1 of 76 Introduction:

LEA:

Warner Unified

Contact:

Melissa Brown, Superintendent, [email protected], (760)782-3517

LCAP Year:

2016-17

Local Control and Accountability plan and Annual Update Template The Local Control and Accountability Plan (LCAP) and Annual Update Template shall be used to provide details regarding local educational agencies͛(LEAs) actions and expenditures to support pupil outcomes and overall performance pursuant to Education Code sections 52060, 52066, 47605, 47605.5, and 47606.5. The LCAP and Annual Update Template must be completed by all LEAs each year. For school districts, pursuant to Education Code section 52060, the LCAP must describe, for the school district and each school within the district, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities and any locally identified priorities. For county offices of education, pursuant to Education Code section 52066, the LCAP must describe, for each county office of educationoperated school and program, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, who are funded through the county office of education Local Control Funding Formula as identified in Education Code section 2574 (pupils attending juvenile court schools, on probation or parole, or mandatorily expelled) for each of the state priorities and any locally identified priorities. School districts and county offices of education may additionally coordinate and describe in their LCAPs services provided to pupils funded by a school district but attending county-operated schools and programs, including special education programs. Charter schools, pursuant to Education Code sections 47605, 47605.5, and 47606.5, must describe goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities as applicable and any locally identified priorities. For charter schools, the inclusion and description of goals for state priorities in the LCAP may be modified to meet the grade levels served and the nature of the programs provided, including modifications to reflect only the statutory requirements explicitly applicable to charter schools in the Education Code. The LCAP is intended to be a comprehensive planning tool. Accordingly, in developing goals, specific actions, and expenditures, LEAs should carefully consider how to reflect the services and related expenses for their basic instructional program in relationship to the state priorities. LEAs may reference and describe actions and expenditures in other plans and funded by a variety of other fund sources when detailing goals, actions, and expenditures related to the state and local priorities. LCAPs must be consistent with school plans submitted pursuant to Education

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Code section 64001. The information contained in the LCAP, or annual update, may be supplemented by information contained in other plans (including the LEA plan pursuant to Section 1112 of Subpart 1 of Part A of Title I of Public Law 107-110) that are incorporated or referenced as relevant in this document. For each section of the template, LEAs shall comply with instructions and should use the guiding questions as prompts (but not limits) for completing the information as required by statute. Guiding questions do not require separate narrative responses. However, the narrative response and goals and actions should demonstrate each guiding question was considered during the development of the plan. Data referenced in the LCAP must be consistent with the school accountability report card where appropriate. LEAs may resize pages or attach additional pages as necessary to facilitate completion of the LCAP.

State Priorities The state priorities listed in Education Code sections 52060 and 52066 can be categorized as specified below for planning purposes, however, school districts and county offices of education must address each of the state priorities in their LCAP. Charter schools must address the priorities in Education Code section 52060(d) that apply to the grade levels served, or the nature of the program operated, by the charter school. A. Conditions of Learning: Basic: degree to which teachers are appropriately assigned pursuant to Education Code section 44258.9, and fully credentialed in the subject areas and for the pupils they are teaching; pupils have access to standards-aligned instructional materials pursuant to Education Code section 60119; and school facilities are maintained in good repair pursuant to Education Code section 17002(d). (Priority 1) Implementation of State Standards: implementation of academic content and performance standards and English language development standards adopted by the state board for all pupils, including English learners. (Priority 2) Course access: pupil enrollment in a broad course of study that includes all of the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable. (Priority 7) Expelled pupils (for county offices of education only): coordination of instruction of expelled pupils pursuant to Education Code section 48926. (Priority 9) Foster youth (for county offices of education only): coordination of services, including working with the county child welfare agency to share information, responding to the needs of the juvenile court system, and ensuring transfer of health and education records. (Priority 10) B. Pupil Outcomes:

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Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready, share of English learners that become English proficient, English learner reclassification rate, share of pupils that pass Advanced Placement exams with 3 or higher, share of pupils determined prepared for college by the Early Assessment Program. (Priority 4) Other pupil outcomes: pupil outcomes in the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Education Code section 51220, as applicable. (Priority 8) C. Engagement: Parental involvement: efforts to seek parent input in decision making at the district and each schoolsite, promotion of parent participation in programs for unduplicated pupils and special need subgroups. (Priority 3) Pupil engagement: school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school graduations rates. (Priority 5) School climate: pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the sense of safety and school connectedness. (Priority 6)

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Section 1: Stakeholder Engagement Meaningful engagement of parents, pupils, and other stakeholders, including those representing the subgroups identified in Education Code section 52052, is critical to the LCAP and budget process. Education Code sections 52060(g), 52062 and 52063 specify the minimum requirements for school districts; Education Code sections 52066(g), 52068 and 52069 specify the minimum requirements for county offices of education, and Education Code section 47606.5 specifies the minimum requirements for charter schools. In addition, Education Code section 48985 specifies the requirements for translation of documents. Instructions: Describe the process used to consult with parents, pupils, school personnel, local bargaining units as applicable, and the community and how this consultation contributed to development of the LCAP or annual update. Note that the LEA͛s goals, actions, services and expenditures related to the state priority of parental involvement are to be described separately in Section 2. In the annual update boxes, describe the stakeholder involvement process for the review, and describe its impact on, the development of the annual update to LCAP goals, actions, services, and expenditures. Guiding Questions: 1) How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated pupils and unduplicated pupils identified in Education Code section 42238.01; community members; local bargaining units; LEA personnel; county child welfare agencies; county office of education foster youth services programs, court-appointed special advocates, and other foster youth stakeholders; community organizations representing English learners; and others as appropriate) been engaged and involved in developing, reviewing, and supporting implementation of the LCAP? 2) How have stakeholders been included in the LEA͛s process in a timely manner to allow for engagement in the development of the LCAP? 3) What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and used by the LEA to inform the LCAP goal setting process? How was the information made available? 4) What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA through any of the LEA͛s engagement processes? 5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections 52062, 52068, and 47606.5, including engagement with representatives of parents and guardians of pupils identified in Education Code section 42238.01? 6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR 15495(a)? 7) How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported improved outcomes for pupils, including unduplicated pupils, related to the state priorities? Involvement Process

Impact on LCAP

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School Site Council: 11/3/15,16, 12/1/15, 2/16/16 4/5/16 Governing Board: 6/24/16 Student Survey -April 2016 Parent Survey- Distribution and Collection-April 2016 and May 2016 Certificated Staff - 2/1/16, 4/11/16, 6/6/16 (included bargaining unit members) Classified Staff - 4/18/16, 4/20/16, and 6/6/16 (included bargaining unit members) Indian Advisory Committee (acting as PAC) - 2/16/16, 4/5/16, 6/10/16 Public Hearings - 6/24/16 & 6/28/16 (reconvened to 7/5/16)

The majority of the time during staff meetings and parent advisory meetings was spent on operational and policy revisions related to the LCAP goals. Fortunately, we did manage to spend time and build a consensus around developing a strategic plan that was characterized as LCAP at a glance. Both certificated, classifed, parent advisory groups, and board members had a chance to provide input into the process. Through the meetings with classified staff, it was identified that there needs to be whole group meetings rather than just meetings with the certificated staff so that classified can be included in the process. In addition, it was identified through feedback and surveys that the teachers and paraprofessionals need additional training in Common Core State Standards. Through the parent advisories, the discussion centered around how to improve learning outcomes and to clarify the language in the visitor/volunteer policies to balance being welcoming to parents while maintaining the safety and well being of students and staff, while minimizing disuptions to the learning environment. From the student surveys, 82% of the students agreed or somewhat agreed that they liked coming to school while 27% stated they were not challenged by the school work. If given the choice, 82% of the students agreed or somewhat agreed that they would go to a dffierent school and 67% felt that Warner is a happy place to be. From a school climate aspect, 87% of the students felt that the adults liked them while 78% stated that they have people that they can talk to, and 96% agreed or somewhat agreed that they had friends at Warner. About 75% of the students felt that the rules and expectations were clear and 85% of the student understood what was needed to apply to college. Common themes on the parent surveys were that the teachers and staff are visible and make students feel safe and connected to school, and they agreed that the school communicates with the parents in a variety of ways. Some areas of growth that were mentioned were that facilities needed more improvement and other concerns included a more challenging curriculum and an increase in course offerings in the high school, including lab sciences. The top three career choices that were preferred were: Agriculture, Computer Technology, and Bio Medical.

6 of 76 Annual Update: ‡ Teacher meeting - 4/25/16 ‡ Whole Staff Meetings (2 sessions) - 6/6/16 ‡ School Site Council-6/7/16 ‡ First Public Hearing on LCAP at Special Board meeting - 6/24/16 ‡ Second Public Hearing on LCAP at regular Board meeting 6/28/16 meeting was reconvened to 7/5/16 due to lack of quorum.

Annual Update: Through a distributed leadership model, the school calendar has been revised to replace the "Late Start Monday" professional development time to Early Release Wednesdays so that both certficated and classified staff can attend, and provide input into the LCAP goals and how school improvement initiatives around student achievement and school culture. In addition, two subcommittee meetings werre held on the topics of student discipline and the visitor/volunteer policy. Most the the parents who visit and volunteer frequently followed the policy to get their DOJ clearance and TB testing in order to offer support to the classroom and participate as overnight chaperones. There were concerns from the parents regarding the 24 hour advanced notice policy, and the certficated staff was split on the advanced notice requirements too. Some teachers did not mind parent drop-ins, while others requested the notice as to not disrupt their highly structured environment. It was suggested that the teachers publish theiir volunteer needs on their course syllabus and set up volunteering directly with the parents in compliance with Education Code, board policy and other regulations, and the teachers would provide a schedule or notify the district office of appointments that were scheduled to keep the district office personnel informed of the arrangements. For a second year, the parent advisories did not maintain their participation goals and attendance rates fell short of the target by 3%. The graduation rate remained at 100% for two years in a row, and there were two parent information nights that were held by the academic counselor on college and financial aid and on drug awareness that were well attended and well received by the community. The Governing Board did approve the purchase of a District Assessment program - NWEA MAPs and there were two benchmark assessments that were administered in the fall and winter to monitor student progress and to drive the instruction and intervention for students. Under direction from the board at the 7/5/16 meeting:

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Assistant Principal position needs a different solution and discipline policy needs to be reworked Campus security/loss prevention person to be fill on a short-

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term, "as needed" basis Volunteer/Visitor Policy needs to be re-written from scratch Raptor Visitor Management Technology on hold and may be incorporated into the new volunteer/visitor policy

