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§ 15497.5. Local Control and Accountability Plan and Annual Update Template.
LEA: Kings County Office of Education
Contact (Name, Title, Email, and Phone Number): Carmen Barnhart, Assistant Superintendent, [email protected], (559)589-7089
LCAP Year: 2015-2018
Introduction: Kings County Office of Education (KCOE) is located in the Kings County seat of Hanford, Ca. KCOE operates two
alternative education schools, Kings Community School (KCS) & JC Montgomery (JCM). KCS serves expelled students, grades 9-12,
in accordance with our Countywide Plan to Serve Expelled Youth. JCM serves incarcerated youth at the juvenile detention center or
court school. During the 2013-14 school year, an extensive needs analysis was conducted by program staff. This resulted in the
formulation of a 5-year Strategic Plan document that further articulates our programs’ needs, goals, objectives, & actions over the
coming years. Input, data, goals, & actions from this endeavor were also incorporated in the KCOE LCAP document, as appropriate &
evidenced by the outcomes of our LCAP stakeholder engagement activities. It is important to understand the nature of our county
alternative education programs as covered by this LCAP, including the high needs, challenges, prior failures, & transiency of the
student populations served. Students come to us after having been unsuccessful within their regular school setting, comprehensive
high school or school of residence, due to mandatory expulsions and/or referral by probation. Court school students come to us having
been incarcerated due to failure to successfully abide by the law. Both groups of students often come to us challenged with credit
deficiency, disengagement from school and/or local community, poverty, drug use, abuse, mental health issues, lack of both social &
academic skills, a mindset of academic failure & educational despondence, lack of self-discipline and/or esteem, unemployment, & a
disinterest and/or historic failure in education. Consequently students often have a general hopelessness in regard to their futures. Our
programs are often students’ “last chance” at successfully engaging in education & securing choices for life as a productive citizen in
our community. Kings County itself is a rural agricultural community, with some cities spread far apart. There is limited access to
centralized services. Further, it is home to 3 state prison institutions, so there is a high population of prisoner families. There are
additional struggles with gang violence, as well as some of the highest poverty, unemployment, & teenage pregnancy rates in the
region. Our students bring to us all of the commensurate challenges that the aforementioned details & demographics bring, so our
students remain at the highest “at-risk” students within the county. Kings County schools covered by this LCAP were developed with an
understanding & appreciation of the unique challenges our students face, as well as the limited & transient nature of their time enrolled
in our programs. Our school site administration & school staff have undergone recent turnover. Our Kings Community School program
has been experiencing significant declining enrollment. We have also had a 10% drop in unduplicated students at Kings Community
School. This will reduce our 2016-17 base & supplemental/concentration funding, & impact our LCAP plan. Action adjustments are
reflected as reductions within the 2015-16 Annual Update.
Vision: Our students will become confident, responsible, & respected citizens who achieve personal & academic success, & become
productive members of the community.
Mission: Our students will acquire structure and discipline, learn the importance of strong ethics & good character, understand the
relevancy of education, become more confident, develop problem solving abilities & basic life skills, & set goals & plan for their future.
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Local Control and Accountability Plan and Annual Update Template
The Local Control and Accountability Plan (LCAP) and Annual Update Template shall be used to provide details regarding local educational agencies’ (LEAs) actions and
expenditures to support pupil outcomes and overall performance pursuant to Education Code sections 52060, 52066, 47605, 47605.5, and 47606.5. The LCAP and Annual Update
Template must be completed by all LEAs each year.
For school districts, pursuant to Education Code section 52060, the LCAP must describe, for the school district and each school within the district, goals and specific actions to
achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities and any
locally identified priorities.
For county offices of education, pursuant to Education Code section 52066, the LCAP must describe, for each county office of education-operated school and program, goals and
specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, who are funded
through the county office of education Local Control Funding Formula as identified in Education Code section 2574 (pupils attending juvenile court schools, on probation or
parole, or mandatorily expelled) for each of the state priorities and any locally identified priorities. School districts and county offices of education may additionally coordinate
and describe in their LCAPs services provided to pupils funded by a school district but attending county-operated schools and programs, including special education programs.
