwood Elementary. Annual school fees and IB testing is included in this action.


Action 13

School sites invested in resource teachers, site instructional coordinators, library/media technicians. Additional investments were in contracts for professional development, books, instructional



technology and other supplemental materials.

Action 14

Funds allocated by school site councils for academic interventions include site-based resource teachers, instructional assistants, bilingual instructional assistants and supplemental matierals. Substitutes are engaged for academic conferences.


Action 15

Analysis of student data is implemented at sites by staff such as resource teachers and content training specialists.


Action 16

Funds to support English learner outcomes were allocated for the following at school sites:

Teachers: Resource, or substitutes

Bilingual Instructional Assistants

Books Supplemental

Instructional Materials

1000-4000 Suppl/Con EL 1,930,000

1000-4000 Suppl/Con 1,562,183

Action 17

School psychologists identify learning disabilities, provide crisis intervention and counseling, and recommend appropriate intervention. They provide consultation with teachers and student study teams at the school sites.



School psychologists are able to assess students and give recommendations to teachers that explain how individual children learn, based on the outcomes of the assessment.

Action 18





The district will initiate in a five-to-six week Expanded Learning Summer Program to provide enrichment and increase grade level readiness for rising students in grades 1, 3, 7 and 9 through reading and math intervention. Incoming 7th and 8th grade students who are significantly on grade level will be targeted for enrichment opportunities. Current high school students who are credit deficient or "off track" for graduation or A-G completion will have opportunities for credit recovery.

The Expanded Learning Summer Program was implemented in the Summer of 2018. Only expenditures that were incurred in the 2018-19 year are included.

Certificated and classified staff, instructional materials, operational custodial supplies and professional learning 1000-4000 Suppl/Con 2,278,495

1000-4000 Suppl/Con 1,522,496

Partial funding for Director, Coordinator and office technician 1000-3000 Suppl/Con 197,254

1000-3000 Suppl/Con 0

Action 19





Class size reduction in 9th grade English and Mathematics

This action was not implemented. 1000-3000 Title II 1,791,129 1000-3000 Title II 0


Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. The academic outcomes for the district have been flat for three years, resulting in a status of Low and Maintained on the California School Dashboard (performance level: Orange). However, the graduation rate and college/career outcomes for SCUSD students have shown significant growth. The use of a real-time district dashboard, tied to districtwide Priority Elements for grade-level readiness, has helped to identify students for intervention. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. The graduation rate increased to 85.9% in 2018 - a historic level.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Actions 1.1, 1.2, 1.5, and 1.6 show increased estimated actual expenditures based on increased costs of staffing. Actions 1.4, 1.10 and 1.12 show lower than expected estimated actual expenditures because of unfilled vacancies. The PSAT, SAT, and AP testing fees planned in action 1.11 were funded by carryover of the College Readiness Block Grant (Action 1.8). Action 1.18 (Expanded Learning Summer Program) was offered in Summer 2018. Some of the planned expenditures were covered by the 2017-18 plan since the ELSP started before 6/30/18. Actions 1.13, 1.14, 1.15 and 1.16 are school site expenditures. They reflect some variance because school site councils modified plans based on student needs.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. The 2019-20 LCAP will be modified to include new metrics from the Performance and Targeted Action Index:

N and % of high school students moved from off-track to on-track by the end of Semester 1. N and % of 10th-12th grade students moved from a-g off-track to a-g subject borderline by the end of Semester 1.

The 2019-20 LCAP will be modified to include new actions: A Research and Data Coordinator will oversee data and analysis requirements related to GATE eligibility, math placement,

and criteria-based specialty programs; and coordinate the district-wide administration of the PSAT 8/9, PSAT, and SAT. (Action 1.11)

Induction Program to support new teachers' skill development (Action 1.21)


The Master Schedule Director and Credit Recovery programs (Action 1.6) the Accelerated Academy campus. (Action 1.22)

The 2019-20 LCAP will be modified to show reduction in these actions: State preschool contribution (Action 1.5) has been reduced by $1.5 million. Multilingual Literacy department (Action 1.10) staffing is reduced from two Coordinators to one. Class size reduction in high school (Action 1.19) was not implemented in year 2 and will not be implemented in year 3.




Goal 2 Students will be engaged with a safe, physically and emotionally healthy learning environment.

All schools will become safer, more culturally competent environments, where students learn social and emotional skills and receive additional supports to increase their engagement in learning. (Action 2.1)

Schools will provide more varied opportunities for students to become interested in school and learning through technology-based activities such as robotics, project-based learning, extended extracurricular and expanded learning program involvement, including any other costs associated with other enrichment opportunities (arts programs, field trips, assemblies, band, athletics, etc.). (Action 2.2)

Maintain clean, safe, and appealing facilities conducive to learning. (Action 2.3)


State Priorities: X Priority 1: Basic (Conditions of Learning) X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement)


Expected Actual

Metric/Indicator Well maintained school campuses Source(s): School Accountability Report Card

2018-19 School Accountability Report Card: 100% of schools inspected are rated exemplary or good on the Facilities Inspection Tool. Elementary schools and K-8 sites have 1 School Plant Operations Manager (SPOM) and 1 Custodian. Middle schools have 1 SPOM and 2 Custodians. High schools have 1 SPOM, 4 Custodians, and 1 Facilities Maintenance Laborer.


Expected Actual

18-19 Maintain FIT (Facilities Inspection Tool) Inspection rating at 100%. Maintain one plant manager and at least 16 hours of custodial time at each school.

Baseline 100% of schools inspected are rated exemplary or good on the Facilities Inspection Tool (FIT). Each school site has a Plant Manager and at least 12 hours of custodial time weekly.

Metric/Indicator Attendance Source: SCUSD midyear analysis

18-19 District-wide attendance rates will increase by .5% to 96%.

Baseline 2015-16: 93.8% 2016-17: Mid year 95.3%

2018-19 Mid year attendance (3/22/19) is 94.62% Elementary 95.01% Grades 7-8 94.88% Grades 9-12 93.67%

Metric/Indicator Chronic Absence Source: SCUSD midyear analysis

18-19 Chronic Absence rates will decrease by 1.5%

Baseline 2016-17: Mid year 11.9% Status of Specific Student Groups: Low Income: 13.7% English Learners: 9.5% Students with Disabilities: 17.2% Foster Youth: 21.6% Homeless: 30.5%

2018-19 Midyear Chronic Absence (2/21/19) is 11.52% Targeted high-need populations: Foster Youth: 21.03% Homeless: 40.86% Kindergarteners: 17.15%


Expected Actual

African American: 18.5% Hispanic/Latino: 13.1%

Metric/Indicator Suspension rate Source: SCUSD midyear analysis

18-19 Lower suspension rate for all to 2.3% Continue to lower suspension rate for disproportionately affected student groups: African American Hispanic Foster Student with Disabilities

Baseline 2016-17: Mid year 3.8% Status of Specific Student Groups: Low Income: 4.5% English Learners: 3.0% Students with Disabilities: 8.4% Foster Youth: 18.1% Homeless: 10.0% African American: 10.0% Asian: 0.7% Hispanic: 3.5% White: 2.1%

2018-19 Mid year suspension rate (3/31/19) is 4.45% Elementary 2.61% Grades 7-8 6.90% Grades 9-12 6.63%

Metric/Indicator Drop out rate Source: CDE DataQuest

18-19

2017-18: 8.68% Middle school drop out rate: to be advised.


Expected Actual

Drop out rate will decrease to 9.9% for all, 10.2% for Low income, 12.3% for EL. Maintain a middle school drop out rate of less than 1 percent.

Baseline 2015-16: 10.9% Status of Specific Student Groups: Low Income: 12.2% English Learners: 13.3% Students with Disabilities: 18% Foster Youth: n/a Homeless: n/a African American: 19% Asian: 5.2% Hispanic: 10.9% White: 9.8% Middle school drop out rate: less than 1 percent

Metric/Indicator Expulsion rate Source: CDE DataQuest

18-19 Maintain low expulsion rate (less than 0.1 percent)

Baseline 2014-15: 0.0% (10 students) 2015-16: 0.0%

2017-18: 0.02% (12 students)

Metric/Indicator School Climate Survey Source: Local

2018-19 Survey Results: School Climate Survey as of 6/1/19 Percent of positive responses by construct: Students in grades 3-12 (N = ____)


Expected Actual

18-19 Improve percent of positive responses by 3% annually

Baseline School Climate Survey Baseline Results as of 6/15/2017 percent of positive responses by construct: Students in grades 3-12 (N = 12,347) Elementary: Safety: 59% Belongingness: 68% K-8: Safety: 61% Belongingness: 68% Middle: Safety: 65% Belongingness: 66% High : Safety: 65% Belongingness: 62% Teachers (N = 695) Safety: 61% Belongingness: 74% Families (N = 1,074) Safety: 83% Belongingness: 81%

Elementary: Safety: 61% Belongingness: 68.3% K-8: Safety: 61.3% Belongingness: 61.8% Middle: Safety: 67.2% Belongingness: 67.6% High (Comprehensive) Safety: 63% Belongingness: 60.2% High (Small) : Safety: 73.7% Belongingness: 68.1% Teachers (TBA) Safety: Belongingness: Families (TBA) Safety: Belongingness:


School sites are clean and well cared for. At minimum, sites have 16 hours of custodial time as noted

2000-3000 LCFF 15,339,989

2000-3000 LCFF 15,208,202


below including both Plant Manager and Custodian hours. Every site has a full time School Plant Operations Manager. Elementary sites have one 8 hour custodian; middle schools have two custodians, and high schools have four. In addition, high schools have a facilities maintenance laborer in charge of grounds and landscape.

4000-4999: Books And Supplies LCFF 699,801

4000-4999: Books And Supplies LCFF 592,365

Action 2





Expansion of the Safe Haven Initiative

The District worked closely with the California Rural Legal Assistance Foundation (CRLAF) to develop a series of trainings for staff. Those trainings included the following:

Initial UndocuAlly training,

Know Your Rights, Family Preparedness, UndocuAlly training for all

Principals and Office Managers,

Train-the-Trainer (ToT) for the first three bullets above, and

Site trainings from those who went through the ToT. The District developed a series of business processes during the summer of 2018 that outlined staff roles in providing services to

1000-4000 Suppl/Con 270,680

1000-4000 Suppl/Con 270,680


students, families, and individuals who may have been detained or deported. SCUSD's Family and Community Engagement (FACE) Department continues to build a partnership with the Mexican Consulate. Campaign signage has been systematically placed at school sites in highly visible areas. Replacement signage was ordered and staff continue to refresh deteriorating materials at sites on an as-need basis.

Action 3

The Safe Schools Director directs the development of the Comprehensive School Safety Plan at school sites, provides trainings for administrators, staff, students, and parents, and develops and maintains positive relationships by proactive community outreach. The Safe Schools Director position is currently vacant as of mid-year. The School Resource Officers are assigned to six comprehensive high schools, with two additional floaters who serve the remainder of the district.

2000-3000 LCFF 170,693

2000-3000 LCFF 108,773

5000-5999: Services And Other Operating Expenditures LCFF 1,284,460

5000-5999: Services And Other Operating Expenditures LCFF 1,476,235

Action 4


Assistant principals are assigned to each secondary school based on enrollment. Their role is to provide assistance in developing school safety plans, and to provide support of positive school climate at each site.

1000-3000 LCFF 876,994

1000-3000 LCFF 839,111


Action 5

The SEL/Equity coaches collaborate with schools on visioning and purpose on positive school culture and climate; they support schools with implementation of PBIS, SEL, Restorative Practices; facilitate professional learning around eight modules to build adult capacity to build relationships and positive community; coach leadership and staff to lead and sustain the work at their school sites; and they advocate for continuous improvement by helping leadership teams look at data to inform practices. Since last year, the SEL/Equity coaches have shifted their focus from breadth of work to depth of work. What this means is that rather than continuing to do opt-in district-wide professional learning, coaches have been working closely with a smaller number of schools in order to most effectively follow up and support teachers who may need more intensive coaching in the classroom. This year, each coach works with 4 schools and continue to offer consultation and professional

Social Emotional Learning 1000-4000 Suppl/Con 538,110

SEL and PBIS 1000-4000 Suppl/Con 1,047,785

Positive Behavior Intervention and Support (PBIS) 1000-4000 Suppl/Con 329,830


learning support for additional schools that may have specific learning needs. In addition, the SEL Director continues to offer monthly SEL professional learning to additional Classified staff, as well as parent trainings through the Parent Information Exchange meetings.

Action 6

The Bullying Prevention/Intervention program provides school sites with the tools and consultation necessary to prevent bullying and intervene when necessary. This program focuses on reducing bullying and harassment of students, district-wide. The program is designed to address the issue of bullying systemically. As of March 2019, 640 administrators, parents, and stakeholders received bullying prevention and intervention training, while 175 incidences of bullying were reported and investigated. Intensive meditations were completed in 47 cases, with another 310 consults provided. As a result of reports made, case management services were also provided to 136 students and families, linking families to district and/or community-based resources. Additional supports provided by the Bullying Prevention Specialist:

2000-3000 Title I 26,311 2000-3000 Title I 0

Medi-Cal Funding 2000-3000 Other 98,321

2000-3000 Other 0

MHSA 2000-3000 Grant 13,848 2000-3000 Grant 13,823


School Climate Collaborative includes community, government, nonprofit, and individual partners. The Collaborative reviews and discusses emerging best practices in positive school climate, bullying prevention and intervention, and supports this work in SCUSD schools. Outreach includes getting the word out about positive school climate and bullying prevention by participating in community- and school-based rallies, assemblies and other gatherings. Education: Formal trainings, small groups, and other education forums help all members of the SCUSD community understand the definition, impact, reporting procedures, and effective interventions around bullying and positive school climate. Consultation and Mediation: preventative, intervention, and postvention support to school staff, administrators, parents and guardians.

Action 7





The activities continue as described in 2017-18, with the expansion of services provided by the addition of ten periods of Men's and Women's Leadership

Chronic Absence Intensive Case Management - Through the “Be Here” grant chronic absence initiative, one Connect Center staff member has been hired to provide

Learning Community for School Success Grant Project Coordinator (1.0 FTE) Youth and Family Mental Health

1000-4000 Grant 658,307


Academy classes at high schools with a significant population of at-risk students. More district staff are added to support attendance.

intensive case management services to students experiencing chronic absenteeism. Services and supports include attending school-site level attendance meetings, monthly Chronic Absence MTSS Meetings, attends the monthly professional learning community (Attendance Improvement Movement), attending Student Absence Review Board (SARB) meetings, and intensive case management with students and families. In 2019-20 the funding for the Director of Student Services and Alternative Education and Enrollment Center Coordinator will be moved to Goal 3 as their role is more aligned with parent communication and support.

Specialist (2.0 FTE) Child Welfare and Attendance Specialist (1.0 FTE) Per diem pay for MLA and WLA instructors (180 hours x 10) 1000-4000 Grant 493,336

Director, Student Services and Alternative Education (.5 FTE), and a Coordinator in the Enrollment Center 1000-3000 Suppl/Con 271,175

1000-3000 Suppl/Con 240,593

Action 8

School Nurses: Health Services provides both mandatory and non-mandated school health programs which assist students, families and the community to reach optimal physical, mental and social health in order to succeed in school and in life. Health Services operates several critical district-wide programs, including:

Automated External Defibrillators (AEDs)

Communicable Disease Direct Medical Care

1000-3000 Suppl/Con 2,007,973

1000-3000 Suppl/Con 1,690,124

1000-3000 Title I 172,981 1000-3000 Title I 130,685

1000-3000 LCFF 661,427 1000-3000 LCFF 823,579



1000-3000 Title I 273,513 1000-3000 Title I 422,386

1000-3000 LCFF 814,107 1000-3000 LCFF 754,939


District Wellness Committee (DWC)

Emergency Care Plans Employee TB Clinic Health Needs

Assessment Hiram Johnson

Wellspace School-based Health Clinic

IEP Health Assessments State Health Reporting Stock Epinephrine

Program (“Epi-pens”) Vision and Hearing Team

Immunization Clinic: The Immunization Clinic is a service provided to district families in an effort to help them comply with SB 277, legislation that mandated immunizations for school enrollment. The clinic kicks off in mid-August to serve students heading back to school, and remains open every Thursday from 3-6pm September through May. Services include immunizations, health insurance enrollment through Sacramento Covered, and free oral health exams through the Center for Oral Health. School Social Workers: Student Support Services, consisting of Student Support Specialist II/Learning Support Coordinator I, School Social Workers, and other classified positions, offers a wide range of social, emotional, and health


resources to help students thrive. We promote attendance and a positive school climate by focusing on the whole child, providing critical support services and removing barriers to learning. Programs include the following:

Student Support Centers (SSC)

Mental Health Crisis Response

Student Suicide Prevention and Intervention

Action 9

SCUSD Expanded Learning programs strive to create and sustain safe spaces outside of the regular school day. The goals of expanded learning include improving academic performance of students in reading/language arts and math; improving student health and wellness; enhancing enrichment opportunities; providing educational resources and activities to families; and creating and maintaining relationships with the school day staff. Expanded learning is provided to over 14,000 students at 62 sites within the district: 38 elementary sites; 3 community sites; and 21 secondary sites. Participating students are ethnically diverse: 42% Latinx; 20% Black; 19% Asian; 9% White; 7% two or more ethnicities and 3% other. 81% are socio-economically disadvantaged,

ASES Grant 1000-4000 Grant 8,270,109

1000-4000 Grant 9,224,566


1000-4000 Title I 500,000 1000-4000 Title I 500,000


23% English learners and 13% students with disabilities.

Action 10

The Connect Center is a centralized Student Support Center that serves as a “gateway” to critical supports for students and families whose schools do not offer an SSC. This central hub is designed to increase coordination of services by providing a single, easily identifiable point of access and assistance to address the social, emotional, and health needs of all students. The Connect Center also houses the district’s LGBTQ support programs, and serves as a gateway to health insurance enrollment for all SCUSD students. LGBTQ Support Services provides mentoring support to individual students and their families, technical assistance to school-site Gender & Sexualities Alliance (GSA) Clubs; facilitates the LGBTQ Task Force, comprised of staff, students, parents, and community members; plans and facilitates the student conference “Be Brave Be You,” and a bi-annual professional development opportunity for staff and community members entitled “No Time to Lose.” Health Insurance Enrollment is provided onsite in partnership with

1000-4000 Suppl/Con 134,306

1000-4000 Suppl/Con 129,262

Medi-Cal: 99,659 Kaiser: 81,685 Learning Communities for School Success: 81,685 1000-4000 Grant 263,029

1000-4000 Grant 114,849

1000-4000 Title I 148,192 1000-4000 Title I 148,879


Sacramento Covered 3-days a week (Tue, Wed, Thur). From August 2018 to March 2019, the Connect Center has served a total of 393 students and families, providing 976 Tier 2 (strategic) and Tier 3 (intensive) supportive interventions. 131 students and families were provided with health insurance enrollment and/or navigation. 76 Supportive Interventions have been provided through our LGBTQ Support Service program. 77 students have completed the Infinite Campus Name and Gender Update form since its inception 3 years ago. 257 mental health interventions have been provided to students and families. LGBTQ+ 101 Training (aka SafeZone Training) is provided to school staff on a request basis. For the 18-19 school year 7 Safe Zone trainings have been provided to approximately 210 attendees total.