Section 2: Goals, Actions, Expenditures, and Progress Indicators Instructions: All LEAs must complete the LCAP and Annual Update Template each year. The LCAP is a three-year plan for the upcoming school year and the two years that follow. In this way, the program and goals contained in the LCAP align with the term of a school district and county office of education budget and multiyear budget projections. The Annual Update section of the template reviews progress made for each stated goal in the school year that is coming to a close, assesses the effectiveness of actions and services provided, and describes the changes made in the LCAP for the next three years that are based on this review and assessment. Charter schools may adjust the table below to align with the term of the charter school͛s budget that is submitted to the school͛s authorizer pursuant to Education Code section 47604.33. For school districts, Education Code sections 52060 and 52061, for county offices of education, Education Code sections 52066 and 52067, and for charter schools, Education Code section 47606.5 require(s) the LCAP to include a description of the annual goals, for all pupils and each subgroup of pupils, to be achieved for each state priority as defined in 5 CCR 15495(i) and any local priorities; a description of the specific actions an LEA will take to meet the identified goals; a description of the expenditures required to implement the specific actions; and an annual update to include a review of progress towards the goals and describe any changes to the goals. To facilitate alignment between the LCAP and school plans, the LCAP shall identify and incorporate school-specific goals related to the state and local priorities from the school plans submitted pursuant to Education Code section 64001. Furthermore, the LCAP should be shared with, and input requested from, schoolsite-level advisory groups, as applicable (e.g., schoolsite councils, English Learner Advisory Councils, pupil advisory groups, etc.) to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet the goal. Using the following instructions and guiding questions, complete a goal table (see below) for each of the LEA͛s goals. Duplicate and expand the fields as necessary. Goal: Describe the goal: When completing the goal tables, include goals for all pupils and specific goals for schoolsites and specific subgroups, including pupils

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with disabilities, both at the LEA level and, where applicable, at the schoolsite level. The LEA may identify which schoolsites and subgroups have the same goals, and group and describe those goals together. The LEA may also indicate those goals that are not applicable to a specific subgroup or schoolsite. Related State and/or Local Priorities: Identify the state and/or local priorities addressed by the goal by placing a check mark next to the applicable priority or priorities. The LCAP must include goals that address each of the state priorities, as defined in 5 CCR 15495(i), and any additional local priorities; however, one goal may address multiple priorities. Identified Need: Describe the need(s) identified by the LEA that this goal addresses, including a description of the supporting data used to identify the need(s). Schools: Identify the schoolsites to which the goal applies. LEAs may indicate ͞all͟for all schools, specify an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5). Applicable Pupil Subgroups: Identify the pupil subgroups as defined in Education Code section 52052 to which the goal applies, or indicate ͞all͟for all pupils. Expected Annual Measurable Outcomes: For each LCAP year, identify and describe specific expected measurable outcomes for all pupils using, at minimum, the applicable required metrics for the related state priorities. Where applicable, include descriptions of specific expected measurable outcomes for schoolsites and specific subgroups, including pupils with disabilities, both at the LEA level and at the schoolsite level. The metrics used to describe the expected measurable outcomes may be quantitative or qualitative, although the goal tables must address all required metrics for every state priority in each LCAP year. The required metrics are the specified measures and objectives for each state priority as set forth in Education Code sections 52060(d) and 52066(d). For the pupil engagement priority metrics, LEAs must calculate the rates specified in Education Code sections 52060(d)(5)(B), (C), (D) and (E) as described in the Local Control Accountability Plan and Annual Update Template Appendix, sections (a) through (d). Actions/Services: For each LCAP year, identify all annual actions to be performed and services provided to meet the described goal. Actions may describe a group of services that are implemented to achieve the identified goal. Scope of Service: Describe the scope of each action/service by identifying the schoolsites covered. LEAs may indicate ͞all͟for all schools, specify an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5). If supplemental and concentration funds are used to support the action/service, the LEA must identify if the scope of service is districtwide, schoolwide, countywide, or charterwide.

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Pupils to be served within identified scope of service: For each action/service, identify the pupils to be served within the identified scope of service. If the action to be performed or the service to be provided is for all pupils, place a check mark next to ͞ALL.͟ For each action and/or service to be provided above what is being provided for all pupils, place a check mark next to the applicable unduplicated pupil subgroup(s) and/or other pupil subgroup(s) that will benefit from the additional action, and/or will receive the additional service. Identify, as applicable, additional actions and services for unduplicated pupil subgroup(s) as defined in Education Code section 42238.01, pupils redesignated fluent English proficient, and/or pupils subgroup(s) as defined in Education Code section 52052. Budgeted Expenditures: For each action/service, list and describe budgeted expenditures for each school year to implement these actions, including where those expenditures can be found in the LEA͛s budget. The LEA must reference all fund sources for each proposed expenditure. Expenditures must be classified using the California School Accounting Manual as required by Education Code sections 52061, 52067, and 47606.5. Guiding Questions: 1) What are the LEA͛s goal(s) to address state priorities related to ͞Conditions of Learning͍͟ 2) What are the LEA͛s goal(s) to address state priorities related to ͞Pupil Outcomes͍͟ 3) What are the LEA͛s goal(s) to address state priorities related to parent and pupil ͞Engagement͟(e.g., parent involvement, pupil engagement, and school climate)? 4) What are the LEA͛s goal(s) to address any locally-identified priorities? 5) How have the unique needs of individual schoolsites been evaluated to inform the development of meaningful district and/or individual schoolsite goals (e.g., input from site level advisory groups, staff, parents, community, pupils; review of school level plans; in-depth school level data analysis, etc.)? 6) What are the unique goals for unduplicated pupils as defined in Education Code sections 42238.01 and subgroups as defined in section 52052 that are different from the LEA͛s goals for all pupils? 7) What are the specific expected measurable outcomes associated with each of the goals annually and over the term of the LCAP? 8) What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each state or local priority? 9) What information was considered/reviewed for individual schoolsites? 10) What information was considered/reviewed for subgroups identified in Education Code section 52052? 11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to Education Code section 52052, to specific schoolsites, to English learners, to low-income pupils, and/or to foster youth to achieve goals identified in the LCAP? 12) How do these actions/services link to identified goals and expected measurable outcomes? 13) What expenditures support changes to actions/services as a result of the goal identified? Where can these expenditures be found in the LEA's budget?

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GOAL: Increase the percentage of students who are on-track to graduate college and career ready.

Related State and/or Local Priorities: X 1 X 2 _3 X 4 _5 _6 X 7 X 8 Local: State Priorities 1 (Basic Services), 2 (Implementation of State Standards), 4 (Pupil Achievement), 7 (Course Access), and 8 (Other Pupil Outcomes). District Goal #1: Student Achievement

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Increase achievement for all students and close the achievement gap. Improving teaching and learning to increase achievement for all students. Invest in technology and infrastructure to promote digital learning.

District Goal #2: Professional Learning Community

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Build our staff capacity to perform at a high-level. Promote collaborative practices through systemic professional development, which are essential to

Identified Need: As students leave our K-12 system, they should be equipped to successfully pursue post secondary goals. Goal Applies to:

Schools: DISTRICT WIDE; ALL SCHOOLS Grades: All Applicable Pupil Subgroups:

All

11 of 76 LCAP Year 1 Expected Annual -Maintain graduation rate at 100% Measurable Outcomes: -Increase student enrollment in a broad course of study through online course offerings -Increase CAASPP results by 3-5% over prior year -Improve CELDT scores by one level or higher -5% increase in eligible for reclassification as English Proficient (RFEP) -The district will meet API growth targets or make at least one point growth for all students and for numerically significant subgroups. -Increase the AP pass rates by 5% over prior year. -Increase the AP participation rates by 5% over prior year. -Increase the percent of graduates meeting CTE course sequence completion by 3-5% over prior year. -Increase the number of students satisfying the CSU and UC mission criteria by 3-5% over prior year. -Increase the percent of students ready for college-level courses, based upon the EAP, by 3-5% over prior year Actions/Services

All students will receive instruction by highly qualified teachers with the appropriate content area credentials. All instructional materials will be aligned to the California State Standards, and students will be assessed using multiple measures which include: CAASPP, CAHSEE, CST, AP, ACT, and a standardized K-12 District Assessment System. NWEA MAP was effective in providing baseline data that allowed teachers to monitor growth and informed instruction.

Scope of Service DISTRICTWIDE; ALL SCHOOLS Grades: All

Pupils to be served within identified scope of service _ All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races X Low Income Pupils X Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White X Students with Disabilities X Homeless _ Other

Budgeted Expenditures Included in budget expenditures below

12 of 76 1. Instructional Aides (Title 1/LCFF S/C)

DISTRICTWIDE; ALL SCHOOLS

2. Certificated Salaries (LCFF Base) Grades: All 3. Teacher Tutoring Costs (ASES/ASSETS Grant Funding)

X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other

1. Instructional Aides (Title 1/LCFF S/C) $136,384 (LCFF Base, Title 1) Obj 2100/3000 2. Certificated Salaries (LCFF Base) $965,128 (LCFF Base, ROP, EPA, SPED) Obj 1000/3000 3. Teacher Tutoring Costs (ASES/ASSET S Grant Funding) $8,500 (ASES/ ASSETS) Obj 1100/3000

13 of 76 1. Professional Development (LCFF Base) 2. CCSS instructional materials for mathematics (LCFF Base) 3. CCSS instructional materials for ELA (LCFF Base)

DISTRICTWIDE; ALL SCHOOLS Grades: All

_ All --------------------------------------------------------------------X Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races X Low Income Pupils X Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander X English Learners _ Black or African American _ Filipino _ White X Students with Disabilities _ Homeless _ Other

4. Early literacy program/Reading Recovery Support (LCFF S/C)

1. Professional Development (LCFF Base) $12,500 (Teacher Effectiveness Grant) Obj 1100/3000 2. CCSS instructional materials for mathematics (LCFF Base) $3500 (LCFF Base) Obj 4100 3. CCSS instructional materials for ELA (LCFF Base) Adoption - Pilot for 20162017 $0 (LCFF Base) Obj 4100 4. Early literacy program/Readin g Recovery Support (LCFF S/C) $7,000 (LCFF Base) Obj 4300

_ All

14 of 76 1. Classified Services (after school aides, librarian, cafeteria) (ASES/ASSETS, LCFF Base, and Nutrition)

DISTRICTWIDE; ALL SCHOOLS

2, Substitute Costs (LCFF Base) Grades: All 3. Maintain K-12 District Assessment (LCFF Base) 4. Teacher Release/Collaboration Time (LCFF Base) 5. Add Opportunity/Junior High Teacher (LCFF Base and S/C Grant) 6. Maintain Part-Time School Psychologist (LCFF Base and S/C Grant)

--------------------------------------------------------------------X Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races X Low Income Pupils X Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander X English Learners _ Black or African American _ Filipino _ White X Students with Disabilities X Homeless _ Other

1. Classified Services (after school aides, librarian, cafeteria) (ASES/ASSET S, LCFF Base, and Nutrition) $181,768 (LCFF Base, ASES/ASSETS , Nutrition) Obj 22002900/3000 2, Substitute Costs (LCFF Base) $45,000 (LCFF Base) Obj 1100/2000/3000 3. Maintain K12 District Assessment (LCFF Base) $3,200 (LCFF Base) Obj 4300 4. Teacher Release/Collab oration Time (LCFF Base) $69,000 (LCFF Base) Obj 1100 5.