Charter schools, pursuant to Education Code sections 47605, 47605.5, and 47606.5, must describe goals and specific actions to achieve those goals for all pupils and each
subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities as applicable and any locally identified priorities.
For charter schools, the inclusion and description of goals for state priorities in the LCAP may be modified to meet the grade levels served and the nature of the programs
provided, including modifications to reflect only the statutory requirements explicitly applicable to charter schools in the Education Code.
The LCAP is intended to be a comprehensive planning tool. Accordingly, in developing goals, specific actions, and expenditures, LEAs should carefully consider how to reflect the
services and related expenses for their basic instructional program in relationship to the state priorities. LEAs may reference and describe actions and expenditures in other plans
and funded by a variety of other fund sources when detailing goals, actions, and expenditures related to the state and local priorities. LCAPs must be consistent with school plans
submitted pursuant to Education Code section 64001. The information contained in the LCAP, or annual update, may be supplemented by information contained in other plans
(including the LEA plan pursuant to Section 1112 of Subpart 1 of Part A of Title I of Public Law 107-110) that are incorporated or referenced as relevant in this document.
For each section of the template, LEAs shall comply with instructions and should use the guiding questions as prompts (but not limits) for completing the information as required
by statute. Guiding questions do not require separate narrative responses. However, the narrative response and goals and actions should demonstrate each guiding question was
considered during the development of the plan. Data referenced in the LCAP must be consistent with the school accountability report card where appropriate. LEAs may resize
pages or attach additional pages as necessary to facilitate completion of the LCAP.
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State Priorities
The state priorities listed in Education Code sections 52060 and 52066 can be categorized as specified below for planning purposes, however, school districts and county offices of
education must address each of the state priorities in their LCAP. Charter schools must address the priorities in Education Code section 52060(d) that apply to the grade levels
served, or the nature of the program operated, by the charter school.
A. Conditions of Learning:
Basic: degree to which teachers are appropriately assigned pursuant to Education Code section 44258.9, and fully credentialed in the subject areas and for the pupils they are
teaching; pupils have access to standards-aligned instructional materials pursuant to Education Code section 60119; and school facilities are maintained in good repair pursuant
to Education Code section 17002(d). (Priority 1)
Implementation of State Standards: implementation of academic content and performance standards and English language development standards adopted by the state board
for all pupils, including English learners. (Priority 2)
Course access: pupil enrollment in a broad course of study that includes all of the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of
Section 51220, as applicable. (Priority 7)
Expelled pupils (for county offices of education only): coordination of instruction of expelled pupils pursuant to Education Code section 48926. (Priority 9)
Foster youth (for county offices of education only): coordination of services, including working with the county child welfare agency to share information, responding to the
needs of the juvenile court system, and ensuring transfer of health and education records. (Priority 10)
B. Pupil Outcomes:
Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready, share of English learners that
become English proficient, English learner reclassification rate, share of pupils that pass Advanced Placement exams with 3 or higher, share of pupils determined prepared for
college by the Early Assessment Program. (Priority 4)
Other pupil outcomes: pupil outcomes in the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Education Code section 51220, as
applicable. (Priority 8)
C. Engagement:
Parental involvement: efforts to seek parent input in decision making at the district and each school site, promotion of parent participation in programs for unduplicated pupils
and special need subgroups. (Priority 3)
Pupil engagement: school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school graduations rates. (Priority 5)
School climate: pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the sense of safety and school
connectedness. (Priority 6)
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Section 1: Stakeholder Engagement
Meaningful engagement of parents, pupils, and other stakeholders, including those representing the subgroups identified in Education Code section 52052, is
critical to the LCAP and budget process. Education Code sections 52060(g), 52062 and 52063 specify the minimum requirements for school districts; Education
Code sections 52066(g), 52068 and 52069 specify the minimum requirements for county offices of education, and Education Code section 47606.5 specifies the
minimum requirements for charter schools. In addition, Education Code section 48985 specifies the requirements for translation of documents.
