Section 1: Stakeholder Engagement

Involvement Process	Impact on LCAP
November 6, 2013 Community Meeting	Served as a way to inform, educate, and gather input & feedback from critical stakeholders: parents, students, community partners, community, and foster youth agencies.
December 16, 2013 Community Meeting	The WestEd Director of Comprehensive School Assistance Program explained Local Control Funding Formula. Chief Business Officer Ken Forrest presented early funding predictors for SCUSD, followed by breakout groups that gave introductory discussions of the 8 state priorities with examples of relevant work within each priority. Qualitative feedback was provided by community partners, students, district staff, school administrators, student advocate groups, community organizations representing EL, Foster youth, low-income students. 70% of school sites were represented.
January 22, 2014 Community Meeting	Chief Business Officer Ken Forrest presented on the 2014-15 budget and fiscal outlook, touching on rising costs, decline in enrollment and impact of the state’s new local funding formula. Attendees were then broken out into smaller groups to discuss and gather feedback on 4 of the 8 state priorities: Student Achievement, School Climate, Course Access, and Implementation of Common Core Standards. Handouts provided at meeting detailed each of the priorities, relevant SCUSD work, a list of the required data and sample SCUSD Data. Attendees provided feedback and input for each of the priorities discussed.
February 13, 2014 Community Meeting	Focused on continuing to learn about the state priorities: Student Engagement, Parent Engagement, Basic Services and other student outcomes. Input and feedback were recorded.
April 2, 2014 Community Meeting (Scheduled)	Focused on presenting DRAFT LCAP to gather stakeholder feedback, concerns, and questions.
February – March 7, 2014 School Site Engagement	Critical to engage parents, staff, community members where they may feel more comfortable –their school sites. Principals presenting at their standing meetings- school site council meetings, PTA meetings, English Learner Advisory Council (ELAC), Collaborative Planning Time (CPT) and staff meetings. Feedback was collected through surveys. 100% sites were engaged.
Community Planning Process through Public Education Volunteers: PEV Cycle #1: Feb 5 – Mar 11 and PEV Cycle #2: Mar 24 – April 21	Grassroots model utilized to gather authentic input and feedback on LCAP. The Community Planning Process relies on key community organizing strategies of empowering community members at Public Education Volunteers (PEVs) to solicit their personal and professional networks to share information and gather input. The feedback is used to inform decisions, draft, develop and share with stakeholders early before anything is “finalized.” To date, SCUSD has trained over 115 PEVs. PEVs include community members, parents, community partners, school board members, DELAC, DAC, Department of Social Justice, and Foster Family Agencies. PEVs distributed LCAP surveys to their respective networks. PEV Cycle #1: Over 1,200 respondents to survey.
District Advisory Groups (Scheduled): March 24, 2014 Community Advisory Committee (CAC), April 8, 2014 District Advisory Committee (DAC), April 9, 2014 District English Learner Advisory Committee (DELAC) and TBD Student Advisory Committee (SAC)	The draft LCAP will be posted on the district website and shared broadly in order to gather feedback from all stakeholders. Feedback and questions about the draft LCAP will be responded to in writing and posted on a District website page.
SCUSD Governing Board Updates: January 6, 2014 Present Community Engagement Plan – LCAP and March 20, 2014 Update Board on Engagement/Outreach and present draft LCAP	Responses to the draft LCAP and updates to the 2014-15 budget from the May Revise will be instrumental in developing revisions to the draft and the completion of the final LCAP which will be brought to the Local Board of Education for approval with the District 2014-15 budget.