Action 11

In order to support the enrollment, attendance, and achievement of homeless students and ensure equal access to educational opportunities, 457 homeless students have been identified and

1000-4000 Title I 161,872

1000-4000 Title I 161,872


certified to receive McKinney-Vento rights, and students received services in one or more of these areas: school enrollment and attendance support, records retrieval, school and hygiene supplies, health/immunization referrals, shelter/housing and community referrals, education support services through Title 1 and other programs, & mediation in enrollment disputes.

Action 12

Student Support Centers are located at 27 schools, providing mental health support, addressing academic, attendance, health, and safety concerns. The staffing includes Learning Support Coordinators, Learning Support Specialists and Social Workers.


1000-4000 Grant 1,933,802 1000-4000 Grant 1,429,056

Action 13

Each School Site Council chooses the appropriate supports to improve safety, school climate, and student engagement. Examples of staff funded include assistant principals, attendance clerks, and student outreach workers. Funding is also provided for extracurricular and co-curricular activities such as robotics, athletics and field trips.


Action 14






Student Leadership Conference



Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. With the exception of the Safe Schools Director, the actions and services described in Goal 2 have been implemented.

Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. The effectiveness of the district's efforts to maintain schools in good condition is borne out by a positive Facilities inspection. Facilities are continually refreshed to ensure delivery of a Core Academic Program using bond funds (see Plan Summary - Greatest Progress - for details). Other aspects of ensuring high-need students' emotional and physical wellness are described by the data shared by the Student Support and Health Services department It is unclear whether district efforts to reduce suspension are having an impact, and School Climate survey results have shown a decline in the percent of positive responses. Student focus groups have also illustrated the need for more opportunities for the district's students, particularly those with a socioeconomic disadvantage. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Action 2.1 - Custodial Operating Supplies: material differences reflect the budgeting process which uses trend data to budget. Action 2.3 - Safe Schools Director position is vacant. Action 2.6 - Bullying Prevention Specialist - Estimated Actual is understated; staff is researching correction. Action 2.10 - Connect Center - Estimated Actual is understated; staff is researching correction. Actions 2.7 and 2.9 reflect an overage in estimated actual expenditures based on increased staffing costs. The Immunization Clinic in Action 2.8 shows an overage; hours and staff will be increased in 2019-20 to reflect the increased demand. Actions 2.12 and 2.13 are funds allocated by School Site Councils and reflect variance from original budget due to site-based decision making. The actions met student needs.


Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. The 2019-20 LCAP will include new metrics on Chronic Absenteeism and Suspension from the Performance and Targeted Action Index:

N and % of K-12th grade students who are at risk of being chronically absent, or chronically absent, and have documented evidence of two or more attendance interventions.

N and % of K-12th grade students who had less than 95.9% attendance, received attendance interventions, and had improved attendance by January 31.

N and % of K-6th grade students with 1 or more suspension incidents whose student groups are disproportionately represented

N and % of 7th-8th grade students with 1 or more suspension incidents whose student groups are disproportionately represented

N and % of 9th-12th grade students with 1 or more suspension incidents whose student groups are disproportionately represented

The 2019-20 LCAP will include these modified actions: Assistant Principals (Action 2.4) funding source modified; additional stipend funding applied for secondary department leads. Action 2.3: funding and framework for school safety to be advised

The 2019-20 LCAP will include these new actions for Equity, Access and Social Justice: Action 2.15 - A student supports initiative contains funding for: College/Business visits for 6th, 8th and 10th grade students; athletics; music; clubs; instructional technology. Action 2.16 - Support for visual and performing arts: Music teachers, Any Given Child, Strings program, music library




Goal 3 Parents, family and community stakeholders will become more fully engaged as partners in the education of students in SCUSD. Stakeholders to have improved opportunities to participate in district/site activities that increase their skills as partners in education. (Action 3.1) Stakeholders to receive improved district and site communications, including translation/interpretation services (Action 3.2)


State Priorities: X Priority 2: State Standards (Conditions of Learning) X Priority 3: Parental Involvement (Engagement) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)


Expected Actual

Metric/Indicator Parent participation in decision-making and leadership activities Source: Local

18-19 Maintain the number of School Site Councils with proper composition at 100%. Provide training for at least 50% of School Site Councils (38 schools).

2018-19 Data being gathered School Site Councils properly composed: TBA School Site Council training provided: TBA


Expected Actual

Baseline 2016-17: 100% of SCUSD school site councils are properly composed. 2016-17: Seventeen (17) schools received School Site Council training.

Metric/Indicator Parent participation in the District English Learners Advisory Committee (DELAC) Source: Local

18-19 Increase the percent of schools with an ELAC sending a representative to DELAC to 55%. Increase the attendance rate for 4 out of 7 meetings to 65%.

Baseline 2015-16: 52% of schools with an ELAC send a representative to at least one DELAC meeting 2016-17: 54% of schools with an ELAC send a representative to at least one DELAC meeting. 38% of those representatives attended 4 out of 7 meetings.

2018-19 66 schools require an established English Learner Advisory Committee (ELAC). __% of schools with an ELAC send a representative to at least one DELAC meeting. Will complete attendance rate calculation in May (after completion of 7th meeting).

Metric/Indicator Parent participation in the Community Advisory Committee for Special Education (CAC) Source: Local

18-19 Increase the average attendance by 5%

Baseline 2015-16 CAC attendance averaged 20 per meeting. 2016-17 CAC attendance at meetings and workshops averaged 22.5 per event.

2018-19 In Fall 2018, every principal was asked to identify at least one representative to the CAC. CAC attendance at meetings and workshops averaged 24.5 per event.


Expected Actual

Metric/Indicator Build relationships and improve home-school communication with the number of Parent-Teacher home visits per year Source: Parent-Teacher Home Visit mid-year report

18-19 Establish baseline for home visits logged through Infinite Campus in 2017-18 Report attendance rate for cohort identified as receiving Home Visits as compared to cohort of students not receiving Home Visits.

Baseline 2016-17: 3,791 home visits

2017-18 1,200 home visits at midyear. 2018-19 14 schools are currently using Infinite Campus to log home visits 800 home visits at midyear.

Metric/Indicator Build parent capacity to support their student academically with school site participation in the Academic Parent Teacher Team (APTT) model Source: Parent-Teacher Home Visit mid-year report

18-19 Maintain the number of schools participating at 13

Baseline 2016-17: 13 schools are participating

2017-18 13 schools participating in the Academic Parent Teacher Team (APTT) model 2018-19 10 schools actively hosting APTT meetings; 1 school received coaching.

Metric/Indicator Build understanding of the school system and current topics in education with the Parent Leadership Pathway workshop series Source: Local

18-19 Maintain participating sites at 28 Increase attendance to 2,700

Baseline 2016-17: 25 sites Session attendance: 2,500 participant sign-ins

2017-18 28 sites participating in the Parent Leadership Pathway workshop series 2,872 participant sign-ins 2018-19 21 sites participating in the Parent Leadership Pathway 2114 participant sign-ins


Expected Actual

Metric/Indicator Participation of English learner parents in the Parent Leadership Pathway Source: Local

18-19 Maintain 75% English learner parent participation

Baseline 2016-17: 67.1%

2017-18 (58.2%) 1,672 parents are English learners






Action is modified to exclude materials and fingerprinting.

The SCUSD Family and Community Empowerment Department (FACE) provides outreach and education services district-wide, with a concentration in low-income schools and in schools with a high percentage of English Learners. In the 2018-19 school year 96% of the parent participants in the Parent Leadership Pathway program were non-English speaking. Staff support parent engagement by developing and facilitating opportunities for involvement, providing access to resource information and offering capacity-building workshops and training.

2000-3000 Suppl/Con 224,816

2000-3000 Suppl/Con 181,171

2000-3000 Title I 199,582

2000-3000 Title I 199,582

2000-3000 Suppl/Con EL 67,833 2000-3000 Suppl/Con EL 60,395


The FACE department also provides technical assistance and staff training at school-sites. During the 2018-19 school year, FACE extended its trainings to parent living in local Section 8 housing at Greenway Village and Phoenix Park and to parent participants transitioning out of homelessness with their children at Women’s Empowerment. The department has also developed a partnership with the Mexican Consulate to provide parent education and resource at their site.

Action 2

The Training Specialist to support Parent Teacher Home Visits (PTHV) and Academic Parent-Teacher Teams (APTT) is in place. Support has been provided to 41 PTHV sites and 11 APTT sites though this coordinator. The coordinator has organized and presented 7 PTHV Introductory Trainings, 2 Refresher Trainings, and one Infinite Campus Data Entry Training. Two additional Intro Trainings and one APTT Training are scheduled for this school year. 123 certificated and classified staff in SCUSD have been trained this year; along with City Year support staff. Sites have used their funds for stipends for training, APTT meetings, and home visits. Thus

1000-3000 Title I 474,881

1000-3000 Title I 453,948



far, about 800 visits have been conducted in SCUSD this year. A pilot program was launched in the Fall of 2018 to allow teachers and site level staff to enter their home visits into the student information system (Infinite Campus). Currently, there are 14 sites participating in the pilot. Collecting this data has provided an opportunity to show connections between home visits and student outcomes. Based on early data, students who have received a Parent Teacher Home Visit have shown growth in academics, behavior, and chronic absence. We will have a more complete report of PTHV students at the end of the 2018-2019 school year once all visits have been entered into the Infinite Campus system.

Action 3

The staffing at the Matriculation and Orientation Center (MOC) is in place to support these critical district activities: Registration of English learner students, administration of initial language testing, and translation of district-wide documents. MOC staff provides oral interpretation using reliable and high quality interpretation equipment both during the day and after hours to serve non-English speakers at meetings such as the

2000-3000 LCFF 258,336

2000-3000 LCFF 233,372

2000-3000 Suppl/Con 561,860

2000-3000 Suppl/Con 537,091

2000-3000 Suppl/Con EL 240,800

2000-3000 Suppl/Con EL 229,236


Board of Education, DELAC, Graduation Task Force, LCAP committees, and many other Forums and Town Halls. Written translation by MOC staff as of February, 2019 consists of 80 documents with a total of 420 pages. Translations are provided in Spanish, Hmong, Chinese, Vietnamese and Russian. Oral interpretation was provided on 1480 occasions by phone or in person at the MOC, parent teacher conferences, hearings, etc. MOC staff also translate foreign transcripts and score the Seal of Biliteracy test. As of February, MOC has registered 908 students, including 208 kindergarteners and 75 refugees. The initial ELPAC was administered to 934 students to date. Based on need, the FTE for Spanish assessor-translators was reduced from 3.0 to 2.0.

Action 4

Foster Youth Services staff communicate with foster guardians, and invite caregivers and students to several district-located informational events throughout the year. For more detail, please see Annual Update Goal 1.9.

No additional expenditure

Foster Youth Services are funded in Action 1.9 No additional expenditure


Action 5

School site councils develop plans to increase or improve parent engagement. Staff include Parent Advisors and School Community Liaisons. Additional items funded include fingerprinting, parent meeting supplies, and opportunities for parents to become involved in programs.

1000-4000 Suppl/Con 530,000

1000-4000 Suppl/Con 345,100

Action 6

Services provided for translation and interpretation include newsletters, meeting notices, and other communication from school to home.

1000-4000 Suppl/Con EL 30,000 1000-4000 Suppl/Con EL 70,448

Action 7

The district contracted with an outside provider to translate the School Plans for Student Achievement as required based on the student population. 38 schools received Spanish translation, 3 schools received Hmong translation, and 2 schools received Cantonese translation.

5000-5999: Services And Other Operating Expenditures Suppl/Con EL 17,037


Action 8

The district did not contract to produce an LCAP infographic in the 2018-19 school year, and will not in the 2019-20 school year.


5000-5999: Services And Other Operating Expenditures Suppl/Con EL 0


Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. Studies indicate that increased parent engagement results in positive academic, social and emotional outcomes for students, and the state has identified Parental Involvement as one of the eight priorities for education. The district has two main venues for providing access to parents: the Parent Leadership Pathway workshop series, and Parent Teacher Home Visits (PTHV). To date, the FACE Department has provided workshop trainings to 2,114 parents during the 2018-19 school year. This is lower than previous years, but is consistent with lower staffing levels. The department planned for four facilitators in 2018-19 but currently has just two. Due to district budget constraints, the vacancies have not been posted. PTHV has documented about 800 home visits. The number of home visits has declined from previous years; increased teacher focus on the English Language Arts curriculum adoption has been identified as a possible reason. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. With an increased district focus on data and monitoring activities, work is underway to track data on the students of participating parents in both capacity-building workshops and trainings and home visits. To ensure that parents acquire agency to progress toward active roles in school and district decision making, the FACE department is planning ways to collect data on participation in the Parent Leadership Pathway and subsequent involvement in committees such as: ELAC, DELAC, CAC, PTA/PTO, African American Academic Task Force etc. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Action 3.1: Unfilled vacancies result in lower estimated actual expenditures. Action 3.2: Fewer home visits mean the amount budgeted for stipends will not be fully expended. Actions 3.5 and 3.6 reflect variance from the original budget based on School Site Council decision-making to support student and family needs. Action 3.8: The district will not contract with an outside provider for an infographic LCAP. This action will not be included in 2019-20.


Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. Metrics: The target for DELAC attendance in 2019-20 will be reduced from 75% to 55% of sites with an ELAC sending a representative to at least one DELAC meeting. The 2019-20 LCAP will show these modified actions: Action 3.1 expenditure will be lower with two fewer FTE (Family Partnership Facilitators). Action 3.3 expenditure will be lower with one fewer FTE (Spanish Assessor/Translator). Action 3.8 will be discontinued in 2019-20. The 2019-20 LCAP will include this new action: Action 3.9 will include Enrollment Center staffing (moved from Goal 2)




Goal 4 Maximize the leadership, structure, and processes of the organization to execute our mission as effectively and efficiently as possible.

Institute the practice of evaluating program and resource efficacy. (Action 4.1) Establish a district-wide protocol for providing customer service to stakeholders. (Action 4.2)


State Priorities: X Priority 1: Basic (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 6: School Climate (Engagement) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)


Expected Actual

Metric/Indicator SCUSD Data Dashboard Usage Source: Local

18-19 Increase page views by 10%

Baseline Report Dashboard analytics (usage) for initial (2016-17) school year.

SCUSD Data Dashboard has not been updated since Fall 2016. This metric is no longer relevant.

Metric/Indicator On-time submission to CalPADS and Civil Rights Data Collection (CRDC) Source: Local

District confirms on time submission of district level data to CalPADS and CRDC.


Expected Actual

18-19 Maintain on-time submission

Baseline On time submission of district level data to CalPADS and CRDC

Metric/Indicator Infinite Campus (Student Information System) usage Source: Local

18-19 Increase number of Infinite Campus accounts by 10%

Baseline Report number of students whose families have Infinite Campus accounts.

Baseline 2016-17: 5,761 parent accounts 2017-18: 5,398 parent accounts as of Semester 1 2018-19: 6,198 parent accounts as of Semester 1

Metric/Indicator Customer service measurement tool: Complaints and resolution Source: Local

18-19 Establish baseline for number of complaints by quarter; and average time to resolve complaints (target: within 72 hours)

Baseline Develop customer service measurement tools

A Customer Service measurement tool has not been developed yet. From August 2018 to April 1, 2019 950 cases have been processed by the Constituent Services Office. Most cases take between three and five days to resolve.






Provide dashboard database reporting, and assessment system software and tools, to support the district and school sites to analyze student work and monitor student progress.

The district has leveraged Tableau and Illuminate to generate and publish data, reports and public dashboards used to inform district and public stakeholders regarding student outcomes, student

Illuminate 5000-5999: Services And Other Operating Expenditures Suppl/Con 233,452

Illluminate 5000-5999: Services And Other Operating Expenditures LCFF 228,642


Funding sources and amounts for Illuminate and Tableau software have been corrected.

demographics and fiscal resource management. These data have been used at Board, community and internal meetings, and are also available online at the District web site.

Tableau 5000-5999: Services And Other Operating Expenditures LCFF 160,000

Tableau License (Computer Info. Concepts) 5000-5999: Services And Other Operating Expenditures LCFF 35,956

Action 2





Provide training in customer service standards; measure satisfaction level across departments

In 2018-19, the Constituent Services Office was absorbed into the Student Hearing and Placement Office. The focus of the department is Alternative Placement; Constituent Service, and Records. The planned activities for training in customer service standards did not take place due to limited staff capacity.

0 0

Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal. The district’s utilization of information from data systems is broadening. The continuum of data tools has expanded as the development of a Multi-Tiered System of Supports framework is implemented. Tools that are being used to inform School Plans for Student Achievement and district priorities include the California School Dashboard; the Performance and Targeted Action Index; the Attendance, Behavior and Course (ABC) Performance Summary Report Suite; and an Early Identification and Intervention System. Limited staff capacity has put a pause in the work to define customer service standards, however it remains a value.


Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. With continued use of data to drive decision-making, all students will be given an equal opportunity to graduate with the greatest number of postsecondary choices from the widest array of options. Using data, opportunities to positively alter the outcomes for those in need will be identified, including: graduation rate, eligibility for postsecondary enrollment, redesignation to fluency in English, and the achievement of various milestones supported by research to be critical to the path of student success. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. The budgeted expenditure for Illuminate Education in Action 4.1 was originally planned in LCFF Supplemental/Concentration funds, but was shifted to Base (General Funds), as this service will support all students. The budgeted expenditure for Tableau was lower than anticipated.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. No change is anticipated in the 2019-20 year in the goal or actions and services. The metric for Data Dashboard usage will be eliminated in 2019-20 since that dashboard is no longer in use.


Stakeholder Engagement

LCAP Year: 2019-20

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

The Superintendent notified the public that the LCAP draft was available for comment at the May 2, 2019 Board of Education meeting. Notice was also provided on the district website, eConnection newsletter and on social media. The LCAP feedback survey was available from May 15 - June 13, 2019. The LCAP and Budget Public Hearing was June 6, 2019. The LCAP and Budget were adopted at the Board of Education meeting on June 20, 2019. LCAP Parent Advisory Committee SCUSD’s LCAP Parent Advisory Committee (PAC) is comprised of 16 members. Each elected Board member appoints two members and the Superintendent appoints two. The PAC presented comments on the LCAP draft to the Superintendent in a Board presentation on May 16, 2019. The Superintendent responded in writing prior to June 24, 2019. 2018-19 Meeting dates: September 24 - Overview of LCAP; Norms; School Climate October 22 - PAC Roles and Responsibilities; Title I Update; LCAP Local Indicators November 26 - Federal Program Monitoring; SBAC Results; Budget Overview December 17- FCMAT Review; California School Dashboard; Early Identification and Intervention System (EIIS) January 28 - Budget Development; LCAP PAC Priorities February 25 - Annual Update: LCAP Metrics and Expenditures March 18 - Draft LCAP Recommendations April 29 - Refine LCAP Recommendations May 20 - Specialty Program Data; Consolidated Application June 24 - Reflections and Lessons Learned


District English Learner Advisory Committee (DELAC) The DELAC serves as the LCAP English Learner Parent Advisory Committee. The DELAC presented comments on the LCAP draft to the Superintendent and Board June 6, 2019. The Superintendent responded in writing June 24, 2019. Meeting dates: October 24 - LCAP Overview/Review Spring Response from Superintendent January 23 - California School Dashboard hands-on March 27 - LCAP Annual Update April 24 - Write Comments on the LCAP Draft May 22 - Finalize Comments on the LCAP Draft Community Advisory Committee for Special Education, within the Sacramento City Unified SELPA The California School Dashboard was presented to the Community Advisory Committee on January 24, 2019. The LCAP Annual Update was presented on May 21, 2019. Student Engagement The LCAP Coordinator obtained a student intern from The Met High School. The student worked on Tuesdays and Thursdays to support student outreach, communication, and logistics. During the year, four student focus groups were offered by the LCAP Coordinator and student intern, at Hiram Johnson High School, The Met, American Legion and C.K.McClatchy High School. The Student Advisory Council (SAC) received a grant to implement a Youth Participatory Action Research project. They surveyed over 1,200 high school students and conducted focus groups to make their recommendations based on current identified student needs. District Staff: Classified, Certificated, Administrators Staff presented the LCAP and Annual Update to the district's bargaining partners at the Labor Management Consortium meeting on June 3, 2019. All bargaining partners were invited to additional "office hours" sessions on June 4 and 13, 2019. The district's website includes a permanent link to LCAP Resources on the home page (www.scusd.edu/LCAP).