Instructions: Describe the process used to consult with parents, pupils, school personnel, local bargaining units as applicable, and the community and how this
consultation contributed to development of the LCAP or annual update. Note that the LEA’s goals, actions, services and expenditures related to the state priority
of parental involvement are to be described separately in Section 2. In the annual update boxes, describe the stakeholder involvement process for the review,
and describe its impact on, the development of the annual update to LCAP goals, actions, services, and expenditures.
Guiding Questions:
1) How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated pupils and unduplicated pupils identified in Education
Code section 42238.01; community members; local bargaining units; LEA personnel; county child welfare agencies; county office of education foster
youth services programs, court-appointed special advocates, and other foster youth stakeholders; community organizations representing English
learners; and others as appropriate) been engaged and involved in developing, reviewing, and supporting implementation of the LCAP?
2) How have stakeholders been included in the 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 this 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 Education Code sections 52062, 52068, and
47606.5, including engagement with representatives of parents and guardians of pupils identified in Education Code section 42238.01?
6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR 15495(a)?
7) How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported improved outcomes for
pupils, including unduplicated pupils, related to the state priorities?
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Involvement Process
Impact on LCAP
Stakeholder Engagement:
1. Students: Individual Surveys (2/2016)
Input & Impact:
1. Students expressed a desire for more behavior incentives, the
ability to have their cells phones on campus, starting school later in
the morning & more access to counseling services. An increase in
budget for behavior incentives & a focus on increasing counselorstudent contact have been included as part of the 2016-17 plan.
Students at JCM specifically requested a monthly check in with the
counselor to assess emotional & academic needs, drug classes,
anger management. Mental Health counseling & drug counseling
are scheduled to start this fall at the Kings Juvenile Center. This
services is not part of the planned actions for 2016-17, because it’s
funding is not a part of the LCAP. Students also requested access
to a digital library at JC Montgomery, which has become a planned
action during 2016-17.
2. Staff: Individual Surveys (2/2016) & LCAP Presentation
(5/2016)
2. Teachers responded in surveys stating a need for continued
incentives for positive student behavior & attendance. This input is
included in the 2016-17 plan as an increase in budget for
incentives, & an increase in the number of planned college/trade
school tours. Professional development training topics were
suggested such as: poverty mindset & Kagan to increase student
engagement. These professional development needs will be a
focus for 2016-17. They will be paid for out of Educator
Effectiveness funds, & will not be Included in the planned actions.
The 16-17 school year will begin with professional development in
Kagan strategies addressing the need for consistency &
engagement.
3. Foster Care County Liaison & Learning Advisor:
Individual Surveys, Collaboration, Data Discussion
3. Foster Care Liaison & Learning Advisor provided input into the
new LCAP goal 5 for Foster Youth. In particular, they suggested
including costs for the Foster Focus program & costs associated
with the development of the new collaboration council for Kings
County Districts. These items have been included in Goal 5 as
planned actions & services.
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4. Parent & Guardian: Individual Surveys (2/2016)
4. Parents were sent a survey by mail & the surveys were sent
home with students. Kings Community School & J.C. Montgomery
experience a significant increase in parent responses versus the
2015-2016 school year. The survey results from parent & guardian
data found a large amount of parents are aware counseling &
intervention services are available on campus & feel the school is
safe. Counseling & Intervention programs are included in the 201617 as planned actions. Parents request continued access to
counseling services including anger management counseling. The
focus on anger management, & increasing student contacts will
also become part of the planned Counseling action for 2016-17.
Parents, like other stakeholders, feel the incentives are good for
students & request more incentives on campus. In response to this
input from all stakeholders, the budget for incentives has increased
for 2016-17. Parents report liking the telephone calls home from
staff with student progress & request it be continued. Increasing
home-school communication will remain a part of the planned goal
for 2016-17.
