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Local Control Accountability Plan 2019-2020

Eimear O’Farrell, Ed.D. Superintendent

Governing Board BrianD. Heryford, President
Christopher Casado, Vice President Steven G. Fogg, M.D., Clerk Susan K. Hatmaker, Member Ginny L.Hovsepian, Member Tiffany Stoker Madsen, Member
Elizabeth “Betsy” Sandoval, Member

Summary of Changes from the

2018-2019 to 2019-2020

Local ControlAccountability Plan (LCAP)

Listed below is a summary of the proposed additions to the 2019-2020 LCAP as compared to the prior year LCAP. The LCAP is a three-year plan that focuses on the current year (2018-19) and the coming school year (2019-20).

Funding and Budget:

•	Supplemental Funding

o 2018-19 45.10% unduplicated students; 45.10% is the projection for 2019-20

o The 2018-19 Supplemental Fund Allocation was $4,262,713 in new funding compared to the estimated 2019-20 Supplemental Fund Allocation of $1,994,619 in new funding.

Recommended additions to the 2019-20 LCAP Actions and Services include:

•	Increase social-emotional and behavioral support.

•	Expand Career Technical Education Courses by supporting high schools’ allocated personnel. •	Enhance safety and security resources at the elementary level.

It is recommended that all existing Actions and Services remain in place.

LCFF Budget Overview for Parents

Local Educational Agency (LEA) Name: Clovis Unified School District

CDS Code: 10621170000000

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

LEA contact information: Eimear O'Farrell, Superintendent

School districts receive funding from different sources: state funds under the Local Control Funding Formula (LCFF), other state funds, local funds, and federal funds. LCFF funds include a base level of funding for all LEAs and extra funding - called "supplemental and concentration" grants - to LEAs based on the enrollment of high needs students (foster youth, English learners, and low-income students).

Budget Overview for the 2019-20 LCAP Year

This chart shows the total general purpose revenue Clovis Unified School District expects to receive in the coming year from all sources.

The total revenue projected for Clovis Unified School District is $480,615,746, of which $$392,329,252 is Local Control Funding Formula (LCFF), $$57,094,914 is other state funds, $$14,377,798 is local funds, and $$16,813,782 is federal funds. Of the $$392,329,252 in LCFF Funds, $$31,861,241 is generated based on the enrollment of high needs students (foster youth, English learner, and low-income students).

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LCFF Budget Overview for Parents

The LCFF gives school districts more flexibility in deciding how to use state funds. In exchange, school districts must work with parents, educators, students, and the community to develop a Local Control and Accountability Plan (LCAP) that shows how they will use these funds to serve students.

This chart provides a quick summary of how much Clovis Unified School District plans to spend for 2019-20. It shows how much of the total is tied to planned actions and services in the LCAP.

Clovis Unified School District plans to spend $$486,423,234 for the 2019-20 school year. Of that amount, $$480,413,968 is tied to actions/services in the LCAP and $6,009,266 is not included in the LCAP. The budgeted expenditures that are not included in the LCAP will be used for the following:

General Fund Expenditures for the 2019-20 LCAP year not included in the LCAP are related to debt service, transers out to other funds to support the Adult School program and facility modernization projects, and expenditures related to indirect costs.

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

In 2019-20, Clovis Unified School District is projecting it will receive $$31,861,241 based on the enrollment of foster youth, English learner, and low-income students. Clovis Unified School District must demonstrate the planned actions and services will increase or improve services for high needs students compared to the services all students receive in proportion to the increased funding it receives for high needs students. In the LCAP, Clovis Unified School District plans to spend $$31,861,241 on actions to meet this requirement.

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LCFF Budget Overview for Parents

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

This chart compares what Clovis Unified School District budgeted last year in the LCAP for actions and services that contribute to increasing or improving services for high needs students with what Clovis Unified School District estimates it has spent on actions and services that contribute to increasing or improving services for high needs students in the current year.

In 2018-19, Clovis Unified School District's LCAP budgeted $$29,933,316 for planned actions to increase or improve services for high needs students. Clovis Unified School District estimates that it will actually spend $$29,272,420 for actions to increase or improve services for high needs students in 2018-19.

The difference between the budgeted and actual expenditures of $-660,896 had the following impact on Clovis Unified School District's ability to increase or improve services for high needs students:
The total estimated actual expenditures for actions and services in 2018-19 is less than the total budgeted due to the lack of qualified Psychologists for the social emotional wellness program included in the LCAP. The District has taken steps to increase the pool of qualified candidates. An alternate job description has been created titled Mental Health Support Provider. This is a specialized position that is designed to exclusively support the social and emotional needs of all students, respond to the increasing demand and awareness for positive mental health and wellness, and further meet the needs of students as outlined in Board Policy No. 2410 - Student Suicide Prevention. Although the District was not successful in finding qualified candidates during the 2018-19 school year, services were provided with existing staff. We are opening the 2019-20 school year fully staffed.

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

2019-20

Local Control Accountability Plan and Annual Update (LCAP) Template

Local Control Accountability Plan and Annual Update (LCAP) Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

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

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

LEA Name

Clovis Unified School District

Contact Name and Title

Eimear O'Farrell Superintendent

Email and Phone

eimearofarrell@cusd.com 559-3279000

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

Clovis Unified School District (CUSD) became a school district upon unification in 1960 with just over 5,037 students attending in the 1960--61 school year. Today CUSD is a district of more than 43,000 students and 6,400 employees covering an attendance area of 198 square miles of the San Joaquin Valley. The district boundaries include most of the City of Clovis, 20% of Fresno and a small portion of unincorporated Fresno County. CUSD is comprised of 5 high schools, 5 intermediate schools, 33 elementary schools, 4 alternative education schools, 1 adult school, 1 online charter school, the Center for Advanced Research and Technology (CART), and 1 outdoor and environmental education school. CUSD enrollment is comprised of 38.2% White, 38.2% Hispanic, 14.0% Asian, 3.2% African American, and 6.4% other. 19,194 (44.4%) of the students are Socioeconomically Disadvantaged, 3,597 (8.3%) are Special Needs, 2,126 (4.9%) English Learners, 40 (<1%) Homeless, and 180 (<1%) Foster Youth. CUSD strives to be America’s benchmark for excellence in education. Our mission puts action to this vision. Our efforts should be focused on the

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creation of a quality educational system that meets the academic, physical and social needs of our students and inspires them on to greater success. Our mission is, “To be a quality educational system providing the resources for all students to reach their potential in mind, body and spirit.” In the words of CUSD’s founding Superintendent Doc Floyd B. Buchanan, “Our philosophy is very simple: A fair break for every kid.” In Clovis we know that every child can learn and that we can teach and meet the educational needs of ALL children.

LCAP Highlights

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

Listed below is a summary of the proposed additions to the 2017-2020 LCAP as compared to the prior year LCAP.

Funding and Budget:

Supplemental Funding Projection for 2019-20: •	45.07% unduplicated pupil percentage
•	LCFF Supplemental Grant Fund Allocation increases by $2,275,334 when compared to the 2018-19 allocation.

Recommended additions to the 2019-20 LCAP Actions and Services include: 	Increase social-emotional and behavioral support.
	Expand Career Technical Education Courses by supporting high schools’ allocated personnel.
	Boost safety and security resources at the elementary level.

It is recommended that all existing Actions and Services remain in place.

Review of Performance

Based on a review of performance on the state indicators and local performance indicators included in the California School Dashboard, progress toward LCAP goals, local self-assessment tools, stakeholder input, or other information, what progress is the LEA most proud of and how does the LEA plan to maintain or build upon that success? This may include identifying any specific examples of how past increases or improvements in services for low-income students, English learners, and foster youth have led to improved performance for these students.

Greatest Progress

Based on a review of state and local indicators of student performance Clovis Unified is most proud of:

California School Dashboard

Each performance category on the equity and status and change report is represented by a color. Blue and Green are performance targets. Yellow, Orange and Red means there is work to be done. Clovis Unified Equity Report:
	Blue: English Language Arts

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	Green: Suspension Rate, Graduation Rate, College/Career, and Mathematics

Clovis Unified Student Group Report:

Blue:
	Chronic Absenteeism: Filipino 	Suspension Rate: Filipino
	Graduation Rate: Asian, Filipino, Two or More Races 	College/Career: Asian, Two or More Races
	English Language Arts: All Students, Asian, Filipino, White, Two or More Races 	Mathematics: Asian, Filipino, Two or More Races

On each of the reported state indicators Clovis Unified has an overall status of: 	Medium in Chronic Absenteeism, Suspension Rate
	High in Graduation Rate, College/Career, Mathematics 	Very High in English Language Arts

Local Self-Assessment: Annual District Survey Results Indicated:
	96% of Clovis Unified parents/guardians feel that their school provides a quality education that promotes academic success.
	88% of parents/guardians feel welcome to participate at the school.
	90% of Clovis Unified parents/guardians feel the schools maintain a safe and secure school environment.
	91% of Clovis Unified parents/guardians feel the school has a positive climate. 	89% of Clovis Unified students feel their school wants them to succeed.
	77% of Clovis Unified students feel they have access to excellent teachers. 	85% of Clovis Unified students feel their school is a save place for learning. 	89% of Clovis Unified teachers enjoy the working environment at school.
	91% of Clovis Unified teachers feel the school is a safe and secure learning environment.

Clovis Unified School District will maintain all current actions/services in an effort to continue our successes.

Additions to the LCAP actions/services include:
	Increase social-emotional and behavioral support
	Expand Career Technical Education Courses by supporting high schools’ allocated personnel
	Boost safety and security resources at the elementary level

Stakeholder Input:

Clovis Unified prides itself on gathering feedback from its stakeholders. Every site held informational LCAP meetings to gather additional stakeholder feedback. Feedback was synthesized and communicated at the CUSD LCAP Parent Advisory Meeting held on April 8, 2019. New Actions/Services were added based on the stakeholder feedback gathered at all our meetings held during the 2018--2019 school year.

Clovis Unified surveys all 12th grade students towards the end of their senior year. Clovis Unified also surveys all students in grades 4-11. This survey was designed to understand student experiences and perceptions on their school environment.

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Clovis Unified uses a continuous improvement model. We will continue to monitor programs to ensure we build upon our successes ensuring that low- income students, English learners, and foster youth students perform at high levels.

Referring to the California School Dashboard, identify any state indicator or local performance indicator for which overall performance was in the “Red” or “Orange” performance category or where the LEA received a “Not Met” or “Not Met for Two or More Years” rating. Additionally, identify any areas that the LEA has determined need significant improvement based on review of local performance indicators or other local indicators. What steps is the LEA planning to take to address these areas with the greatest need for improvement?

Greatest Needs

Clovis Unified Student Group Report Indicated:
	Students with Disabilities showed ‘Red’ in Suspension Rate and Graduation Rate 	Foster Youth showed ‘Red’ in Graduation Rate

Clovis Unified Equity Report Indicated:

	Chronic Absenteeism: Overall Yellow

Stakeholder Input:

Clovis Unified hosted over 100 stakeholder meetings to get input from over 1,000 stakeholders in attendance during the 2018--2019 school year. At these meetings, parents/guardians, students and community members were encouraged to share input on the LCAP. Stakeholders expressed a desire to increase social-emotional and behavioral support, expand Career Technical Education courses by supporting high schools’ allocated personnel, and boost safety and security resources at the elementary level.

Area of Greatest Need:

The Clovis Unified Status and Change Report for the Overall Chronic Absenteeism indicates a status of 6.8% and a change of -0.4% which results in an ‘Yellow’ designation. Clovis Unified Student Group Report shows that Students with Disabilities performance indicators are Red in both Suspension Rate and Graduation Rate. The Students with Disabilities have a Suspension Rate status of 8.7% and a change of 0.1%. For Graduation Rate, Foster Youth have a status of 62.5% and a change of -4.2% while students with Disabilities have a status of 66.4% and a change of
-4.4%. Since there are two ‘red’ designation for the Students with Disabilities Group for two consecutive years, Clovis Unified will continue to receive Differentiated Assistance from the Fresno County Superintendent of Schools to look at root causes as well as proactive interventions to address these areas include placement of special education students, graduation requirements, alternatives to suspensions, Clovis Unified will work closely with representatives from the Fresno County Superintendent of Schools and take advantage of multiple training opportunities.

The following actions/services were increased in the LCAP to address the greatest needs:

Goal 1, #4: Continue services to students with Individual Education Plans (IEP) or otherwise qualifying for Special Education programs/services.

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Goal 1, #5: The achievement of unduplicated special education students is below all students, to meet this need the district will enhance services to students with Individual Education Plans (IEPs) principally directed toward FY, LI, and EL students or otherwise qualifying for Special Education programs/services. CUSD will continue to use Supplemental funds for new programs to serve our special education students at three Title 1 elementary schools and one program at our high school with the highest percentage of targeted students. These are new programs to provide new and improved services to high-need students. This action will help close the achievement gap for these students.

Goal 1, #13: The achievement of LI, FY, and EL students on state assessments is below all students. To meet this need the district will distribute funds to individual school sites principally directed toward EL, LI and FY qualifying students, in order to most effectively meet the goals of target students, unique intervention and support needs identified by the community and school site leadership, following District established guidelines and protocols to ensure expenditures adhere to funding requirements. Approved expenses are supplemental instructional supplies, professional development, instructional assistants, bilingual assistants, push--in teachers, technology, intervention programs, social and emotional support programs, and parent and family engagement and literacy programs. This action will help close the achievement gap for these students

Goal 1, #15: The achievement of LI, FY, and EL students on state assessments is below all students. To meet this need the district will provide intervention summer school principally directed towards EL, LI, FY and all students at-risk of not progressing toward graduation. It is CUSD's experience that EL, LI, and FY students are at greater risk of not achieving grade level standard, not progressing towards graduation, and are underrepresented in college. This action will help close the achievement gap for these students.

Goal 1, #18: The achievement of LI , Foster Youth, Homeless and EL students on state assessments is below all students. To meet this need the district will expansion of intervention services principally directed towards LI, EL, Homeless, and FY students during the school day for academic support. It is CUSD's experience that EL, LI, Homeless and FY students are at greater risk of not achieving grade level standard, not progressing towards graduation, and are underrepresented in college. This action will help close the achievement gap for these students.

Goal 1, #30: Continue to fund a Guidance Instructional Specialist to increase the success of at-risk 7--12 grade students, avoid drop outs or chronic absenteeism, and increase graduation rates at our high school with the highest percentage of EL, LI, FY and Homeless students. It is CUSD's experience that EL, LI, FY, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation, and are underrepresented in college. This action will have a positive impact on these students post -secondary success.

Goal 1, #31: LI, FY, and EL students are often not fully engaged in the school so CUSD will continue the partnership with Comprehensive Youth Services of Fresno to support 9--12 student's physical, social, and emotional support including community outreach programs. Services will be principally directed towards EL, FY, Homeless and LI students and families. This action will have a positive impact on student attendance and behavior.

Goal 3, #1: Ongoing operating costs to maintain existing programs and services to students such as operational expenses; instructional supplies; Adult Education; utility costs; transportation services; custodial services; BTSA; teachers; administration; clerical support; salaries, statutory and benefits; existing intervention services and co--curricular programs.

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Referring to the California School Dashboard, identify any state indicator for which performance for any student group was two or more performance levels below the “all student” performance. What steps is the LEA planning to take to address these performance gaps?

Performance Gaps

Clovis Unified's CA School Dashboard Student Group Report indicated the following performance gaps:
	Suspension Rate: Students with Disabilities (Red); African American, Native Hawaiian or Pacific Islander, Two or More Races (Orange)
	Graduation Rate: Foster Youth, Students with Disabilities (Red); English Learners (Orange) 	College/Career: English Learners, Foster Youth, Homeless, African American (Orange)
	English Language Arts: Foster Youth, Students with Disabilities (Yellow)

Clovis Unified will continue to receive Differentiated Assistance from the Fresno County Superintendent of Schools to look at root causes as well as proactive interventions to address the placement of special education students, graduation requirements, and alternatives to suspensions. Data Insights were created for ongoing monitoring of district and school suspension rates and offenses to allow sites to monitor progress and support students. Addition training on alternatives to suspension will be provided to site administrators in the Fall of 2019. Clovis Unified will work continue to work with representatives from the Fresno County Superintendent of Schools and take advantage of multiple training opportunities. CUSD also increased funding to actions/services, refer to greatest needs above, to address the performance gaps indicated on the student group report.

Comprehensive Support and Improvement

An LEA with a school or schools identified for comprehensive support and improvement (CSI) under the Every Student Succeeds Act must respond to the following prompts.

Schools Identified

Identify the schools within the LEA that have been identified for CSI.

Clovis Unified has two schools that have been identified for comprehensive support and improvement (CSI): Clovis Community Day Secondary was identified as Low Performing (Received two indicators on the CA Dashboard: Orange for Chronic Absenteeism, Red for Suspension Rate) and Gateway High School for graduation rate (Two year average graduation rate of 60.8%).

Support for Identified Schools

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

School Plans for Student Achievement (SPSA) are utilized to meet the requirements for CSI plans. School leaders and representatives from the central office contribute to the development,implementation, monitoring, and evaluation of CSI plans. Sites are provided professional learning to support identification status, data clarity, plan requirements, and procedural troubleshooting. A Comprehensive Support and Improvement Team comprised of site administrators and district office staff work in tandem to support student performance growth. The team provides support, facilitates collaboration, assists with determining actions, and monitors progress.

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All sites utilize the SPSA Tool, creating a common practice across the district to complete the mandatory needs assessment and action plan. The needs assessment element of the tool provides site specific performance data in alignment with the California School Dashboard.

The CSI Team will complete a root cause analysis and determine areas of focus for the site.Also, the CSI team equips site leaders with relevant data and provides support with the disaggregation of data related to eligibility to determine disproportionality and possible resource inequities. Any inequity findings are incorporated into the monitoring tool in support of the site’s SPSA.

Site leaders collaborate to identify appropriate interventions, actions, and strategies to support student achievement. The CSI Team assists in identifying appropriate evidence-based interventions. The CSI Team will utilize a SPSA Supplemental and Support Resources guide which includes a menu of options that can be selected based on the needs of the site. The menu includes central office supports that are researched based actions and/or strategies that are proven effective and appropriately scalable. Additionally, the CSI Team consults with the district administrative cabinet to deploy expertise and resources to best meet the needs of each site. Interventions and expenditures are implemented in alignment with greatest areas of need at each site as uncovered by the needs assessment and correlating data.

The LEA and administrative teams from both sites met to develop the CSI plan that included a school level needs assessment and evidence-based interventions for Clovis Community Day School Secondary (CCDS) and Gateway High (Continuation).

The improvement planning and implementation efforts included: 	Capacity building
	Partnering with stakeholders (school principals, teachers, and parents) 	Conducting a needs assessment
	Identification/development of evidence-based interventions, strategies, and/or activities 	The use of data to monitor program effectiveness

The team determined that resource inequities did not occur. The allocation of resources is based on the unduplicated count.

Monitoring and Evaluating Effectiveness

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

The CSI team works directly with sites to ensure monitoring and evaluation of the School Plans for Student Achievement (SPSA). Implementation monitoring and the evaluation of effectiveness occurs in 6-8 week cycles utilizing a 6-8 week plan to document goals, expected outcomes and actions with correlated metrics to support measuring action effectiveness. Site leaders monitor of actions and progress.

Upon completion of the 6-8 cycle, plans are reviewed and evaluated by site leaders and supervisors. Plans are evaluated by examining the level of action effectiveness in alignment with the correlating site metrics which are differentiated in SPSAs based on the site needs assessment. Based on the results, site leaders begin the next 6-8 week cycle, determining areas of focus as pertained to the site plan.

The LEA will review CA School Dashboard data for both Gateway High School (Continuation) and Clovis Community Day School Secondary to evaluate the overall effectiveness of the CSI plan to

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support student and school improvement. The CUSD Data Insight visualizations will be utilized for ongoing and frequent monitoring of the CSI plan. Data visualizations have been created to monitor student group performance on: CAASPP, suspensions, chronic absenteeism and the College and Career Indicator. Policies and practices may be modified to improve student outcomes in schools meeting the criteria for CSI.

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Annual Update

LCAP Year Reviewed: 2018-19

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

Goal 1

Maximize Achievement for ALL Students

State and/or Local Priorities addressed by this goal:

State Priorities:

Local Priorities:

X Priority 2: State Standards (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes)
X Priority 5: Pupil Engagement (Engagement)

X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Annual Measurable Outcomes Expected

Metric/Indicator
A-G Completion Rate
18-19 64%
Baseline 62.0%

Metric/Indicator
Percent of EL students scoring

Advanced or Early Advanced on CELDT

18-19 55%
Baseline 51%

Actual

For a more complete analysis of the data results please see the attached Appendix.

For a more complete analysis of the data results please see the attached Appendix.

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Expected

Metric/Indicator
EL Reclassification Rate
18-19 9.8%
Baseline 9.4%

Metric/Indicator
Middle School Drop Out Rate
18-19 0%
Baseline 0%

Metric/Indicator
High School Drop Out Rate
18-19 2.7%
Baseline 2.9%

Metric/Indicator
AP Course Enrollment
18-19 24.5%
Baseline 23.6%

Metric/Indicator AP Course Offering
18-19 24
Baseline 24

Metric/Indicator
Percent of students scoring 3 or higher on AP exams
18-19 71%

Actual

For a more complete analysis of the data results please see the attached Appendix.

For a more complete analysis of the data results please see the attached Appendix.

For a more complete analysis of the data results please see the attached Appendix.

For a more complete analysis of the data results please see the attached Appendix.

For a more complete analysis of the data results please see the attached Appendix.

For a more complete analysis of the data results please see the attached Appendix.

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Expected

Baseline 69%

Metric/Indicator
Percent of students classified as ready for college level coursework as determined by Early Assessment Program (EAP) in ELA
18-19 40%
Baseline 38%

Metric/Indicator
Percent of students classified as ready for college level coursework as determined by Early Assessment Program (EAP) in Math
18-19 18%
Baseline 16%

Metric/Indicator Graduation Rate
18-19 95%
Baseline 94.6%

Metric/Indicator
Percent of 4 year cohort that completed at least 1 CTE Pathway
18-19 44%
Baseline 40%

Metric/Indicator
Percent of Students who Met or Exceeded Standard on ELA CAASPP
18-19 69%
Baseline 67%

Actual

For a more complete analysis of the data results please see the attached Appendix.

For a more complete analysis of the data results please see the attached Appendix.

For a more complete analysis of the data results please see the attached Appendix.

For a more complete analysis of the data results please see the attached Appendix.

For a more complete analysis of the data results please see the attached Appendix.

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Expected

Metric/Indicator
Percent of Students who Met or Exceeded Standard on Math CAASPP
18-19 56%
Baseline 54%

Metric/Indicator
Percent earning Healthy Fitness Zone in Grades 5
18-19 61%
Baseline 59%

Metric/Indicator
Percent earning Healthy Fitness Zone in Grades 7
18-19 62%
Baseline 61%

Metric/Indicator
Percent earning Healthy Fitness Zone in Grades 9
18-19 56.5%
Baseline 55.4%

Actual

For a more complete analysis of the data results please see the attached Appendix.

For a more complete analysis of the data results please see the attached Appendix.

For a more complete analysis of the data results please see the attached Appendix.

For a more complete analysis of the data results please see the attached Appendix.

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

startcollapse Action 1

Planned Actions/Services

Actual Actions/Services

Budgeted Expenditures

Estimated Actual Expenditures

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Provide instructional and operational technology for all students. Maintain and support technology systems to ensure students and employees have access to effective technology to support the District's goals.

Action 2

Planned Actions/Services

Reduce class sizes in grades K--3 and 4--6 with an emphasis on our schools with the highest percentage of target students. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard and benefit from lower class sizes.

Action 3

Planned Actions/Services

In order to provide LI, FY, Homeless, and EL students, access to the District's performing arts program and other VAPA programs to increase engagement

Technology staff was hired to maintain network and provide support to staff. Technology upgrades were purchased.Student computers were purchased.

Actual Actions/Services

Class sizes were reduced in K-3 to 25.3 and overall average was lowered in 4-6 to 34.5. CUSD has an agreement with Faculty Senate to have an alternative ratio that will not exceed 27:1 for grades K-3.

Actual Actions/Services

Additional musical instruments were purchased and additional funds were provided for repairs to increase the number of students who participate in school music.

1000-1999: Certificated Personnel Salaries LCFF Base $112,974

2000-2999: Classified Personnel Salaries LCFF Base $3,345,736

3000-3999: Employee Benefits LCFF Base $1,751,499

4000-4999: Books And Supplies LCFF Base $6,493,978

5000-5999: Services And Other Operating Expenditures LCFF Base $399,022

Budgeted Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $993,136

3000-3999: Employee Benefits LCFF Supplemental $425,630

Budgeted Expenditures

4000-4999: Books And Supplies LCFF Supplemental $329,500

1000-1999: Certificated Personnel Salaries LCFF Base $103,934

2000-2999: Classified Personnel Salaries LCFF Base $3,233,290

3000-3999: Employee Benefits LCFF Base $1,696,029

4000-4999: Books And Supplies LCFF Base $3,882,851

5000-5999: Services And Other Operating Expenditures LCFF Base $792,719

Estimated Actual Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $852,894

3000-3999: Employee Benefits LCFF Supplemental $568,596

Estimated Actual Expenditures

4000-4999: Books And Supplies LCFF Supplemental $329,500

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in school, the District will invest in repairing and purchasing performing arts equipment to use as "loaners" and additional materials for students without the resources to purchase them.

Action 4

Planned Actions/Services

Continue services to students with Individual Education Plans (IEP) or otherwise qualifying for Special Education programs/services.

Action 5

Actual Actions/Services

Funding was allocated for students qualifying for Special Education services.

Budgeted Expenditures

1000-1999: Certificated Personnel Salaries LCFF, State and Federal Grants, and Local $29,868,339

2000-2999: Classified Personnel Salaries LCFF, State and Federal Grants, and Local $17,240,259

3000-3999: Employee Benefits LCFF, State and Federal Grants, and Local $17,117,616

4000-4999: Books And Supplies LCFF, State and Federal Grants, and Local $1,289,064

5000-5999: Services And Other Operating Expenditures LCFF, State and Federal Grants, and Local $2,874,976

Estimated Actual Expenditures

1000-1999: Certificated Personnel Salaries LCFF, State and Federal Grants, and Local $28,904,332

2000-2999: Classified Personnel Salaries LCFF, State and Federal Grants, and Local $19,922,215

3000-3999: Employee Benefits LCFF, State and Federal Grants, and Local $21,906,639

4000-4999: Books And Supplies LCFF, State and Federal Grants, and Local $2,609,904

5000-5999: Services And Other Operating Expenditures LCFF, State and Federal Grants, and Local $3,573,619

6000-6999: Capital Outlay LCFF, State and Federal Grants, and Local $249,412

7000-7439: Other Outgo LCFF, State and Federal Grants, and Local $512,493

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Planned Actions/Services

The achievement of unduplicated special education students is below all students, to meet this need the district will enhance services to students with Individual Education Plans (IEPs) principally directed toward FY, LI, and EL students or otherwise qualifying for Special Education programs/services. CUSD will continue to use Supplemental funds for new programs to serve our special education students at three Title 1 elementary schools and one program at our high school with the highest percentage of targeted students. These are new programs to provide new and improved services to high-need students. This action will help close the achievement gap for these students.

Action 6

Planned Actions/Services

Provide extensive career technical education courses at all high schools, Adult Education and CART, including supplies, equipment, facilities and staff. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation

Actual Actions/Services

Supplemental funds were allocated for supplemental programs to improve services for unduplicated SWDs at Clovis East, Weldon, Nelson and Clovis Elementary. Funds were utilized to reduce caseloads, class sizes, and for additional behavior services for SWD at the schools with the a high percentage of unduplicated students.

Actual Actions/Services

Funds were used to provide extensive CTE courses at all comprehensive secondary sites including CART. The District applied for and was awarded new State Grant funds to develop and improve existing pathway course offerings.

Budgeted Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $831,239

2000-2999: Classified Personnel Salaries LCFF Supplemental $349,394

3000-3999: Employee Benefits LCFF Supplemental $404,118

4000-4999: Books And Supplies LCFF Supplemental $114,026

Budgeted Expenditures

1000-1999: Certificated Personnel Salaries LCFF Base $1,639,278

2000-2999: Classified Personnel Salaries LCFF Base $185,758

3000-3999: Employee Benefits LCFF Base $776,479

Estimated Actual Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $800,800

2000-2999: Classified Personnel Salaries LCFF Supplemental $340,766

3000-3999: Employee Benefits LCFF Supplemental $454,108

4000-4999: Books And Supplies LCFF Supplemental $108,156

Estimated Actual Expenditures

1000-1999: Certificated Personnel Salaries LCFF Base $1,648,777

2000-2999: Classified Personnel Salaries LCFF Base $192,175

3000-3999: Employee Benefits LCFF Base $766,353

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and are underrepresented in college. We believe that this action will positively impact those outcomes for these students.

5000-5999: Services And Other Operating Expenditures LCFF Base $7,883

6000-6999: Capital Outlay LCFF Base $344,641

1000-1999: Certificated Personnel Salaries LCFF Supplemental $1,437,860

2000-2999: Classified Personnel Salaries LCFF Supplemental $267,709

3000-3999: Employee Benefits LCFF Supplemental $386,129

4000-4999: Books And Supplies LCFF Supplemental $140,498

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $17,843

1000-1999: Certificated Personnel Salaries State $1,237,392

2000-2999: Classified Personnel Salaries State $211,317

3000-3999: Employee Benefits State $873,089

4000-4999: Books And Supplies State $424,137

5000-5999: Services And Other Operating Expenditures State $132,920

4000-4999: Books And Supplies LCFF Base $0

5000-5999: Services And Other Operating Expenditures LCFF Base $1,620

1000-1999: Certificated Personnel Salaries LCFF Supplemental $1,500,729

2000-2999: Classified Personnel Salaries LCFF Supplemental $57,149

3000-3999: Employee Benefits LCFF Supplemental $672,859

4000-4999: Books And Supplies LCFF Supplemental $105,291

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $49,518

1000-1999: Certificated Personnel Salaries State $234,445

2000-2999: Classified Personnel Salaries State $12,331

3000-3999: Employee Benefits State $325,195

4000-4999: Books And Supplies State $1,129,303

5000-5999: Services And Other Operating Expenditures State $147,963

Page 19 of 245

Action 7

Planned Actions/Services

Increase connection points to school to enhance student engagement and interest, and improve student performance. Recognizing that not all students want to actively participate in
co-curricular activities as a competitor, the District will reduce/eliminate student attendance charges at some VAPA and athletic events principally

Actual Actions/Services

Funds were used to transport and provide incentives (including free/reduced admission and food) for co-curricular events, college visits, and student conferences for students and families.

6000-6999: Capital Outlay State $489,095

7000-7439: Other Outgo State $55,463

1000-1999: Certificated Personnel Salaries Federal $2,143

3000-3999: Employee Benefits Federal $2,343

4000-4999: Books And Supplies Federal $149,382

5000-5999: Services And Other Operating Expenditures Federal $39,425

6000-6999: Capital Outlay Federal $8,196

1000-1999: Certificated Personnel Salaries Local $12,000

4000-4999: Books And Supplies Local $12,500

Budgeted Expenditures

4000-4999: Books And Supplies LCFF Supplemental $285,000

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $0

6000-6999: Capital Outlay State $1,067,379

7000-7439: Other Outgo State $71,804

1000-1999: Certificated Personnel Salaries Federal $45,745

3000-3999: Employee Benefits Federal $10,607

4000-4999: Books And Supplies Federal $55,005

5000-5999: Services And Other Operating Expenditures Federal $126,146

6000-6999: Capital Outlay Federal $0

1000-1999: Certificated Personnel Salaries Local $0

4000-4999: Books And Supplies Local $6,008

Estimated Actual Expenditures

4000-4999: Books And Supplies LCFF Supplemental $216,512

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $68,488

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directed towards LI, FY, EL students. It is CUSD's experience that FY, LI, EL, and Homeless students are often not fully engaged in school thus reducing fees will encourage greater participation. We believe that this action will positively impact those outcomes for these students.

Action 8

Planned Actions/Services

Provide at--risk students, including LI, FY and EL support in grades 5--12 transition years by increasing school to home communication and connections, and increasing the number of student relations liaisons. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students.

Action 9

Planned Actions/Services

At-risk students struggle in the transition from elementary, intermediate and high school. To increase the success of these

Actual Actions/Services

Transition Counselor/Directors (Transition Coordinators) were hired and assigned to each Area.They oversee the Transition Student Relations Liaisons and provide support primarily to the targeted students at each of our schools.

Actual Actions/Services

Transition counselors/directors were assigned to Transition teams to help students prepare for college and career.

Budgeted Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $131,253

2000-2999: Classified Personnel Salaries LCFF Supplemental $1,108,708

3000-3999: Employee Benefits LCFF Supplemental $786,982

Budgeted Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $848,878

Estimated Actual Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $0

2000-2999: Classified Personnel Salaries LCFF Supplemental $1,394,002

3000-3999: Employee Benefits LCFF Supplemental $489,785

Estimated Actual Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $972,063

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students, avoid drop outs or chronic absenteeism, and increase graduation rates, transition counselors/directors would continue to be assigned to each high school area. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students.

3000-3999: Employee Benefits LCFF Supplemental $364,589

3000-3999: Employee Benefits LCFF Supplemental $390,802

Action 10

Planned Actions/Services

Continue to provide Transition Team academic counselors to reduce caseloads and increase the amount of time all students, including LI, FY, Homeless, and EL, spend with counselors to prepare for college and career. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard and benefit from lower class sizes.

Action 11

Planned Actions/Services

Actual Actions/Services

Academic counselors were added to Transition teams to help students prepare for college and career.

Actual Actions/Services

Budgeted Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $548,618

3000-3999: Employee Benefits LCFF Supplemental $213,873

Budgeted Expenditures

Estimated Actual Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $449,536

3000-3999: Employee Benefits LCFF Supplemental $172,471

Estimated Actual Expenditures

Page 22 of 245

Licensing to provide online college and career planning, and test preparation resources to all counselors and grade 5--12 students to equip counselors to serve all students including foster youth, EL, redesignated EL, and LI students (who might not otherwise have access to these resources). It is CUSD’s experience that LI, FY, and EL students are least likely to access college and career planning. We believe that this action will positively impact this outcome for these students.

Action 12

Planned Actions/Services

Provide specialized services and support for migrant education students and families to maintain ongoing communication between home and school.

Action 13

Planned Actions/Services

A Xello district license was purchased to provide online college and career readiness resource.

Actual Actions/Services

Student intervention services and parent engagement lessons have been provided to migrant education students.

Actual Actions/Services

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $50,000

Budgeted Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $21,200

2000-2999: Classified Personnel Salaries LCFF Supplemental $72,455

3000-3999: Employee Benefits LCFF Supplemental $31,345

Budgeted Expenditures

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $50,000

Estimated Actual Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $18,194

2000-2999: Classified Personnel Salaries LCFF Supplemental $60,828

3000-3999: Employee Benefits LCFF Supplemental $33,384

4000-4999: Books And Supplies LCFF Supplemental $10,690

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $1,904

Estimated Actual Expenditures

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The achievement of LI and EL students on state assessments is below all students. To meet this need the district will distribute funds to individual school sites principally directed toward EL, LI and FY qualifying students, in order to most effectively meet the goals of target students, unique intervention and support needs identified by the community and school site leadership, following District established guidelines and protocols to ensure expenditures adhere to funding requirements. Approved expenses are supplemental instructional supplies, professional development, instructional assistants, bilingual assistants, push--in teachers, technology, intervention programs, social and emotional support programs, and parent and family engagement and literacy programs. This action will help close the achievement gap for these students.

Action 14

Planned Actions/Services

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will provide after school intervention programs primarily focused on EL, LI, Homeless and FY at elementary schools with high populations of at-risk students that do not

Funds were provided to school sites and through district centralized services to provide additional services to most effectively meet the goals of target students based on the enrollment of qualifying students at a rate similar to the previous EIA funds. Additional revenue was given to sites in the fall due to carryover funds from the prior year.

Actual Actions/Services

Funds were provided for after school programs to support targeted students. Additional funds were allocated for program expenses and staff salary increases.

1000-1999: Certificated Personnel Salaries LCFF Supplemental $508,400

2000-2999: Classified Personnel Salaries LCFF Supplemental $928,263

3000-3999: Employee Benefits LCFF Supplemental $434,915

4000-4999: Books And Supplies LCFF Supplemental $525,320

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $121,372

Budgeted Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $104,389

2000-2999: Classified Personnel Salaries LCFF Supplemental $105,719

1000-1999: Certificated Personnel Salaries LCFF Supplemental $840,437

2000-2999: Classified Personnel Salaries LCFF Supplemental $597,249

3000-3999: Employee Benefits LCFF Supplemental $440,659

4000-4999: Books And Supplies LCFF Supplemental $443,227

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $315,904

Estimated Actual Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $114,550

2000-2999: Classified Personnel Salaries LCFF Supplemental $57,472

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currently have this type of program. This action will help close the achievement gap for these students.

Action 15

Planned Actions/Services

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will provide intervention summer school principally directed towards EL, LI, FY and all students at-risk of not progressing toward graduation. It is CUSD's experience that EL, LI, and FY students are at greater risk of not achieving grade level standard, not progressing towards graduation, and are underrepresented in college. This action will help close the achievement gap for these students.

Action 16

Planned Actions/Services

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will provide fully credentialed teachers to "push-in"

Actual Actions/Services

Intervention summer school will be provided in 2019 for all students
at-risk and/or not progressing towards meeting grade level or graduation requirements. Additional revenue was allocated for programs, salaries and instruction materials.

Actual Actions/Services

Credentialed push-in teachers were provided to all elementary schools to provide services to students struggling academically.

3000-3999: Employee Benefits LCFF Supplemental $34,350

4000-4999: Books And Supplies LCFF Supplemental $46,324

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $275,873

Budgeted Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $598,850

2000-2999: Classified Personnel Salaries LCFF Supplemental $85,768

3000-3999: Employee Benefits LCFF Supplemental $129,688

4000-4999: Books And Supplies LCFF Supplemental $106,319

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $138,044

Budgeted Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $586,407

3000-3999: Employee Benefits LCFF Supplemental $31,053

4000-4999: Books And Supplies LCFF Supplemental $58,617

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $306,964

Estimated Actual Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $655,487

2000-2999: Classified Personnel Salaries LCFF Supplemental $89,477

3000-3999: Employee Benefits LCFF Supplemental $145,009

4000-4999: Books And Supplies LCFF Supplemental $106,319

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $29,600

Estimated Actual Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $642,214

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to combination and non--combination K--6 classes during the regular school day to provide focused instruction for students achieving below grade principally directed towards servicing EL, LI and FY. It is CUSD's experience that EL, LI, and FY students are at greater risk of not achieving grade level standard, not progressing toward graduation, and are underrepresented in college. This action will help close the achievement gap for these students.

2000-2999: Classified Personnel Salaries LCFF Supplemental $8,415

3000-3999: Employee Benefits LCFF Supplemental $225,733

4000-4999: Books And Supplies LCFF Supplemental $17,775

2000-2999: Classified Personnel Salaries LCFF Supplemental $0

3000-3999: Employee Benefits LCFF Supplemental $275,235

4000-4999: Books And Supplies LCFF Supplemental $0

Action 17

Planned Actions/Services

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will continue support classes at secondary schools to deliver additional instruction in core areas (English language arts, math, science, social science) and prepare students for college and career (AVID). Services focused primarily on students performing below grade level and/or underrepresented in the college going population, principally directed towards LI, FY Homeless and EL. It is CUSD's experience that EL, LI, and FY students are at greater risk of not achieving grade level standard, not progressing towards graduation, and are

Actual Actions/Services

Funding was allocated for English, Mathematics, and AVID support classes at our secondary schools for our target students.

Budgeted Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $1,600,160

3000-3999: Employee Benefits LCFF Supplemental $684,927

Estimated Actual Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $1,627,797

3000-3999: Employee Benefits LCFF Supplemental $697,627

Page 26 of 245

underrepresented in college. This action will help close the achievement gap for these students.

Action 18

Planned Actions/Services

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will expansion of intervention services principally directed towards LI, EL, Homeless, and FY students during the school day for academic support. It is CUSD's experience that EL, LI, Homeless and FY students are at greater risk of not achieving grade level standard, not progressing towards graduation, and are underrepresented in college. This action will help close the achievement gap for these students.

Action 19

Planned Actions/Services

Provide a Healthy Start Coordinator (HSC) to support alternative education and comprehensive sites in the provision of physical, social and emotional support including community outreach programs. Services will be principally directed towards EL, FY and LI students. In CUSD's experience, these student

Actual Actions/Services

Each secondary site, including intermediate schools, received additional stipends to allow teachers to provide intervention services.

Actual Actions/Services

Provided a Healthy Start Coordinator to work with both alternative and comprehensive sites.

Budgeted Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $620,000

2000-2999: Classified Personnel Salaries LCFF Supplemental $240,000

3000-3999: Employee Benefits LCFF Supplemental $465,107

Budgeted Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $ 64,961

3000-3999: Employee Benefits LCFF Supplemental $18,137

Estimated Actual Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $795,064

2000-2999: Classified Personnel Salaries LCFF Supplemental $195,000

3000-3999: Employee Benefits LCFF Supplemental $335,043

Estimated Actual Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $58,190

3000-3999: Employee Benefits LCFF Supplemental $24,939

Page 27 of 245

populations benefit most from this support and coordination of services.

Action 20

Planned Actions/Services

Establish dedicated English Language Development teachers to support students, parents, and staff at every secondary school to improve reclassification rates, EL proficiency, graduation rates, and college and career preparation.

Action 21

Planned Actions/Services

The graduation rates of LI and EL students is below all students, to meet with need CUSD will provide an online curriculum (Edgenuity) which is primarily an intervention and credit recovery program to improve graduation rates principally directed towards LI, FY and EL students. This action will help close the achievement gap for these students.

Action 22

Planned Actions/Services

Provide bus service for unduplicated students to attend Clovis Community College courses for dual credit, Career Technical

Actual Actions/Services

Teachers responsibilities were enhanced to focus on creating ELD pathways at all secondary sites in an effort to improve reclassification rates, EL proficiency, graduation raters, and college and career preparation.

Actual Actions/Services

Edgenuity online curriculum was purchased to provide credit recovery and intervention thus improving our graduation rate. CUSD expanded the existing contract to include unlimited site licenses thus resulting in an increased cost.

Actual Actions/Services

Provided transportation to target students to attend Clovis Community college, school events, and interventions.

Budgeted Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $848,598

3000-3999: Employee Benefits LCFF Supplemental $363,685

Budgeted Expenditures

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $225,000

Budgeted Expenditures

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $75,000

Estimated Actual Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $896,378

3000-3999: Employee Benefits LCFF Supplemental $384,162

Estimated Actual Expenditures

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $225,000

Estimated Actual Expenditures

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $75,000

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Educational courses, additional bus routes at Title One sites, and additional transportation as needed for targeted students to attend events, meetings, interventions, etc.

Action 23

Planned Actions/Services

The graduation rates of LI and EL students is below all students, to meet with need CUSD will provide mentoring services to unduplicated students attending Alternative Education sites. This action will increase the graduation rate for these students.

Action 24

Planned Actions/Services

Continue support class at each of the comprehensive intermediate schools to reduce the number of at-risk and targeted students dropping out or transferring to alternative education settings.
Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. This action will have a positive impact on these students post-secondary success.

Actual Actions/Services

CenCal Mentoring Academy provided both individual and group mentoring at our Alternative Education sites.

Actual Actions/Services

Opportunity classes were created at each intermediate site to reduce the number of at risk and target students from dropping out or transferring to an alternative setting.

Budgeted Expenditures

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $60,000

Budgeted Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $377,793

3000-3999: Employee Benefits LCFF Supplemental $161,911

Estimated Actual Expenditures

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $50,000

Estimated Actual Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $378,146

3000-3999: Employee Benefits LCFF Supplemental $162,062

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Action 25

Planned Actions/Services

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will provide a District Coordinator to oversee the CSI (Clovis Support and Intervention) services provided at each of the K-12 sites. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. This action will help close the achievement gap for these students.

Action 26

Planned Actions/Services

Provide EL students a summer school focused on necessary academic support and accelerated language development.

Actual Actions/Services

Funds were allocated to hire a counselor to support CSI groups. Additional funds were allocated due to increased need of additional CSI student groups.

Actual Actions/Services

Provide EL students a summer school focused on the necessary academic supped needed to accelerate language development.

Budgeted Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $146,357

2000-2999: Classified Personnel Salaries LCFF Supplemental $0

3000-3999: Employee Benefits LCFF Supplemental $63,444

4000-4999: Books And Supplies LCFF Supplemental $0

Budgeted Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $15,580

3000-3999: Employee Benefits LCFF Supplemental $4,479

4000-4999: Books And Supplies LCFF Supplemental $6,500

Estimated Actual Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $134,062

2000-2999: Classified Personnel Salaries LCFF Supplemental $24,171

3000-3999: Employee Benefits LCFF Supplemental $43,741

4000-4999: Books And Supplies LCFF Supplemental $4,001

Estimated Actual Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $20,580

3000-3999: Employee Benefits LCFF Supplemental $4,529

4000-4999: Books And Supplies LCFF Supplemental $6,500

Page 30 of 245

Action 27

Planned Actions/Services

Provide additional nursing services to work at selected elementary schools with higher percentage of targeted students. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of chronic absenteeism. We believe that this action will positively impact those outcomes for these students.

Action 28

Planned Actions/Services

Provide administrative support and resources to alternative and comprehensive sites to support the needs of their foster youth and homeless students. Services will be principally directed towards FY and Homeless students. It is CUSD's experience that FY and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college.

Actual Actions/Services

Provided additional nursing services at elementary school with the highest percentage of target students.

Actual Actions/Services

Hired an Assistant Director of Student Services and Attendance and Administrative Assistant to provide support and resources to alternative and comprehensive sites to support the needs of foster youth and
homeless students.

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $13,441

Budgeted Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $333,185

3000-3999: Employee Benefits LCFF Supplemental $118,310

Budgeted Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $148,145

3000-3999: Employee Benefits LCFF Supplemental $54,030

4000-4999: Books And Supplies LCFF Supplemental $9,461

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $0

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $8,391

Estimated Actual Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $325,145

3000-3999: Employee Benefits LCFF Supplemental $136,420

Estimated Actual Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $149,678

3000-3999: Employee Benefits LCFF Supplemental $55,034

4000-4999: Books And Supplies LCFF Supplemental $6,746

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $1,513

Action 29

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Planned Actions/Services

LI and EL students are less likely to access to college and career planning and are achieving below all students on state assessments so CUSD will continue academic counselors to reduce caseloads and increase the amount of time and support for all students, including LI, FY and EL, in preparation for college and career. This action will positively impact those outcomes for these students.

Action 30

Planned Actions/Services

Continue to fund a Guidance Instructional Specialist to increase the success of at--risk 7--12 grade students, avoid drop outs or chronic absenteeism, and increase graduation rates at our high school with the highest percentage of EL, LI, FY and Homeless students. It is CUSD's experience that EL, LI, FY, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation, and are underrepresented in college. This action will have a positive impact on these students post- secondary success.

Actual Actions/Services

Hired counselors in each area to increase the amount of time and support for all students, principally directed towards LI, FY and EL, in preparation for college and career.

Actual Actions/Services

Hired one Guidance Instructional Specialist to increase the success of at risk 7-12 grade students, avoid drop outs or chronic absenteeism, and increase graduation rates at Clovis East High School.