Section 2: Goals and Progress Indicators

Identified Need & Metric	Goals	What will be different/improved for students?
	Description of Goal	Year 1: 2014-15	Year 2: 2015-16	Year 3: 2016-17
Goal 1: In order increase the percentage of students who are on track to graduate college and career ready, there is a need to: Increase high school graduation rate: 79.9%; Beginning in 2014-15, growth will be measured using CAASPPl Increase participation in GATE (Current GATE participation:  11% Elementary; 34% Middle); Increase A-G completion: (Current A-G Completion 39%)	Goal 1: Increase percent of students who are on-track to graduate college and career ready	Increase graduation rate by 3%; Establish math and ELA proficiency baselines as measured by the CAASPP; Establish math and ELA below proficiency baselines as measured by the CAASPP; Increase participation in GATE by 3%, A-G completion by 5%, and AP enrollment by 3%.	Increase graduation rate by 3%; To be determined using 2014-2015 baseline data; To be determined using 2014-2015 baseline data; Increase participation in GATE by 3%, A-G completion by 5%, and AP enrollment by 3%.	Increase graduation rate by 3%; To be determined using 2014-2015 baseline data; To be determined using 2014-2015 baseline data; Increase participation in GATE by 3%, A-G completion by 5%, and AP enrollment by 3%.
Goal 2: SCUSD believes in a holistic approach to student achievement that fosters student engagement in clean, healthy and safe environments.  Data indicates the following needs: To improve school cleanliness and facility maintenance which suffered from the loss of custodians and plant managers district-wide: Custodians: 2010-11: 136; 2013-14: 65 and Plant managers:  2010-11;79; 2013-14: 60 To increase student engagement in schools district wide as indicated by the 2013  District Attendance Rate; 95.37%;Suspension Rates in HS (out-of-school suspensions only); 2013: 9.9%	Goal 2: Schools will provide students with a clean, healthy, physically and emotionally safe learning environment.	Custodians will be increased by 21.5 FTE; Plant Managers will be increased by 11 FTE; District-wide attendance rates will increase to 96%; High School Suspension rates will decrease to 8%.	Custodians will be maintained at 86.5 FT; Plant Managers will be maintained at 71 FTE; District-wide attendance rates will increase to 96.5%; High School Suspension rates will decrease to 7.5%.	Custodians will be maintained at 86.5 FTE; Plant Managers will be maintained at 71 FTE; District-wide attendance rates will increase to 97.0%; High School Suspension rates will decrease to 7.5%.
Goal 3: Bring to scale the successful stakeholder engagement strategies being used at various sites in the district; Parent/Teacher Home Visit Participation: 2013 – 3,300 visits; Parent Resource Centers at 42 schools; Academic Parent Teacher Team Participation: 2013-14: 13 schools	Goal 3: Parents, family and community stakeholders will become more fully engaged as partners in the education of students in SCUSD.	Parent/Teacher Home Visits will increase from 3,300 to 3,500; Parent Resource Centers will increase to 44 schools; Academic Parent Teacher Team school participation will increase to 15 schools.	Parent/Teacher Home Visits will increase from 3,500 to 3,600; Parent Resource Centers will increase to 45 schools; Academic Parent Teacher Team school participation will increase to 16 schools.	>Parent/Teacher Home Visits will increase from 3,600 to 3,700; Parent Resource Centers will increase to 46 schools; Academic Parent Teacher Team school participation will increase to 17 schools.