School Site and Community Engagement The Board of Education held five Budget Forums in the spring. These forums were an opportunity for the district to explain the challenges of the fiscal situation, and to hear the priorities of families, students, staff and community members. Principals and School Office Managers were notified via the Principals Bulletin Board of the district's expectation that they communicate LCAP milestones to families. California School Dashboard workshops were presented to these stakeholder groups, with estimated attendance in parentheses: December 13, 2018 Chronic Absence Workteam (7) – staff December 17, 2018 LCAP PAC (15) December 18, 2018 Counselors (College / Career Indicator Focus) - (20) January 23, 2019 DELAC (25) January 24, 2019 Community Advisory Committee (25) January 28, 2019 PIE Luncheon (50) February 4, 2019 School Climate Collaborative (12) – Community based organizations

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

The district's fiscal situation was a concerning topic for many stakeholders. The consultation on LCAP actions and services was hampered in part because of budget uncertainties as funding reductions were made during the year. However, upon review, each of the stakeholder groups' recommendations included these themes for district improvement:

Increase access to specialty programs for all students; Provide mandatory professional development to improve academic outcomes and to ensure consistency and coherence of

programs; Increase the availability of mental health supports, and mandate training for staff in trauma-informed practices; Provide services that impact the outcomes for foster youth; Implement recommended actions for Special Education, especially the Multi-Tiered System of Support; Reduce chronic absenteeism and suspensions; Recruit staff with bilingual language capabilities to serve as counselors, social workers, and other site-based supports;


Evaluate actions and services for effectiveness and increase accountability of staff throughout the district.

As the budget was developed, the focus was on making investments to address the needs of students and maintain program quality, while advancing equity for under-served students. The greatest impact of community voice to the LCAP is shown by new actions in the LCAP that promote student engagement and connection to the school:

Experiential learning through field trips, enrichment opportunities, extended extracurricular, and technology-based learning Credit recovery to improve a-g course completion and graduation rate Summer learning opportunities

These actions are continued in the 2019-20 LCAP: Professional learning offered by training specialists in all curricular areas and social-emotional learning Student support centers that include access to physical and mental health supports Data-driven decision making to identify in real time when students are off-track so that they may be provided with appropriate

intervention.

The LCAP Parent Advisory Committee (LCAP PAC) identified ten priorities: Close the achievement gap Increase diversity of GATE & specialty programs Improve Performance of Students with Disabilities Reduce Chronic Absenteeism Increase Counselors & Social Workers Specializing in Trauma; add training for Teachers and School Psychologists Reduce Bullying Increase Civic Engagement Improved Performance of Foster Youth Reduce Suspension Rate To improve the outcomes of English learners, increase the number of bilingual Counselors (7-12) and Social Workers

The DELAC's top two priorities were: Improving reclassification of English learner students Increasing support for parents of English learner students

The Student Advisory Council's recommendations were: Mental health support, especially with a trauma-informed focus Implicit bias training for all staff to lessen racial and gender discrimination Time management contracts to lessen the stress that students experience


The Community Advisory Committee for Special Education enjoyed a resurgence in 2018-19. New officers and additional district staff established a partnership as many of the issues raised by the Council of Great City Schools audit were closer to implementation. The district convened an African American Achievement Task Force (AAATF) in 2018. The group provided recommendations to improve the outcomes of Black/African American students, one of which is to establish an African American parent advisory committee. The recommendations of the AAATF were adopted by the Board on May 16, 2019, and will be implemented as funding permits. This Task Force raised the concern that School Resource Officers are detrimental to school climate; the Board of Education will consider this recommendation for potential restructuring of services.


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

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

Goal 1 Increase the percent of students who are on-track to graduate college and career ready.

Provide standards-aligned curriculum, assessments and high quality instruction to prepare students to graduate college and career ready. (Action 1.1)

Provide a variety of learning supports including differentiated instruction and interventions for all students as needed. (Action 1.2)

Develop an infrastructure for ongoing analysis of student performance and progress by providing teacher release time and collaborative learning time. (Action 1.3)

Provide effective core instruction, as well as appropriate learning supports and interventions, to ensure that English Learners make expected progress in attaining English and in academic achievement. (Action 1.4)

State and/or Local Priorities addressed by this goal: State Priorities: X Priority 1: Basic (Conditions of Learning)

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

Local Priorities: SCUSD Strategic Plan Identified Need: Improve academic achievement, but in particular for African American, foster and homeless youth, and students with disabilities. Reduce disproportionality among student groups including SouthEast Asians. Ensure that English learners make progress to timely redesignation. Continue to recruit, hire and retain highly qualified classroom teachers, and support them with high quality professional learning and induction coordination. Provide interventions for students who are not meeting the state's challenging academic standards.


Expected Annual Measurable Outcomes Metrics/Indicators Baseline 2017-18 2018-19 2019-20

Teachers are appropriately assigned and fully credentialed. Source: School Accountability Report Card

2016-17: 1,594 certificated employees were credentialed correctly. (95%) 2016-17: 20 of 1677 certificated employees were teaching outside subject area of competence. (1.2%)

Increase the number of fully credentialed certificated employees to 97% (actual 94.8%) Reduce teacher mis-assignment rate to less than 1 percent. (actual 1.2%)

Increase the number of fully credentialed certificated employees to 99% Maintain teacher mis-assignment rate at less than 1 percent.

Maintain the number of fully credentialed certificated employees at 99%. Maintain teacher mis-assignment rate at less than 1 percent.

Pupils have access to standards-aligned instructional materials. Source: School Accountability Report Card; SCOE Williams inspection

100% of students have their own assigned textbook in all core curricular areas (textbook sufficiency).

Textbook sufficiency is maintained at 100%. For all schools inspected, no insufficiency.

Maintain textbook sufficiency. For all schools inspected, no insufficiency.

Maintain textbook sufficiency. For all schools inspected, no insufficiency.

2016-17 Implementation of State Standards Survey Administrators and leaders assess the district's progress in: (1) providing professional learning, (2) supporting sites in identifying areas to improve in delivering instruction, (3) providing CCSS aligned instructional materials, (4) implementing

2016-17 Baseline: Percent of responses as "Fully Implementing" or "Fully Implementing with Sustainability" by area: (1) Providing professional learning 24% (2) Supporting sites in identifying areas of improve in delivering instruction 20%

Percent of responses as "Fully Implementing" or "Fully Implementing with Sustainability" by area: (1) Providing professional learning 34% (actual 29%) (2) Supporting sites in identifying areas of improve in delivering instruction 30% (actual 19.3%) (3) Providing CCSS aligned instructional

Percent of responses as "Fully Implementing" or "Fully Implementing with Sustainability" by area: (1) Providing professional learning 44% (actual 28%) (2) Supporting sites in identifying areas of improvement in delivering instruction 40% (actual 19%) (3) Providing CCSS aligned instructional

Percent of responses as "Fully Implementing" or "Fully Implementing with Sustainability" by area: (1) Providing professional learning in ELA, ELD, Mathematics, NGSS and Soc. Sci. 54% (2) Supporting sites in identifying areas of improvement in delivering instruction 50%


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

academic standards for all students, (5) and supporting teachers' professional learning needs. Source: Local

(3) Providing CCSS aligned instructional materials 24% (4) Implementing academic standards for all students 28% (5) Supporting teachers' professional learning needs 16%

materials 34% (actual 27%) (4) Implementing academic standards for all students 38% (actual 26.3%) (5) Supporting teachers' professional learning needs 26% (actual 22.2%) Survey administered in Spring 2018.

materials 44% (actual 28%) (4) Implementing academic standards for all students 48% (actual 22%) (5) Supporting teachers' professional learning needs 36% (actual 8%)

(3) Providing CCSS aligned instructional materials in ELA, ELD, Mathematics, NGSS and Soc. Sci. 54% (4) Implementing academic standards in CTE, PE, Health, VAPA and World Language for all students 58% (5) Supporting teachers' professional learning needs 46%

Implementation of English Language Development (ELD) professional learning Source: Local

2016-17 Baseline: 175 elementary school teachers and 34 secondary school teachers attended the summer ELD Professional Learning Institute. 45 teachers participated in EL Master Plan professional learning

85% of elementary schools and 75% of secondary schools attend the summer ELD Professional Learning Institute. (actual: 86 elementary, 0 secondary) Leading with Learning Schools (i3) Tier 1 participation (2 hours) Tier 2 participation (2 days) Tier 3 participation (6 days)

The implementation of new ELA/ELD curriculum in 2018-19 will require an integrated model of professional learning. Tiers for Leading with Learning have been eliminated.

First half of year: support for all teachers to implement the new materials.

Second half of year: focus on schools that need most support.

New baseline for ELD professional learning will be established.



Implementation of Next Generation Science Standards (NGSS) professional learning Source: Local

2016-17: 227 teachers attended NGSS professional learning.

250 teachers attend NGSS professional learning. (actual: 321)

275 teachers attend NGSS professional learning. (actual: 631)

300 teachers attend NGSS professional learning.

Implementation of Visual and Performing Arts standards professional learning Source: Local

2016-17: 202 teachers attended Visual and Performing Arts (VAPA) standards professional learning.

250 teachers attend VAPA professional learning. (actual: 50)

275 teachers attend VAPA professional learning.

300 teachers attend VAPA professional learning.

Student achievement in grades 3-8 on standardized ELA assessments (CAASPP) Source: California School Dashboard; CAASPP.cde.ca.gov

2015-16: CAASPP ELA Average distance from standard met/Level 3 (DF3) All: -28.4 Status of lowest performing student groups:

Low Income: -49.1

English Learner -55.1

Students with Disabilities: -101.3

African American: -69.2

2016-17: CAASPP ELA Average distance from standard met/Level 3 (DF3): All: -21.4 (actual: -31.4) Accelerate gap closure with the following targets for the lowest performing student groups:

Low Income: -42 (actual -54.2)

English Learner: -48 (actual -62.3)

Students with Disabilities: -95 (actual -102.3)

2017-18: CAASPP ELA Average distance from standard met/Level 3 (DF3): All: -14.4 (actual: -26.7) Continue to accelerate gap closure with the following targets for the lowest performing student groups:


English Learner: -41 (actual -58.3)


2018-19: CAASPP ELA Average distance from standard met/Level 3 (DF3): All: -7.4 Continue to accelerate gap closure with the following targets for the lowest performing student groups:

Low Income: -21

English Learner: -30

Students with Disabilities: -73

African American students: -40



Hispanic/Latino: -47.6

African American students: -62 (actual -97.5)

Hispanic/Latino students: -40 (actual -68.4)

African American students: -52 (actual -77.1)

Hispanic/Latino students: -30 (actual -46.8)

Hispanic/Latino students: -19

Student achievement in grades 3-8 on standardized Math assessments (CAASPP) Source: California School Dashboard; CAASPP.cde.ca.gov

2015-16: CAASPP Math Average distance from standard met/Level 3 (DF3) All: -45.4 Status of lowest performing student groups:

Low Income: -66.1

English Learner -65

Students with Disabilities: -119.4

African American: -92.6

Hispanic/Latino: -66.9

2016-17: CAASPP Math Average distance from standard met/Level 3 (DF3) All: -40.4 (actual: -46.3) Accelerate gap closure with the following targets for the lowest performing student groups:

Low Income: -61 (actual: -68.7)

English Learner -60 (actual: -69.7)

Students with Disabilities: -114 (actual -121)

African American: -87 (actual: -97.5)

Hispanic/Latino: -62 (actual: -68.4)

2017-18: CAASPP Math Average distance from standard met/Level 3 (DF3) All: -35.4 (actual -50.7) Accelerate gap closure with the following targets for the lowest performing student groups:


English Learner -50 (actual -74)


African American: -77 (actual -111.3)

Hispanic/Latino: -52 (actual -72.2)

2018-19: CAASPP Math Average distance from standard met/Level 3 (DF3) All: -30.4 Accelerate gap closure with the following targets for the lowest performing student groups:

Low Income: -39

English Learner -38

Students with Disabilities: -85

African American: -65

Hispanic/Latino: -40



Percent of graduates who have completed A-G (college ready) courses Source: CDE DataQuest

2015-16: 43.0 percent Status of lowest performing student groups:

Low Income: 39.2%

English Learner: 9.8%

Students with Disabilities: 5%

African American 34.9%

Hispanic/Latino 36.6%

Increase by 1 percent until 55% is reached. (Actual: 43.9%

Low Income: 42.3%


Students with Disabilities: not reported


Hispanic/Latino 32.0%)

Increase by 2 percent until 55% is reached. (Actual 51.1%)

Low Income: 46.5%


Students with Disabilities: 10.0%


Hispanic/Latino 42%

Increase by 5 percent until 55% is reached. Increase for Students with Disabilities by 3% a year.

Percent of students passing an Advanced Placement (AP) exam (3+) Source: SCUSD Internal analysis


Low Income: 52%





Increase by 1 percent until 65% is reached.





Percent of students demonstrating college readiness on standardized ELA assessment (CAASPP grade 11 "Exceeded") Source: CAASPP.cde.ca.gov


Low Income: 15%

English Learner: 1%


African American 9%

Hispanic/Latino 10%

Increase by 2 percent (Actual: 22.6%

Low Income: 17%

English Learner: .9%




Increase by 2 percent for both Ready and Conditionally Ready (Actual Ready: 21.29%)

Increase by 2 percent for both Ready and Conditionally Ready

Percent of students demonstrating college readiness on standardized Math assessment (CAASPP grade 11 "Exceeded") Source: CAASPP.cde.ca.gov


Low Income: 6%

English Learner: 2%


African American 2%

Hispanic/Latino 3%

Increase by 1 percent (Actual: 9.1%

Low Income: 5.9%





Increase by 2 percent (Actual Ready: 9.73%)

Increase by 2 percent

Cohort graduation rate Source: CDE DataQuest

2015-16: 81.4 percent

Increase by 2.5% a year until 90% or greater rates are achieved. (Actual: 82.5%)

Increase by 2.5% a year until 90% or greater rates are achieved. (Actual: 85.9%)

Increase by 2.5% a year until 90% or greater rates are achieved for all student groups.



Status of lowest performing student groups:

Low Income: 79.2%





Increase graduation rate for SWD by 3% a year until it reaches parity with all student groups.

Percent of International Baccalaureate (IB) students receiving IB diplomas Source: SCUSD Internal analysis

2015-16: 6.4% percent Increase by 2 percent (Actual: 4.4%)

Increase by 2 percent Increase by 2 percent

Percent of English Learner students making progress (ELPI) Source: California School Dashboard CELDT/ELPAC Progress Source: SCUSD Internal analysis

Spring 2017 California School Dashboard: Status: Low (63.7%) Change: Maintained (-0.8%) 2016-17 % of EL students making annual progress as measured by CELDT: 53%

Increase status to Medium; Maintain or Increase change % of EL students making annual progress: 55% (as measured by CELDT)

Increase in progress toward English proficiency as measured by ELPAC. (Not reported in 2018-19)

Increase in progress toward English proficiency as measured by ELPAC.



Establish new baseline based on Spring 2018 ELPAC results.

Percent of English Learner students reclassified Source: CDE DataQuest

2016-17: 11.2 percent Increase by 1.5 percent (Actual: 12.3 percent)

Increase by 1.5 percent (Actual: 9.1%)

Increase by 1.5 percent

Enrollment in 9th - 12th grade Linked Learning Pathways / Career Academies Source: SCUSD Internal analysis

2015-16: 34.1 percent Increase until a threshold of 35% is reached.

Maintain a threshold of 35%.

Maintain a threshold of 35%.

Implementation of Ethnic Studies curriculum Source: Local

2016-17: Pilot curriculum at C.K. McClatchy, Luther Burbank, and George Washington Carver High Schools

Expand to 45 sections at American Legion, Health Professions, Rosemont, Hiram Johnson, John F. Kennedy and Sacramento New Technology High Schools. (Actual: 37 sections)

Expand to include all SCUSD high schools

Full implementation as a semester-long graduation requirement

Students have access to a broad course of study. Source: SCUSD Internal analysis

2016-17: 100% of students have access to a broad course of study

Maintain course access at 100%





Participation in Advanced Learning Opportunities Source: SCUSD Internal analysis

2016-17: Elementary GATE participation rate 13.2 percent 2016-7: Middle School GATE participation rate 31.7 percent

Increase elementary participation by 0.7 percent; Increase middle school participation by 2 percent.

Monitor GATE identification for representation of all student groups.

Monitor GATE identification for representation of all student groups.

Expansion of Gifted and Talented Education professional learning Source: Local

2016-17: 33 teachers completes the GATE professional learning sequence

Increase number of teachers by 5% (Actual: 5)

Maintain enrollment in GATE certificate classes at 20.

Maintain enrollment in GATE certificate classes at 20.

Graduation On Track: N and % of high school students moved from off-track to on-track by the end of Semester 1. Source: PTAI (local)

Establish baseline in 2018-19

n/a Report baseline Establish goal based on baseline

A-G On Track: N and % of 10th-12th grade students moved from a-g off-track to a-g subject borderline by the end of Semester 1. Source: PTAI (local)


n/a Report baseline Establish goal based on baseline

Implementation of State Standards in Social Studies and Civics: Confirm standards


n/a Report baseline Monitor implementation



implementation is aligned with the FAIR Act Source: local

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

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

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

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

OR

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

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


X English Learners X Foster Youth X Low Income

X LEA-wide X All Schools

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

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


X Unchanged Action X Modified Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services


A basic educational program is provided to all students in Sacramento City Unified School District as the foundation to developing College and Career Ready students. In order to improve student learning, close achievement gaps and ensure students are college, career, and life ready, the district will provide certificated salaries and benefits to attract teachers who are highly qualified to provide exemplary services to all students, including unduplicated counts. One hour weekly is provided for collaborative time professional learning activities that may focus on examining student work, analyzing school/student data, planning and developing curriculum and assessments.

A basic educational program is provided to all students in Sacramento City Unified School District as the foundation to developing College and Career Ready students. In order to improve student learning, close achievement gaps and ensure students are college, career, and life ready, the district will provide certificated salaries and benefits to attract teachers who are highly qualified to provide exemplary services to all students, including unduplicated counts. Kindergarten through third grade classes will be a maximum of 24 students per class. Maintain class size reduction at 24:1 in K-3, and maintain professional learning through collaborative time. At Title I schools, intervention services are provided to our most academically-challenged students.