Budgeted Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $729,014

3000-3999: Employee Benefits LCFF Supplemental $312,434

Budgeted Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $92,211

3000-3999: Employee Benefits LCFF Supplemental $39,519

Estimated Actual Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $674,183

3000-3999: Employee Benefits LCFF Supplemental $288,935

Estimated Actual Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $188,068

3000-3999: Employee Benefits LCFF Supplemental $125,379

Action 31

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LI, FY, and EL students are often not fully engaged in the school so CUSD will expand the partnership with Comprehensive Youth Services of Fresno to support 9--12 student's physical, social, and emotional support including community outreach programs. Services will be principally directed towards EL, FY, Homeless and LI students and families. This action will have a positive impact on student attendance and behavior.

Action 32

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will continue to provide administrative support to oversee academic, social & emotional multi -tiered systems of support. Support will be principally directed towards servicing LI, EL, Foster and Homeless students and parents/guardians. This action will help close the achievement gap for these students.

Action 33

Continue to fund qualified person(s) to facilitate the implementation of Positive Behavior Intervention and Supports (PBIS) at comprehensive and alternative education K--12 settings in Clovis Unified. Anticipated outcomes include using the PBIS framework to establish positive school culture,

Established and entered into contract with Comprehensive Youth Services of Fresno to support 9-12 students in the Clovis West, Reagan, Buchanan, Clovis High and Clovis East areas in the provision of physical, social, and emotional support including community outreach program.

Hired an instructional coach to oversee academic, social & emotional multi tiered systems of support, provide professional development and monitoring at each of the K-12 sites.

Each area was allocated additional funding to facilitate the implementation of Positive Behavior Intervention and Supports (PBIS) at comprehensive and alternative education K-12 settings in Clovis Unified.

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $250,000

1000-1999: Certificated Personnel Salaries LCFF Supplemental $144,714

3000-3999: Employee Benefits LCFF Supplemental $62,020

1000-1999: Certificated Personnel Salaries LCFF Supplemental $44,451

3000-3999: Employee Benefits LCFF Supplemental $19,050

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $283,379

1000-1999: Certificated Personnel Salaries LCFF Supplemental $114,238

3000-3999: Employee Benefits LCFF Supplemental $66,102

1000-1999: Certificated Personnel Salaries LCFF Supplemental $68,127

3000-3999: Employee Benefits LCFF Supplemental $23,118

Page 33 of 245

increase safety on campus, increase in school attendance and academic achievement, decrease in behaviors that impede learning, define/model/teach/reinforce behavioral expectations, and establish tiers of supports for behavioral and social emotional needs of students. Services will be principally directed towards EL, FY, Homeless and LI students. In CUSD's experience, these student populations benefit most from this support and coordination of services.

Action 34

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will continue to purchase a computer based data management system to monitor student achievement on both state and local assessments principally directed towards LI, FY, Homeless and EL students. This program will give teachers, parents, and administration data reflecting the learning goals of our target students which allows staff to inform and guide their instruction. This action will help close the achievement gap for these students.

Entered into a contract with Illuminate Education to monitor student achievement on both state and local assessments principally directed towards LI, FY, Homeless and EL students. This program allows teachers, parents, and administrators data monitoring tools to make real-time, data-informed decisions to positively impact student success.

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $230,824

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $258,636

Action 35

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The achievement of LI and EL students on state assessments is below all students. To meet this need the district will provide administrative support to oversee professional development of staff and support student needs centered around diversity and poverty. Support will be principally directed towards servicing LI, EL, Foster and Homeless students and parents/guardians in an effort to maximize student achievement. It is CUSD’s experience that these student populations benefit most from this support and coordination of services. This action will help close the achievement gap for these students.

Action 36

Provide additional behavioral support psychologists and assistants to support elementary sites. Services will be principally directed towards LI, EL and Foster Youth. It is CUSD’s experience that FY, EL and LI students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students.

Action 37

Provide additional social emotional psychologists at each comprehensive high school.

Hired a Coordinator of Community Relations position to support cultural proficiency for students, staff and community. Job duties include: community outreach, community relations, parent outreach, transition team support, facilitating professional development, recruitment, and organizing student success conferences.

Hired two additional psychologist and three behavior intervention assistants at the elementary level to increase levels of behavioral, social, and emotional support.

Hired two additional psychologists at secondary sites to support

1000-1999: Certificated Personnel Salaries LCFF Supplemental $114,671

3000-3999: Employee Benefits LCFF Supplemental $49,145

4000-4999: Books And Supplies LCFF Supplemental $0

1000-1999: Certificated Personnel Salaries LCFF Supplemental $154,921

2000-2999: Classified Personnel Salaries LCFF Supplemental $156,834

3000-3999: Employee Benefits LCFF Supplemental $199,697

1000-1999: Certificated Personnel Salaries LCFF Supplemental $459,889

1000-1999: Certificated Personnel Salaries LCFF Supplemental $107,843

3000-3999: Employee Benefits LCFF Supplemental $39,424

4000-4999: Books And Supplies LCFF Supplemental $25,000

1000-1999: Certificated Personnel Salaries LCFF Supplemental $154,921

2000-2999: Classified Personnel Salaries LCFF Supplemental $182,549

3000-3999: Employee Benefits LCFF Supplemental $199,697

1000-1999: Certificated Personnel Salaries LCFF Supplemental $238,187

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Services will be principally directed towards LI, EL and Foster Youth. It is CUSD’s experience that FY, EL and LI students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students.

Action 38

Provide a lead psychologist to oversee, provide leadership of the CUSD Comprehensive Wellness plan. Services will be principally directed towards LI, EL and Foster Youth. It is CUSD’s experience that FY, EL and LI students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students.

students’ social and emotional well-being.

Hired a lead psychologist to oversee and provide leadership of the Comprehensive Wellness Plan that will further support students’ social and emotional well-being.

3000-3999: Employee Benefits LCFF Supplemental $197,096

1000-1999: Certificated Personnel Salaries LCFF Supplemental $98,784

3000-3999: Employee Benefits LCFF Supplemental $34,708

3000-3999: Employee Benefits LCFF Supplemental $158,792

1000-1999: Certificated Personnel Salaries LCFF Supplemental $90,070

3000-3999: Employee Benefits LCFF Supplemental $60,046

Analysis

Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.

Describe the overall implementation of the actions/services to achieve the articulated goal.

All actions and services were implemented in an effort to maximize student achievement for all students. This included hiring additional staff, purchasing new instructional materials, establishing new programs and entering into new partnerships The biggest challenge is having less revenue to adopt evidence based programs for each of our student groups to meet our LCAP goals.

Page 36 of 245

Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.

Clovis Unified’s Status and Change report located on the California School Dashboard indicated the following results due to the effective implementation of Goal 1 Actions and Services:
English Language Arts: Blue; 45.9 points above standard, maintained 2.9 points Mathematics: Green; 13.4 points above standard, increased by 3.1 points College/Career: Green; 62.8% prepared, maintained
Graduation Rate: Green; 94.4 graduated, maintained
Suspension Rate: Green; 3.9% suspended at least once, declined by 0.4%

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

Action/Service 1: Decreased by $2,394,386. Annually funds are set aside in a holding account for student computer refresh. The decreased budget will be set aside for future student computer refresh needs. The decrease was offset by an increase due to a 3% Board approved salary schedule increase.
Action/Service 4: Increased by $9,288,358 due to student growth resulting in new programs and a 3% Board approved salary schedule increase.
Action/Service 5: Increased by $5,052 adjusted to actual expenditures for the year.
Action/Service 6: Decreased by $627,078. The District received State grant funds to help build new and strengthen existing CTE pathways. We are projecting to have unused State grant funds. The unused funds will carryover into the 2019-20 year and are allocated to specific projects. This planned decrease in expenditures when compared to the budget, was offset by an increase directly related to the Board approved 3% salary schedule increase.
Action/Service 8: Decreased by $143,156. The initial plan was to add additional SRLs. Upon further review it was determined the new positions were not needed at Clovis North High School. These funds were transferred to Action/Service 30.
Action/Service 9: Increased by $149,398. This is due to the position moved from action/service 10 to action/service number 9. Action/Service 10: Decreased by $140,484 A position was moved from this action/service to action/service number 9. Action/Service 13: Increased by $119,206. Sites are allowed to carry over funds in this funding source. The increase is due to the sites spending carryover funds from 2017-18.
Action/Service 14: Increased by $2,000. Estimated actuals budget is based on actual need.
Action/service 15: Decreased by $32,777. Transportation costs came in lower than expected, and there was a decreased need for printing of curriculum.
Action/service 16: Increased by $79,119. Additional push in teachers were hired due to enrollment.
Action /Service 17: Increased by $40,337. New positions were added to this action/service for the 2018-19 fiscal year. Initial budgets were based on projections, estimated actuals are based on the actual employees' salaries and benefits.
Action/Service 20: Increased by $68,257 due to the 3% Board approved salary schedule increase.
Action/Service 23: Decreased by $10,000. The Career Cruising and transportation routes costs were lower than anticipated. Action/Service 25: Decreased by $3,825 due to recalculated expenditures.
Action/Service 27: Increased by $10,070 due to the 3% Board approved salary schedule increase.
Action/Service 29: Decreased by $78,330 due to mid-year vacancies. All positions are filled as of the end of the year.

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Action/Service 30: Increased by $181,717 the need for an additional positions was identified at the beginning of the school year. Action/Service 31: Increased by $33,379 due to actual need. Comprehensive Youth Services was added to additional sites due to the success of the program.
Action/Service 32: Decreased by $58,990. The decision was made to not backfill the Coordinator for Supplemental Services. It was determined a teacher focusing on MTSS was a higher priority.
Action/Service 34: Increased by $27,812 due to an increase in the annual software license cost for Illuminate. Action/Service 35: Increased by $8,451 due to the 3% Board approved salary schedule increase. Action/Service 36: Increased by $25,715 due to the 3% Board approved salary schedule increase.
Action/Service 37: Decreased by $260,006 due to unfilled positions. The positions have been filled and the funds will be fully expended during the 2019-20 fiscal year.
Action/Service 38: Increased by $16,624 due to the 3% Board approved salary schedule increase.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.

Actions/services will continue as a result of the analysis of the data provided in the LCFF evaluation rubrics and local indicators. CUSD will continue to closely monitor Actual Annual Measurable Outcome data in an effort to maximize student achievement for ALL students.

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Annual Update

LCAP Year Reviewed: 2018-19

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

Goal 2

Operate with Increasing Efficiency and Effectiveness

State and/or Local Priorities addressed by this goal:

State Priorities:

Local Priorities:

X Priority 1: Basic (Conditions of Learning)

X Priority 2: State Standards (Conditions of Learning) X Priority 3: Parental Involvement (Engagement)
X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement)
X Priority 7: Course Access (Conditions of Learning)

Annual Measurable Outcomes Expected

Metric/Indicator Suspension Rate
18-19 3.2%
Baseline 3.6%

Metric/Indicator Chronic Absenteeism
18-19 6%
Baseline 7%

Actual

For a more complete analysis of the data results please see the attached Appendix.

For a more complete analysis of the data results please see the attached Appendix.

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Expected

Metric/Indicator Attendance Rate
18-19 96.8%
Baseline 96.4%

Metric/Indicator Expulsion Rate
18-19 0.08%
Baseline 0.10%

Metric/Indicator
Parent Involvement at the School Site

(attended a school meeting, Back to School Night, SART, SSC, IDAC, DAC, ELAC, PTC or parent-teacher conference)

18-19 91%
Baseline 90.2%

Metric/Indicator
Parent Overall Safety Satisfaction
18-19 91.5%
Baseline 90.6%

Metric/Indicator
Staff Overall Safety Satisfaction
18-19 99%
Baseline 98.7%

Actual

For a more complete analysis of the data results please see the attached Appendix.

For a more complete analysis of the data results please see the attached Appendix.

For a more complete analysis of the data results please see the attached Appendix.

For a more complete analysis of the data results please see the attached Appendix.

For a more complete analysis of the data results please see the attached Appendix.

Page 40 of 245

Expected

Metric/Indicator
Student Overall Safety Satisfaction
18-19 89%
Baseline 87%

Metric/Indicator
Access to broad course of study as measured by review of teacher and/or master schedule
18-19 100%
Baseline 100%

Actual

For a more complete analysis of the data results please see the attached Appendix.

For a more complete analysis of the data results please see the attached Appendix.

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

startcollapse Action 1

Planned Actions/Services

Custodial and grounds services to ensure schools are clean and
well-kept environments that maximize student learning.

Action 2

Planned Actions/Services

Actual Actions/Services

Staffing and supplies to ensure schools are well kept and promote student and community pride.

Actual Actions/Services

Budgeted Expenditures

2000-2999: Classified Personnel Salaries LCFF Base $13,949,705

3000-3999: Employee Benefits LCFF Base $8,099,155

4000-4999: Books And Supplies LCFF Base $1,518,517

5000-5999: Services And Other Operating Expenditures LCFF Base $495,791

Budgeted Expenditures

Estimated Actual Expenditures

2000-2999: Classified Personnel Salaries LCFF Base $14,122,878

3000-3999: Employee Benefits LCFF Base $8,398,872

4000-4999: Books And Supplies LCFF Base $1,298,946

5000-5999: Services And Other Operating Expenditures LCFF Base $998,653

Estimated Actual Expenditures

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Maintenance and repair of school facilities to ensure quality learning environments for students.

Action 3

Planned Actions/Services

Continue to fund School Resource Officers and dispatcher to support school safety and foster positive school experiences principally directed toward LI, FY and EL students. It is our experience in CUSD that School Resource Officers represent the most effective means of decreasing student discipline, decreasing truancy, enhancing school safety and providing a positive school culture particularly with the EL, LI, and FY student populations.

Action 4

Planned Actions/Services

Staffing and supplies provided to ensure schools are well kept and promote student and community pride.

Actual Actions/Services

Personnel hired and providing additional support to sites with extended daily support and coverage across the district.

Actual Actions/Services

2000-2999: Classified Personnel Salaries LCFF Base $4,281,417

3000-3999: Employee Benefits LCFF Base $2,243,710

4000-4999: Books And Supplies LCFF Base $2,075,606

5000-5999: Services And Other Operating Expenditures LCFF Base $1,393,130

6000-6999: Capital Outlay LCFF Base $274,830

7000-7439: Other Outgo LCFF Base $2,800,000

Budgeted Expenditures

2000-2999: Classified Personnel Salaries LCFF Supplemental $893,011

3000-3999: Employee Benefits LCFF Supplemental $502,298

4000-4999: Books And Supplies LCFF Supplemental $15,565

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $47,848

Budgeted Expenditures

2000-2999: Classified Personnel Salaries LCFF Base $4,415,839

3000-3999: Employee Benefits LCFF Base $2,355,935

4000-4999: Books And Supplies LCFF Base $1,776,407

5000-5999: Services And Other Operating Expenditures LCFF Base $2,045,034

6000-6999: Capital Outlay LCFF Base $143,476

7000-7439: Other Outgo LCFF Base $2,800,000

Estimated Actual Expenditures

2000-2999: Classified Personnel Salaries LCFF Supplemental $862,304

3000-3999: Employee Benefits LCFF Supplemental $508,095

4000-4999: Books And Supplies LCFF Supplemental $15,341

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $51,291

Estimated Actual Expenditures

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To successfully implement the California Content Standards and offer a rigorous, broad course of study requires aligned instructional materials and supplies.

Action 5

Planned Actions/Services

Provide supplemental resources to ensure targeted students have access to rigorous standards aligned curriculum. Resources will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. This action will positively impact those outcomes for these students.

Action 6

Planned Actions/Services

Parents, LI, FY and EL students are often not fully engaged in the educational process so CUSD will provide additional parent/guardian oral and written translation services to increase access and involvement of parents or guardians of EL, LI and FY.

Instructional materials and supplies were purchased to implement and support the California Content Standards including supplemental materials specific to the needs of targeted students.

Actual Actions/Services

Supplemental intervention resources were purchased in English language arts and mathematics to ensure LI, FY, and EL students have access to rigorous standards aligned curriculum.

Actual Actions/Services

Oral and written translation beyond what is required by California Educational Code have been provided for site and district materials and meetings. Funds also used to provide parent workshops through school personnel from the Supplemental Services Department.

4200 Textbooks LCFF Base $2,927,000

4200 Textbooks Prop 20 Lottery $1,000,000

Budgeted Expenditures

4200 Textbooks LCFF Supplemental $523,680

Budgeted Expenditures

2000-2999: Classified Personnel Salaries LCFF Supplemental $0

3000-3999: Employee Benefits LCFF Supplemental $0

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $45,000

4200 Textbooks LCFF Base $0

4200 Textbooks Prop 20 Lottery $1,739,000

Estimated Actual Expenditures

4200 Textbooks LCFF Supplemental $233,000

Estimated Actual Expenditures

2000-2999: Classified Personnel Salaries LCFF Supplemental $14,695

3000-3999: Employee Benefits LCFF Supplemental $3,611

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $26,694

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Action 7

Planned Actions/Services

Parents LI, FY and EL students are often not fully engaged in the educational process so CUSD will fund Parent Resource Center/Community Resource Centers in each Area. Provide additional parent engagement resources (workshops, training, connection points to schools, "how to" resources, etc.). This service would be coordinated K--12 with the Transition Counselor/Coordinator/Director team identified under Goal 1. This action will have a positive impact on these student parents involvement.

Actual Actions/Services

Each area was allocated funds for their Parent Resource Center/ Community Resource Centers to provide outreach
opportunities.

Budgeted Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $0

2000-2999: Classified Personnel Salaries LCFF Supplemental $0

3000-3999: Employee Benefits LCFF Supplemental $0

4000-4999: Books And Supplies LCFF Supplemental $180,000

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $0

Estimated Actual Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $1,625

2000-2999: Classified Personnel Salaries LCFF Supplemental $8,477

3000-3999: Employee Benefits LCFF Supplemental $1,148

4000-4999: Books And Supplies LCFF Supplemental $120,458

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $48,292

Analysis

Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.

Describe the overall implementation of the actions/services to achieve the articulated goal.

Actions and services were implemented in an effort to operate with increasing efficiency and effectiveness. This included staffing, facility maintenance, funded school resource officers, implemented standards and provided additional supplemental instructional resources. The biggest challenge is having less revenue to adopt evidence based programs for each of our student groups to meet our LCAP goals. Unfilled position did reduce actual expenditures slightly.

Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.

Clovis Unified’s Status and Change report located on the California School Dashboard indicated the following results due to the effective implementation of Goal 2 Actions and Services:
English Language Arts: Blue; 45.9 points above standard, maintained 2.9 points Mathematics: Green; 13.4 points above standard, increased by 3.1 points College/Career: Green; 62.8% prepared, maintained

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Graduation Rate: Green; 94.4 graduated, maintained
Suspension Rate: Green; 3.9% suspended at least once, declined by 0.4%

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

Action/Service 1: increased by $846,180 due to the Board approved 3% salary schedule increase and an increase in the cost of custodial/grounds supplies.
Action/Service 2: Increased by $467,999. Routine Restricted Maintenance allocations are required to be at 3% of the General Fund expenditures. This action/service will increase when total General Fund expenditures increase due to, for example, salary schedule increases.
Action/Service 3: Decreased by $21,691 due attrition.
Action/Service 4: Decreased by $2,188,000. Funds are set aside for large textbook adoptions. The District is accruing funds for a large textbook adopted due in the 2019-20 fiscal year.
Action/Service 5: Decreased by $290,680. A new supplemental textbook that will assist our unduplicated pupils is being reviewed. The goal is to purchase this book during the 2019-20 fiscal year at such time, the funds allocated to this action/service will be fully expended.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.

Actions/services will continue as a result of the analysis of the data provided in the LCFF evaluation rubrics and local indicators. CUSD will continue to closely monitor Actual Annual Measurable Outcome data in an effort to operate with increasing efficiency and effectiveness.

Page 45 of 245

Annual Update

LCAP Year Reviewed: 2018-19

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

Goal 3

Hire, Develop Sustain, and Value a High Quality, Diverse Workforce

State and/or Local Priorities addressed by this goal:

State Priorities:

Local Priorities:

X Priority 1: Basic (Conditions of Learning)

X Priority 2: State Standards (Conditions of Learning)

Annual Measurable Outcomes Expected

Metric/Indicator
Properly credentialed teachers with no misassignments nor vacancies as measured by credentials
18-19 100%
Baseline 100%

Metric/Indicator
Provide professional development
18-19
100% of certificated teachers attended professional development
Baseline
100% of certificated teachers attended professional development

Metric/Indicator
Implement CA Content Standards via Walk Through and Formal Teacher Observations
18-19

Actual

For a more complete analysis of the data results please see the attached Appendix.

For a more complete analysis of the data results please see the attached Appendix.

For a more complete analysis of the data results please see the attached Appendix.

Page 46 of 245

Expected

100%

Baseline 100%

Metric/Indicator Teacher Vacancy
18-19 0%
Baseline 0%

Metric/Indicator
Sufficient core instructional materials as measured by SARC review
18-19 100%
Baseline 100%

Metric/Indicator
Facilities Maintained as Measured by annual FITs
18-19 100%
Baseline 100%

Actual

For a more complete analysis of the data results please see the attached Appendix.

For a more complete analysis of the data results please see the attached Appendix.

For a more complete analysis of the data results please see the attached Appendix.

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

startcollapse Action 1

Planned Actions/Services

Ongoing operating costs to maintain existing programs and services to students such as operational expenses; instructional supplies; Adult Education; utility

Actual Actions/Services

A highly qualified staff was retained and ongoing operational costs occurred to maintain programs and services continues to be provided.

Budgeted Expenditures

1000-1999: Certificated Personnel Salaries Federal $3,054,937

Estimated Actual Expenditures

1000-1999: Certificated Personnel Salaries Federal $4,423,670

Page 47 of 245

costs; transportation services; custodial services; BTSA; teachers; administration; clerical support; salaries, statutory and benefits; existing intervention services and co--curricular programs.

2000-2999: Classified Personnel Salaries Federal $1,076,532

3000-3999: Employee Benefits Federal $1,304,370

4000-4999: Books And Supplies Federal $1,318,478

5000-5999: Services And Other Operating Expenditures Federal $645,810

1000-1999: Certificated Personnel Salaries LCFF Base $134,574,426

2000-2999: Classified Personnel Salaries LCFF Base $27,336,777

3000-3999: Employee Benefits LCFF Base $82,463,587

4000-4999: Books And Supplies LCFF Base $9,654,628

5000-5999: Services And Other Operating Expenditures LCFF Base $20,023,169

1000-1999: Certificated Personnel Salaries Local $282,754

2000-2999: Classified Personnel Salaries Local $3,248,158

3000-3999: Employee Benefits Local $1,444,854

4000-4999: Books And Supplies Local $1,537,814

2000-2999: Classified Personnel Salaries Federal $1,712,781

3000-3999: Employee Benefits Federal $2,075,736

4000-4999: Books And Supplies Federal $1,474,611

5000-5999: Services And Other Operating Expenditures Federal $1,306,691

1000-1999: Certificated Personnel Salaries LCFF Base $143,972,973

2000-2999: Classified Personnel Salaries LCFF Base $27,668,394

3000-3999: Employee Benefits LCFF Base $67,283,821

4000-4999: Books And Supplies LCFF Base $9,613,806

5000-5999: Services And Other Operating Expenditures LCFF Base $18,984,940

1000-1999: Certificated Personnel Salaries Local $159,150

2000-2999: Classified Personnel Salaries Local $4,453,301

3000-3999: Employee Benefits Local $1,578,175

4000-4999: Books And Supplies Local $2,852,638

Page 48 of 245

Action 2

Planned Actions/Services

The achievement of LI and EL students on state assessments is below “All” students, to meet this need CUSD will provide Learning Directors for leadership, coordinate professional learning communities and other professional development efforts, implement standards, and support services principally directed toward EL, FY and LI students as well as all students, Each Learning Director will oversee the Area Transition Team, Parent Resource

Actual Actions/Services

Personnel was hired to coordinate professional learning communities and other professional development efforts, implementing standards, and support services. Services are principally directed towards EL, FY and LI students.

5000-5999: Services And Other Operating Expenditures Local $1,140,880

1000-1999: Certificated Personnel Salaries State Grants and Apportionments $4,722,461

2000-2999: Classified Personnel Salaries State Grants and Apportionments $299,013

3000-3999: Employee Benefits State Grants and Apportionments $1,089,008

4000-4999: Books And Supplies State Grants and Apportionments $109,075

5000-5999: Services And Other Operating Expenditures State Grants and Apportionments $89,836

Budgeted Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $516,233

2000-2999: Classified Personnel Salaries LCFF Supplemental $207,257

3000-3999: Employee Benefits LCFF Supplemental $315,689

5000-5999: Services And Other Operating Expenditures Local $2,516,766

1000-1999: Certificated Personnel Salaries State Grants and Apportionments $120,183

2000-2999: Classified Personnel Salaries State Grants and Apportionments $132,824

3000-3999: Employee Benefits State Grants and Apportionments $12,769,044

4000-4999: Books And Supplies State Grants and Apportionments 2,672,336

5000-5999: Services And Other Operating Expenditures State Grants and Apportionments $2,828,577

Estimated Actual Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $526,459

2000-2999: Classified Personnel Salaries LCFF Supplemental $190,361

3000-3999: Employee Benefits LCFF Supplemental $324,856

Page 49 of 245

Center/Community Resource Center, and EL programs. This action will help close the achievement gap for these students.

Action 3

Planned Actions/Services

The achievement of LI and EL students on state assessments is below “All” students, to meet this need CUSD will provide professional development specific to the implementation of California's Content Standards and AVID strategies, train highly qualified teachers, and develop new curriculum units and assessments aligned to standards to ensure all students, principally directed toward EL, LI and FY, achieve at a high level. This action will help close the achievement gap for these students.

Actual Actions/Services

Professional development opportunities were provided to revise curriculum units and assessments and the necessary strategies to implement the California Content Standards.

Budgeted Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $533,726

2000-2999: Classified Personnel Salaries LCFF Supplemental $63,893

3000-3999: Employee Benefits LCFF Supplemental $194,352

4000-4999: Books And Supplies LCFF Supplemental $0

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $297,268

5000-5999: Services And Other Operating Expenditures LCFF Base $394,952

Estimated Actual Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental $486,235

2000-2999: Classified Personnel Salaries LCFF Supplemental $63,806

3000-3999: Employee Benefits LCFF Supplemental $140,670

4000-4999: Books And Supplies LCFF Supplemental $94,184

5000-5999: Services And Other Operating Expenditures LCFF Supplemental $60,708

5000-5999: Services And Other Operating Expenditures LCFF Base $394,952

Analysis

Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.

Describe the overall implementation of the actions/services to achieve the articulated goal.

All actions and services were fully implemented in an effort to hire, develop, sustain and value a high quality diverse workforce. This included hiring additional staff and providing professional development. The biggest challenge is having less revenue to adopt evidence based programs for each of our student groups to meet our LCAP goals.

Page 50 of 245

Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.

Clovis Unified’s Status and Change report located on the California School Dashboard indicated the following results due to the effective implementation of Goal 3 Actions and Services:
English Language Arts: Blue; 45.9 points above standard, maintained 2.9 points Mathematics: Green; 13.4 points above standard, increased by 3.1 points College/Career: Green; 62.8% prepared, maintained
Graduation Rate: Green; 94.4 graduated, maintained
Suspension Rate: Green; 3.9% suspended at least once, declined by 0.4%

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

Action/Service 1: Increased by $13,183,850 due to the 3% Board approved salary schedule increase, use of prior year carryover funds, new grants, and an increase in local revenues.
Action/Service 2: Increased by $2,497 due to actual expenditures.
Action/Service 3: Decreased by $243,636 due to actual need. Additional one-time State grants for professional development were received this year resulting in less LCAP supplemental dollars being expended.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.

All actions/services will continue as a result of the analysis of the data provided in the LCFF evaluation rubrics and local indicators. CUSD will continue to closely monitor Actual Annual Measurable Outcome data in an effort to hire, develop, sustain, and value a high quality, diverse workforce.

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Stakeholder Engagement

LCAP Year: 2019-20

Involvement Process for LCAP and Annual Update

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

Following the Governing Board's adoption of the District's Local Control Accountability Plan in June 2018, actions and services identified in the plan were implemented beginning summer 2018. Our community of parents, students and employees were informed of the District's adoption of the LCAP through a district-wide phone call to homes, in the monthly newspaper CUSD Today, at site and district meetings and on the District's website. Stakeholders were invited to submit ongoing suggestions and feedback for the current plan and other potential needs for consideration on the district website

Following several months of work to implement the LCAP's actions and services, District and school leaders held well over 100 stakeholder engagement meetings during October, November, December 2018, and January, February, March, April and May 2019 (including meetings at every school site in the District) to gather input. Parents were invited to participate at these meeting via telephone calls and emails in multiple languages. All sites discussed the LCAP at their quarter one and three SSC and ELAC meetings, site level student meetings, School Assessment Review Team (SART) and Parent Teacher Club (PTC) meetings in March, April, and May. These meetings included parents, students, classified and certificated employees and community members. Each stakeholder group is encouraged to share recommendations and considerations for improvement. Meetings focused on the CUSD infographic and effective strategies to meet the needs of our student groups including at--risk students, English Learners (EL), Foster Youth (FY), and Low Income (LI) students. The CUSD LCAP infographic is a user friend synopsis of the approved District LCAP that explains the district overview, LCFF funding, provides sample actions and services by goals, expenditures and data analysis. Site Principals and Leadership teams provided input at their principal meetings held throughout the 2018--2019 school year. Parents and students were asked to provide their feedback on a district wide survey that was administered in January and March. Meeting feedback is analyzed and recommendations for action/service modifications are considered by district leadership.

In addition to regularly scheduled parent advisory and employee meetings, outreach specific to special interest areas including Special Education parents, Foster Youth, Governing Board members, represented employee groups (i.e. Faculty Senate Teacher Advocate Group, Classified Unit Business Support Senate, and CSEA Chapter 250), Citizen's Oversight Committee members, student advisory and leadership teams, site and District English Learner Advisory Committee (DELAC), District Advisory Committee (DAC), and parents of migrant and Native American Indian students occurred. It was specifically discussed at DAC and DELAC meetings held on November 6, 2018, November 8, 2018, January 15, 2019, February 12, 2019, May 2, 2019, and May 21, 2019; and a meeting with Migrant Education parents on September 5, 2018, October 16, 2018, December 5, 2018 and February 19, 2019, and March 12, 2019. The LCAP was also discussed with the Classified Unit Business Support Senate on December 18,2018 and April 9,

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2019, monthly CSES Chapter 2050 executive meetings and with the CSES president on April 12, 2019, and Faculty Senate Teacher Advocate Group on February 25, 2019. An additional meeting was held with agencies and families representing foster youth in order to hold specific dialogue around the unique needs of Foster Youth.

Feedback from these meetings, which focused on strategies to improve CTE course offerings, expanding social emotional behavior training and interventions, safety and security resources, academic interventions was then assembled, reviewed and discussed by over 250 members of the District's LCAP Parent Advisory Committee (with particular attention paid to reaching out to and connecting with all stakeholder groups including those identified in Ed Code 42238.01) at a meeting held January 28, 2019. The CUSD DRAFT LCAP document was posted on the district website on May 1, 2019. Additional feedback was gathered during our public comment period that was held from May 1, 2019--May 22, 2019. The public comment dates were announced at our LCAP Parent Advisory Committee and various site meetings. All stakeholders were encouraged to submit written comments regarding our LCAP on our district website using the Clovis Unified LCAP Feedback Form. Following these meetings and the public comment period, the District Leadership Team reviewed all comment, feedback and recommendations collected to this point, and identified implications and actions needed to execute the recommendations gathered from the community. This information was then used by the Superintendent and District leaders to develop recommendations for expenditures to address the needs of all students (and primarily LI, FY, and EL) and a draft of the LCAP.

Following the development of the LCAP, which relied heavily on feedback and comments gathered during the community engagement process, the draft plan was introduced to the District’s LCAP Parent Advisory Committee on April 8, 2019 and DAC and DELAC on May 2, 2019. Superintendent Eimear O'Farrell responded to comments collected at this meeting via a letter to DAC and DELAC attendees dated May 8, 2019.

Also considered in the LCAP development was extensive performance data (as a whole and by subgroup) including, in part, student assessment data, graduation rates, dropout rates, English Learner reclassification rates, ELPAC results, attendance, suspension and expulsion rates, annual parent satisfaction survey responses, student satisfaction survey responses, Clovis Assessment System for Sustained Improvement (CLASSI) results, annual employee climate assessment responses, number of students completing college/university entrance requirements, numbers of students needing remedial coursework when entering college/university, annual student voice survey responses, highly qualified/credentialed teacher rates, passage rates and scores on CAASPP, AP, SAT, ACT, PSAT, and similar assessments, School Plans for Student Achievement (SPSAs), Equity and Status and Change state indicator results on the California School Dashboard and prior and current year budgets.

Of note, the LCAP goals reflect the District's Strategic Plan Aims, which were developed in collaboration with employee, parent, student and community stakeholders, and which are consistent with the Clovis Unified School District Strategic Plan.

The LCAP was presented to the CUSD Governing Board for information and public hearing on May 22, 2019. The CUSD Governing board will receive recommendations for the CUSD LCAP and approved the CUSD LCAP on June 12, 2019.

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Impact on LCAP and Annual Update

How did these consultations impact the LCAP for the upcoming year?

Throughout the engagement process, it was apparent that our English Learner, Low Income and Foster Parents/guardians are supportive of the District's current intervention and engagement efforts, and of the LCAP first adopted in 2014. While supporting the actions and services in place within the District currently, feedback was received related to areas that could benefit from additional, concerted efforts by educators in order to maximize achievement and success for all students.

These focus areas, which also reflect the state's priority areas, include: safety, college and career readiness, services to students, intervention support, staffing and curriculum and instruction.

It was felt by stakeholders that if the District was able to effectively address the five identified areas listed above (with a specific emphasis on at--risk students identified in Ed Code section 42238.01) we would be successful in increasing student success, decreasing student discipline problems and narrowing the achievement gap.

Through consultation with the District's school and faculty leadership teams, stakeholder feedback was processed further, and implications for classroom learning, operational resources and staffing needs identified. The District then built its budget and its LCAP Actions and Services targeted to the seven focus areas listed above.

During this dialogue stakeholders identified several service themes and recommendations that will impact the final LCAP proposal. These themes included:

Goal One: Maximize achievement for ALL students

o Social emotional, behavioral training, and interventions

o Career Technical Education: expand course offerings and provide transportation

o Increase transition team staffing

Goal Two: Operate with Increasing Efficiency and Effectiveness

o Increase School Resource Officer funding

o Expand translation services at various meetings

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Goal 3: Hire, Develop, Sustain and Value a High-Quality, Diverse Workforce

o Professional development for behavioral interventions, Multi-Tired Systems of Support (MTSS), and continued diversity training

o Recruit staff from diverse backgrounds

The current LCAP was first adopted in June 2017 and has been updated to reflect the feedback collected in meetings that occurred over the fall and winter of 2019-20 as outlined above. Stakeholder input was considered when drafting the current LCAP. Several actions and services were modified as a result of stakeholder input.

The voices of parents, students, employees and the community are reflected throughout the Goals, Services and Actions detailed in the following pages, and reflects our long--term engagement strategy that sought to give every stakeholder the opportunity to have their voices heard on behalf of all students.

Annual Update:

CUSD sought stakeholder feedback from all school sites and departments during the 2018--19 school year. Two LCAP Advisory Committee meetings occurred on January 28, 2019 and April 8, 2019. Over 300 students, parents, community members and District staff provided input and feedback that was used to the 2017--2020 LCAP. Listed below is a summary of the proposed additions to write the 2019--2020 LCAP based on stakeholder feedback and recommendations:
	Increase social-emotional and behavioral support (Goal 1, Actions 36 and 37)
	Expand Career Technical Education Courses by supporting high schools’ allocated personnel (Goal 1, Action 6) 	Boost safety and security resources at the elementary level (Goal 2, Action 3)

Superintendent Eimear O’Farrel responded to the following stakeholder requests:

Parent Involvement and Engagement: Eliminating barriers and training parents to access and support their child’s education through increasing CUSD Parent Academies throughout the District and school sites.

1. Safety: Maintaining campus environments that allow students to feel secure and focus on their education with the addition of School Resource Officers and extending hours of operation. Goal 2, Action 3 funding will be increased based on this request.

2. College and Career Readiness: Preparing students for the world after high school to increase their long-term engagement in school and success over time. Goal 1, Action 6 funding will be increased based on this request.

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3. Social and Emotional Well-Being of Students: Provide additional school and district Psychologists that will support students’ social and emotional well-being added to the District’s newly written Comprehensive Wellness Plan, including the support of our special education students. Goal 1 Actions 36 and 37 funding will be increased based on this request.

4. Services to Students: At-risk students need more focused attention by caring educators to ensure that they stay in school and succeed academically. Often, families of at-risk and special education students also struggle with accessing the educational environment and need additional assistance and support to do so.

5. Intervention Support: One-on-one and targeted intervention is needed for students at-risk, receiving special education services of not achieving grade level standards.

6. Career Technical Education (CTE): Maintain and expand CTE courses and pathways at each of our high schools that allows students to engage students in an integrated core academic knowledge course with technical and occupational knowledge to provide students with a pathway to post secondary educational and careers. Goal 1, Action 6 funding will be increased based on this request.

The LCAP was presented to the CUSD Governing Board for information and public hearing on May 22, 2019. The CUSD Governing board will receive recommendations for the CUSD LCAP and approved the CUSD LCAP on June 12, 2019.

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Goals, Actions, & Services Strategic Planning Details and Accountability

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

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

Goal 1

Maximize Achievement for ALL Students

State and/or Local Priorities addressed by this goal:

State Priorities:

Local Priorities:

X Priority 2: State Standards (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes)
X Priority 5: Pupil Engagement (Engagement)

X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Identified Need:

100% of students do not currently perform at or above grade level in mathematics and English Language Arts. An achievement gap exists for at-risk students, including English Learners (EL), Foster Youth (FY) and Low Income (LI) subgroups.

Expected Annual Measurable Outcomes

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

A-G Completion Rate

Percent of EL students scoring

Advanced or Early Advanced on CELDT/ELPAC

62.0%

51%

63%

53%

64%

55%

65%

81%

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

EL Reclassification Rate

Middle School Drop Out Rate

High School Drop Out Rate

AP Course Enrollment

AP Course Offering

Percent of students scoring 3 or higher on AP exams

Percent of students classified as ready for college level coursework as determined by Early Assessment Program (EAP) in ELA

Percent of students classified as ready for college level coursework as determined by Early Assessment Program (EAP) in Math

Graduation Rate

Percent of 4 year cohort that completed at least 1 CTE Pathway

Percent of Students who Met or Exceeded Standard on ELA CAASPP

9.4%

0%

2.9%

23.6%

24

69%

38%

16%

94.6%

40%

67%

9.6%

0%

2.8%

24%

24

70%

39%

17%

94.8%

42%

68%

9.8%

0%

2.7%

24.5%

24

71%

40%

18%

95%

44%

69%

10%

0%

2.6%

25%

24

72%

47%

20%

95.2%

46%

70%

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

Percent of Students who Met or Exceeded Standard on Math CAASPP

Percent earning Healthy Fitness Zone in Grades 5

Percent earning Healthy Fitness Zone in Grades 7

Percent earning Healthy Fitness Zone in Grades 9

54%

59%

61%

55.4%

55%

60%

61.5%

56%

56%

61%

62%

56.5%

59%

62%

62.5%

57%

Planned Actions / Services

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

startcollapse

Action 1

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

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

XAll

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

XAll Schools

OR

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

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

[Add Students to be Served selection here]

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

[Add Scope of Services selection here]

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

[Add Location(s) selection here]

Actions/Services

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Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

Provide instructional and operational technology for all students. Maintain and support technology systems to ensure students and employees have access to effective technology to support the District's goals.

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

XUnchanged Action

2018-19 Actions/Services

Provide instructional and operational technology for all students. Maintain and support technology systems to ensure students and employees have access to effective technology to support the District's goals.

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

Provide instructional and operational technology for all students. Maintain and support technology systems to ensure students and employees have access to effective technology to support the District's goals.

Budgeted Expenditures

Year Amount

Source

Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

2017-18
$111,304

LCFF

1000-1999: Certificated Personnel Salaries

$3,296,292

LCFF

2000-2999: Classified Personnel Salaries

$1,717,156

LCFF

3000-3999: Employee Benefits

2018-19
$112,974

LCFF Base

1000-1999: Certificated Personnel Salaries

$3,345,736

LCFF Base

2000-2999: Classified Personnel Salaries

$1,751,499

LCFF Base

3000-3999: Employee Benefits

2019-20
$109,030

LCFF Base

1000-1999: Certificated Personnel Salaries

$3,463,131

LCFF Base

2000-2999: Classified Personnel Salaries

$1,933,016

LCFF Base

3000-3999: Employee Benefits

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Amount Source
Budget Reference

Amount Source
Budget Reference

Action 2

$5,277,926

LCFF

4000-4999: Books And Supplies

$399,022

LCFF

5000-5999: Services And Other Operating Expenditures

$6,493,978

LCFF Base

4000-4999: Books And Supplies

$399,022

LCFF Base

5000-5999: Services And Other Operating Expenditures

$3,106,195

LCFF Base

4000-4999: Books And Supplies

$964,554

LCFF Base

5000-5999: Services And Other Operating Expenditures

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

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

XLEA-wide

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

XUnchanged Action

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

Specific Schools: Title One Elementary Schools: Clovis, Cole, Mickey Cox, Fancher Creek, Jefferson, Lincoln, Miramonte, Mountain View, Nelson, Pinedale, Sierra Vista, Tarpey, Temperance Kutner, and Weldon Specific Grade Spans: TK--6

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

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2017-18 Actions/Services

Reduce class sizes in grades K--3 and 4--6 with an emphasis on our schools with the highest percentage of target students. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard and benefit from lower class sizes.

2018-19 Actions/Services

Reduce class sizes in grades K--3 and 4--6 with an emphasis on our schools with the highest percentage of target students. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard and benefit from lower class sizes.

2019-20 Actions/Services

Reduce class sizes in grades K--3 and 4--6 with an emphasis on our schools with the highest percentage of target students. Services will be principally directed towards FY, LI, EL and Homeless
students. The target is 24:1 now that LCFF is fully funded. CUSD made an agreement with Faculty Senate to have an alternative ratio that will not exceed 27:1 for grades K-3. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard and would benefit from lower class sizes for individualized instruction to better meet the learning needs of FY, LI and EL students. CUSD's unduplicated student groups are not achieving at grade level standards in academic and it is our belief that lowering class sizes will help close the opportunity gap.

Budgeted Expenditures

Year Amount

Source

Budget Reference

Amount Source
Budget Reference

2017-18
$911,235

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$422,001

LCFF Supplemental

3000-3999: Employee Benefits

2018-19
$993,136

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$425,630

LCFF Supplemental

3000-3999: Employee Benefits

2019-20
$1,020,209

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$458,355

LCFF Supplemental

3000-3999: Employee Benefits

Page 62 of 245

Action 3

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

In order to provide LI, FY, Homeless, and EL students, access to the District's performing arts program and other VAPA programs to increase engagement in school, the District will invest in repairing and purchasing performing arts equipment to use as "loaners" and additional materials for students without the resources to purchase them.

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

XLEA-wide

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

XUnchanged Action

2018-19 Actions/Services

In order to provide LI, FY, Homeless, and EL students, access to the District's performing arts program and other VAPA programs to increase engagement in school, the District will invest in repairing and purchasing performing arts equipment to use as "loaners" and additional materials for students without the resources to purchase them.

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

Specific Grade Spans: 5--12

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

In order to provide LI, FY, Homeless, and EL students access to the District's performing arts program and other VAPA programs to increase engagement and school connectedness in school, the District will invest in repairing and purchasing performing arts equipment to use as "loaners" and additional materials for students without the resources to purchase them. Funds will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL and Homeless students are at greater risk of being chronically absent

and would benefit from participating in the District's performing arts program and other VAPA programs. CUSD's unduplicated student groups are chronically absent and it is our belief that VAPA and performing arts participation will help improve school attendance.

Budgeted Expenditures

Year Amount

Source

Budget Reference

Action 4

2017-18
$378,366

LCFF Supplemental

4000-4999: Books And Supplies

2018-19
$329,500

LCFF Supplemental

4000-4999: Books And Supplies

2019-20
$329,500

LCFF Supplemental

4000-4999: Books And Supplies

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

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

XStudents with Disabilities

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

XAll Schools

OR

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

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

[Add Students to be Served selection here]

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XModified Action

2017-18 Actions/Services

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

[Add Scope of Services selection here]

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

XUnchanged Action

2018-19 Actions/Services

Page 64 of 245

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

[Add Location(s) selection here]

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

Continue services to students with Individual Education Plans (IEP) or otherwise qualifying for Special Education programs/services.

Continue services to students with Individual Education Plans (IEP) or otherwise qualifying for Special Education programs/services.

Continue services to students with Individual Education Plans (IEP) or otherwise qualifying for Special Education programs/services.

Budgeted Expenditures

Year Amount

Source

Budget Reference

Amount Source

Budget Reference

Amount Source

Budget Reference

Amount Source

Budget Reference

2017-18
$27,949,103

LCFF, State and Federal Grants, and Local

1000-1999: Certificated Personnel Salaries

$17,240,259

LCFF, State and Federal Grants, and Local

2000-2999: Classified Personnel Salaries

$17,117,616

LCFF, State and Federal Grants, and Local

3000-3999: Employee Benefits

$1,289,064

LCFF, State and Federal Grants, and Local

4000-4999: Books And Supplies

2018-19
$29,868,339

LCFF, State and Federal Grants, and Local

1000-1999: Certificated Personnel Salaries

$17,240,259

LCFF, State and Federal Grants, and Local

2000-2999: Classified Personnel Salaries

$17,117,616

LCFF, State and Federal Grants, and Local

3000-3999: Employee Benefits

$1,289,064

LCFF, State and Federal Grants, and Local

4000-4999: Books And Supplies

2019-20
$31,727,177

LCFF, State and Federal Grants, and Local

1000-1999: Certificated Personnel Salaries

$20,098,056

LCFF, State and Federal Grants, and Local

2000-2999: Classified Personnel Salaries

$23,840,756

LCFF, State and Federal Grants, and Local

3000-3999: Employee Benefits

$1,405,853

LCFF, State and Federal Grants, and Local

4000-4999: Books And Supplies

Page 65 of 245

Amount Source

Budget Reference

Amount Source

Budget Reference

Action 5

$2,874,976

LCFF, State and Federal Grants, and Local

5000-5999: Services And Other Operating Expenditures

	

	

$2,874,976

LCFF, State and Federal Grants, and Local

5000-5999: Services And Other Operating Expenditures

	

	

$3,652,025

LCFF, State and Federal Grants, and Local

5000-5999: Services And Other Operating Expenditures

$250,000

LCFF, State and Federal Grants, and Local

6000-6999: Capital Outlay

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XNew Action

2017-18 Actions/Services

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

XLEA-wide

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

XUnchanged Action

2018-19 Actions/Services

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

Specific Schools: Weldon, Nelson, Clovis Elementary and Clovis East High School

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

Page 66 of 245

The achievement of unduplicated special education students is below all students, to meet this need the district will enhance services to students with Individual Education Plans (IEPs) principally directed toward FY, LI, and EL students or otherwise qualifying for Special Education programs/services. CUSD will continue to use Supplemental funds for new programs to serve our special education students at three Title 1 elementary schools and one program at our high school with the highest percentage of targeted students. These are new programs to provide new and improved services to high- need students. This action will help close the achievement gap for these students.

The achievement of unduplicated special education students is below all students, to meet this need the district will enhance services to students with Individual Education Plans (IEPs) principally directed toward FY, LI, and EL students or otherwise qualifying for Special Education programs/services. CUSD will continue to use Supplemental funds for new programs to serve our special education students at three Title 1 elementary schools and one program at our high school with the highest percentage of targeted students. These are new programs to provide new and improved services to high need students. This action will help close the achievement gap for these students.