Section 3A: Actions, Services, and Expenditures

Goal	Actions and Services	Level of Service	LCAP Year 1: 2014-2015
Goal 1: Increase the percent of students who are on-track to graduate college and career ready	Sub-goal 1.1: Provide standards-aligned curriculum, assessments and high quality instruction to prepare students to graduate college and career ready.	LEA-wide	Professional Development (per diem) Extra Duty for teachers ($300,047) Training Specialists ($354,231) Conferences ($33,984)
	Offer on-going professional learning including, on-site collaboration, and job-embedded instructional coaching as a means to support the implementation of the CCSS.	School-wide	Supplemental Instructional Materials ($1,733,837)
	Develop and implement a robust early literacy program to construct a strong foundation on which to build deep content knowledge via curricular resources, assessments, intervention teachers, and supplemental materials.	School-wide	Contracts for Services: Reading Partners – 2 schools ($24,000)
	Provide professional learning development of communities of practice, and job-embedded coaching to Increase access to A-G courses, career technical education courses, and work-based learning experiences in order to expand the Linked Learning initiative.	School-wide	Site Instruction Coordinators ($44,775) Intern Specialists ($124,749)
	Provide academic and career counseling to support students	LEA-wide	Counselors ($3,000,000) Additional site counselor ($414,111)
	For Students with Disabilities: Provide specific professional learning opportunities to special education teachers on Common Core implementation. Implement specific teaching strategies to assist students with disabilities in accessing Common Core instruction (i.e. Universal Design for Learning). Identify and adopt curricular resources for students with Moderate to Severe disabilities so that they can access Common Core instruction.	LEA-wide	For Students with disabilities: Total allocation of LCFF base funds towards Special Education ($33,300,000)
	Sub-goal 1.2: Provide a variety of learning supports including differentiated instruction and interventions for all students as needed Increase expanded learning opportunities such as before, during, and after school interventions, enrichment programs and summer programs	School-wide	Additional Resource Teachers ($3,071,228) Additional School Psychologists ($21,535) Expanded Learning Service Providers Contracts ($207,718) (Additional programs funded through grant funds and other funding sources)
	Provide instructional assistants to help engage and support students while teachers facilitate small-group instruction	School-wide	Instructional Assistants ($1,423,577)
	Expand access to GATE and AP programs by providing curricular resources and on-going professional learning	LEA-wide	GATE Resource Teacher ($84,319) LCFF Base
	School sites will monitor student progress and identify students who are in need of additional supports.	School-wide	Teacher pay per diem – extra duty for programs such as after-school tutoring ($279,000)
	Sub-goal 1.3: Develop an infrastructure for on-going analysis of student performance and progress by providing teacher release time and collaborative learning time.	School-wide	Teacher Substitutes for Academic Conferences ($241,262)
	Implement a comprehensive early literacy assessment system comprised of screening, diagnostic, and progress monitoring tools	School-wide	Contracts for Diagnostic/Intervention Programs focused on subjects including literacy ($14,999)
Goal 2: Schools will provide students with a clean, healthy, physically and emotionally safe learning environment	Subgoal 2.1: Students will be provided cleaner, better maintained learning environments.
	Cleaner, better maintained schools are more inviting comfortable learning environments to encourage students to attend school.	LEA-wide	Restore custodians/ plant managers ($2,000,000); Additional custodial operational supplies ($650,000)
	Sub-goal 2.2: 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.	LEA-wide	Additional School Resource Officers ($300,000)
	Partial funding of additional 2 days added to teacher’s contract to increase classroom time (Remaining cost of restoration of furlough days is funded through base grant dollars. Restoration of other employee group furlough days are not funded with Supplemental or Concentration grant dollars).	LEA-wide	End of Furlough Days ($1,598,407)
	School staff will receive training in culturally competent classrooms.	School-wide	Professional development ($156,793)
	Mental and physical health supports are provided by nurses and social workers.	School-wide	Social Workers ($$105,382); Nurses ($59,962)
	Learning Support Specialists-Healthy Start and case managers plan, organize and coordinate learning support services for students with academic, behavior, attendance and/or social/emotional concerns.	School-wide	Learning Support Specialists-Healthy Start ($250,421); Case Managers ($67,867)
	Sub-goal 2.3: Schools will provide more varied opportunities for students to become interested in school and learning through technology based activities, project based learning, extended extracurricular, and expanded learning program involvement.
	Librarian/media technicians assist with research and project based learning.	LEA-wide; School-wide	District Librarian/Media Technicians ($1,000,000); Extra site funding for Librarian, Library Media technicians. Library Clerk ($177,624)
	Computer hardware and software to enhance instruction and provide career technical and college readiness activities.	School-Wide	Computer hardware ($111,372)
Goal 3: Parents, family and community stakeholders will become more fully engaged as partners in the education of students in SCUSD.	Sub-goal 3.1:Stakeholders will have improved opportunities to participate in district/site activities that increase their skills as partners in education.	LEA-wide; School-wide
	Schools have Parent Resource Centers staffed with Parent Advisors	School-wide	Parent Advisors ($133,410)
	Services to support parents in attending parent education, informational meetings, school events and in volunteering at the school.	School-wide	Child Care ($5,801), Parent Trainings ($44,255), Parent Meeting supplies ($15,799)
	Sub-goal 3.2: Stakeholders will receive improved district and site communications, including translation/ Interpretation services.	School-wide	School Community Liaisons & Student Outreach Worker ($300,856)
	School sites communicate regularly with parent/guardians through website, phone outreach, mailings and meetings.	School-wide	Site communications expenses ($28,727)
	Translation and interpretation services are provided in five languages by bilingual staff.at district events and in schools.	LEA-wide	Matriculation and Orientation (MOC) translators ($678,769)