5. Parents & Guardians: School Site Council (Parent
Advisory Committee) & English
Learner Advisory Committee (ELAC/DELAC) Meetings
(10/2015, 12/2015, 2/2016, 5/2016)
5. School Site Council & English Learner Advisory (ELAC)
committees continue to express the need for a positive learning
environment & continued access to counseling services. Kings
Community School & J.C. Montgomery will participate in Kagan
strategies training which will focus on student engagement. Safe &
Civil-Schools implementation will continue, but will not be a planned
action because additional professional development days were
completed during 2015-16. We will continue focusing on a positive
learning environment & school wide expectations; counseling
services will continue as well & include a focus on increasing
counselor-student contact.
6. Board & Community: Kings County School Board &
Community Meeting (4/2016)
6. Results of stakeholder surveys were shared with School Board
Members & Community. Members reported appreciating learning
about the stakeholder survey results in presentation form. Input
included agreement with stakeholders in continuing incentives for
student behavior, attendance, & academics. Further, they agreed
with exploring the idea of implementing some of the suggestions
from stakeholders such as cell phones stored on campus & late
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start for students. These items would not cost additional funds, so
they are not included in the planned actions & services for 2016-17.
They also agreed that continued access to counseling services for
students is important, which is included in the 2016-17 plan.
Feedback from the WASC report included recommendations for
focusing on English Language Development instructional strategies
& scaffolding. Included in the 2016-17 plan is an increased number
of days for professional development to focus on English Learner
assist teacher with meeting the needs of English Learners.
7. Local Bargaining Units: Leadership survey (2/2016)
7. Leaders of the Bargaining, along with other stakeholders, agreed
that becoming WASC accredited would be helpful to our school, so
we will continue to pursue, implement, plan & fund WASC during
2016-17.
Involvement Process: Annual Update
Impact on LCAP: Annual Update
Stakeholder Engagement:
1. Students: Individual Surveys (2/2016)
Input & Impact:
1. Information regarding the importance of Western Association of
Schools & Colleges (WASC) accreditation in relationship to college
financial aid, acceptance of credits earned, post-secondary options,
& meaningful course work was shared with students on an ongoing
basis. 72% of students responding to the survey indicated that they
felt that WASC would be helpful to our school. The preparation,
application, & initial visit were important to our staff & students
during 2015-16. Individual results from Let’s Go Learn, & LightSail
were shared with students on an individual basis, as well as,
school-wide data shared in group presentations. This was in
response to survey comments from students asking for more
regular academic feedback, as well as the need to monitor student
progress. WASC, Let’s Go Learn, & LightSail are actions reflected
in the annual update. Students also suggested “real-life” lessons.
So, during the spring of 2015-16 Kings Community School created
station lessons that focused on balancing a checking account,
creating household budgets, current events, & communication.
There will be a part 2 during the month of May, 2016. This will be
reflected in the annual update.
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2. Staff: Individual Surveys (2/2016) & LCAP Presentation
(5/2016)
2. All staff members collaborated in writing the initial report to
Western Association of Schools & Colleges (WASC); which
included data from Smarter Balanced Assessment Consortium
(SBAC), California English Language Development Test (CELDT),
& local intervention assessments during Professional Learning
Community time. Staff members agree continued actions during
2015-16 for counseling, transition services, & intervention programs
are needed for our students. Staff also suggested extending the
days of the Professional Development Consultant to 75 days would
be beneficial to both staff & students, which we did during 2015-16
as reflected in the annual update. Staff also commented on the
need for IPad cases to protect the new technology, which are
reflected within the annual update.
3. Foster Care County Liaison & Learning Advisor
Individual Surveys, Collaboration, Data Discussion
3. Foster Care Liaison & Learning Advisors were consulted
regarding foster youth data & 2015-16 actions & services for foster
youth throughout Kings County & at the alternative education sites.
During 2015-16, they facilitated two student foster youth
presentations for Kings County Office of Education districts, which
provided valuable input into district LCAP plans. They began to plan
for the new Countywide Foster Youth Collaboration Committee by
meeting with district & site representatives to plan activities &
agendas for 2015-16 & 2016-17.