The achievement of unduplicated special education students is below all students, to meet this need the district will enhance services to students with Individual Education Plans (IEPs) principally directed toward FY, LI, and EL students or otherwise qualifying for Special Education programs/services. CUSD will continue to use Supplemental funds for new programs to serve our special education students at three Title 1 elementary schools and one program at our high school with the highest percentage of targeted students. These are new programs to provide new and improved services to high -need students. This action will help close the achievement gap for these students.

Budgeted Expenditures

Year Amount

Source

Budget Reference

Amount Source
Budget Reference

2017-18
$810,965

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$340,872

LCFF Supplemental

2000-2999: Classified Personnel Salaries

2018-19
$831,239

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$349,394

LCFF Supplemental

2000-2999: Classified Personnel Salaries

2019-20
$643,500

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$250,000

LCFF Supplemental

2000-2999: Classified Personnel Salaries

Page 67 of 245

Amount Source
Budget Reference

Amount Source
Budget Reference

Action 6

$396,194

LCFF Supplemental

3000-3999: Employee Benefits

$114,014

LCFF Supplemental

4000-4999: Books And Supplies

$404,118

LCFF Supplemental

3000-3999: Employee Benefits

$114,026

LCFF Supplemental

4000-4999: Books And Supplies

$718,705

LCFF Supplemental

3000-3999: Employee Benefits

$108,456

LCFF Supplemental

4000-4999: Books And Supplies

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

Provide extensive career technical education courses at all high schools,

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

XSchoolwide

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

XUnchanged Action

2018-19 Actions/Services

Provide extensive career technical education courses at all high schools,

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

Specific Schools: High Schools and Adult School

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

Provide extensive career technical education courses at all high schools,

Page 68 of 245

Adult Education and CART, including supplies, equipment, facilities and staff. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students.

Adult Education and CART, including supplies, equipment, facilities and staff. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students.

Adult Education and CART, including supplies, equipment, facilities and staff. Services will be principally directed towards FY, LI, EL and Homeless students. Unduplicated student data shows that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. CUSD's unduplicated student groups are not achieving at grade level standards in academics and in preparation for college/career. We believe that this action will positively impact the graduation rate outcome for these students.

Budgeted Expenditures

Year Amount

Source

Budget Reference

Amount Source

Budget Reference

2017-18
$3,816,485

LCFF, State and Federal Grants, and Local

1000-1999: Certificated Personnel Salaries

$409,170

LCFF, State and Federal Grants, and Local

2000-2999: Classified Personnel Salaries

2018-19
$1,639,278

LCFF Base

1000-1999: Certificated Personnel Salaries

$185,758

LCFF Base

2000-2999: Classified Personnel Salaries

2019-20
$1,683,978

LCFF Base

1000-1999: Certificated Personnel Salaries

$199,418

LCFF Base

2000-2999: Classified Personnel Salaries

Page 69 of 245

Amount Source

Budget Reference

Amount Source

Budget Reference

Amount Source

Budget Reference

Amount Source

Budget Reference

Amount Source

Budget Reference

$2,088,009

LCFF, State and Federal Grants, and Local

3000-3999: Employee Benefits

$1,647,945

LCFF, State and Federal Grants, and Local

4000-4999: Books And Supplies

$695,939

LCFF, State and Federal Grants, and Local

5000-5999: Services And Other Operating Expenditures

$58,005

LCFF, State and Federal Grants, and Local

6000-6999: Capital Outlay

$89,567

LCFF, State and Federal Grants, and Local

7000-7439: Other Outgo

$776,479

LCFF Base

3000-3999: Employee Benefits

$7,883

LCFF Base

4000-4999: Books And Supplies

$344,641

LCFF Base

6000-6999: Capital Outlay

$1,437,860

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$267,709

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$799,879

LCFF Base

3000-3999: Employee Benefits

$1,620

LCFF Base

5000-5999: Services And Other Operating Expenditures

$1,880,600

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$51,344

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$775,342

LCFF Supplemental

3000-3999: Employee Benefits

Page 70 of 245

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

$386,129

LCFF Supplemental

3000-3999: Employee Benefits

$140,498

LCFF Supplemental

4000-4999: Books And Supplies

$17,843

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

$1,237,392

State

1000-1999: Certificated Personnel Salaries

$211,317

State

2000-2999: Classified Personnel Salaries

$873,089

State

3000-3999: Employee Benefits

$108,206

LCFF Supplemental

4000-4999: Books And Supplies

$49,025

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

$356,320

State Grants and Apportionments

1000-1999: Certificated Personnel Salaries

$20,856

State

2000-2999: Classified Personnel Salaries

$368,963

State

3000-3999: Employee Benefits

$1,562,620

State

4000-4999: Books And Supplies

Page 71 of 245

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

$424,137

State

4000-4999: Books And Supplies

$132,920

State

5000-5999: Services And Other Operating Expenditures

$489,095

State

6000-6999: Capital Outlay

$55,463

State

7000-7439: Other Outgo

$2,143

Federal

1000-1999: Certificated Personnel Salaries

$2,343

Federal

3000-3999: Employee Benefits

$81,378

State

5000-5999: Services And Other Operating Expenditures

$16,609

State

6000-6999: Capital Outlay

$106,377

State

7000-7439: Other Outgo

$43,786

Federal

1000-1999: Certificated Personnel Salaries

$11,415

Federal

3000-3999: Employee Benefits

$86,711

Federal

4000-4999: Books And Supplies

Page 72 of 245

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Action 7

$149,382

Federal

4000-4999: Books And Supplies

$39,425

Federal

5000-5999: Services And Other Operating Expenditures

$8,196

Federal

5000-5999: Services And Other Operating Expenditures

$12,000

Local

1000-1999: Certificated Personnel Salaries

$12,500

Local

4000-4999: Books And Supplies

$82,980

Federal

5000-5999: Services And Other Operating Expenditures

$11,177

Federal

6000-6999: Capital Outlay

$6,004

Local

4000-4999: Books And Supplies

	

	

	

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

Page 73 of 245

OR

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

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

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

Increase connection points to school to enhance student engagement and interest, and improve student performance. Recognizing that not all students want to actively participate in co--curricular activities as a competitor, the District will reduce/eliminate student attendance charges at some VAPA and athletic events principally directed towards LI, FY, EL students. It is CUSD's experience that FY, LI, EL, and Homeless students are often not fully engaged in school thus reducing fees will encourage greater participation. We believe that this action will positively impact those outcomes for these students.

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

XLEA-wide

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

XUnchanged Action

2018-19 Actions/Services

Increase connection points to school to enhance student engagement and interest, and improve student performance. Recognizing that not all students want to actively participate in co--curricular activities as a competitor, the District will reduce/eliminate student attendance charges at some VAPA and athletic events principally directed towards LI, FY, EL students. It is CUSD's experience that FY, LI, EL, and Homeless students are often not fully engaged in school thus reducing fees will encourage greater participation. We believe that this action will positively impact those outcomes for these students.

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

Specific Grade Spans: 4--12

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

Increase connection points to school to enhance student engagement and interest, and improve student performance. Recognizing that not all students want to actively participate in co-curricular activities as a competitor or attend outreach opportunities related to college and career, the District will reduce/eliminate student attendance charges at some VAPA and athletic events and provide funding for outreach opportunities related to transitions to high school, college and career, principally directed towards LI, FY, EL students. Unduplicated student data shows that FY, LI, EL, and Homeless students are often not fully engaged in school thus providing these opportunities will encourage greater participation. CUSD's unduplicated student groups are not achieving at grade

Page 74 of 245

level standards in academics and in preparation for college/career. We believe that this action will positively impact those outcomes for these students and improve attendance and graduation rates for FY, LI, and EL students.

Budgeted Expenditures

Year Amount

Source

Budget Reference

Amount Source
Budget Reference

Action 8

2017-18
$285,000

LCFF Supplemental

4000-4999: Books And Supplies

	

	

2018-19
$285,000

LCFF Supplemental

4000-4999: Books And Supplies

	

	

2019-20
$234,412

LCFF Supplemental

4000-4999: Books And Supplies

$50,588

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

XEnglish Learners XFoster Youth
XLow Income

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

XLEA-wide

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

Specific Grade Spans: 5-12

Page 75 of 245

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

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

XUnchanged Action

2018-19 Actions/Services

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

Provide at--risk students, including LI, FY and EL support in grades 5--12 transition years by increasing school to home communication and connections, and increasing the number of student relations liaisons. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students.

Provide at--risk students, including LI, FY and EL support in grades 5--12 transition years by increasing school to home communication and connections, and increasing the number of student relations liaisons. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students.

Provide at--risk students, including LI, FY and EL support in grades 5--12 transition years by increasing school to home communication and connections, and increasing the number of student relations liaisons. Services will be principally directed towards FY, LI, EL and Homeless students. Unduplicated student data shows that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. CUSD's unduplicated student groups are not achieving at grade level standards in academics and in preparation for college/career. We believe that this action will positively impact those outcomes for these students.

Budgeted Expenditures

Year Amount

Source

Budget Reference

2017-18
$131,253

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

2018-19
$131,253

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

2019-20
$0

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

Page 76 of 245

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Action 9

$848,942

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$675,619

LCFF Supplemental

3000-3999: Employee Benefits

	

	

$1,108,708

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$786,982

LCFF Supplemental

3000-3999: Employee Benefits

	

	

$1,502,201

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$602,631

LCFF Supplemental

3000-3999: Employee Benefits

$15,000

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

XEnglish Learners XFoster Youth
XLow Income

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

XLEA-wide

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

Specific Grade Spans: 5-12

Actions/Services

Page 77 of 245

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

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

XUnchanged Action

2018-19 Actions/Services

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

At--risk students struggle in the transition from elementary, intermediate and high school. To increase the success of these students, avoid drop outs or chronic absenteeism, and increase graduation rates, transition counselors/directors would continue to be assigned to each high school area. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students.

At--risk students struggle in the transition from elementary, intermediate and high school. To increase the success of these students, avoid drop outs or chronic absenteeism, and increase graduation rates, transition counselors/directors would continue to be assigned to each high school area. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students.

Unduplicated student data shows that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students. At--risk students oftenstruggle in the transition from elementary, intermediate and high school resulting in chronic absenteeism. To increase the success of these students, avoid drop outs or chronic absenteeism, and increase graduation rates, transition counselors/directors would continue to be assigned to each high school area. Services will be principally directed towards FY, LI, EL and Homeless students.

Budgeted Expenditures

Year Amount

Source

Budget Reference

2017-18
$638,022

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

2018-19
$848,878

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

2019-20
$1,090,524

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

Page 78 of 245

Amount Source
Budget Reference

Action 10

$247,490

LCFF Supplemental

3000-3999: Employee Benefits

$364,589

LCFF Supplemental

3000-3999: Employee Benefits

$398,124

LCFF Supplemental

3000-3999: Employee Benefits

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

Continue to provide Transition Team academic counselors to reduce caseloads and increase the amount of time all students, including LI, FY, Homeless, and EL, spend with counselors to prepare for college and career. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's

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

XLEA-wide

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

XUnchanged Action

2018-19 Actions/Services

Continue to provide Transition Team academic counselors to reduce caseloads and increase the amount of time all students, including LI, FY, Homeless, and EL, spend with counselors to prepare for college and career. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's

Page 79 of 245

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

Specific Grade Spans: 5-12

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

Unduplicated student data shows that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard and benefit from lower counselor ratios. The district will continue to provide Transition Team academic counselors to reduce caseloads and increase the amount of time all students, including LI,

experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard and benefit from lower class sizes.

experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard and benefit from lower class sizes.

FY, Homeless, and EL, spend with counselors to prepare for college and career. Services will be principally directed towards FY, LI, EL and Homeless students. CUSD's unduplicated student groups are not achieving at grade level standards in academics and in preparation for college/career.

Budgeted Expenditures

Year Amount

Source

Budget Reference

Amount Source
Budget Reference

Action 11

2017-18
$540,510

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$209,679

LCFF Supplemental

3000-3999: Employee Benefits

2018-19
$548,618

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$213,873

LCFF Supplemental

3000-3999: Employee Benefits

2019-20
$438,213

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$168,142

LCFF Supplemental

3000-3999: Employee Benefits

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

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

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

Page 80 of 245

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

Licensing to provide online college and career planning, and test preparation resources to all counselors and grade 5-
-12 students to equip counselors to serve all students including foster youth, EL, redesignated EL, and LI students (who might not otherwise have access to these resources). It is CUSD’s experience that LI, FY, and EL students are least likely to access college and career planning. We believe that this action will positively impact this outcome for these students.

XSchoolwide

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

XUnchanged Action

2018-19 Actions/Services

Licensing to provide online college and career planning, and test preparation resources to all counselors and grade 5--12 students to equip counselors to serve all students including foster youth, EL, redesignated EL, and LI students (who might not otherwise have access to these resources). It is CUSD’s experience that LI, FY, and EL students are least likely to access college and career planning. We believe that this action will positively impact this outcome for these students.

Specific Grade Spans: 5-12

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

Licensing to provide online college and career planning, and test preparation resources to all counselors and grade 5--12 students to equip counselors to serve all students including foster youth, EL, redesignated EL, and LI students (who might not otherwise have access to these resources) and are at greater risk of not being college/career ready. Unduplicated student data shows that LI, FY, and EL students are least likely to access college and career planning and are at greater risk of not being prepared on the College and Career Indicator. We believe that this action will positively impact this outcome for these students.

Budgeted Expenditures

Year Amount

Source

Budget Reference

2017-18
$50,000

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

2018-19
$50,000

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

2019-20
$50,000

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

Page 81 of 245

Action 12

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

XEnglish Learners XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

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

XLimited to Unduplicated Student Group(s)

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

XUnchanged Action

2018-19 Actions/Services

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

XAll Schools

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

Provide specialized services and support for migrant education students and families to maintain ongoing communication between home and school.

Provide specialized services and support for migrant education students and families to maintain ongoing communication between home and school.

Provide specialized services and support for migrant education students and families to maintain ongoing communication between home and school.

Budgeted Expenditures

Year Amount

Source

Budget Reference

2017-18
$21,200

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

2018-19
$21,200

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

2019-20
$18,194

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

Page 82 of 245

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Action 13

$72,455

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$31,345

LCFF Supplemental

3000-3999: Employee Benefits

	

	

	

$72,455

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$31,345

LCFF Supplemental

3000-3999: Employee Benefits

	

	

	

$60,828

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$33,384

LCFF Supplemental

3000-3999: Employee Benefits

$10,690

LCFF Supplemental

4000-4999: Books And Supplies

$1,904

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

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

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

Page 83 of 245

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

XLEA-wide

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

XUnchanged Action

2018-19 Actions/Services

Specific Grade Spans: 2-12

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will distribute funds to individual school sites principally directed toward EL, LI and FY qualifying students, in order to most effectively meet the goals of target students, unique intervention and support needs identified by the community and school site leadership, following district -established guidelines and protocols to ensure expenditures adhere to funding requirements. Approved expenses are supplemental instructional supplies, professional development, instructional assistants, bilingual assistants, push--in teachers, technology, intervention programs, social and emotional support programs, and parent and family engagement and literacy programs. This action will help close the achievement gap for these students.

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will distribute funds to individual school sites principally directed toward EL, LI and FY qualifying students, in order to most effectively meet the goals of target students, unique intervention and support needs identified by the community and school site leadership, following district established guidelines and protocols to ensure expenditures adhere to funding requirements. Approved expenses are supplemental instructional supplies, professional development, instructional assistants, bilingual assistants, push--in teachers, technology, intervention programs, social and emotional support programs, and parent and family engagement and literacy programs. This action will help close the achievement gap for these students.

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will distribute funds to individual school sites principally directed toward EL, LI and FY qualifying students, in order to most effectively meet the goals of target students, unique intervention and support needs identified by the community and school site leadership, following district established guidelines and protocols to ensure expenditures adhere to funding requirements. Approved expenses are supplemental instructional supplies, professional development, instructional assistants, bilingual assistants, push--in teachers, technology, intervention programs, social and emotional support programs, and parent and family engagement and literacy programs. This action will help close the achievement gap for these students.

Budgeted Expenditures

Page 84 of 245

Year Amount

Source

Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Action 14

2017-18
$636,230

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$928,263

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$520,135

LCFF Supplemental

3000-3999: Employee Benefits

$525,320

LCFF Supplemental

4000-4999: Books And Supplies

$121,372

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

2018-19
$508,400

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$928,263

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$434,915

LCFF Supplemental

3000-3999: Employee Benefits

$525,320

LCFF Supplemental

4000-4999: Books And Supplies

$121,372

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

2019-20
$791,458

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$609,413

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$402,218

LCFF Supplemental

3000-3999: Employee Benefits

$499,626

LCFF Supplemental

4000-4999: Books And Supplies

$286,150

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

Page 85 of 245

OR

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

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

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will provide after school intervention programs primarily focused on EL, LI, Homeless and FY at elementary schools with high populations of at-risk students that do not currently have this type of program. This action will help close the achievement gap for these students.

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

XSchoolwide

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

XUnchanged Action

2018-19 Actions/Services

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will provide after school intervention programs primarily focused on EL, LI, Homeless and FY at elementary schools with high populations of at-risk students that do not currently have this type of program. This action will help close the achievement gap for these students.

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

Specific Schools: Cole, Mickey Cox, Jefferson, Lincoln, and Mountain View

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will provide after school intervention programs primarily focused on EL, LI, Homeless and FY at elementary schools with high populations of at-risk students that do not currently have this type of program. This action will help close the achievement gap for these students.

Budgeted Expenditures

Year Amount

Source

Budget Reference

2017-18
$104,389

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

2018-19
$104,389

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

2019-20
$114,426

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

Page 86 of 245

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Action 15

$105,719

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$34,350

LCFF Supplemental

3000-3999: Employee Benefits

$46,324

LCFF Supplemental

4000-4999: Books And Supplies

$275,873

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

$105,719

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$34,350

LCFF Supplemental

3000-3999: Employee Benefits

$46,324

LCFF Supplemental

4000-4999: Books And Supplies

$275,873

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

$57,734

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$31,263

LCFF Supplemental

3000-3999: Employee Benefits

$44,641

LCFF Supplemental

4000-4999: Books And Supplies

$320,591

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

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

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

Page 87 of 245

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will provide intervention summer school principally directed towards EL, LI, FY and all students at--risk of not progressing toward graduation. It is CUSD's experience that EL, LI, and FY students are at greater risk of not achieving grade level standard, not progressing towards graduation, and are underrepresented in college. This action will help close the achievement gap for these students.

XLEA-wide

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

XUnchanged Action

2018-19 Actions/Services

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will provide intervention summer school principally directed towards EL, LI, FY and all students at--risk of not progressing toward graduation. It is CUSD's experience that EL, LI, and FY students are at greater risk of not achieving grade level standard, not progressing towards graduation, and are underrepresented in college. This action will help close the achievement gap for these students.

Specific Grade Spans: 2-12

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

The achievement of LI, FY, and EL students on state assessments is below all students. To meet this need the district will provide intervention summer school principally directed towards EL, LI, FY and all students at--risk of not progressing toward graduation. Unduplicated student data shows that EL, LI, and FY students are at greater risk of not achieving grade level standard, not progressing towards graduation, and are underrepresented in college. This action will help close the achievement gap for these students.

Budgeted Expenditures

Year Amount

Source

Budget Reference

2017-18
$590,000

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

2018-19
$598,850

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

2019-20
$670,487

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

Page 88 of 245

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Action 16

$84,500

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$127,145

LCFF Supplemental

3000-3999: Employee Benefits

$158,000

LCFF Supplemental

4000-4999: Books And Supplies

$46,132

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

$85,768

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$129,688

LCFF Supplemental

3000-3999: Employee Benefits

$106,319

LCFF Supplemental

4000-4999: Books And Supplies

$138,044

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

$89,477

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$150,527

LCFF Supplemental

3000-3999: Employee Benefits

$106,319

LCFF Supplemental

4000-4999: Books And Supplies

$29,600

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

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

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

Page 89 of 245

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will provide fully credentialed teachers to "push in" to combination and non--combination K--6 classes during the regular school day to provide focused instruction for students achieving below grade principally directed towards servicing EL, LI and FY. It is CUSD's experience that EL, LI, and FY students are at greater risk of not achieving grade level standard, not progressing toward graduation, and are underrepresented in college. This action will help close the achievement gap for these students.

XLEA-wide

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

XUnchanged Action

2018-19 Actions/Services

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will provide fully credentialed teachers to "push in" to combination and non--combination K--6 classes during the regular school day to provide focused instruction for students achieving below grade principally directed towards servicing EL, LI and FY. It is CUSD's experience that EL, LI, and FY students are at greater risk of not achieving grade level standard, not progressing toward graduation, and are underrepresented in college. This action will help close the achievement gap for these students.

Specific Grade Spans: K-6

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

The achievement of LI, FY,and EL students on state assessments is below all students. To meet this need the district will provide fully credentialed teachers to "push in" to combination and non-
-combination K--6 classes during the regular school day to provide focused instruction for students achieving below grade principally directed towards servicing EL, LI and FY. Unduplicated student data shows that EL, LI, and FY students are at greater risk of not achieving grade level standard, not progressing toward graduation, and are underrepresented in college. This action will help close the achievement gap for these students.

Budgeted Expenditures

Page 90 of 245

Year Amount

Source

Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Action 17

2017-18
$521,135

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$8,415

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$197,759

LCFF Supplemental

3000-3999: Employee Benefits

$17,775

LCFF Supplemental

4000-4999: Books And Supplies

2018-19
$586,407

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$8,415

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$225,733

LCFF Supplemental

3000-3999: Employee Benefits

$17,775

LCFF Supplemental

4000-4999: Books And Supplies

2019-20
$682,214

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$0

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$208,033

LCFF Supplemental

3000-3999: Employee Benefits

$0

LCFF Supplemental

4000-4999: Books And Supplies

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

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

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

Page 91 of 245

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will continue support classes at secondary schools to deliver additional instruction in core areas (English language arts, math, science, social science) and prepare students for college and career (AVID). Services focused primarily on students performing below grade level and/or underrepresented in the college going population, principally directed towards LI, FY Homeless and EL. It is CUSD's experience that EL, LI, and FY students are at greater risk of not achieving grade level standard, not progressing towards graduation, and are underrepresented in college. This action will help close the achievement gap for these students.

XLEA-wide

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

XUnchanged Action

2018-19 Actions/Services

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will continue support classes at secondary schools to deliver additional instruction in core areas (English language arts, math, science, social science) and prepare students for college and career (AVID). Services focused primarily on students performing below grade level and/or underrepresented in the college going population, principally directed towards LI, FY Homeless and EL. It is CUSD's experience that EL, LI, and FY students are at greater risk of not achieving grade level standard, not progressing towards graduation, and are underrepresented in college. This action will help close the achievement gap for these students.

Specific Grade Spans: 7-12

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

The achievement of LI, FY, Homeless and EL students on state assessments is below all students. To meet this need the district will continue support classes at secondary schools to deliver additional instruction in core areas (English language arts, math, science, social science) and prepare students for college and career (AVID). Services focused primarily on students performing below grade level and/or underrepresented in the college going population, principally directed towards LI, FY, Homeless and EL. Unduplicated student data shows EL, LI, Homeless and FY students are at greater risk of not achieving grade level standard, not progressing towards graduation, and are underrepresented in college. This action will help close the achievement gap for these students.

Budgeted Expenditures

Page 92 of 245

Year Amount

Source

Budget Reference

Amount Source
Budget Reference

Action 18

2017-18
$977,989

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$746,504

LCFF Supplemental

3000-3999: Employee Benefits

2018-19
$1,600,160

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$684,927

LCFF Supplemental

3000-3999: Employee Benefits

2019-20
$1,646,621

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$705,695

LCFF Supplemental

3000-3999: Employee Benefits

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

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

XLEA-wide

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

XUnchanged Action

2018-19 Actions/Services

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

Specific Grade Spans: 7-12

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

Page 93 of 245

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will expansion of intervention services principally directed towards LI, EL, Homeless, and FY students during the school day for academic support. It is CUSD's experience that EL, LI, Homeless and FY students are at greater risk of not achieving grade level standard, not progressing towards graduation, and are underrepresented in college. This action will help close the achievement gap for these students.

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will expansion of intervention services principally directed towards LI, EL, Homeless, and FY students during the school day for academic support. It is CUSD's experience that EL, LI, Homeless and FY students are at greater risk of not achieving grade level standard, not progressing towards graduation, and are underrepresented in college. This action will help close the achievement gap for these students.

The achievement of LI, FY, Homeless, and EL students on state assessments is below all students. To meet this need the district will expand intervention services by providing additional stipends principally directed towards LI, EL, Homeless, and FY students during the school day for academic support. Unduplicated student data shows that EL, LI, Homeless and FY students are at greater risk of not achieving grade level standard, not progressing towards graduation, and are underrepresented in college. This action will help close the achievement gap for these students.

Budgeted Expenditures

Year Amount

Source

Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

2017-18
$213,924

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$90,395

LCFF Supplemental

3000-3999: Employee Benefits

	

	

2018-19
$620,000

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$240,000

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$465,107

LCFF Supplemental

3000-3999: Employee Benefits

2019-20
$803,412

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$250,000

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$353,777

LCFF Supplemental

3000-3999: Employee Benefits

Page 94 of 245

Action 19

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

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

XLEA-wide

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

XUnchanged Action

2018-19 Actions/Services

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

XAll Schools

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

Provide a Healthy Start Coordinator (HSC) to support alternative education and comprehensive sites in the provision of physical, social and emotional support including community outreach programs. Services will be principally directed towards EL, FY and LI students. In CUSD's experience, these student populations benefit most from this support and coordination of services.

Provide a Healthy Start Coordinator (HSC) to support alternative education and comprehensive sites in the provision of physical, social and emotional support including community outreach programs. Services will be principally directed towards EL, FY and LI students. In CUSD's experience, these student populations benefit most from this support and coordination of services.

Page 95 of 245

The achievement of LI, FY, Homeless and EL students on state assessments is below all students. The district will provide a Healthy Start Coordinator (HSC) to support alternative education and comprehensive sites in the provision of physical, social and emotional support including community outreach programs to improve student graduation rates and chronic absenteeism data.. Services will be principally directed towards EL, FY and LI students. Unduplicated student data shows that these student populations are chronically absent and it is our belief they

would benefit most from this support and coordination of services.

Budgeted Expenditures

Year Amount

Source

Budget Reference

Amount Source
Budget Reference

Action 20

2017-18
$64,000

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$17,781

LCFF Supplemental

3000-3999: Employee Benefits

2018-19
$ 64,961

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$18,137

LCFF Supplemental

3000-3999: Employee Benefits

2019-20
$62,190

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$23,630

LCFF Supplemental

3000-3999: Employee Benefits

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

XEnglish Learners

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

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

XLimited to Unduplicated Student Group(s)

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

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

Specific Grade Spans: 7-12

Select from New, Modified, or Unchanged for 2019-20

Page 96 of 245

XUnchanged Action

2017-18 Actions/Services

Establish dedicated English Language Development teachers to support students, parents, and staff at every secondary school to improve reclassification rates, EL proficiency, graduation rates, and college and career preparation.

XUnchanged Action

2018-19 Actions/Services

Establish dedicated English Language Development teachers to support students, parents, and staff at every secondary school to improve reclassification rates, EL proficiency, graduation rates, and college and career preparation.

XUnchanged Action

2019-20 Actions/Services

Establish dedicated English Language Development teachers to support students, parents, and staff at every secondary school to improve reclassification rates, EL proficiency, graduation rates, and college and career preparation.

Budgeted Expenditures

Year Amount

Source

Budget Reference

Amount Source
Budget Reference

Action 21

2017-18
$812,664

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$348,300

LCFF Supplemental

3000-3999: Employee Benefits

2018-19
$848,598

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$363,685

LCFF Supplemental

3000-3999: Employee Benefits

2019-20
$933,269

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$405,902

LCFF Supplemental

3000-3999: Employee Benefits

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

Page 97 of 245

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

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

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

XLEA-wide

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

XUnchanged Action

2018-19 Actions/Services

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

Specific Grade Spans: 9--12

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

The graduation rates of LI and EL students is below all students, to meet with need CUSD will provide an online curriculum (Edgenuity) which is primarily an intervention and credit recovery program to improve graduation rates principally directed towards LI, FY and EL students. This action will help close the achievement gap for these students.

The graduation rates of LI and EL students is below all students, to meet with need CUSD will provide an online curriculum (Edgenuity) which is primarily an intervention and credit recovery program to improve graduation rates principally directed towards LI, FY and EL students. This action will help close the achievement gap for these students.

The graduation rates of LI, FY, and EL students is below all students, to meet with need CUSD will provide an online curriculum (Edgenuity) which is primarily an intervention and credit recovery program to improve graduation rates principally directed towards LI, FY and EL students. This action will help close the achievement gap for these students.

Budgeted Expenditures

Year Amount

Source

Budget Reference

Action 22

2017-18
$225,000

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

2018-19
$225,000

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

2019-20
$225,000

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

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

Page 98 of 245

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XModified Action

2017-18 Actions/Services

Provide bus service for unduplicated students to attend Clovis Community College courses for dual credit, Career Technical Educational courses, additional bus routes at Title One sites, and additional transportation as needed for targeted students to attend events, meetings, interventions, etc.

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

XLEA-wide

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

XUnchanged Action

2018-19 Actions/Services

Provide bus service for unduplicated students to attend Clovis Community College courses for dual credit, Career Technical Educational courses, additional bus routes at Title One sites, and additional transportation as needed for targeted students to attend events, meetings, interventions, etc.

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

Specific Schools: 11--12

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

Provide bus service for unduplicated students to attend Clovis Community College courses for dual credit, Career Technical Educational courses, additional bus routes at Title One sites, and additional transportation as needed for targeted students to attend events, meetings, interventions, etc.

Budgeted Expenditures

Page 99 of 245

Year Amount

Source

Budget Reference

Action 23

2017-18
$50,000

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

2018-19
$75,000

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

2019-20
$75,000

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

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

XSchoolwide

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

XUnchanged Action

2018-19 Actions/Services

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

Specific Schools: Gateway, Enterprise and Community Day School

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

The graduation rates of LI and EL students is below all students, to meet with need CUSD will provide mentoring services to unduplicated students attending Alternative Education sites. This action will

The graduation rates of LI and EL students is below all students, to meet with need CUSD will provide mentoring services to unduplicated students attending Alternative Education sites. This action will

The graduation rates of LI and EL students is below all students, to meet with need CUSD will provide mentoring services to unduplicated students attending Alternative Education sites. This action will

Page 100 of 245

increase the graduation rate for these students.

increase the graduation rate for these students.

increase the graduation rate for these students.

Budgeted Expenditures

Year Amount

Source

Budget Reference

Action 24

2017-18
$60,000

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

2018-19
$60,000

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

2019-20
$60,000

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

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

XSchoolwide

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

XUnchanged Action

2018-19 Actions/Services

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

Specific Schools: Alta Sierra, Clark, Kastner, Reyburn, and Granite Ridge

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

Page 101 of 245

Continue support class at each of the comprehensive intermediate schools to reduce the number of at--risk and targeted students dropping out or transferring to alternative education settings. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. This action will have a positive impact on these students post- secondary success.

Continue support class at each of the comprehensive intermediate schools to reduce the number of at--risk and targeted students dropping out or transferring to alternative education settings. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. This action will have a positive impact on these students post -secondary success.

Continue opportunity support class at each of the comprehensive intermediate schools to reduce the number of at -risk and targeted students dropping out or transferring to alternative education settings. Services will be principally directed towards FY, LI, EL and Homeless students. Unduplicated student data shows that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. This action will have a positive impact on these students post- secondary success, lower suspension rates and improve graduation rates.

Budgeted Expenditures

Year Amount

Source

Budget Reference

Amount Source
Budget Reference

Action 25

2017-18
$361,590

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$154,970

LCFF Supplemental

3000-3999: Employee Benefits

2018-19
$377,793

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$161,911

LCFF Supplemental

3000-3999: Employee Benefits

2019-20
$389,490

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$165,719

LCFF Supplemental

3000-3999: Employee Benefits

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

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

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

Page 102 of 245

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

OR

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

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

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

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

XLEA-wide

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

XUnchanged Action

2018-19 Actions/Services

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

XAll Schools

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will provide a District Coordinator to oversee the CSI (Clovis Support and Intervention) services provided at each of the K--12 sites. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. This action will help close the achievement gap for these students.

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will provide a District Coordinator to oversee the CSI (Clovis Support and Intervention) services provided at each of the K--12 sites. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. This action will help close the achievement gap for these students.

The achievement of LI, FY, Homeless, and EL students on state assessments is below all students. To meet this need the district will provide a District Coordinator to oversee the CSI (Clovis Support and Intervention) services provided at each of the K--12 sites. The district coordinator provides ongoing teacher training to facilitate site based CSI student groups. Services will be principally directed towards FY, LI, EL and Homeless students. Unduplicated student data shows that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. This action will help close the achievement gap for

Page 103 of 245

these students and increase the graduation rate.

Budgeted Expenditures

Year Amount

Source

Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Action 26

2017-18
$137,162

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$58,784

LCFF Supplemental

3000-3999: Employee Benefits

	

	

	

2018-19
$146,357

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$63,444

LCFF Supplemental

3000-3999: Employee Benefits

	

	

	

2019-20
$139,062

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$24,400

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$45,143

LCFF Supplemental

3000-3999: Employee Benefits

$7,548

LCFF Supplemental

4000-4999: Books And Supplies

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

Page 104 of 245

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

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

XEnglish Learners

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

Provide EL students a summer school focused on necessary academic support and accelerated language development.

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

XLimited to Unduplicated Student Group(s)

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

XUnchanged Action

2018-19 Actions/Services

Provide EL students a summer school focused on necessary academic support and accelerated language development.

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

Specific Schools: 3--10

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

Provide EL students a summer school focused on necessary academic support and accelerated language development.

Budgeted Expenditures

Year Amount

Source

Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

2017-18
$15,580

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$4,479

LCFF Supplemental

3000-3999: Employee Benefits

$6,500

LCFF Supplemental

4000-4999: Books And Supplies

2018-19
$15,580

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$4,479

LCFF Supplemental

3000-3999: Employee Benefits

$6,500

LCFF Supplemental

4000-4999: Books And Supplies

2019-20
$20,580

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$4,529

LCFF Supplemental

3000-3999: Employee Benefits

$6,500

LCFF Supplemental

4000-4999: Books And Supplies

Page 105 of 245

Amount Source
Budget Reference

Action 27

$13,441

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

$13,441

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

$8,391

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

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

XSchoolwide

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

XUnchanged Action

2018-19 Actions/Services

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

Specific Schools: Cole, Mickey Cox, Fancher Creek, Jefferson, Miramonte, Tarpey, TK, and Weldon

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

Provide additional nursing services to work at selected elementary schools with higher percentage of targeted students. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of chronic

Provide additional nursing services to work at selected elementary schools with higher percentage of targeted students. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of chronic

Page 106 of 245

Provide additional nursing services to work at selected elementary schools with higher percentage of targeted students. Services will be principally directed towards FY, LI, EL and Homeless students. Unduplicated student data shows that FY, LI, EL, and Homeless students are at greater risk of

absenteeism. We believe that this action will positively impact those outcomes for these students.

absenteeism. We believe that this action will positively impact those outcomes for these students.

chronic absenteeism. We believe that this action will positively impact those outcomes for these students.

Budgeted Expenditures

Year Amount

Source

Budget Reference

Amount Source
Budget Reference

Action 28

2017-18
$328,261

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$115,990

LCFF Supplemental

3000-3999: Employee Benefits

2018-19
$333,185

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$118,310

LCFF Supplemental

3000-3999: Employee Benefits

2019-20
$431,648

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$179,689

LCFF Supplemental

3000-3999: Employee Benefits

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

XEnglish Learners XFoster Youth
XLow Income

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

XLEA-wide

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

XAll Schools

Actions/Services

Page 107 of 245

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

Provide administrative support and resources to alternative and comprehensive sites to support the needs of their foster youth and homeless students. Services will be principally directed towards FY and Homeless students. It is CUSD's experience that FY and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college.

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

XUnchanged Action

2018-19 Actions/Services

Provide administrative support and resources to alternative and comprehensive sites to support the needs of their foster youth and homeless students. Services will be principally directed towards FY and Homeless students. It is CUSD's experience that FY and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college.

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

Provide administrative support and resources to alternative and comprehensive sites to support the needs of their foster youth and homeless students. Personal will be added to Student Services and Attendance to better support the needs of our foster youth and homeless students. Services will be principally directed towards FY, LI , EL and Homeless students. Unduplicated student data shows that FY and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. This action will help close the achievement gap for these students and increase the graduation rate.

Budgeted Expenditures

Year Amount

Source

Budget Reference

2017-18
$143,170

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

2018-19
$148,145

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

2019-20
$152,672

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

Page 108 of 245

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Action 29

$50,865

LCFF Supplemental

3000-3999: Employee Benefits

$9,461

LCFF Supplemental

4000-4999: Books And Supplies

	

	

$54,030

LCFF Supplemental

3000-3999: Employee Benefits

$9,461

LCFF Supplemental

4000-4999: Books And Supplies

	

	

$58,388

LCFF Supplemental

3000-3999: Employee Benefits

$6,746

LCFF Supplemental

4000-4999: Books And Supplies

$1,678

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

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

XSchoolwide

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

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

XAll Schools

Select from New, Modified, or Unchanged for 2019-20

Page 109 of 245

XModified Action

2017-18 Actions/Services

LI and EL students are less likely to access to college and career planning and are achieving below all students on state assessments so CUSD will continue academic counselors to reduce caseloads and increase the amount of time and support for all students, including LI, FY and EL, in preparation for college and career. This action will positively impact those outcomes for these students.

XUnchanged Action

2018-19 Actions/Services

LI and EL students are less likely to access to college and career planning and are achieving below all students on state assessments so CUSD will continue academic counselors to reduce caseloads and increase the amount of time and support for all students, including LI, FY and EL, in preparation for college and career. This action will positively impact those outcomes for these students.

XUnchanged Action

2019-20 Actions/Services

FY, LI Homeless, and EL students are less likely to access to college and career planning and are achieving below all students on state assessments so CUSD will continue academic counselors to reduce caseloads and increase the amount of time and support for all students, including LI, FY and EL, in preparation for college and career. This action will positively impact those outcomes for these students by improving graduation rates and college preparedness.

Budgeted Expenditures

Year Amount

Source

Budget Reference

Amount Source
Budget Reference

Action 30

2017-18
$700,975

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$300,417

LCFF Supplemental

3000-3999: Employee Benefits

2018-19
$729,014

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$312,434

LCFF Supplemental

3000-3999: Employee Benefits

2019-20
$725,528

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$297,232

LCFF Supplemental

3000-3999: Employee Benefits

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

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

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

Page 110 of 245

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

OR

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

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

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XModified Action

2017-18 Actions/Services

Continue to fund a Guidance Instructional Specialist to increase the success of at-
-risk 7--12 grade students, avoid drop outs or chronic absenteeism, and increase graduation rates at our high school with the highest percentage of EL, LI, FY and Homeless students. It is CUSD's experience that EL, LI, FY, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation, and are underrepresented in college. This action will have a positive impact on these students post- secondary success.

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

XSchoolwide

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

XUnchanged Action

2018-19 Actions/Services

Continue to fund a Guidance Instructional Specialist to increase the success of at--risk 7--12 grade students, avoid drop outs or chronic absenteeism, and increase graduation rates at our high school with the highest percentage of EL, LI, FY and Homeless students. It is CUSD's experience that EL, LI, FY, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation, and are underrepresented in college. This action will have a positive impact on these students post- secondary success.

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

Specific Schools: Reagan Educational Center, Clovis West, Buchanan and Clovis High School

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

Continue to fund a Guidance Instructional Specialist to increase the success of at-
-risk 7--12 grade students, avoid drop outs or chronic absenteeism, and increase graduation rates at our high school with the highest percentage of EL, LI, FY and Homeless students. Unduplicated student that EL, LI, FY, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation, and are underrepresented in college. This action will have a positive impact on these students post -secondary success, improve graduation rates and college preparedness.

Budgeted Expenditures

Page 111 of 245

Year Amount

Source

Budget Reference

Amount Source
Budget Reference

Action 31

2017-18
$86,130

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$40,533

LCFF Supplemental

3000-3999: Employee Benefits

2018-19
$92,211

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$39,519

LCFF Supplemental

3000-3999: Employee Benefits

2019-20
$202,767

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$135,178

LCFF Supplemental

3000-3999: Employee Benefits

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XModified Action

2017-18 Actions/Services

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

XSchoolwide

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

XUnchanged Action

2018-19 Actions/Services

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

Specific Schools: 9-12

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

Page 112 of 245

LI, FY, and EL students are often not fully engaged in the school so CUSD will continue the partnership with Comprehensive Youth Services of Fresno to support the Reagan Educational Center in the provision of physical, social, and emotional support including community outreach programs. Services will be principally directed towards EL, FY, Homeless and LI students and families. This action will have a positive impact on student attendance and behavior.

LI, FY, and EL students are often not fully engaged in the school so CUSD will expand the partnership with Comprehensive Youth Services of Fresno to support 9--12 student's physical, social, and emotional support including community outreach programs. Services will be principally directed towards EL, FY, Homeless and LI students and families. This action will have a positive impact on student attendance and behavior.

LI, FY, and EL students are often not fully engaged in the school so CUSD will continue the partnership with Comprehensive Youth Services of Fresno to support 9--12 student's physical, social, and emotional support including community outreach programs. Services will be principally directed towards EL, FY, Homeless and LI students and families. This action will have a positive impact on student attendance and behavior.

Budgeted Expenditures

Year Amount

Source

Budget Reference

Action 32

2017-18
$100,000

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

2018-19
$250,000

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

2019-20
$450,000

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

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

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

Page 113 of 245

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XModified Action

2017-18 Actions/Services

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will continue to provide administrative support to oversee academic, social & emotional multi-tiered systems of support. Support will be principally directed towards servicing LI, EL, Foster and Homeless students and parents/guardians. This action will help close the achievement gap for these students.

XLEA-wide

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

XUnchanged Action

2018-19 Actions/Services

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will continue to provide administrative support to oversee academic, social & emotional multi--tiered systems of support. Support will be principally directed towards servicing LI, EL, Foster and Homeless students and parents/guardians. This action will help close the achievement gap for these students.

XAll Schools

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

The achievement of LI, FY and EL students on state assessments is below all students. To meet this need the district will continue to provide administrative support to oversee academic, social & emotional multi--tiered systems of support. Support will be principally directed towards servicing LI, EL, Foster and Homeless students and parents/guardians. This action will help close the achievement gap for these students and increase proficiency levels on state assessments.

Budgeted Expenditures

Year Amount

Source

Budget Reference

2017-18
$145,456

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

2018-19
$144,714

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

2019-20
$142,930

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

Page 114 of 245

Amount Source
Budget Reference

Action 33

$56,310

LCFF Supplemental

3000-3999: Employee Benefits

$62,020

LCFF Supplemental

3000-3999: Employee Benefits

$74,652

LCFF Supplemental

3000-3999: Employee Benefits

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XModified Action

2017-18 Actions/Services

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

XLEA-wide

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

XUnchanged Action

2018-19 Actions/Services

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

XAll Schools

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

Continue to fund qualified person(s) to facilitate the implementation of Positive Behavior Intervention and Supports (PBIS) at comprehensive and alternative education K--12 settings in Clovis Unified. Anticipated outcomes include using the PBIS framework to establish positive school culture, increase safety on campus,

Continue to fund qualified person(s) to facilitate the implementation of Positive Behavior Intervention and Supports (PBIS) at comprehensive and alternative education K--12 settings in Clovis Unified. Anticipated outcomes include using the PBIS framework to establish positive school culture, increase safety on campus,

Page 115 of 245

The suspension rate of LI, FY, Homeless and EL students is higher than all students. To meet this need the district will continue to fund qualified person(s) to facilitate the implementation of Positive Behavior Intervention and Supports (PBIS) at comprehensive and alternative education K--12 settings in Clovis Unified.

increase in school attendance and academic achievement, decrease in behaviors that impede learning, define/model/teach/reinforce behavioral expectations, and establish tiers of supports for behavioral and social emotional needs of students. Services will be principally directed towards EL, FY, Homeless and LI students. In CUSD's experience, these student populations benefit most from this support and coordination of services.

increase in school attendance and academic achievement, decrease in behaviors that impede learning, define/model/teach/reinforce behavioral expectations, and establish tiers of supports for behavioral and social emotional needs of students. Services will be principally directed towards EL, FY, Homeless and LI students. In CUSD's experience, these student populations benefit most from this support and coordination of services.

Anticipated outcomes include using the PBIS framework to establish positive school culture, increase safety on campus, increase in school attendance and academic achievement, decrease in behaviors that impede learning, define/model/teach/reinforce behavioral expectations, and establish tiers of supports for behavioral and social emotional needs of students. Services will be principally directed towards EL, FY, Homeless and LI students. Unduplicated student data shows that these student populations benefit most from this support and coordination of services.

Budgeted Expenditures

Year Amount

Source

Budget Reference

Amount Source
Budget Reference

Action 34

2017-18
$43,344

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$17,341

LCFF Supplemental

3000-3999: Employee Benefits

2018-19
$44,451

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$19,050

LCFF Supplemental

3000-3999: Employee Benefits

2019-20
$48,290

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$20,696

LCFF Supplemental

3000-3999: Employee Benefits

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

Page 116 of 245

OR

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

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

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XModified Action

2017-18 Actions/Services

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

XLEA-wide

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

XUnchanged Action

2018-19 Actions/Services

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

XAll Schools

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will continue to purchase a computer based data management system to monitor student achievement on both state and local assessments principally directed towards LI, FY, Homeless and EL students. This program will give teachers, parents, and administration data reflecting the learning goals of our target students which allows staff to inform and guide their instruction. This action will help close the achievement gap for these students.

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will continue to purchase a computer based data management system to monitor student achievement on both state and local assessments principally directed towards LI, FY, Homeless and EL students. This program will give teachers, parents, and administration data reflecting the learning goals of our target students which allows staff to inform and guide their instruction. This action will help close the achievement gap for these students.

The achievement of LI, FY, and EL students on state assessments is below all students. To meet this need the district will continue to purchase a computer based data management system to monitor student achievement on both state and local assessments principally directed towards LI, FY, Homeless and EL students. This program will give teachers, parents, and administration data reflecting the learning goals of our target students which allows staff to inform and guide their instruction. This action will help close the achievement gap for these students on the academic indicators.

Budgeted Expenditures

Page 117 of 245

Year Amount

Source

Budget Reference

Action 35

2017-18
$203,786

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

2018-19
$230,824

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

2019-20
$259,584

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XNew Action

2017-18 Actions/Services

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will provide administrative support to oversee professional development of staff and

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

XLEA-wide

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

XUnchanged Action

2018-19 Actions/Services

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will provide administrative support to oversee professional development of staff and

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

XAll Schools

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

The achievement of LI, FY, and EL students on state assessments is below all students. To meet this need the district will provide administrative support to oversee professional development of staff and

Page 118 of 245

support student needs centered around diversity and poverty. Support will be principally directed towards servicing LI, EL, Foster and Homeless students and parents/guardians in an effort to maximize student achievement. It is CUSD’s experience that these student populations benefit most from this support and coordination of services. This action will help close the achievement gap for these students.

support student needs centered around diversity and poverty. Support will be principally directed towards servicing LI, EL, Foster and Homeless students and parents/guardians in an effort to maximize student achievement. It is CUSD’s experience that these student populations benefit most from this support and coordination of services. This action will help close the achievement gap for these students.

support student needs centered around diversity and poverty. Support will be principally directed towards servicing LI, EL, Foster and Homeless students and parents/guardians in an effort to maximize student achievement. Unduplicated student data shows that these student populations benefit most from this support and coordination of services. This action will help close the achievement gap for these students on the academic indicators.