15 of 76 Add Opportunit y/Junior High Teacher $63,048 (LCFF S/C Gra nt) Obj 1100/3000 6. Maintain Part-Time School Psychologist (LCFF Base) $44,000 (LCFF S/C) Obj 1100/3000

16 of 76 1. Special Education Program Specialist - Stipend is provided for a teacher to assume these duties 2. Speech Services

DISTRICT WIDE AND ALL SCHOOLS

3. Special Education Services

Grades: All

_ All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races X Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White X Students with Disabilities _ Homeless _ Other

1. Special Education Program Specialist Stipend is provided for a teacher to assume these duties $11,750 (SPED) Obj 1100/3000 2. Speech Services $60,000 (SPED) 5800

Obj

3. Special Education Services $250,000 (SPED) Obj 5800 - need to adjust?

To increase rigor, Warner High School is implementing a HIGH new internship design that includes student-led SCHOOL conferences, individual individual learning plans, advisory, mentorship, and the teaching of non-cognitive Grades: All competencies to better equip students for their chose college or career path.

X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other

Big Picture Implementation Costs $12,500 (LCFF S/C/CTEIG/CC PT Grant) Obj 5800

17 of 76 LCAP Year 2 Expected Annual -Maintain graduation rate at 100% Measurable Outcomes: -Increase student enrollment in a broad course of study through online course offerings -Increase CAASPP by 3-5% over prior year -Improve CELDT scores by one level or higher -5% increase in eligible for reclassification as English Proficient (RFEP) -The district will meet API growth targets or make at least one point growth for all students and for numerically significant subgroups. -Increase the AP pass rates by 5% over prior year. -Increase the AP participation rates by 5% over prior year. -Increase the percent of graduates meeting CTE course sequence completion by 3-5% over prior year. -Increase the number of students satisfying the CSU and UC mission criteria by 3-5% over prior year. -Increase the percent of students ready for college-level courses, based upon the EAP, by 3-5% over prior year Actions/Services

All students will receive instruction by highly qualified teachers with the appropriate content area credentials. All instructional materials will be aligned to the California State Standards, and students will be assessed using multiple measures which include: CAASPP, CAHSEE, CST, AP, ACT, and a standardized K-12 District Assessment System.

Scope of Service DISTRICTWIDE; ALL SCHOOLS Grades: All

Pupils to be served within identified scope of service X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other

Budgeted Expenditures Included in budget expenditures below

18 of 76 1. Instructional Aides (Title 1/LCFF S/C)

DISTRICTWIDE; ALL SCHOOLS

2. Certificated Salaries (LCFF Base) Grades: All 3. Teacher Tutoring Costs (ASES/ASSETS Grant Funding)

_ All --------------------------------------------------------------------X Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races X Low Income Pupils X Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander X English Learners _ Black or African American _ Filipino _ White X Students with Disabilities _ Homeless _ Other

1. Instructional Aides (LCFF Base) $139,700 (LCFF Base, Title 1) Obj 2100/3000 2. Certificated Salaries (LCFF Base) $990,000 (LCFF Base, ROP, EPA, SPED) Obj 1000/3000 3. Teacher Tutoring Costs (ASES/ASSET S Grant Funding) $8,500 (ASES/ ASSETS) Obj 1100/3000

19 of 76 1. Professional Development (LCFF Base) 2. CCSS instructional materials for mathematics (LCFF Base)

DISTRICTWIDE; ALL SCHOOLS Grades: All

3. CCSS instructional materials for ELA (LCFF Base)

_ All --------------------------------------------------------------------X Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races X Low Income Pupils X Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander X English Learners _ Black or African American _ Filipino _ White X Students with Disabilities _ Homeless _ Other

4. Early literacy program/Reading Recovery Support (LCFF S/C)

1. Professional Development (LCFF Base) $12,500 (Teacher Effectiveness Grant) Obj 1100/3000 2. CCSS instructional materials for mathematics (LCFF Base) $3500 (LCFF Base) Obj 4100 3. CCSS instructional materials for ELA (LCFF Base) Adoption $50000 (LCFF Base) Obj 4100 4. Early literacy program (LCFF Base) $7,000 (LCFF Base) Obj 4300

1. Classified Services (after school aides, librarian, cafeteria) (ASES/ASSETS, LCFF Base, and Nutrition) 2, Substitute Costs (LCFF Base)

DISTRICTWIDE; ALL SCHOOLS

_ All --------------------------------------------------------------------X Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races X Low Income Pupils X Redesignated fluent

1. Classified Services (after school aides, librarian,

20 of 76 3. Maintain K-12 District Assessment (LCFF Base) 4. Teacher Release/Collaboration Time (LCFF Base) 5. Maintain Opportunity/Junior High Teacher (LCFF Base and S/C Grant) 6. Maintain Part-Time School Psychologist (LCFF Base and S/C Grant)

Grades: All

English proficient _ Asian _ Native Hawaiian or Pacific Islander X English Learners _ Black or African American _ Filipino _ White X Students with Disabilities X Homeless _ Other

cafeteria) (ASES/ASSET S, LCFF Base, and Nutrition) $186,300 (LCFF Base, ASES/ASSETS , Nutrition) Obj 22002900/3000 2, Substitute Costs (LCFF Base) $45,000 (LCFF Base) Obj 1100/2000/3000 3. Maintain K12 District Assessment (LCFF Base) $3,200 (LCFF Base) Obj 4300 4. Teacher Release/Collab oration Time (LCFF Base) $70,725 (LCFF Base) Obj 1100 5. Maintain Opportunity/Jun ior High Teacher (LCFF S/C Grant)

21 of 76 $ 65,000 (LCFF BASE) Obj 1100/3000 6. Maintain Part-Time School Psychologist (LCFF Base & S/C Grant) $46,000 (LCFF S/C GRANT) Obj 1100/3000

22 of 76 1. Special Education Program Specialist - Stipend is provided for a teacher to assume these duties

ALL SCHOOLS

2. Speech Services

Grades: All

3. Special Education Services

_ All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races X Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White X Students with Disabilities _ Homeless _ Other

1. Special Education Program Specialist Stipend is provided for a teacher to assume these duties $12,000 (SPED) Obj 1100/3000 2. Speech Services $60,000 (SPED) 5800

Obj

3. Special Education Services $250,000 (SPED) Obj 5800 - need to adjust?

To continue to increase rigor, Warner High School is implementing its year 2 plan to expand the internship design that includes student-led conferences, individual individual learning plans, advisory, mentorship, and the teaching of non-cognitive competencies to better equip students for their chose college or career path.

HIGH SCHOOL Grades: All

X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other

LCAP Year 3

Big Picture Implementation Costs $10,500 (CTEI G/CCPT Grant) Obj 5800

23 of 76 Expected Annual -Maintain graduation rate at 100% Measurable Outcomes: -Increase student enrollment in a broad course of study through online course offerings -Increase CAASPP by 3-5% over prior year -Improve CELDT scores by one level or higher -5% increase in eligible for reclassification as English Proficient (RFEP) -The district will meet API growth targets or make at least one point growth for all students and for numerically significant subgroups. -Increase the AP pass rates by 5% over prior year. -Increase the AP participation rates by 5% over prior year. -Increase the percent of graduates meeting CTE course sequence completion by 3-5% over prior year. -Increase the number of students satisfying the CSU and UC mission criteria by 3-5% over prior year. -Increase the percent of students ready for college-level courses, based upon the EAP, by 3-5% over prior year Actions/Services

All students will receive instruction by highly qualified teachers with the appropriate content area credentials. All instructional materials will be aligned to the California State Standards, and students will be assessed using multiple measures which include: CAASPP, CAHSEE, CST, AP, ACT, and a standardized K-12 District Assessment System.

Scope of Service DISTRICTWIDE; ALL SCHOOLS Grades: All

Pupils to be served within identified scope of service X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other

Budgeted Expenditures Included in budget expenditures below

24 of 76 1. Instructional Aides (LCFF Base)

DISTRICTWIDE; ALL SCHOOLS

2. Certificated Salaries (LCFF Base) Grades: All 3. Teacher Tutoring Costs (ASES/ASSETS Grant Funding)

_ All --------------------------------------------------------------------X Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races X Low Income Pupils X Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander X English Learners _ Black or African American _ Filipino _ White X Students with Disabilities _ Homeless _ Other

1. Instructional Aides (Title 1/LCFF Base) $143,200 (LCFF Base, Title 1) Obj 2100/3000 2. Certificated Salaries (LCFF Base) $1,014,750 (LCFF Base, ROP, EPA, SPED) Obj 1000/3000 3. Teacher Tutoring Costs (ASES/ASSET S Grant Funding) $8,500 (ASES/ ASSETS) Obj 1100/3000

25 of 76 1. Professional Development (LCFF S/C) 2. CCSS instructional materials for mathematics (LCFF Base)

DISTRICTWIDE; ALL SCHOOLS Grades: All

3. CCSS instructional materials for ELA (LCFF Base)

_ All --------------------------------------------------------------------X Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races X Low Income Pupils X Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander X English Learners _ Black or African American _ Filipino _ White X Students with Disabilities _ Homeless _ Other

4. Early literacy program (LCFF Base)

1. Professional Development (LCFF Base) $12,000 (LCFF S/C) Obj 1100/3000 2. CCSS instructional materials for mathematics (LCFF Base) $3500 (LCFF Base) Obj 4100 3. CCSS instructional materials for ELA (LCFF Base) Adoption $20000 (LCFF Base) Obj 4100 4. Early literacy program (LCFF Base) $7,000 (LCFF Base) Obj 4300

1. Classified Services (after school aides, librarian, cafeteria) (ASES/ASSETS, LCFF Base, and Nutrition)

DISTRICTWIDE; ALL SCHOOLS

2, Substitute Costs (LCFF Base) Grades: All 3. Maintain K-12 District Assessment (LCFF Base)

