District Advisory Committee Meeting District Office, Galleria - - PowerPoint PPT Presentation
District Advisory Committee Meeting District Office, Galleria October 1, 2014 6:00 P.M. Agenda I. Welcome II. DAC Schedule 2014-15 III. Summary of LCAP Evaluation letter from San Mateo County Office Of Education IV. JUHSD Budget-State
I. Welcome II. DAC Schedule 2014-15 III. Summary of LCAP Evaluation letter from San Mateo County Office Of Education IV. JUHSD Budget-State and Federal Allocations V. Proposed English Learner Reclassification Criteria (14- 15) VI. Needs Assessment Tool
Date DAC Agenda Board Agenda
October 1 Overview of DAC meetings Overview of budget Interim reclassification criteria Needs assessment survey November Study session LCAP overview process/ templates/ needs assessment data
Date DAC Agenda Board Agenda
December 3
Needs assessment data review - what is the data telling us?
January February 4
Analysis of needs assessment Re-evaluate goals, actions, and services Present CARS budget
Date DAC Agenda Board Agenda
March
Study Session to review LCAP Draft
April 1
Present LCAP draft Create feedback link
May 6
Final LCAP draft LCAP Public Hearing
June
Adjust LCAP to reflect input Approval of LCAP and budget
Education Code Section 52070(d) provides that the County Superintendent of Schools shall approve a Local Control and Accountability Plan if the following criteria for approval are met:
1) Adherence to SBE Adopted Template 2) Sufficient Expenditures in Budget to Implement LCAP 3) Adherence to SBE Expenditure Regulations
LCAP Section 1 – Engagement EC 52052, 52063, and T5 CCR 15497 (SBE adopted template) require that the District provide for a meaningful process to engage parents, students, community, and other stakeholders in the development of the LCAP.
The District-submitted LCAP describes an engagement process in Section 1 which specifies the impact of input gathered at meetings and the changes introduced to the LCAP from various stakeholder engagements. SMCOE offers no technical assistance recommendations on this section at this time.
LCAP Section 2 – Goals The District-submitted LCAP includes three (3) broad LCAP goals which are aligned to the District Strategic Plan, the current Title III Plan, Technology Plan, and Common Core State Standards (CCSS) Implementation/Spending Plan. For each LCAP goal, the District identified metrics to measure progress over time for each LCAP year. While the current LCAP minimally addresses all of the required metrics SMCOE recommends adjustment and full alignment of all of the metrics identified in EC 52060 in the District’s annual LCAP revision.
LCAP Section 3A – Actions, Services, and Expenditures for All Students Section 3A of the District LCAP details the actions, services, and expenditures associated with the implementation of the LCAP identified
recommendations on this section at this time.
LCAP Section 3B – Actions, Services, and Expenditures for Target Students For each LCAP goal, the District LCAP specifically identified the actions, services, and expenditures to serve fluent English proficient students, English learners, Foster Youth, and low-income students each LCAP year. SMCOE
recommendations on this section at this time.
LCAP Section 3C – Spending Plan for Supplemental & Concentration Grant In Section 3C, the District reported a calculated supplemental and concentration grant in the amount
unduplicated students. While this calculated amount is correct, in Section 3C the District does not clearly describe the expenditures that the District is currently already supporting for its unduplicated students and the increased and improved services for the 2014-15 school
narrative in 3C to the actions and services described in 3A and 3B.
LCAP Section 3D – Minimum Proportionality Requirement (MPP) The District identified a calculated MPP of 3.09% in Section 3D of the LCAP. As indicated in Section 3C, it is recommended that there be greater alignment of the narrative in 3D to the actions and services described in 3A and 3B.
Allocation $272,004 Adjusted Allocation (Indirect/Admin) $231,204 Required Reservations (SES, Homeless, PD) $76,803 Allocation to JHS (Budget) $154,401 Intensive Intervention (Gr 9) 2 Sections $17,533 Strategic Intervention (Gr 9) 3 Sections $48,000 Strategic Intervention (Gr 10) 1 Section $12,000 English 9/10 Sheltered 1 Section $18,339 Expository Reading & Writing (Gr 11) 1 Section $11,243 Algebra Sheltered Support 1 Section $16,000 TOTAL $272,004
Allocation $44,047 Carryover $0 Indirect ($864) Budget: $43,183 Object Cost (estimate) Teacher Salaries & Benefits
$40,118 Translation $795 Tech Equipment/Supplies $2,270 TOTAL $43,183
Allocation $27,343 Carryover $30,655 Indirect ($547) Budget: $57,451 Object Cost (estimate) Teacher Salaries & Benefits
$29,826
Technology Equipment $24,434 Edmentum - Reading for ESL Software (WHS) – Summer School $1,085 TOTAL $55, 345
2009 - 2010 2010 - 2011 2011 - 2012 2012 - 2013 2013 - 2014 Series1 202 299 294 288 277 50 100 150 200 250 300 350
year used to allocate monies to support low income and English Learners via Categorical monies
Education monies (EIA-SCE) for low income students
monies (EIA-LEP) for English Learners
Funding Formula (LCFF) these monies need to be allocated from LCFF
School LEP Count LEP Allocation EDY Student Count
SCE Allocation 2011- 2012 2012- 2013 2013- 2014 2014- 2015
JHS 196 36,848 685 65,000 212,971 154,880 111,880 101,848 OHS 36 6,768 209 20,000 12,320 20,000 26,768 WHS 205 38,540 694 35,000 15,400 50,000 73,000 TNHS 40 7,520 214 2,632 2,632 7,520 THS 32 6,016 63 6,000 10,780 15,000 12,016 509 95,692 126,000 212,971 196,012 199,512 221,1552
Comparison of Performance in Basic Skills [CST – ELA]
Assessment of English Proficiency [CELDT]
(Advanced), with sub-scores of 3 (Intermediate) or higher
Teacher Evaluation
Parent Consultation
Consent Letter)
Grade Proficiency on CELDT Demonstration of Basic Skills1 Teacher Evaluation Parent Notification Assessment Required Score 9 Overall CELDT proficiency level of 4 (Early Advanced) or 5 (Advanced) with a score
domains (listening, reading, writing, speaking) EDGE Placement Test 960 and above Report card grade of C
Language Arts or English Language Development and Grade Point Average of 2.0 or above (cumulative or current) OR If grade/GPA is lower than above, teacher may submit a letter attesting that student’s grade/GPA is not due to language acquisition issues in order to satisfy this requirement
Same as above EDGE Placement Test 1065 and above Same as above
Same as above CAHSEE 365 and above Same as above
Same as above CAHSEE 365 and above Same as above
Survey purpose: How to improve student services to increase student achievement
questions to measure:
a) Effectiveness of current programs and services (pink) b) School climate (green) c) Parent engagement (white) d) Student engagement (yellow) e) Communication (orange) f) Possible programs and services(blue)