A basic educational program is provided to all students in Sacramento City Unified School District as the foundation to developing College and Career Ready students. In order to improve student learning, close achievement gaps and ensure students are college, career, and life ready, the district will provide certificated salaries and benefits to attract teachers who are highly qualified to provide exemplary services to all students, including unduplicated counts. Kindergarten through third grade classes will be a maximum of 24 students per class. Maintain class size reduction at 24:1 in K-3, and provide class size reduction above formula at selected high-need sites. Maintain professional learning through collaborative time. At Title I schools, intervention services are provided to our most academically-challenged students.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 261,800,000 268,345,000 261,874,148 261,800,000 268,345,000 261,874,148 Source LCFF LCFF LCFF 261,800,000 268,345,000 261,874,148 Budget Reference

1000-4000 Classroom teachers; administrators; classified staff; basic facilities costs; instructional supplies.

1000-4000 Classroom teachers; classified staff; basic facilities costs; instructional supplies.

1000-4000 Classroom teachers; classified staff; basic facilities costs; instructional supplies.


Amount 26,984,634 34,659,250 35,994,995 26,984,634 34,659,250 35,994,995 Source Suppl/Con Suppl/Con Suppl/Con 26,984,634 34,659,250 35,994,995 Budget Reference

1000-4000

1000-4000 Maintain class size reduction to 24:1 in K-3 and professional learning through collaborative time.

1000-4000 Maintain class size reduction to 24:1 in K-3, additional CSR in targeted classrooms, and professional learning through collaborative time.

Amount 500,000 2,914,000 500,000 2,914,000 Source Title I Title I 500,000 2,914,000 Budget Reference

1000-6000 Intervention service providers

1000-6000 Intervention and school initiatives

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



OR









X Modified Action X Modified Action X Unchanged Action



District Training Specialists offer on-going professional learning including on-site collaboration and job-embedded instructional coaching as a means to support the implementation of the CCSS and other California State Standards, including the ELD standards, and professional learning for Special Education. This action is modified by the addition of Title II funds for professional learning.

Curriculum Coordinators and district Training Specialists offer on-going professional learning including on-site collaboration and job-embedded instructional coaching as a means to support the implementation of the CCSS and other California State Standards, including the ELD standards, World Languages, Next Generation Science Standards, Visual and Performing Arts, Social Science, Physical Education and Health; and professional learning for Special Education.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 1,020,600 843,173 799,477 1,020,600 843,173 799,477 Source Suppl/Con Suppl/Con Suppl/Con 1,020,600 843,173 799,477 Budget Reference

1000-3000

1000-3000

1000-3000

Amount 3,347,264 1,812,009 2,753,255 3,347,264 1,812,009 2,753,255 Source Title I Title I Title I 3,347,264 1,812,009 2,753,255 Budget Reference

1000-3000

1000-3000

1000-3000

Amount 500,000 49,425 859,018 500,000 49,425 859,018 Source Title II Title II Title II 500,000 49,425 859,018 Budget Reference

1000-3000

1000-3000

1000-3000

Amount 828,845 820,391 509,308 828,845 820,391 509,308 Source Title III Title III Title III 828,845 820,391 509,308 Budget Reference

1000-3000

1000-3000

1000-3000


Amount 247,800 247,800 Source Title I 247,800 Budget Reference

1000-3000 Professional Learning: Implementation of State Academic Standards

Amount 107,249 107,249 Source Suppl/Con EL 107,249 Budget Reference

1000-3000




OR





X LEA-wide Specific Schools: Transitional Kindergarten: A.M. Winn, Alice Birney, H.W. Harkness, Hubert Bancroft, John Sloat, Leonardo DaVinci, Pacific, Tahoe, Theodore Judah, Washington

Specific Grade Spans: Preschool, Transitional Kindergarten




X Unchanged Action X Unchanged Action X Modified Action


2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Construct a strong foundation for early childhood learning with preschool and Transitional Kindergarten. Enhance school readiness and achievement over time with early literacy.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 14,500,000 15,613,053 10,688,089 14,500,000 15,613,053 10,688,089 Source Grant Grant Grant 14,500,000 15,613,053 10,688,089 Budget Reference

1000-4000 Head Start and State Preschool staff, facilities, curricular resources and supplemental materials

1000-4000 Head Start: 8,005,380 State Preschool: 7,607,673

1000-4000 Head Start: TBA State Preschool: TBA


1000-4000 Transitional kindergarten (10 sites)

1000-4000 Transitional kindergarten

1000-4000 Transitional kindergarten

Amount 1,500,000 2,345,207 847,039 1,500,000 2,345,207 847,039 Source Suppl/Con Suppl/Con Suppl/Con 1,500,000 2,345,207 847,039 Budget Reference

4000-4999: Books And Supplies Supplemental materials for early literacy

1000-4000 Contribution to state preschool

1000-4000 Contribution to state preschool


Amount 230,000 230,000 360,000 230,000 230,000 360,000 Source Suppl/Con Suppl/Con Suppl/Con 230,000 230,000 360,000 Budget Reference

1000-4000 Contribution to Adult Education for the Parent Participation Preschool






OR





X Schoolwide Specific Schools: All high schools and middle schools and three K-8 schools: John Still, Leonardo daVinci, Rosa Parks




X Unchanged Action X Unchanged Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services District librarians assist with research and project-based learning. Low income, English learner and foster youth have access to instructional technology resources to enhance instruction and provide college and career readiness activities.


Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 1,632,026 1,510,251 1,541,999 1,632,026 1,510,251 1,541,999 Source Suppl/Con Suppl/Con Suppl/Con 1,632,026 1,510,251 1,541,999 Budget Reference

1000-3000 12.5 FTE for certificated librarians

1000-3000

1000-3000



X Students with Disabilities X All Schools

OR




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




X Modified Action X Unchanged Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Implement specific teaching strategies to assist students with disabilities to access Common Core instruction (i.e. Universal Design for Learning). Include use of a multi-tiered system of supports. Identify

Increase access to Common Core instruction for students with disabilities. Develop and implement MTSS including strategies for evidence based academic and social emotional intervention and


and adopt curricular resources for students with Moderate to Severe disabilities so they can access Common Core instruction.

universal design for learning in all Gen Ed and SDC classes in K-12. Site capacity assessment tool will be validated and 100% of schools will have participated in the survey during 2019-20.


2000-3000 Instructional assistants for Special Education

1000-3000

1000-3000

Amount 291,342 298,626 321,968 291,342 298,626 321,968 Source LCFF LCFF LCFF 291,342 298,626 321,968 Budget Reference

1000-3000 School Psychologists 2 FTE

1000-3000

1000-3000




OR






X Schoolwide Specific Schools: All high schools and middle schools and two K-8 Schools: John Still and Rosa Parks





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Provide academic and career counseling to support students. Provide targeted assistance to low income, English learner, foster youth and students with disabilities in college and career readiness activities and guidance. Counselors at every high school and .5 FTE at middle schools plus John Still and Rosa Parks K-8, for a total of 47 FTE districtwide.

Action is modified with the addition of funds for professional learning for counselors.

Action is modified with the addition of the Master Schedule Director and credit recovery programming to improve increased graduation rate and college and career readiness by ensuring students who are off-track get back on-track.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 647,000 663,175 762,567 647,000 663,175 762,567 Source LCFF LCFF LCFF 647,000 663,175 762,567 Budget Reference

1000-3000 One counselor at each of five comprehensive high schools

1000-3000

1000-3000



1000-3000 Additional counselors above the basic allocation.

1000-3000

1000-3000

Amount 10,559 815,870 10,559 815,870 Source Suppl/Con Suppl/Con 10,559 815,870 Budget Reference

1000-4000 Professional learning for counselors

1000-6000 Master Schedule Director, Professional Learning, Credit Recovery Programming




OR





X Schoolwide Specific Grade Spans: High Schools and Middle Schools




X Modified Action X Unchanged Action X Unchanged Action



Sustain and deepen the implementation of Linked Learning and Career Technical Education (CTE) Pathways that prepare students for post-secondary education and careers. Increase student participation in the work-based learning (WBL) continuum. Expand the knowledge and use of the California College Guidance Initiative (CCGI) that provides a protocol for counselors in grades 7-12 to guide students' exploration of college and career. Activities of the CCR department include, but are not limited to:

Support pathways for Linked Learning certification

Provide work-based learning and career technical education at all high schools

Maintain partnership with U-CAN to provide support and mentors to students interested in attending a historically black college or university

Maintain relationship with Envision Learning Partners to receive technical assistance in support of Pathways, Student Portfolio and Defense of Learning

District coordination for the Mayor's "1000 Strong" employment program

Coordination of efforts to support regional workforce development, and higher education alignment


Continue scaling the California College Guidance Initiative (CCGI) to full implementation


1000-4000 Maintain Career and College Readiness department staff to provide coordination and services as described above

1000-4000

1000-4000

Amount 2,824,853 5,177,095 83,057 2,824,853 5,177,095 83,057 Source Grant Grant Grant 2,824,853 5,177,095 83,057 Budget Reference

6000-6999: Capital Outlay CTEIG Grant (4000-6000)

1000-7000 CTEIG Grant

1000-7000

Amount 412,000 412,464 412,000 412,464 Source Grant Grant 412,000 412,464 Budget Reference

1000-4000 Perkins Grant (1000-6000)

1000-7000 Perkins Grant

Amount 193,587 193,587 Source Grant 193,587 Budget Reference

1000-3000 CCPT Grant




Specific Student Groups: Unduplicated pupils Specific Grade Spans: High school (grades 9-12)

OR








X New Action X Modified Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services College Readiness Block Grant (CRBG) activities in grades 9 - 12. The purpose of this funding is to provide unduplicated students with additional supports to increase the number who enroll at institutions of higher education and complete an undergraduate degree within four years. The CRBG activities were determined after engaging with groups of stakeholders. One of the explicit uses for these funds is to replace state funding for AP and IB fee reimbursements for unduplicated students. Site-based expenditures support college ready

Continuation of Block Grant activities as described in 2017-18.

No funding is anticipated for the 2019-20 year. Grant funds were intended to be exhausted by 2018-19.


activities such as covering transportation costs for college visits, technology purchases to give more students access to online college readiness resources, and stipends for teachers to provide after school tutoring, and other intervention strategies. Total funds awarded to SCUSD: $1,121,734 to be used over three years from 2016-17 to 2018-19. Much of this allocation was distributed during the 2016-17 school year and is not included in the 2017-20 LCAP. Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 131,267 631,338 0 131,267 631,338 0 Source Grant Grant 131,267 631,338 0 Budget Reference

5000-5999: Services And Other Operating Expenditures Reimbursement to schools for the cost of college readiness exams (AP / IB) to facilitate increased participation by students considered part of the unduplicated pupil count, aligned with the goals of the state's College and Career Readiness indicator.

1000-7000 Grant Carryover:

Maintain reimbursement to schools for the cost of college readiness exams (AP / IB).

Maintain transportation for college visits.

Continue technology purchases.

Continue professional learning to support Advanced Placement teachers.



5000-5999: Services And Other Operating Expenditures Transportation to ensure that all 10th grade students participate in at least one college visit to a local four-year institution.


4000-4999: Books And Supplies Technology (computer carts) to support access to college resources and applications.


1000-3000 Professional learning to support Advanced Placement teachers; extended day for intervention.




OR





X Foster Youth X Limited to Unduplicated Student Group(s) X All Schools





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Foster Youth receive educational counseling from a Foster Youth Services Department Program Associate with the skills, time and training necessary to carry out the responsibilities of the Foster Youth Services Department. Educational outcomes for Foster Youth must mirror that of the general student population.

Foster Youth receive educational counseling from a Foster Youth Services Department Program Associate with the skills, time and training necessary to carry out the responsibilities of the Foster Youth Services Department. Educational outcomes for Foster Youth must mirror that of the general student population. Grant included refers to a contract with the County. Foster Youth served by the grant are 16-18 years old and will be prepared for independent living.

Action is modified by the addition of the TUPE grant.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 424,325 424,325 435,230 424,325 424,325 435,230 Source Suppl/Con Suppl/Con Suppl/Con 424,325 424,325 435,230 Budget Reference

1000-4000 Foster Youth Coordinator (1.0 FTE), Specialist (1.0 FTE), and Program Associates (3.0 FTE).

1000-4000

1000-4000


Amount 180,993 180,993 180,993 180,993 180,993 180,993 Source Title I Title I Title I 180,993 180,993 180,993 Budget Reference

1000-4000

1000-4000

1000-4000

Amount 99,999 99,999 973,160 99,999 99,999 973,160 Source Grant Grant Grant 99,999 99,999 973,160 Budget Reference

1000-4000

1000-4000

1000-4000 TUPE Grant




OR




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




X Modified Action X Modified Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Provide English Language Development (ELD) professional learning for principals, district staff including bilingual instructional assistants, and other leaders. Implement the EL Master Plan in accordance with the

Provide English Language Development (ELD) professional learning for principals, district staff including bilingual instructional assistants, and other leaders. Implement the EL Master Plan in accordance with the

Action is modified by a reduction in staff (from 2 Coordinators to 1)


CA ELA/ELD Framework. Staff support schools' monitoring of English Learner progress in ELD, and in academic subjects.

CA ELA/ELD Framework. Staff support schools' monitoring of English Learner progress in ELD, and in academic subjects. Modified action reflects funding shift from Title I to LCFF - Suppl/Con EL.


1000-4000 Director III, Staff, Resource Materials

1000-4000

1000-4000

Amount 200,579 637,649 367,432 200,579 637,649 367,432 Source Title I Suppl/Con EL Suppl/Con EL 200,579 637,649 367,432 Budget Reference

1000-4000 Staff

1000-4000

1000-4000

Amount 360,000 360,000 152,845 360,000 360,000 152,845 Source Title III Title I Title I 360,000 360,000 152,845 Budget Reference

1000-3000 Staffing above formula for Language Immersion programs

1000-3000 Staffing above formula for Language Immersion programs

1000-3000

Amount 939,762 927,554 939,762 927,554 Source Title III Title III 939,762 927,554 Budget Reference

1000-4000

1000-4000





OR





X LEA-wide





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Expand access to programming to support students who are demonstrating beyond age level capacity for learning and creativity. Implement inclusive practices in the Gifted and Talented identification pathways that specifically support Low Income, English learners, students with disabilities, and culturally diverse learners.

Action is modified by the addition of a Research and Data Coordinator who will oversee data and analysis requirements related to GATE eligibility, and math eligibility data analyses for math placement; coordinate the district-wide administration of the PSAT 8/9, PSAT, and SAT.



Year 2017-18 2018-19 2019-20 Amount 139,084 159,539 78,535 139,084 159,539 78,535 Source LCFF LCFF LCFF 139,084 159,539 78,535 Budget Reference

1000-3000 GATE Resource Teacher

1000-3000

1000-3000

Amount 550,416 692,000 550,416 692,000 Source Suppl/Con Suppl/Con 550,416 692,000 Budget Reference

5000-5999: Services And Other Operating Expenditures


Amount 78,535 78,535 Source Title I 78,535 Budget Reference

1000-3000

Amount 115,520 115,520 Source Title II 115,520 Budget Reference

1000-3000

Amount 154,701 154,701 Source Suppl/Con 154,701 Budget Reference

1000-3000 Research and Data Coordinator (1.0 FTE)





OR





X Schoolwide Specific Schools: Luther Burbank High School, Kit Carson School, Caleb Greenwood Elementary School





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Expand access to the International Baccalaureate (IB) program by providing ongoing professional learning, providing curricular resources, and community outreach to ensure that low income, English learners, and under-represented student groups are enrolled.



Year 2017-18 2018-19 2019-20 Amount 776,399 948,170 972,538 776,399 948,170 972,538 Source Suppl/Con Suppl/Con Suppl/Con 776,399 948,170 972,538 Budget Reference

1000-4000 IB Site Instruction Coordinator and Resource Teachers at Kit Carson and Luther Burbank. Professional learning and supplemental instructional materials.

1000-4000

1000-4000




OR





X Schoolwide X All Schools







Actions identified by each School’s Leadership team and School Site Council to be principally directed to support unduplicated students and reflected in the SPSA, in service of local decision making to support Action 1.1:

Curriculum, assessments, and professional learning

Substitutes for professional learning

Supplemental materials and instructional technology


1000-4000

1000-4000

1000-4000




OR











2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Actions identified by each School’s Leadership team and School Site Council to be principally directed to support unduplicated students and reflected in the SPSA, in service of local decision making to support Action 1.2:

Intervention Supports such as Resource Teachers

Instructional Assistants


1000-4000

1000-4000

1000-4000





OR











Additional collaborative time for data analysis, planning and monitoring of student progress

Academic Conferences


1000-3000

1000-4000

1000-4000





OR




X English Learners X Schoolwide X All Schools






Supplemental materials for English Language Development

Bilingual Instructional Assistants Books



Year 2017-18 2018-19 2019-20 Amount 1,567,332 1,930,000 1,930,000 1,567,332 1,930,000 1,930,000 Source Suppl/Con Suppl/Con EL Suppl/Con EL 1,567,332 1,930,000 1,930,000 Budget Reference

1000-4000

1000-4000

1000-4000




OR










2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services School Psychologists provide screening and early identification of learning disabilities and other challenges students face. Attend student study team meetings and recommend appropriate interventions or modifications as needed, especially for


low income, English learner, foster youth and homeless students. Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 3,641,779 3,639,132 3,971,800 3,641,779 3,639,132 3,971,800 Source Suppl/Con Suppl/Con Suppl/Con 3,641,779 3,639,132 3,971,800 Budget Reference

1000-3000 25 FTE School Psychologists above the allocation provided to Special Education

1000-3000

1000-3000

Action 18 [Add Students to be Served selection here] [Add Location(s) selection here]

OR



Actions/Services

X New Action X Modified Action

The district will initiate in a five-to-six week Expanded Learning Summer Program to provide enrichment and increase grade level readiness for rising students in grades 1, 3, 7 and 9 through reading and math intervention. Incoming 7th and 8th grade students who are significantly on grade level will be targeted for enrichment opportunities. Current high school students who are credit deficient or "off

Interventions to improve Grade Level Readiness will include Winter Break, after school, weekend and summer programs.


track" for graduation or A-G completion will have opportunities for credit recovery.

Budgeted Expenditures Amount 2,278,495 600,000 2,278,495 600,000 Source Suppl/Con Suppl/Con 2,278,495 600,000 Budget Reference

1000-4000 Certificated and classified staff, instructional materials, operational custodial supplies and professional learning

1000-4000

Amount 197,254 900,000 197,254 900,000 Source Suppl/Con Title I 197,254 900,000 Budget Reference

1000-3000 Partial funding for Director, Coordinator and office technician

1000-4000

Action 19 Specific Schools: C. K. McClatchy High School, Hiram

Johnson High School, John F. Kennedy High School, Luther Burbank High School and Rosemont High School

Specific Grade Spans: 9th grade

OR


Actions/Services

X New Action X Modified Action

Class size reduction in 9th grade English and Mathematics

Action will not be implemented in 2019-20.


Budgeted Expenditures Amount 1,791,129 1,791,129 Source Title II 1,791,129 Budget Reference

1000-3000

Action 20 Specific Student Groups: Low Performing Students (receiving a

1 or 2 on the SBAC) Specific Schools: To be advised

Specific Grade Spans: Targeted: 4th -6th grade Math/ELA; 7th - 9th Math

OR


Actions/Services

X New Action

Provide intervention support through before-and-after school tutoring for students identified as low-performing in the targeted grades listed above.