_ All --------------------------------------------------------------------X Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races X Low Income Pupils X Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander X English Learners _ Black or

1. Classified Services (after school aides, librarian, cafeteria) (ASES/ASSET

26 of 76 4. Teacher Release/Collaboration Time (LCFF Base) 5. Maintain Opportunity/Junior High Teacher (LCFF Base & S/C Grant) 6. Maintain Part-Time School Psychologist (LCFF Base & S/C Grant)

African American _ Filipino _ White X Students with Disabilities X Homeless _ Other

S, LCFF Base, and Nutrition) $190,957(LCFF Base, ASES/ASSETS , Nutrition) Obj 22002900/3000 2, Substitute Costs (LCFF Base) $45,000 (LCFF Base) Obj 1100/2000/3000 3. Maintain K12 District Assessment (LCFF Base) $3,200 (LCFF Base) Obj 4300 4. Teacher Release/Collab oration Time (LCFF Base) $72,500 (LCFF Base) Obj 1100 5. Maintain Opportunity/Jun ior High Teacher (LCFF Base & S/C Grant) $67,000

27 of 76 (LCFF S/C Grant) Obj 1100/3000 6. Maintain Part-Time School Psychologist (LCFF S/C Grant) $48,000 (LCFF Base & S/C Grant) Obj 1100/3000

28 of 76 1. Special Education Program Specialist - Stipend is provided for a teacher to assume these duties

ALL SCHOOLS

2. Speech Services

Grades: All

3. Special Education Services

_ All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races X Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White X Students with Disabilities _ Homeless _ Other

1. Special Education Program Specialist Stipend is provided for a teacher to assume these duties $12,000 (SPED) Obj 1100/3000 2. Speech Services $60,000 (SPED) 5800

Obj

3. Special Education Services $250,000 (SPED) Obj 5800 - need to adjust?

To continue to increase rigor, Warner High School is implementing its year 3 plan to solidify the internship design that includes student-led conferences, individual individual learning plans, advisory, mentorship, and the teaching of non-cognitive competencies to better equip students for their chose college or career path.

HIGH SCHOOL Grades: All

X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other

Big Picture Implementation Costs $5,000 (LCFF BASE/CTEIG/C CPT Grant) Obj 5800

29 of 76

GOAL: District will provide students with a clean, healthy, physically and emotionally safe learning environment.

Related State and/or Local Priorities: X 1 X 2 _3 X 4 X 5 X 6 _7 _8 Local: State Priorities: 1 (BasiciServices), 2 (Implementation of State Standards), 4 (Pupil Achievement), 5 (Pupil Engagement) and 6 (School Climate). District Goal #4: Safe and Positive Schools

‡ ‡

Work with the CBO to ensure that facilities are well maintained. Collaborate with all staff members to refined and/or establish procedures and protocols to ensure student safety.

Identified Need: Parents, students and community have expressed importance of safe and optimal learning environment. Facilities are older and are in need of repair. Goal Applies to:

Schools: DISTRICT-WIDE; ALL SCHOOLS Grades: All Applicable Pupil Subgroups:

All LCAP Year 1

30 of 76 Expected Annual -District-wide attendance will increase to 95% Measurable Outcomes: --Facilities Inspection Tool rating will be maintained at ³good´or better -Decrease suspension rates by 5-10% from baseline (2015-16). -Decrease Expulsion Rate by 15-20% from baseline (2015-16) -Maintain middle school dropout rate at 0% -Decrease high school dropout rate by 3-5% from baseline (2015-16) -A decrease in chronic absenteeism by 3-5% from baseline (2015-16). -Maintain the percentage of full credentialed teachers at 100% -Maintain the percentage of classrooms with standards-aligned instructional materials at 100% -Students will receive differentiated instruction and 21st century learning strategies that are aligned to the California State Standards. - Stakeholder surveys will show increasing satisfaction each year with the school/district learning environment. Actions/Services

Students will learn in an environment that is safe, clean, and maintained. The district will maintain School-Wide Positive Behavior Intervention Supports (SWPBIS) framework to improve school climate and school connectedness to support academic learning as well as social/emotional learning.

Scope of Service DISTRICTWIDE; ALL SCHOOLS Grades: All

Pupils to be served within identified scope of service _ All --------------------------------------------------------------------X Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races X Low Income Pupils X Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander X English Learners _ Black or African American _ Filipino _ White X Students with Disabilities _ Homeless _ Other

Budgeted Expenditures Included in budget expenditures below

31 of 76 1. Maintain a eight hour facilities person 2. Classified Salaries (Facilities, Custodial, Transportation)

DISTRICT WIDE; ALL SCHOOLS Grades: All

3. Operational Supplies 4. Utilities 5. Bus Transportation (LCFF S/C)

_ All --------------------------------------------------------------------X Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races X Low Income Pupils X Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander X English Learners _ Black or African American _ Filipino _ White X Students with Disabilities _ Homeless _ Other

Hiring a certified diesel mechanic was effective in decreasing work orders (from 470 to 63) and improving efficiency, leading to a highly successful CHP inspection.

1. Maintain a eight hour facilities person $43,000 (LCFF Base) Obj 2200 2. Classified Salaries (Facilities, Custodial, Transportation) $202,000 (LCFF Base, LCFF S&C, ASES, ASSETS) Obj 2200/2300/3000 3. Operational Supplies $114,600 (LCFF Base) Obj 4000 4. Utilities $106,000 (LCFF Base) Obj 5000 5. Bus Transportation (LCFF S/C) $160,000 (LCFF S&C) Obj 4300/5800

_ All

32 of 76 1. Assistant Principal - Stipend is provided for a teacher to assume these duties (LCFF S/C Grant) 2. Counseling Services - Vista Hill (LCFF Base and S/C Grant) 3. Academic Counselor - (LCFF Base and S/C Grant; Cal-Well Grant; CCPT; CTEIG) 4. Add a 6.5 hour Campus Security/Loss Prevention position (LCFF S/C)

DISTRICTWIDE; ALL SCHOOLS Grades: All

--------------------------------------------------------------------X Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races X Low Income Pupils X Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander X English Learners _ Black or African American _ Filipino _ White X Students with Disabilities X Homeless _ Other

1. Assistant Principal Stipend is provided for a teacher to assume these duties (LCFF S/C) $34,333 (LCFF S/C) Obj 1100 2. Counseling Services - Vista Hill (LCFF Base) $2,336 (LCFF S/C) Obj 5800 3. Academic Counselor (LCFF Base & S/C/Call-Well Grant/CCPT/CT EIG) $23,500 (LCFF BASE & S/C/CAL-Well Grant/CCPT/C TEIG) Obj 1100/3000 4. Add a 6.5 hour Campus Security/Loss Prevention position (LCFF S/C) $26,000 (LCFF S/C)

33 of 76 Obj 2000/3000

1, Computer hardware (LCFF Base)

ALL SCHOOLS

2. Computer software (LCFF Base) Grades: All

X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other

1, Computer hardware (LCFF Base) $10,000 (LCFF Base) Obj 4300 2. Computer software (LCFF Base) $5,000 (LCFF Base) Obj 4300

34 of 76 To maintain safe drinking water for students, staff and community members.

All Schools Grades: All

X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other

1. Continue providing bottled water and add a point of use filtration system for the kitchen. $61,000 Emergency Drinking Water Fund Obj 4300/5800 2. Create long term plan to address MCL Issue $ TBD State Water Board Grant Object 4300/5800

LCAP Year 2

35 of 76 Expected Annual -District-wide attendance will increase to 95.5% Measurable Outcomes: -Facilities Inspection Tool rating will be maintained at ³good´or better -Decrease suspension rates by 16-20% from baseline (2015-16). -Decrease Expulsion Rate by 21-25% fro baseline (2015-16). -Maintain middle school dropout rate at 0% -Decrease high school dropout rate by 6-8% over baseline (2015-16) -A decrease in chronic absenteeism by 6-8% over baseline (2015-16). -Maintain the percentage of full credentialed teachers at 100% -Maintain the percentage of classrooms with standards-aligned instructional materials at 100% -Students will receive differentiated instruction and 21st century learning strategies that are aligned to the California State Standards. Stakeholder surveys will show increasing satisfaction each year with the school/district learning environment. Actions/Services

Students will learn in an environment that is safe, clean, and maintained. The district will maintain School-Wide Positive Behavior Intervention Supports (SWPBIS) framework to improve school climate and school connectedness to support academic learning as well as social/emotional learning.

Scope of Service DISTRICTWIDE; ALL SCHOOLS Grades: All

Pupils to be served within identified scope of service X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other

Budgeted Expenditures Included in budget expenditures below

36 of 76 1. Maintain a eight hour facilities person 2. Classified Salaries (Facilities, Custodial, Transportation)

DISTRICTWIDE; ALL SCHOOLS Grades: All

3. Operational Supplies 4. Utilities 5. Bus Transportation (LCFF S/C)

_ All --------------------------------------------------------------------X Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races X Low Income Pupils X Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander X English Learners _ Black or African American _ Filipino _ White X Students with Disabilities _ Homeless _ Other

1. Maintain a eight hour facilities person $44,000 (LCFF Base) Obj 2200 2. Classified Salaries (Facilities, Custodial, Transportation) $336,000 (LCFF Base, LCFF S&C, ASES, ASSETS) Obj 2200/2300/3000 3. Operational Supplies $85,000 (LCFF Base) Obj 4000 4. Utilities $115,000 (LCFF Base) Obj 5000 5. Bus Transportation (LCFF S/C) $150,000 (LCFF S&C) Obj 4300/5800

_ All

37 of 76 1. Assistant Principal - Stipend is provided for a teacher to assume these duties (LCFF S/C) 2. Counseling Services - Vista Hill (LCFF Base & S/C Grant) 3. Academic Counselor - (LCFF Base & S/C Grant; CalWell Grant; CCPT, CTEIG) 4. Maintain 6.5 Campus Security/Loss Prevention Person (LCFF S/C)

DISTRICTWIDE; ALL SCHOOLS Grades: All

--------------------------------------------------------------------X Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races X Low Income Pupils X Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander X English Learners _ Black or African American _ Filipino _ White X Students with Disabilities _ Homeless _ Other

1. Assistant Principal Stipend is provided for a teacher to assume these duties (LCFF S/C) $35,500 (LCFF S/C Grant) Obj 1100 2. Counseling Services - Vista Hill (LCFF S/C Grant) $2,336 (LCFF S/C) Obj 5800 3. Academic Counselor Stipend is provided for a teacher to assume these duties (LCFF Base) $45,000 (LCFF Base & S/C Grant/CALWell Grant/CTEIG) Obj 1100/3000 4. Maintain 6.5 Campus Security/Loss Prevention Person (LCFF S/C)

38 of 76 $27,000 (LCFF S/C) Obj 2000/3000

1, Computer hardware (LCFF Base)

ALL SCHOOLS

2. Computer software (LCFF Base) Grades: All

X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other

1, Computer hardware (LCFF Base) $10,000 (LCFF Base) Obj 4300 2. Computer software (LCFF Base) $5,000 (LCFF Base) Obj 4300

39 of 76 To maintain safe drinking water for students, staff and community members.