Budgeted Expenditures

Year Amount

Source

Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Action 36

2017-18
$96,308

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$43,270

LCFF Supplemental

3000-3999: Employee Benefits

	

	

2018-19
$114,671

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$49,145

LCFF Supplemental

3000-3999: Employee Benefits

	

	

2019-20
$110,002

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$70,981

LCFF Supplemental

3000-3999: Employee Benefits

$63,575

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

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

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

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

Page 119 of 245

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

OR

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

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

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XNew Action

2017-18 Actions/Services

Provide additional behavioral support psychologists and assistants to support elementary sites. Services will be principally directed towards LI, EL and Foster Youth. It is CUSD’s experience that FY, EL and LI students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students.

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

XSchoolwide

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

XUnchanged Action

2018-19 Actions/Services

Provide additional behavioral support psychologists and assistants to support elementary sites. Services will be principally directed towards LI, EL and Foster Youth. It is CUSD’s experience that FY, EL and LI students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students.

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

Specific Schools: TK--6

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

Provide additional behavioral support psychologists and assistants to support elementary sites. Services will be principally directed towards LI, EL and Foster Youth. Unduplicated student data shows that FY, EL and LI students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students by improving student performance on the state assessment and improve graduation rates.

Budgeted Expenditures

Page 120 of 245

Year Amount

Source

Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Action 37

2017-18
$152,632

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$88,894

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$108,513

LCFF Supplemental

3000-3999: Employee Benefits

2018-19
$154,921

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$156,834

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$199,697

LCFF Supplemental

3000-3999: Employee Benefits

2019-20
$159,569

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$186,200

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$218,579

LCFF Supplemental

3000-3999: Employee Benefits

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

XEnglish Learners XFoster Youth
XLow Income

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

XSchoolwide

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

Specific Schools: 9--12

Actions/Services

Page 121 of 245

Select from New, Modified, or Unchanged for 2017-18

XNew Action

2017-18 Actions/Services

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

XUnchanged Action

2018-19 Actions/Services

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

Provide additional social emotional psychologists at each comprehensive high school. Services will be principally directed towards LI, EL and Foster Youth. It is CUSD’s experience that FY, EL and LI students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students.

Provide additional social emotional psychologists at each comprehensive high school. Services will be principally directed towards LI, EL and Foster Youth. It is CUSD’s experience that FY, EL and LI students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students.

Provide additional social emotional psychologists at each comprehensive high school. Services will be principally directed towards LI, EL and Foster Youth. Unduplicated student data shows that FY, EL and LI students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students by improving student performance on the state assessments and increase graduation rates.

Budgeted Expenditures

Year Amount

Source

Budget Reference

Amount Source
Budget Reference

Action 38

2017-18
$125,116

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$108,513

LCFF Supplemental

3000-3999: Employee Benefits

2018-19
$459,889

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$197,096

LCFF Supplemental

3000-3999: Employee Benefits

2019-20
$701,148

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$300,492

LCFF Supplemental

3000-3999: Employee Benefits

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

Page 122 of 245

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XNew Action

2017-18 Actions/Services

Provide a lead psychologist to oversee, provide leadership of the CUSD Comprehensive Wellness plan. Services will be principally directed towards LI, EL and Foster Youth. It is CUSD’s experience that FY, EL and LI students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students.

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

XLEA-wide

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

XUnchanged Action

2018-19 Actions/Services

Provide a lead psychologist to oversee, provide leadership of the CUSD Comprehensive Wellness plan. Services will be principally directed towards LI, EL and Foster Youth. It is CUSD’s experience that FY, EL and LI students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students.

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

XAll Schools

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

Provide a lead psychologist to oversee, provide leadership of the CUSD Comprehensive Wellness plan. Services will be principally directed towards LI, EL and Foster Youth. Unduplicated student data shows that FY, EL and LI students are at greater risk of not achieving grade level standard, absent from school, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students by improving chronic absenteeism data.

Budgeted Expenditures

Page 123 of 245

Year Amount

Source

Budget Reference

Amount Source
Budget Reference

2017-18
$109,665

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$49,270

LCFF Supplemental

3000-3999: Employee Benefits

2018-19
$98,784

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$34,708

LCFF Supplemental

3000-3999: Employee Benefits

2019-20
$113,823

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$48,781

LCFF Supplemental

3000-3999: Employee Benefits

Page 124 of 245

Goals, Actions, & Services Strategic Planning Details and Accountability

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

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

Goal 2

Operate with Increasing Efficiency and Effectiveness

State and/or Local Priorities addressed by this goal:

State Priorities:

Local Priorities:

X Priority 1: Basic (Conditions of Learning)

X Priority 2: State Standards (Conditions of Learning) X Priority 3: Parental Involvement (Engagement)
X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement)
X Priority 7: Course Access (Conditions of Learning)

Identified Need:

Student learning is maximized when sufficient instructional materials and textbooks are available, the learning environment is comfortable and well- maintained, and when all students feel secure at school.

Expected Annual Measurable Outcomes

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

Suspension Rate

Chronic Absenteeism

Attendance Rate

Expulsion Rate

3.6%

7%

96.4%

0.10%

3.4%

6.5%

96.6%

0.09%

3.2%

6%

96.8%

0.08%

3%

6%

97%

0.05%

Page 125 of 245

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

Parent Involvement at the School Site

(attended a school meeting, Back to School Night, SART, SSC, IDAC, DAC, ELAC, PTC or parent-teacher conference)

Parent Overall Safety Satisfaction

Staff Overall Safety Satisfaction

Student Overall Safety Satisfaction

Student Overall connectedness to school

Access to broad course of study as measured by review of teacher and/or master schedule

90.2%

90.6%

98.7%

87%

100%

90.5%

91%

98.9%

88%

100%

91%

91.5%

99%

89%

100%

91.5%

92%

94%

97%

44%

100%

Planned Actions / Services

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

startcollapse

Action 1

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

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

XAll

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

XAll Schools

Page 126 of 245

OR

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

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

[Add Students to be Served selection here]

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

Custodial and grounds services to ensure schools are clean and well-kept environments that maximize student learning.

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

[Add Scope of Services selection here]

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

XModified Action

2018-19 Actions/Services

Custodial and grounds services to ensure schools are clean and well-kept environments that maximize student learning.

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

[Add Location(s) selection here]

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

Custodial and grounds services to ensure schools are clean and well-kept environments that maximize student learning.

Budgeted Expenditures

Year Amount

Source

Budget Reference

Amount Source
Budget Reference

2017-18
$13,743,552

LCFF Base

2000-2999: Classified Personnel Salaries

$7,940,348

LCFF Base

3000-3999: Employee Benefits

2018-19
$13,949,705

LCFF Base

2000-2999: Classified Personnel Salaries

$8,099,155

LCFF Base

3000-3999: Employee Benefits

2019-20
$14,132,674

LCFF Base

2000-2999: Classified Personnel Salaries

$8,633,264

LCFF Base

3000-3999: Employee Benefits

Page 127 of 245

Amount Source
Budget Reference

Amount Source
Budget Reference

Action 2

$1,503,482

LCFF Base

4000-4999: Books And Supplies

$490,883

LCFF Base

5000-5999: Services And Other Operating Expenditures

$1,518,517

LCFF Base

4000-4999: Books And Supplies

$495,791

LCFF Base

5000-5999: Services And Other Operating Expenditures

$1,547,912

LCFF Base

4000-4999: Books And Supplies

$909,923

LCFF Base

5000-5999: Services And Other Operating Expenditures

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

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

XAll

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

XAll Schools

OR

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

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

[Add Students to be Served selection here]

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

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

[Add Scope of Services selection here]

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

XModified Action

2018-19 Actions/Services

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

[Add Location(s) selection here]

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

Maintenance and repair of school facilities to ensure quality learning environments for students.

Maintenance and repair of school facilities to ensure quality learning environments for students.

Maintenance and repair of school facilities to ensure quality learning environments for students.

Page 128 of 245

Budgeted Expenditures

Year Amount

Source

Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Action 3

2017-18
$4,218,145

LCFF Base

2000-2999: Classified Personnel Salaries

$2,199 716

LCFF Base

3000-3999: Employee Benefits

$2,055,056

LCFF Base

4000-4999: Books And Supplies

$1,379,337

LCFF Base

5000-5999: Services And Other Operating Expenditures

$274,830

LCFF Base

6000-6999: Capital Outlay

$2,800,000

LCFF Base

7000-7439: Other Outgo

2018-19
$4,281,417

LCFF Base

2000-2999: Classified Personnel Salaries

$2,243,710

LCFF Base

3000-3999: Employee Benefits

$2,075,606

LCFF Base

4000-4999: Books And Supplies

$1,393,130

LCFF Base

5000-5999: Services And Other Operating Expenditures

$274,830

LCFF Base

6000-6999: Capital Outlay

$2,800,000

LCFF Base

7000-7439: Other Outgo

Page 129 of 245

2019-20
$4,456,509

LCFF Base

2000-2999: Classified Personnel Salaries

$2,549,843

LCFF Base

3000-3999: Employee Benefits

$2,002,500

LCFF Base

4000-4999: Books And Supplies

$2,742,016

LCFF Base

5000-5999: Services And Other Operating Expenditures

$50,000

LCFF Base

6000-6999: Capital Outlay

$2,800,000

LCFF Base

7000-7439: Other Outgo

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

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

XSchoolwide

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

XModified Action

2018-19 Actions/Services

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

XAll Schools

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

Continue to fund School Resource Officers and dispatcher to support school safety and foster positive school experiences principally directed toward LI, FY and EL students. It is our experience in CUSD that School Resource Officers represent the most effective means of decreasing student discipline, decreasing truancy, enhancing school safety and providing a positive school culture particularly with the EL, LI, and FY student populations.

Continue to fund School Resource Officers and dispatcher to support school safety and foster positive school experiences principally directed toward LI, FY and EL students. It is our experience in CUSD that School Resource Officers represent the most effective means of decreasing student discipline, decreasing truancy, enhancing school safety and providing a positive school culture particularly with the EL, LI, and FY student populations.

Page 130 of 245

Suspension rates and chronic absenteeism of LI, FY, and EL students is higher than all students. Ongoing and continued input from parents determined the need to focus on school safety and increasing security. Based on this feedback the district will continue to fund School Resource Officers and dispatcher to support school safety and foster positive school experiences principally directed toward LI, FY and EL students. Unduplicated student data shows that School Resource Officers represent the most effective means of decreasing student discipline, decreasing truancy,

improving suspension rates enhancing school safety and providing a positive school culture particularly with the EL, LI, and FY student populations.

Budgeted Expenditures

Year Amount

Source

Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Action 4

2017-18
$879,814

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$494,875

LCFF Supplemental

3000-3999: Employee Benefits

$15,260

LCFF Supplemental

4000-4999: Books And Supplies

$63,955

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

2018-19
$893,011

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$502,298

LCFF Supplemental

3000-3999: Employee Benefits

$15,565

LCFF Supplemental

4000-4999: Books And Supplies

$47,848

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

2019-20
$903,625

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$562,780

LCFF Supplemental

3000-3999: Employee Benefits

$14,910

LCFF Supplemental

4000-4999: Books And Supplies

$51,820

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

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

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

XAll

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

XAll Schools

Page 131 of 245

OR

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

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

[Add Students to be Served selection here]

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

To successfully implement the California Content Standards and offer a rigorous, broad course of study requires aligned instructional materials and supplies.

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

[Add Scope of Services selection here]

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

XUnchanged Action

2018-19 Actions/Services

To successfully implement the California Content Standards and offer a rigorous, broad course of study requires aligned instructional materials and supplies.

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

[Add Location(s) selection here]

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

To successfully implement the California Content Standards and offer a rigorous, broad course of study requires aligned instructional materials and supplies.

Budgeted Expenditures

Year Amount

Source

Budget Reference

Amount Source
Budget Reference

Action 5

2017-18
$2,927,000

LCFF Base

4200 Textbooks

$1,000,000

Prop 20 Lottery

4200 Textbooks

2018-19
$2,927,000

LCFF Base

4200 Textbooks

$1,000,000

Prop 20 Lottery

4200 Textbooks

2019-20
$2,927,000

LCFF Base

4200 Textbooks

$1,597,045

Prop 20 Lottery

4200 Textbooks

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

Page 132 of 245

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

Provide supplemental resources to ensure targeted students have access to rigorous standards aligned curriculum. Resources will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. This action will positively impact those outcomes for these students.

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

XLEA-wide

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

XUnchanged Action

2018-19 Actions/Services

Provide supplemental resources to ensure targeted students have access to rigorous standards aligned curriculum. Resources will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. This action will positively impact those outcomes for these students.

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

XAll Schools

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

Provide supplemental resources to ensure targeted students have access to rigorous standards aligned curriculum. Resources will be principally directed towards FY, LI, EL and Homeless students. Unduplicated student data shows that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. This action will positively impact those outcomes for these students by improving proficiency on state assessments and college preparedness.

Budgeted Expenditures

Page 133 of 245

Year Amount

Source

Budget Reference

Action 6

2017-18
$523,680

LCFF Supplemental

4200 Textbooks

2018-19
$523,680

LCFF Supplemental

4200 Textbooks

2019-20
$523,680

LCFF Supplemental

4200 Textbooks

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

XEnglish Learners

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

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

XLimited to Unduplicated Student Group(s)

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

XUnchanged Action

2018-19 Actions/Services

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

XAll Schools

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

Parents, LI, FY and EL students are often not fully engaged in the educational process so CUSD will provide additional parent/guardian oral and written translation services to increase access and involvement of parents or guardians of EL, LI and FY.

Parents, LI, FY and EL students are often not fully engaged in the educational process so CUSD will provide additional parent/guardian oral and written translation services to increase access and involvement of parents or guardians of EL, LI and FY.

Page 134 of 245

Parents, LI, FY and EL students are often not fully engaged in the educational process based on stakeholder feeddback from LCAP Parent Advisory meetings so CUSD will provide additional parent/guardian oral and written translation services to increase access and involvement of parents or guardians of EL, LI and FY.

Budgeted Expenditures

Year Amount

Source

Budget Reference

Action 7

2017-18
$45,000

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

2018-19
$45,000

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

2019-20
$25,000

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

Parents LI, FY and EL students are often not fully engaged in the educational process so CUSD will fund Parent

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

XLEA-wide

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

XUnchanged Action

2018-19 Actions/Services

Parents LI, FY and EL students are often not fully engaged in the educational process so CUSD will fund Parent

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

XAll Schools

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

Parents stated at LCAP Parent Advisory meetings that LI, FY and EL students are often not fully engaged in the educational

Page 135 of 245

Resource Center/Community Resource Centers in each Area. Provide additional parent engagement resources (workshops, training, connection points to schools, "how to" resources, etc.). This service would be coordinated K-12 with the Transition Counselor/Coordinator/Director team identified under Goal 1. This action will have a positive impact on these student parents involvement.

Resource Center/Community Resource Centers in each Area. Provide additional parent engagement resources (workshops, training, connection points to schools, "how to" resources, etc.). This service would be coordinated K-12 with the Transition Counselor/Coordinator/Director team identified under Goal 1. This action will have a positive impact on these student parents involvement.

process because parents don't always know hoe to best support their child with learning at home, so CUSD will fund Parent Resource Center/Community Resource Centers in each Area. Provide additional parent engagement resources (workshops, training, connection points to schools, "how to" resources, etc.). This service would be coordinated K--12 with the Transition Counselor/Coordinator/Director team identified under Goal 1. This action will have a positive impact on these student parents involvement and improve student academic achievement.

Budgeted Expenditures

Year Amount

Source

Budget Reference

2017-18
$180,000

LCFF Supplemental

4000-4999: Books And Supplies

2018-19
$180,000

LCFF Supplemental

4000-4999: Books And Supplies

2019-20
$180,000

LCFF Supplemental

4000-4999: Books And Supplies

Page 136 of 245

Goals, Actions, & Services Strategic Planning Details and Accountability

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

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

Goal 3

Hire, Develop Sustain, and Value a High-Quality, Diverse Workforce

State and/or Local Priorities addressed by this goal:

State Priorities:

Local Priorities:

X Priority 1: Basic (Conditions of Learning)

X Priority 2: State Standards (Conditions of Learning)

Identified Need:

Highly qualified, well-trained educational teams who demonstrate care for students are critical to student success, and specifically effective in engaging all students (including LI, FY and EL) in their educational experience.

Expected Annual Measurable Outcomes

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

Properly credentialed teachers with no misassignments nor vacancies as measured by credentials

Provide professional development

Implement CA Content Standards via Walk

100%

100% of certificated teachers attended professional development

100%

100%

100% of certificated teachers attended professional development

100%

100%

100% of certificated teachers attended professional development

100%

100%

100% of certificated teachers attended professional development

100%

Page 137 of 245

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

Through and Formal Teacher Observations

Teacher Vacancy

Sufficient core instructional materials as measured by SARC review

Facilities Maintained as Measured by annual FITs

	

0%

100%

100%

	

0%

100%

100%

	

0%

100%

100%

	

0%

100%

100%

Planned Actions / Services

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

startcollapse

Action 1

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

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

XAll

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

XAll Schools

OR

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

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

[Add Students to be Served selection here]

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

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

[Add Scope of Services selection here]

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

XModified Action

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

[Add Location(s) selection here]

Select from New, Modified, or Unchanged for 2019-20

Page 138 of 245

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

On-going operating costs to maintain existing programs and services to students such as operational expenses; instructional supplies; Adult Education; utility costs; transportation services; custodial services; BTSA; teachers; administration; clerical support; salaries, statutory and benefits; existing intervention services and co- curricular programs.

On-going operating costs to maintain existing programs and services to students such as operational expenses; instructional supplies; Adult Education; utility costs; transportation services; custodial services; BTSA; teachers; administration; clerical support; salaries, statutory and benefits; existing intervention services and co- curricular programs.

On-going operating costs to maintain existing programs and services to students such as operational expenses; instructional supplies; Adult Education; utility costs; transportation services; custodial services; Induction; teachers; administration; clerical support; salaries, statutory and benefits; existing intervention services and co- curricular programs.

Budgeted Expenditures

Year Amount

Source

Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

2017-18
$278,807,980

LCFF, State and Federal Grants, and Local

Certificated & Classified Salaries, Benefits, Supplies, Equipment, Services, Other Operating, Capital Outlay in General Fund

	

	

	

2018-19
$3,054,937

Federal

1000-1999: Certificated Personnel Salaries

$1,076,532

Federal

2000-2999: Classified Personnel Salaries

$1,304,370

Federal

3000-3999: Employee Benefits

2019-20
$3,886,965

Federal

1000-1999: Certificated Personnel Salaries

$1,680,361

Federal

2000-2999: Classified Personnel Salaries

$1,980,767

Federal

3000-3999: Employee Benefits

Page 139 of 245

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

$1,318,478

Federal

4000-4999: Books And Supplies

$645,810

Federal

5000-5999: Services And Other Operating Expenditures

$134,574,426

LCFF Base

1000-1999: Certificated Personnel Salaries

$27,336,777

LCFF Base

2000-2999: Classified Personnel Salaries

$82,463,587

LCFF Base

3000-3999: Employee Benefits

$9,654,628

LCFF Base

4000-4999: Books And Supplies

$641,922

Federal

4000-4999: Books And Supplies

$364,444

Federal

5000-5999: Services And Other Operating Expenditures

$134,315,695

LCFF Base

1000-1999: Certificated Personnel Salaries

$11,755,050

LCFF Base

2000-2999: Classified Personnel Salaries

$38,441,445

LCFF Base

3000-3999: Employee Benefits

$8,946,638

LCFF Base

4000-4999: Books And Supplies

Page 140 of 245

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

$20,023,169

LCFF Base

5000-5999: Services And Other Operating Expenditures

$282,754

Local

1000-1999: Certificated Personnel Salaries

$3,248,158

Local

2000-2999: Classified Personnel Salaries

$1,444,854

Local

3000-3999: Employee Benefits

$1,537,814

Local

4000-4999: Books And Supplies

$1,140,880

Local

5000-5999: Services And Other Operating Expenditures

$17,342,476

LCFF Base

5000-5999: Services And Other Operating Expenditures

$277,440

LCFF Base

1000-1999: Certificated Personnel Salaries

$3,286,818

Local

2000-2999: Classified Personnel Salaries

$1,570,354

Local

3000-3999: Employee Benefits

$832,958

Local

4000-4999: Books And Supplies

$1,107,385

Local

5000-5999: Services And Other Operating Expenditures

Page 141 of 245

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Action 2

$4,722,461

State Grants and Apportionments

1000-1999: Certificated Personnel Salaries

$299,013

State Grants and Apportionments

2000-2999: Classified Personnel Salaries

$1,089,008

State Grants and Apportionments

3000-3999: Employee Benefits

$109,075

State Grants and Apportionments

4000-4999: Books And Supplies

$89,836

State Grants and Apportionments

5000-5999: Services And Other Operating Expenditures

$9,309,625

State Grants and Apportionments

1000-1999: Certificated Personnel Salaries

$17,942,421

State Grants and Apportionments

2000-2999: Classified Personnel Salaries

$45,863,659

State Grants and Apportionments

3000-3999: Employee Benefits

$5,483,863

State Grants and Apportionments

4000-4999: Books And Supplies

$2,788,918

State Grants and Apportionments

5000-5999: Services And Other Operating Expenditures

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

Page 142 of 245

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

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

XEnglish Learners XFoster Youth XLow Income

Actions/Services

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

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

XLEA-wide

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

XModified Action

2018-19 Actions/Services

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

XAll Schools

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

The achievement of LI and EL students on state assessments is below “All” students, to meet this need CUSD will provide Learning Directors for leadership, coordinate professional learning communities and other
professional development efforts, implement standards, and support services principally directed toward EL, FY and LI students as well as all students, Each Learning Director will oversee the Area Transition Team,
Parent Resource Center/Community Resource Center, and EL programs. This action will help close the achievement gap for these students.

The achievement of LI and EL students on state assessments is below “All” students, to meet this need CUSD will provide Learning Directors for leadership, coordinate professional learning communities and other professional development efforts, implement standards, and support services principally directed toward EL, FY and LI students as well as all students, Each Learning Director will oversee the Area Transition Team, Parent Resource Center/Community Resource Center, and EL programs. This action will help close the achievement gap for these students.

The achievement of LI and EL students on state assessments is below “All” students, to meet this need CUSD will provide Learning Directors for leadership, coordinate professional learning communities and other professional development efforts, implement standards, and support services principally directed toward EL, FY and LI students as well as all students, Each Learning Director will oversee the Area Transition Team, Parent Resource Center/Community Resource Center, and EL programs. This action will help close the achievement gap in ELA and Math for these students.

Budgeted Expenditures

Page 143 of 245

Year Amount

Source

Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Action 3

2017-18
$501,636

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$200,191

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$303,430

LCFF Supplemental

3000-3999: Employee Benefits

2018-19
$516,233

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$207,257

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$315,689

LCFF Supplemental

3000-3999: Employee Benefits

2019-20
$542,113

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$201,083

LCFF Supplemental

2000-2999: Classified Personnel Salaries

$346,712

LCFF Supplemental

3000-3999: Employee Benefits

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

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

[Add Students to be Served selection here]

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

[Add Location(s) selection here]

OR

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

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

XEnglish Learners XFoster Youth
XLow Income

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

XLEA-wide

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

XAll Schools

Actions/Services

Page 144 of 245

Select from New, Modified, or Unchanged for 2017-18

XUnchanged Action

2017-18 Actions/Services

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

XModified Action

2018-19 Actions/Services

Select from New, Modified, or Unchanged for 2019-20

XUnchanged Action

2019-20 Actions/Services

The achievement of LI and EL students on state assessments is below “All” students, to meet this need CUSD will provide professional development specific to the implementation of California's Content Standards, train highly qualified teachers, and develop new curriculum units and assessments aligned to standards to ensure all students, principally directed toward EL, LI and FY, achieve at a high level. This action will help close the achievement gap for these students.

The achievement of LI and EL students on state assessments is below “All” students, to meet this need CUSD will provide professional development specific to the implementation of California's Content Standards and AVID strategies, train highly qualified teachers, and develop new curriculum units and assessments aligned to standards to ensure all students, principally directed toward EL, LI and FY, achieve at a high level. This action will help close the achievement gap for these students.

The achievement of LI and EL students on state assessments is below “All” students, to meet this need CUSD will provide professional development specific to the implementation of California's Content Standards and AVID strategies, train highly qualified teachers, and develop new curriculum units and assessments aligned to standards to ensure all students, principally directed toward EL, LI and FY, achieve at a high level. This action will help close the achievement gap in ELA and Math for these students.

Budgeted Expenditures

Year Amount

Source

Budget Reference

Amount Source

Budget Reference

2017-18
$482,165

LCFF Base and Supplemental, State Grants

1000-1999: Certificated Personnel Salaries

$89,016

LCFF Base and Supplemental, State Grants

2000-2999: Classified Personnel Salaries

2018-19
$533,726

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$63,893

LCFF Supplemental

2000-2999: Classified Personnel Salaries

2019-20
$423,431

LCFF Supplemental

1000-1999: Certificated Personnel Salaries

$60,607

LCFF Supplemental

2000-2999: Classified Personnel Salaries

Page 145 of 245

Amount Source

Budget Reference

Amount Source

Budget Reference

Amount Source

Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

Amount Source
Budget Reference

$183,408

LCFF Base and Supplemental, State Grants

3000-3999: Employee Benefits

$500,000

LCFF Base and Supplemental, State Grants

4000-4999: Books And Supplies

$627,148

LCFF Base and Supplemental, State Grants

5000-5999: Services And Other Operating Expenditures

	

	

	

	

	

$194,352

LCFF Supplemental

3000-3999: Employee Benefits

$297,268

LCFF Supplemental

4000-4999: Books And Supplies

$394,952

LCFF Base

5000-5999: Services And Other Operating Expenditures

	

	

	

	

	

$142,866

LCFF Supplemental

3000-3999: Employee Benefits

$44,325

LCFF Supplemental

4000-4999: Books And Supplies

$159,362

LCFF Supplemental

5000-5999: Services And Other Operating Expenditures

$100,000

LCFF Base

1000-1999: Certificated Personnel Salaries

$22,090

LCFF Base

3000-3999: Employee Benefits

$5,000

LCFF Base

4000-4999: Books And Supplies

Page 146 of 245

Amount Source
Budget Reference

$267,862

LCFF Base

5000-5999: Services And Other Operating Expenditures

Page 147 of 245

Demonstration of Increased or Improved Services for Unduplicated Pupils

LCAP Year: 2019-20

Estimated Supplemental and Concentration Grant Funds

$31,861,241

Percentage to Increase or Improve Services

8.93%

Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year.

Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions).

Using the calculation tool provided by the state, Clovis Unified School District has calculated that it will receive $31,861,241 in Supplemental funding under the Local Control Funding Formula (LCFF). The details of these expenditures are itemized in the Goals, Actions & Services section of this plan and include the actions listed below to better serve our highly at risk and mobile population of English Learners, Socioeconomically disadvantaged students, and Foster Youth. All actions and expenditures of funds marked as contributing to increased or improved services were developed specifically to focus on the needs of our unduplicated population based on a careful analysis of data and input from our stakeholders. All these actions are principally directed toward our unduplicated student population to help Clovis Unified School District be effective in meeting the goals of the LEA LCAP and the identified needs of the unduplicated student population. Under each action marked for increased or improved services is a detailed explanation of how that action is principally directed toward the unduplicated student population and below are citations of experience and research that show that these actions are the most effective in helping those students close equity gaps and meet the goals of Clovis Unified School District as well as the alternatives that were considered. Since our unduplicated student population count is 45.07%, most of these actions and services are being performed on a school wide or district wide basis in order to increase efficiency of delivery and effectiveness of these actions and services.

In addition, using the same calculation tool, the proportionality percentage has been calculated at 8.93%. Clovis Unified School District has demonstrated that it has met the proportionality percentage projected expenditures of $31,861,241 in funds on actions and services that are principally directed towards the unduplicated student population as summarized below and as explained in detail in this plan in the Goals, Actions & Service section.

Page 148 of 245

Goal 1, #2 Action/Service for Supplemental Funds: $1,478,564.

Reduce class sizes in grades K--3 and 4--6 with an emphasis on our schools with the highest percentage of target students. Services will be principally directed towards FY, LI, EL and Homeless students. The target is 24:1 now that LCFF is fully funded. CUSD made an agreement with Faculty Senate to have an alternative ratio that will not exceed 27:1 for grades K-3. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard and would benefit from lower class sizes for individualized instruction to better meet the learning needs of FY, LI and EL students. CUSD's unduplicated student groups are not achieving at grade level standards in academic and it is our belief that lowering class sizes will help close the opportunity gap.

Targeted Service or Justification for District Wide Use:

Other Considerations: Having high class sizes. Research states that students benefit from lower class sizes. Stakeholder feedback indicated that lowering class sizes is a priority to maximize student achievement.

Research to support this action/service:

National Education Policy Center: https://nepc.colorado.edu/sites/default/files/publications/Mathis%20RBOPM-9%20Class%20Size.pdf

Brookings Class Size: What Research Says and What it means for State Policy http://www.brookings.edu/research/papers/2011/05/11-class- size- whitehurst-chingos

Northwest Comprehensive Center of Educaiton Northwest: https://nwcc.educationnorthwest.org/sites/default/files/class-size-reduction-brief.pdf

Goal 1, #3 Action/Service for Supplemental Funds: $329,500

In order to provide LI, FY, Homeless, and EL students, access to the District's performing arts program and other VAPA programs to increase engagement and school connectedness in school, the District will invest in repairing and purchasing performing arts equipment to use as "loaners" and additional materials for students without the resources to purchase them.

Targeted Service or Justification for District Wide Use:

Page 149 of 245

Other Considerations: Students sharing instruments, limiting the number of students who could participate, or only offering as an after school program.

Students need access to high quality performing arts program to enhance the overall curricular educational experience based on stakeholder feedback.

These funds are primarily used to recruit and provide access to these programs for the targeted students.

Research to support this action/service:

California Department of Education Visual & Performing Arts Framework: http://www.cde.ca.gov/be/st/fr/

Goal 1, #5 Action/Service for Supplemental Funds: $1,720,661.

The achievement of unduplicated special education students is below all students, to meet this need the district will enhance services to students with Individual Education Plans (IEPs) principally directed toward FY, LI, and EL students or otherwise qualifying for Special Education programs/services. CUSD will continue to use Supplemental funds for new programs to serve our special education students at three Title 1 elementary schools and one program at our high school with the highest percentage of targeted students. These are new programs to provide new and improved services to high -need students. This action will help close the achievement gap for these students.

Targeted Service or Justification for District Wide Use: School Wide

Other Considerations: Maintaining current programs and not meeting the needs of our high need students. Offering new programs will help close the achievement gap.

Research to support this action/service:

http://www.cde.ca.gov/sp/se/

http://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/12-0392dclhighlymobile.pdf

http://www.edweek.org/media/eperc_specialeducationinamerica.pdf

Page 150 of 245

Goal 1, #6 Action/Service for Supplemental Funds: $2,864,507.

Provide extensive career technical education courses at all high schools, Adult Education and CART, including supplies, equipment, facilities and staff. Services will be principally directed towards FY, LI, EL and Homeless students. Unduplicated student data shows that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. CUSD's unduplicated student groups are not achieving at grade level standards in academics and in preparation for college/career. We believe that this action will positively impact the graduation rate outcome for these students.

Targeted Service or Justification for District Wide Use:

Other Considerations: Not providing a comprehensive CTE program to CUSD students.

Research to support this action/service:

http://www.ccrscenter.org/sites/default/files/CCRS%20Primer%20Brief.pdf

Goal 1, #7 Action/Service for Supplemental Funds: $285,000

Increase connection points to school to enhance student engagement and interest, and improve student performance. Recognizing that not all students want to actively participate in co-curricular activities as a competitor or attend outreach opportunities related to college and career, the District will reduce/eliminate student attendance charges at some VAPA and athletic events and provide funding for outreach opportunities related to transitions to high school, college and career, principally directed towards LI, FY, EL students. Unduplicated student data shows that FY, LI, EL, and Homeless students are often not fully engaged in school thus providing these opportunities will encourage greater participation. CUSD's unduplicated student groups are not achieving at grade level standards in academics and in preparation for college/career. We believe that this action will positively impact those outcomes for these students and improve attendance and graduation rates for FY, LI, and EL students.

Targeted Service or Justification for District Wide Use:

Other Considerations: Reduced cost instead of free entrance, limited selected activities. Parent surveys and feedback from District DAC and DELAC state that the costs associated with students attending co-curricular activities has limited student participation due to family financial constraints. Participation decreasing in the 6th to 7th grade transition affects their academic performance and attendance. These funds primarily provide students and families' opportunities to become more engaged in school.

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Research to support this action/service:

Payne, Ruby K. A Framework For Understanding Poverty. Aha! Process, Inc. Texas. 1996.

Partners in Education A Dual Capacity Building Framework for Family -School Partnerships http://www2.ed.gov/documents/family-community/partners- education.pdf

Goal #1, #8 Action/Service for Supplemental Funds: $2,119,832.

Provide at--risk students, including LI, FY and EL support in grades 5--12 transition years by increasing school to home communication and connections, and increasing the number of student relations liaisons. Services will be principally directed towards FY, LI, EL and Homeless students. Unduplicated student data shows that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. CUSD's unduplicated student groups are not achieving at grade level standards in academics and in preparation for college/career. We believe that this action will positively impact those outcomes for these students.

Targeted Service or Justification for District Wide Use:

Other Considerations: Not supporting students as they transition from elementary, intermediate, and high school. Student Relation Liaisons facilitate home school communication.

Research to support this action/service:

Payne, Ruby K. A Framework For Understanding Poverty. Aha! Process, Inc. Texas. 1996. Partners in Education A Dual Capacity Building Framework for Family School Partnerships http://www2.ed.gov/documents/family-community/partners-education.pdf

Goal 1, #9 Action/Service for Supplemental Funds: $1,488,648

Unduplicated student data shows that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students. At--risk students often struggle in the transition from elementary, intermediate and high school resulting in chronic absenteeism. To increase the success of these students, avoid drop outs or chronic absenteeism, and increase graduation rates,

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transition counselors/directors would continue to be assigned to each high school area. Services will be principally directed towards FY, LI, EL and Homeless students.

Targeted Service or Justification for District Wide Use:

Other considerations: Not hiring counselors or directors to help at risk students; having a high counselor ratios Research to support this action/service:

Research on School Counseling Effectiveness https://www.counseling.org/PublicPolicy/PDF/Research_Support_School_Counseling-ACA- CSCORE_02-11.pdf

https://www.cde.ca.gov/ls/cg/

Goal 1, #10 Action/Service for Supplemental Funds: $606,355

Unduplicated student data shows that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard and benefit from lower counselor ratios. The district will continue to provide Transition Team academic counselors to reduce caseloads and increase the amount of time all students, including LI, FY, Homeless, and EL, spend with counselors to prepare for college and career. Services will be principally directed towards FY, LI, EL and Homeless students. CUSD's unduplicated student groups are not achieving at grade level standards in academics and in preparation for college/career.

Targeted Service or Justification for District -Wide Use:

Other considerations: Not hiring academic counselors or directors to help at risk students; having high counselor ratios

Research to support this action/service:

Research on School Counseling Effectiveness https://www.counseling.org/PublicPolicy/PDF/Research_Support_School_Counseling-ACA-CSCORE_02-11.pdf

https://www.cde.ca.gov/ls/cg/

https://wvde.state.wv.us/counselors/administrators/Effectiveness+of+School+Counseling.pdf

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Goal 1, #11 Action/Service for Supplemental Funds: $50,000

Licensing to provide online college and career planning, and test preparation resources to all counselors and grade 5--12 students to equip counselors to serve all students including foster youth, EL, redesignated EL, and LI students (who might not otherwise have access to these resources) and are at greater risk of not being college/career ready. Unduplicated student data shows that LI, FY, and EL students are least likely to access college and career planning and are at greater risk of not being prepared on the College and Career Indicator. We believe that this action will positively impact this outcome for these students.

Targeted Service or Justification for District Wide Use:

Other Considerations: Naviance program; hiring of more academic counselors; only high school students

Survey feedback indicates the necessity to provide systematic college and career awareness counseling to students at both the elementary and secondary level.

Research to support this action/service:

California Department of Education Career -Technical Education Framework: http://www.cde.ca.gov/be/st/fr/

Goal 1, #12 Action/Service for Supplemental Funds: $125,000

Provide specialized services and support for migrant education students and families to maintain ongoing communication between home and school.

Targeted Service or Justification for District Wide Use: Targeted Service

Goal 1, #13 Action/Service for Supplemental Funds: $2,588,865

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will distribute funds to individual school sites principally directed toward EL, LI and FY qualifying students, in order to most effectively meet the goals of target students, unique intervention and support needs identified by the community and school site leadership, following district established guidelines and protocols to ensure expenditures adhere to funding requirements. Approved expenses are supplemental

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instructional supplies, professional development, instructional assistants, bilingual assistants, push--in teachers, technology, intervention programs, social and emotional support programs, and parent and family engagement and literacy programs. This action will help close the achievement gap for these students.

Targeted Service or Justification for District Wide Use:

Other considerations: Not allocating the money, using the funding in an alternative manner.

Research to support this action/service:

Resource Alignment: http://www.cde.ca.gov/qs/ Professional Development: http://www.ascd.org

A Toolkit for Title I Parental Involvement: https://eric.ed.gov/?id=ED536951

National Coalition for Parent Involvement in Education: http://crisisresponse.promoteprevent.org/resources/national-coalition-parent-involvement-education-ncpie

Family Engagement Framework: https://www.cde.ca.gov/ls/pf/pf/documents/famengageframeenglish.pdf

Goal 1, #14 Action/Service for Supplemental Funds: $568,656

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will provide after school intervention programs primarily focused on EL, LI, Homeless and FY at elementary schools with high populations of at-risk students that do not currently have this type of program. This action will help close the achievement gap for these students.

Targeted Service or Justification for District Wide Use:

Other Considerations: Not offering the program at our most needy of schools; only providing in- class interventions

Feedback from stakeholders indicates that providing additional support to the elementary schools that have the higher percentage of targeted students will greatly support the students' academic growth.

Research to support this action/service:

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Research -based strategies for English Learners and Long Term English Learners: http://www.laurieolsen.com/uploads/2/5/4/9/25499564/a_closer_look_at__long_term_english_learneres_olsen_color_eng.pdf

ELD Standards, http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf

Understanding Language, Stanford University http://ell.stanford.edu/

Goal 1, #15 Action/Service for Supplemental Funds: $1,046,510

The achievement of LI, FY, and EL students on state assessments is below all students. To meet this need the district will provide intervention summer school principally directed towards EL, LI, FY and all students at--risk of not progressing toward graduation. Unduplicated student data shows that EL, LI, and FY students are at greater risk of not achieving grade level standard, not progressing towards graduation, and are underrepresented in college. This action will help close the achievement gap for these students.

Targeted Service or Justification for District Wide Use:

Other Considerations: Holiday intersession; extended school day; limited course offerings; online courses. Courses offered during the summer school session allow students to progress appropriately towards graduation and provide further access to meet A-G requirements and/or enroll in Advanced Placement, performing arts, and CTE courses.

Research to support this action/service:

Research based strategies for English Learners and Long- Term English Learners: http://www.laurieolsen.com/uploads/2/5/4/9/25499564/a_closer_look_at__long_term_english_learneres_olsen_color_eng.pdf

ELD Standards: http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf

Understanding Language: Stanford University http://ell.stanford.edu/

Research based strategies to support Foster Youth: http://www.cfyetf.org/uploads/CAL_EdSummit_report.pdf

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Goal 1, # 16 Action/Service for Supplemental Funds: $890,247

The achievement of LI, FY,and EL students on state assessments is below all students. To meet this need the district will provide fully credentialed teachers to "push in" to combination and non--combination K--6 classes during the regular school day to provide focused instruction for students achieving below grade principally directed towards servicing EL, LI and FY. Unduplicated student data shows that EL, LI, and FY students are at greater risk of not achieving grade level standard, not progressing toward graduation, and are underrepresented in college. This action will help close the achievement gap for these students.

Targeted Service or Justification for District Wide Use:

Other Considerations: Non -credentialed Instructional aides; pull -out programs; after school intervention model only, Feedback from stakeholders indicates that having more than one credentialed teacher in the classroom provides additional assistance for targeted students in an effort to help close the opportunity gap.

Research to support this action/service:

Hattie, John A.C. Visible Learning A Synthesis of Over 800 Meta- Analyses Relating To Achievement. Routledge. New York. 2009.

Research based strategies for English Learners and Long Term English Learners: http://laurieolsen.com/resources/

ELD Standards, http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf

Understanding Language Stanford University: http://ell.stanford.edu/

Research -based strategies to support Foster Youth: http://www.cfyetf.org/uploads/CAL_EdSummit_report.pdf

Goal 1, #17 Action/Service for Supplemental Funds: $2,352,315

The achievement of LI, FY, Homeless and EL students on state assessments is below all students. To meet this need the district will continue support classes at secondary schools to deliver additional instruction in core areas (English language arts, math, science, social science) and prepare students for college and career (AVID). Services focused primarily on students performing below grade level and/or underrepresented in the college going population, principally directed towards LI, FY, Homeless and EL. Unduplicated student data shows EL, LI, Homeless and FY students are at greater risk of not achieving grade level standard, not progressing towards graduation, and are underrepresented in college. This action will help close the achievement gap for these students.

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Targeted Service or Justification for District Wide Use:

Other considerations: Not offering the AVID program or additional support classes; only offering college prep courses and without support

Research to support this action/service:

http://www.avid.org/research.ashx

Goal 1, #18 Action/Service for Supplemental Funds: $1,407,189

The achievement of LI, FY, Homeless, and EL students on state assessments is below all students. To meet this need the district will expansion of intervention services by providing additional stipends principally directed towards LI, EL, Homeless, and FY students during the school day for academic support. Unduplicated student data shows that EL, LI, Homeless and FY students are at greater risk of not achieving grade level standard, not progressing towards graduation, and are underrepresented in college. This action will help close the achievement gap for these students.

Targeted Service or Justification for District Wide Use:

Other Considerations: Intervention outside the school day or no intervention; non credentialed instructional aides Stakeholder feedback stated the need to provide additional academic interventions at the secondary level.

Research to support this action/service:

Research -based strategies for English Learners and Long -Term English Learners: http://laurieolsen.com/resources/

ELD Standards: http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf

Understanding Language Stanford University: http://ell.stanford.edu/

Goal 1, #19 Action/Service for Supplemental Funds: $85,820

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The achievement of LI, FY, Homeless and EL students on state assessments is below all students. The district will provide a Healthy Start Coordinator (HSC) to support alternative education and comprehensive sites in the provision of physical, social and emotional support including community outreach programs to improve student graduation rates and chronic absenteeism data.. Services will be principally directed towards EL, FY and LI students. Unduplicated student data shows that these student populations benefit most from this support and coordination of services.

Targeted Service or Justification for District Wide Use:

Other Considerations: Not providing a coordinator to oversee CUSDs Healthy Start program. Current administration would have to oversee this program.

Research to support this action/service: https://www.healthystartepic.org/resources/evidence-based-practices/

Goal 1, #20 Action/Service for Supplemental Funds: $1,339,171

Establish dedicated English Language Development resources to support students, parents, and staff at every secondary school to improve reclassification rates, English language proficiency, graduation rates, and college and career preparation.

Targeted Service or Justification for District Wide Use: Targeted Service

Goal 1, #21 Action/Service for Supplemental Funds: $225,000

The graduation rates of LI, FY, and EL students is below all students, to meet with need CUSD will provide an online curriculum (Edgenuity) which is primarily an intervention and credit recovery program to improve graduation rates principally directed towards LI, FY and EL students. This action will help close the achievement gap for these students.

Targeted Service or Justification for District Wide Use:

Other Considerations: Independent Study packet coursework with no direct instruction; summer school only option. Credit recovery coursework using Edgenuity allows students to progress appropriately towards graduation and further access to meet A-G requirements in an effort to reduce drop out rates.

Research to support this action/service:

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Research Briefs:

http://www.edgenuity.com/102/pdf/Curriculum-Research/Case-Studies/Lufkin-TX-Research-Brief.pdf

http://www.edgenuity.com/102/pdf/Curriculum-Research/Case-Studies/Bedford-County-VA-Research-Brief.pdf

Goal #1, #22 Action/Service for Supplemental Funds: $75,000

Provide bus service for unduplicated students to attend Clovis Community College courses for duel credit, Career Technical Educational courses, additional bus routes at Title One sites, and additional transportation as needed for targeted students to attend events, meetings, interventions, etc.

Justification for District Wide Use: Targeted Service

Goal 1, #23 Action/Service for Supplemental Funds: $60,000

The graduation rates of LI and EL students is below all students, to meet with need CUSD will provide mentoring services to unduplicated students attending Alternative Education sites. This action will increase the graduation rate for these students.

Targeted Service or Justification for District -Wide Use:

Other Considerations: Relaying on a counselor to mentor students at alternative sites. Counselors have an impacted caseload and adding additional responsibilities is not realistic.

Research to support this action/service:

U.S. Department of Education Issue Brief on Mentoring: https://www2.ed.gov/rschstat/eval/high-school/mentoring.pdf

Dynarski, M., P. Gleason, A. Rangarajan, and R. Wood. 1998. Impacts of Dropout Prevention Programs: Final Report. A Research Report from the School Dropout Demonstration Assistance Program Evaluation. Princeton, NJ: Mathematical Policy Research, Inc.

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Sinclair, M. F., S. L. Christenson, and M. L. Thurlow. 2005. “Promoting School Completion of Urban Secondary Youth with Emotional or Behavioral Disabilities.” Exceptional Children 71 (4): 465–482.

Sinclair, M. F., S. L. Christenson, D. L. Evelo, and C. M. Hurley. 1998. “Dropout Prevention for Youth with Disabilities: Efficacy of a Sustained School Engagement Procedure.” Exceptional Children 65 (1): 7–21.

Goal 1, #24 Action/Service for Supplemental Funds: $555,209

Continue support class at each of the comprehensive intermediate schools to reduce the number of at -risk and targeted students dropping out or transferring to alternative education settings. Services will be principally directed towards FY, LI, EL and Homeless students. Unduplicated student data shows that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. This action will have a positive impact on these students post- secondary success, lower suspension rates and improve graduation rates.

Targeted Service or Justification for District Wide Use:

Other considerations: Alternative Education placements only. Students transferring to an alternative educational setting at the intermediate level due to inappropriate behavior, lack of academic progress, and/or attendance issues are at a higher risk of dropping out.

Research to support this action/service:

The Boys Town Education Model® is a school -based intervention strategy that focuses on managing behavior, building relationships, and teaching social skills. http://www.boystowntraining.org/pd.html

Goal 1, #25 Action/Service for Supplemental Funds: $216,153

The achievement of LI, FY, Homeless, and EL students on state assessments is below all students. To meet this need the district will provide a District Coordinator to oversee the CSI (Clovis Support and Intervention) services provided at each of the K--12 sites. The district coordinator provides ongoing teacher training to facilitate site based CSI student groups. Services will be principally directed towards FY, LI, EL and Homeless students. Unduplicated student data shows that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. This action will help close the achievement gap for these students and increase the graduation rate.

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Other Considerations: Increasing the workload of site coordinators; increase hiring of school psychologists; hiring of outside trainers Stakeholder feedback indicates a need to support the emotional well being of students.

Research to support this action/service:

Student Assistance Training Resource: http://www.cwsap.com/

Goal 1, #26 Action/Service for Supplemental Funds: $40,000

Provide EL students a summer school focused on necessary academic support and accelerated language development.