Section 3B: Actions, Services, and Expenditures

Schools were allocated funds based on the number of English learner students. In addition to the funds noted in the above section 3 for use district-wide or school-wide, schools will use allocations for English learner students for the following program options:

Goal	Actions and Services	Level of Service	LCAP Year 1: 2014-2015
	For low income pupils:
	Schools were allocated funds based on the number of Free/Reduced students. In addition to the funds noted in the above section 3 for use district-wide or school-wide, schools will use allocations for low income students for the following program options:		Low Income allocation to schools ($15,221,740.80)
Goal 1: Increase the percent of students who are on-track to graduate career and college ready	Goal 1: Expand summer learning programs to prevent summer learning loss.	School-wide
	Provide additional professional development to teachers to provide Common Core State Standards aligned instruction to high needs, and/or struggling students.	School-wide
	Provide targeted assistance to low income students in career/college readiness activities and guidance.	School-wide
Goal 2: Schools will provide students with a clean, healthy, physically and emotionally safe learning environment	Goal 2: Identify and administer Social/Emotional assessments in order to target the needs of low income students.	School-wide
	Provide explicit social/emotional instruction aligned with the five social-emotional competencies	School-wide
	Implement a positive behavioral intervention system	School-wide
	Implement a Restorative Justice Program including staff and student training	School-wide
	Provide bullying prevention training	School-wide
Goal 3: Parents, family and community stakeholders will become more fully engaged as partners in the education of students in SCUSD	Goal 3: Provide resources for increased outreach efforts to low income families including home visits and meetings	School-wide
	Provide explicit parent education on trait/habits of high achieving students and navigating the higher education system and resources	School-wide
	For English learners:
		Allocation to schools for English learner students ($3,805,435.20)
Goal 1: Increase the percent of students who are on-track to graduate career and college ready	Goal 1: Provide additional professional development to increase teachers’ understanding of ELD standards and to ensure that English learners receive support in accessing CCSS	School-wide
	Provide additional professional learning and curricular resources for dual language immersion	School-wide
	Provide bilingual instructional assistants to provide primary language support to enable students to access content area instruction while gaining language proficiency	School-wide
	Provide additional teaching sections of EL intervention courses at the secondary level.	School-wide
	Provide a broad range of standards align supplemental instructional resources in English and home languages	School-wide
Goal 2: Schools will provide students with a clean, healthy, physically and emotionally safe learning environment	Goal 2: Provide culturally and linguistically relevant materials for students	School-wide
	Students receive increased cultural validation through support for dual immersion programs	School-wide
Goal 3: Parents, family and community stakeholders will become more fully engaged as partners in the education of students in SCUSD	Goal 3: Ongoing Common Core Parent training for bilingual parents at DELAC and site ELAC meetings. Increased parent training on how to assist students academically and behaviorally, and how to navigate the educational system, including higher education.	School-wide
	For foster youth:
Goal 1: Increase the percent of students who are on-track to graduate career and college ready	Goal 1: Foster youth receive educational counseling from a Foster Youth Services Department staff member with the skills, time and training necessary to carry out the responsibilities of the Foster Youth Services Department.	LEA-wide	Youth Services Program Associate ($65,000 – funded from base dollars) Current Foster youth services are provided through Title I Part D Neglected and Delinquent, Title I Part A, and Foster Youth Services State Supplemental Grant.
	Funds are allocated for academic supports and remediation in order to decrease the adverse effects of school mobility on foster youth	LEA-wide
Goal 2: Schools will provide students with a clean, healthy, physically and emotionally safe learning environment	Goal 2: Ensure LEA foster youth liaison (Ed Code 48853.5) has adequate time, knowledge, and resources (including additional staff if needed) to fully execute the responsibilities of the Foster Youth Ed Liaison per Ed Code 48853.5 in order to decrease adverse effects of school mobility on foster youth.	LEA-wide
	Foster youth student engagement activities including fees for sports and extracurricular activities in order to decrease the adverse effects of school mobility on foster youth.	School-wide
Goal 3: Parents, family and community stakeholders will become more fully engaged as partners in the education of students in SCUSD	Goal 3: Improve communication to foster guardians.	School-wide
	For redesignated fluent English proficient pupils:
Goal 1: Increase the percent of students who are on-track to graduate career and college ready	Goal 1: Provide additional academic assessment and support for reclassified students who have not made adequate progress	School-wide
Goal 2: Schools will provide students with a clean, healthy, physically and emotionally safe learning environment	Goal 2: Provide social/emotional. Instruction for re-designated students who may have not made adequate progress or demonstrate attendance or behavioral issues.	School-wide
Goal 3: Parents, family and community stakeholders will become more fully engaged as partners in the education of students in SCUSD	Goal 3:Increase and improve parent/guardian communication and support concerning the progress of redesignated students	School-wide