4. Parent & Guardians: Individual Surveys (2/2016) &
Presentations
4. Assessment information from Let’s Go Learn & LightSail was
shared with parents at information nights & monthly at parent
coffee hours. All parents agreed the continued use of intervention
programs is necessary based upon student scores &
demonstrated growth. Update on completion status of the report to
Western Association of Schools & Colleges (WASC), site visit
& pending level of accreditation was shared with parents monthly.
Parents agreed that pursuing WASC during 2015-16 has been
beneficial to increase expectations of students & create a more
academically challenging environment. Students, parents, & staff
mentioned having the SARB Officer focus on KCS students to
increase attendance. The 50% of this position’s time is included in
the annual update to reflect this input & focus.
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5. Parents & Guardians: School Site Council (Parent
Advisory Committee) & English Learner Advisory Committee
(ELAC/DELAC) Meetings
(10/2015, 12/2015, 2/2016, 5/2016)
6. Board & Community: Kings County School Board &
Community Meeting (3/2016)
5. Updates on progress toward LCAP expected outcomes &
planned actions was shared with School Site Council & English
Learner Advisory Committee members quarterly. Information
shared included student progress in intervention programs, updates
on Western Association of Schools & Colleges (WASC)
accreditation progress, State assessment (SBAC) results, California
English Language Development Test (CELDT), attendance rates &
discipline data. Input from School Site Council & English Learner
Advisory Committee members included continuing the use of
student intervention programs, continued counseling & transition
services. They also agreed with staff input regarding extending the
number of Professional Development Consultant days to 75 for
teacher professional learning.
6. The Board & Community were given updates on progress made
towards completing 2015-16 planned actions & services. We have
also begun having students present to the board & community
monthly. For example, a student presentation regarding Restorative
Justice was received positive attention. This action was
implemented during 2015-16, & is included in the annual update.
Although we are unable to continue to have a separate Coach
action during 2016-17, due to declining enrollment & reduced
funding, continuing this action as part of the new Assistant Principal
& Counselor duties is included in the 2016-17 plan.
7. Local Bargaining Units: Leadership survey (2/2016)
7. There was a very positive response to the emotional & social
supports students receive in our program, which were actions in
2014-15 annual update. This is extremely important for our student
population.
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Section 2: Goals, Actions, Expenditures, and Progress Indicators
Instructions:
All LEAs must complete the LCAP and Annual Update Template each year. The LCAP is a three-year plan for the upcoming school year and the two years that
follow. In this way, the program and goals contained in the LCAP align with the term of a school district and county office of education budget and multiyear
budget projections. The Annual Update section of the template reviews progress made for each stated goal in the school year that is coming to a close, assesses
the effectiveness of actions and services provided, and describes the changes made in the LCAP for the next three years that are based on this review and
assessment.
Charter schools may adjust the table below to align with the term of the charter school’s budget that is submitted to the school’s authorizer pursuant to
Education Code section 47604.33.
For school districts, Education Code sections 52060 and 52061, for county offices of education, Education Code sections 52066 and 52067, and for charter
schools, Education Code section 47606.5 require(s) the LCAP to include a description of the annual goals, for all pupils and each subgroup of pupils, to be
achieved for each state priority as defined in 5 CCR 15495(i) and any local priorities; a description of the specific actions an LEA will take to meet the identified
goals; a description of the expenditures required to implement the specific actions; and an annual update to include a review of progress towards the goals and
describe any changes to the goals.
To facilitate alignment between the LCAP and school plans, the LCAP shall identify and incorporate school-specific goals related to the state and local priorities
from the school plans submitted pursuant to Education Code section 64001. Furthermore, the LCAP should be shared with, and input requested from, school
site-level advisory groups, as applicable (e.g., school site councils, English Learner Advisory Councils, pupil advisory groups, etc.) to facilitate alignment between
school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet the goal.
Using the following instructions and guiding questions, complete a goal table (see below) for each of the LEA’s goals. Duplicate and expand the fields as
necessary.