Targeted Service or Justification for District Wide Use: Targeted Service

Goal 1, #27 Action/Service for Supplemental Funds: $611,337

Provide additional nursing services to work at selected elementary schools with higher percentage of targeted students. Services will be principally directed towards FY, LI, EL and Homeless students. Unduplicated student data shows that FY, LI, EL, and Homeless students are at greater risk of chronic absenteeism. We believe that this action will positively impact those outcomes for these students.

Targeted Service or Justification for District Wide Use:

Other considerations: Not hiring additional nursing services to help support target students. Rely on current levels of support to help meet the needs of target students.

Research to support this action/service: http://www.ncbi.nlm.nih.gov/pubmed/21223274 http://www.cfyetf.org/

Goal 1, # 28 Action/Service for Supplemental Funds: $219,483

Provide administrative support and resources to alternative and comprehensive sites to support the needs of their foster youth and homeless students. Services will be principally directed towards FY, LI , EL and Homeless students. Unduplicated student data shows

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that FY and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college.

Targeted Service or Justification for District Wide Use:

Other Considerations: Expectation that sites could meet the needs of their foster youth and homeless students without district coordination. School sites requested additional support to better meet the needs of their foster youth and homeless students. In order to ensure execution of actions and services, it is necessary to have a leadership position supporting and monitoring progress.

Research to support this action/service:

Institute of Education Sciences: https://ies.ed.gov/

California Department of Education Quality Schooling Framework: http://www.cde.ca.gov/qs/

California Department of Education Resources for Foster Youth: http://www.cde.ca.gov/ls/pf/fy/resources.asp

National Association for the Education of Homeless Children and Youth: https://naehcy.org/

California Foster Youth Education Task Force: http://www.cfyetf.org/publications.html

Goal 1, #29 Action/Service for Supplemental Funds: $1,022,760

FY, LI Homeless, and EL students are less likely to access to college and career planning and are achieving below all students on state assessments so CUSD will continue academic counselors to reduce caseloads and increase the amount of time and support for all students, including LI, FY and EL, in preparation for college and career. This action will positively impact those outcomes for these students by improving graduation rates and college preparedness.

Targeted Service or Justification for District Wide Use:

Other considerations: Not hiring additional academic counselors. Caseloads would remain very high. Not seeking solutions to improve graduation rates.

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Research to support this action/service:

Research on School Counseling Effectiveness: https://www.counseling.org/PublicPolicy/PDF/Research_Support_School_Counseling-ACA- CSCORE_02-11.pdf

https://www.cde.ca.gov/ls/cg/

https://wvde.state.wv.us/counselors/administrators/Effectiveness+of+School+Counseling.pdf

Goal 1, #30 Action/Service for Supplemental Funds: $337,945

Continue to fund a Guidance Instructional Specialist to increase the success of at--risk 7--12 grade students, avoid drop outs or chronic absenteeism, and increase graduation rates at our high school with the highest percentage of EL, LI, FY and Homeless students. Unduplicated student that EL, LI, FY, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation, and are underrepresented in college. This action will have a positive impact on these students post -secondary success, improve graduation rates and college preparedness.

Targeted Service or Justification for District Wide Use:

Other Considerations: Relying on current site administrative team, existing learning director; and nonadministrative leadership. In order ensure effective implementation and execution of actions and services, it is necessary to have leadership positions supporting and monitoring progress

Research to support this action/service:

http://www.wallacefoundation.org/knowledge-center/school-leadership/pages/default.aspx

http://education.vermont.gov/documents/EDU-PLP_Strategies_for_Effective_School_Leadership_Teams.pdf

https://www.air.org/sites/default/files/downloads/report/Hiring_Quality_School_Leaders_0.pdf

Goal 1, #31 Action/Service for Supplemental Funds: $450,000

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LI, FY, and EL students are often not fully engaged in the school so CUSD will expand the partnership with Comprehensive Youth Services of Fresno to support 9--12 student’s physical, social, and emotional support including community outreach programs. Services will be principally directed towards EL, FY, Homeless and LI students and families. This action will have a positive impact on student attendance and behavior.

Targeted Service or Justification for District Wide Use:

Other Considerations: Maintaining the current level of physical, social, and emotional support for the student and families of the Reagan Education Center. Not expanding this program to other sites within the district that would benefit from this additional support.

Research to support this action/service:

http://cysfresno.org/

Goal 1, #32 Action/Service for Supplemental Funds: $217,582

The achievement of LI, FY and EL students on state assessments is below all students. To meet this need the district will continue to provide administrative support to oversee academic, social & emotional multi--tiered systems of support. Support will be principally directed towards servicing LI, EL, Foster and Homeless students and parents/guardians. This action will help close the achievement gap for these students and increase proficiency levels on state assessments.

Targeted Service or Justification for District- Wide Use:

Other Considerations: Relying on current site administrative team, existing learning director; and nonadministrative leadership. In order to ensure effective implementation and execution of actions and services, it is necessary to have leadership positions supporting and monitoring progress.

Research to support this action/service:

U.S. Department of Education; Parental Involvement Resources: https://www2.ed.gov/admins/comm/parents/pntinv.html

Family Engagement Framework: https://www.cde.ca.gov/ls/pf/pf/documents/famengageframeenglish.pdf

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Goal 1, #33 Action/Service for Supplemental Funds: $68,985

Continue to fund qualified person(s) to facilitate the implementation of Positive Behavior Intervention and Supports (PBIS) at comprehensive and alternative education K--12 settings in Clovis Unified. Anticipated outcomes include using the PBIS framework to establish positive school culture, increase safety on campus, increase in school attendance and academic achievement, decrease in behaviors that impede learning, define/model/teach/reinforce behavioral expectations, and establish tiers of supports for behavioral and social emotional needs of students. Services will be principally directed towards EL, FY, Homeless and LI students. Unduplicated student data shows that these student populations benefit most from this support and coordination of services.

Targeted Service or Justification for District Wide Use:

Other Considerations: Increasing the workload of site coordinators; increase hiring of school psychologists; hiring of outside trainers. Parent feedback indicated the need to increase behavioral supports for students.

Research to support this action/service:

PBIS: https://www.pbis.org/research

Goal 1, #34 Action/Service for Supplemental Funds: $259,584

The achievement of LI, FY, and EL students on state assessments is below all students. To meet this need the district will continue to purchase a computer based data management system to monitor student achievement on both state and local assessments principally directed towards LI, FY, Homeless and EL students. This program will give teachers, parents, and administration data reflecting the learning goals of our target students which allows staff to inform and guide their instruction. This action will help close the achievement gap for these students on the academic indicators.

Targeted Service or Justification for District Wide Use:

Other Considerations: Not having a computer based system to monitor student achievement data and track target student groups. A computer monitoring system is a critical need to inform and guide instructional practices in an effort to maximize student achievement.

Research to support this action/service:

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The Impact of Formative Assessment and Learning Intention on Student Achievement August 2014: http://www.hanoverresearch.com/media/The- Impact-of-Formative-Assessment-and-Learning-Intentions-on-Student-Achievement.pdf

Formative assessment: An Enabler of Learning: https://www.csai-online.org/sites/default/files/resources/4666/FA_Enabler_of_Learning.pdf

West Ed Using Student Achievement Data To Support Instructional Decision Making: https://www.wested.org/resources/using-student-achievement-data-to-support-instructional-decision-making-professional-development-three-hour-workshop/

Goal 1, #35 Action/Service for Supplemental Funds: $244,558

The achievement of LI, FY, and EL students on state assessments is below all students. To meet this need the district will provide administrative support to oversee professional development of staff and support student needs centered around diversity and poverty. Support will be principally directed towards servicing LI, EL, Foster and Homeless students and parents/guardians in an effort to maximize student achievement. Unduplicated student data shows that these student populations benefit most from this support and coordination of services. This action will help close the achievement gap for these students on the academic indicators.

Target Service or Justification for District Wide Use:

Other Considerations: Not having something direct, support and further District policies and programs which promote community education and intercultural awareness, understanding, and appreciation of those differences within the school and the community in an effort to maximize student achievement.

Research to support this action/service:

Research to support this action/service:

Payne, Ruby K. A Framework For Understanding Poverty. Aha! Process, Inc. Texas. 1996.

Payne, Ruby K. A Framework For Understanding Poverty 10 Actions to Educate Students Workbook. Aha! Process, Inc. Texas. 1998

Souther, Elizabeth W. The R Rules A Guide for Teens to Identity and Build Resources. Aha! Process, Inc. Texas. 2008.

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Goal 1, #36 Action/Service for Supplemental Funds: $564,348

Provide additional behavioral support psychologists and assistants to support elementary sites. Services will be principally directed towards LI, EL and Foster Youth. Unduplicated student data shows that FY, EL and LI students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students by improving student performance on the state assessment and improve graduation rates.

Target Service or Justification for District Wide Use:

Other Considerations: Not hiring additional behavioral support psychologies to support elementary sites. Relying on our current school psychologist to provide this support.

Research to support this action/service:

Borders, L.D., & Drury, S.M. (1992). Comprehensive school counseling programs: A review for policymakers and practitioners. Journal of Counseling and Development, 70, 487--498.

Gerler, E.R. (1985). Elementary school counseling research and the classroom learning environment. Elementary School Guidance & Counseling, 20, 39--48.

Goal 1, #37 Action/Service for Supplemental Funds: $1,001,640

Provide additional social emotional psychologists at each comprehensive high school. Services will be principally directed towards LI, EL and Foster Youth. Unduplicated student data shows that FY, EL and LI students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students by improving student performance on the state assessments and increase graduation rates.

Target Service or Justification for District -Wide Use

Other Considerations: Not hiring additional behavioral support psychologies to support elementary sites. Relying on our current school psychologist to provide this support.

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Research to support this action/service:

Diver, -Stamnes, A.C. (1991). Assessing the effectiveness of an intercity high school peer counseling program. Urban Education, 26, 269-284.

Robinson, S.E., Morrow, S., Kigin, T. & Lindeman, M. (1991). Peer counselors in a high school setting: Evaluation of training and impact on students. The School Counselor, 39, 35--40.

Borders, L.D. & Drury, S.M. (1992). Comprehensive school counseling programs: A review for policymakers and practitioners. Journal of Counseling & Development, 70, 487--498.

Goal 1, #38 Action/Service for Supplemental Funds: $162,604

Provide a lead psychologist to oversee, provide leadership of the CUSD Comprehensive Wellness plan. Services will be principally directed towards LI, EL and Foster Youth. Unduplicated student data shows that FY, EL and LI students are at greater risk of not achieving grade level standard, absent from school, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students by improving chronic absenteeism data.

Target Service or Justification for District Wide Use

Other Considerations: Not having someone oversee the CUSD Comprehensive Wellness Plan for CUSD. It is important that someone overseers the Comprehensive Wellness plan to help ensure that the students social emotional needs are being met. One considerations would be to require each school psychologist within the district to oversee this program at their site resulting in fragmentation and lack of alignment in the district.

Research to support this action/service:

Borders, L.D., & Drury, S.M. (1992). Comprehensive school counseling programs: A review for policymakers and practitioners. Journal of Counseling and Development, 70, 487--498.

Gerler, E.R. (1985). Elementary school counseling research and the classroom learning environment. Elementary School Guidance & Counseling, 20, 39--48.

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St. Clair, K.L. (1989). Middle school counseling research: A resource for school counselors. Elementary School Guidance & Counseling, 23, 219--226.

Whitson, S.C., & Sexton, T.L. (1998). A review of school counseling outcome research: implications for practice. Journal of Counseling & Development, 76, 412--426.

Goal #2, #3 Action/Service for Supplemental Funds: $1,533,135

Ongoing and continued input from parents determined the need to focus on school safety and increasing security. Based on this feedback the district will continue to fund School Resource Officers and dispatcher to support school safety and foster positive school experiences principally directed toward LI, FY and EL students. Unduplicated student data shows that School Resource Officers represent the most effective means of decreasing student discipline, decreasing truancy, improving suspension rates enhancing school safety and providing a positive school culture particularly with the EL, LI, and FY student populations.

Targeted Service or Justification for District Wide Use:

Other Considerations: Contracting with the City of Clovis PD, Fresno PD, and Sheriff's Department; Community Service Officers Stakeholder feedback indicates that ensuring a safe and secure school environment is a priority

Research to support this action/service:

The Facts Behind School Safety: http://www2.ed.gov/nclb/freedom/safety/keepingkids.html

Goal 2, #5 Action/Service for Supplemental Funds: $523,680

Provide supplemental resources to ensure targeted students have access to rigorous standards aligned curriculum. Resources will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. This action will positively impact those outcomes for these students.

Targeted Service or Justification for District Wide Use:

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Other Considerations: Teachers independently creating and choosing their own materials thus increasing their workload. Supplemental standards aligned materials provide students with instructional resources to access core content based on their individualized needs.

Research to support this action/service:

California Department of Education Frameworks: http://www.cde.ca.gov/be/st/fr/

Hattie, John A.C. Visible Learning A Synthesis of Over 800 Meta- Analyses Relating To Achievement. Routledge. New York. 2009.

Goal 2, #6 Action/Service for Supplemental Funds: $25,000

Parents, LI, FY and EL students are often not fully engaged in the educational process so CUSD will provide additional parent/guardian oral and written translation services to increase access and involvement of parents or guardians of EL, LI and FY.

Targeted Service or Justification for District Wide Use:

Other Considerations: Not providing additional written translation to our EL parents or guardians at parent workshops. Not focusing on parental involvement.

Research to support this action/service:

http://hechingerreport.org/schools-federal-pressure-translate-immigrant-families/

http://www.colorincolorado.org/article/how-reach-out-parents-ells

Goal 2, #7 Action/Service for Supplemental Funds: $180,000

Parents stated at LCAP Parent Advisory meetings that LI, FY and EL students are often not fully engaged in the educational process so CUSD will fund Parent Resource Center/Community Resource Centers in each Area. Provide additional parent engagement resources (workshops, training, connection points to schools, "how to" resources, etc.). This service would be coordinated K--12 with

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the Transition Counselor/Coordinator/Director team identified under Goal 1. This action will have a positive impact on these student parents involvement and improve student academic achievement.

Targeted Service or Justification for District Wide Use:

Other Considerations: Not funding a parent resource center and maintaining the status quo. Relying on office staff to provide resources to parents.

Research to support this action/service:

Family Engagement and School Readiness: https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/rtp-school-readiness.pdf

http://www.frcnca.org/wp-content/uploads/2016/07/Using-Family-Resources-0801.pdf

https://www2.ed.gov/admins/comm/parents/parentinvolve/report_pg24.html

Goal #3, #2 Action/Service for Supplemental Funds: $255,842

The achievement of LI and EL students on state assessments is below “All” students, to meet this need CUSD will provide Learning Directors for leadership, coordinate professional learning communities and other professional development efforts, implement standards, and support services principally directed toward EL, FY and LI students as well as all students, Each Learning Director will oversee the Area Transition Team, Parent Resource Center/Community Resource Center, and EL programs. This action will help close the achievement gap for these students.

Targeted Service or Justification for District -Wide Use:

Other Considerations: Relying on current site administrative team, existing learning director; and nonadministrative leadership.

In order to ensure effective implementation and execution of actions and services, it is necessary to have a leadership position supporting monitor student progress.

Research to support this action/service:

Marzano, Robert J., Waters, Timothy, McNulty Brian A. School Leadership that Works. ASCD. Virginia. 2005.

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Marzano, Robert J. What Works in Schools Translating Research into Action. ASCD. Virginia. 2003.

--------------

LCAP Year: 2018-19

Estimated Supplemental and Concentration Grant Funds

$29,585,920

Percentage to Increase or Improve Services

8.65%

Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year.

Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions).

Using the calculation tool provided by the state, Clovis Unified School District has calculated that it will receive $29,585,920 in Supplemental funding under the Local Control Funding Formula (LCFF). The details of these expenditures are itemized in the Goals, Actions & Services section of this plan and include the actions listed below to better serve our highly at risk and mobile population of English Learners, Socioeconomically disadvantaged students, and Foster Youth. All actions and expenditures of funds marked as contributing to increased or improved services were developed specifically to focus on the needs of our unduplicated population based on a careful analysis of data and input from our stakeholders. All these actions are principally directed toward our unduplicated student population to help Clovis Unified School District be effective in meeting the goals of the LEA LCAP and the identified needs of the unduplicated student population. Under each action marked for increased or improved services is a detailed explanation of how that action is principally directed toward the unduplicated student population and below are citations of experience and research that show that these actions are the most effective in helping those students close equity gaps and meet the goals of Clovis Unified School District as well as the alternatives that were considered. Since our unduplicated student population count is 45.07%, most of these

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actions and services are being performed on a school wide or district wide basis in order to increase efficiency of delivery and effectiveness of these actions and services.

In addition, using the same calculation tool, the proportionality percentage has been calculated at 8.65%. Clovis Unified School District has demonstrated that it has met the proportionality percentage by expending more than $29,585,920 in funds on actions and services that are principally directed towards the unduplicated student population as summarized below and as explained in detail in this plan in the Goals, Actions & Service section.

Goal 1, #2 Action/Service for Supplemental Funds: $1,418,766

Reduce class sizes in grades K--3 and 4--6 with an emphasis on our schools with the highest percentage of target students. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard and benefit from lower class sizes.

Targeted Service or Justification for District Wide Use:

Other Considerations: Not lowering class size. Students benefit from lower class sizes. Stakeholder feedback indicated that lowering class sizes is a priority to maximize student achievement.

Research to support this action/service:

Center for Public Education:
http://www.centerforpubliceducation.org/Main-Menu/Organizing-a-school/Class-size-and-student-achievement-At-a-glance/Class-size-and-student-achievement-Research-review.html

Brookings Class Size: What Research Says and What it means for State Policy http://www.brookings.edu/research/papers/2011/05/11-class- size- whitehurst-chingos

Class Size Reduction: A Proven Reform Strategy, An NEA Policy Brief http://www.nea.org/assets/docs/PB08_ClassSize08.pdf

Goal 1, #3 Action/Service for Supplemental Funds: $329,500

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In order to provide FY, LI, and EL students, access to the District's performing arts program and other VAPA programs to increase engagement in school, the District will invest in repairing and purchasing performing arts equipment to use as "loaners" and additional materials for students without the resources to purchase them.

Targeted Service or Justification for District Wide Use:

Other Considerations: Students sharing instruments, limiting the number of students who could participate, or only offering as an after school program.

Students need access to high quality performing arts program to enhance the overall curricular educational experience based on stakeholder feedback.

These funds are primarily used to recruit and provide access to these programs for the targeted students.

Research to support this action/service:

California Department of Education Visual & Performing Arts Framework: http://www.cde.ca.gov/be/st/fr/

Goal 1, #5 Action/Service for Supplemental Funds: $1,698,777

The achievement of unduplicated special education students is below all students, to meet this need the district will enhance services to students with Individual Education Plans (IEPs) principally directed toward FY, LI, and EL students or otherwise qualifying for Special Education programs/services. CUSD will continue to use Supplemental funds for new programs to serve our special education students at three Title 1 elementary schools and one program at our high school with the highest percentage of targeted students. These are new programs to provide new and improved services to high- need students. This action will help close the achievement gap for these students.

Targeted Service or Justification for District Wide Use: School Wide

Other Considerations: Not adding additional special programs at our Title One sites. CUSD can continue to offer services at the current level and not target efforts to our most needy sites.

Research to support this action/service:

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http://www.cde.ca.gov/sp/se/

http://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/12-0392dclhighlymobile.pdf

http://www.edweek.org/media/eperc_specialeducationinamerica.pdf

Goal 1, #6 Action/Service for Supplemental Funds: $2,250,039

Provide extensive career technical education courses at all high schools, Adult Education and CART, including supplies, equipment, facilities and staff. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students.

Targeted Service or Justification for District Wide Use:

Other Considerations: Not providing a comprehensive CTE program to CUSD students.

Research to support this action/service:

http://www.ccrscenter.org/sites/default/files/CCRS%20Primer%20Brief.pdf

Goal 1, #7 Action/Service for Supplemental Funds: $285,000

Increase connection points to school to enhance student engagement and interest, and improve student performance. Recognizing that not all students want to actively participate in co-curricular activities as a competitor or attend outreach opportunities related to college and career, the District will reduce/eliminate student attendance charges at some VAPA and athletic events and provide funding for outreach opportunities related to transitions to high school, college and career, principally directed towards LI, FY, EL students. It is CUSD's experience that FY, LI, EL, and Homeless students are often not fully engaged in school thus providing these opportunities will encourage greater participation. We believe that this action will positively impact those outcomes for these students.

Targeted Service or Justification for District Wide Use:

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Other Considerations: Reduced cost instead of free entrance, limited selected activities. Parent surveys and feedback from District DAC and DELAC state that the costs associated with students attending co-curricular activities has limited student participation due to family financial constraints. Participation decreasing in the 6th to 7th grade transition affects their academic performance and attendance. These funds primarily provide students and families' opportunities to become more engaged in school.

Research to support this action/service:

Payne, Ruby K. A Framework For Understanding Poverty. Aha! Process, Inc. Texas. 1996.

Partners in Education A Dual Capacity-Building Framework for Family-School Partnerships http://www2.ed.gov/documents/family-community/partners- education.pdf

Goal #1, #8 Action/Service for Supplemental Funds: $2,026,943

Provide at--risk students, including LI, FY and EL support in grades 5--12 transition years by increasing school to home communication and connections, and increasing the number of student relations liaisons. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students.

Targeted Service or Justification for District Wide Use:

Other Considerations: Not supporting students during transition years. Student Relation Liaisons facilitate home school communication.

Research to support this action/service:

Payne, Ruby K. A Framework For Understanding Poverty. Aha! Process, Inc. Texas. 1996. Partners in Education A Dual Capacity Building Framework for Family School Partnerships http://www2.ed.gov/documents/family-community/partners-education.pdf

Goal 1, #9 Action/Service for Supplemental Funds: $1,213,467

At--risk students struggle in the transition from elementary, intermediate and high school. To increase the success of these students, avoid drop outs or chronic absenteeism, and increase graduation rates, transition counselors/directors would continue to be assigned

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to each high school area. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students.

Targeted Service or Justification for District Wide Use:

Other considerations: Not hiring counselors or directors to help at risk students.

Research to support this action/service:

Research on School Counseling Effectiveness https://www.counseling.org/PublicPolicy/PDF/Research_Support_School_Counseling-ACA- CSCORE_02-11.pdf

http://www.cde.ca.gov/ls/cg/rh/counseffective.asp

Goal 1, #10 Action/Service for Supplemental Funds: $762,491

Continue to provide Transition Team academic counselors to reduce caseloads and increase the amount of time all students, including LI, FY, Homeless, and EL, spend with counselors to prepare for college and career. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard and benefit from lower class sizes.

Targeted Service or Justification for District -Wide Use:

Other considerations: Not hiring academic counselors or directors to help at risk students.

Research to support this action/service:

Research on School Counseling Effectiveness https://www.counseling.org/PublicPolicy/PDF/Research_Support_School_Counseling-ACA-CSCORE_02-11.pdf

http://www.cde.ca.gov/ls/cg/rh/counseffective.asp

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https://wvde.state.wv.us/counselors/administrators/Effectiveness+of+School+Counseling.pdf

Goal 1, #11 Action/Service for Supplemental Funds: $50,000

Licensing to provide online college and career planning and test preparation resources to all counselors and grade 5-12 students to equip counselors to serve all students including foster youth, EL, redesignated EL, and low income students (who might not otherwise have access to these resources). It is CUSD’s experience that LI, FY, and EL students are least likely to access college and career planning. We believe that this action will positively impact this outcome for these students.

Targeted Service or Justification for District Wide Use:

Other Considerations: Naviance program; hiring of more academic counselors; only high school students

Survey feedback indicates the necessity to provide systematic college and career awareness counseling to students at both the elementary and secondary level.

Research to support this action/service:

California Department of Education Career -Technical Education Framework: http://www.cde.ca.gov/be/st/fr/

Goal 1, #12 Action/Service for Supplemental Funds: $125,000

Provide specialized services and support for migrant education students and families to maintain ongoing communication between home and school.

Targeted Service or Justification for District Wide Use: Targeted Service

Goal 1, #13 Action/Service for Supplemental Funds: $2,518,270

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will distribute funds to individual school sites principally directed toward EL, LI and FY qualifying students, in order to most effectively meet the goals of target students, unique intervention and support needs identified by the community and school site leadership, following District established guidelines and protocols to ensure expenditures adhere to funding requirements. Approved expenses are supplemental

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instructional supplies, professional development, instructional assistants, bilingual assistants, push--in teachers, technology, intervention programs, social and emotional support programs, and parent and family engagement and literacy programs. This action will help close the achievement gap for these students.

Targeted Service or Justification for District Wide Use:

Other considerations: Not allocating the money

Research to support this action/service:

Resource Alignment: http://www.cde.ca.gov/qs/ Professional Development: http://www.ascd.org

A Toolkit for Title I Parental Involvement: http;//www.sedl.org/connections/tookkit

National Coalition for Parent Involvement in Education: http://www.ncpie.org

Goal 1, #14 Action/Service for Supplemental Funds: $566,655

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will provide after school intervention programs primarily focused on EL, LI, Homeless and FY at elementary schools with high populations of at--risk students that do not currently have this type of program. This action will help close the achievement gap for these students

Targeted Service or Justification for District Wide Use:

Other Considerations: Not offering the program at our most needy of schools; only providing in- class interventions

Feedback from stakeholders indicates that providing additional support to the elementary schools that have the higher percentage of targeted students will greatly support the students' academic growth.

Research to support this action/service:

Research -based strategies for English Learners and Long Term English Learners: http://laurieolsen.com/resources/

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ELD Standards, http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf

Understanding Language, Stanford University http://ell.stanford.edu/

Goal 1, #15 Action/Service for Supplemental Funds: $1,058,669

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will provide intervention summer school principally directed towards EL, LI, FY and all students at--risk of not progressing toward graduation. It is CUSD's experience that EL, LI, and FY students are at greater risk of not achieving grade level standard, not progressing towards graduation, and are underrepresented in college. This action will help close the achievement gap for these students.

Targeted Service or Justification for District Wide Use:

Other Considerations: Holiday intersession; extended school day; limited course offerings; online courses. Courses offered during the summer school session allow students to progress appropriately towards graduation and provide further access to meet A-G requirements and/or enroll in Advanced Placement, performing arts, and CTE courses.

Research to support this action/service:

Research based strategies for English Learners and Long- Term English Learners: http://laurieolsen.com/resources/

ELD Standards: http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf

Understanding Language: Stanford University http://ell.stanford.edu/

Research based strategies to support Foster Youth: http://www.cfyetf.org/uploads/CAL_EdSummit_report.pdf

Goal 1, # 16 Action/Service for Supplemental Funds: $838,330

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will provide fully credentialed teachers to "push in" to combination and non--combination K--6 classes during the regular school day to provide focused instruction for students achieving below grade principally directed towards servicing EL, LI and FY. It is CUSD's experience that EL, LI,

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and FY students are at greater risk of not achieving grade level standard, not progressing toward graduation, and are underrepresented in college. This action will help close the achievement gap for these students.

Targeted Service or Justification for District Wide Use:

Other Considerations: Non -credentialed Instructional aides; pull -out programs; after school intervention model only

Feedback from stakeholders indicates that having more than one credentialed teacher in the classroom provides targeted students additional individualized instruction.

Research to support this action/service:

Hattie, John A.C. Visible Learning A Synthesis of Over 800 Meta- Analyses Relating To Achievement. Routledge. New York. 2009.

Research based strategies for English Learners and Long Term English Learners: http://laurieolsen.com/resources/

ELD Standards, http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf

Understanding Language Stanford University: http://ell.stanford.edu/

Research -based strategies to support Foster Youth: http://www.cfyetf.org/uploads/CAL_EdSummit_report.pdf

Goal 1, #17 Action/Service for Supplemental Funds: $2,285,087

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will continue support classes at secondary schools to deliver additional instruction in core areas (English language arts, math, science, social science) and prepare students for college and career (AVID). Services focused primarily on students performing below grade level and/or underrepresented in the college going population, principally directed towards LI, FY Homeless and EL. It is CUSD's experience that EL, LI, and FY students are at greater risk of not achieving grade level standard, not progressing towards graduation, and are underrepresented in college. This action will help close the achievement gap for these students.

Targeted Service or Justification for District Wide Use:

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Other considerations: Not offering the AVID program.

Research to support this action/service:

http://www.avid.org/research.ashx

Goal 1, #18 Action/Service for Supplemental Funds: $1,325,107

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will expansion of intervention services principally directed towards LI, EL, Homeless, and FY students during the school day for academic support. It is CUSD's experience that EL, LI, Homeless and FY students are at greater risk of not achieving grade level standard, not progressing towards graduation, and are underrepresented in college. This action will help close the achievement gap for these students.

Targeted Service or Justification for District Wide Use:

Other Considerations: Intervention outside the school day or no intervention; non credentialed instructional aides Stakeholder feedback stated the need to provide additional academic interventions at the secondary level.

Research to support this action/service:

Research -based strategies for English Learners and Long -Term English Learners: http://laurieolsen.com/resources/

ELD Standards: http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf

Understanding Language Stanford University: http://ell.stanford.edu/

Goal 1, #19 Action/Service for Supplemental Funds: $83,098

Provide a Healthy Start Coordinator (HSC) to support alternative education and comprehensive sites in the provision of physical, social and emotional support including community outreach programs. Services will be principally directed towards EL, FY and LI students. In CUSD's experience, these student populations benefit most from this support and coordination of services.

Targeted Service or Justification for District Wide Use:

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Other Considerations: Not providing a coordinator to oversee CUSDs Healthy Start program. Current administration would have to oversee this program.

Research to support this action/service: http://www.ded.gov/HealthyYouth/cshp

Goal 1, #20 Action/Service for Supplemental Funds: $1,212,283

Establish dedicated English Language Development resources to support students, parents, and staff at every secondary school to improve reclassification rates, English language proficiency, graduation rates, and college and career preparation.

Targeted Service or Justification for District Wide Use: Targeted Service

Goal 1, #21 Action/Service for Supplemental Funds: $225,000

The graduation rates of LI and EL students is below all students, to meet with need CUSD will provide an online curriculum (Edgenuity) which is primarily an intervention and credit recovery program to improve graduation rates principally directed towards LI, FY and EL students. This action will help close the achievement gap for these students.

Targeted Service or Justification for District Wide Use:

Other Considerations: Independent Study packet coursework with no direct instruction; summer school only option. Credit recovery coursework using Edgenuity allows students to progress appropriately towards graduation and further access to meet A--G requirements in an effort to reduce drop out rates.

Research to support this action/service:

Research Briefs:

http://www.edgenuity.com/102/pdf/Curriculum-Research/Case-Studies/Lufkin-TX-Research-Brief.pdf

http://www.edgenuity.com/102/pdf/Curriculum-Research/Case-Studies/Bedford-County-VA-Research-Brief.pdf

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Goal #1, #22 Action/Service for Supplemental Funds: $75,000

Provide bus service for unduplicated students to attend Clovis Community College courses for duel credit, Career Technical Educational courses, additional bus routes at Title One sites, and additional transportation as needed for targeted students to attend events, meetings, interventions, etc.

Justification for District Wide Use: Targeted Service

Goal 1, #23 Action/Service for Supplemental Funds: $60,000

The graduation rates of LI and EL students is below all students, to meet with need CUSD will provide mentoring services to unduplicated students attending Alternative Education sites. This action will increase the graduation rate for these students.

Targeted Service or Justification for District -Wide Use: Targeted Service

Goal 1, #24 Action/Service for Supplemental Funds: $539,704

Continue support class at each of the comprehensive intermediate schools to reduce the number of at-risk and targeted students dropping out or transferring to alternative education settings. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. This action will have a positive impact on these students post secondary success.

Targeted Service or Justification for District Wide Use:

Other considerations: Alternative Education placements only. Students transferring to an alternative educational setting at the intermediate level due to inappropriate behavior, lack of academic progress, and/or attendance issues are at a higher risk of dropping out.

Research to support this action/service:

The Boys Town Education Model® is a school -based intervention strategy that focuses on managing behavior, building relationships, and teaching social skills. http://www.boystowntraining.org/pd.html

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Goal 1, #25 Action/Service for Supplemental Funds: $209,801

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will provide a District Coordinator to oversee the CSI (Clovis Support and Intervention) services provided at each of the K--12 sites. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. This action will help close the achievement gap for these students.

Other Considerations: Increasing the workload of site coordinators; increase hiring of school psychologists; hiring of outside trainers Stakeholder feedback indicates a need to support the emotional well being of students.

Research to support this action/service:

Student Assistance Training Resource: http://www.cwsap.com/

Goal 1, #26 Action/Service for Supplemental Funds: $40,000

Provide EL students a summer school focused on necessary academic support and accelerated language development.

Targeted Service or Justification for District Wide Use: Targeted Service

Goal 1, #27 Action/Service for Supplemental Funds: $451,495

Provide additional nursing services to work at selected elementary schools with higher percentage of targeted students. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of chronic absenteeism. We believe that this action will positively impact those outcomes for these students.

Targeted Service or Justification for District Wide Use:

Other considerations: Not hiring additional nursing services to help support target students. Rely on current levels of support to help meet the needs of target students.

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Research to support this action/service: http://www.ncbi.nlm.nih.gov/pubmed/21223274 http://www.cfyetf.org/

Goal 1, # 28 Action/Service for Supplemental Funds: $211,636

Provide administrative support and resources to alternative and comprehensive sites to support the needs of their foster youth and homeless students. Services will be principally directed towards FY and Homeless students. It is CUSD's experience that FY and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college.

Targeted Service or Justification for District Wide Use:

Other Considerations: Expectation that sites could meet the needs of their foster youth and homeless students without district coordination. School sites requested additional support to better meet the needs of their foster youth and homeless students. In order to ensure execution of actions and services, it is necessary to have a leadership position supporting and monitoring progress.

Research to support this action/service:

Institute of Education Sciences: http://ies.ed.gov/

California Department of Education Quality Schooling Framework: http://www.cde.ca.gov/qs/

California Department of Education Resources for Foster Youth: http://www.cde.ca.gov/ls/pf/fy/resources.asp

National Center for Homeless Education: http://center.serve.org/nche/downloads/briefs/youth.pdf

California Foster Youth Education Task Force: http://foster-ed.org/Modules%20CA/FY_LCFF_Factsheet_District_LCAP_Content.pdf

Goal 1, #29 Action/Service for Supplemental Funds: $1,041,488

LI and EL students are less likely to access to college and career planning and are achieving below all students on state assessments so CUSD will continue academic counselors to reduce caseloads and increase the amount of time and support for all students, including LI, FY and EL, in preparation for college and career. This action will positively impact those outcomes for these students.

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Targeted Service or Justification for District Wide Use:

Other considerations: Not hiring additional academic counselors. Caseloads would remain very high.

Research to support this action/service:

Research on School Counseling Effectiveness: https://www.counseling.org/PublicPolicy/PDF/Research_Support_School_Counseling-ACA- CSCORE_02-11.pdf

http://www.cde.ca.gov/ls/cg/rh/counseffective.asp

https://wvde.state.wv.us/counselors/administrators/Effectiveness+of+School+Counseling.pdf

Goal 1, #30 Action/Service for Supplemental Funds: $131,730

Continue to fund a Guidance Instructional Specialist to increase the success of at--risk 7--12 grade students, avoid drop outs or chronic absenteeism, and increase graduation rates at our high school with the highest percentage of EL, LI, FY and Homeless students. It is CUSD's experience that EL, LI, FY, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation, and are underrepresented in college. This action will have a positive impact on these students post secondary success.

Targeted Service or Justification for District Wide Use:

Other Considerations: Relying on current site administrative team, existing learning director; and nonadministrative leadership. In order ensure effective implementation and execution of actions and services, it is necessary to have leadership positions supporting and monitoring progress

Research to support this action/service:

http://www.wallacefoundation.org/knowledge-center/school-leadership/pages/default.aspx

http://education.vermont.gov/documents/EDU-PLP_Strategies_for_Effective_School_Leadership_Teams.pdf

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http://www.cehd.umn.edu/carei/publications/documents/ReviewofResearch.pdf

Goal 1, #31 Action/Service for Supplemental Funds: $250,000

LI, FY, and EL students are often not fully engaged in the school so CUSD will expand the partnership with Comprehensive Youth Services of Fresno to support 9--12 student’s physical, social, and emotional support including community outreach programs. Services will be principally directed towards EL, FY, Homeless and LI students and families. This action will have a positive impact on student attendance and behavior.

Targeted Service or Justification for District Wide Use:

Other Considerations: Maintaining the current level of physical, social, and emotional support for the student and families of the Reagan Education Center.

Research to support this action/service:

http://cysfresno.org/

Goal 1, #32 Action/Service for Supplemental Funds: $206,735

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will continue to provide administrative support to oversee academic, social & emotional multi tiered systems of support. Support will be principally directed towards servicing LI, EL, Foster and Homeless students and parents/guardians. This action will help close the achievement gap for these students.

Targeted Service or Justification for District- Wide Use:

Other Considerations: Relying on current site administrative team, existing learning director; and nonadministrative leadership. In order to ensure effective implementation and execution of actions and services, it is necessary to have leadership positions supporting and monitoring progress.

Research to support this action/service:

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National Education Association, Research Spotlight on Parental Involvement in Education: http://www.nea.org/tools/17360.htm

Harvard Family Research Project, Parental Involvement and Student Achievement:
http://www.hfrp.org/publications-resource/browse-our- publications/parental-involvement-and-student-achievement-a-meta-analysis

Goal 1, #33 Action/Service for Supplemental Funds: $63,501

Continue to fund qualified person(s) to facilitate the implementation of Positive Behavior Intervention and Supports (PBIS) at comprehensive and alternative education K-12 settings in Clovis Unified. Anticipated outcomes include using the PBIS framework to establish positive school culture, increase safety on campus, increase in school attendance and academic achievement, decrease in behaviors that impede learning, define/model/teach/reinforce behavioral expectations, and establish tiers of supports for behavioral and social emotional needs of students. Services will be principally directed towards EL, FY, Homeless and LI students. In CUSD's experiences, these student populations benefit most from this support and coordination of services.

Targeted Service or Justification for District Wide Use:

Other Considerations: Increasing the workload of site coordinators; increase hiring of school psychologists; hiring of outside trainers. Parent feedback indicated the need to increase behavioral supports for students.

Research to support this action/service:

PBIS http://wwwpbis.org

Goal 1, #34 Action/Service for Supplemental Funds: $230,824

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will continue to purchase a computer based data management system to monitor student achievement on both state and local assessments principally directed towards LI, FY, Homeless and EL students. This program will give teachers, parents, and administration data reflecting the learning goals of our target students which allows staff to inform and guide their instruction. This action will help close the achievement gap for these students.

Targeted Service or Justification for District Wide Use:

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Other Considerations: Not having a computer based system to monitor student achievement data and track target student groups. A computer monitoring system is a critical need to inform and guide instructional practices in an effort to maximize student achievement.

Research to support this action/service:

The Impact of Formative Assessment and Learning Intention on Student Achievement August 2014: http://www.hanoverresearch.com/media/The- Impact-of-Formative-Assessment-and-Learning-Intentions-on-Student-Achievement.pdf

Formative assessment: An Enabler of Learning http://www.amplify.com/assets/regional/Heritage_FA.pdf

West Ed Using Student Achievement Data To Support Instructional Decision Making http://wested.mediacore.tv/media/using-student-achievement- data-to-support-instruct

Goal 1, #35 Action/Service for Supplemental Funds: $163,816

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will provide administrative support to oversee professional development of staff and support student needs centered around diversity and poverty. Support will be principally directed towards servicing LI, EL, Foster and Homeless students and parents/guardians in an effort to maximize student achievement. It is CUSD’s experience that these student populations benefit most from this support and coordination of services. This action will help close the achievement gap for these students.

Target Service or Justification for District Wide Use:

Other Considerations: Not having something direct, support and further District policies and programs which promote community education and intercultural awareness, understanding, and appreciation of those differences within the school and the community in an effort to maximize student achievement.

Research to support this action/service:

Research to support this action/service:

Payne, Ruby K. A Framework For Understanding Poverty. Aha! Process, Inc. Texas. 1996.

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Payne, Ruby K. A Framework For Understanding Poverty 10 Actions to Educate Students Workbook. Aha! Process, Inc. Texas. 1998

Souther, Elizabeth W. The R Rules A Guide for Teens to Identity and Build Resources. Aha! Process, Inc. Texas. 2008.

Goal 1, #36 Action/Service for Supplemental Funds: $511,452

Provide additional behavioral support psychologists and assistants to support elementary sites. Services will be principally directed towards LI, EL and Foster Youth. It is CUSD’s experience that FY, EL and LI students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students.

Target Service or Justification for District Wide Use:

Other Considerations: Not hiring additional behavioral support psychologies to support elementary sites. Relying on our current school psychologist to provide this support.

Research to support this action/service:

Borders, L.D., & Drury, S.M. (1992). Comprehensive school counseling programs: A review for policymakers and practitioners. Journal of Counseling and Development, 70, 487--498.

Gerler, E.R. (1985). Elementary school counseling research and the classroom learning environment. Elementary School Guidance & Counseling, 20, 39--48.

Goal 1, #37 Action/Service for Supplemental Funds: $656,985

Provide additional social emotional psychologists at each comprehensive high school. Services will be principally directed towards LI, EL and Foster Youth. It is CUSD’s experience that FY, EL and LI students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students.

Target Service or Justification for District -Wide Use

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Other Considerations: Not hiring additional behavioral support psychologies to support elementary sites. Relying on our current school psychologist to provide this support.

Research to support this action/service:

Diver, -Stamnes, A.C. (1991). Assessing the effectiveness of an intercity high school peer counseling program. Urban Education, 26, 269-284.

Robinson, S.E., Morrow, S., Kigin, T. & Lindeman, M. (1991). Peer counselors in a high school setting: Evaluation of training and impact on students. The School Counselor, 39, 35--40.

Borders, L.D. & Drury, S.M. (1992). Comprehensive school counseling programs: A review for policymakers and practitioners. Journal of Counseling & Development, 70, 487--498.

Goal 1, #38 Action/Service for Supplemental Funds: $133,492

Provide a lead psychologist to oversee, provide leadership of the CUSD Comprehensive Wellness plan. Services will be principally directed towards LI, EL and Foster Youth. It is CUSD’s experience that FY, EL and LI students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students.

Target Service or Justification for District Wide Use

Other Considerations: Not having someone oversee the CUSD Comprehensive Wellness Plan for CUSD

Research to support this action/service:

Borders, L.D., & Drury, S.M. (1992). Comprehensive school counseling programs: A review for policymakers and practitioners. Journal of Counseling and Development, 70, 487--498.

Gerler, E.R. (1985). Elementary school counseling research and the classroom learning environment. Elementary School Guidance & Counseling, 20, 39--48.

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St. Clair, K.L. (1989). Middle school counseling research: A resource for school counselors. Elementary School Guidance & Counseling, 23, 219--226.

Whitson, S.C., & Sexton, T.L. (1998). A review of school counseling outcome research: implications for practice. Journal of Counseling & Development, 76, 412--426.

Goal #2, #2 Action/Service for Supplemental Funds: $1,458,722

Continue to fund School Resource Officers and dispatcher to support school safety and foster positive school experiences principally directed toward LI, FY and EL students. It is our experience in CUSD that School Resource Officers represent the most effective means of decreasing student discipline, decreasing truancy, enhancing school safety and providing a positive school culture particularly with the EL, LI, and FY student populations.

Targeted Service or Justification for District Wide Use:

Other Considerations: Contracting with the City of Clovis PD, Fresno PD, and Sheriff's Department; Community Service Officers Stakeholder feedback indicates that ensuring a safe and secure school environment is a priority

Research to support this action/service:

The Facts Behind School Safety: http://www2.ed.gov/nclb/freedom/safety/keepingkids.html

Goal 2, #5 Action/Service for Supplemental Funds: $523,680

Provide supplemental resources to ensure targeted students have access to rigorous standards aligned curriculum. Resources will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. This action will positively impact those outcomes for these students.

Targeted Service or Justification for District Wide Use:

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Other Considerations: Teachers independently creating and choosing their own materials thus increasing their workload. Supplemental standards aligned materials provide students with instructional resources to access core content based on their individualized needs.

Research to support this action/service:

California Department of Education Frameworks: http://www.cde.ca.gov/be/st/fr/

Hattie, John A.C. Visible Learning A Synthesis of Over 800 Meta- Analyses Relating To Achievement. Routledge. New York. 2009.

Goal 2, #6 Action/Service for Supplemental Funds: $45,000

Parents, LI, FY and EL students are often not fully engaged in the educational process so CUSD will provide additional parent/guardian oral and written translation services to increase access and involvement of parents or guardians of EL, LI and FY.

Targeted Service or Justification for District Wide Use:

Other Considerations: Not providing additional written translation to our EL parents or guardians

Research to support this action/service:

http://hechingerreport.org/schools-federal-pressure-translate-immigrant-families/

http://www.colorincolorado.org/article/how-reach-out-parents-ells

Goal 2, #7 Action/Service for Supplemental Funds: $180,000

Fund Parent Resource Center/Community Resource Center in each Area and to provide additional parent engagement resources (workshops, training, connection points to schools, "how to" resources, etc.) through the development of this Area based Parent Resource Center/Community Resource Center concept. This service would be coordinated with the Transition Counselor/Coordinator/Director team identified under Goal 1. This action will have a positive impact on these student parents involvement.

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Targeted Service or Justification for District Wide Use:

Other Considerations: Not funding a parent resource center and maintaining the status quo.

Research to support this action/service:

http://www.hfrp.org/publications-resources/publications-series/early-childhood-digests/family-resource-centers-where-school-readiness -happens

https://www2.ed.gov/admins/comm/parents/parentinvolve/report_pg24.html

Goal #3, #2 Action/Service for Supplemental Funds: $1,039,179

The achievement of LI and EL students on state assessments is below “All” students, to meet this need CUSD will provide Learning Directors for leadership, coordinate professional learning communities and other professional development efforts, implement standards, and support services principally directed toward EL, FY and LI students as well as all students, Each Learning Director will oversee the Area Transition Team, Parent Resource Center/Community Resource Center, and EL programs. This action will help close the achievement gap for these students.

Targeted Service or Justification for District -Wide Use:

Other Considerations: Relying on current site administrative team, existing learning director; and nonadministrative leadership.

In order to ensure effective implementation and execution of actions and services, it is necessary to have a leadership position supporting monitor student progress.

Research to support this action/service:

Marzano, Robert J., Waters, Timothy, McNulty Brian A. School Leadership that Works. ASCD. Virginia. 2005.

Marzano, Robert J. What Works in Schools Translating Research into Action. ASCD. Virginia. 2003.

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Goal 3, #2 Action/Service for Supplemental Funds: $1,089,239

The achievement of LI and EL students on state assessments is below "All" students, to meet this need CUSD will provide professional development specific to the implementation of California's Content Standards and AVID strategies, train highly qualified teachers, and develop new curriculum units and assessments aligned to standards to ensure all students, principally directed toward EL, LI and FY, achieve at a high level. This action will help close the achievement gap for these students.

Targeted Service or Justification of District-Wide Use:

Other Considerations: Expectation that sites and teachers would accomplish on their own without district coordination and consistency.

Teachers' requested research based professional development in an effort to build capacity, expand knowledge, and develop curriculum that is aligned to California Content Standards.