Budgeted Expenditures Amount 1,792,254 1,792,254 Source Grant 1,792,254 Budget Reference

1000-6000


OR



X LEA-wide X All Schools Specific Grade Spans: High school

Actions/Services

X New Action

Credit recovery options at the Sacramento Accelerated Academy (SAA), the district’s online credit recovery program housed on the Enrollment Center campus. SAA students work on coursework in a computer lab setting and have the assistance of teachers who are on-site as well as online teachers whom they can access remotely via the internet.

Budgeted Expenditures Amount 1,129,983 1,129,983 Source Suppl/Con 1,129,983 Budget Reference

1000-4000

Action 22 X All X All Schools

OR


Actions/Services

X New Action

SCUSD’s Induction program will provide participating teachers individualized, job-


embedded support in the first years of their teaching profession so as to increase the efficacy and retention of our new teachers. Participating Teachers will also demonstrate progress towards mastery of the California Standards for the Teaching Profession so as to effectively serve our diverse student body, their families and our community.

Budgeted Expenditures Amount 372,852 372,852 Source LCFF 372,852 Budget Reference

1000-5000

Amount 780,652 780,652 Source Title II 780,652 Budget Reference

1000-3000




Goal 2 Students will be engaged with a safe, physically and emotionally healthy learning environment.

All schools will become safer, more culturally competent environments, where students learn social and emotional skills and receive additional supports to increase their engagement in learning. (Action 2.1)

Schools will provide more varied opportunities for students to become interested in school and learning through technology-based activities such as robotics, project-based learning, extended extracurricular and expanded learning program involvement, including any other costs associated with other enrichment opportunities (arts programs, field trips, assemblies, band, athletics, etc.). (Action 2.2)

Maintain clean, safe, and appealing facilities conducive to learning. (Action 2.3)


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

Local Priorities: SCUSD Strategic Plan Identified Need: The district has identified improving graduation rate and attendance; reducing chronic absenteeism, and preventing drop outs as a focus. Review of district discipline data also illustrates the need to reduce suspension rates for all, and to reduce the disproportionality in suspension rates for African American youth and students with disabilities. Approximately 68% of SCUSD students receive free and reduced-price meals, which is an indicator of potential barriers to learning (health and mental health challenges, transportation, and access to / opportunities for enrichment and extracurricular activities). Students and their families need social supports in order to be successful.


Expected Annual Measurable Outcomes Metrics/Indicators Baseline 2017-18 2018-19 2019-20

Well maintained school campuses Source(s): School Accountability Report Card

100% of schools inspected are rated exemplary or good on the Facilities Inspection Tool (FIT). Each school site has a Plant Manager and at least 12 hours of custodial time weekly.

Maintain FIT (Facilities Inspection Tool) Inspection rating at 100%. Maintain one plant manager and at least 12 hours of custodial time at each school. (Actual: 16 hours)

Maintain FIT (Facilities Inspection Tool) Inspection rating at 100%. Maintain one plant manager and at least 16 hours of custodial time at each school. (Actual: 16 hours)

Maintain FIT (Facilities Inspection Tool) Inspection rating at 100%. Maintain one plant manager and at least 16 hours of custodial time at each school.

Attendance Source: SCUSD midyear analysis

2015-16: 93.8% 2016-17: Mid year 95.3%

District-wide attendance rates will increase by .2% to 95.5% (Actual midyear: 95.2%; April: 94.7%)

District-wide attendance rates will increase by .5% to 96%.

District-wide attendance rates will maintain at 96% or greater.

Chronic Absence Source: SCUSD midyear analysis

2016-17: Mid year 11.9% Status of Specific Student Groups: Low Income: 13.7% English Learners: 9.5% Students with Disabilities: 17.2% Foster Youth: 21.6% Homeless: 30.5% African American: 18.5% Hispanic/Latino: 13.1%

Chronic Absence rates will decrease by 1% (Actual midyear 10.4% Low Income: 11.9% English Learners: 8.8% Students with Disabilities: 15.1% Foster Youth: 27.4% Homeless: 26.1% African American: 17.4% Hispanic/Latino: 11.9%)

Chronic Absence rates will decrease by 1.5% annually

Chronic Absence rates will maintain at 10% or lower for all students



Suspension rate Source: SCUSD midyear analysis

2016-17: Mid year 3.8% Status of Specific Student Groups: Low Income: 4.5% English Learners: 3.0% Students with Disabilities: 8.4% Foster Youth: 18.1% Homeless: 10.0% African American: 10.0% Asian: 0.7% Hispanic: 3.5% White: 2.1%

Lower suspension rate for all to 2.5% (Actual midyear 3.3% Low Income: 3.9% English Learners: 1.9% Students with Disabilities: 8.3% Foster Youth: 6.0% Homeless: 10.0% African American: 9.4% Asian: 0.7% Hispanic: 2.7% White: 1.5%)

Lower suspension rate for all to 2.3% Continue to lower suspension rate for disproportionately affected student groups: African American Hispanic Foster Student with Disabilities

Monitor suspension rate monthly. Lower suspension rate for all to 2.1% Continue to lower suspension rate for disproportionately affected student groups: African American Hispanic Foster Student with Disabilities

Drop out rate Source: CDE DataQuest

2015-16: 10.9% Status of Specific Student Groups: Low Income: 12.2% English Learners: 13.3% Students with Disabilities: 18% Foster Youth: n/a Homeless: n/a African American: 19% Asian: 5.2% Hispanic: 10.9% White: 9.8% Middle school drop out rate: less than 1 percent






Expulsion rate Source: CDE DataQuest

2014-15: 0.0% (10 students) 2015-16: 0.0%

Maintain low expulsion rate (less than 0.1 percent)



School Climate Survey Source: Local

School Climate Survey Baseline Results as of 6/15/2017 percent of positive responses by construct: Students in grades 3-12 (N = 12,347) Elementary: Safety: 59% Belongingness: 68% K-8: Safety: 61% Belongingness: 68% Middle: Safety: 65% Belongingness: 66% High : Safety: 65% Belongingness: 62% Teachers (N = 695) Safety: 61% Belongingness: 74% Families (N = 1,074) Safety: 83% Belongingness: 81%

Improve percent of positive responses by 3% annually Actual: Students in grades 3-12 (N = 13,924) Elementary: Safety: 66.1% Belongingness: 69.0% K-8: Safety: 65.0% Belongingness: 64.3% Middle: Safety: 70.3% Belongingness: 66.1% High : Safety: (Comp. HS) 64.7% (Sm HS) 77.5% Belongingness: (Comp. HS) 60.6% (Sm HS) 69.5% Teachers (N = 1105) Safety: 63.5% Belongingness: 76.1% Families (N = 2.594) Safety: 80.9%

Improve percent of positive responses by 3% annually Actual: Students in grades 3-12 (N = _____) Elementary: Safety: 61.0% Belongingness: 68.3% K-8: Safety: 61.3% Belongingness: 61.8% Middle: Safety: 67.2% Belongingness: 67.6% High : Safety: (Comp. HS) 63.0% (Sm HS) 73.7% Belongingness: (Comp. HS) 60.2% (Sm HS) 68.1% Teachers (N = ____) Safety: ___% Belongingness: ____% Families (N = ____) Safety: ____%

Improve percent of positive responses by 5% annually until 90% is reached.



Belongingness: 68.8%

Belongingness: ____%

Chronic Absence Interventions: N and % of K-12th grade students who are at risk of being chronically absent, or chronically absent, and have documented evidence of two or more attendance interventions. Source: PTAI (local)

Report baseline from 2018-19

n/a n/a Establish targets for N and %

Attendance Interventions: N and % of K-12th grade students who had less than 95.9% attendance, received attendance interventions, and had improved attendance by January 31 Source PTAI (local)



Disproportionality in Suspension by Segment:





N and % of K-6th grade students with 1 or more suspension incidents whose student groups are disproportionately represented N and % of 7th-8th grade students with 1 or more suspension incidents whose student groups are disproportionately represented N and % of 9th-12th grade students with 1 or more suspension incidents whose student groups are disproportionately represented Source: PTAI (local)




X All X All Schools


OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Ensure that school sites are clean, welcoming and well-maintained with sufficient staffing.


2000-3000 Maintain staffing levels of custodians and plant managers.

2000-3000

2000-3000


Amount 650,000 699,801 802,623 650,000 699,801 802,623 Source Suppl/Con LCFF LCFF 650,000 699,801 802,623 Budget Reference

4000-4999: Books And Supplies Custodial Operational Supplies associated with support for Expanded Learning programs

4000-4999: Books And Supplies


Amount 175,256 175,256 Source LCFF 175,256 Budget Reference





OR









X New Action X Modified Action X Unchanged Action


2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Implementation of the Safe Haven Initiative, ensuring that the SCUSD community knows that all district properties are to be considered a Safe Haven from U.S. Customs and Immigration Enforcement (ICE). This initiative includes, but is not limited to:

voluntary professional learning for staff;

connections to resources for students and their families such as citizenship or English as a Second Language classes;

support for DACA-eligible students.

Expansion of the Safe Haven Initiative


1000-4000

1000-4000

1000-4000



X All X All Schools

OR

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


Students to be Served: (Select from English Learners, Foster Youth, and/or Low Income)








2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services The Safe Schools Director and School Resource Officers provide assistance to school sites in developing and maintaining safe school plans, and sustaining relationships with students and staff to facilitate safer, more positive school climates.

Action is modified to reflect the vacancy in Safe Schools Director and potential changes to the provision of services by School Resource Officers.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 122,353 170,693 0 122,353 170,693 0 Source LCFF LCFF LCFF 122,353 170,693 0 Budget Reference

2000-3000 Safe Schools Director

2000-3000

2000-3000


Amount 1,120,000 1,284,460 1,510,000 1,120,000 1,284,460 1,510,000 Source LCFF LCFF LCFF 1,120,000 1,284,460 1,510,000 Budget Reference

5000-5999: Services And Other Operating Expenditures School Resource Officers (Contract with Sacramento City Police Department) 8.0 FTE





X All X All Schools Specific Grade Spans: Middle and high schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Assignment of Assistant Principals at the secondary level includes additional administrators above formula to provide assistance to their sites in developing and maintaining safe school plans, and sustaining relationships with students and

Action is modified to include stipends for Secondary School Leadership. Assistant Principals at the secondary level include staff above formula. These staff are responsible for supporting positive


staff to facilitate safer, more positive school climates.

school climate at their site: targeted outreach to unduplicated students and their families in order to build trusting relationships. Additional funds are provided for stipends to department heads at district high schools. These stipends are to support their leadership on use of student data to provide interventions for struggling students in order to maintain on-track status for graduation and a-g course completion, especially for low-income and English learner students.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 812,650 876,994 3,057,969 812,650 876,994 3,057,969 Source LCFF LCFF LCFF 812,650 876,994 3,057,969 Budget Reference

1000-3000 Assistant Principals (1 FTE per comprehensive HS)

1000-3000

1000-3000

Amount 2,023,304 2,559,902 2,023,304 2,559,902 Source Suppl/Con Suppl/Con 2,023,304 2,559,902 Budget Reference

1000-3000 Additional Assistant Principals above formula

1000-3000



1000-3000 Stipends to department heads




OR









X Modified Action X Unchanged Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Implement an integrated approach to school climate in order for schools to become more positive, dynamic and supportive places to learn. The approach integrates Social Emotional Learning competencies, Positive Behavior Intervention Supports, and Restorative Practices.

Action is modified to reflect a change in funding


Budgeted expenditures include:

SEL Director Equity Coaches Professional Learning and

Conferences Supplemental Instructional

Materials and Books


1000-4000

1000-4000 Social Emotional Learning

1000-4000

Amount 244,683 329,830 1,053,434 244,683 329,830 1,053,434 Source Title I Suppl/Con Title I 244,683 329,830 1,053,434 Budget Reference

1000-4000

1000-4000 Positive Behavior Intervention and Support (PBIS)

1000-4000

Amount 225,000 385,662 225,000 385,662 Source Grant Title II 225,000 385,662 Budget Reference

1000-4000

1000-4000

Action 6 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:


Students to be Served: (Select from All, Students with Disabilities, or Specific Student Groups)


X All X All Schools

OR









2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Continued support and training for Bully Prevention. Facilitate resolution of suspected bullying reports with safety plans and action plans for involved students. Ensure recognition of the effect of privilege, oppression and micro-aggression in suspected bullying.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 52,472 26,311 26,925 52,472 26,311 26,925 Source Title I Title I Title I 52,472 26,311 26,925 Budget Reference

2000-3000

2000-3000

2000-3000


Amount 67,500 98,321 114,788 67,500 98,321 114,788 Source Grant Other Grant 67,500 98,321 114,788 Budget Reference

2000-3000

2000-3000 Medi-Cal Funding

2000-3000


2000-3000 MHSA



X All X All Schools

OR








X New Action X Modified Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Implement a comprehensive program to increase attendance and decrease chronic absenteeism. The program ("Attend,

The activities continue as described in 2017-18, with the expansion of services provided by the addition of ten periods of

Action is modified to reflect the district enrollment staff moved to Goal 3.


Achieve, Succeed") consists of four major activities:

Tracking and monitoring attendance data;

Communicating the importance of attendance;

Reducing punitive measures that keep students out of school;

Providing support for at-risk students

All SCUSD schools will receive universal support, and the 21 schools with the highest rate of chronic absence will receive strategic and intensive services.

Men's and Women's Leadership Academy classes at high schools with a significant population of at-risk students. More district staff are added to support attendance.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 502,302 493,336 515,513 502,302 493,336 515,513 Source Grant Grant Grant 502,302 493,336 515,513 Budget Reference

1000-4000 Project Coordinator (1.0 FTE) Youth and Family Mental Health Specialist (2.0 FTE) Child Welfare and Attendance Specialist (1.0 FTE)

1000-4000 Learning Community for School Success Grant Project Coordinator (1.0 FTE) Youth and Family Mental Health Specialist (2.0 FTE) Child Welfare and Attendance Specialist (1.0 FTE) Per diem pay for MLA and WLA instructors (180 hours x 10)

1000-4000 Learning Community for School Success Grant



1000-3000 Director, Student Services and Alternative Education (.5 FTE), and a Coordinator in the Enrollment Center




OR










2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Wraparound health and mental health supports are provided by district nurses and social workers.



1000-3000 District Nurses (14.2 FTE)

1000-3000

1000-3000


1000-3000 District Nurses (1.2 FTE)

1000-3000

1000-3000


1000-3000 District Nurses for Special Education (5.0 FTE)

1000-3000

1000-3000


1000-4000 District Immunization Clinic

1000-4000

1000-4000



1000-3000 School Social Workers (5.5 FTE)

1000-3000

1000-3000


1000-3000 School Social Workers (2.8 FTE)

1000-3000

1000-3000


1000-3000 School Social Workers for Special Education (7.34 FTE)

1000-3000

1000-3000


1000-4000




OR







X LEA-wide Specific Schools: 61 schools





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Provide Expanded Learning programming, including before school, after school, summer, and intersession learning experiences. Expanded Learning programs advance the academic, social, emotional, and physical needs and interests of students. Expanded Learning opportunities are hands-on, engaging, student-centered, results-driven, and complement learning activities in the regular school day/year. Services are provided by community partners, with supervision, support and quality assurance, provided by the Youth Development department. SCUSD has 11 qualified main providers, including but not limited to: Sacramento Chinese Community Services Center, Target Excellence, Focus on Family, Boys & Girls Club, and Center for Fathers and Families.


Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 7,600,000 8,270,109 8,968,801 7,600,000 8,270,109 8,968,801 Source Grant Grant Grant 7,600,000 8,270,109 8,968,801 Budget Reference

1000-4000 ASES Grant



Amount 2,750,000 1,200,000 545,456 2,750,000 1,200,000 545,456 Source LCFF Suppl/Con Suppl/Con 2,750,000 1,200,000 545,456 Budget Reference

1000-4000

1000-4000

1000-4000


1000-4000

1000-4000

1000-4000




OR











2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services The Connect Center is a centralized Student Support Center that serves as a “gateway” to critical support services for students and families. This central hub provides a single, easily identifiable point of access and assistance to address the social, emotional, and health needs of all students. Services provided include: Information and referral; clinical consultation; case management; attendance intervention and support; individual and family counseling; crisis intervention; health insurance enrollment.


1000-4000 Connect Center staff and Dropout Prevention Specialist

1000-4000

1000-4000


Amount 74,634 263,029 161,645 74,634 263,029 161,645 Source Grant Grant Grant 74,634 263,029 161,645 Budget Reference

1000-4000

1000-4000 Medi-Cal: 99,659 Kaiser: 81,685 Learning Communities for School Success: 81,685

1000-4000 Medi-Cal: Kaiser: Learning Communities for School Success:


1000-4000

1000-4000

1000-4000



Specific Student Groups: Homeless Youth X All Schools

OR











Support for the enrollment, attendance and achievement of homeless students to ensure they receive equal access to educational opportunities. Specific services include assistance in the following areas: school enrollment and attendance support services, records retrieval, school and hygiene supplies, health/immunization referrals, shelter/housing and community referrals, and education support services under McKinney-Vento Homeless Assistance Act: Education for Homeless Children and Youths.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 161,872 161,872 161,872 161,872 161,872 161,872 Source Title I Title I Title I 161,872 161,872 161,872 Budget Reference

1000-4000 Coordinator and a portion of classified support

1000-4000

1000-4000




OR












2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Actions identified by each School’s Leadership team and School Site Council to be principally directed to support unduplicated students and reflected in the Single Plan for Student Achievement (SPSA), in service of local decision making to support Student Support Centers in 27 schools. Note: Some sites Student Support Centers are funded by School Improvement Grant.



Year 2017-18 2018-19 2019-20 Amount 692,654 360,000 360,000 692,654 360,000 360,000 Source Suppl/Con Suppl/Con Suppl/Con 692,654 360,000 360,000 Budget Reference

1000-4000 Learning Support Coordinators, Specialists, Social Workers and Family Advocates; Professional Learning; Supplemental Materials

1000-4000

1000-4000

Amount 2,044,223 1,933,802 2,096,760 2,044,223 1,933,802 2,096,760 Source Grant Grant Grant 2,044,223 1,933,802 2,096,760 Budget Reference

1000-4000 School Improvement Grant

1000-4000

1000-4000




OR





X Schoolwide X All Schools Specific Schools: TBA






2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Actions identified by each School’s Leadership team and School Site Council to be principally directed to support unduplicated students and reflected in the Single Plan for Student Achievement (SPSA), in service of local decision making to support Action 2.1 and 2.2:

Supplemental Instructional Materials in support of Positive School Climate

Personnel at school sites to support safety, student attendance, health, mental health, case management

Enrichment and extracurricular activities, including athletics

Robotics, art and music programs


1000-4000

1000-4000

1000-4000


OR



X Limited to Unduplicated Student Group(s) X All Schools Specific Grade Spans: Middle and High

School

Actions/Services

X New Action X Unchanged Action

Student Leadership Conference Student Leadership Conference Budgeted Expenditures Amount 50,000 50,000 50,000 50,000 Source Suppl/Con Suppl/Con 50,000 50,000 Budget Reference




OR



Actions/Services

X New Action

Provide more varied opportunities for students to become interested in school and learning through technology-based activities, extended extracurricular offerings, and experiential learning.


