LCAP - Hesperia Unified School District

Hesperia Unified School District
June 12, 2017
LCAP and LCFF:
Companions in Changing School
Funding
California is a leader in changing school funding to address the needs of
the state’s most disadvantaged students: Foster youth, low-income
children and English language learners. Through the Local Control
Funding Formula (LCFF), the state is providing local school districts
more flexibility in using funds for these students in exchange for more
accountability from districts.
The LCAP is the state’s mechanism for ensuring that supplemental and
concentration grant funds for these targeted groups of students are used
in alignment with the district’s goals for all students and that the district’s
goals are in alignment with California’s Eight State Priority Areas for
public schools.
State Priorities
Conditions of Learning:
Priority 1: Basic-Teachers appropriately assigned and
fully credentialed, access to textbooks, facilities in good
repair
Priority 2: Implementation of State
Standards-Academic and performance
for all students
Priority 7: Course Access-Enrollment in
a broad course of study
State Priorities Cont.
Pupil Outcomes:
Priority 4: Pupil Achievement-Performance on
standardized tests, APT, college and career ready,
English learners becoming English proficient and
reclassified, Advanced Placement scores, Early
Assessment Program for college
Priority 8: Other Pupil Outcomes-District
measurements
State Priorities Cont.
Engagement:
Priority 3: Parent Involvement-Parent input in decision
making, promotion of parent participation for all subgroups
Priority 5: School Attendance Rates, absenteeism rates,
middle and high school dropout rates, graduation rates
Priority 6: School Climate: Suspension and expulsion rates,
surveys of pupils, parents and teachers on sense of safety
and school connectedness
Section 1: Stakeholder Engagement
 HUSD sought input from all
stakeholders to determine the
processes, goals, targets and criteria
that focus on learning.
Involvement
Process
 Parents/Staff: District Advisory Committee (DAC)
 EL: District English Language Advisory Committee
(DELAC)
 EL, LI, & FY: Jan. through Mar. 2017 at every school site.
 HTA/CSEA
 On-line Survey
 Governing Board: Written updates and Public Hearing Feb.
2017
 June 12, 2017 - Public Hearing
 June 19, 2017 – Board Approval of LCAP
Addressing Priorities
 As we continue to transition to new state
standards, it is important to assist educators in
embedding the 4Cs in their classroom practices.
HUSD will provide appropriate professional
development to prepare teachers for these shifts
and to implement technology as a tool to enhance
learning.
Addressing Priorities Cont.
 Assess the effectiveness of HUSD's instructional
program using multiple measures of performance.
 On-going data review to determine student needs,
instructional goals and actions.
 Continual review of progress in meeting goals.
 Determine if expenditures are appropriate.
Base Program
What is provided for all students
Student academic, social and emotional success will
be a priority for all Hesperia district and site
personnel, and will create a cohesive focus for the
base program for students. This includes high
quality teachers and leaders, safe and clean facilities,
standards based instructional materials,
instructional support, operational and human
resources.
Section 2: Identified Goals
Goal 1: Hesperia USD will provide high-quality classroom
curriculum, instruction and assessment to prepare our
students for success in college and/or a career. Priorities 1, 2,
3, 4, 5, 6, 7, 8 - $13,423,354
A. All students will increase performance levels in all subjects and
be provided a rigorous, high-quality instructional program
 Standards-Based Instructional Resources
 Student Progress Monitoring
 English Learner Instruction
 Instructional Support
 On-going PD
 Supplemental EL Support – LTEL and “at risk”
 Foster Youth Supports
Identified Goals Cont.
B. Ensure universal access to a viable curriculum by providing
alternative ways to access the curriculum
 Interventions
 Universal Access
 Academic Supports
 Integrated ELD
C. Increase the percentage of students who are college and/or
career ready with 21st Century Skills by promoting critical
thinking, collaboration, creativity, and using a variety of
communication modes
 Specialized Programs/Pathways
 Counseling Support
 Support for English Learners
Identified Goals Cont.
Goal 2: To provide a physically and emotionally safe climate
and learning environment that is culturally responsive to all
students. Priorities 1, 5, 6, 8 - $2,078,399
A. Ensure that all sites have a Safe School Plan (SSP) 100% of
schools will update safety plans and conduct school safety drills
 Safe School Plan
B. Provide students and parents with opportunities to discuss
concerns regarding school climate and safe learning environment
 Parent/Community Input
 Foster Youth Supports
Identified Goals Cont.
C. All instructional materials, facilities, equipment, furniture
and grounds will be maintained in good repair
 Maintenance
 Infrastructure
D. Increase attendance rates and graduation rates and
decrease dropout rates, suspension and expulsion rates and
absenteeism rates, especially chronic absenteeism (a pupil
who is absent on 10 percent or more of the school days in the
school year)
 Student Emotional Health
Identified Goals Cont.
Goal 3: To involve our parents, families, and
community stakeholders as direct partners in
the education of all students. Priorities 5, 6, 8 $259,000
A. Ensure parent and community involvement in
academic improvement strategies, including
representatives from EL, LI, and FY populations
 Parent Engagement
 Communication
Measurement of Goals
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Teacher credential database
Teacher assignment
AP/EAP exam results
ROP/CTE course completion
CAHSEE pass rate
A-G requirements
Achievement on standardized assessments
District Single Assessment Progress
Common Formative Assessments
Summative Assessments
Physical Fitness Test results
Measurement of Goals Cont.