Research to support this action/service:

California Content Standards in Reading/Language Arts: California Department of Education California Content Standards-ELA http://www.cde.ca.gov/be/st/ss/documents/finalelaccsstandards.pdf

Appendices for the ELA California Content Standards: http://www.corestandards.org/ELA-Literacy and http://achievethecore.org/

California Content Standards in Mathematics http://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf

Appendices for the Math California Content Standards: http://www.corestandards.org/Math/

http://achievethecore.org/

California Content Standards ELA/ELD Framework: http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp

Digital Chalkboard: https://www.mydigitalchalkboard.org/

The Teaching Channel: www.teachingchannel.org

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--------------

LCAP Year: 2017-18

Estimated Supplemental and Concentration Grant Funds

$25,532,166

Percentage to Increase or Improve Services

7.94%

Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year.

Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions).

Using the calculation tool provided by the state, Clovis Unified School District has calculated that it will receive $25,532,166 in Supplemental funding under the Local Control Funding Formula (LCFF). The details of these expenditures are itemized in the Goals, Actions & Services section of this plan and include the actions listed below to better serve our highly at risk and mobile population of English Learners, Socioeconomically disadvantaged students, and Foster Youth. All actions and expenditures of funds marked as contributing to increased or improved services were developed specifically to focus on the needs of our unduplicated population based on a careful analysis of data and input from our stakeholders. All these actions are principally directed toward our unduplicated student population to help Clovis Unified School District be effective in meeting the goals of the LEA LCAP and the identified needs of the unduplicated student population. Under each action marked for increased or improved services is a detailed explanation of how that action is principally directed toward the unduplicated student population and below are citations of experience and research that show that these actions are the most effective in helping those students close equity gaps and meet the goals of Clovis Unified School District as well as the alternatives that were considered. Since our unduplicated student population count is 42.07%, most of these

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actions and services are being performed on a school wide or district wide basis in order to increase efficiency of delivery and effectiveness of these actions and services.

In addition, using the same calculation tool, the proportionality percentage has been calculated at 7.94%. Clovis Unified School District has demonstrated that it has met the proportionality percentage by expending more than $25,532,166 in funds on actions and services that are principally directed towards the unduplicated student population as summarized below and as explained in detail in this plan in the Goals, Actions & Service section.

Goal 1, #2 Action/Service for Supplemental Funds: $1,333,236

Reduce class sizes in grades K--3 and 4--6 with an emphasis on our schools with the highest percentage of target students. Services will be principally directed towards FY, LI, EL and Homeless students. The target is 24:1 now that LCFF is fully funded. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard and would benefit from lower class sizes for individualized instruction to better meet the learning needs of FY, LI and EL students. CUSD's unduplicated student groups are not achieving at grade level standards in academic and it is our belief that lowering class sizes will help close the opportunity gap.

Targeted Service or Justification for District Wide Use:

Other Considerations: Having high class sizes. Research states that students benefit from lower class sizes. Stakeholder feedback indicated that lowering class sizes is a priority to maximize student achievement.

Research to support this action/service:

Center for Public Education:
http://www.centerforpubliceducation.org/Main-Menu/Organizing-a-school/Class-size-and-student-achievement-At-a-glance/Class-size-and-student-achievement-Research-review.html

Brookings Class Size: What Research Says and What it means for State Policy http://www.brookings.edu/research/papers/2011/05/11-class- size- whitehurst-chingos

Class Size Reduction: A Proven Reform Strategy, An NEA Policy Brief http://www.nea.org/assets/docs/PB08_ClassSize08.pdf

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Goal 1, #3 Action/Service for Supplemental Funds: $378,366

In order to provide FY, LI, and EL students, access to the District's performing arts program and other VAPA programs to increase engagement in school, the District will invest in repairing and purchasing performing arts equipment to use as "loaners" and additional materials for students without the resources to purchase them.

Targeted Service or Justification for District Wide Use:

Other Considerations: Students sharing instruments, limiting the number of students who could participate, or only offering as an after school program.

Students need access to high quality performing arts program to enhance the overall curricular educational experience based on stakeholder feedback.

These funds are primarily used to recruit and provide access to these programs for the targeted students.

Research to support this action/service:

California Department of Education Visual & Performing Arts Framework: http://www.cde.ca.gov/be/st/fr/

Goal 1, #5 Action/Service for Supplemental Funds: $1,662,045

The achievement of unduplicated special education students is below all students, to meet this need the district will enhance services to students with Individual Education Plans (IEPs) principally directed toward FY, LI, and EL students or otherwise qualifying for Special Education programs/services. CUSD will continue to use Supplemental funds for new programs to serve our special education students at three Title 1 elementary schools and one program at our high school with the highest percentage of targeted students. These are new programs to provide new and improved services to high -need students. This action will help close the achievement gap for these students.

Targeted Service or Justification for District Wide Use: School Wide

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Other Considerations: Maintaining current programs and not meeting the needs of our high need students. Offering new programs will help close the achievement gap.

Research to support this action/service:

http://www.cde.ca.gov/sp/se/

http://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/12-0392dclhighlymobile.pdf

http://www.edweek.org/media/eperc_specialeducationinamerica.pdf

Goal 1, #6 Action/Service for Supplemental Funds: $2,309,232

Provide extensive career technical education courses at all high schools, Adult Education and CART, including supplies, equipment, facilities and staff. Services will be principally directed towards FY, LI, EL and Homeless students. Unduplicated student data shows that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. CUSD's unduplicated student groups are not achieving at grade level standards in academics and in preparation for college/career. We believe that this action will positively impact the graduation rate outcome for these students.

Targeted Service or Justification for District -Wide Use:

Other Considerations: Not providing a comprehensive CTE program to CUSD students.

Research to support this action/service:

http://www.ccrscenter.org/sites/default/files/CCRS%20Primer%20Brief.pdf

Goal 1, #7 Action/Service for Supplemental Funds: $285,000

Increase connection points to school to enhance student engagement and interest, and improve student performance. Recognizing that not all students want to actively participate in co-curricular activities as a competitor, the District will reduce/eliminate student attendance charges at some VAPA and athletic events principally directed towards, LI, FY EL, students. It is CUSD's experence that

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FY, LI. EL and Homeless students are often not fully engaged in school thus reducing fees will encourage greater participation. We believe that this action will positively impact those outcomes for these students.

Targeted Service or Justification for District- Wide Use:

Other Considerations: Reduced cost instead of free entrance, limited selected activities. Parent surveys and feedback from District DAC and DELAC state that the costs associated with students attending co--curricular activities has limited student participation due to family financial constraints. Participation decreasing in the 6th to 7th grade transition affects their academic performance and attendance. These funds primarily provide students and families' opportunities to become more engaged in school.

Research to support this action/service:

Payne, Ruby K. A Framework For Understanding Poverty. Aha! Process, Inc. Texas. 1996.

Partners in Education A Dual Capacity Building Framework for Family -School Partnerships http://www2.ed.gov/documents/family-community/partners- education.pdf

Goal #1, #8 Action/Service for Supplemental Funds: $1,655,814

Provide at--risk students, including LI, FY and EL support in grades 5-12 transition years by increasing school to home communication and connections, and increasing the number of student relations liaisons. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students.

Targeted Service or Justification for District -Wide Use:

Other Considerations: Not supporting students during transition years. Student Relation Liaisons facilitate home school communication.

Research to support this action/service:

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Payne, Ruby K. A Framework For Understanding Poverty. Aha! Process, Inc. Texas. 1996. Partners in Education A Dual Capacity Building Framework for Family School Partnerships http://www2.ed.gov/documents/family-community/partners-education.pdf

Goal 1, #9 Action/Service for Supplemental Funds: $885,502

At--risk students struggle in the transition from elementary, intermediate and high school. To increase the success of these students, avoid drop outs or chronic absenteeism, and increase graduation rates, transition counselors/directors would continue to be assigned to each high school area. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students.

Targeted Service or Justification for District- Wide Use:

Other considerations: Not hiring counselors or directors to help at risk students.

Research to support this action/service:

Research on School Counseling Effectiveness https://www.counseling.org/PublicPolicy/PDF/Research_Support_School_Counseling-ACA- CSCORE_02-11.pdf

http://www.cde.ca.gov/ls/cg/rh/counseffective.asp

Goal 1, #10 Action/Service for Supplemental Funds: $750,189

Continue to provide Transition Team academic counselors to reduce caseloads and increase the amount of time all students, including LI, FY, Homeless, and EL, spend with counselors to prepare for college and career. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard and benefit from lower class sizes.

Targeted Service or Justification for District- Wide Use:

Other considerations: Not hiring academic counselors or directors to help at risk students.

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Research to support this action/service:

Research on School Counseling Effectiveness https://www.counseling.org/PublicPolicy/PDF/Research_Support_School_Counseling-ACA- CSCORE_02-11.pdf

http://www.cde.ca.gov/ls/cg/rh/counseffective.asp

https://wvde.state.wv.us/counselors/administrators/Effectiveness+of+School+Counseling.pdf

Goal 1, #11 Action/Service for Supplemental Funds: $50,000

Licensing to provide online college and career planning and test preparation resources to all counselors and grade 5-12 students to equip counselors to serve all students including foster youth, EL, redesignated EL, and low income students (who might not otherwise have access to these resources). It is CUSD’s experience that LI, FY, and EL students are least likely to access college and career planning. We believe that this action will positively impact this outcome for these students.

Targeted Service or Justification for District Wide Use:

Other Considerations: Naviance program; hiring of more academic counselors; only high school students

Survey feedback indicates the necessity to provide systematic college and career awareness counseling to students at both the elementary and secondary level.

Research to support this action/service:

California Department of Education Career Technical Education Framework: http://www.cde.ca.gov/be/st/fr/

Goal 1, #12 Action/Service for Supplemental Funds: $125,000

Provide specialized services and support for migrant education students and families to maintain ongoing communication between home and school.

Targeted Service or Justification for District Wide Use: Targeted Service

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Goal 1, #13 Action/Service for Supplemental Funds: $2,731,320

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will distribute funds to individual school sites principally directed toward EL, LI and FY qualifying students, in order to most effectively meet the goals of target students, unique intervention and support needs identified by the community and school site leadership, following District established guidelines and protocols to ensure expenditures adhere to funding requirements. Approved expenses are supplemental instructional supplies, professional development, instructional assistants, bilingual assistants, push-in teachers, technology, intervention programs, social and emotional support programs, and parent and family engagement and literacy programs. This action will help close the achievement gap for these students.

Targeted Service or Justification for District Wide Use:

Other considerations: Not allocating the money

Research to support this action/service:

Resource Alignment: http://www.cde.ca.gov/qs/ Professional Development: http://www.ascd.org

A Toolkit for Title I Parental Involvement: http;//www.sedl.org/connections/tookkit

National Coalition for Parent Involvement in Education: http://www.ncpie.org

Goal 1, #14 Action/Service for Supplemental Funds: $568,655

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will provide after school intervention programs primarily focused on EL, LI, Homeless and FY at elementary schools with high populations of at-risk students that do not currently have this type of program. This action will help close the achievement gap for these students

Targeted Service or Justification for Distric t-Wide Use:

Other Considerations: Not offering the program at our most needy of schools; only providing in -class interventions

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Feedback from stakeholders indicates that providing additional support to the elementary schools that have the higher percentage of targeted students will greatly support the students' academic growth.

Research to support this action/service:

Research- based strategies for English Learners and Long -Term English Learners: http://laurieolsen.com/resources/

ELD Standards, http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf

Understanding Language, Stanford University http://ell.stanford.edu/

Goal 1, #15 Action/Service for Supplemental Funds: $1,005,777

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will provide intervention summer school principally directed towards EL, LI, FY and all students at--risk of not progressing toward graduation. It is CUSD's experience that EL, LI, and FY students are at greater risk of not achieving grade level standard, not progressing towards graduation, and are underrepresented in college. This action will help close the achievement gap for these students.

Targeted Service or Justification for District- Wide Use:

Other Considerations: Holiday intersession; extended school day; limited course offerings; online courses. Courses offered during the summer school session allow students to progress appropriately towards graduation and provide further access to meet A-G requirements and/or enroll in Advanced Placement, performing arts, and CTE courses.

Research to support this action/service:

Research based strategies for English Learners and Long -Term English Learners: http://laurieolsen.com/resources/

ELD Standards: http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf

Understanding Language: Stanford University http://ell.stanford.edu/

Research -based strategies to support Foster Youth: http://www.cfyetf.org/uploads/CAL_EdSummit_report.pdf

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Goal 1, # 16 Action/Service for Supplemental Funds: $745,064

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will provide fully credentialed teachers to "push in" to combination and non combination K-6 classes during the regular school day to provide focused instruction for students achieving below grade principally directed towards servicing EL, LI and FY. It is CUSD's experience that EL, LI, and FY students are at greater risk of not achieving grade level standard, not progressing toward graduation, and are underrepresented in college. This action will help close the achievement gap for these students.

Targeted Service or Justification for District Wide Use:

Other Considerations: Non -credentialed Instructional aides; pull--out programs; after school intervention model only

Feedback from stakeholders indicates that having more than one credentialed teacher in the classroom provides targeted students additional individualized instruction.

Research to support this action/service:

Hattie, John A.C. Visible Learning A Synthesis of Over 800 Meta- Analyses Relating To Achievement. Routledge. New York. 2009.

Research based strategies for English Learners and Long Term English Learners: http://laurieolsen.com/resources/

ELD Standards, http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf

Understanding Language Stanford University: http://ell.stanford.edu/

Research based strategies to support Foster Youth: http://www.cfyetf.org/uploads/CAL_EdSummit_report.pdf

Goal 1, #17 Action/Service for Supplemental Funds: $1,724,493

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will continue support classes at secondary schools to deliver additional instruction in core areas (English language arts, math, science, social science) and prepare students for college and career (AVID). Services focused primarily on students performing below grade level and/or

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underrepresented in the college going population, principally directed towards LI, FY Homeless and EL. It is CUSD's experience that EL, LI, and FY students are at greater risk of not achieving grade level standard, not progressing towards graduation, and are underrepresented in college. This action will help close the achievement gap for these students.

Targeted Service or Justification for District Wide Use:

Other considerations: Not offering the AVID program.

Research to support this action/service:

http://www.avid.org/research.ashx

Goal 1, #18 Action/Service for Supplemental Funds: $304,319

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will expansion of intervention services principally directed towards LI, EL, Homeless, and FY students during the school day for academic support. It is CUSD's experience that EL, LI, Homeless and FY students are at greater risk of not achieving grade level standard, not progressing towards graduation, and are underrepresented in college. This action will help close the achievement gap for these students.

Targeted Service or Justification for District Wide Use:

Other Considerations: Intervention outside the school day or no intervention; non--credentialed instructional aides Stakeholder feedback stated the need to provide additional academic interventions at the secondary level.

Research to support this action/service:

Research based strategies for English Learners and Long- Term English Learners: http://laurieolsen.com/resources/

ELD Standards: http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf

Understanding Language Stanford University: http://ell.stanford.edu/

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Goal 1, #19 Action/Service for Supplemental Funds: $81,781

Provide a Healthy Start Coordinator (HSC) to support alternative education and comprehensive sites in the provision of physical, social and emotional support including community outreach programs.Services will be principally directed towards EL, FY and LI students. In CUSD's experience, these student populations benefit most from this support and coordination of services.

Targeted Service or Justification for District Wide Use:

Other Considerations: Not providing a coordinator to oversee CUSDs Healthy Start program. Current administration would have to oversee this program.

Research to support this action/service: http://www.ded.gov/HealthyYouth/cshp

Goal 1, #20 Action/Service for Supplemental Funds: $1,160,964

Establish dedicated English Language Development resources to support students, parents, and staff at every secondary school to improve reclassification rates, English language proficiency, graduation rates, and college and career preparation.

Targeted Service or Justification for District Wide Use: Targeted Service

Goal 1, #21 Action/Service for Supplemental Funds: $225,000

The graduation rates of LI and EL students is below all students, to meet with need CUSD will provide an online curriculum (Edgenuity) which is primarily an intervention and credit recovery program to improve graduation rates principally directed towards LI, FY and EL students. This action will help close the achievement gap for these students.

Targeted Service or Justification for District -Wide Use:

Other Considerations: Independent Study packet coursework with no direct instruction; summer school only option. Credit recovery coursework using Edgenuity allows students to progress appropriately towards graduation and further access to meet A-G requirements in an effort to reduce dropout rates.

Research to support this action/service:

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Research Briefs:

http://www.edgenuity.com/102/pdf/Curriculum-Research/Case-Studies/Lufkin-TX-Research-Brief.pdf

http://www.edgenuity.com/102/pdf/Curriculum-Research/Case-Stuies/Bedford-County-VA-Research-Brief.pdf

Goal #1, #22 Action/Service for Supplemental Funds: $50,000

Provide bus service for unduplicated students to attend Clovis Community College courses for duel credit, Career Technical Educational courses, additional bus routes at Title One sites, and additional transportation as needed for targeted students to attend events, meetings, interventions, etc.

Justification for District-Wide Use: Targeted Service

Goal 1, #23 Action/Service for Supplemental Funds: $60,000

The graduation rates of LI and EL students is below all students, to meet with need CUSD will provide mentoring services to unduplicated students attending

Alternative Education sites. This action will increase the graduation rate for these students. Targeted Service or Justification for District -Wide Use: Targeted Service

Goal 1, #24 Action/Service for Supplemental Funds: $516,650

Continue support class at each of the comprehensive intermediate schools to reduce the number of at-risk and targeted students dropping out or transferring to alternative education settings. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. This action will have a positive impact on these students post secondary success.

Targeted Service or Justification for District Wide Use:

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Other considerations: Alternative Education placements only. Students transferring to an alternative educational setting at the intermediate level due to inappropriate behavior, lack of academic progress, and/or attendance issues are at a higher risk of dropping out.

Research to support this action/service:

The Boys Town Education Model® is a school based intervention strategy that focuses on managing behavior, building relationships, and teaching social skills. http://www.boystowntraining.org/pd.html

Goal 1, #25 Action/Service for Supplemental Funds: $195,946

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will provide a District Coordinator to oversee the CSI (Clovis Support and Intervention) services provided at each of the K-12 sites. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. This action will help close the achievement gap for these students.

Other Considerations: Increasing the workload of site coordinators; increase hiring of school psychologists; hiring of outside trainers Stakeholder feedback indicates a need to support the emotional well being of students.

Research to support this action/service:

Student Assistance Training Resource: http://www.cwsap.com/

Goal 1, #26 Action/Service for Supplemental Funds: $40,000

Provide EL students a summer school focused on necessary academic support and accelerated language development.

Targeted Service or Justification for District Wide Use: Targeted Service

Goal 1, #27 Action/Service for Supplemental Funds: $444,251

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Provide additional nursing services to work at selected elementary schools with higher percentage of targeted students. Services will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of chronic absenteeism. We believe that this action will positively impact those outcomes for these students.

Targeted Service or Justification for District- Wide Use:

Other considerations: Not hiring additional nursing services to help support target students. Rely on current levels of support to help meet the needs of target students.

Research to support this action/service: http://www.ncbi.nlm.nih.gov/pubmed/21223274

http://www.cfyetf.org/

Goal 1, # 28 Action/Service for Supplemental Funds: $203,496

Provide administrative support and resources to alternative and comprehensive sites to support the needs of their foster youth and homeless students. Services will be principally directed towards FY and Homeless students. It is CUSD's experience that FY and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college.

Targeted Service or Justification for District Wide Use:

Other Considerations: Expectation that sites could meet the needs of their foster youth and homeless students without district coordination. School sites requested additional support to better meet the needs of their foster youth and homeless students. In order to ensure execution of actions and services, it is necessary to have a leadership position supporting and monitoring progress.

Research to support this action/service:

Institute of Education Sciences: http://ies.ed.gov/

California Department of Education Quality Schooling Framework: http://www.cde.ca.gov/qs/

California Department of Education Resources for Foster Youth: http://www.cde.ca.gov/ls/pf/fy/resources.asp

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National Center for Homeless Education: http://center.serve.org/nche/downloads/briefs/youth.pdf

California Foster Youth Education Task Force: http://foster-ed.org/Modules%20CA/FY_LCFF_Factsheet_District_LCAP_Content.pdf

Goal 1, #29 Action/Service for Supplemental Funds: $1,001,392

LI and EL students are less likely to access to college and career planning and are achieving below all students on state assessments so CUSD will continue academic counselors to reduce caseloads and increase the amount of time and support for all students, including LI, FY and EL, in preparation for college and career. This action will positively impact those outcomes for these students.

Targeted Service or Justification for District Wide Use:

Other considerations: Not hiring additional academic counselors. Caseloads would remain very high.

Research to support this action/service:

Research on School Counseling Effectiveness: https://www.counseling.org/PublicPolicy/PDF/Research_Support_School_Counseling-ACA- CSCORE_02-11.pdf

http://www.cde.ca.gov/ls/cg/rh/counseffective.asp

https://wvde.state.wv.us/counselors/administrators/Effectiveness+of+School+Counseling.pdf

Goal 1, #30 Action/Service for Supplemental Funds: $126,663

Continue to fund a Guidance Instructional Specialist to increase the success of at--risk 7--12 grade students, avoid drop outs or chronic absenteeism, and increase graduation rates at our high school with the highest percentage of EL, LI, FY and Homeless students. It is CUSD's experience that EL, LI, FY, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation, and are underrepresented in college. This action will have a positive impact on these students post-secondary success.

Targeted Service or Justification for District- Wide Use:

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Other Considerations: Relying on current site administrative team, existing learning director; and non -administrative leadership. In order ensure effective implementation and execution of actions and services, it is necessary to have leadership positions supporting and monitoring progress

Research to support this action/service:

http://www.wallacefoundation.org/knowledge-center/school-leadership/pages/default.aspx

http://education.vermont.gov/documents/EDU-PLP_Strategies_for_Effective_School_Leadership_Teams.pdf

http://www.cehd.umn.edu/carei/publications/documents/ReviewofResearch.pdf

Goal 1, #31 Action/Service for Supplemental Funds: $100,000

LI, FY, and EL students are often not fully engaged in the school so CUSD will continue the partnership with Comprehensive Youth Services of Fresno to support the Reagan Educational Center in the provision of physical, social, and emotional support including community outreach programs. Services will be principally directed towards EL, FY, Homeless and LI students and families. This action will have a positive impact on student attendance and behavior.

Targeted Service or Justification for District Wide Use:

Other Considerations: Maintaining the current level of physical, social, and emotional support for the student and families of the Reagan Education Center.

Research to support this action/service:

http://cysfresno.org/

Goal 1, #32 Action/Service for Supplemental Funds: $201,766

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will continue to provide administrative support to oversee academic, social & emotional multi-tiered systems of support. Support will be principally

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directed towards servicing LI, EL, Foster and Homeless students and parents/guardians. This action will help close the achievement gap for these students

Targeted Service or Justification for District Wide Use:

Other Considerations: Relying on current site administrative team, existing learning director; and nonadministrative leadership. In order to ensure effective implementation and execution of actions and services, it is necessary to have leadership positions supporting and monitoring progress.

Research to support this action/service:

National Education Association, Research Spotlight on Parental Involvement in Education: http://www.nea.org/tools/17360.htm

Harvard Family Research Project, Parental Involvement and Student Achievement:
http://www.hfrp.org/publications-resource/browse-our- publications/parental-involvement-and-student-achievement-a-meta-analysis

Goal 1, #33 Action/Service for Supplemental Funds: $60,685

Continue to fund qualified person(s) to facilitate the implementation of Positive Behavior Intervention and Supports (PBIS) at comprehensive and alternative education K-12 settings in Clovis Unified. Anticipated outcomes include using the PBIS framework to establish positive school culture, increase safety on campus, increase in school attendance and academic achievement, decrease in behaviors that impede learning, define/model/teach/reinforce behavioral expectations, and establish tiers of supports for behavioral and social emotional needs of students. Services will be principally directed towards EL, FY, Homeless and LI students. In CUSD's experiences, these student populations benefit most from this support and coordination of services.

Targeted Service or Justification for District Wide Use:

Other Considerations: Increasing the workload of site coordinators; increase hiring of school psychologists; hiring of outside trainers. Parent feedback indicated the need to increase behavioral supports for students.

Research to support this action/service:

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PBIS http://wwwpbis.org

Goal 1, #34 Action/Service for Supplemental Funds: $203,786

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will continue to purchase a computer based data management system to monitor student achievement on both state and local assessments principally directed towards LI, FY, Homeless and EL students. This program will give teachers, parents, and administration data reflecting the learning goals of our target students which allows staff to inform and guide their instruction. This action will help close the achievement gap for these students.

Targeted Service or Justification for District Wide Use:

Other Considerations: Not having a computer based system to monitor student achievement data and track target student groups. A computer monitoring system is a critical need to inform and guide instructional practices in an effort to maximize student achievement.

Research to support this action/service:

The Impact of Formative Assessment and Learning Intention on Student Achievement August 2014: http://www.hanoverresearch.com/media/The- Impact-of-Formative-Assessment-and-Learning-Intentions-on-Student-Achievement.pdf

Formative assessment: An Enabler of Learning http://www.amplify.com/assets/regional/Heritage_FA.pdf

West Ed Using Student Achievement Data To Support Instructional Decision Making http://wested.mediacore.tv/media/using-student-achievement- data-to-support-instruct

Goal 1, #35 Action/Service for Supplemental Funds: $139,578

The achievement of LI and EL students on state assessments is below all students. To meet this need the district will provide administrative support to oversee professional development of staff and support student needs centered around diversity and poverty. Support will be principally directed towards servicing LI, EL, Foster and Homeless students and parents/guardians in an effort to maximize student achievement. It is CUSD’s experience that these student populations benefit most from this support and coordination of services. This action will help close the achievement gap for these students.

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Target Service or Justification for District Wide Use:

Other Considerations: Not having something direct, support and further District policies and programs which promote community education and intercultural awareness, understanding, and appreciation of those differences within the school and the community in an effort to maximize student achievement.

Research to support this action/service:

Research to support this action/service:

Payne, Ruby K. A Framework For Understanding Poverty. Aha! Process, Inc. Texas. 1996.

Payne, Ruby K. A Framework For Understanding Poverty 10 Actions to Educate Students Workbook. Aha! Process, Inc. Texas. 1998

Souther, Elizabeth W. The R Rules A Guide for Teens to Identity and Build Resources. Aha! Process, Inc. Texas. 2008.

Goal 1, #36 Action/Service for Supplemental Funds: $350,039

Provide additional behavioral support psychologists and assistants to support elementary sites. Services will be principally directed towards LI, EL and Foster Youth. It is CUSD’s experience that FY, EL and LI students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students.

Target Service or Justification for District Wide Use:

Other Considerations: Not hiring additional behavioral support psychologies to support elementary sites. Relying on our current school psychologist to provide this support.

Research to support this action/service:

Borders, L.D., & Drury, S.M. (1992). Comprehensive school counseling programs: A review for policymakers and practitioners. Journal of Counseling and Development, 70, 487--498.

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Gerler, E.R. (1985). Elementary school counseling research and the classroom learning environment. Elementary School Guidance & Counseling, 20, 39--48.

Goal 1, #37 Action/Service for Supplemental Funds: $233,629

Provide additional social emotional psychologists at each comprehensive high school. Services will be principally directed towards LI, EL and Foster Youth. It is CUSD’s experience that FY, EL and LI students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students.

Target Service or Justification for District -Wide Use

Other Considerations: Not hiring additional behavioral support psychologies to support elementary sites. Relying on our current school psychologist to provide this support.

Research to support this action/service:

Diver-Stamnes, A.C. (1991). Assessing the effectiveness of an intercity high school peer counseling program. Urban Education, 26, 269--284.

Robinson, S.E., Morrow, S., Kigin, T. & Lindeman, M. (1991). Peer counselors in a high school setting: Evaluation of training and impact on students.

The School Counselor, 39, 35-40.

Borders, L.D. & Drury, S.M. (1992). Comprehensive school counseling programs: A review for policymakers and practitioners. Journal of Counseling & Development, 70, 487-498.

Goal 1, #38 Action/Service for Supplemental Funds: $158,935

Provide a lead psychologist to oversee, provide leadership of the CUSD Comprehensive Wellness plan. Services will be principally directed towards LI, EL and Foster Youth. It is CUSD’s experience that FY, EL and LI students are at greater risk of not achieving

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grade level standard, not progressing towards graduation and are underrepresented in college. We believe that this action will positively impact those outcomes for these students.

Target Service or Justification for District-Wide Use

Other Considerations: Not having someone oversee the CUSD Comprehensive Wellness Plan for CUSD

Research to support this action/service:

Borders, L.D., & Drury, S.M. (1992). Comprehensive school counseling programs: A review for policymakers and practitioners. Journal of Counseling and Development, 70, 487-498.

Gerler, E.R. (1985). Elementary school counseling research and the classroom learning environment. Elementary School Guidance & Counseling, 20, 39-48.

St. Clair, K.L. (1989). Middle school counseling research: A resource for school counselors. Elementary School Guidance & Counseling, 23, 219-226.

Whitson, S.C., & Sexton, T.L. (1998). A review of school counseling outcome research: implications for practice. Journal of Counseling & Development, 76, 412-426.

Goal #2, #3 Action/Service for Supplemental Funds: $1,453,904

Continue to fund School Resource Officers and dispatcher to support school safety and foster positive school experiences principally directed toward LI, FY and EL students. It is our experience in CUSD that School Resource Officers represent the most effective means of decreasing student discipline, decreasing truancy, enhancing school safety and providing a positive school culture particularly with the EL, LI, and FY student populations.

Targeted Service or Justification for District-Wide Use:

Other Considerations: Contracting with the City of Clovis PD, Fresno PD, and Sheriff's Department; Community Service Officers Stakeholder feedback indicates that ensuring a safe and secure school environment is a priority.

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Research to support this action/service:

The Facts Behind School Safety: http://www2.ed.gov/nclb/freedom/safety/keepingkids.html

Goal 2, #5 Action/Service for Supplemental Funds: $523,680

Provide supplemental resources to ensure targeted students have access to rigorous standards aligned curriculum. Resources will be principally directed towards FY, LI, EL and Homeless students. It is CUSD's experience that FY, LI, EL, and Homeless students are at greater risk of not achieving grade level standard, not progressing towards graduation and are underrepresented in college. This action will positively impact those outcomes for these students.

Targeted Service or Justification for District-Wide Use:

Other Considerations: Teachers independently creating and choosing their own materials thus increasing their workload. Supplemental standards aligned materials provide students with instructional resources to access core content based on their individualized needs.

Research to support this action/service:

California Department of Education Frameworks: http://www.cde.ca.gov/be/st/fr/

Hattie, John A.C. Visible Learning A Synthesis of Over 800 Meta-Analyses Relating To Achievement. Routledge. New York. 2009.

Goal 2, #6 Action/Service for Supplemental Funds: $45,000

Parents, LI, FY and EL students are often not fully engaged in the educational process so CUSD will provide additional parent/guardian oral and written translation services to increase access and involvement of parents or guardians of EL, LI and FY.

Targeted Service or Justification for District-Wide Use:

Other Considerations: Not providing additional written translation to our EL parents or guardians.

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Research to support this action/service:

http://hechingerreport.org/schools-federal-pressure-translate-immigrant-families/

http://www.colorincolorado.org/article/how-reach-out-parents-ells

Goal 2, #7 Action/Service for Supplemental Funds: $180,000

Parents LI, FY and EL students are often not fully engaged in the educational process so CUSD will fund Parent Resource Center/Community Resource Centers in each Area. Provide additional parent engagement resources (workshops, training, connection points to schools, "how to" resources, etc.). This service would be coordinated K-12 with the Transition Counselor/Coordinator/Director team identified under Goal 1. This action will have a positive impact on these student parents involvement.

Targeted Service or Justification for District-Wide Use:

Other Considerations: Not funding a parent resource center and maintaining the status quo.

Research to support this action/service:

http://www.hfrp.org/publications-resources/publications-series/early-childhood-digests/family-resource-centers-where-school-readiness -happens

https://www2.ed.gov/admins/comm/parents/parentinvolve/report_pg24.html

Goal #3, #2 Action/Service for Supplemental Funds: $1,005,257

The achievement of LI and EL students on state assessments is below “All” students, to meet this need CUSD will provide Learning Directors for leadership, coordinate professional learning communities and other professional development efforts, implement standards, and support services principally directed toward EL, FY and LI students as well as all students, Each Learning Director will oversee the Area Transition Team, Parent Resource Center/Community Resource Center, and EL programs. This action will help close the achievement gap for these students.

Targeted Service or Justification for District-Wide Use:

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Other Considerations: Relying on current site administrative team, existing learning director; and non-administrative leadership.

In order to ensure effective implementation and execution of actions and services, it is necessary to have a leadership position supporting monitor student progress.

Research to support this action/service:

Marzano, Robert J., Waters, Timothy, McNulty Brian A. School Leadership that Works. ASCD. Virginia. 2005. Marzano, Robert J. What Works in Schools

Translating Research into Action. ASCD. Virginia. 2003.

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Addendum

The Local Control and Accountability Plan (LCAP) and Annual Update Template documents and communicates local educational agencies’ (LEAs) actions and expenditures to support student outcomes and overall performance. The LCAP is a three-year plan, which is reviewed and updated annually, as required. Charter schools may complete the LCAP to align with the term of the charter school’s budget, typically one year, which is submitted to the school’s authorizer. The LCAP and Annual Update Template must be completed by all LEAs each year.

For school districts, the LCAP must describe, for the school district and each school within the district, goals and specific actions to achieve those goals for all students and each student group identified by the Local Control Funding Formula (LCFF) (ethnic, socioeconomically disadvantaged, English learners, foster youth, pupils with disabilities, and homeless youth), for each of the state priorities and any locally identified priorities.

For county offices of education, the LCAP must describe, for each county office of education-operated school and program, goals and specific actions to achieve those goals for all students and each LCFF student group funded through the county office of education (students attending juvenile court schools, on probation or parole, or expelled under certain conditions) 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 funded by a school district that are provided to students attending county-operated schools and programs, including special education programs.

If a county superintendent of schools has jurisdiction over a single school district, the county board of education and the governing board of the school district may adopt and file for review and approval a single LCAP consistent with the requirements in Education Code (EC) sections 52060, 52062, 52066, 52068, and 52070. The LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted and actual expenditures are aligned.

Charter schools must describe goals and specific actions to achieve those goals for all students and each LCFF subgroup of students including students with disabilities and homeless youth, for each of the state priorities that apply for the grade levels served or the nature of the program operated by the charter school, 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 EC. Changes in LCAP goals and actions/services for charter schools that result from the annual update process do not necessarily constitute a material revision to the school’s charter petition.

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For questions related to specific sections of the template, please see instructions below:

Instructions: Linked Table of Contents Plan Summary

Annual Update

Stakeholder Engagement

Goals, Actions, and Services

Planned Actions/Services

Demonstration of Increased or Improved Services for Unduplicated Students

For additional questions or technical assistance related to completion of the LCAP template, please contact the local county office of education, or the CDE’s Local Agency Systems Support Office at: 916-319-0809 or by email at: lcff@cde.ca.gov.

Plan Summary

The LCAP is intended to reflect an LEA’s annual goals, actions, services and expenditures within a fixed three-year planning cycle. LEAs must include a plan summary for the LCAP each year.

When developing the LCAP, enter the appropriate LCAP year, and address the prompts provided in these sections. When developing the LCAP in year 2 or year 3, enter the appropriate LCAP year and replace the previous summary information with information relevant to the current year LCAP.

In this section, briefly address the prompts provided. These prompts are not limits. LEAs may include information regarding local program(s), community demographics, and the overall vision of the LEA. LEAs may also attach documents (e.g., the California School Dashboard data reports) if desired and/or include charts illustrating goals, planned outcomes, actual outcomes, or related planned and actual expenditures.

An LEA may use an alternative format for the plan summary as long as it includes the information specified in each prompt and the budget summary table.

The reference to California School Dashboard means the California School Dashboard adopted by the State Board of Education under EC Section 52064.5.

Comprehensive Support and Improvement

An LEA with a school or schools identified for comprehensive support and improvement (CSI) under the Every Student Succeeds Act must respond to the following prompts:

	Schools Identified: Identify the schools within the LEA that have been identified for CSI.

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

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

The planned goals, expected outcomes, actions/services, and budgeted expenditures must be copied verbatim from the previous year’s* approved LCAP; in addition, list the state and/or local priorities addressed by the planned goals. Minor typographical errors may be corrected.

* For example, for LCAP year 2017/18 of the 2017/18 – 2019/20 LCAP, review the goals in the 2016/17 LCAP. Moving forward, review the goals from the most recent LCAP year. For example, LCAP year 2020/21 will review goals from the 2019/20 LCAP year, which is the last year of the 2017/18 – 2019/20 LCAP.

Annual Measurable Outcomes

For each goal in the prior year, identify and review the actual measurable outcomes as compared to the expected annual measurable outcomes identified in the prior year for the goal.

Actions/Services

Identify the planned Actions/Services and the budgeted expenditures to implement these actions toward achieving the described goal. Identify the actual actions/services implemented to meet the described goal and the estimated actual annual expenditures to implement the actions/services. As applicable, identify any changes to the students or student groups served, or to the planned location of the actions/services provided.

Analysis

Using actual annual measurable outcome data, including data from the California School Dashboard, analyze whether the planned actions/services were effective in achieving the goal. Respond to the prompts as instructed.

	Describe the overall implementation of the actions/services to achieve the articulated goal. Include a discussion of relevant challenges and successes experienced with the implementation process.

	Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.

	Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Minor variances in expenditures or a dollar-for-dollar accounting is not required.

	Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the data provided in the California School Dashboard, as applicable. Identify where those changes can be found in the LCAP.

Stakeholder Engagement

Meaningful engagement of parents, students, and other stakeholders, including those representing the student groups identified by LCFF, is critical to the development of the LCAP and the budget process. EC identifies the minimum consultation requirements for school districts and county offices of education as consulting with teachers, principals, administrators, other school personnel, local bargaining units of the school district, parents, and pupils in developing the LCAP. EC requires

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charter schools to consult with teachers, principals, administrators, other school personnel, parents, and pupils in developing the LCAP. In addition, EC Section 48985 specifies the requirements for the translation of notices, reports, statements, or records sent to a parent or guardian.

The LCAP should be shared with, and LEAs should request input from, school site-level advisory groups, as applicable (e.g., school site councils, English Learner Advisory Councils, student 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 specific goals.

Instructions: The stakeholder engagement process is an ongoing, annual process. The requirements for this section are the same for each year of a three-year LCAP. When developing the LCAP, enter the appropriate LCAP year, and describe the stakeholder engagement process used to develop the LCAP and Annual Update. When developing the LCAP in year 2 or year 3, enter the appropriate LCAP year and replace the previous stakeholder narrative(s) and describe the stakeholder engagement process used to develop the current year LCAP and Annual Update.

School districts and county offices of education: Describe the process used to consult with the Parent Advisory Committee, the English Learner Parent Advisory Committee, parents, students, school personnel, the LEA’s local bargaining units, and the community to inform the development of the LCAP and the annual review and analysis for the indicated LCAP year.

Charter schools: Describe the process used to consult with teachers, principals, administrators, other school personnel, parents, and students to inform the development of the LCAP and the annual review and analysis for the indicated LCAP year.

Describe how the consultation process impacted the development of the LCAP and annual update for the indicated LCAP year, including the goals, actions, services, and expenditures.

Goals, Actions, and Services

LEAs must include a description of the annual goals, for all students and each LCFF identified group of students, to be achieved for each state priority as applicable to type of LEA. An LEA may also include additional local priorities. This section shall also include a description of the specific planned actions an LEA will take to meet the identified goals, and a description of the expenditures required to implement the specific actions.

School districts and county offices of education: The LCAP is a three-year plan, which is reviewed and updated annually, as required.

Charter schools: The number of years addressed in the LCAP may align with the term of the charter schools budget, typically one year, which is submitted to the school’s authorizer. If year 2 and/or year 3 is not applicable, charter schools must specify as such.

New, Modified, Unchanged

As part of the LCAP development process, which includes the annual update and stakeholder engagement, indicate if the goal, identified need, related state and/or local priorities, and/or expected annual measurable outcomes for the current LCAP year or future LCAP years are modified or unchanged from the previous year’s LCAP; or, specify if the goal is new.

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Goal

State the goal. LEAs may number the goals using the “Goal #” box for ease of reference. A goal is a broad statement that describes the desired result to which all actions/services are directed. A goal answers the question: What is the LEA seeking to achieve?

Related State and/or Local Priorities

List the state and/or local priorities addressed by the goal. The LCAP must include goals that address each of the state priorities, as applicable to the type of LEA, and any additional local priorities; however, one goal may address multiple priorities. (Link to State Priorities)

Identified Need

Describe the needs that led to establishing the goal. The identified needs may be based on quantitative or qualitative information, including, but not limited to, results of the annual update process or performance data from the California School Dashboard, as applicable.

Expected Annual Measurable Outcomes

For each LCAP year, identify the metric(s) or indicator(s) that the LEA will use to track progress toward the expected outcomes. LEAs may identify metrics for specific student groups. Include in the baseline column the most recent data associated with this metric or indicator available at the time of adoption of the LCAP for the first year of the three-year plan. The most recent data associated with a metric or indicator includes data as reported in the annual update of the LCAP year immediately preceding the three-year plan, as applicable. The baseline data shall remain unchanged throughout the three-year LCAP. In the subsequent year columns, identify the progress to be made in each year of the three-year cycle of the LCAP. Consider how expected outcomes in any given year are related to the expected outcomes for subsequent years.

The metrics may be quantitative or qualitative, but at minimum an LEA must use the applicable required metrics for the related state priorities, in each LCAP year as applicable to the type of LEA. For the student engagement priority metrics, as applicable, LEAs must calculate the rates as described in the LCAP Template Appendix, sections (a) through (d).

Planned Actions/Services

For each action/service, the LEA must complete either the section “For Actions/Services not included as contributing to meeting Increased or Improved Services Requirement” or the section “For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement.” The LEA shall not complete both sections for a single action.

For Actions/Services Not Contributing to Meeting the Increased or Improved Services Requirement

Students to be Served

The “Students to be Served” box is to be completed for all actions/services except for those which are included by the LEA as contributing to meeting the requirement to increase or improve services for unduplicated students. Indicate in this box which students will benefit from the actions/services by entering “All”, “Students with Disabilities”, or “Specific Student Group(s)”. If “Specific Student Group(s)” is entered, identify the specific student group(s) as appropriate.

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Location(s)

Identify the location where the action/services will be provided. If the services are provided to all schools within the LEA, the LEA must identify “All Schools”. If the services are provided to specific schools within the LEA or specific grade spans only, the LEA must enter “Specific Schools” or “Specific Grade Spans”. Identify the individual school or a subset of schools or grade spans (e.g., all high schools or grades K-5), as appropriate.

Charter schools operating more than one site, authorized within the same charter petition, may choose to distinguish between sites by entering “Specific Schools” and identifying the site(s) where the actions/services will be provided. For charter schools operating only one site, “All Schools” and “Specific Schools” may be synonymous and, therefore, either would be appropriate. Charter schools may use either term provided they are used in a consistent manner through the LCAP.

For Actions/Services Contributing to Meeting the Increased or Improved Services Requirement:

Students to be Served

For any action/service contributing to the LEA’s overall demonstration that it has increased or improved services for unduplicated students above what is provided to all students (see Demonstration of Increased or Improved Services for Unduplicated Students section, below), the LEA must identify the unduplicated student group(s) being served.

Scope of Service

For each action/service contributing to meeting the increased or improved services requirement, identify the scope of service by indicating “LEA-wide”, “Schoolwide”, or “Limited to Unduplicated Student Group(s)”. The LEA must identify one of the following three options:

 If the action/service is being funded and provided to upgrade the entire educational program of the LEA, enter "LEA-wide."

 If the action/service is being funded and provided to upgrade the entire educational program of a particular school or schools, enter “schoolwide”.

 If the action/service being funded and provided is limited to the unduplicated students identified in “Students to be Served”, enter “Limited to Unduplicated Student Group(s)”.

For charter schools and single-school school districts, “LEA-wide” and “Schoolwide” may be synonymous and, therefore, either would be appropriate. For charter schools operating multiple schools (determined by a unique CDS code) under a single charter, use “LEA-wide” to refer to all schools under the charter and use “Schoolwide” to refer to a single school authorized within the same charter petition. Charter schools operating a single school may use “LEA-wide” or “Schoolwide” provided these terms are used in a consistent manner through the LCAP.

Location(s)

Identify the location where the action/services will be provided. If the services are provided to all schools within the LEA, the LEA must indicate “All Schools”. If the services are provided to specific schools within the LEA or specific grade spans only, the LEA must enter “Specific Schools” or “Specific Grade Spans”. Identify the individual school or a subset of schools or grade spans (e.g., all high schools or grades K-5), as appropriate.

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Charter schools operating more than one site, authorized within the same charter petition, may choose to distinguish between sites by entering “Specific Schools” and identify the site(s) where the actions/services will be provided. For charter schools operating only one site, “All Schools” and “Specific Schools” may be synonymous and, therefore, either would be appropriate. Charter schools may use either term provided they are used in a consistent manner through the LCAP.

Actions/Services

For each LCAP year, identify the actions to be performed and services provided to meet the described goal. Actions and services that are implemented to achieve the identified goal may be grouped together. LEAs may number the action/service using the “Action #” box for ease of reference.

New/Modified/Unchanged:

	Enter “New Action” if the action/service is being added in any of the three years of the LCAP to meet the articulated goal.

	Enter “Modified Action” if the action/service was included to meet an articulated goal and has been changed or modified in any way from the prior year description.

	Enter “Unchanged Action” if the action/service was included to meet an articulated goal and has not been changed or modified in any way from the prior year description.

o If a planned action/service is anticipated to remain unchanged for the duration of the plan, an LEA may enter “Unchanged Action” and leave the subsequent year columns blank rather than having to copy/paste the action/service into the subsequent year columns. Budgeted expenditures may be treated in the same way as applicable.

Note: The goal from the prior year may or may not be included in the current three-year LCAP. For example, when developing year 1 of the LCAP, the goals articulated in year 3 of the preceding three-year LCAP will be from the prior year.

Charter schools may complete the LCAP to align with the term of the charter school’s budget that is submitted to the school’s authorizer. Accordingly, a charter school submitting a one-year budget to its authorizer may choose not to complete the year 2 and year 3 portions of the “Goals, Actions, and Services” section of the template. If year 2 and/or year 3 is not applicable, charter schools must specify as such.

Budgeted Expenditures

For each action/service, list and describe budgeted expenditures for each school year to implement these actions, including where those expenditures can be found in the LEA’s budget. The LEA must reference all fund sources for each proposed expenditure. Expenditures must be classified using the California School Accounting Manual as required by EC sections 52061, 52067, and 47606.5.

Expenditures that are included more than once in an LCAP must be indicated as a duplicated expenditure and include a reference to the goal and action/service where the expenditure first appears in the LCAP.

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If a county superintendent of schools has jurisdiction over a single school district, and chooses to complete a single LCAP, the LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted expenditures are aligned.

Demonstration of Increased or Improved Services for Unduplicated Students

This section must be completed for each LCAP year. When developing the LCAP in year 2 or year 3, copy the “Demonstration of Increased or Improved Services for Unduplicated Students” table and enter the appropriate LCAP year. Using the copy of the section, complete the section as required for the current year LCAP. Retain all prior year sections for each of the three years within the LCAP.

Estimated Supplemental and Concentration Grant Funds

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 students as determined pursuant to California Code of Regulations, Title 5 (5 CCR) Section 15496(a)(5).

Percentage to Increase or Improve Services

Identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all students in the LCAP year as calculated pursuant to 5 CCR Section 15496(a)(7).

Consistent with the requirements of 5 CCR Section 15496, describe how services provided for unduplicated pupils are increased or improved by at least the percentage calculated as compared to services provided for all students in the LCAP year. To improve services means to grow services in quality and to increase services means to grow services in quantity. This description must address how the action(s)/service(s) limited for one or more unduplicated student group(s), and any schoolwide or districtwide action(s)/service(s) supported by the appropriate description, taken together, result in the required proportional increase or improvement in services for unduplicated pupils.
If the overall increased or improved services include any actions/services being funded and provided on a schoolwide or districtwide basis, identify each action/service and include the required descriptions supporting each action/service as follows.
For those services being provided on an LEA-wide basis:

	For school districts with an unduplicated pupil percentage of 55% or more, and for charter schools and county offices of education: Describe how these services are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities.