Goal: Describe the goal:
When completing the goal tables, include goals for all pupils and specific goals for school sites and specific subgroups, including pupils with disabilities,
both at the LEA level and, where applicable, at the school site level. The LEA may identify which school sites and subgroups have the same goals, and
group and describe those goals together. The LEA may also indicate those goals that are not applicable to a specific subgroup or school site.
Related State and/or Local Priorities: Identify the state and/or local priorities addressed by the goal by placing a check mark next to the applicable priority or
priorities. The LCAP must include goals that address each of the state priorities, as defined in 5 CCR 15495(i), and any additional local priorities; however, one
goal may address multiple priorities.
Identified Need: Describe the need(s) identified by the LEA that this goal addresses, including a description of the supporting data used to identify the need(s).
Schools: Identify the school sites to which the goal applies. LEAs may indicate “all” for all schools, specify an individual school or a subset of schools, or specify
grade spans (e.g., all high schools or grades K-5).
Applicable Pupil Subgroups: Identify the pupil subgroups as defined in Education Code section 52052 to which the goal applies, or indicate “all” for all pupils.
Expected Annual Measurable Outcomes: For each LCAP year, identify and describe specific expected measurable outcomes for all pupils using, at minimum, the
applicable required metrics for the related state priorities. Where applicable, include descriptions of specific expected measurable outcomes for school sites and
specific subgroups, including pupils with disabilities, both at the LEA level and at the school site level.
The metrics used to describe the expected measurable outcomes may be quantitative or qualitative, although the goal tables must address all required
metrics for every state priority in each LCAP year. The required metrics are the specified measures and objectives for each state priority as set forth in
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Education Code sections 52060(d) and 52066(d). For the pupil engagement priority metrics, LEAs must calculate the rates specified in Education Code
sections 52060(d)(5)(B), (C), (D) and (E) as described in the Local Control Accountability Plan and Annual Update Template Appendix, sections (a) through
(d).
Actions/Services: For each LCAP year, identify all annual actions to be performed and services provided to meet the described goal. Actions may describe a
group of services that are implemented to achieve the identified goal.
Scope of Service: Describe the scope of each action/service by identifying the school sites covered. LEAs may indicate “all” for all schools, specify an individual
school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5). If supplemental and concentration funds are used to support the
action/service, the LEA must identify if the scope of service is districtwide, school wide, countywide, or charter wide.
Pupils to be served within identified scope of service: For each action/service, identify the pupils to be served within the identified scope of service. If the action
to be performed or the service to be provided is for all pupils, place a check mark next to “ALL.”
For each action and/or service to be provided above what is being provided for all pupils, place a check mark next to the applicable unduplicated pupil
subgroup(s) and/or other pupil subgroup(s) that will benefit from the additional action, and/or will receive the additional service. Identify, as applicable,
additional actions and services for unduplicated pupil subgroup(s) as defined in Education Code section 42238.01, pupils re-designated fluent English
proficient, and/or pupils subgroup(s) as defined in Education Code section 52052.
Budgeted Expenditures: For each action/service, list and describe budgeted expenditures for each school year to implement these actions, including where
those expenditures can be found in the 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 Education Code sections 52061, 52067, and 47606.5.
Guiding Questions:
1) What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”?
2) What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”?
3) What are the LEA’s goal(s) to address state priorities related to parent and pupil “Engagement” (e.g., parent involvement, pupil engagement, and school
climate)?
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 Education Code sections 42238.01 and subgroups as defined in 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 Education Code section 52052?
11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to Education Code section 52052, to specific 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?
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Related State and/or Local Priorities:
GOAL:
1. Focus on students and maintain high expectations for learning.
Identified Need:
Goal Applies to:
1__ 2X 3__ 4X 5__ 6__ 7X 8X
COE only: 9__ 10__
Local: Specify _____________________
Our program needs to focus on high learning expectations for students & staff that are relevant & rigorous. Reviewing our pre
& post Let’s Go Learn Data demonstrates that students enter our programs below grade level, & although some make
growth, many exit below grade level in both reading & mathematics. In addition, 55% of JC Montgomery & 81% of Kings
Community School students scored Standard Not Met on the state assessment California Assessment of Student
Performance & Progress (CAASPP) in English Language Arts. 95% of JC Montgomery students & 100% of Kings Community
School students scores Standard Not Met on the state assessment for Math.
