A History of LCAP Funds

2014-2015

•	Increased translation services •	Created Parent Academies
•	Created the Transition Team Program district-wide •	Established Parent-Student Resource Centers
•	Increased access to co-curricular programs and student events for at-risk students •	Created the English Language Development Summer Academy
•	Push-in and Intervention teacher support grades k-12 •	Increased Migrant Education resources
•	Created Foster Youth support program for incoming foster youth

2015-2016

•	Expanded the Transition Teams to increase services to at risk students

•	Added additional academic intervention support including math, English Language Arts and English Learner classes
•	Boosted intervention dollars for additional period stipends to provide intervention, and additional push-in teacher hours for intervention and support for combination classes
•	Added opportunity classes at the Intermediate Level to support students struggling in grades 7 and 8. •	Created Parent Resource Centers, “one stop shops” for parents to help families access our school
district and support for their students.

•	Increased bus transportation for students enrolled in community college courses concurrent with their high school enrollment, as well as supporting transportation from at risk neighborhoods to boost student attendance.
•     Expanded counseling services at high schools •     Added special education and nursing services
•	Added stipends to support curriculum development teams

•	Funded an ASES program at one non-Title I elementary school.

2016-2017

•	Expanded Parent Academies

•	 Added 7-12 counselors to support the social-emotional and academic needs of students, and lower counselor to student ratios

•	Added Student Resource Liaisons

•	Continued to lower class sizes by adding elementary teachers at Title I school sites.

•	Added intervention teacher support and after school intervention for math and English Language Arts •	Increased services for special education, nursing services, and Foster Youth students.

2017-2018

•	Continued all existing actions and services

•	Added School Resource Officer support for elementary and evening coverage

•	Added psychologist support at the secondary sites to serve students’ social and emotional well-being. (.4 FTE* per Area)
•	Re-established the Coordinator of Community Relations position to support the Dignity and Respect Initiative for students, staff and community
•	Added psychologist (2 FTE) and behavior intervention assistants (3 FTE) at the elementary level to increase the levels of behavioral, social and emotional support for students
•	Reduced class size averages across the District by reducing additional class sizes at Title I schools •	Provided a lead psychologist (1 FTE) to oversee and provide leadership of the Comprehensive
Wellness Plan that will further support students’ social and emotional well-being.

2018-2019

•     Continued to provide each secondary area with an intervention aide to support Transition Programs •     Increased psychologist support at the secondary sites by .6 FTE (to 1 full time psychologist per High
School Area)
•	Professional development to increase cultural understanding •	Additional transportation routes at Title One schools
•	Continue Resource Officer funding
•	Expanded existing partnerships with Comprehensive Youth Services of Fresno to every high school *FTE = Full Time Equivalent
Proposed for 2019-20
As of last year the LCFF is fully funded using its existing formula, which means there are fewer “new” dollars to fund LCAP services.
•	Protect and expand Career Technical Education Courses by supporting high schools’ APU formula •	Boost safety and security resources at the elementary level
•	Protect classroom instruction by increasing behavior intervention support

What’s next?

The District’s LCAP Parent Advisory Committee met on April 8 to discuss proposed actions and services. A public comment period will open on the District’s LCAP in May, and the Governing Board will take action on the District’s recommended LCAP at its meeting in June.