Download the full draft LCAP Plan here. 

 

Footnotes

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

Sub-goal 1.1: Provide standards aligned curriculum, assessments and high quality instruction to prepare students to graduate college and career ready. 

• 50% Overall listed Stronger Academic Programs as their first or second priority within Student Achievement 
• 44% Overall listed Access to Teaching Materials and Textbooks as their first or second priority within Basic Services 
• 61% Overall listed Graduation Requirements Consistent with California State University and University of California Entrance Criteria as their first or second priority within Course Access 
• 45% of staff listed More Counselors as their first or second priority within Course Access 
• Quote from LCAP Advisory Committee Meetings: “Align testing to what is being taught in class” 

Sub-goal 1.2: Provide a variety of learning support including differentiated instruction and interventions for all students as needed. 

• 41% Overall listed More Before, After or Summer School Programs as their first or second priority within Student Engagement 
• 36% Overall listed More Before, After or Summer School Programs as their first or second priority within Student Achievement 
• 67% Overall listed Access to Specialized Programs as their first or second priority within Course Access 
• Quote from LCAP Advisory Committee Meetings: “Provide tutoring to support struggling students in specific content areas” 

Sub-goal 1.3: Develop an infrastructure for on-going analysis of student progress by providing teacher release time and collaborative learning time. 

• 55% Overall listed Professional Development for Common Core as their first or second priority within Implementing Common Core 

Goal 2: Schools will provide students with a clean, healthy, physically and emotionally safe  learning environment. 

Sub-goal 2.1: Students will be provided cleaner, better maintained learning environments. 

• 56% Overall listed Custodians and Clean Schools as their first or second priority with Basic Services 
• Quote from LCAP Advisory Committee Meetings: “Custodial services are essential and need to be a high priority”  

Sub-goal 2.2: All schools will be safe, more culturally competent environments, where students learn social and emotional skills and receive additional supports to increase their engagement in learning. 

• 57% Overall listed Social-Emotional Learning as their first or second priority within School Climate 
• 48% Overall listed Safe School Environment as their first or second priority within School Climate 
• Quote from LCAP Advisory Committee Meetings: “Focus on positive behavior and teaching citizenship” 

Sub-goal 2.3: Schools will provide more varied opportunities for students to become interested in school and learning through technology-based activities, project based learning, extended extracurricular and expanded learning program involvement. 

• 72% Overall listed Connecting Classroom Learning to Real-World Experiences as their first or second priority within Other Student Outcomes 
• 72% of students listed Extracurricular Activities as their first or second priority within Student Engagement 
• 52% Overall listed Technology as their first or second priority within Basic Services 
• Quote from LCAP Advisory Committee Meetings: “We need to identify students at risk and refer them to after-school programs” 

Goal 3: Parents, family and community stakeholders will become more fully engaged as partners in the education of students in SCUSD. 

Sub-goal 3.1: Stakeholders will have improved opportunities to participate in district/site activities that increase their skills as partners in education.  

• 40% Overall listed Home Visits/Parent Teaching Home Visits as their first or second priority within Parental Involvement 
• 48% of parents listed Academic Parent Teacher Teams (APTT) as their first or second priority within Parental Involvement 
• Quote from LCAP Advisory Committee Meetings: “Home visits are very effective for teachers to connect with families. They overcome barriers at school sites and build relationships” 

 Sub-goal 3.2: Stakeholders will be provided improved district and site communications, including translation/interpretation services 

• 42% of parents listed School Family Communications as their first or second priority within Parental Involvement 
• Quote from LCAP Advisory Committee Meetings: “Strengthen communication with parents”