Schools: Kings Community School (KCS) & JC Montgomery (JCM)
All, Low Income, English Learners, Foster Youth, Hispanic, African American, White,
Applicable Pupil Subgroups:
Students with Disabilities
LCAP Year 1: 2016-17
Expected Annual
Measurable
Outcomes:
Priority 2: Implementation of State Standards
1.1 Implementation of academic content standards & English Language Development (ELD): Students will be
administered a state standards aligned assessment as measured by district benchmark assessment.
1.2 English Learner English Proficiency: Students will improve in scale score as measured by the California English
Language Development Test (CELDT). (Priorities 2, 4)
Priority 4: Pupil Achievement
1.3 Statewide assessments: Scores on the California Assessment of Student Performance & Progress (CAASPP)
assessment will decrease the percent of students scoring Standard Not Met at JC Montgomery (55%) & Kings Community
School (81%) as measured by the state assessment report.
1.4 English Learner Reclassification rate: Increase 0% English Learner Reclassification rate as measured by site data
for both JC Montgomery & Kings Community School.
1.5 Early Assessment Program (EAP) percent of student participation & pass: Increase the percent of students
participating in the Early Assessment Program from 74% at JC Montgomery & 80% at Kings Community School as
measured by the state report.
1.6 Percentage of students completing A-G requirements, Career Technical Educational programs of study (CTE),
Percentage of pupils who have passed Advanced Placement (AP) test: Court community schools serve incarcerated &
expelled youth, which are highly transient. This metric does not apply to us.
Priority 7: Course Access Grades 7-12
1.7 English, Social Science, Physical Education, Science, Mathematics, Visual & Performing Arts: 100% of students
will continue to have access to required courses as measured by course list. *A portion of the metric does not apply to us:
Foreign Language, Applied Arts, & Career Technical Education: Court community schools serve incarcerated & expelled
youth, which are highly transient.
Priority 8: Course Outcomes Grade 7-12
1.8 English, Social Science, Physical Education, Science, Mathematics, Visual & Performing Arts: 100% of students
will be administered a state standards/framework aligned assessment as measured by district benchmarks. Increase the
number of students that demonstrate growth on the Let’s Go Learn ELA & Math benchmark. *A portion of this metric does
Page 13 of 82
not apply to us: Foreign Language, Applied Arts, & Career Technical Education: Court community schools serve
incarcerated & expelled youth, which are highly transient.
Actions/Services
1.1 Align systems & infrastructure to focus on
students. Update policies, course of study, &
handbooks in both English & Spanish
Translation Services
1.2 Pursue & maintain Western Association of
Schools & Colleges (WASC) Accreditation
WASC Fees: Continued Accreditation & Full Visit
1.3 Implement Professional Learning Communities
(PLCs) to transform planning & collaboration around
student needs driven by data
KCOE Professional Development Consultants 15
Half Days, 2 Wednesdays per month
1.4 Accessible data systems & local assessments
that teachers use to review, progress monitor, &
intervene students by subgroup. Teacher &
administrator created assessments, demographic
data, state test data & reports by the following
subgroups: English Learner, Reclassified English
Proficient, Foster Youth, Low Income, & Students
with Disabilities. Local Assessments Management
System Illuminate Assessments
1.5 Purchase additional materials aligned to
California State Standards. English Language Arts
Materials that align to Science, Social Studies,
English Language Development (ELD), & Literature
for continued progress monitoring of students
reading levels, intervention needs, & continued
growth in reading at increasing Lexile levels.