All Schools Grades: All

X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other

1. Continue providing bottled water and add a point of use filtration system for the kitchen. $61,000 Emergency Drinking Water Fund Obj 4300/5800 2. Continue implementing lo ng term plan to address MCL Issue $ TBD State Water Board Grant Object 4300/5800

LCAP Year 3

40 of 76 Expected Annual -District-wide attendance will increase to 96% Measurable Outcomes: -Facilities Inspection Tool rating will be maintained at ³good´or better -Decrease suspension rates by 21-25% from baseline (2015-16) -Decrease Expulsion Rate at 26-30% at year 3 from baseline (2015-16) -Maintain middle school dropout rate at 0% -Decrease high school dropout rate by 9-10% from baseline (2015-16) -A decrease in chronic absenteeism by 9-10% from baseline (2015-16). -Maintain the percentage of full credentialed teachers at 100% -Maintain the percentage of classrooms with standards-aligned instructional materials at 100% -Students will receive differentiated instruction and 21st century learning strategies that are aligned to the California State Standards. Stakeholder surveys will show increasing satisfaction each year with the school/district learning environment. Actions/Services

Students will learn in an environment that is safe, clean, and maintained. The district will sustain School-Wide Positive Behavior Intervention Supports (SWPBIS) framework to improve school climate and school connectedness to support academic learning as well as social/emotional learning.

Scope of Service DISTRICTWIDE; ALL SCHOOLS Grades: All

Pupils to be served within identified scope of service X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other

Budgeted Expenditures Included in budget expenditures below

41 of 76 1. Maintain an eight hour facilities person 2. Classified Salaries (Facilities, Custodial, Transportation)

DISTRICTWIDE; ALL SCHOOLS Grades: All

3. Operational Supplies 4. Utilities 5. Bus Transportation (LCFF S/C)

_ All --------------------------------------------------------------------X Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races X Low Income Pupils X Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander X English Learners _ Black or African American _ Filipino _ White X Students with Disabilities _ Homeless _ Other

1. Maintain a eight hour facilities person $45,000 (LCFF Base) Obj 2200 2. Classified Salaries (Facilities, Custodial, Transportation) $345,000 (LCFF Base, LCFF S&C, ASES, ASSETS) Obj 2200/2300/3000 3. Operational Supplies $85,000 (LCFF Base) Obj 4000 4. Utilities $115,000 (LCFF Base) Obj 5000 5. Bus Transportation (LCFF S/C) $150,000 (LCFF S&C) Obj 4300/5800

X All

42 of 76 1. Assistant Principal - Stipend is provided for a teacher to assume these duties (LCFF Base)

DISTRICTWIDE; ALL SCHOOLS

2. Counseling Services - Vista Hill (LCFF Base) Grades: All 3. Academic Counselor - (LCFF Base & S/C Grant; CalWell Grant; CCPT; CTEIG) 4. Maintain a 6.5 hour Campus Security/Prevention Loss person (LCFF S/C)

--------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other

1. Assistant Principal Stipend is provided for a teacher to assume these duties (LCFF S/C) $37,000 (LCFF S/C Grant) Obj 1100 2. Counseling Services - Vista Hill (LCFF S/C) $2,336 (LCFF S/C Grant) Obj 5800 3. Academic Counselor Stipend is provided for a teacher to assume these duties (LCFF Base) $46,000 (LCFF Base & S/C Grant/CALWell Grant) Obj 1100/3000 - CAL WELL PICKS UP EXTRA DAY CHECK OBJ 4. Maintain a 6.5 hour Campus

43 of 76 Security/Preven tion Loss person $28,000 (LCFF S/C) Obj 2000/3000

1, Computer hardware (LCFF Base)

ALL SCHOOLS

2. Computer software (LCFF Base) Grades: All

X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other

1, Computer hardware (LCFF Base) $10,000 (LCFF Base) Obj 4300 2. Computer software (LCFF Base) $5,000 (LCFF Base) Obj 4300

44 of 76 To maintain safe drinking water for students, staff and community members.

All Schools Grades: All

X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other

1. Continue providing bottled water and add a point of use filtration system for the kitchen. $61,000 Emergency Drinking Water Fund Obj 4300/5800 2. Continue implementing lo ng term plan to address MCL Issue $ TBD State Water Board Grant Object 4300/5800

45 of 76

GOAL: Parents, family, school, and community stakeholders become more fully engaged as partners in the education of students at WUSD.

Related State and/or Local Priorities: _1 _2 X 3 X 4 _5 X 6 _7 X 8 Local: State Priorities: 3 (Parent Involvement), 4 (Pupil Achievement, 6 (School Climate), and 8 (Other Pupil Outcomes). District Goal #5: Community Engagement

‡ ‡

Provided improve school, home, and community partnerships and communication. Provide leadership for the District to better communicate with the general public those positive activities, programs, accomplishments, and district improvements to increase community awareness and understanding.

Identified Need: All inclusive involvement is integral to student achievement. Goal Applies to:

Schools: DISTRICT-WIDE; ALL SCHOOLS Grades: All Applicable Pupil Subgroups:

All LCAP Year 1

Expected Annual -Increase parent participation in their child¶s learning will increase by 1-5% over previous year as indicated by attendance at Measurable regular and special events. Outcomes: -Increase parent participation in advisory committee membership by 1-5% over previous year.

46 of 76 Actions/Services

Scope of Service

School, home and community partnerships will work ALL collaboratively with the mutual goal of supporting student SCHOOLS learning through improved communication and extended Grades: All learning opportunities.

1. Recognition event for volunteers and parents for the year (LCFF S/C)

DISTRICTWIDE Grades: All

Pupils to be served within identified scope of service X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other _ All --------------------------------------------------------------------X Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races X Low Income Pupils X Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander X English Learners _ Black or African American _ Filipino _ White X Students with Disabilities _ Homeless _ Other

Budgeted Expenditures Included in budget expenditures below

1. Recognition event for volunteers and parents for the year (LCFF S/C) $500 (LCFF S/C) Obj 4300

47 of 76 1. Black Board Connect Ed (LCFF Base) 2. Research free information apps to replace Ap Developers (LCFF S/C)

DISTRICTWIDE; ALL SCHOOLS Grades: All

3. Purchase Raptor Technologies Visitor Management System (LCFF S/C) Black Board Connect was found to be much more effective than App Developer for communicating with both staff and parents so App Developer will not be continued in coming years.

_ All --------------------------------------------------------------------X Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races X Low Income Pupils X Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander X English Learners _ Black or African American _ Filipino _ White X Students with Disabilities _ Homeless _ Other

1. Black Board Connect Ed (LCFF Base) $1,558 (LCFF Base) Obj 4300 2. Research the free information apps to replace current app (LCFF S/C) FREE SUBSCRIPTIO N 3. Raptor Technologies Visitor Management System (LCFF S/C) $1,600 (LCFF S/C) First Time Set Up Fee Obj 4300/5800

LCAP Year 2 Expected Annual -Increase parent participation in their child¶s learning will increase by 1-5% over previous year as indicated by Measurable attendance at regular and special events. Outcomes: -Increase parent participation in advisory committee membership by 1-5% over previous year. Actions/Services

Scope of Service

Pupils to be served within identified scope of service

Budgeted Expenditures

48 of 76 School, home and community partnerships will work DISTRICTcollaboratively with the mutual goal of supporting student WIDE; ALL learning through improved communication and extended SCHOOLS learning opportunities. Grades: All

1. Recognition event for volunteers and parents for the year (LCFF S/C)

DISTRICTWIDE Grades: All

X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other _ All --------------------------------------------------------------------X Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races X Low Income Pupils X Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander X English Learners _ Black or African American _ Filipino _ White X Students with Disabilities X Homeless _ Other

Included in budget expenditures below

1. Recognition event for volunteers and parents for the year (LCFF S/C) $500 (LCFF S/C) Obj 4300

49 of 76 1. Black Board Connect Ed (LCFF Base) 2. Research free information apps to replace current app (LCFF S/C)

DISTRICTWIDE; ALL SCHOOLS Grades: All

3. Raptor Technologies Visitor Management System (LCFF S/C)

X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other

1. Black Board Connect Ed (LCFF Base) $1,558 (LCFF Base) Obj 4300 2. Research the Hallyr Application (LCFF S/C) FREE SUBSCRIPTIO N 3. Raptor Technologies Visitor Management System (LCFF S/C) $500 (LCFF S/C) Yearly Subscription Obj 4300/5800

LCAP Year 3 Expected Annual -Increase parent participation in their child¶s learning will increase by 1-5% over previous year as indicated by attendance at Measurable regular and special events. Outcomes: -Increase parent participation in advisory committee membership by 1-5% over previous year. Actions/Services

Scope of Service

Pupils to be served within identified scope of service

Budgeted Expenditures

50 of 76 School, home and community partnerships will work DISTRICT collaboratively with the mutual goal of supporting student WIDE; ALL learning through improved communication and extended SCHOOLS learning opportunities. Grades: All

1. Recognition event for volunteers and parents for the year (LCFF S/C)

DISTRICTWIDE Grades: All

_ All --------------------------------------------------------------------X Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races X Low Income Pupils X Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander X English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other _ All --------------------------------------------------------------------X Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races X Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander X English Learners _ Black or African American _ Filipino _ White X Students with Disabilities _ Homeless _ Other

Included in budget expenditures below

1. Recognition event for volunteers and parents for the year (LCFF S/C) $500 (LCFF S/C) Obj 4300

51 of 76 1. Black Board Connect Ed (LCFF Base) 2. Research free information apps to replace current app (LCFF S/C)

DISTRICTWIDE; ALL SCHOOLS Grades: All

3. Raptor Technologies Visitor Management System (LCFF S/C)

X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other

1. Black Board Connect Ed (LCFF Base) $1,558 (LCFF Base) Obj 4300 2. Research the Hallyr Application (LCFF Base) FREE SUBSCRIPTIO N 3. Raptor Technologies Visitor Management System (LCFF S/C) $500 (LCFF S/C) Yearly Subscription Fee Obj 4300/5800

52 of 76 Annual Update Annual Update Instructions: For each goal in the prior year LCAP, review the progress toward the expected annual outcome(s) based on, at a minimum, the required metrics pursuant to Education Code sections 52060 and 52066. The review must include an assessment of the effectiveness of the specific actions. Describe any changes to the actions or goals the LEA will take as a result of the review and assessment. In addition, review the applicability of each goal in the LCAP. Guiding Questions: 1) How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes? 2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to Education Code section 52052, including, but not limited to, English learners, low-income pupils, and foster youth; and did the provision of those actions/services result in the desired outcomes? 3) How have the actions/services addressed the identified needs and goals of specific schoolsites and were these actions/services effective in achieving the desired outcomes? 4) What information (e.g., quantitative and qualitative data/metrics) was examined to review progress toward goals in the annual update? 5) What progress has been achieved toward the goal and expected measurable outcome(s)? How effective were the actions and services in making progress toward the goal? What changes to goals, actions, services, and expenditures are being made in the LCAP as a result of the review of progress and assessment of the effectiveness of the actions and services? 6) What differences are there between budgeted expenditures and estimated actual annual expenditures? What were the reasons for any differences?