Budgeted Expenditures Amount 500,000 500,000 Source Suppl/Con 500,000 Budget Reference

1000-6000 Music, Instructional Technology support, and other classroom equipment refresh


1000-5000 Elementary Athletics


1000-5000 College/Business Visits


1000-5000 Needs-based scholarships for experiential learning


1000-4000 Student Clubs


OR




Actions/Services

X New Action

Expanded visual and performing arts opportunities

Budgeted Expenditures Amount 791,376 791,376 Source Suppl/Con 791,376 Budget Reference

1000-4000




Goal 3 Parents, family and community stakeholders will become more fully engaged as partners in the education of students in SCUSD. Stakeholders to have improved opportunities to participate in district/site activities that increase their skills as partners in education. (Action 3.1) Stakeholders to receive improved district and site communications, including translation/interpretation services (Action 3.2) State and/or Local Priorities addressed by this goal: State Priorities: X Priority 2: State Standards (Conditions of Learning)

X Priority 3: Parental Involvement (Engagement) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: SCUSD Strategic Plan Identified Need: Parent education and training opportunities build capacity so that parents feel they are partners in their student's education. They will be equipped to advocate for their student, and will be understanding of academic goals and challenges their student may face. Communication between home and school should be an authentic two-way dialogue focused on the student. There is a need to increase and expand parent participation in decision making and leadership opportunities, both at the district and the school site level. Approximately 38% of SCUSD parents and caregivers need translation and interpretation services, and without those services all parents do not have the same access to participate in those decision-making opportunities. To enable parents to fully participate, there is a need to remove barriers, including but not limited to: child care, hospitality, multiple modes of communication.


Expected Annual Measurable Outcomes


Parent participation in decision-making and leadership activities Source: Local

2016-17: 100% of SCUSD school site councils are properly composed. 2016-17: Seventeen (17) schools received School Site Council training.

Maintain the number of School Site Councils with proper composition at 100%. (Actual: 55%) Provide training for at least 50% of School Site Councils (38 schools). (Actual: 10 schools)

Maintain the number of School Site Councils with proper composition at 100%. Provide training for at least 50% of School Site Councils (38 schools).

Maintain the number of School Site Councils with proper composition at 100%. Provide training for the School Site Councils that did not receive training in 2018-19, thus reaching 100% of district schools.

Parent participation in the District English Learners Advisory Committee (DELAC) Source: Local

2015-16: 52% of schools with an ELAC send a representative to at least one DELAC meeting 2016-17: 54% of schools with an ELAC send a representative to at least one DELAC meeting. 38% of those representatives attended 4 out of 7 meetings.

Increase the percent of schools with an ELAC sending a representative to DELAC to 65%. (Actual 41%) Increase the attendance rate for 4 out of 7 meetings to 55%.

Increase the percent of schools with an ELAC sending a representative to DELAC to 55%. Increase the attendance rate for 4 out of 7 meetings to 65%.

Increase the percent of schools with an ELAC sending a representative to DELAC to 75%. Increase the attendance rate for 4 out of 7 meetings to 75%.

Parent participation in the Community Advisory Committee for Special Education (CAC)

2015-16 CAC attendance averaged 20 per meeting.

Increase the average attendance by 5% (Actual: no report available)

Increase the average attendance by 5%

Increase the average attendance by 5%



Source: Local

2016-17 CAC attendance at meetings and workshops averaged 22.5 per event.

Build relationships and improve home-school communication with the number of Parent-Teacher home visits per year Source: Parent-Teacher Home Visit mid-year report

2016-17: 3,791 home visits

Maintain home visits at 5,000 (Actual: 1,200 midyear)

Establish baseline for home visits logged through Infinite Campus in 2017-18 (Actual: 800 midyear) Report attendance rate for cohort identified as receiving Home Visits as compared to cohort of students not receiving Home Visits.

Increase home visits by 10%

Build parent capacity to support their student academically with school site participation in the Academic Parent Teacher Team (APTT) model Source: Parent-Teacher Home Visit mid-year report

2016-17: 13 schools are participating

2017-18 Increase the number of schools participating to 15 (Actual: 13)

Maintain the number of schools participating at 13 (Actual: 10)

Maintain the number of schools participating at 13

Build understanding of the school system and current topics in education with the Parent Leadership

2016-17: 25 sites Session attendance: 2,500 participant sign-ins

Increase participating sites by 3 (Actual: 28)

Maintain participating sites at 28 Increase attendance to 2,700

Maintain participating sites at 28 Increase attendance to 2,800



Pathway workshop series Source: Local

Increase attendance at sessions to 2,500 (Actual: 2,872)

Participation of English learner parents in the Parent Leadership Pathway Source: Local

2016-17: 67.1% Increase participation of English learner parents to 75% (Actual: 58.2%)

Maintain 75% English learner parent participation

Maintain 75% English learner parent participation





OR






Actions/Services






2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Provide parent outreach and education services and the establishment of site Parent Resource Centers. Staff support district wide parent engagement by facilitating opportunities for involvement, providing access to resource information, and offering capacity-building workshops and training. Provide technical assistance and staff training at school sites. Opportunities are concentrated in low-income schools and in schools with a high percentage of English learners.

Action is modified to exclude materials and fingerprinting.

Action is modified to reflect a reduction in staff, and the addition of fingerprinting costs to facilitate parent involvement at school sites.


2000-3000 3.0 FTE bilingual Family Partnership Facilitators

2000-3000

2000-3000


2000-3000 1.0 FTE Supervisor and 1.0 FTE bilingual Family Partnership Facilitator

2000-3000

2000-3000


Amount 30,000 67,833 47,687 30,000 67,833 47,687 Source Title I Suppl/Con EL Suppl/Con EL 30,000 67,833 47,687 Budget Reference

4000-4999: Books And Supplies Supplemental instructional materials for district parent workshops

2000-3000

2000-3000

Amount 20,000 50,000 20,000 50,000 Source Title I Suppl/Con 20,000 50,000 Budget Reference

5000-5999: Services And Other Operating Expenditures Funds to pay the cost of fingerprinting for parent volunteers.

5000-5999: Services And Other Operating Expenditures Funds to pay the cost of fingerprinting for parent volunteers.




OR






X Schoolwide Specific Schools: High Schools: C. K. McClatchy, Capital City School, Health Professions, Hiram Johnson, John F. Kennedy, Luther Burbank, Rosemont Middle Schools: Albert Einstein, California, Fern Bacon, Will C. Wood Elementary /K-8: A. M. Winn, Abraham Lincoln, *Camellia Basic, Caroline Wenzel, *Earl Warren, *Edward Kemble, *Elder Creek, *Ethel I. Baker, Ethel Phillips, *Golden Empire, H.W. Harkness, Hollywood Park, Isador Cohen, *John Cabrillo, John Sloat, *Leataata Floyd, Martin Luther King, Jr. K-8, *Nicholas, *Oak Ridge, Pacific, *Parkway, *Peter Burnett, Rosa Parks K-8, Tahoe, Washington, Woodbine *Academic Parent Teacher Team model





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Support for Parent Teacher Home Visits (PTHV) and Academic Parent-Teacher Teams, with the addition of a .5 FTE Training Specialist, and funds for home visit stipends.



Year 2017-18 2018-19 2019-20 Amount 322,583 474,881 473,449 322,583 474,881 473,449 Source Title I Title I Title I 322,583 474,881 473,449 Budget Reference

1000-3000 Training specialist (.5 FTE) and stipends for home visits

1000-3000

1000-3000


1000-3000 Academic Parent-Teacher Team professional learning and activities

1000-3000

1000-3000




OR




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







Translation and interpretation are provided in five languages by bilingual staff at district meetings and events and at schools. Staff also support enrollment and initial language proficiency testing. Spanish: 3.0 FTE Hmong: 2.0 FTE Cantonese: 1.0 FTE Vietnamese: 1.0 FTE Russian: 1.0 FTE

Action is modified to reflect change in FTE for Spanish translator/assessor staff: Spanish: 2.0 FTE Hmong: 2.0 FTE Cantonese: 1.0 FTE Vietnamese: 1.0 FTE Russian: 1.0 FTE

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 179,683 258,336 228,860 179,683 258,336 228,860 Source LCFF LCFF LCFF 179,683 258,336 228,860 Budget Reference

2000-3000 Matriculation and Orientation Center supervisor and support staff (2.0 FTE)

2000-3000

2000-3000


2000-3000 MOC Center translator/assessor staff (8.0 FTE)

2000-3000

2000-3000


Amount 240,800 218,281 240,800 218,281 Source Suppl/Con EL Suppl/Con EL 240,800 218,281 Budget Reference

2000-3000

2000-3000




OR




X Foster Youth X Limited to Unduplicated Student Group(s) X All Schools





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Provide prompt communication to foster guardians: enrollment rights, proper transfer of credits, class placement and academic standing. Share resources and information about the school district's policies, procedures and supports.



Year 2017-18 2018-19 2019-20 Amount No additional expenditure No additional expenditure No additional expenditure No additional expenditure No additional expenditure No additional expenditure No additional expenditure No additional expenditure No additional expenditure Budget Reference

Foster Youth Services staff: Coordinator, Specialist or Program Associate




OR










2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Actions identified by each School’s Leadership team and School Site Council to be principally directed to support unduplicated students and reflected in the Single Plan for Student Achievement


(SPSA), in service of local decision making to support Action 3.1:

Staff and services to improve outreach and communication to facilitate parents/caregivers in attending parent education, informational meetings, and school events, and in volunteering at the school; especially parents of low income, English learner and students with disabilities.


1000-4000 Parent Advisors, School Community Liaisons, Child Care, Parent Meeting Supplies

1000-4000

1000-4000




OR






X English Learners X Schoolwide X All Schools





2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Actions identified by each School’s Leadership team and School Site Council to be principally directed to support unduplicated students and reflected in the Single Plan for Student Achievement (SPSA), in service of local decision making to support Action 3.2:

Improved translation and interpretation provided for meetings, web postings and newsletters, phone outreach, etc., especially for parents of English learners.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 146,876 30,000 30,000 146,876 30,000 30,000 Source Suppl/Con Suppl/Con EL Suppl/Con EL 146,876 30,000 30,000 Budget Reference

1000-4000 Translation and interpretation services, printing services, postage

1000-4000

1000-4000





OR




X English Learners X Limited to Unduplicated Student Group(s) Specific Schools: Schools with greater than fifteen percent (15%) of students enrolled who are English Learners and Fluent English Proficient




X New Action X Unchanged Action X Unchanged Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Provide appropriate language translation for the Single Plan for Student Achievement (SPSA) at each school as required by criteria noted above.



Year 2017-18 2018-19 2019-20 Amount 17,037 17,037 17,037 17,037 17,037 17,037 Source Suppl/Con Suppl/Con EL Suppl/Con EL 17,037 17,037 17,037 Budget Reference

5000-5999: Services And Other Operating Expenditures Translation of SPSA by external provider in these threshold languages:

Spanish Hmong Cantonese






OR




X English Learners X LEA-wide X All Schools




X New Action X Unchanged Action X Modified Action



Production of a comprehensive LCAP Infographic to increase understanding of, and support for, the district's plan. The infographic will be designed to clearly communicate the district's priorities, with a combination of meaningful symbols and numbers, in English, Spanish, Hmong, Vietnamese, Chinese and Russian.

Action will not be implemented in 2019-20. Options for a no-cost infographic are available.

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 13,975 13,975 13,975 13,975 Source Suppl/Con Suppl/Con EL 13,975 13,975 Budget Reference

5000-5999: Services And Other Operating Expenditures Comprehensive LCAP infographic design service



OR



Actions/Services

X Modified Action

Enrollment Center parent outreach and support services




1000-4000 Director of Student Services and Alternative Education (portion of FTE) and Enrollment Specialist


OR



Actions/Services

X New Action

Support for parent advisory committees Budgeted Expenditures Amount 150,000 150,000 Source Suppl/Con 150,000 Budget Reference

1000-5000




Goal 4 Maximize the leadership, structure, and processes of the organization to execute our mission as effectively and efficiently as possible.

Institute the practice of evaluating program and resource efficacy. (Action 4.1) Establish a district-wide protocol for providing customer service to stakeholders. (Action 4.2)


X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 6: School Climate (Engagement) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: SCUSD Strategic Plan Identified Need: The district must evaluate and refine the organizational structure to ensure alignment to strategy and mission, and use resources effectively.

Support data use for review at both the district and school sites to influence program and curriculum, and to improve student outcomes. (Action 4.1)

Establish high quality standard operating procedures and ensure consistency of practice. (Action 4.2)

Expected Annual Measurable Outcomes


SCUSD Data Dashboard Usage Source: Local

Report Dashboard analytics (usage) for initial (2016-17) school year.

Increase page views by 10% (Actual: 1,340 midyear)

Increase page views by 10% (Actual: midyear. Metric omitted for 2019-20)

Metric omitted



(Baseline 2016-17: 1,606 midyear)

On-time submission to CalPADS and Civil Rights Data Collection (CRDC) Source: Local

On time submission of district level data to CalPADS and CRDC

Maintain on-time submission (Actual: Maintained on-time)

Maintain on-time submission (Actual: Maintained on-time)

Maintain on-time submission

Infinite Campus (Student Information System) usage Source: Local

Report number of students whose families have Infinite Campus accounts. (Baseline 2016-17: 5,700 midyear)

Increase number of Infinite Campus accounts by 10% (Actual: 5,398 midyear)

Increase number of Infinite Campus accounts by 10% (Actual: 6,318 midyear)

Increase number of Infinite Campus accounts by 10%

Customer service measurement tool: Complaints and resolution Source: Local

Develop customer service measurement tools

Determine baseline measures for customer service

Establish baseline for number of complaints by quarter; and average time to resolve complaints (target: within 72 hours)

Improve by 10% annually

Annual evaluation report Source: Local

Develop performance metrics for all program plans and contracts

Planning year


startcollapse Action 1 For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:


Students to be Served: (Select from All, Students with Disabilities, or Specific Student Groups)



OR









X Modified Action X Modified Action X Modified Action

2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Provide dashboard database reporting, and assessment system software and tools, to support the district and school sites to analyze student work and monitor student progress.

Provide dashboard database reporting, and assessment system software and tools, to support the district and school sites to analyze student work and monitor student progress.

Provide dashboard database reporting, and assessment system software and tools, to support the district and school sites to analyze student work and monitor student progress. Prepare to identify how programs, staffing levels, instructional supports have impact. Illuminate Education: student licenses, grading software, item bank and pre-built assessments. Tableau Server license support: 7 user licenses.


Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount 211,280 233,452 228,642 211,280 233,452 228,642 Source LCFF Suppl/Con Suppl/Con 211,280 233,452 228,642 Budget Reference


5000-5999: Services And Other Operating Expenditures Illuminate

5000-5999: Services And Other Operating Expenditures Illuminate

Amount 160,000 35,956 160,000 35,956 Source LCFF Suppl/Con 160,000 35,956 Budget Reference

5000-5999: Services And Other Operating Expenditures Tableau

5000-5999: Services And Other Operating Expenditures Tableau



X All X All Schools

OR








X New Action X Modified Action X Unchanged Action



Planning year: Establish districtwide standards for customer service; develop a customer service measurement tool for each district department.

Provide training in customer service standards; measure satisfaction level across departments

Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount None 0 0 None 0 0 None 0 0


Demonstration of Increased or Improved Services for Unduplicated Pupils LCAP Year: 2019-20

Estimated Supplemental and Concentration Grant Funds Percentage to Increase or Improve Services

$75,912,968 23.05% Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year. Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions).

In the Sacramento City Unified School District (SCUSD), the percentage of unduplicated students (low income, English learners, foster and homeless youth) is approximately 70% of the overall student population. Approximately $76,000,000 LCFF supplemental and concentration (S/C) grant funds are allocated for activities and services that will provide an increase or an improvement to unduplicated pupils as compared to all students. The Equity, Access, and Social Justice Guiding Principle leads the district's decision-making process. These proposed actions provide an increase to the SCUSD program for 2019-20:

Expanded learning summer program and other grade-level readiness interventions Exposure to post-secondary options; exposure to experiential learning; and instructional technology for project-based learning Credit recovery through the Accelerated Academy, supported by the Master Schedule Director Support for visual and performing arts instruction, and an update to the music library

The actions and services below continue to be provided as an increase or improvement to students identified with high needs. One hour collaborative time provided weekly for teacher professional development Training specialists Transitional kindergarten and early childhood education Counselors and School Psychologists Linked learning and Career Technical Education Librarians to promote access to technology and media literacy Foster Youth Services


Multilingual Literacy professional development Access to college readiness assessments such as PSAT, SAT, and Advanced Placement Social and Emotional Learning coaching / Positive Behavior Intervention and Supports School Nurses Social Workers Student Support Centers Expanded Learning programs Parent Resource Center staff and Parent Teacher Home Visits Translation and Interpretation services

In order to meet the conditions required by the California Department of Education, SCUSD consulted with the Sacramento County Office of Education to receive technical assistance on the required descriptions and justifications for the use of supplemental and concentration grant funds. For the actions and services that are provided districtwide or schoolwide, the narrative below describes the rationale for selection of actions for supplemental and concentration grant funds. We will describe how services are principally directed toward unduplicated pupils, an effective use of funds, and how these services represent an increase or improvement over what all students receive. Action 1.1: In order to improve student learning, close achievement gaps, and ensure students have an equal opportunity to graduate with the greatest number of postsecondary choices from the widest array of options, the district will maintain a competitive salary and benefit package for the certificated staff who serve them. Students in high-poverty schools experience greater turnover in teaching staff, more long-term substitutes, and a higher proportion of early-career teachers. With a competitive salary and benefit package, the district expects to see a reduction of teacher turnover and the retention of experienced classroom teachers, as well as an increased ability to recruit highly qualified candidates who will be effective in improving the academic outcomes of the unduplicated students who are the majority of our district. SCUSD provides certificated staff with an extra hour weekly for collaborative time to review data, assess student work, and plan instruction to meet the needs of unduplicated pupils. Teacher professional communities that are part of practice (and not an "add-on") are an effective way to build pedagogical knowledge. (Darling-Hammond, L. [2005] Professional Development Schools: Schools for Developing a Profession). SCUSD has also allotted supplemental and concentration (S/C) funds to maintain class size reduction in K-3. Reducing class size is identified as an effective strategy for increasing student achievement, especially in the primary grades, and especially for low income and minority students as stated in “Does Class Size Matter?” (Schanzenback, D.W. (2014). Boulder, CO: National Education Policy Center. Retrieved from http://nepc.colorado.edu/publication/does-class-size-matter). Additionally, over 80 FTE above the staffing formula for class size reduction, principally directed to sites across the district. We expect to see improvement in academic achievement and grade level readiness as a result.