	For school districts with an unduplicated pupil percentage of less than 55%: Describe how these services are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities. Also describe how the services are the most effective use of the funds to meet these goals for its unduplicated pupils. Provide the basis for this determination, including any alternatives considered, supporting research, experience or educational theory.

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For school districts only, identify in the description those services being funded and provided on a schoolwide basis, and include the required description supporting the use of the funds on a schoolwide basis:

	For schools with 40% or more enrollment of unduplicated pupils: Describe how these services are principally directed to and effective in meeting its goals for its unduplicated pupils in the state and any local priorities.

	For school districts expending funds on a schoolwide basis at a school with less than 40% enrollment of unduplicated pupils: Describe how these services are principally directed to and how the services are the most effective use of the funds to meet its goals for English learners, low income students and foster youth, in the state and any local priorities.

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State Priorities

Priority 1: Basic Services addresses the degree to which:

A. Teachers in the LEA are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;
B. Pupils in the school district have sufficient access to the standards-aligned instructional materials; and C. School facilities are maintained in good repair.
Priority 2: Implementation of State Standards addresses:

A. The implementation of state board adopted academic content and performance standards for all students, which are:
a. English Language Arts – Common Core State Standards (CCSS) for English Language Arts b. Mathematics – CCSS for Mathematics
c. English Language Development (ELD) d. Career Technical Education
e. Health Education Content Standards f. History-Social Science
g. Model School Library Standards

h. Physical Education Model Content Standards i.	Next Generation Science Standards
j.	Visual and Performing Arts k. World Language; and
B. How the programs and services will enable English learners to access the CCSS and the ELD standards for purposes of gaining academic content knowledge and English language proficiency.
Priority 3: Parental Involvement addresses:

A. The efforts the school district makes to seek parent input in making decisions for the school district and each individual school site;
B. How the school district will promote parental participation in programs for unduplicated pupils; and

C. How the school district will promote parental participation in programs for individuals with exceptional needs.
Priority 4: Pupil Achievement as measured by all of the following, as applicable: A. Statewide assessments;
B. The Academic Performance Index;

C. The percentage of pupils who have successfully completed courses that satisfy University of California (UC) or California State University (CSU) entrance requirements, or programs of study that align with state board approved career technical educational standards and framework;
D. The percentage of English learner pupils who make progress toward English proficiency as measured by the California English Language Development Test (CELDT);
E. The English learner reclassification rate;

F. The percentage of pupils who have passed an advanced placement examination with a score of 3 or higher; and
G. The percentage of pupils who participate in, and demonstrate college preparedness pursuant to, the Early Assessment Program, or any subsequent assessment of college preparedness.
Priority 5: Pupil Engagement as measured by all of the following, as applicable: A. School attendance rates;
B. Chronic absenteeism rates; C. Middle school dropout rates;
D. High school dropout rates; and E. High school graduation rates;

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Priority 6: School Climate as measured by all of the following, as applicable: A. Pupil suspension rates;
B. Pupil expulsion rates; and

C. Other local measures, including surveys of pupils, parents, and teachers on the sense of safety and school connectedness.
Priority 7: Course Access addresses the extent to which pupils have access to and are enrolled in:

A. S broad course of study including courses described under EC sections 51210 and 51220(a)-(i), as applicable;
B. Programs and services developed and provided to unduplicated pupils; and

C. Programs and services developed and provided to individuals with exceptional needs.

Priority 8: Pupil Outcomes addresses pupil outcomes, if available, for courses described under EC sections 51210 and 51220(a)-(i), as applicable.
Priority 9: Coordination of Instruction of Expelled Pupils (COE Only) addresses how the county superintendent of schools will coordinate instruction of expelled pupils.
Priority 10. Coordination of Services for Foster Youth (COE Only) addresses how the county superintendent of schools will coordinate services for foster children, including:
A. Working with the county child welfare agency to minimize changes in school placement

B. Providing education-related information to the county child welfare agency to assist in the delivery of services to foster children, including educational status and progress information that is required to be included in court reports;
C. Responding to requests from the juvenile court for information and working with the juvenile court to ensure the delivery and coordination of necessary educational services; and
D. Establishing a mechanism for the efficient expeditious transfer of health and education records and the health and education passport.
Local Priorities address:

A. Local priority goals; and

B. Methods for measuring progress toward local goals.

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APPENDIX A: PRIORITIES 5 AND 6 RATE CALCULATION INSTRUCTIONS
For the purposes of completing the LCAP in reference to the state priorities under EC sections 52060 and 52066, as applicable to type of LEA, the following shall apply:
(a) “Chronic absenteeism rate” shall be calculated as follows:
(1) The number of K-8 students who were absent 10 percent or more of the school days excluding students who were:
(A) enrolled less than 31 days
(B) enrolled at least 31 days but did not attend at least one day
(C) flagged as exempt in the district attendance submission. K-8 students are considered to be exempt if they:
(i) are enrolled in a Non-Public School
(ii) receive instruction through a home or hospital instructional setting (iii) are attending a community college full-time.
(2) The number of students who meet the enrollment requirements. (3) Divide (1) by (2).
(b) “High school dropout rate” shall be calculated as follows:
(1) The number of cohort members who dropout by the end of year 4 in the cohort where “cohort” is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4.
(2) The total number of cohort members. (3) Divide (1) by (2).
(c) “High school graduation rate” shall be calculated as follows: (1) For a 4-Year Cohort Graduation Rate:
(A) The number of students in the cohort who earned a regular high school diploma by the end of year 4 in the cohort.
(B) The total number of students in the cohort. (C) Divide (1) by (2).
(2) For a Dashboard Alternative Schools Status (DASS) Graduation Rate:
(A) The number of students who either graduated as grade 11 students or who earned any of the following:
(i) a regular high school diploma
(ii) a High School Equivalency Certificate (iii) an adult education diploma
(iv) a Certificate of Completion and was eligible for the California Alternative Assessment if under the age of 20.
(B) The number of students in the DASS graduation cohort. (C) Divide (1) by (2).
(d) “Suspension rate” shall be calculated as follows:
(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was suspended during the academic year (July 1 – June 30).
(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30).
(3) Divide (1) by (2).
(e) “Expulsion rate” shall be calculated as follows:
(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was expelled during the academic year (July 1 – June 30).
(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30).

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

NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01, 42238.02, 42238.03, 42238.07, 47605, 47605.6, 47606.5, 48926, 52052, 52060, 52061, 52062, 52063, 52064, 52066, 52067, 52068, 52069, 52070, 52070.5, and 64001,; 20 U.S.C. Sections 6312 and 6314.

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APPENDIX B: GUIDING QUESTIONS Guiding Questions: Annual Review and Analysis
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 EC 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 school sites 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?

Guiding Questions: Stakeholder Engagement

1) How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated pupils and unduplicated pupils identified in EC Section 42238.01; community members; local bargaining units; LEA personnel; county child welfare agencies; county office of education foster youth services programs, court-appointed special advocates, and other foster youth stakeholders; community organizations representing English learners; and others as appropriate) been engaged and involved in developing, reviewing, and supporting implementation of the LCAP?
2) How have stakeholders been included in the LEA’s process in a timely manner to allow for engagement in the development of the LCAP?
3) What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and used by the LEA to inform the LCAP goal setting process? How was the information made available?
4) What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA through any of the LEA’s engagement processes?
5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to EC sections 52062, 52068, or 47606.5, as applicable, including engagement with representatives of parents and guardians of pupils identified in EC Section 42238.01?
6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR Section 15495(a)?

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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?

Guiding Questions: Goals, Actions, and Services

1) What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”: Basic Services (Priority 1), the Implementation of State Standards (Priority 2), and Course Access (Priority 7)?
2) What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”: Pupil Achievement (Priority 4), Pupil Outcomes (Priority 8), Coordination of Instruction of Expelled Pupils (Priority 9 – COE Only), and Coordination of Services for Foster Youth (Priority 10 – COE Only)?
3) What are the LEA’s goal(s) to address state priorities related to parent and pupil “Engagement”: Parental Involvement (Priority 3), Pupil Engagement (Priority 5), and School Climate (Priority 6)?
4) What are the LEA’s goal(s) to address any locally-identified priorities?

5) How have the unique needs of individual school sites been evaluated to inform the development of meaningful district and/or individual school site 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 EC Section 42238.01 and groups as defined in EC Section 52052 that are different from the LEA’s goals for all pupils?
7) What are the specific expected measurable outcomes associated with each of the goals annually and over the term of the LCAP?
8) What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each state or local priority?
9) What information was considered/reviewed for individual school sites?

10)What information was considered/reviewed for subgroups identified in EC Section 52052? 11)What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant
to EC Section 52052, to specific school sites, 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?

Prepared by the California Department of Education, January 2019

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LCAP Expenditure Summary

Total Expenditures by Funding Source

Funding Source
	
2018-19 Annual Update Budgeted
	
2018-19 Annual Update Actual

2017-18

2018-19

2019-20
	2017-18 through 2019-20 Total
	
All Funding Sources
	453,553,204.00
	471,591,123.00
	428,065,310.00
	453,553,204.00
	480,413,980.00
	1,362,032,494.0 0
	
Federal
	7,601,616.00
	11,230,992.00
	0.00
	7,601,616.00
	8,790,528.00
	16,392,144.00
	
LCFF
	0.00
	0.00
	10,801,700.00
	0.00
	0.00
	10,801,700.00
	
LCFF Base
	329,563,648.00
	318,592,674.00
	37,332,633.00
	329,563,648.00
	266,486,158.00
	633,382,439.00
	
LCFF Base and Supplemental, State Grants
	0.00
	0.00
	1,881,737.00
	0.00
	0.00
	1,881,737.00
	
LCFF Supplemental
	29,585,920.00
	29,272,421.00
	22,965,122.00
	29,585,920.00
	31,861,254.00
	84,412,296.00
	
LCFF, State and Federal Grants, and Local
	68,390,254.00
	77,678,614.00
	354,084,118.00
	68,390,254.00
	80,973,867.00
	503,448,239.00
	
Local
	7,678,960.00
	11,566,038.00
	0.00
	7,678,960.00
	6,803,519.00
	14,482,479.00
	
Prop 20 Lottery
	1,000,000.00
	1,739,000.00
	1,000,000.00
	1,000,000.00
	1,597,045.00
	3,597,045.00
	
State
	3,423,413.00
	2,988,420.00
	0.00
	3,423,413.00
	2,156,803.00
	5,580,216.00
	
State Grants and Apportionments
	6,309,393.00
	18,522,964.00
	0.00
	6,309,393.00
	81,744,806.00
	88,054,199.00

* Totals based on expenditure amounts in goal and annual update sections.

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Total Expenditures by Object Type

Object Type
	
2018-19 Annual Update Budgeted
	
2018-19 Annual Update Actual

2017-18

2018-19

2019-20
	2017-18 through 2019-20 Total
	
All Expenditure Types
	453,553,204.00
	471,591,123.00
	428,065,310.00
	453,553,204.00
	480,413,980.00
	1,362,032,494.0 0
	
	0.00
	0.00
	278,807,980.00
	0.00
	0.00
	278,807,980.00
	
1000-1999: Certificated Personnel Salaries
	189,160,327.00
	193,495,109.00
	42,279,598.00
	189,160,327.00
	196,798,384.00
	428,238,309.00
	
2000-2999: Classified Personnel Salaries
	75,662,098.00
	80,004,334.00
	42,554,499.00
	75,662,098.00
	81,392,208.00
	199,608,805.00
	
3000-3999: Employee Benefits
	124,463,100.00
	126,623,797.00
	35,018,794.00
	124,463,100.00
	134,123,596.00
	293,605,490.00
	
4000-4999: Books And Supplies
	26,359,467.00
	29,022,357.00
	14,009,493.00
	26,664,618.00
	27,330,055.00
	68,004,166.00
	
4200 Textbooks
	4,450,680.00
	1,972,000.00
	4,450,680.00
	4,450,680.00
	5,047,725.00
	13,949,085.00
	
5000-5999: Services And Other Operating Expenditures
	29,485,307.00
	35,628,962.00
	7,721,864.00
	29,188,352.00
	32,487,849.00
	69,398,065.00
	
6000-6999: Capital Outlay
	1,116,762.00
	1,460,267.00
	332,835.00
	1,108,566.00
	327,786.00
	1,769,187.00
	
7000-7439: Other Outgo
	2,855,463.00
	3,384,297.00
	2,889,567.00
	2,855,463.00
	2,906,377.00
	8,651,407.00

* Totals based on expenditure amounts in goal and annual update sections.

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Total Expenditures by Object Type and Funding Source

Object Type

Funding Source
	2018-19 Annual Update Budgeted
	2018-19 Annual Update Actual

2017-18

2018-19

2019-20
	2017-18 through 2019-20 Total
	
All Expenditure Types
	All Funding Sources
	453,553,204.0 0
	471,591,123.0 0
	428,065,310.0 0
	453,553,204.0 0
	480,413,980.0 0
	1,362,032,494. 00
	
	LCFF, State and Federal Grants, and Local
	0.00
	0.00
	278,807,980.0 0
	0.00
	0.00
	278,807,980.0 0
	
1000-1999: Certificated Personnel Salaries
	Federal
	3,057,080.00
	4,469,415.00
	0.00
	3,057,080.00
	3,930,751.00
	6,987,831.00
	
1000-1999: Certificated Personnel Salaries
	LCFF
	0.00
	0.00
	111,304.00
	0.00
	0.00
	111,304.00
	
1000-1999: Certificated Personnel Salaries
	LCFF Base
	136,326,678.0 0
	145,725,684.0 0
	0.00
	136,326,678.0 0
	136,486,143.0 0
	272,812,821.0 0
	
1000-1999: Certificated Personnel Salaries
	LCFF Base and Supplemental, State Grants
	0.00
	0.00
	482,165.00
	0.00
	0.00
	482,165.00
	
1000-1999: Certificated Personnel Salaries
	LCFF Supplemental
	13,653,623.00
	13,881,900.00
	9,920,541.00
	13,653,623.00
	14,988,368.00
	38,562,532.00
	
1000-1999: Certificated Personnel Salaries
	LCFF, State and Federal Grants, and Local
	29,868,339.00
	28,904,332.00
	31,765,588.00
	29,868,339.00
	31,727,177.00
	93,361,104.00
	
1000-1999: Certificated Personnel Salaries
	Local
	294,754.00
	159,150.00
	0.00
	294,754.00
	0.00
	294,754.00
	
1000-1999: Certificated Personnel Salaries
	State
	1,237,392.00
	234,445.00
	0.00
	1,237,392.00
	0.00
	1,237,392.00
	
1000-1999: Certificated Personnel Salaries
	State Grants and Apportionments
	4,722,461.00
	120,183.00
	0.00
	4,722,461.00
	9,665,945.00
	14,388,406.00
	
2000-2999: Classified Personnel Salaries
	Federal
	1,076,532.00
	1,712,781.00
	0.00
	1,076,532.00
	1,680,361.00
	2,756,893.00
	
2000-2999: Classified Personnel Salaries
	LCFF
	0.00
	0.00
	3,296,292.00
	0.00
	0.00
	3,296,292.00
	
2000-2999: Classified Personnel Salaries
	LCFF Base
	49,099,393.00
	49,632,576.00
	17,961,697.00
	49,099,393.00
	34,006,782.00
	101,067,872.0 0
	
2000-2999: Classified Personnel Salaries
	LCFF Base and Supplemental, State Grants
	0.00
	0.00
	89,016.00
	0.00
	0.00
	89,016.00
	
2000-2999: Classified Personnel Salaries
	LCFF Supplemental
	4,487,426.00
	4,138,306.00
	3,558,065.00
	4,487,426.00
	4,356,914.00
	12,402,405.00
	
2000-2999: Classified Personnel Salaries
	LCFF, State and Federal Grants, and Local
	17,240,259.00
	19,922,215.00
	17,649,429.00
	17,240,259.00
	20,098,056.00
	54,987,744.00
	
2000-2999: Classified Personnel Salaries
	Local
	3,248,158.00
	4,453,301.00
	0.00
	3,248,158.00
	3,286,818.00
	6,534,976.00

Page 240 of 245

Total Expenditures by Object Type and Funding Source

Object Type

Funding Source
	2018-19 Annual Update Budgeted
	2018-19 Annual Update Actual

2017-18

2018-19

2019-20
	2017-18 through 2019-20 Total
	
2000-2999: Classified Personnel Salaries
	State
	211,317.00
	12,331.00
	0.00
	211,317.00
	20,856.00
	232,173.00
	
2000-2999: Classified Personnel Salaries
	State Grants and Apportionments
	299,013.00
	132,824.00
	0.00
	299,013.00
	17,942,421.00
	18,241,434.00
	
3000-3999: Employee Benefits
	Federal
	1,306,713.00
	2,086,343.00
	0.00
	1,306,713.00
	1,992,182.00
	3,298,895.00
	
3000-3999: Employee Benefits
	LCFF
	0.00
	0.00
	1,717,156.00
	0.00
	0.00
	1,717,156.00
	
3000-3999: Employee Benefits
	LCFF Base
	95,334,430.00
	80,501,010.00
	7,940,348.00
	95,334,430.00
	52,379,537.00
	155,654,315.0 0
	
3000-3999: Employee Benefits
	LCFF Base and Supplemental, State Grants
	0.00
	0.00
	183,408.00
	0.00
	0.00
	183,408.00
	
3000-3999: Employee Benefits
	LCFF Supplemental
	7,297,390.00
	7,457,391.00
	5,972,257.00
	7,297,390.00
	8,108,145.00
	21,377,792.00
	
3000-3999: Employee Benefits
	LCFF, State and Federal Grants, and Local
	17,117,616.00
	21,906,639.00
	19,205,625.00
	17,117,616.00
	23,840,756.00
	60,163,997.00
	
3000-3999: Employee Benefits
	Local
	1,444,854.00
	1,578,175.00
	0.00
	1,444,854.00
	1,570,354.00
	3,015,208.00
	
3000-3999: Employee Benefits
	State
	873,089.00
	325,195.00
	0.00
	873,089.00
	368,963.00
	1,242,052.00
	
3000-3999: Employee Benefits
	State Grants and Apportionments
	1,089,008.00
	12,769,044.00
	0.00
	1,089,008.00
	45,863,659.00
	46,952,667.00
	
4000-4999: Books And Supplies
	Federal
	1,467,860.00
	1,529,616.00
	0.00
	1,467,860.00
	728,633.00
	2,196,493.00
	
4000-4999: Books And Supplies
	LCFF
	0.00
	0.00
	5,277,926.00
	0.00
	0.00
	5,277,926.00
	
4000-4999: Books And Supplies
	LCFF Base
	19,742,729.00
	16,572,010.00
	3,558,538.00
	19,750,612.00
	15,608,245.00
	38,917,395.00
	
4000-4999: Books And Supplies
	LCFF Base and Supplemental, State Grants
	0.00
	0.00
	500,000.00
	0.00
	0.00
	500,000.00
	
4000-4999: Books And Supplies
	LCFF Supplemental
	1,776,288.00
	1,650,542.00
	1,736,020.00
	2,073,556.00
	1,701,879.00
	5,511,455.00
	
4000-4999: Books And Supplies
	LCFF, State and Federal Grants, and Local
	1,289,064.00
	2,609,904.00
	2,937,009.00
	1,289,064.00
	1,405,853.00
	5,631,926.00
	
4000-4999: Books And Supplies
	Local
	1,550,314.00
	2,858,646.00
	0.00
	1,550,314.00
	838,962.00
	2,389,276.00

Page 241 of 245

Total Expenditures by Object Type and Funding Source

Object Type

Funding Source
	2018-19 Annual Update Budgeted
	2018-19 Annual Update Actual

2017-18

2018-19

2019-20
	2017-18 through 2019-20 Total
	
4000-4999: Books And Supplies
	State
	424,137.00
	1,129,303.00
	0.00
	424,137.00
	1,562,620.00
	1,986,757.00
	
4000-4999: Books And Supplies
	State Grants and Apportionments
	109,075.00
	2,672,336.00
	0.00
	109,075.00
	5,483,863.00
	5,592,938.00
	
4200 Textbooks
	LCFF Base
	2,927,000.00
	0.00
	2,927,000.00
	2,927,000.00
	2,927,000.00
	8,781,000.00
	
4200 Textbooks
	LCFF Supplemental
	523,680.00
	233,000.00
	523,680.00
	523,680.00
	523,680.00
	1,571,040.00
	
4200 Textbooks
	Prop 20 Lottery
	1,000,000.00
	1,739,000.00
	1,000,000.00
	1,000,000.00
	1,597,045.00
	3,597,045.00
	
5000-5999: Services And Other Operating Expenditures
	Federal
	685,235.00
	1,432,837.00
	0.00
	693,431.00
	447,424.00
	1,140,855.00
	
5000-5999: Services And Other Operating Expenditures
	LCFF
	0.00
	0.00
	399,022.00
	0.00
	0.00
	399,022.00
	
5000-5999: Services And Other Operating Expenditures
	LCFF Base
	22,713,947.00
	23,217,918.00
	1,870,220.00
	22,706,064.00
	22,228,451.00
	46,804,735.00
	
5000-5999: Services And Other Operating Expenditures
	LCFF Base and Supplemental, State Grants
	0.00
	0.00
	627,148.00
	0.00
	0.00
	627,148.00
	
5000-5999: Services And Other Operating Expenditures
	LCFF Supplemental
	1,847,513.00
	1,911,282.00
	1,254,559.00
	1,550,245.00
	2,182,268.00
	4,987,072.00
	
5000-5999: Services And Other Operating Expenditures
	LCFF, State and Federal Grants, and Local
	2,874,976.00
	3,573,619.00
	3,570,915.00
	2,874,976.00
	3,652,025.00
	10,097,916.00
	
5000-5999: Services And Other Operating Expenditures
	Local
	1,140,880.00
	2,516,766.00
	0.00
	1,140,880.00
	1,107,385.00
	2,248,265.00
	
5000-5999: Services And Other Operating Expenditures
	State
	132,920.00
	147,963.00
	0.00
	132,920.00
	81,378.00
	214,298.00
	
5000-5999: Services And Other Operating Expenditures
	State Grants and Apportionments
	89,836.00
	2,828,577.00
	0.00
	89,836.00
	2,788,918.00
	2,878,754.00
	
6000-6999: Capital Outlay
	Federal
	8,196.00
	0.00
	0.00
	0.00
	11,177.00
	11,177.00

* Totals based on expenditure amounts in goal and annual update sections.

Page 242 of 245

Total Expenditures by Goal

Goal
	
2018-19 Annual Update Budgeted
	
2018-19 Annual Update Actual

2017-18

2018-19

2019-20
	2017-18 through 2019-20 Total
	
Goal 1
	112,347,004.00
	118,718,404.00
	105,835,119.00
	112,347,004.00
	123,668,824.00
	341,850,947.00
	
Goal 2
	43,266,263.00
	41,990,071.00
	40,535,217.00
	43,266,263.00
	46,610,501.00
	130,411,981.00
	
Goal 3
	297,939,937.00
	310,882,648.00
	281,694,974.00
	297,939,937.00
	310,134,655.00
	889,769,566.00

* Totals based on expenditure amounts in goal and annual update sections.

Page 243 of 245

startcollapse

Expenditures Contributing to Increased/Improved Requirement by Funding Source

Funding Source
	2018-19 Annual Update Budgeted
	2018-19 Annual Update Actual
	
2017-18
	
2018-19
	
2019-20
	
All Funding Sources
					128,246,090.00
	
Federal
			0.00
	0.00
	236,069.00
	
LCFF Base
			0.00
	0.00
	12,655,773.00
	
LCFF Supplemental
			0.00
	0.00
	31,861,254.00
	
LCFF, State and Federal Grants, and Local
			0.00
	0.00
	80,973,867.00
	
Local
			0.00
	0.00
	6,004.00
	
Prop 20 Lottery
			0.00
	0.00
	0.00
	
State
			0.00
	0.00
	2,156,803.00
	
State Grants and Apportionments
			0.00
	0.00
	356,320.00
	
			0.00
	0.00
		
			0.00
	0.00
		
			0.00
	0.00

Page 244 of 245

startcollapse

Expenditures NOT Contributing to Increased/Improved Requirement by Funding Source

Funding Source
	2018-19 Annual Update Budgeted
	2018-19 Annual Update Actual
	
2017-18
	
2018-19
	
2019-20
	
All Funding Sources
					443,336,338.00
	
Federal
			0.00
	0.00
	8,554,459.00
	
LCFF Base
			0.00
	0.00
	263,406,311.00
	
LCFF Supplemental
			0.00
	0.00
	618,655.00
	
LCFF, State and Federal Grants, and Local
			0.00
	0.00
	80,973,867.00
	
Local
			0.00
	0.00
	6,797,515.00
	
Prop 20 Lottery
			0.00
	0.00
	1,597,045.00
	
State
			0.00
	0.00
	0.00
	
State Grants and Apportionments
			0.00
	0.00
	81,388,486.00
	
			0.00
	0.00
		
			0.00
	0.00
		
			0.00
	0.00

Page 245 of 245

LCAP Annual Update Data Appendix
Actual Annual Measurable Outcomes

1

Goal 1:
API: The state is no longer reporting this information.

2017-2018 A-G Completion Rate (UC/CSU Entrance Requirements)- Four-Year Adjusted Cohort
	
	Number of Graduates
	CUSD
	State
	CUSD % above State
	Goal: 65%
	Goal Met
	
Overall
	3,153
	53%
	50%
	3%
	65%
		
Hispanic
	1,079
	40%
	43%
	-3%
	65%
		
American Indian
	16
	44%
	40%
	4%
	65%
		
Asian
	447
	64%
	75%
	-11%
	65%
		
Pacific Islander
	*
	*
	*
	*
	*
	*
	
Filipino
	80
	74%
	65%
	9%
	65%
	X
	
African American
	16
	36%
	40%
	-4%
	65%
		
White
	1,352
	52%
	55%
	-3%
	65%
		
Two or More Races
	76
	65%
	56%
	9%
	65%
	X
	
English Learners
							
Socio-Economically Disadvantaged
	1,606
	40%
	42%
	-2%
	65%
		
Foster Youth
	39
	16%
	17%
	-1%
	65%
		
* Special Education
							
* Data is not currently available from CDE

2016-2017 A-G Completion Rate (UC/CSU Entrance Requirements)-
	
	Number of Graduates
	CUSD
	State
	CUSD % above State
	Goal: % above State Average
	Goal Met
	
Overall
	1,619
	54.9%
	46.8%
	8.10%
	10%
		
Hispanic
	389
	44.4%
	39.4%
	5.00%
	10%
		
American Indian
	8
	33.3%
	39.3%
	-6.00%
	10%
		
Asian
	301
	70.0%
	73.5%
	-3.50%
	10%
		
Pacific Islander
	3
	50%
	38.4%
	11.60%
	10%
	X
	
Filipino
	64
	77.1%
	64.5%
	12.60%
	10%
	X
	
African American
	50
	52.6%
	35.5%
	17.10%
	10%
	X
	
White
	757
	56.4%
	52.1%
	4.30%
	10%
		
Two or More Races
	47
	52.8%
	50.3%
	2.50%
	10%

2

English Learners
	8
	15.4%
	10.3%
	5.10%
	10%
		
Socio-Economically Disadvantaged
	421
	41.5%
	38.5%
	3.00%
	10%
		
* Foster Youth
							
* Special Education
							
* Data is not currently available from CDE

2015-2016 A-G Completion Rate (UC/CSU Entrance Requirements)
	
	Number of Graduates
	CUSD
	State
	CUSD % above State
	Goal: % above State Average
	Goal Met
	
Overall
	1,534
	53.3%
	45.4%
	7.9%
	10%
		
Hispanic
	905
	40%
	37.2%
	2.8%
	10%
		
American Indian
	17
	58.8%
	31.3%
	27.5%
	10%
	X
	
Asian
	386
	70.5%
	72.5%
	-2%
	10%
		
Pacific Islander
	8
	37.5%
	38.6%
	-1.1%
	10%
		
Filipino
	54
	66.7%
	62.6%
	4.1%
	10%
		
African American
	92
	48.9%
	34.4%
	14.5%
	10%
	X
	
White
	1,328
	56.8%
	51.7%
	5.1%
	10%
		
Two or More Races
	89
	58.4%
	50.4%
	8%
	10%
		
English Learners
	39
	7.7%
	9.5%
	-1.8%
	10%
		
Socio-Economically Disadvantaged
	1,061
	38.1%
	36.7%
	1.4%
	10%
		
* Foster Youth
	N/A
						
* Special Education
	N/A
						
* Data is not currently available from CDE

2014-2015 A-G Completion Rate (UC/CSU Entrance Requirements)
	
	Number of Graduates
	CUSD
	State
	CUSD % above State
	Goal: % above State Average
	Goal Met
	
Overall
	1,753
	62.9%
	43.4%
	19.5%
	10%
	X
	
Hispanic
	859
	53.0%
	34.6%
	18.4%
	10%
	X
	
American Indian
	23
	65.2%
	30.4%
	34.8%
	10%
	X
	
Asian
	374
	74.6%
	71.8%
	2.8%
	10%
		
Pacific Islander
	12
	75.0%
	34.7%
	40.3%
	10%
	X
	
Filipino
	65
	87.7%
	60.0%
	27.7%
	10%
	X
	
African American
	91
	57.1%
	32.7%
	24.4%
	10%
	X

3

White
	1,303
	65.0%
	49.7%
	15.3%
	10%
	X
	
Two or More Races
	61
	63.9%
	49.3%
	14.6%
	10%
	X
	
English Learners
	43
	23.3%
	9.2%
	14.1%
	10%
	X
	
Socio-Economically Disadvantaged
	942
	47.3%
	34.2%
	13.1%
	10%
	X
	
* Foster Youth
	N/A
						
* Special Education
	N/A
						
* Data is not currently available from CDE

2017-2018 Four Year Adjusted Cohort Graduation Rate
	
	Cohort Students
	CUSD
	State
	CUSD % above State
	Goal: Exceed 95% or increase by 2% each year
	Goal Met
	
Overall
	3,286
	93%
	83%
	10%
			
Hispanic
	1,122
	92%
	81%
	11%
			
American Indian
	17
	100%
	71%
	29%
		X
	
Asian
	454
	96%
	94%
	2%
		X
	
Pacific Islander
	*
	*
	*
				
Filipino
	81
	98%
	93%
	5%
		X
	
African American
	99
	93%
	73%
	19%
			
White
	1,428
	93%
	87%
	5%
			
Two or More Races
	79
	97%
	84%
	12%
		X
	
Special Education
							
English Learners
							
Socio-Economically Disadvantaged
	1,683
	90%
	80%
	10%
			
Foster Youth
	40
	48%
	53%
	-5%

2016-2017 Four Year Adjusted Cohort Graduation Rate
	
	Cohort Students
	CUSD
	State
	CUSD % above State
	Goal: Exceed 95% or increase by 2% each year
	Goal Met
	
Overall
	3,108
	93.6%
	82.5%
	11.1%
			
Hispanic
	949
	91%
	80.2%
	10.8%
			
American Indian
	25
	92%
	68.1%
	23.9%
		X
	
Asian
	434
	97.7%
	93%
	4.7%
		X
	
Pacific Islander
	6
	100%
	81.7%
	18.3%
		X
	
Filipino
	84
	98.8%
	92.8%
	6%
		X
	
African American
	99
	94.9%
	72.8%
	22.1%

4

White
	1,416
	93.7%
	87%
	6.7%
			
Two or More Races
	95
	93.7%
	83.5%
	10.2%
			
Special Education
							
English Learners
	52
						
Socio-Economically Disadvantaged
	1,014
						
Foster Youth

2015-2016 Graduation Rate
	
	Cohort Students
	CUSD
	State
	CUSD % above State
	Goal: Exceed 95% or increase by 2% each year
	Goal Met
	
Overall
	3,031
	94.2%
	83.2%
	11%
			
Hispanic
	975
	91.5%
	80.0%
	11.5%
			
American Indian
	21
	76.2%
	73.8%
	2.4%
			
Asian
	395
	97%
	93.4%
	3.6%
		X
	
Pacific Islander
	*
	100%
	81.9%
	18.1%
		X
	
Filipino
	54
	100%
	93.6%
	6.4%
		X
	
African American
	99
	93.9%
	72.6%
	21.3%
			
White
	1,386
	95.2%
	88.1%
	7.1%
		X
	
Two or More Races
	93
	96.8%
	84.9%
	11.9%
		X
	
Special Education
	229
	58.5%
	65.5%
	-7%
			
English Learners
	183
	92.4%
	72.1%
	20.3%
		X
	
Socio-Economically Disadvantaged
	1,143
	90.9%
	79.3%
	11%
			
Foster Youth
	23
	60.9%
	50.8%
	10.1%
		X

2014-2015 Graduation Rate-Baseline Data
	
	Cohort Students
	CUSD
	State
	CUSD % above State
	Goal: Exceed 95% or increase by 2% each year
	Goal Met
	
Overall
	2,901
	94.6%
	82.3%
	12.3%
			
Hispanic
	912
	92.7%
	78.5%
	14.2%
			
American Indian
	27
	85.2%
	73.1%
	12.1%
			
Asian
	375
	96.3%
	92.6%
	3.7%
		X
	
Pacific Islander
	13
	100.0%
	82.2%
	17.8%
		X
	
Filipino
	64
	100.0%
	93.0%
	7.0%
		X
	
African American
	96
	92.7%
	70.8%
	21.9%

5

White
	1,347
	95.8%
	88.0%
	7.8%
		X
	
Two or More Races
	66
	89.4%
	86.0%
	3.4%
			
Special Education
	183
	68.9%
	64.5%
	4.4%
			
English Learners
	163
	88.3%
	69.4%
	18.9%
			
Socio-Economically Disadvantaged
	1,297
	91.0%
	77.7%
	13.3%
			
Foster Youth
	N/A
	-
	-
	-
		-

2017-2018 Annual Adjusted Cohort Grade 9-12 Dropout Rate
	
	9-12 Enrollment
	CUSD
	State
	Goal: 2% or Below
	Goal Met
	
Overall
	3,153
	2.8%
	9.6%
	2%
		
Hispanic
	1,079
	3.7%
	10.8%
	2%
		
American Indian
	16
	0%
	17.8%
	2%
	X
	
Asian
	447
	2.0%
	3.2%
	2%
	X
	
Pacific Islander
	*
	*
	*
			
Filipino
	80
	1.2%
	3,2%
	2%
	X
	
African American
	97
	3.0%
	16.2%
	2%
		
White
	1,352
	2.6%
	7.2%
	2%
		
Two or More Races
	76
	0%
	8.7%
	2%
	X
	
Special Education
	254
	5.5%
	13.0%
	2%
		
English Learners
	123
	7.3%
	17.7%
	2%
		
Socio-Economically Disadvantaged
	1,683
	2.9%
	11.1%
	2%
		
Foster Youth
	40
	40.0%
	28.4%
	2%

2016-2017 Annual Adjusted Grade 9-12 Dropout Rate
	
	9-12 Enrollment
	CUSD
	State
	Goal: 2% or Below
	Goal Met
	
Overall
	13,168
	0.6%
	2.4%
	2%
	X
	
Hispanic
	4,436
	0.8%
	2.8%
	2%
	X
	
American Indian
	101
	3.0%
	5.0%
	2%
	X
	
Asian
	1,771
	0.3%
	0.6%
	2%
	X
	
Pacific Islander
	35
	0
	2.4%
	2%
	X
	
Filipino
	325
	0.3%
	0.7%
	2%
	X
	
African American
	410
	0.7%
	4.5%
	2%
	X

6

White
	5,745
	0.5%
	1.5%
	2%
	X
	
Two or More Races
	344
	0
	2.2%
	2%
	X
	
Special Education
	*
					
English Learners
	328
	1.8%
	5.4%
	2%
	X
	
Socio-Economically Disadvantaged
	*
					
Foster Youth
	*

*= this data, as previously reported, is no longer being provided by DataQuest.

2015-2016 High School Dropout Rate
	
	Cohort Students
	CUSD
	State
	Goal: 2% or Below
	Goal Met
	
Overall
	3,031
	2.1%
	9.8%
	2%
		
Hispanic
	975
	2.8%
	11.6%
	2%
		
American Indian
	21
	9.5%
	16.2%
	2%
		
Asian
	395
	1.0%
	3.5%
	2%
	X
	
Pacific Islander
	-
	0.0%
	10.7%
	2%
	-
	
Filipino
	54
	0.0%
	3.1%
	2%
	X
	
African American
	99
	3.0%
	17.1%
	2%
		
White
	1,386
	1.9%
	6.9%
	2%
	X
	
Two or More Races
	93
	1.1%
	8.0%
	2%
	X
	
Special Education
	229
	6.1%
	13.8%
	2%
		
English Learners
	183
	1.6%
	15.8%
	2%
	X
	
Socio-Economically Disadvantaged
	1,443
	3.7%
	11.9%
	2%
		
Foster Youth
	23
	17.4%
	30.7%
	2%

2014-2015 High School Dropout Rate
	
	Cohort Students
	CUSD
	State
	Goal: 2% or Below
	Goal Met
	
Overall
	2,744
	2.9%
	10.7%
	2%
		
Hispanic
	912
	3.7%
	12.6%
	2%
		
American Indian
	27
	3.7%
	18.1%
	2%
		
Asian
	375
	1.9%
	4.5%
	2%
	X
	
Pacific Islander
	13
	0.0%
	11.5%
	2%
	X
	
Filipino
	64
	0.0%
	3.5%
	2%
	X
	
African American
	96
	5.2%
	18.8%
	2%
		
White
	1,347
	2.3%
	7.4%
	2%

7

Two or More Races
	66
	9.1%
	8.5%
	2%
		
Special Education
	183
	5.5%
	14.9%
	2%
		
English Learners
	163
	5.5%
	17.6%
	2%
		
Socio-Economically Disadvantaged
	1,297
	5.0%
	13.1%
	2%
		
Foster Youth
	N/A
				-

2017-2018 Middle School Drop Out Data, as previously reported, is not currently being provided by Dataquest or Ed Data.

2016-2017 Middle School Drop Out Data
	
	CUSD
	State
	Goal
	# of CUSD students
	Goal Met
	
Overall
	0.1%
	0.1%
	Below 1%
	6
	X
	
Hispanic
	0.1%
	0.1%
	Below 1%
	5
	X
	
American Indian
	0.1%
	0.1%
	Below 1%
	0
	X
	
Asian
	0%
	01%
	Below 1%
	0
	X
	
Pacific Islander
	0%
	0.1%
	Below 1%
	0
	X
	
Filipino
	0%
	0.1%
	Below 1%
	0
	X
	
African American
	0%
	0.1%
	Below 1%
	1
	X
	
White
	0.1%
	0.1%
	Below 1%
	0
	X
	
Two or More Races
	0
	0.1%
	Below 1%
	0
	X
	
Special Education
	N/A
	N/A
				
English Learners
	0.1%
	0.1%
	Below 1%
	1
	X
	
Socio-Economically Disadvantaged
	N/A
	N/A
				
Foster Youth
	N/A
	N/A

2015-2016 Middle School Drop Out Data
	
	CUSD
	State
	Goal
	# of CUSD students
	Goal Met
	
Overall
	0.1%
	0.1%
	Below 1%
	6
	X
	
Hispanic
	0.1%
	0.1%
	Below 1%
	2
	X
	
American Indian
	0.1%
	0.1%
	Below 1%
	3
	X
	
Asian
	0%
	01%
	Below 1%
	0
	X
	
Pacific Islander
	0%
	0.1%
	Below 1%
	0
	X
	
Filipino
	0%
	0.1%
	Below 1%
	0
	X

8

African American
	0%
	0.1%
	Below 1%
	0
	X
	
White
	0.1%
	0.1%
	Below 1%
	1
	X
	
Two or More Races
	0
	0.1%
	Below 1%
	0
	X
	
Special Education
	N/A
	N/A
				
English Learners
	0.1%
	0.1%
	Below 1%
	1
	X
	
Socio-Economically Disadvantaged
	N/A
	N/A
				
Foster Youth
	N/A
	N/A

2014-2015 Middle School Drop Out Rate
	
	CUSD
	State
	Goal
	# of CUSD students
	Goal Met
	
Overall
	0.1%
	0.1%
	Below 1%
	5
	X
	
Hispanic
	0.1%
	0.1%
	Below 1%
	1
	X
	
American Indian
	0%
	0.1%
	Below 1%
	0
	X
	
Asian
	0%
	0.1%
	Below 1%
	0
	X
	
Pacific Islander
	0%
	0.1%
	Below 1%
	0
	X
	
Filipino
	0%
	0.1%
	Below 1%
	0
	X
	
African American
	0.9%
	0.1%
	Below 1%
	1
	X
	
White
	0.1%
	0.1%
	Below 1%
	1
	X
	
Two or More Races
	0%
	0.1%
	Below 1%
	0
	X
	
Special Education
	0.4%
	0.1%
	Below 1%
	1
	X
	
English Learners
	1.0%
	0.3%
	Below 1%
	1
		
Socio-Economically Disadvantaged
	0%
	0%
	Below 1%
	0
	X
	
Foster Youth
	N/A
	-
	-
		-

	CUSD Grades 10-12 AP Course Enrollment
	
2018-2019
	29.8%
	
2017-2018
	27.0%
	
2016-2017
	29.5%
	
2015-2016
	29.7%
	
2014-2015
	23.6%

9

Advanced Placement (AP) Course Offerings
	
	CUSD AP Course Offerings
	CUSD AP Sections
	Goal: Course offerings will Meet or exceed 24 throughout the district
		
2018-2019
	26
	202
	24 courses
	X
	
2017-2018
	25
	189
	24 courses
	X
	
2016-2017
	24
	186
	24 courses
	X
	
2015-2016
	24
	174
	24 courses
	X

2018-2019 Advanced Placement (AP) Pass Rate is not available from College Board

2017-2018 Advanced Placement (AP) Pass Rate
	
	CUSD
	State
	CUSD % over State
	Goal: Exceed the State Average
	Goal Met
	
Overall
	60%
	58%
	2%
	5%
		
Hispanic
				5%
		
American Indian
				5%
		
Pacific Islander
				5%
		
Asian
				5%
		
African American
				5%
		
Filipino
				-
		
White
				5%
		
Two or More Races
				5%
		
English Learners
	N/A
	-
	-
	-
	-
	
Socio-Economically Disadvantaged
	N/A
	-
	-
	-
	-
	
Foster Youth
	N/A
	-
	-
	-
	-
	
Students with Disabilities
	N/A
	-
	-
	-
	-

2016-2017 Advanced Placement (AP) Pass Rate
	
	CUSD
	State
	CUSD % over State
	Goal: Exceed the State Average
	Goal Met
	
Overall
	65%
	57%
	8%
	5%
	X
	
Hispanic
	59%
	42%
	17%
	5%
	X
	
American Indian
	25%
	44%
	-19%
	5%
		
Pacific Islander
	55%
	43%
	12%
	5%
	X
	
Asian
	62%
	69%
	-7%
	5%

10

African American
	68%
	35%
	33%
	5%
	X
	
Filipino
	-
	-
	-
	-
	-
	
White
	72%
	69%
	3%
	5%
		
Two or More Races
	70%
	66%
	4%
	5%
		
English Learners
	N/A
	-
	-
	-
	-
	
Socio-Economically Disadvantaged
	N/A
	-
	-
	-
	-
	
Foster Youth
	N/A
	-
	-
	-
	-
	
Students with Disabilities
	N/A
	-
	-
	-
	-

2015-2016 Advanced Placement (AP) Pass Rate
	
	CUSD
	State
	CUSD % over State
	Goal: Exceed the State Average
	Goal Met
	
Overall
	66%
	58%
	8%
	5%
	X
	
Hispanic
	59%
	43%
	16%
	5%
	X
	
American Indian
	56%
	49%
	7%
	5%
	X
	
Pacific Islander
	56%
	42%
	14%
	5%
	X
	
Asian
	62%
	68%
	-6%
	5%
		
African American
	63%
	36%
	27%
	5%
	X
	
Filipino
	-
	-
	-
	-
	-
	
White
	72%
	70%
	2%
	5%
		
Two or More Races
	69%
	66%
	3%
	5%
		
English Learners
	N/A
	-
	-
	-
	-
	
Socio-Economically Disadvantaged
	N/A
	-
	-
	-
	-
	
Foster Youth
	N/A
	-
	-
	-
	-
	
Students with Disabilities
	N/A
	-
	-
	-
	-

2014-2015 Advanced Placement (AP) Pass Rate
	
	CUSD
	State
	CUSD % over State
	Goal: Exceed the State Average
	Goal Met
	
Overall
	69.0%
	62.0%
	7%
	5%
	X
	
Hispanic
	59.0%
	52%
	7%
	5%
	X
	
Pacific Islander
	69.6%
	44%
	25.6%
	5%
	X
	
Asian
	66.5%
	74%
	-7.5%
	5%
		
African American
	63.0%
	36%
	27%
	5%
	X
	
Filipino
	75%
	55%
	20%
	5%
	X

11

White
	72.4%
	71%
	-1.4%
	5%
		
Two or More Races
	68.0%
	69%
	-1%
	5%
		
English Learners
	67%
	60%
	7%
	5%
	X
	
Socio-Economically Disadvantaged
	53.6%
	50%
	3.6%
	5%
		
Foster Youth
	50.0%
	N/A
	-
	-
	-
	
Students with Disabilities
	54%
	47%
	7%
	5%
	X

2017-2018 CAASPP Results-Percent Met or Exceeded Standard

ELA
	CUSD
	State
	CUSD % over State
	Goal: Meet or Exceed the State Average
	Goal Met
	
Overall
	71%
	50%
	21%
		X
	
Hispanic
	62%
	39%
	23%
		X
	
American Indian
	61%
	37%
	24%
		X
	
Asian
	75%
	76%
	-1%
			
Pacific Islander
	65%
	43%
	22%
		X
	
Filipino
	90%
	71%
	19%
		X
	
African American
	56%
	32%
	24%
		X
	
White
	78%
	65%
	13%
		X
	
Two or More Races
	79%
	65%
	14%
		X
	
Special Education
	23%
	15%
	8%
		X
	
English Learners
	33%
	13%
	20%
		X
	
Socio-Economically Disadvantaged
	58%
	38%
	20%
		X
	
Foster Youth
	37%
	23%
	14%
		X
	
2017-2018 CAASPP Results – Percent Met or Exceeded Standard

Math
	CUSD
	State
	CUSD % over State
	Goal: Meet or Exceed the State Average
	Goal Met
	
Overall
	58%
	39%
	19%
		X
	
Hispanic
	47%
	27%
	20%
		X
	
American Indian
	48%
	26%
	21%
		X
	
Asian
	66%
	74%
	-8%
			
Pacific Islander
	58%
	31%
	27%
		X
	
Filipino
	80%
	58%
	22%
		X

12

African American
	42%
	20%
	22%
		X
	
White
	66%
	54%
	12%
		X
	
Two or More Races
	65%
	54%
	11%
		X
	
Special Education
	17%
	12%
	5%
		X
	
English Learners
	29%
	13%
	16%
		X
	
Socio-Economically Disadvantaged
	43%
	26%
	17%
		X
	
Foster Youth
	18%
	11%
	7%
	-
	X

2016-2017 CAASPP Results

ELA
	CUSD
	State
	CUSD % over State
	Goal: Meet or Exceed the State Average
	Goal Met
	