Original Goal from prior year LCAP: Goal Applies to:

Increase the percentage of students who are on-track to graduate college and career ready. Schools: LEA Wide Grades: All Applicable Pupil Subgroups:

All

Related State and/or Local Priorities: X 1 X 2 _3 X 4 _5 _6 X 7 X 8 Local:

53 of 76 Expected Annual Measurable Outcomes:

‡

‡ ‡ ‡ ‡ ‡

‡ ‡ ‡

‡ ‡

-Increase student enrollment in a broad Actual Annual Measurable course of study through online course Outcomes: offerings -Increase CAASPP baselines - TBD using 2014-15 baseline data -Improve CELDT scores by one level or higher -6% increase in eligible for reclassification as English Proficient (RFEP) -CAHSEE pass rate in ELA will increase by an additional 1% over previous year -The district will meet API growth targets or make at least one point growth for all students and for numerically significant subgroups. -Increase the AP pass rates by 5% over baselines of 18.2%. -Increase the AP participation rates by 6% over baseline of 11 studentd in grades 11-12. -Increase the percent of graduates meeting CTE course sequence completion by 6% over base line. -Increase the number of students satisfying the CSU and UC mission criteria by 5%. -Increase the percent of students ready for college-level courses, based upon the EAP, by 6% of the baseline.

‡

‡ ‡ ‡ ‡

‡

‡ ‡

‡

‡

‡

-Added opportunity teacher to increase student enrollment in a broad course of study through online course offerings -Increase CAASPP baselines -- Will progress data when we receive 2015-16 to compare. -Improve CELDT scores by one level or higher -50% increased by 1 level or higher -6% increase in eligible for reclassification as English Proficient (RFEP) - 10% increase -CAHSEE pass rate in ELA will increase by an additional 1% over previous year CAHSEE has been suspended by the state -The district will meet API growth targets or make at least one point growth for all students and for numerically significant subgroups API has been suspended by the State -Increase the AP pass rates by 5% over baselines of 18.2%. Awaiting results. -Increase the AP participation rates by 6% over baseline of 11 students in grades 11-12. -Increase the percent of graduates meeting CTE course sequence completion by 6% over base line. Increase of 15%. -Increase the number of students satisfying the CSU and UC mission criteria by 5%. Decrease by 20%. -Increase the percent of students ready for college -level courses, based upon the EAP, by 6% of the baseline. Did not meet.

54 of 76 LCAP Year: 2015-16 Planned Actions/Services

Actual Actions/Services Budgeted Expenditures

All students will receive instruction by highly qualified teachers with the appropriate content area credentials. All instructional materials will be aligned to the California State Standards, and students will be assessed using multiple measures which include: CAASPP, CAHSEE, CST, AP, ACT, and a standardized K-12 District Assessment System.

Scope of service:

All Schools Grades: All

X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other

Included in budget expenditures below

Estimated Actual Annual Expenditures All students will receive instruction by highly qualified teachers with the appropriate content area credentials at a 86% rate.

Included in budget expenditures below

All instructional materials will be aligned to the California State Standards, and students will be assessed using multiple measures which include: CAASPP, CAHSEE, CST, AP, ACT, and a standardized K-12 District Assessment System. The District purchased the NWEA MAPs Assessment and also administered the ASVAB test to students in grades 10-12. Scope of service:

All Schools Grades: All

X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _Other

55 of 76 Professional Development (LCFF Base) CCSS instructional materials for mathematics (LCFF Base) CCSS instructional materials for ELA (LCFF Base) -

$5,500 (LCFF Professional Development (LCFF Base) Base) CCSS instructional materials for mathematics (LCFF Obj Base) 1100/3000 CCSS instructional materials for ELA (LCFF Base) -

Early literacy program (LCFF Base)

Early literacy program (LCFF Base) $3500 (LCFF Base) Obj 4100

Professional Development (LCFF S/C): $19,901 CCSS instructional materials for mathematics (LCFF Base) $5,600 CCSS instructional materials for ELA (LCFF Base) - $0

$2500 (LCFF Base) Obj 4100

Early literacy program (QPI Grant) $28,162 Preschool curriculum

$7,000 (LCFF Base) Obj 4300 Scope of service:

All Schools Grades: All

X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other

Scope of service:

All Schools Grades: All

X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _Other

56 of 76 Instructional Aides (LCFF Base) Certificated Salaries (LCFF Base) Teacher Tutoring Costs (ASES/ASSETS Grant Funding)

$220,000 Instructional Aides (LCFF Base) (LCFF Base, Title 1, SPED) Certificated Salaries (LCFF Base) Obj 2100/3000

Teacher Tutoring Costs (ASES/ASSETS Grant Funding)

$1,272,850 (L CFF Base, ROP, EPA, SPED)

Instructional Aides (Title I, LCFF S/C): $251,179 Certificated Salaries (LCFF Base) $1,331,990 Teacher Tutoring Costs (ASES/ASSET S Grant Funding) $ 6,988

Obj 1000/3000

$25,000 (ASES/ ASSETS) Obj 1100/3000 Scope of service:

All Grades: All

X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other

Scope of service:

All Schools Grades: All

X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _Other

57 of 76 Classified Services (after school aides, librarian, cafeteria) $219,491 (ASES/ASSETS, LCFF Base, and Nutrition) (LCFF Base, SPED, ASSE English Learner Teacher on Special Assignment (TOSA) TS) (LCFF Supplemental/Concentration) $61,509 (Nutri (Substitute Costs (LCFF Base) tion)

Classified Services (after school aides, librarian, cafeteria) (ASES/ASSETS, LCFF Base, and Nutrition)

Purchase K-12 District Assessment (LCFF Base)

Teacher Release/Collaboration Time (LCFF Base)

Teacher Release/Collaboration Time (LCFF Base)

Obj 2200-2900/3000

(Substitute Costs (LCFF Base) Purchase K-12 District Assessment (LCFF Base)

(Substitute Costs (LCFF Base) $35,189

$71,750 (LCF F S/C)

Purchase K-12 District Assessment (LCFF S/C) $7,700

Obj 1100/300 0

Teacher Release/Collab oration Time (LCFF S/C) $34,128

$45,000 (LCFF Base) Obj 1100/3000

$3,200 (LCFF Base) Obj 4300

$5650 (LCFF Base) Scope of service:

All Schools/ District Wide Grades: All

Classified Services (after school aides, librarian, cafeteria) (ASES/ASSET S, LCFF Base, and Nutrition) $166,500

Scope of service:

All Schools Grades: All

58 of 76 X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other

X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _Other

59 of 76 Special Education Program Specialist - Stipend is provided for a teacher to assume these duties

$11,500 (SPED)

Special Education Program Specialist - Stipend is provided for a teacher to assume these duties)

Maintain Special Education Aide- P/T (LCFF Base)

Obj 1100/3000

Speech Services

Maintain Part-Time School Psychologist

Special Education Services

Speech Services Special Education Services

$11,500 (LCF F Base) SPED

School Psychologist (LCFF S/C, Contract with Borrego) $84,778

Obj 2100/300 0

$87,480 (SPE D, CALWELL, Grant)

Speech Services (SPED) $40,399

Obj 1100/300 0

Special Education Services: (SPED) $354,4 30

$60,000 SPE D Obj 5800

$451,000 SP ED Obj 5800 Scope of service:

All Schools Grades: All

Special Education Program Specialist Stipend is provided for a teacher to assume these duties) $11.517

Scope of service:

All Schools Grades: All

60 of 76 X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other

X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _Other

What changes in actions, servivces, and expenditures Unfortunately, the District ended the 2014-2015 school year with a qualified budget, primarily due to high costs in special education placements and services and the employer¶s increased contribution to the CAL STRS and CAL PERS. We were forced to lay-off many teachers last year and create combination classes, where we are able to maintain low class sizes that still met the grade span adjustments. Parents had grown accustomed to our single grade levels and were not happy of our return to combination classes. In the 2015-16 school year, we continued the spending freeze and we fill find out at our adopted budget whether we made progress toward positive certification. However, we had received qualified certifications in our First and Second Interim Reports. Due to a couple of families that moved out of the district, the district had to lay off two special education van drivers, a special education van aide, and the part-time instructional aide for special education. In addition, the pre-school program faced a decline in enrollment and the district had to lay-off of one of the pre-school aide positions. Goal one focuses on making sure students are on track to graduate college and career readiness. The District was able to hire a new academic counselor due to a vacancy and it has been a great hire for the District. The new counselor has standardized the procedures and practices out the counseling office and has continued to meet the comprehensive counseling plan. Students have had the opportunity to go on two college tours this year, and the counselor has hosted two parent nights ±College 101 and a Drug Awareness night that was requested by parents on the survey that was conducted. In addition, the counselor has taken the lead as the CTE coordinator to better serve students due to the need to offer a broader course of study. As a result of this gap, the district hired an full time Opportunity Teacher and Opportunity Instructional Aide to fill this need so that students were given the opportunity for credit recovery or credit acceleration to meet their high school graduation requirement timelines. On the assessment side, the Governing Board approved the purchase of NWEA Measurement of Academic Progress (MAPs) testing so that we could administer a District Assessment, twice a year, to help gain academic growth and to prepare students for the state and national assessments ±CAASPP, CST, CAA and AP testing. In addition, the new academic counselor arranged for high school students in grades 10-12 to take the ASVAB to provide data regarding career choices and readiness, which was a concern brought up on the parent survey. During the summer, the superintendent/principal and program specialist attended the Program Evaluation Institute ±a five days of professional development with the San Diego County Office of Education. Through the work and the coaching that was provided, the leadership team was able to identify a problem of practice ± stabilizing enrollment in the high school. Through the development of a logic model, the initial plan was to create