 Graduation/Dropout rates
 Suspension/Expulsion rates
 Absenteeism rate
 Parent participation rate
 Parent/student surveys
 Williams Quarterly Reports
Actions and Services
 Base Program: Provide high quality teachers,
administrators, classified staff, counselors, district office
staff, and necessary materials and resources. Goal 1
 Provide standards-based district adopted textbooks and/or
resources, including digital textbooks, to be used with
supplemental materials to teach the standards. Goal 1
 Offer intervention/remediation/enrichment through
before, during, and after school and online credit recovery
programs to ensure student success. Goal 1 & 2
Actions and Services Cont.
 Encourage individual schools to develop themes or a
focus such as, DEMA, Early College Academy, Health
and Medical or Science Technology, Engineering, Arts
and Math (STEAM), etc. to provide options for
students to prepare them for college and/or career
opportunities. Goal 1
 Differentiate and personalize lessons to meet student
needs through a variety of strategies including ProjectBased Learning. Goal 1 & 2
Actions and Services Cont.
 Expand the use of technology to support instruction
and student learning. Goal 1
 Assist educators in developing a deeper understanding
of learning and applying it to classroom practices
using research-based strategies by providing teacherson-assignment and professional development
opportunities. Goal 1
 Continue with Professional Learning Communities
(PLCs) at all sites to work collaboratively as teams to
address the needs of all students. Goal 1
Actions and Services Cont.
 Schools will more effectively deliver core content and create
opportunities that will close gaps, leading to increased
success in college and careers. Goal 1
 Provide programs, activities and incentives such as Clue Me
In, Festival of the Arts, Young Authors, Academic
Pentathlon, iExpo/Science Fair, I Can Film Festival,
Renaissance and award programs. Goal 2
 Help students become connected to school and feel safe
through programs such as, Onboard, peer counseling, Safe
School Ambassadors and other anti-bullying programs,
and School-wide Positive Behavior Intervention Support
(PBIS). Goal 2
Actions and Services Cont.
 Psychologists and counselors will provide academic
guidance, socio-emotional support and foster school
connectedness and assist in the development of
individual learning plans. Goal 1 & 2
 Provide opportunities for students to participate in
Career Technical Education (CTE) and Regional
Occupation Programs (ROP). Goal 1 2
 To create strong relationships and partnerships with
all stakeholders, parent trainings, learning
opportunities and workshops will be offered. Goal 3
Actions and Services Cont.
 All facilities, equipment, furniture and grounds will be
maintained in good repair. Goal 2
 Social Worker will assist children and families with
social issues/challenges impacting education. Goal 2 &
3
 Administrative and library services will be provided to
support literacy and numeracy. Goal 1
 Technology support services will be provided to
support the integration of 21st Century Skills into the
curriculum. Goal 1
Actions and Services For low income (LI) students,
English Learners (EL), Re-designated English Learners
(RFEP), and Foster Youth (FY)
 Provide additional time, support and materials to
support learning at home.
 Funds will be allocated for academic supports, tests
and remediation, transportation, and costs and fees for
athletics and extracurricular programs as needed.
 Additional strategic and intensive support will be
given as needed.
Actions and Services For low income (LI) students,
English Learners (EL), Re-designated English Learners
(RFEP), and Foster Youth (FY) Cont.
 Support in English Language Development will be
provided to ensure continued progress towards full
English proficiency.
 A College/Career Readiness program will be
implemented for high school long-term EL students.
 Parents and students will receive both high school
graduation requirements and UC/CSU entrance
requirements annually beginning in 6th grade.
Actions and Services For low income (LI) students,
English Learners (EL), Re-designated English Learners
(RFEP), and Foster Youth (FY) Cont.
 Scholarship workshops for all high school RFEP
students and their parents will be held.
 Provide opportunities for foster parents to be trained
in how to support their students.
 Hold meetings with foster parents to ensure they have
all necessary information regarding procedures and
available services
 Classified staff will receive on-going training in
procedures of how to register foster youth.
LCAP Budget Justification
For the 2017-18 school year, Hesperia USD will receive
$37,945,265 in supplemental/concentration funding.
This amount was calculated on the unduplicated count
of low income, foster youth and English learners
estimated at slightly above 72.75%. The funds are being
expended on a district-wide basis to meet the needs of
all students including the above target groups. These
funds are being used to provide an increase of quality
learning opportunities and additional highly-qualified
teachers, along with tools needed to prepare all
students for tomorrow’s world.
LCAP Budget Justification Cont.
In an effort to provide improved services to low
income students, foster youth and English learners,
additional supports for student programs were
increased in health services, professional
development, grade-span adjustment, support staff,
intervention programs, technology, infrastructure
and other supplemental resources. These increases
and improvements will ensure proportionality of
14.17% for the 2017-18 school year.
Conclusion
The LCAP was created in collaboration with community
stakeholder groups and encompasses effective, efficient,
and exemplary practices in all HUSD’s divisions,
departments and schools. Working together to achieve
these goals supports our vision of “Preparing Today's
Students for Tomorrow's World.”