Overall
	70%
	49%
	21%
		X
	
Hispanic
	61%
	37%
	24%
		X
	
American Indian
	60%
	36%
	24%
		X
	
Asian
	75%
	76%
	-1%
			
Pacific Islander
	68%
	42%
	26%
		X
	
Filipino
	89%
	70%
	19%
		X
	
African American
	54%
	31%
	23%
		X
	
White
	76%
	64%
	12%
		X
	
Two or More Races
	74%
	64%
	10%
		X
	
Special Education
	21%
	14%
	7%
		X
	
English Learners
	31%
	12%
	19%
		X
	
Socio-Economically Disadvantaged
	56%
	36%
	20%
		X
	
Foster Youth
	N/A
	-
	-
	-
	-
	
2016-2017 CAASPP Results

Math
	CUSD
	State
	CUSD % over State
	Goal: Meet or Exceed the State Average
	Goal Met
	
Overall
	57%
	38%
	19%
		X
	
Hispanic
	46%
	25%
	21%
		X
	
American Indian
	45%
	25%
	20%
		X
	
Asian
	66%
	73%
	-7%
			
Pacific Islander
	58%
	31%
	27%
		X
	
Filipino
	80%
	57%
	23%
		X

13

African American
	38%
	19%
	19%
		X
	
White
	63%
	53%
	10%
		X
	
Two or More Races
	65%
	53%
	12%
		X
	
Special Education
	15%
	11%
	4%
		X
	
English Learners
	29%
	12%
	17%
		X
	
Socio-Economically Disadvantaged
	43%
	25%
	18%
		X
	
Foster Youth
	N/A
	-
	-
	-
	-

2015-2016 CAASPP Results

ELA
	CUSD
	State
	CUSD % over State
	Goal: Meet or Exceed the State Average
	Goal Met
	
Overall
	67.0%
	49.0%
	18.0%
		X
	
Hispanic
	56.0%
	37.0%
	19.0%
		X
	
American Indian
	53.0%
	36.0%
	17.0%
		X
	
Asian
	71.0%
	76.0%
	-5.0%
			
Pacific Islander
	70.0%
	42.0%
	28.0%
		X
	
Filipino
	86.0%
	70.0%
	16.0%
		X
	
African American
	57.0%
	31.0%
	26.0%
		X
	
White
	73.0%
	64.0%
	9.0%
		X
	
Two or More Races
	74.0%
	63.0%
	11.0%
		X
	
Special Education
	18.0%
	14.0%
	4.0%
		X
	
English Learners
	23.0%
	13.0%
	10.0%
		X
	
Socio-Economically Disadvantaged
	52.0%
	35%
	17.0%
		X
	
Foster Youth
	N/A
	-
	-
	-
	-
	
2015-2016 CAASPP Results

Math
	CUSD
	State
	CUSD % over State
	Goal: Meet or Exceed the State Average
	Goal Met
	
Overall
	54.0%
	37.0%
	17.0%
		X
	
Hispanic
	43.0%
	24.0%
	19.0%
		X
	
American Indian
	44.0%
	26.0%
	18.0%
		X
	
Asian
	62.0%
	72.0%
	-10.0%
			
Pacific Islander
	51.0%
	31.0%
	20.0%
		X
	
Filipino
	79.0%
	57.0%
	22.0%
		X

14

African American
	39.0%
	18.0%
	21.0%
		X
	
White
	61.0%
	53.0%
	8.0%
		X
	
Two or More Races
	64.0%
	52%
	12%
		X
	
Special Education
	15.0%
	11.0%
	4.0%
		X
	
English Learners
	25.0%
	12.0%
	13.0%
		X
	
Socio-Economically Disadvantaged
	40.0%
	23.0%
	17.0%
		X
	
Foster Youth
	N/A
	-
	-
	-
	-
	
2014-2015 CAASPP Results

ELA
	CUSD
	State
	CUSD % over State
	Goal: Meet or Exceed the State Average
	Goal Met
	
Overall
	60.0%
	44.0%
	16.0%
		X
	
Hispanic
	49.0%
	32.0%
	17.0%
		X
	
American Indian
	44.0%
	33.0%
	11.0%
		X
	
Asian
	65.0%
	72.0%
	-7.0%
			
Pacific Islander
	67.0%
	38.0%
	29.0%
		X
	
Filipino
	79.0%
	55.0%
	24.0%
		X
	
African American
	44.0%
	28.0%
	16.0%
		X
	
White
	68.0%
	61.0%
	7.0%
		X
	
Two or More Races
	64.0%
	59.0%
	5.0%
		X
	
Special Education
	16.0%
	12.0%
	4.0%
		X
	
English Learners
	13.0%
	11.0%
	2.0%
		X
	
Socio-Economically Disadvantaged
	44.0%
	31.0%
	13.0%
		X
	
Foster Youth
	N/A
	-
	-
	-
	-
	
2014-2015 CAASPP Results

Math
	CUSD
	State
	CUSD % over State
	Goal: Meet or Exceed the State Average
	Goal Met
	
Overall
	50.0%
	33.0%
	17.0%
		X
	
Hispanic
	37.0%
	21.0%
	16.0%
		X
	
American Indian
	37.0%
	22.0%
	15.0%
		X
	
Asian
	59.0%
	69.0%
	-10.0%
			
Pacific Islander
	52.0%
	27.0%
	25.0%
		X
	
Filipino
	71.0%
	65.0%
	6.0%
		X
	
African American
	34.0%
	16.0%
	18.0%
		X

15

White
	58.0%
	49.0%
	9.0%
		X
	
Two or More Races
	57.0%
	49.0%
	8.0%
		X
	
Special Education
	13.0%
	9.0%
	4.0%
		X
	
English Learners
	16.0%
	11.0%
	5.0%
		X
	
Socio-Economically Disadvantaged
	35.0%
	21.0%
	14.0%
		X
	
Foster Youth
	N/A
	-
	-
	-
	-

2017-2018 EAP Test Results Ready for College Coursework

ELA
	CUSD Ready
	State Ready
	CUSD % over State
	Goal: Meet or Exceed State Average
	Goal Met
	
Overall
	46%
	26%
	20%
	10%
	X
	
Hispanic
	34%
	16%
	18%
	10%
	X
	
American Indian
	22%
	16%
	6%
	10%
		
Asian
	49%
	52%
	-3%
	10%
		
Pacific Islander
	-
	-
		-
		
Filipino
	62%
	39%
	23%
	10%
	X
	
African American
	34%
	12%
	22%
	10%
	X
	
White
	53%
	36%
	17%
	10%
	X
	
Two or More Races
	52%
	37%
	15%
	10%
	X
	
Special Education
	9%
	3%
	6%
	10%
		
English Learners
	8%
	1%
	7%
	10%
		
Socio-Economically Disadvantaged
	29%
	16%
	13%
	10%
	X
	
Foster Youth
	15%
	6%
	-
	-
	-

Math
	CUSD Ready
	State Ready
	CUSD % over State
	Goal: Meet or Exceed State Average
	Goal Met
	
Overall
	19%
	13%
	6%
	10%
		
Hispanic
	11%
	5%
	6%
	10%
		
American Indian
	6%
	6%
	0%
	10%
		
Asian
	26%
	44%
	-18%
	10%
		
Pacific Islander
	-
	-
	-
	-
	-
	
Filipino
	27%
	19%
	8%
	10%
		
African American
	20%
	3%
	17%
	10%
	X
	
White
	23%
	19%
	4%
	10%

16

Two or More Races
	23%
	21%
	2%
	10%
		
Special Education
	2%
	3%
	-1%
	10%
		
English Learners
	8%
	2%
	6%
	10%
		
Socio-Economically Disadvantaged
	9%
	6%
	3%
	10%
		
Foster Youth
	1%
	1%
	0%
	-
	-

2016-2017 EAP Test Results Ready for College Coursework

ELA
	CUSD Ready
	State Ready
	CUSD % over State
	Goal: Meet or Exceed State Average
	Goal Met
	
Overall
	80%
	60%
	20%
	10%
	X
	
Hispanic
	72%
	50%
	22%
	10%
	X
	
American Indian
	80%
	49%
	31%
	10%
	X
	
Asian
	86%
	82%
	-4%
	10%
		
Pacific Islander
	-
	-
	-
	-
	-
	
Filipino
	87%
	78%
	9%
	10%
		
African American
	62%
	41%
	21%
	10%
	X
	
White
	86%
	72%
	14%
	10%
	X
	
Two or More Races
	84%
	72%
	12%
	10%
	X
	
Special Education
	35%
	17%
	18%
	10%
	X
	
English Learners
	30%
	10%
	20%
	10%
		
Socio-Economically Disadvantaged
	71%
	49%
	22%
	10%
	X
	
Foster Youth
	N/A
	N/A
	-
	-
	-

Math
	CUSD Ready
	State Ready
	CUSD % over State
	Goal: Meet or Exceed State Average
	Goal Met
	
Overall
	57%
	32%
	25%
	10%
	X
	
Hispanic
	36%
	20%
	16%
	10%
	X
	
American Indian
	45%
	21%
	25%
	10%
	X
	
Asian
	62%
	70%
	-8%
	10%
		
Pacific Islander
	-
	-
	-
	-
	-
	
Filipino
	62%
	57%
	5%
	10%
		
African American
	30%
	14%
	16%
	10%
	X
	
White
	56%
	45%
	11%
	10%
	X
	
Two or More Races
	60%
	44%
	16%
	10%
	X

17

Special Education
	10%
	5%
	5%
	10%
		
English Learners
	30%
	6%
	24%
	10%
	X
	
Socio-Economically Disadvantaged
	36%
	20%
	16%
	10%
	X
	
Foster Youth
	N/A
	N/A
	-
	-
	-

2015-2016 EAP Test Results Ready for College Coursework

ELA
	CUSD Ready
	State Ready
	CUSD % over State
	Goal: Meet or Exceed State Average
	Goal Met
	
Overall
	38%
	26%
	12%
	10%
	X
	
Hispanic
	24%
	16%
	8%
	10%
		
American Indian
	13%
	17%
	-4%
	10%
		
Asian
	46%
	52%
	-6%
	10%
		
Pacific Islander
	N/A
	17%
	-
	-
	-
	
Filipino
	57%
	39%
	18%
	10%
	X
	
African American
	27%
	13%
	14%
	10%
	X
	
White
	44%
	36%
	8%
	10%
		
Two or More Races
	45%
	36%
	9%
	10%
		
Special Education
	7%
	3%
	4%
	10%
		
English Learners
	3%
	1%
	2%
	10%
		
Socio-Economically Disadvantaged
	23%
	16%
	
7%
	10%
		
Foster Youth
	N/A
	N/A
	-
	-
	-

Math
	CUSD Ready
	State Ready
	CUSD % over State
	Goal: Meet or Exceed State Average
	Goal Met
	
Overall
	16%
	13%
	3%
	10%
		
Hispanic
	8%
	5%
	3%
	10%
		
American Indian
	4%
	7%
	-3%
	10%
		
Asian
	27%
	43%
	-16%
	10%
		
Pacific Islander
	N/A
	7%
	-
	-
	-
	
Filipino
	35%
	19%
	16%
	10%
	X
	
African American
	7%
	3%
	4%
	10%
		
White
	17%
	18%
	-1%
	10%

18

Two or More Races
	16%
	18%
	-2%
	10%
		
Special Education
	3%
	1%
	2%
	10%
		
English Learners
	8%
	2%
	6%
	10%
		
Socio-Economically Disadvantaged
	8%
	6%
	
2%
	10%
		
Foster Youth
	N/A
	N/A
	-
	-
	-

2014-2015 EAP Test Results Ready for College Coursework

ELA
	CUSD Ready
	State Ready
	CUSD % over State
	Goal: Meet or Exceed State Average
	Goal Met
	
Overall
	31.0%
	23.0%
	8.0%
	10%
		
Hispanic
	12.0%
	13.0%
	-1.0%
	10%
		
American Indian
	21.0%
	17.0%
	4.0%
	10%
	X
	
Asian
	36.0%
	48.0%
	-12.0%
	10%
		
Pacific Islander
	N/A
	16.0%
	-
	-
	-
	
Filipino
	47.0%
	34.0%
	13.0%
	10%
	X
	
African American
	19.0%
	11.0%
	8.0%
	10%
		
White
	40.0%
	33.0%
	7.0%
	10%
		
Two or More Races
	34.0%
	33.0%
	1.0%
	10%
		
Special Education
	4.0%
	3.0%
	1.0%
	10%
		
English Learners
	2.0%
	1.0%
	1.0%
	10%
		
Socio-Economically Disadvantaged
	17.0%
	13.0%
	4.0%
	10%
		
Foster Youth
	N/A
	N/A
	-
	-
	-

Math
	CUSD Ready
	State Ready
	CUSD % over State
	Goal: Meet or Exceed State Average
	Goal Met
	
Overall
	12.0%
	11.0%
	1.0%
	10%
		
Hispanic
	5.0%
	4.0%
	1.0%
	10%
		
American Indian
	11.0%
	6.0%
	5.0%
	10%
		
Asian
	19.0%
	40.0%
	-21.0%
	10%
		
Pacific Islander
	N/A
	7.0%
	-
	-
	-
	
Filipino
	17.0%
	16.0%
	1.0%
	10%
		
African American
	5.0%
	3.0%
	2.0%
	10%
		
White
	16.0%
	17.0%
	-1.0%
	10%

19

Two or More Races
	17.0%
	17.0%
	0.0%
	10%
		
Special Education
	1.0%
	1.0%
	0.0%
	10%
		
English Learners
	4.0%
	2.0%
	2.0%
	10%
		
Socio-Economically Disadvantaged
	17.0%
	5.0%
	12.0%
	10%
	X
	
Foster Youth
	N/A
	N/A
	-
	-
	-

2017-2018 English Language Proficiency Assessments for California (ELPAC)
Overall Summative Performance Level-Percentage of Students at Each Performance Level
	
	CUSD
	State
	CUSD % over State
	
Level 4-Well Developed
	46%
	31%
	15%
	
Level 3-Moderately Developed
	34%
	34%
	0%
	
Level 2-Somewhat Developed
	13%
	20%
	-7%
	
Level 1-Beginning State
	7%
	15%
	-8%

2017-2018- English Learner students stopped taking the CELDT and transitioned to the ELPAC assessment

2016-2017 California English Language Development Test (CELDT) Overall Performance Level
	
	CUSD
	State
	CUSD % over State
	
Advanced
	19%
	9%
	10%
	
Early Advanced
	35%
	28%
	7%
	
Intermediate
	26%
	32%
	-6%
	
Early Intermediate
	10%
	15%
	-5%
	
Beginning
	9%
	16%
	-7%

2015-2016 California English Language Development Test (CELDT) Overall Performance Level
	
	CUSD
	State
	CUSD % over State
	
Advanced
	16%
	6%
	10%
	
Early Advanced
	35%
	11%
	24%
	
Intermediate
	29%
	21%
	8%
	
Early Intermediate
	11%
	21%
	-10%
	
Beginning
	10%
	41%
	-31%

20

2014-2015 California English Language Development Test (CELDT) Overall Performance Level
	
	CUSD
	State
	CUSD % over State
	
Advanced
	15%
	6%
	9%
	
Early Advanced
	34%
	12%
	22%
	
Intermediate
	31%
	22%
	9%
	
Early Intermediate
	11%
	21%
	-10%
	
Beginning
	9%
	39%
	-30%

2013-2014 California English Language Development Test (CELDT) Overall Performance Level
	
	CUSD
	State
	CUSD % over State
	
Advanced
	15%
	6%
	9%
	
Early Advanced
	34%
	12%
	22%
	
Intermediate
	30%
	22%
	8%
	
Early Intermediate
	11%
	21%
	-10%
	
Beginning
	10%
	39%
	-29%

2016-2017 and 2017-2018 AMAO data, as previously reported, is not currently being provided by CDE, Dataquest, Ed Data.

Annual Measurable Achievement Objectives (AMAO)

AMAO 1- Percentage of ELs Making Annual Progress in Learning English
	
	2013-2014
	2014-2015
	
Percentage Meeting AMAO 1
	67.9%
	67.0%
	
2013-2014 Target
	59.0%
	60.5%
	
Met Target for AMAO 1
	Yes
	Yes

AMAO 2- Percentage of ELs Attaining the English Proficiency Level on CELDT
	
	2013-2014
	2014-2015
	
Less than 5 Years Cohort
	32.9%
	35.0%
	
2013-2014 Target
	22.8%
	24.2%
	
Cohort Met Target
	Yes
	Yes
	
5 years or More Cohort
	63.7%
	62.1%

21

2013-2014 Target
	49.0%
	50.9%
	
Cohort Met Target
	Yes
	Yes
	
Met Target for AMAO 2
	Yes
	Yes

EL Reclassification Rate
	
	CUSD Percent of EL Students who were reclassified to RFEP
	State Percent of EL Students who were reclassified to RFEP
	CUSD % Over State
	Goal: Meet or Exceed the State Average by 5%
	Goal Met
	
2017-2018
	9%
	17%
	-8%
	5%
		
2016-2017
	9%
	13%
	-4%
	5%
		
2015-2016
	20%
	11%
	9%
	5%
	X
	
2014-2015
	17%
	11%
	6%
	5%
	X
	
2013-2014
	16%
	12%
	4%
	5%
		
2012-2013
	19%
	12%
	7%
	5%
	X

2017-2018 CTE Course Sequence
	
	CUSD: Percent of 4 year cohort that completed at least 1 CTE Pathway
	Goal:
	Goal Met
	
Overall
	35%
	46%
		
*State data and student group data is no longer available in DataQuest or Ed Data

2014-2015 CTE Course Sequence
	
	CUSD: Percent of 4 year cohort that completed at least 1 CTE Pathway
	State: Percent of 4 year cohort that completed at least 1 CTE Pathway
	CUSD % over State
	Goal: Percent completing a CTE Course Sequence will increase by .5%
	Goal Met
	
Overall
	28%
	17%
	11%
	.5%
		
American Indian
	26%
	16%
	10%
	.5%
		
Asian
	17%
	17%
	0%
	.5%
		
Pacific Islander
	31%
	16%
	15%
	.5%
		
Filipino
	25%
	17%
	8%
	.5%

22

Hispanic
	28%
	18%
	10%
	.5%
		
African American
	28%
	14%
	14%
	.5%
		
White
	31%
	18%
	13%
	.5%
		
Two or More Races
	28%
	15%
	13%
	.5%
		
English Learner
	16%
	17%
	-1%
	.5%
		
Socio-Economically Disadvantaged
	29%
	17%
	12%
	.5%
		
Special Education
	30%
	16%
	14%
	.5%
		
Foster Youth
	13%
	10%
	3%
	.5%

2013-2014 CTE Course Sequence-Baseline Year
	
	CUSD: Percent of 4 year cohort that completed at least 1 CTE Pathway
	State: Percent of 4 year cohort that completed at least 1 CTE Pathway
	CUSD % over State
	Goal: Percent completing a CTE Course Sequence will increase by .5%
	Goal Met
	
Overall
	40%
	17.0%
	23%
	.5%
		
American Indian
	46%
	15%
	31%
	.5%
		
Asian
	29%
	18%
	11%
	.5%
		
Pacific Islander
	60%
	17%
	43%
	.5%
		
Filipino
	39%
	17%
	22%
	.5%
		
Hispanic
	40%
	17%
	23%
	.5%
		
African American
	32%
	14%
	18%
	.5%
		
White
	44%
	18%
	26%
	.5%
		
Two or More Races
	38%
	15%
	23%
	.5%
		
English Learner
	35%
	16%
	19%
	.5%
		
Socio-Economically Disadvantaged
	45%
	17%
	28%
	.5%
		
Special Education
	29%
	15%
	14%
	.5%

2017-2018 Physical Fitness Testing- Overall HFZ Percent
	
	CUSD
	State
	CUSD % over State
	Goal: Exceed State Average
	Goal Met
	
5th Grade Overall
	58%
	24%
	34%
	10%
	X
	
Hispanic
	53%
	18%
	35%
	10%
	X
	
American Indian
	51%
	21%
	30%
	10%
	X

23

Asian
	61%
	35%
	26%
	10%
	X
	
Pacific Islander
	-
	-
	-
	-
	-
	
Filipino
	59%
	29%
	30%
	10%
	X
	
African American
	58%
	22%
	36%
	10%
	X
	
White
	61%
	35%
	26%
	10%
	X
	
Two or More Races
	-
	-
	-
	-
	-
	
Socio-Economically Disadvantaged
	52%
	18%
	34%
	10%
	X
	
7th Grade Overall
	59%
	30%
	29%
	10%
	X
	
Hispanic
	51%
	24%
	27%
	10%
	X
	
American Indian
	54%
	27%
	27%
	10%
	X
	
Asian
	63%
	43%
	20%
	10%
	X
	
Pacific Islander
	63%
	24%
	39%
	10%
	X
	
Filipino
	69%
	39%
	30%
	10%
	X
	
African American
	62%
	26%
	36%
	10%
	X
	
White
	64%
	39%
	25%
	10%
	X
	
Two or More Races
	-
	-
	-
	-
	-
	
Socio-Economically Disadvantaged
	53%
	24%
	29%
	10%
	X
	
9th Grade Overall
	57%
	34%
	23%
	10%
	X
	
Hispanic
	51%
	28%
	23%
	10%
	X
	
American Indian
	32%
	28%
	4%
	10%
		
Asian
	60%
	50%
	10%
	10%
	X
	
Pacific Islander
	-
	-
	-
	-
	-
	
Filipino
	69%
	42%
	27%
	10%
	X
	
African American
	54%
	28%
	26%
		X
	
White
	58%
	44%
	14%
		X
	
Two or More Races
	-
	-
	-
	--
	-
	
Socio-Economically Disadvantaged
	48%
	28%
	20%
		X

2016-2017 Physical Fitness Testing- Overall HFZ Percent
	
	CUSD
	State
	CUSD % over State
	Goal: Exceed State Average
	Goal Met
	
5th Grade Overall
	59%
	25%
	34%
	10%
	X
	
Hispanic
	56%
	18%
	38%
	10%
	X
	
American Indian
	53%
	22%
	31%
	10%
	X

24

Asian
	59%
	34%
	25%
	10%
	X
	
Pacific Islander
	-
	-
	-
	-
	-
	
Filipino
	64%
	30%
	34%
	10%
	X
	
African American
	48%
	22%
	26%
	10%
	X
	
White
	63%
	36%
	27%
	10%
	X
	
Two or More Races
	-
	-
	-
	-
	-
	
Socio-Economically Disadvantaged
	55%
	18%
	37%
	10%
	X
	
7th Grade Overall
	60%
	31%
	29%
	10%
	X
	
Hispanic
	56%
	25%
	31%
	10%
	X
	
American Indian
	45%
	27%
	18%
	10%
	X
	
Asian
	66%
	43%
	23%
	10%
	X
	
Pacific Islander
	46%
	25%
	21%
	10%
	X
	
Filipino
	73%
	39%
	34%
	10%
	X
	
African American
	50%
	27%
	23%
	10%
	X
	
White
	63%
	41%
	22%
	10%
	X
	
Two or More Races
	-
	-
	-
	-
	-
	
Socio-Economically Disadvantaged
	55%
	25%
	29%
	10%
	X
	
9th Grade Overall
	55%
	35%
	20%
	10%
	X
	
Hispanic
	51%
	28%
	23%
	10%
	X
	
American Indian
	50%
	28%
	22%
	10%
	X
	
Asian
	61%
	49%
	12%
	10%
	X
	
Pacific Islander
	55%
	26%
	29%
	10%
	X
	
Filipino
	62%
	42%
	20%
	10%
	X
	
African American
	48%
	29%
	19%
	10%
	X
	
White
	58%
	45%
	13%
	10%
	X
	
Two or More Races
	-
	-
	-
	-
	-
	
Socio-Economically Disadvantaged
	47%
	28%
	19%
	10%
	X

2015-2016 Physical Fitness Testing- Overall HFZ Percent
	
	CUSD
	State
	CUSD % over State
	Goal: Exceed State Average
	Goal Met
	
5th Grade Overall
	59.0%
	25.9%
	33.1%
	10%
	X
	
Hispanic
	50.5%
	19.3%
	31.2%
	10%
	X
	
American Indian
	68.8%
	21.5%
	47.3%
	10%
	X

25

Asian
	60.1%
	35.3%
	24.8%
	10%
	X
	
Pacific Islander
	71.4%
	20.0%
	51.4%
	10%
	X
	
Filipino
	62.0%
	30.6%
	31.4%
	10%
	X
	
African American
	63.1%
	22.7%
	40.4%
	10%
	X
	
White
	65.5%
	36.2%
	29.3%
	10%
	X
	
Two or More Races
	N/A
	33.2%
	-
	-
	-
	
Socio-Economically Disadvantaged
	53.2%
	19.2%
	34.0%
	10%
	X
	
7th Grade Overall
	61.0%
	32.1%
	28.9%
	10%
	X
	
Hispanic
	55.9%
	25.5%
	30.4%
	10%
	X
	
American Indian
	46.7%
	25.8%
	20.9%
	10%
	X
	
Asian
	66.7%
	43.9%
	22.8%
	10%
	X
	
Pacific Islander
	N/A
	26.6%
	-
	-
	-
	
Filipino
	61.0%
	38.8%
	22.2%
	10%
	X
	
African American
	55.6%
	27.7%
	27.9%
	10%
	X
	
White
	63.9%
	41.3%
	22.6%
	10%
	X
	
Two or More Races
	N/A
	38.4%
	-
	-
	-
	
Socio-Economically Disadvantaged
	53.8%
	25.2%
	28.6%
	10%
	X
	
9th Grade Overall
	55.4%
	36.7%
	18.7%
	10%
	X
	
Hispanic
	46.7%
	30.1%
	16.6%
	10%
	X
	
American Indian
	36.0%
	29.2%
	6.8%
	10%
		
Asian
	63.0%
	50.8%
	12.2%
	10%
	X
	
Pacific Islander
	N/A
	28.6%
	-
	-
	-
	
Filipino
	64.6%
	44.1%
	20.5%
	10%
	X
	
African American
	57.9%
	30.7%
	27.2%
	10%
	X
	
White
	59.4%
	46.3%
	13.1%
	10%
	X
	
Two or More Races
	N/A
	40.7%
	-
	-
	-
	
Socio-Economically Disadvantaged
	48.5%
	29.7%
	18.8%
	10%
	X
	
2014-2015 Physical Fitness Testing- Overall HFZ Percent
	
	CUSD
	State
	CUSD % over State
	Goal: Exceed State Average
	Goal Met
	
5th Grade Overall
	57.6%
	26.4%
	31.2%
	10%
	X
	
Hispanic
	51.6%
	19.3%
	32.3%
	10%
	X
	
American Indian
	48.1%
	19.8%
	28.3%
	10%
	X
	
Asian
	62.4%
	35.7%
	26.7%
	10%
	X
	
Pacific Islander
	N/A
	19.7%
	-
	-
	-

26

Filipino
	63.5%
	30.6%
	32.9%
	10%
	X
	
African American
	51.0%
	23.6%
	27.4%
	10%
	X
	
White
	61.5%
	37.6%
	23.9%
	10%
	X
	
Two or More Races
	N/A
	33.4%
	-
	-
	-
	
Socio-Economically Disadvantaged
	52.8%
	19.5%
	33.3%
	10%
	X
	
7th Grade Overall
	62.6%
	32.5%
	30.1%
	10%
	X
	
Hispanic
	58.6%
	25.7%
	32.9%
	10%
	X
	
American Indian
	51.5%
	27.6%
	23.9%
	10%
	X
	
Asian
	65.0%
	45.4%
	19.6%
	10%
	X
	
Pacific Islander
	77.8%
	25.7%
	52.1%
	10%
	X
	
Filipino
	62.7%
	40.5%
	22.2%
	10%
	X
	
African American
	58.1%
	28.1%
	30.0%
	10%
	X
	
White
	65.5%
	42.0%
	23.5%
	10%
	X
	
Two or More Races
	N/A
	36.8%
	-
	-
	-
	
Socio-Economically Disadvantaged
	55.7%
	25.7%
	30.0%
	10%
	X
	
9th Grade Overall
	57.7%
	37.6%
	20.1%
	10%
	X
	
Hispanic
	52.0%
	30.5%
	21.5%
	10%
	X
	
American Indian
	66.7%
	31.2%
	35.5%
	10%
	X
	
Asian
	61.2%
	52.6%
	8.6%
	10%
		
Pacific Islander
	N/A
	29.3%
	-
	-
	-
	
Filipino
	62.3%
	45.2%
	17.1%
	10%
	X
	
African American
	61.2%
	31.2%
	30.0%
	10%
	X
	
White
	60.1%
	47.3%
	12.8%
	10%
	X
	
Two or More Races
	N/A
	40.8%
	-
	-
	-
	
Socio-Economically Disadvantaged
	51.2%
	30.2%
	21.0%
	10%
	X

Goal 2:

2018-2019 Chronic Absenteeism data is not available yet on the CA School Dashboard, DataQuest or Ed Data.

2017-2018 Chronic Absenteeism
	
	CUSD Chronic Absenteeism
	Goal: Maintain at current level or decrease to below 5%
	Goal Met
	
All Students
	7%
	Maintain or Below 5%
	X

27

Hispanic
	9%
	Maintain or Below 5%
	X
	
American Indian
	13%
	Maintain or Below 5%
	X
	
Asian
	4%
	Maintain or Below 5%
	X
	
Pacific Islander
	9%
	Maintain or Below 5%
		
Filipino
	2%
	Maintain or Below 5%
	X
	
African American
	11%
	Maintain or Below 5%
	X
	
White
	7%
	Maintain or Below 5%
	X
	
Two or More Races
	6%
	Maintain or Below 5%
	X
	
Special Education
	17%
	Maintain or Below 5%
	X
	
English Learners
	5%
	Maintain or Below 5%
	X
	
Socio-Economically Disadvantaged
	11%
	Maintain or Below 5%
	X
	
Foster Youth
	25%
	Maintain or Below 5%
	X

2016-2017 Chronic Absenteeism
	
	CUSD Chronic Absenteeism
	Goal: Maintain at current level or decrease to below 5%
	Goal Met
	
All Students
	8%
	Maintain or Below 5%
		
Hispanic
	9.8%
	Maintain or Below 5%
		
American Indian
	16.1%
	Maintain or Below 5%
		
Asian
	3.5%
	Maintain or Below 5%
	X
	
Pacific Islander
	5.7%
	Maintain or Below 5%
		
Filipino
	2.1%
	Maintain or Below 5%
	X
	
African American
	11.2%
	Maintain or Below 5%
		
White
	7.7%
	Maintain or Below 5%
		
Two or More Races
	7.3%
	Maintain or Below 5%
		
Special Education
	17.3%
	Maintain or Below 5%
		
English Learners
	6.2%
	Maintain or Below 5%
		
Socio-Economically Disadvantaged
	12%
	Maintain or Below 5%
		
Foster Youth
	25.4%
	Maintain or Below 5%
		
2015-2016 Chronic Absenteeism
	
	CUSD Chronic Absenteeism
	Goal: Maintain at current level or decrease to below 5%
	Goal Met
	
All Students
	7%
	Maintain or Below 5%

28

Hispanic
	8.6%
	Maintain or Below 5%
		
American Indian
	14.9%
	Maintain or Below 5%
		
Asian
	3.2%
	Maintain or Below 5%
	X
	
Pacific Islander
	2.5%
	Maintain or Below 5%
	X
	
Filipino
	N/A
	Maintain or Below 5%
	-
	
African American
	9.6%
	Maintain or Below 5%
		
White
	6.9%
	Maintain or Below 5%
		
Two or More Races
	N/A
	Maintain or Below 5%
		
Special Education
	27.8%
	Maintain or Below 5%
		
English Learners
	6.7%
	Maintain or Below 5%
		
Socio-Economically Disadvantaged
	11.4%
	Maintain or Below 5%
		
Foster Youth
	20.2%
	Maintain or Below 5%

2014-2015 Chronic Absenteeism
	
	CUSD Chronic Absenteeism
	Goal: Maintain at current level or decrease to below 5%
	Goal Met
	
All Students
	8.3%
	Maintain or Below 5%
		
Hispanic
	8.2%
	Maintain or Below 5%
		
American Indian
	16.6%
	Maintain or Below 5%
		
Asian
	2.9%
	Maintain or Below 5%
	X
	
Pacific Islander
	3.0%
	Maintain or Below 5%
	X
	
Filipino
	N/A
	-
	-
	
African American
	4.5%
	Maintain or Below 5%
	X
	
White
	7.3%
	Maintain or Below 5%
		
Two or More Races
	N/A
	-
	-
	
Special Education
	27.4%
	Maintain or Below 5%
		
English Learners
	5.6%
	Maintain or Below 5%
		
Socio-Economically Disadvantaged
	11.3%
	Maintain or Below 5%
		
Foster Youth
	8.7%
	Maintain or Below 5%

29

2018-2019 Attendance Rate
	
	CUSD Attendance Rate
	Goal:
	Goal Met
	
All Students
	96.2%
	97%

2017-2018 and 2016-2017 Attendance Rate Data, as previously reported, in no longer being provided by DataQuest or Ed Data.

2015-2016 Attendance Rate
	
	CUSD Attendance Rate
	Goal: Above 95%
	Goal Met
	
All Students
	96.4%
	Above 95%
	X
	
Hispanic
	95.7%
	Above 95%
	X
	
American Indian
	94.6%
	Above 95%
	X
	
Asian
	97.4%
	Above 95%
	X
	
Pacific Islander
	97.7%
	Above 95%
	X
	
Filipino
	N/A
	-
	-
	
African American
	95.8%
	Above 95%
	X
	
White
	95.7%
	Above 95%
	X
	
Two or More Races
	N/A
	-
	-
	
Special Education
	90.9%
	Above 95%
		
English Learners
	96.6%
	Above 95%
	X
	
Socio-Economically Disadvantaged
	95.2%
	Above 95%
	X
	
Foster Youth
	95%
	Above 95%

2014-2015 Attendance Rate
	
	CUSD Attendance Rate
	Goal: Above 95%
	Goal Met
	
All Students
	96.4%
	Above 95%
	X
	
Hispanic
	95.7%
	Above 95%
	X
	
American Indian
	94.2%
	Above 95%
		
Asian
	97.4%
	Above 95%
	X
	
Pacific Islander
	97.5%
	Above 95%
	X
	
Filipino
	N/A
	-
	-
	
African American
	96%
	Above 95%
	X
	
White
	95.9%
	Above 95%
	X
	
Two or More Races
	N/A
	-
	-

30

Special Education
	90.9%
	Above 95%
		
English Learners
	96.8%
	Above 95%
	X
	
Socio-Economically Disadvantaged
	95.2%
	Above 95%
	X
	
Foster Youth
	95.8%
	Above 95%
	X

2018-2019 Suspension Rate Data is not available yet.

2017-2018 Suspension Rate
	
	CUSD
	State
	Goal: Decrease Below 5%
	Goal Met
	
All Students
	4%
	4%
	Below 5%
	X
	
Hispanic
	5%
	4%
	Below 5%
		
American Indian
	6%
	7%
	Below 5%
		
Asian
	2%
	1%
	Below 5%
	X
	
Pacific Islander
	7%
	5%
	Below 5%
		
Filipino
	1%
	1%
	Below 5%
	X
	
African American
	8%
	9%
	Below 5%
		
White
	4%
	3%
	Below 5%
	X
	
Two or More Races
	4%
	4%
	Below 5%
	X
	
Special Education
	9%
	7%
	Below 5%
		
English Learners
	3%
	3%
	Below 5%
	X

2016-2017 Suspension Rate
	
	CUSD
	State
	Goal: Decrease Below 5%
	Goal Met
	
All Students
	4.3%
	N/A
	Below 5%
	X
	
Hispanic
	5.4%
	N/A
	Below 5%
		
American Indian
	7.1%
	N/A
	Below 5%
		
Asian
	1.6%
	N/A
	Below 5%
	X
	
Pacific Islander
	2.9%
	N/A
	Below 5%
	X
	
Filipino
	1.9%
	N/A
	Below 5%
	X
	
African American
	9.2%
	N/A
	Below 5%
		
White
	3.8%
	N/A
	Below 5%
	X
	
Two or More Races
	3.8%
	N/A
	Below 5%
	X
	
Special Education
	8.5%
	N/A
	Below 5%

31

English Learners
	3.7%
	N/A
	Below 5%
	X
	
Socio-Economically Disadvantaged
	6.5%
	N/A
	Below 5%
		
Foster Youth
	27%
	N/A
	Below 5%

2015-2016 Suspension Rate
	
	CUSD
	State
	Goal: Decrease Below 5%
	Goal Met
	
All Students
	3.6%
	N/A
	Below 5%
	X
	
Hispanic
	4.6%
	N/A
	Below 5%
	X
	
American Indian
	5.9%
	N/A
	Below 5%
		
Asian
	1.2%
	N/A
	Below 5%
	X
	
Pacific Islander
	5.9%
	N/A
	Below 5%
		
Filipino
	N/A
	N/A
	-
	-
	
African American
	9.5%
	N/A
	Below 5%
		
White
	3.1%
	N/A
	Below 5%
	X
	
Two or More Races
	3.2%
	N/A
	Below 5%
	X
	
Special Education
	8.5%
	N/A
	Below 5%
		
English Learners
	3.1%
	N/A
	Below 5%
	X
	
Socio-Economically Disadvantaged
	5.7%
	N/A
	Below 5%
		
Foster Youth
	N/A
	N/A
	-
	-

2014-2015 Suspension Rate
	
	CUSD
	State
	Goal: Decrease Below 5%
	Goal Met
	
All Students
	4.1%
	3.8%
	Below 5%
	X
	
Hispanic
	4.6%
	N/A
	Below 5%
	X
	
American Indian
	7.5%
	N/A
	Below 5%
		
Asian
	1.4%
	N/A
	Below 5%
	X
	
Pacific Islander
	4.5%
	N/A
	Below 5%
	X
	
Filipino
	N/A
	N/A
	-
	-
	
African American
	8.8%
	N/A
	Below 5%
		
White
	3.1%
	N/A
	Below 5%
	X
	
Two or More Races
	3.5%
	N/A
	Below 5%
	X
	
Special Education
	6.0%
	N/A
	Below 5%

32

English Learners
	3.7%
	N/A
	Below 5%
	X
	
Socio-Economically Disadvantaged
	5.7%
	N/A
	Below 5%
		
Foster Youth
	16.1%
	N/A
	Below 5%

2013-2014 Suspension Rate
	
	CUSD
	State
	Goal: Decrease Below 5%
	Goal Met
	
All Students
	4.7%
	4.4%
	Below 5%
	X
	
Hispanic
	5.2%
	N/A
	Below 5%
		
American Indian
	6.9%
	N/A
	Below 5%
		
Asian
	1.6%
	N/A
	Below 5%
	X
	
Pacific Islander
	7.2%
	N/A
	Below 5%
		
Filipino
	N/A
	N/A
	-
	-
	
African American
	10.5%
	N/A
	Below 5%
		
White
	3.6%
	N/A
	Below 5%
	X
	
Two or More Races
	4.1%
	N/A
	Below 5%
	X
	
Special Education
	11.4%
	N/A
	Below 5%
		
English Learners
	5.3%
	N/A
	Below 5%
		
Socio-Economically Disadvantaged
	6.5%
	N/A
	Below 5%
		
Foster Youth
	N/A
	N/A
	-
	-

2017-2018 Expulsion Rate
	
	CUSD
	State
	Goal: Decrease Below 0.3%
	Goal Met
	
All Students
	0.06%
	0.08%
	Below 0.3%
	X
	
Hispanic
	0.08%
	0.09%
	Below 0.3%
	X
	
American Indian
	0.32%
	0.23%
	Below 0.3%
		
Asian
	0.02%
	0.02%
	Below 0.3%
	X
	
Pacific Islander
	0%
	0.09%
	Below 0.3%
	X
	
Filipino
	0.10%
	0.03%
	Below 0.3%
	X
	
African American
	0.19%
	0.22%
	Below 0.3%
	X
	
White
	0.02%
	0.06%
	Below 0.3%
	X
	
Two or More Races
	0.14%
	0.07%
	Below 0.3%
	X
	
Special Education
	0.10%
	0.13%
	Below 0.3%
	X
	
English Learners
	0%
	0.07%
	Below 0.3%
	X
	
Socio-Economically
	0.08%
	0.07%
	Below 0.3%
	X

33

Disadvantaged
					
Foster Youth
	0.76%
	0.30%
	Below 0.3%

2016-2017 Expulsion Rate
	
	CUSD
	State
	Goal: Decrease Below 0.3%
	Goal Met
	
All Students
	0.08%
	N/A
	Below 0.3%
	X
	
Hispanic
	0.14%
	N/A
	Below 0.3%
	X
	
American Indian
	0.32%
	N/A
	Below 0.3%
		
Asian
	0.03%
	N/A
	Below 0.3%
	X
	
Pacific Islander
	0%
	N/A
	Below 0.3%
	X
	
Filipino
	0%
	N/A
	Below 0.3%
	X
	
African American
	0.13%
	N/A
	Below 0.3%
	X
	
White
	0.03%
	N/A
	Below 0.3%
	X
	
Two or More Races
	0%
	N/A
	Below 0.3%
	X
	
Special Education
	0.13%
	N/A
	Below 0.3%
	X
	
English Learners
	0.07%
	N/A
	Below 0.3%
	X
	
Socio-Economically Disadvantaged
	0.12%
	N/A
	Below 0.3%
	X
	
Foster Youth
	0.25%
	N/A
	Below 0.3%
	X

2015-2016 Expulsion Rate
	
	CUSD
	State
	Goal: Decrease Below 0.3%%
	Goal Met
	
All Students
	0.10%
	N/A
	Below 0.3%
	X
	
Hispanic
	0.12%
	N/A
	Below 0.3%
	X
	
American Indian
	0.71%
	N/A
	Below 0.3%
		
Asian
	0.02%
	N/A
	Below 0.3%
	X
	
Pacific Islander
	0%
	N/A
	Below 0.3%
	X
	
Filipino
	N/A
	N/A
	-
	-
	
African American
	0.61%
	N/A
	Below 0.3%
		
White
	0.09%
	N/A
	Below 0.3%
	X
	
Two or More Races
	0.07%
	N/A
	Below 0.3%
	X
	
Special Education
	0.03%
	N/A
	Below 0.3%
	X
	
English Learners
	0.12%
	N/A
	Below 0.3%
	X
	
Socio-Economically Disadvantaged
	0.28%
	N/A
	Below 0.3%
	X

34

Foster Youth
	N/A
	N/A
	Below 0.3%
	-

2014-2015 Expulsion Rate
	
	CUSD
	State
	Goal: Decrease Below 0.3%
	Goal Met
	
All Students
	0.1%
	0.1%
	Below 0.3%
	X
	
Hispanic
	0.17%
	N/A
	Below 0.3%
	X
	
American Indian
	0.34%
	N/A
	Below 0.3%
		
Asian
	0.04%
	N/A
	Below 0.3%
	X
	
Pacific Islander
	0%
	N/A
	Below 0.3%
	X
	
Filipino
	N/A
	N/A
	-
	-
	
African American
	0.23%
	N/A
	Below 0.3%
	X
	
White
	0.07%
	N/A
	Below 0.3%
	X
	
Two or More Races
	0.08%
	N/A
	Below 0.3%
	X
	
Special Education
	1.68%
	N/A
	Below 0.3%
		
English Learners
	0.34%
	N/A
	Below 0.3%
		
Socio-Economically Disadvantaged
	0.03%
	N/A
	Below 0.3%
	X
	
Foster Youth
	N/A
	N/A
	-
	-
	
2013-2014 Expulsion Rate
	
	CUSD
	State
	Goal: Decrease Below 0.3%
	Goal Met
	
All Students
	0.2%
	0.1%
	Below 0.3%
	X
	
Hispanic
	0.30%
	N/A
	Below 0.3%
		
American Indian
	0%
	N/A
	Below 0.3%
	X
	
Asian
	0.06%
	N/A
	Below 0.3%
	X
	
Pacific Islander
	0%
	N/A
	Below 0.3%
	X
	
Filipino
	N/A
	N/A
	-
	-
	
African American
	0.31%
	N/A
	Below 0.3%
		
White
	0.11%
	N/A
	Below 0.3%
	X
	
Two or More Races
	0.08%
	N/A
	Below 0.3%
	X
	
Special Education
	0.5%
	N/A
	Below 0.3%
	X
	
English Learners
	0.39%
	N/A
	Below 0.3%
		
Socio-Economically Disadvantaged
	0.27%
	N/A
	Below 0.3%
	X
	
Foster Youth
	N/A
	N/A
	-
	-

35

Facilities: All facilities were in good repair as measured by the FIT tool.

Sufficient Materials: For 2018-2019 all students had access to the standards aligned curriculum and all materials, as evidenced by no Williams Act complaints.

Parent Involvement: 2018-2019 SART survey results indicated that 91% of parents participated in parental meetings at their respective site. 88% of parents feel welcome to participate at school.

SART Survey Parent Safety Satisfaction Rating
	
	CUSD
	Goal: A
	Goal Met
	
Overall 2018-2019
	90%
	Above 91.5%
		
Overall 2017-2018
	82.7%
	Above 90%
		
Overall 2016-2017
	90.6%
	Above 90%
	X
	
Overall 2015-2016
	91.7%
	Above 90%
	X

Staff Climate Assessment Staff Safety Satisfaction
	
	CUSD
	Goal: At or Above 90%
	Goal Met
	
2018-2019
	92.9%
	At or Above 90%
		
2017-2018
	97.8%
	At or Above 90%
	X
	
2016-2017
	98.7%
	At or Above 90%
	X
	
2015-2016
	97.0%
	At or Above 90%
	X

Student LCAP Survey Safety Satisfaction
	
	CUSD
	Goal:
	Goal Met
	
2018-2019
	96%
	At or Above 99%
		
2017-2018
	96%
	At or Above 90%
	X
	
2016-2017
	96%
	At or Above 90%
	X

36

Student LCAP Student Overall Connectedness
	
	CUSD
	Goal:
	Goal Met
	
2018-2019
	44%
	At or Above 50%

Broad Course of Study: Access to Broad Courses can be evidenced by the Course Description Booklets and the Master Schedule at each of the Intermediate and High School.

Goal 3:
CUSD Teachers with Proper Course Credentials with no misassignments or vacancies
	
	CUSD
	Goal: Increase Percentage Annually
	Goal Met
	
2018-2019
	100%
	X
	X
	
2017-2018
	100%
	X
	X
	
2016-2017
	100%
	X
	X
	
2015-2016
	98.5%
	X
	X
	
2014-2015
	94.1%
	Baseline
	Baseline

Professional Development
		
ELA
	Number of Days of Training
	Number of Participants
	Percent of Teachers Participating in Professional Development
	
2018-2019
	65
	2,079
	100%
	
2017-2018
	58
	1,025
	100%
	
2016-2017
	121
	3,700
	100%
	
2015-2016
	36
	2,240
	100%
	
2014-2015
	58
	1,767
	100%

Professional Development
		
Math and Science
	Number of Days of Training
	Number of Participants
	Percent of Teachers Participating in Professional

37

			Development
	
2018-2019
	94
	1,537
	100%
	
2017-2018
	48
	3,400
	100%
	
2016-2017
	67
	3,900
	100%
	
2015-2016
	46
	3,500
	100%
	
2014-2015
	58
	1,107
	100%

California Content Standards: For 2018-2019 school year, all core subject teachers were provided with professional development and the standards were implemented District-Wide as evidenced by the professional development sign-in sheets and teacher observations by administrators.

New Recruitment of Certificated and Classified Staff
	
	Certificated Teachers
	Classified Staff
	
2018-2019
	191
	327
	
2017-2018
	183
	111
	
2016-2017
	187
	172

Longevity/Retention in 5-Year Increments: Current systems are being established to track this date with the goal of having baseline data in 2019-2020.

38