Action 1.2: To ensure that teachers are supported in specific curricular areas, S/C funds support content-specific Training Specialists. The Training Specialists and administrative Coordinators develop relationships at assigned sites to provide instructional coaching. With smaller class sizes, teachers need strategies to better meet the needs of students below grade level and English learners (Miles and Frank, 2008). In 2018-19, the ELA and ELD training specialists supported the implementation of the new Language Arts curriculum. The district expects student academic achievement, especially for English language learners, to improve with the new aligned curriculum and targeted coaching. Action 1.3: Early childhood education includes a contribution to State Preschool, Adult Education Preschool and a Transitional Kindergarten (TK) program at 10 sites. SCUSD students who participate in preschool or TK are exposed to a robust early literacy program in order to ensure grade level readiness upon entering Kindergarten. Outreach for the no-cost preschool is targeted to high-need communities, resulting in unduplicated students making up 80% of the district's preschool enrollment. A quality preschool experience sets the expectation for attendance and provides a school-going routine for unduplicated students, especially African-American boys, whose attendance is already poor in Kindergarten. The TK program received approval from 90% of TK parents surveyed at the end of the year, who reported that the program provided appropriate early educational opportunities and readiness for Kindergarten. The district expects to see a decrease in the Kindergarten chronic absence rate (over 17%) with greater participation in TK and preschool. Action 1.4: District librarians are funded by S/C at all secondary schools. The California School Library Association describes the need for students to “read critically, write more persuasively, and interact with information effectively” as they gain Common Core skills. SCUSD high-need students need this coaching, and it is difficult for the classroom teacher to provide with consistency. Low income students also lack access to technology and funds to purchase books. Although there are 28 public libraries in Sacramento County, only 3 are located in high-poverty South Sacramento, and their hours are limited. Research demonstrates “…the benefits associated with good library programs are strongest for the most vulnerable and at-risk learners, including students of color, low-income students, and students with disabilities” (Lance & Schwarz, 2012). SCUSD will provide librarians on a districtwide basis, to ensure the programming is coherent across sites. District librarians will advertise library hours and the resources they offer to low income students and their families at Back-to-School Night, on school websites, and through newsletter communication. SCUSD believes that librarians in secondary sites help close achievement and opportunity gaps by promoting reading, and improve the college and career readiness for high school students, helping reach the district’s targets for the high school academic indicators. Action 1.6 and 1.21: Robust and predictable academic counseling services, and options for credit recovery continue so that unduplicated students receive guidance navigating the path to college and career. Additional academic counselors funded by S/C (approximately $7.6 million) schedule regular communication with unduplicated pupils and their parents, using district tools that identify which students are falling off track for graduation or a-g course completion. The 2019-20 LCAP includes these new metrics. Staff will do progress monitoring ad hoc, but twice yearly at minimum. SCUSD will continue funding counselors, a director for the Master Schedule, and credit recovery at the Accelerated Academy to build on the progress made in graduation rate, a-g completion, and the Dashboard College/Career readiness indicator. Stakeholder voices continued to remind the district that counselors with bilingual


capability are needed to communicate with families whose primary language is not English. Human Resources works to recruit bilingual counselors to facilitate home-school conversation. Action 1.7: The Linked Learning and Career Technical Education (CTE) office supports pathways for Linked Learning certification, provides work-based learning and CTE at all high schools, and coordinates efforts to support regional workforce development and higher education alignment. SCUSD is funding these activities through S/C funds, while grants are providing resources for improved facilities. The district will also fund career-based field trips for low income students (Action 2.15). Student focus groups held during the 2018-19 school year identified their support for career-focused education. A large proportion of students enrolled in Linked Learning Pathways are unduplicated: low income students at 66.7%, English learners at 20.6%, and students with disabilities at 12.5%. Greater completion of CTE pathways is in alignment with the district’s goal for improving college/career readiness. Action 1.11 and 1.12: Advanced learning opportunities, including Advanced Placement and the International Baccalaureate programs, provide specific curricula aimed at challenging students at the appropriate level. SCUSD stakeholders identified a need to increase diversity in criteria-based programs such as GATE and IB. The actions and services (Universal GATE screening and PSAT and SAT testing; expansion of AP courses to match AP potential students) create common goals for student success; increase opportunities for low income, English learners, and students of color; and reinforce the importance of students being prepared for the greatest variety of options after high school. In 2019-20, SCUSD will provide funds for low-income students to take Advanced Placement tests. The Research and Data Coordinator will provide ongoing analytical support for student assessment initiatives, and will evaluate the effectiveness of district programs. The district measures and reports student enrollment in specialty programs, and student applications to UC and CSU to assess progress. Action 1.17: School Psychologists funded above formula will target unduplicated students with evaluations that can connect student needs and intervention support. Data shows a disproportionate number of African American students are identified as students with disabilities. Learning disabilities can be mitigated with early identification. Action 1.18: Grade level readiness interventions: SCUSD students are not reaching the LCAP-identified goal for academic achievement. The disparity is most acute among students who are socioeconomically disadvantaged, English learners, and African-American students. Interventions will be designated for high-need students. These interventions may include Saturday school, before- and after-school tutoring, and expanded learning summer programs. These interventions will help the district meet goals for academic achievement on the California School Dashboard, and improve reclassification rate for English learners. Action 2.2: S/C grant funds support the district's Safe Haven initiative, which provides resources for undocumented students and their families. This initiative seeks to reduce barriers to enrollment or attendance that immigrants or refugees may face. Funds are used for communication and professional learning for staff. Widespread education and knowledge of the Safe Haven initiative will help families view SCUSD schools as a safe place, thus will improve attendance, reduce chronic absence, and support academic achievement, as well as build trusting relationships with families.


Action 2.4: Student feedback gathered in focus groups during 2018-19 declared high levels of stress over their workload, and a need to have more connection with educators. An increase in funding for stipends is provided by S/C funding so that secondary department heads can look at student needs, plan and provide interventions for students who are off track. This funding ensures that our unduplicated students’ schedules are visible to the curricular leads, and will improve high school achievement indicators, and increase staff engagement with students. Action 2.5: Although the district's CASEL (Collaborative for Academic, Social and Emotional Learning) grant has ended, a commitment to SEL continues. Prioritizing SEL with an equity lens reflects a purposeful and intentional focus on ensuring that students receive the necessary training, skill-building, and support they need in order to be socially, emotionally, and academically prepared to be successful in school, college, career, and life. Our unduplicated students, who often have less-developed social and emotional skills and higher percentages of discipline referrals, stand to benefit most from SCUSD’s integrated approach to positive school climate. The 2019 School Climate survey showed nearly all student segments had decreased positive responses to perception of safety and connectedness. A summer 2019 SEL Institute for adults (district staff and site administrators) will reinforce the importance of positive climate with tools to continue this work with fidelity. Action 2.9: Expanded learning opportunities are an important intervention and support for high need students. Local data indicates SCUSD students who participate in Expanded Learning have improved attendance and engagement as compared to students who have not participated. Expanded learning participation will support positive student responses in connectedness on the annual School Climate survey. Actions 2.8 and 2.10: Nurses, social workers and the centralized Connect Center are partially funded by S/C dollars. Sacramento County youth in poor communities suffer a higher-than-average rate of chronic diseases such as asthma and diabetes; health and dental care is unavailable for many. While all of the stakeholder groups commenting on the LCAP identified the need for mental health counselors, the loudest voice was from SCUSD students, who spoke to the need for greater access to professionals trained in trauma-informed care. Chronic absence rates in SCUSD are extremely high, and caused SCUSD to become eligible for Differentiated Assistance for six student groups. School nurses manage these conditions for low income students who do not have access to a consistent medical provider. Social workers assigned to high-need schools and the Connect Center are a vital connection to counseling and other mental health services, as many SCUSD students have had exposure to trauma, are homeless or come from excessively mobile households. The provision of school nurses and social workers aligns with district goals for improved attendance and reduced chronic absence. Action 2.15, 2.16: SCUSD is a high-poverty district, and students raised here often lack the opportunities that are possible in a more affluent community. Student focus groups also identified a desire to have access to more engaging experiences outside of the classroom, such as athletics and clubs. The activities proposed in these two actions seek to mitigate the effects of poverty on students by providing access to technology-based activities, experiential learning, extended extracurricular activities and arts outside of the


classroom. These activities will be provided to students who are low income to improve engagement, as evidenced by improved attendance, reduced suspension, and improved reporting of connectedness on the annual School Climate survey. Action 3.1, 3.2, 3.9 and 3.10: Family and Community Empowerment is the goal of locally-designed parent education and training, and the communication and support provided by the Enrollment Center staff and Matriculation and Orientation Center (MOC). The district continues its valued partnership with the national Parent/Teacher Home Visit organization. Services are directed to Title I schools with the goal of building relationships with families, removing cultural or linguistic barriers, and ensuring that families understand how to support their child's academic success. Parent voice continues to acknowledge the benefit of these activities. The district will set a baseline for parent and family engagement and identify potential gaps in programming with the Priority 3 self-assessment tool to be implemented in Fall 2019. The district will also include the recommendation from the LCAP PAC to add questions to the survey that ask about parent awareness of opportunities to participate in decision-making committees such as DELAC, CAC and the LCAP PAC. Site-Based Funds SCUSD apportions $9,800,000 in S/C funds to every school using a weighted formula based on the percent of students receiving free or reduced-price meals, and the percent of English learners. Goal 1 (Actions 13-16), Goal 2 (Actions 12-13), and Goal 3 (Actions 5-6) describe how school sites use their share of these funds. Supplemental and concentration funds are described in each School Plan for Student Achievement (SPSA). In 2018-19, School Site Councils (SSCs) developed the SPSA after implementing a Needs Assessment aligned to the California School Dashboard indicators, then set goals for students in a local context to determine actions and services. SSCs are responsible to ensure that actions funded with S/C are principally directed to support unduplicated students towards the goals they set locally. In 2019-20, SCUSD is introducing a formal monitoring plan that will provide structure for School Site Councils as they meet throughout the year. SSCs will monitor actions and evaluate for effectiveness.

Examples of actions and services that schools principally direct to support unduplicated students include: resource teachers, professional development, bilingual instructional assistants, intervention provided by teachers before or after school, nurses, parent advisors and translation services.

Schools hire additional staff that supervise student safety, and enhance positive school climate. Many sites have budgeted for transportation so that unduplicated students may attend college fairs and experience off-site learning activities. These additional resources allow school sites to complement and enhance existing, district resources to meet the needs of unduplicated students.

The seven district schools that have fewer than 40 percent unduplicated students have indicated in their SPSAs that they have planned services that may be identified as most effective based on research, educational theory, or past practice. Examples are professional learning for certificated staff, extended day tutoring for struggling students, supplemental instructional materials and instructional technology, and targeted interventions to support English learners.


------- -------

LCAP Year: 2018-19



In the Sacramento City Unified School District (SCUSD), the percentage of unduplicated students (low income, English learners, foster and homeless youth) is approximately 72% of the overall student population. Approximately $70,000,000 LCFF supplemental and concentration (S/C) grant funds are allocated for activities and services that will provide an increase or an improvement to unduplicated pupils as compared to all students. The Equity, Access, and Social Justice Guiding Principle leads the district's decision-making process. Added to the 2018-19 plan is support for Positive Behavior Intervention and Supports (PBIS), professional development for counselors, a student leadership conference, and staff to ensure that students and families understand the importance of attendance. Continued activities and services include: resources and staff to support English learners, early learning opportunities, recruiting and retaining teachers that reflect the diversity of the community, Career Technical Education and work-based learning; and providing supplemental staff at school sites, including assistant principals, counselors, nurses, social workers, librarians, parent outreach staff, and translators.


For the actions and services that are provided districtwide or schoolwide, the narrative below describes how services are principally directed toward unduplicated pupils, an effective use of funds, and how these services represent an increase or improvement over what all students receive. Action 1.1: In order to improve student learning, close achievement gaps, and ensure students have an equal opportunity to graduate with the greatest number of postsecondary choices from the widest array of options, the district will maintain a competitive salary and benefit package for the certificated staff who serve them. As a high-need urban school district, hiring challenges have been documented. With a competitive package, the district expects to see a reduction of teacher turnover and the retention of experienced classroom teachers, as well as an increased ability to recruit highly qualified candidates who will be effective in supporting the academic needs of the unduplicated students who are the majority of our district. Additional funding to support high quality first instruction provides certificated staff with an extra hour weekly for collaborative time to review data, assess student work, and plan instruction to meet the needs of unduplicated pupils. Teacher professional communities that are part of practice (and not an "add-on") are an effective way to build pedagogical knowledge. (Darling-Hammond, L. [2005] Professional Development Schools: Schools for Developing a Profession). SCUSD has also allotted S/C funds to maintain class size reduction in K-3. Reducing class size has been identified as an effective strategy for increasing student achievement, but especially in the primary grades, and especially for low income and minority students as stated in “Does Class Size Matter?” (Schanzenback, D.W. (2014). Boulder, CO: National Education Policy Center. Retrieved from http://nepc.colorado.edu/publication/does-class-size-matter). Action 1.2: To ensure that teachers are supported in specific curricular areas, coaching is provided by content-specific Training Specialists (sometimes referred to as Coaches). Training Specialists and content-expert Coordinators develop relationships at assigned sites to provide instructional coaching. With smaller class sizes, teachers need strategies to better meet individual student needs (Miles and Frank, 2008). Action 1.3: Early childhood education includes a contribution to State Preschool and a Transitional Kindergarten (TK) program at 10 sites. SCUSD students who participate in preschool or TK are exposed to a robust early literacy program in order to ensure grade level readiness upon entering Kindergarten. A quality preschool experience also sets the expectation for attendance and provides a school-going routine for unduplicated students, especially African-American boys, whose attendance is already poor in Kindergarten. 80% of the district's preschool enrollment is unduplicated students. Action 1.4: District librarians at the secondary level are included in S/C funding in order to ensure that unduplicated students have access to instructional resources. Research shows that school librarians and access to effective school library programs positively impacts student achievement, digital literacy, and school climate/culture. School librarians will provide personalized, rigorous learning experiences supported by technology, offering instruction and equitable access to print and digital resources to ensure a well-rounded


education for unduplicated pupils. SCUSD believes that staffing libraries with certified librarians can help close achievement and opportunity gaps. Action 1.6: Robust and predictable academic counseling services are needed at the secondary level so that unduplicated students receive guidance navigating the path to college and career. Additional academic counselors funded by S/C (approximately $5 million) will reach out regularly to unduplicated pupils for targeted attention. The district continues to prioritize hiring counseling staff with bilingual capability, and is making every effort to recruit bilingual counselors to facilitate home-school conversation. Counselors will receive professional learning in the 2018-19 school year on supporting college readiness. Action 1.7: The Linked Learning and Career Technical Education (CTE) office supports pathways for Linked Learning certification, provides work-based learning and CTE at all high schools, coordinates efforts to support regional workforce development and higher education alignment. SCUSD is funding these activities through S/C funds, while grants are providing resources for improved facilities. A large proportion of students enrolled in Linked Learning Pathways are unduplicated: low income students at 66.7%, English learners at 20.6%, and students with disabilities at 12.5%. Action 1.11 and 1.12: Advanced learning opportunities, including Advanced Placement and the International Baccalaureate programs, provide specific curricula aimed at challenging students at the appropriate level. The actions and services (Universal GATE screening and PSAT and SAT testing; expansion of AP courses to match AP potential students) create common goals for student success and reinforce the importance of students being prepared for the greatest variety of options after high school. Action 1.17: School Psychologists funded above formula will target unduplicated students with evaluations that can connect student needs and intervention support. Learning disabilities can be mitigated with early identification. Action 1.18: Expanded Learning Summer Program is established to provide an extended school year to unduplicated students who have not achieved grade level readiness. Data indicates that many SCUSD students are not proficient. Action 2.2: The district's Safe Haven initiative is supported by S/C grant funds to provide resources for undocumented students and their families. This initiative, expanded in 2018-19, seeks to reduce barriers to enrollment or attendance that immigrants or refugees may face. This practice is expected to improve attendance, reduce chronic absence, and support academic achievement, as well as build trusting relationships with families. Action 2.4: Assistant Principals above the staffing formula in middle and high schools oversee School Safety Plans and supervise campus climate and discipline. The district expects to see a reduction in suspension rate and increased positive responses to future School Climate surveys at the secondary level as assistant principals help to build a positive and supportive culture. Assistant principals provide support for restorative practices and nurture positive relationships with unduplicated pupils.


Action 2.5: Although the district's CASEL (Collaborative for Academic, Social and Emotional Learning) grant has ended, a commitment to SEL continues. Prioritizing SEL with an equity lens reflects a purposeful and intentional focus on ensuring that all students receive the necessary training, skill-building, and support they need in order to be socially, emotionally, and academically prepared to be successful in school, college, career, and life. Our unduplicated students, who often have less-developed social and emotional skills and higher percentages of discipline referrals, stand to benefit most from SCUSD’s integrated approach to positive school climate. The 2018 School Climate survey shows all student segments with increased positive responses to perception of safety. Action 2.7: The Safe Schools and Neighborhoods grant provides new staff for outreach to improve attendance at targeted schools, and the Director of Student Services and Alternative Education counsels students who are at risk. A new coordinator in the Enrollment Center informs new students and transfers of attendance policies. Action 2.9: Expanded learning opportunities are an important intervention for unduplicated students. Internal data supports indicates students who participate in Expanded Learning have improved attendance and student engagement as compared to students who have not participated. Actions 2.8 and 2.10: Nurses, social workers and the centralized Connect Center are partially funded by S/C dollars. Sacramento County youth in poor communities suffer a higher-than-average rate of chronic diseases such as asthma and diabetes; health and dental care is unavailable for many. School nurses manage these conditions so that students can attend school consistently. Social workers assigned to high-need schools and the Connect Center are a vital connection to counseling and other mental health services, as many SCUSD students have had exposure to trauma, are homeless or come from excessively mobile households. Action 3.1 and 3.2: Family and Community Empowerment is the goal of locally-designed parent education and training, and the translation/interpretation services of the Matriculation and Orientation Center (MOC) and continued partnership with the national Parent/Teacher Home Visit organization. Services are directed to Title I schools with the goal of building relationships with families, removing cultural or linguistic barriers, and ensuring that families understand how to support their child's academic success. Action 4.1: Illuminate Education, an online data system, is funded with S/C as the district continues to increase its use of student data to target interventions and supports that are principally directed to unduplicated students. Site-Based Funds SCUSD apportions $9,800,000 in S/C funds to every school using a weighted formula based on the percent of students receiving free or reduced-price meals, and the percent of English learners. Goal 1 (Actions 13-16), Goal 2 (Actions 12-13), and Goal 3 (Actions 5-6) describe how school sites use their share of these funds. Supplemental and concentration funds are described in each Single Plan for


Student Achievement (SPSA). School Site Councils set goals for students and decide in local context which actions and services are principally directed to support unduplicated students as they monitor and evaluate for implementation and effectiveness.

Examples of actions and services that schools principally direct to unduplicated students include: class size reduction, resource teachers, bilingual instructional assistants, intervention provided by teachers, wraparound services provided by specialized staff, nurses, parent advisors and translation services.

Schools hire additional staff that supervise student safety, and enhance positive school climate. Many sites have budgeted for transportation so that unduplicated students may attend college fairs and experience off-site learning activities. SCUSD relies on the collective experience and wisdom of the SSC to ensure that the activities and services implemented at the school site are effective. These additional resources allow school sites to complement and enhance existing, data-driven district resources to meet the needs of unduplicated students.

The seven district schools that have fewer than 40 percent unduplicated students have indicated in their SPSAs that they have planned services that may be identified as most effective based on research, educational theory, or past practice: professional learning for certificated staff, extended day tutoring for struggling students, supplemental instructional materials and instructional technology, and bilingual instructional assistants to support English learners.