61 of 76 a new career pathway that would entice students. The District received a grant award of $34,000 from the California Career Trust Pathway, and hired the academic counselor to coordinate and help develop a plan. In March, the high school received a WASC visit. The District provided release time for three high school teachers along with the superintendent/principal to co-write and finalize our Self-Study report for the WASC. From the visiting committee members¶feedback, we were commended for our award winning FFA program and the project-based learning, but fell short in some of the critical areas such as academic rigor in curriulum and instruction, having a system for monitoring action plan goals and student progress and growth, and improving campus morale. Through our research with creating a new career pathway, the superintendent/principal and academic counselor met the co-founder of Big Picture Learning (BPL), Dr. Elliot Washor, and presented the model to the teaching staff. The superintendent/principal provided release time for groups of high school teachers could visit two BPL inspired schools. The teaching staff liked the focus on internships, and we began the process through a feasibility study that was conducted in the 2015-16 school year. The plan is to provide professional development to incorporate the Big Picture Learning educational model by creating an internship design, learning plans based on students¶interests, student-led conferences and advisories, which may address the input received from parents about career options, individualized learning, more structure, and a more rigorous and relevant learning opportunities.. During the second semester, the superintendent/principal shared the ELA framework and communicated its cross-curricular emphasis, and then engaged the staff into a discussion about best practices where a teacher, whose class received excellent scores on the ELA portion of the CAASSP, shared the techniques used - cloze reading, annotations and emphasized writing. Some of the teaching staff began to incorporate some of these techniques into their teaching practices to improve literacy. Through our team analysis of the new ELA/ELD textbooks, a team of K-8 teachers and the superintendent/principal visited the SDCOE Library Media Center to review the new textbooks and the consensus was to conduct a pilot for the 2016-17 school year and determine which textbook to adopt in the 2017 -18 school year. The District continued to receive SDCOE support from the math coordinator who visited our campus to help the teachers develop "Math Talks", and our high school math teacher continued to attend the small school district high school math PLC, also sponsored by SDCOE. The ELA coordinator from the county also came up to observe classrooms and we have begun discussions around focusing on writing to promote literacy.

Original Goal from prior year LCAP:

District will provide students with a clean, healthy, physically and emotionally safe learning environment.

Related State and/or Local Priorities: _1 X 2 _3 _4 X 5 X 6 _7 _8 Local:

62 of 76 Goal Applies to:

Schools: District Wide Grades: All Applicable Pupil Subgroups:

All

Expected Annual -Facilities staff will be maintained at prior year levels. Measurable Outcomes: - Facilities Inspection Tool rating will be maintained at ³good´or better

Actual Annual Measurable - Increased the facilities staff from a 3 hour position to an 8 hour position Outcomes: - Facilities Inspection Tool rating was "fair"

-District-wide attendance will increase to 94.5%

-District-wide attendance decreased to 92%

-Decrease Suspension rates by 11% over baseline.

-Suspension rates increased by 41%.

-Maintain Expulsion Rate at 0%

- Expulsion Rate increased by 3.5%

-Decrease middle school dropout rate by two points over baseline

-Decrease middle school dropout rate by two points over baseline - Maintained 0% drop out rate

-Decrease high school dropout rate by two point over baseline

-Decrease high school dropout rate by two point over baseline Maintained drop out rate

-A decrease in chronic absenteeism by 5% from prior year.

-A decrease in chronic absenteeism by 5% from prior year. Did not meet.

-Maintain the percentage of full credentialed teachers at 100%

-The percentage of full credentialed teachers at 86%

-Maintain the percentage of classrooms with standards-aligned instructional materials at 100% -Students will receive differentiated instruction and 21st century learning strategies that are aligned to the California State Standards.

-Maintain the percentage of classrooms with standards-aligned instructional materials at 100% -SDCOE coordinators worked with K-8 teachers to receive differentiated instruction and 21st century learning strategies that are aligned to the California State Standard and high school math teacher belonged to a PLC that was sponsored by SDCOE.

63 of 76 LCAP Year: 2015-16 Planned Actions/Services

Actual Actions/Services Budgeted Expenditures

Students will learn in an environment that is safe, clean, and maintained. The district has adopted School-Wide Positive Behavior Intervention Supports (SWPBIS) framework to improve school climate and school connectedness in order to support academic learning as well as social/emotional learning.

Scope of service:

All Schools Grades: All

X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other

Included in budget expenditures below

Estimated Actual Annual Expenditures Students will learn in an environment that is safe, clean, and maintained. The district has maintained School--Wide Positive Behavior Intervention Supports (SWPBIS) framework to improve school climate and school connectedness in order to support academic learning as well as social/emotional learning. Scope of service:

Included in budget expenditures below

District-Wide; All Schools Grades: All

_ All --------------------------------------------------------------------X Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races X Low Income Pupils X Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander X English Learners _ Black or African American _ Filipino _ White X Students with Disabilities X Homeless _Other

64 of 76 Maintain a three hour facilities person (LCFF Base)

$17,500 (LCFF Base)

Classified Salaries (Facilities, Custodial, Transportation) Operational Supplies (LCFF Base)

Obj 2200/3000

Added an eight hour facilities person (LCFF Base) Classified Salaries (Facilities, Custodial, Transportation) Operational Supplies (LCFF Base)

Utilities (LCFF Base) Bus Transportation (LCFF Base)

Utilities (LCFF Base) $319,0000 (L Bus Transportation (LCFF S/C) CFF Base, LCFF S&C, ASES, Campus Security (LCFF Base) ASSETS) Obj 2200/230 0/3000

$94,000 (LCF F Base)

Campus Security (LCFF S/C) $20,115 Security Cameras (LCFF S/C) $21,000

$137,620 (LC FF S&C) Obj 4300/5800

Grades: All

Operational Supplies (LCFF Base, LCFF S/C) $285,212

Bus Transportation (LCFF S/C) $127,225

Obj 5000

All Schools

Classified Salaries (Facilities, Custodial, Transportation) $133,101

Utilities (LCFF Base) $ 124,299

$75,000 (LCF F Base)

Scope of service:

Added an eight hour facilities person (LCFF Base) $18,135

Scope of service:

District-Wide; All Schools Grades: All

65 of 76 X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other Peer Leaders Uniting Students (PLUS) Program Software program and professional development Assistant Principal - Stipend is provided for a teacher to assume these duties (LCFF Base) Counseling Services - Vista Hill (LCFF Base)

_ All --------------------------------------------------------------------X Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races X Low Income Pupils X Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander X English Learners _ Black or African American _ Filipino _ White X Students with Disabilities X Homeless _Other

$0 - one time Assistant Principal - Stipend is provided for a set up fee in teacher to assume these duties (LCFF S/C) 2014-15 Counseling Services - Vista Hill (LCFF S/C) Academic Counselor - Stipend is provided for a $13,850 (LCF teacher to assume these duties (LCFF S/C) F Base)

Academic Counselor - Stipend is provided for a teacher to assume these duties (LCFF Base) Obj 1100

Counseling Services - Vista Hill (LCFF S/C) $4,394

$2,336 (SPE D)

Academic Counselor Stipend is provided for a teacher to assume these duties (LCFF S/C) $32,718

Obj 5800

$11,500 (LCFF Base) Obj Scope of service:

All Schools Grades: All

Assistant Principal Stipend is provided for a teacher to assume these duties (LCFF S/C) $26,489

Scope of service:

District-Wide; All Schools Grades: All

66 of 76 X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other Computer hardware (LCFF Base)

_ All --------------------------------------------------------------------X Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races X Low Income Pupils X Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander X English Learners _ Black or African American _ Filipino _ White X Students with Disabilities X Homeless _Other

$10,000 (LCFF Base)

Computer software (LCFF Base)

Computer hardware (LCFF Base) Computer software (LCFF Base)

Obj 4300 Replacement of Laptops (LCFF Base) Security Camera System (LCFF Base) $7,500 (LCFF)

Computer hardware (LCFF Base)$29,809 Computer software (LCFF Base) - $3,669 Replacement of Laptops (LCFF Base) (part of hard ware amount) Security Camera System (LCFF Base) $21,000

Scope of service:

All Schools Grades: All

Scope of service:

All Schools Grades: All

67 of 76 X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other

X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _Other

What changes in actions, servivces, and expenditures The District had two significant hires that helped us in the transportation and maintenance and facilities departments. After a vacancy of the mechanic, the District created a short-term contract with a vendor and had a certified diesel mechanic servicing our buses and vans that started in the summer. Due to hiring a qualified mechanic, work orders decreased from 470 in 2014-2015 school year to 63 in the 2015-16 school year. In the fall, we were able hire a highly skilled facilities person and increased the position from 3 hours to 8 hours. Many of the deferred maintenance projects were able to be completed, and we were able to play catch up after having a 3 months void in the position. The teachers have expressed their satisfaction over the completion of the work orders. However, the parent surveys demonstrated mixed results where parents either agreed or disagreed equally as to whether our facilities are in good conditions. In addition, the Governing Board approved a contract with the Facilities JPA from the San Diego County Office of Education (SDCOE), having the SDCOE staff assist the District on facilities management projects where the county will receive 5-7% of the total cost of the project. In addition, the District is working in tandem with the County of San Diego and the State Water Board to address the safe drinking water issue, and has received funding from the Emergency Drinking Water Fund to continue providing bottled water and to install a new point of use filtration system in the kitchen. This year the Board of Supervisors in San Diego County provided the small, rural districts with a free school resource officer (SRO). We currently share the SRO with two other districts. As a result, the superintendent/principal held SART meetings with the SRO's support as well as filling the need of campus security. While we were given the opportunity to pay for the SRO's services for the 2016-17 school year, the district is not in a financial situation to meet its portion of the SRO and the other two districts cannot fund the remainder of his salary either. Therefore, we will not have this service next year. Due to the lack of finding a certificated employee with an administrative services credential, the Governing Board had requested the superintendent/principal take on the responsibilities of the assistant principal for the 20152016 school year. There are also two administrator designees that are in charge if the Superintendent/Principal is off campus. Disciplinary referrals increased 17% over last year¶s figures for this school year and expulsion hearings were on the rise from 2 in the 2014-2015 school year to 10 for the 2015-16 school year. Through our discussions through our PBIS leadership team and the Discipline subcommittee, there is need to build more consistent practices around positive discipline and create more of a system of students earning rewards or privileges based on good behavior as opposed to taking on a punitive approach. In addition, it was identified that

68 of 76 there is a critical need for the adults to model the behavior expected from the students. The board members have given the superintendent the permission to seek out a part-time assistant principal. In support of the social emotional learning of our students, the District continued its work with the San Diego County Office of Education (SDCOE) with the Cal-Well Grant, a grant that was designed to provide mental health resources to all students through professional development to the Warner staff in Restorative Practices, Compassionate Schools, and a new leadership team was training in the Building Effective Strategies Together) BEST model of Positive Behavior Intervention Support (PBIS) to continue with the maintenance of the PBIS program , known as the Warner Way on our campuses. Our academic counselor was hired an extra day by the SDCOE to be the lead for Warner on the Cal-Well grant and is currently supervising our social work intern from USC that is also being funded by the Cal-Well grant. A social skills curriculum called, Second Step, was purchased by the Cal-Well grant and will be used by the intern to promote pro-social skills in small groups of students who need the extra support. In analyzing our attendance data, we did not meet our goal of 95% and have a district-wide average of 92%. From input from various stakeholders, it was discussed that attendance be a requirement for qualifications for field trips or extracurricular events and that perhaps we can look at offering different events throughout the school year so that students have an incentive to earn a trip more intermittently, and not be discouraged if they slipped during at a different time of the year.