------- ------- LCAP Year: 2017-18




In the Sacramento City Unified School District (SCUSD), the percentage of unduplicated students (low income, English learners, foster and homeless youth) is approximately 68% of the overall student population. With over 55% of students identified as unduplicated, SCUSD may use supplemental and concentration grant funds for districtwide expenditures, but must identify the services that will be funded on a districtwide basis, and then describe how these services are principally directed toward, and effective in, meeting the goals for unduplicated students in the state priority areas described in the Local Control and Accountability Plan. In addition to general funds, approximately $59,000,000 LCFF supplemental and concentration grant funds are allocated for activities that were identified as highly important by District stakeholders. These include: supports for English learners and those who work with them, early learning opportunities for children, recruiting and retaining excellent teachers that reflect the diversity of the community, college and career readiness, work-based learning, and, maintaining additional support staff, including plant managers and custodians, assistant principals, counselors, nurses, social workers, librarians, and parent outreach staff and translators. SCUSD has allotted supplemental and concentration funds to maintain a class size reduction to a ratio of 24:1 in Kindergarten to third grade (Goal 1, Action 1). Reducing class size has been identified as an effective strategy for increasing student achievement, but especially in the primary grades, and especially for low income and minority students as stated in “Does Class Size Matter?” (Schanzenback, D.W. (2014). Boulder, CO: National Education Policy Center. Retrieved from http://nepc.colorado.edu/publication/does-class-size-matter). SCUSD’s spring 2017 survey of stakeholder priorities identified “teacher recruitment and retention” as the number one priority among most stakeholder groups. The district’s educational program has been adversely affected by teacher turnover, especially in schools with a high population of unduplicated students. In order to improve student learning, close achievement gaps, and ensure students are college, career and life ready, the district will maintain a competitive salary and benefit package. The district expects to see a reduction of teacher turnover and the retention of experienced classroom teachers, as well as an increased ability to recruit highly qualified candidates who will be effective in supporting the academic needs of the unduplicated students who are the majority of our district. To ensure that teachers are supported in specific curricular areas, coaching is provided by content-specific Training Specialists (Teachers on Special Assignment). Training Specialists develop relationships at assigned sites to provide instructional coaching (Goal 1, Action 2). Preliminary California Assessment of Student Performance and Progress (CAASPP) results for Spring 2017 show that unduplicated students are making academic progress. In order to increase student readiness, SCUSD supports early childhood education with Transitional Kindergarten at 10 sites (Goal 1, Action 3). SCUSD students who participate in Transitional Kindergarten are exposed to a robust early literacy program in order to ensure greater academic success in the following years. A Transitional Kindergarten experience also sets the expectation for attendance and provides a school-going routine for unduplicated students who have higher levels of chronic absence. This investment of $1.2 million in supplemental and concentration grant funds will improve outcomes for unduplicated students. A review of 2016-17 outcomes include improved enrollment in Transitional Kindergarten, as well as in preschool. 80% of the district's preschool enrollment is unduplicated students.


Robust and predictable academic counseling services are needed at every middle and high school so that unduplicated students understand how to navigate the path to college and career. Data indicates that SCUSD students are not meeting goals for A-G completion, and that graduation rates are flat and not keeping pace with the County or State. Stakeholder conversations revealed the need for additional information and resources to support college access by unduplicated students and their families. Academic counselors funded by the district’s supplemental and concentration grant funds (approximately $5 million) will ensure that counselors can provide the needed guidance to unduplicated students (Goal 1, Action 6). The graduation rate for the Class of 2016 increased by just .2% over the Class of 2015. However, the graduation rate for African American (+1.6%), Hispanic/Latino (+.6%), English Learner (+.4%) and Low Income (+.3%) student groups surpassed the district's increase. This progress is a direct reflection of district actions to increase access to counseling for unduplicated students. Another resource for unduplicated students is school psychologists (Goal 1, Action 18), who can properly identify learning disabilities and recommend appropriate intervention. The district continues to prioritize hiring staff with bilingual capability, and is making every effort to recruit bilingual counselors and school psychologists to serve our diverse population. Expanded learning opportunities are an important intervention for unduplicated students. Data shows that participation in Expanded Learning programs reduces chronic absenteeism and improves attendance and student engagement. Additional custodial supplies are provided to support the extracurricular use of classrooms and other spaces after school hours (Goal 2, Action 1). The Linked Learning and Career Technical Education (CTE) office supports pathways for Linked Learning certification, provides work-based learning and CTE at all high schools, coordinates efforts to support regional workforce development and higher education alignment (Goal 1, Action 7). SCUSD is funding these activities through a combination of grant funds and supplemental and concentration grant funds. Enrollment in Linked Learning Pathways is at 34.1%; but a greater proportion of unduplicated students are participating: low income students at 35.1%, English learners at 32.8%, and students with disabilities at 36.1%. SCUSD continues to invest in the expansion of the International Baccalaureate (IB) program at Luther Burbank and Kit Carson, schools that serve high populations of unduplicated students (Goal 1, Action 12). The district believes that this rigorous program shows promise, and will provide greater opportunity for unduplicated students to matriculate successfully to institutes of higher education. Services for English learners will be further improved with the implementation of the English Language Development (ELD) Master Plan, which proposes a robust and intentional professional learning calendar for the next three years. The Multilingual Literacy department staff will provide greater monitoring of EL student progress and how that progress is communicated to parents. The summer ELD Professional Learning Institute for secondary also is ongoing, supported by training specialists during the school year. An investment in professional learning is expected to increase academic outcomes for the district's English learners (Goal 1, Action 10).


Additionally, before the LCAP process begins in the 2017-18 school year, SCUSD will re-assess the District English Learner Advisory Committee (DELAC) process and do parent outreach to ensure that parents of English learners are engaged and well represented on district decision-making committees. There will be a strategy in place to encourage site level representatives to attend district level DELAC meetings. Additionally, the district will monitor participation at the school sites and provide additional supports around parent outreach where needed. Furthermore, the district will provide the parents elected to DELAC with an orientation on what to expect, including the purpose of the DELAC and the dates of the meetings. The district will also ensure parents are aware that translation, refreshments, and childcare services are provided at these meetings. There was a small increase in DELAC participation in the 2016-17 year as compared to the previous year. District librarians at the secondary level are included in supplemental and concentration grant funding (Goal 1, Action 4) in order to ensure that all students, but in particular unduplicated students, have access to instructional resources. Studies show that school librarians and access to effective school library programs positively impacts student achievement, digital literacy, and school climate/culture. School librarians will provide personalized, rigorous learning experiences supported by technology, offering instruction and equitable access to print and digital resources to ensure a well-rounded education for unduplicated pupils. SCUSD believes that staffing libraries with certified librarians can help close achievement and opportunity gaps. SCUSD's Safe Haven initiative is supported by supplemental and concentration grant funds to provide resources for undocumented students and their families (Goal 2, Action 2). This new initiative seeks to reduce barriers to enrollment or attendance that immigrants or refugees may face. This is a new initiative, but a promising practice that will improve attendance, chronic absence, and support academic achievement. The district's Connect Center, and a portion of the district's nurses and social workers are also funded by supplemental and concentration dollars. Sacramento County youth suffer a higher-than-average rate for chronic diseases such as asthma and diabetes; health and dental care is unavailable for many. School nurses manage these conditions so that students can attend school consistently. Social workers are a vital connection to counseling and other mental health services, as many SCUSD students have had exposure to trauma, are homeless or come from excessively mobile households (Goal 2, Actions 8 and 10). The district’s continued focus on positive school climate will provide a coherent structure for student engagement, social justice and equity across the district. Social Emotional Learning (SEL) forms the foundation for restorative practices and Positive Behavior Intervention Supports, and nurtures positive relationships that are grounded in kindness. Prioritizing SEL with an equity lens reflects a purposeful and intentional focus on ensuring that all students receive the necessary training, skill-building, and support they need in order to be socially, emotionally, and academically prepared to be successful in school, college, career, and life. Our unduplicated students, who often have less-developed social and emotional skills and higher percentages of discipline referrals, stand to benefit most from SCUSD’s integrated approach to positive school climate (Goal 2, Action 5). The 2017 School Climate survey indicated that just 65% of middle and high school students responded positively to the safety construct. Additional assistant principals above the staffing formula are hired to oversee School Safety Plans, and supervise campus climate and discipline (Goal 2, Action 4). The district expects to see continued reduction in suspension rate and increased positive responses to future School Climate surveys.The most


recent data on suspension, comparing the previous year's mid-year data, shows a 2.5% reduction in suspension rate for African American students, Students with Disabilities from 9.7% to 8.4% and Low Income from 6% to 4.5%. To ensure a partnership with families, and to promote positive two-way conversations about student academic achievement, the district provides parent education and training, and the translation/interpretation services of the Matriculation and Orientation Center (MOC) (Goal 3, Action 1 and 3). The district also partners with the national Parent/Teacher Home Visit organization by partially funding a new Training Specialist who will assist Title I schools to build relationships with families and remove cultural or linguistic preconceptions that may stand in the way of effective communication (Goal 3, Action 2). Supplemental and concentration grant funds provided for parent engagement are principally directed to families of unduplicated students through parent workshops at Title I schools with a majority of participants parents of English learners. The addition of regional computer kiosks, a commitment to translate the LCAP and school site plans, and funds to create a professional comprehensive LCAP infographic in five languages will also help to decrease barriers that prevent parents and caregivers of unduplicated students from fully participating in decision making, effective communication, and educational activities to benefit the student (Goal 3, Actions 7 and 8). School sites are provided a share of $9,800,000 supplemental and concentration grant funds based on the percent of low income and English learners at each site in order to provide locally-determined services that are principally directed to support unduplicated students. These services are included in the LCAP in Goal 1, Actions 13-16; Goal 2, Actions 12-13, and Goal 3, Actions 5 and 6. Data is being collected in 2017-18 to evaluate the effectiveness of the site-based actions and services.

Sites select services based on local data and needs assessment and describe the services in the Single Plan for Student Achievement (SPSA). Elected representatives in School Site Councils (SSC) monitor implementation and expenditures. Examples of actions and services that schools principally direct to unduplicated students include: resource teachers, bilingual instructional assistants, intervention provided by teachers, wraparound services provided by specialized staff, nurses, parent advisors and translation services.

Schools may additionally integrate staff that supervise student safety, and supplemental instructional materials to help with positive school climate. Many sites have budgeted for transportation so that unduplicated students may attend college fairs and experience off-site learning activities. SCUSD relies on the collective experience and wisdom of the SSC to ensure that the activities and services implemented at the school site are effective. These additional resources allow school sites to complement and enhance existing, data-driven district resources to meet the needs of unduplicated students.

The seven district schools that have fewer than 40 percent unduplicated students have indicated in their SPSAs that they have planned services that may be identified as most effective based on research, educational theory, or past practice: professional learning for certificated staff, extended day tutoring for struggling students, supplemental instructional materials and instructional technology, and bilingual instructional assistants to support English learners.


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LCAP Expenditure Summary

Total Expenditures by Funding Source

Funding Source 2018-19

Annual Update Budgeted

2018-19 Annual Update

Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total All Funding Sources 424,454,808.00 422,775,414.00 399,063,230.00 424,454,808.00 421,357,083.00 1,244,875,121.0

0 0.00 0.00 0.00 0.00 0.00 0.00 Grant 32,908,073.00 32,945,396.00 28,819,623.00 32,908,073.00 25,728,814.00 87,456,510.00 LCFF 305,681,384.00 304,946,323.00 299,875,450.00 305,681,384.00 306,057,416.00 911,614,250.00 Other 98,321.00 0.00 0.00 98,321.00 0.00 98,321.00 Suppl/Con 74,170,895.00 77,273,268.00 62,668,837.00 74,170,895.00 73,451,660.00 210,291,392.00 Suppl/Con EL 2,937,294.00 794,725.00 0.00 2,937,294.00 2,717,686.00 5,654,980.00 Title I 5,058,134.00 5,353,592.00 6,010,475.00 5,058,134.00 9,823,793.00 20,892,402.00 Title II 1,840,554.00 49,425.00 500,000.00 1,840,554.00 2,140,852.00 4,481,406.00 Title III 1,760,153.00 1,412,685.00 1,188,845.00 1,760,153.00 1,436,862.00 4,385,860.00

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


Total Expenditures by Object Type

Object Type 2018-19



Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total All Expenditure Types 424,454,808.00 422,775,414.00 399,063,230.00 424,454,808.00 421,357,083.00 1,244,875,121.0

0 0.00 0.00 0.00 0.00 0.00 0.00 1000-3000 42,947,271.00 41,008,378.00 25,616,605.00 42,947,271.00 46,129,097.00 114,692,973.00 1000-4000 354,575,110.00 354,967,150.00 334,822,888.00 354,575,110.00 346,939,527.00 1,036,337,525.0

0 1000-5000 0.00 0.00 0.00 0.00 1,230,852.00 1,230,852.00 1000-6000 500,000.00 754,399.00 0.00 500,000.00 6,022,124.00 6,522,124.00 1000-7000 6,220,897.00 6,904,796.00 0.00 6,220,897.00 83,057.00 6,303,954.00 2000-3000 17,202,389.00 16,771,645.00 31,818,969.00 17,202,389.00 17,566,168.00 66,587,526.00 2000-5000 0.00 0.00 0.00 0.00 0.00 0.00 4000-4999: Books And Supplies 699,801.00 592,365.00 2,416,356.00 699,801.00 802,623.00 3,918,780.00 4000-7000 0.00 0.00 0.00 0.00 0.00 0.00 5000-5999: Services And Other Operating Expenditures

2,309,340.00 1,776,681.00 1,563,559.00 2,309,340.00 2,583,635.00 6,456,534.00

6000-6999: Capital Outlay 0.00 0.00 2,824,853.00 0.00 0.00 2,824,853.00 * Totals based on expenditure amounts in goal and annual update sections.


Total Expenditures by Object Type and Funding Source

Object Type Funding Source 2018-19 Annual Update

Budgeted

2018-19 Annual Update Actual

2017-18 2018-19 2019-20 2017-18 through 2019-20

Total All Expenditure Types All Funding Sources 424,454,808.0

0 422,775,414.0

0 399,063,230.0

0 424,454,808.0

0 421,357,083.0

0 1,244,875,121.

00 0.00 0.00 0.00 0.00 0.00 0.00 1000-3000 Grant 0.00 0.00 226,745.00 0.00 0.00 226,745.00 1000-3000 LCFF 19,423,105.00 20,578,448.00 3,329,622.00 19,423,105.00 25,131,298.00 47,884,025.00 1000-3000 Suppl/Con 17,522,037.00 16,293,514.00 16,230,409.00 17,522,037.00 14,782,611.00 48,535,057.00 1000-3000 Suppl/Con EL 0.00 0.00 0.00 0.00 107,249.00 107,249.00 1000-3000 Title I 3,341,184.00 3,397,955.00 4,140,984.00 3,341,184.00 3,843,441.00 11,325,609.00 1000-3000 Title II 1,840,554.00 49,425.00 500,000.00 1,840,554.00 1,755,190.00 4,095,744.00 1000-3000 Title III 820,391.00 689,036.00 1,188,845.00 820,391.00 509,308.00 2,518,544.00 1000-4000 Grant 26,673,328.00 26,026,777.00 25,458,158.00 26,673,328.00 23,738,715.00 75,870,201.00 1000-4000 LCFF 268,345,000.0

0 266,484,330.0

0 264,550,000.0

0 268,345,000.0

0 261,874,148.0

0 794,769,148.0

0 1000-4000 Suppl/Con 55,028,314.00 60,240,075.00 43,234,212.00 55,028,314.00 54,786,766.00 153,049,292.0

0 1000-4000 Suppl/Con EL 2,597,649.00 490,663.00 0.00 2,597,649.00 2,327,432.00 4,925,081.00 1000-4000 Title I 991,057.00 1,001,656.00 1,580,518.00 991,057.00 2,899,250.00 5,470,825.00 1000-4000 Title II 0.00 0.00 0.00 0.00 385,662.00 385,662.00 1000-4000 Title III 939,762.00 723,649.00 0.00 939,762.00 927,554.00 1,867,316.00 1000-5000 LCFF 0.00 0.00 0.00 0.00 372,852.00 372,852.00 1000-5000 Suppl/Con 0.00 0.00 0.00 0.00 858,000.00 858,000.00 1000-5000 Title I 0.00 0.00 0.00 0.00 0.00 0.00 1000-6000 Grant 0.00 0.00 0.00 0.00 1,792,254.00 1,792,254.00 1000-6000 Suppl/Con 0.00 0.00 0.00 0.00 1,315,870.00 1,315,870.00 1000-6000 Title I 500,000.00 754,399.00 0.00 500,000.00 2,914,000.00 3,414,000.00 1000-7000 Grant 6,220,897.00 6,904,796.00 0.00 6,220,897.00 83,057.00 6,303,954.00 2000-3000 Grant 13,848.00 13,823.00 67,500.00 13,848.00 114,788.00 196,136.00 2000-3000 LCFF 15,769,018.00 15,550,347.00 30,489,292.00 15,769,018.00 16,366,495.00 62,624,805.00 2000-3000 Other 98,321.00 0.00 0.00 98,321.00 0.00 98,321.00 2000-3000 Suppl/Con 786,676.00 718,262.00 1,023,204.00 786,676.00 651,815.00 2,461,695.00 2000-3000 Suppl/Con EL 308,633.00 289,631.00 0.00 308,633.00 265,968.00 574,601.00 2000-3000 Title I 225,893.00 199,582.00 238,973.00 225,893.00 167,102.00 631,968.00


Total Expenditures by Object Type and Funding Source

Object Type Funding Source 2018-19 Annual Update

Budgeted

2018-19 Annual Update Actual

2017-18 2018-19 2019-20 2017-18 through 2019-20

Total 2000-5000 Title I 0.00 0.00 0.00 0.00 0.00 0.00 4000-4999: Books And Supplies

Grant 0.00 0.00 61,100.00 0.00 0.00 61,100.00


LCFF 699,801.00 592,365.00 175,256.00 699,801.00 802,623.00 1,677,680.00


Suppl/Con 0.00 0.00 2,150,000.00 0.00 0.00 2,150,000.00


Title I 0.00 0.00 30,000.00 0.00 0.00 30,000.00

4000-7000 Grant 0.00 0.00 0.00 0.00 0.00 0.00 5000-5999: Services And Other Operating Expenditures

Grant 0.00 0.00 181,267.00 0.00 0.00 181,267.00


LCFF 1,444,460.00 1,740,833.00 1,331,280.00 1,444,460.00 1,510,000.00 4,285,740.00


Suppl/Con 833,868.00 21,417.00 31,012.00 833,868.00 1,056,598.00 1,921,478.00


Suppl/Con EL 31,012.00 14,431.00 0.00 31,012.00 17,037.00 48,049.00


Title I 0.00 0.00 20,000.00 0.00 0.00 20,000.00

6000-6999: Capital Outlay Grant 0.00 0.00 2,824,853.00 0.00 0.00 2,824,853.00 * Totals based on expenditure amounts in goal and annual update sections.


Total Expenditures by Goal

Goal 2018-19



Actual 2017-18 2018-19 2019-20

2017-18 through 2019-20

Total Goal 1 379,691,895.00 378,678,517.00 353,723,699.00 379,691,895.00 373,038,151.00 1,106,453,745.00

Goal 2 41,700,341.00 41,457,525.00 42,559,371.00 41,700,341.00 45,214,457.00 129,474,169.00

Goal 3 2,669,120.00 2,374,774.00 2,568,880.00 2,669,120.00 2,839,877.00 8,077,877.00

Goal 4 393,452.00 264,598.00 211,280.00 393,452.00 264,598.00 869,330.00 * Totals based on expenditure amounts in goal and annual update sections.


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Expenditures Contributing to Increased/Improved Requirement by Funding Source




Actual 2017-18 2018-19 2019-20

All Funding Sources


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Expenditures NOT Contributing to Increased/Improved Requirement by Funding Source




Actual 2017-18 2018-19 2019-20

All Funding Sources

Documents

LCFF Budget Overview for Parents - SCUSD