Original Goal from prior year LCAP: Goal Applies to:

Parents, family, school, and community stakeholders become more fully engaged as partners in the education of students at WUSD.

Related State and/or Local Priorities: _1 _2 X 3 X 4 _5 _6 _7 X 8 Local:

Schools: District--Wide Grades: All Applicable Pupil Subgroups:

Expected Annual Measurable Outcomes:

‡

‡

All

-Increase parent participation in their child¶s Actual Annual Measurable learning will increase by 1% over previous Outcomes: year as indicated by attendance at regular and special events. -Increase parent participation in advisory committee membership by 1% over previous year.

LCAP Year: 2015-16

‡

‡

-Increase parent participation in their child¶s learning will increase by 1% over previous year as indicated by attendance at regular and special events - Parent participation is down (see changes below). -Increase parent participation in advisory committee membership by 1% over previous year. Parent participation has decreased (see changes below).

69 of 76 Planned Actions/Services

Actual Actions/Services Budgeted Expenditures

School, home and community partnerships will work collaboratively with the mutual goal of supporting student learning through improved communication and extended learning opportunities.

Scope of service:

Included in budget expenditures below.

Estimated Actual Annual Expenditures The District is using a push notification and Blackboard Connect phone calls every week to announce the events and activities as well as to report emergencies and factors affect school closure or early release. Scope of service:

All Schools Grades: All

Included in budget expenditures below

All Schools Grades: All

X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other

X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _Other

Recognition event for volunteers and parents for the year $500 (LCFF (LCFF Base) Base)

Recognition event for volunteers and parents for the Recognition year at the Volunteer Appreciation ceremony. (LCFF event for Base) volunteers and parents for the year at the Volunteer Appreciation ceremony. (LCFF S/C) $485

Student and Parent Support Liaison (LCFF S/C)

Obj 4300

$5,000 Obj 1100

70 of 76 Scope of service:

Scope of service:

All Schools District Wide

All Schools Grades: All

Grades: All X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other Communication Applications: Black Board Connect Ed (LCFF Base) The App Developer (LCFF Base)

X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _Other

$1,558 (LCFF Communication Applications: Base) Black Board Connect Ed (LCFF Base) Obj 4300 The App Developer (LCFF Base) $1,068 (LCFF Base)

All Schools Grades: All

Black Board Connect Ed (LCFF S/C) $2,876 The App Developer (LCFF S/C) $660

Obj 4300

Scope of service:

Communication Applications:

Scope of service:

All Schools Grades: All

71 of 76 X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _ Other

X All --------------------------------------------------------------------_ Foster Youth _ American Indian or Alaska Native _ Hispanic or Latino _ Two or More Races _ Low Income Pupils _ Redesignated fluent English proficient _ Asian _ Native Hawaiian or Pacific Islander _ English Learners _ Black or African American _ Filipino _ White _ Students with Disabilities _ Homeless _Other

72 of 76 What changes in actions, servivces, and expenditures The focus of goal number 3 is parent engagement and creating the home-to-school partnerships that enhance student learning. The committee membership in School Site/PEACE has experienced a 50% decline in membership in the last couple months and the chair has had other personal commitments. The Indian Advisory Committee membership has remained flat, as no new members have joined this year. The Parent Teacher Community Club has also experienced a decline in consistent involvement his year by 50%, but recently nominated new officers ±new parents who can hopefully keep the wonderful work and traditions going that our K-8 students and families come to rely on. The Ag Advisory attendance had no change. Due to budget concerns, the student/parent liaison and the EL TOSA positions were not filled in the 2015-2016 school year. This year we were faced trying to be welcoming to parents while also upholding the safety of students and staff, while minimizing disruptions to the learning environment. The superintendent/prinicipal tried to make the language in administrative regulations in an attempt to clarify the varying levels of visitors/volunteers on campus. Some the parents were angered by the change because we went to the model of enforcing the DOJ clearnance and TB testing based on the level of time on campus, exposure to other students, and whether adequate supervision of certificated staff was available. A subcommittee on the visitor/volunteer policy has been formed to obtain greater input to find a policy that makes the stakeholders comfortable while not deviating from Education Code, regulations and keeping students and staff safe. The input is currently being reviewed to ensure compliance to law. While meeting with parents and county office officials, the superintendent/principal was introduced to a new visitor management company called Raptor Technologies. The superintendent/principal reached out to the company, and received a quote, which has been added to the LCAP to help with the convenience of parents getting appropriate clearance and for the district to make assurances to keep all students safe through providing proper clearance of visitors on campus. On 7/5/16, the Governing Board did not approve the purchase of this visitor management system.

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Section 3: Use of Supplemental and Concentration Grant funds and Proportionality A. In the box below, identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner pupils as determined pursuant to 5 CCR 15496(a)(5). Describe how the LEA is expending these funds in the LCAP year. Include a description of, and justification for, the use of any funds in a districtwide, schoolwide, countywide, or charterwide manner as specified in 5 CCR 15496. For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of unduplicated pupils at a schoolsite in the LCAP year, when using supplemental and concentration funds in a districtwide or schoolwide manner, the school district must additionally describe how the services provided are the most effective use of funds to meet the district͛s goals for unduplicated pupils in the state and any local priority areas. (See 5 CCR 15496(b) for guidance.) Total amount of Supplemental and Concentration grant funds calculated:

438535

The LCFF Supplemental and Concentration funds in Warner Unified School District are used to fund actions and services the district has determined, through the LCAP planning process, will best meet the needs of the unduplicated students (EL, LI, FY and Homeless) and help them meet the district established goals in the 8 priority areas. The S/C funds will be spent on hiring increased personnel (Opportunity Teacher, School Psychologist, Academic Counselor) to work with the Low Income, English Language, Foster Youth and Homeless and professional development for all certificated staff to better equip them with strategies to meet the needs of these populations. The following actions are district wide actions that is principally directed toward supporting our unduplicated student populations by providing more support to these students which will be effective in helping them meet their academic goals.

‡ ‡ ‡ ‡ ‡ ‡ ‡

Hiring of Opportunity/Middle School Teacher One additional day of Academic Counselor support for the High School 3 days per year of Certificated Professional Development Providing a School Psychologist Providing counseling through Vista Hill Providing transportation to all students at no cost. Providing additional classroom support through the use of Instructional Aides.

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B. In the box below, identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all pupils in the LCAP year as calculated pursuant to 5 CCR 15496(a). Consistent with the requirements of 5 CCR 15496, demonstrate how the services provided in the LCAP year for low income pupils, foster youth, and English learners provide for increased or improved services for these pupils in proportion to the increase in funding provided for such pupils in that year as calculated pursuant to 5 CCR 15496(a)(7). An LEA shall describe how the proportionality percentage is met using a quantitative and/or qualitative description of the increased and/or improved services for unduplicated pupils as compared to the services provided to all pupils. 24.61

%

The unduplicated students in Warner Unified School District have a qualitative advantage because Warner is a small district where staff get to know each student and care about the success of all students. Additional increased or improved actions/services for unduplicated students, as compared to all students, is provided through:

‡ ‡ ‡

An increase in the number of adults available to assist the students, with a focus on unduplicated groups, through Educational Support from our new Opportunity/Middle School Teacher as well as the additional day of Academic Counseling. The use of instructional aides increases the amount of individual instructional time each student gets Professional development equips teachers with effective strategies for accelerating the learning of unduplicated students who may be educationally at-risk.

LOCAL CONTROL AND ACCOUNTABILITY PLAN AND ANNUAL UPDATE APPENDIX For the purposes of completing the LCAP in reference to the state priorities under Education Code sections 52060 and 52066, the following shall apply: (a) ³Chronic absenteeism rate´shall be calculated as follows: (1) The number of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 ±June 30) who are chronically absent where ³chronic absentee´means a pupil who is absent 10 percent or more of the schooldays in the school year when the total number of days a pupil is absent is divided by the total number of days the pupil is enrolled and school was actually taught in the total number of days the pupil is enrolled and school was actually taught in the regular day schools of the district, exclusive of Saturdays and Sundays.

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(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 ±June 30). (3) Divide (1) by (2). (b) ³Middle School dropout rate´shall be calculated as set forth in California Code of Regulations, title 5, section 1039.1. (c) ³High school dropout rate´shall be calculated as follows: (1) The number of cohort members who dropout by the end of year 4 in the cohort where ³cohort´is defined as the number of firsttime grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4. (2) The total number of cohort members. (3) Divide (1) by (2). (d) ³High school graduation rate´shall be calculated as follows: (1) The number of cohort members who earned a regular high school diploma [or earned an adult education high school diploma or passed the California High School Proficiency Exam] by the end of year 4 in the cohort where ³cohort´is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4. (2) The total number of cohort members. (3) Divide (1) by (2). (e) ³Suspension rate´shall be calculated as follows: (1) The unduplicated count of pupils involved in one or more incidents for which the pupil was suspended during the academic year (July 1 ±June 30). (2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 ±June 30). (3) Divide (1) by (2).

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(f) ³Expulsion rate´shall be calculated as follows: (1) The unduplicated count of pupils involved in one or more incidents for which the pupil was expelled during the academic year (July 1 ±June 30). (2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 ±June 30). (3) Divide (1) by (2).

LCAP Final - 2016-2017.pdf

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