LightSail
Scope
of
Service
Pupils to be served within identified
scope of service
DistrictWide
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
DistrictWide
DistrictWide
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
Budgeted
Expenditures
KCOE General Fund
Classified Salaries &
Benefits
$1,500
Base
Other Services &
Operating Expenses
$6,000
S/C
Inter-Program Services
$6,000
DistrictWide
__ALL
OR:
_X_Low Income pupils _X_English Learners
_X_Foster Youth _X_Redesignated Fluent
English Proficient _X_Other Subgroups:
Expelled Youth
X Other Subgroups: Students with Disabilities
S/C
Other Services &
Operating Expenses
$7,500
DistrictWide
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
Lottery
Other Services &
Operating Expenses
$8,500
Lottery
Materials & Supplies
$9,500
Page 14 of 82
1.6 Provide professional development for English
Language Development (ELD) Standards &
Integrated/Designated English Language
Development (ELD) to include Coaching on
scaffolding & instructional strategies
KCOE Professional Development Consultant 15
Days
1.7 Replacement of technology (IPads &
Chromebooks) & 21st Century Learning Resources
per replacement schedule. Purchase IPad charging
cart.
Professional Development to support Technology
(Computer Using Educators (CUE) Conference)
21st Century Learning Resources
1.8 Provide professional development in California
State Standards and 21st Century learning &
technology
KCOE Professional Development Consultant 75
Days
1.9 Student Information System (SIS): Aeries to
monitor student demographic data, attendance,
grades, progress towards graduation, & behavior.
Eagle Software
1.10 Assessments to monitor program growth
(pre/post) Benchmarks & local formative
assessments Reading & Math Illuminate
Assessments: Key Data Systems Inspect
English Learner (EL) Progress Monitoring
Assessments
1.11 System of tiered academic interventions &
supports. Initial diagnostic information is followed by
individualized instruction in ELA & Math for grades
K-12, & post diagnostic assessment. Teachers will
use reports to monitor individual student growth.
Math & ELA Intervention Let’s Go Learn
DistrictWide
__ALL
OR:
__Low Income pupils _X_English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
S/C
Inter-Program Services
$12,750
DistrictWide
__ALL
OR:
_X_Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient _X_Other Subgroups: Expelled
Youth__Other Subgroups: Students with
Disabilities
S/C
Equipment Not
Depreciated
$5,000
S/C
Travel & Conference
$2,250
DistrictWide
DistrictWide
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
S/C
Inter-Program Services
$63,750
Base
Other Services &
Operating Expenses
$4,600
DistrictWide
__ALL
OR:
__Low Income pupils _X_English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
Price included in Action 1.4
DistrictWide
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
S/C
Other Services &
Operating Expenses
$14,500
$0
Page 15 of 82
1.12 Increase the number of Student College, Trade
School, & Military Tours to 5 in order to provide
educational & career exploration.
5 College or Trade School Tours Transportation
DistrictWide
_X_ALL
OR:
_X_Low Income pupils __English Learners
_X_Foster Youth __Redesignated Fluent
English Proficient __Other Subgroups: Expelled
Youth__Other Subgroups: Students with
Disabilities
S/C
Motor Pool
$1,000
S/C
Materials & Supplies
$1,000
LCAP Year 2: 2017-18
Expected Annual
Measurable
Outcomes:
Priority 2: Implementation of State Standards
1.1 Implementation of academic content standards & English Language Development (ELD): Students will be administered a
state standards aligned assessment as measured by district benchmark assessment.
1.2 English Learner English Proficiency: Students will improve in scale score as measured by the California English Language
Development Test (CELDT). (Priorities 2, 4)
Priority 4: Pupil Achievement
1.3 Statewide assessments: Scores on the California Assessment of Student Performance and Progress (CAASPP) assessment will
decrease the percent of students scoring Standard Not Met at JC Montgomery (53%) & Kings Community School (78%) as measured
by the state assessment report.
1.4 English Learner Reclassification rate: Increase 2016-17 English Learner Reclassification Rate as measured by site data for both
JC Montgomery & Kings Community School.
1.5 Early Assessment Program (EAP) percent of student participation and pass: Increase the percent of students participating in the
Early Assessment Program from 77% at JC Montgomery & 83% at Kings Community School as measured by the state report.
1.6 Percentage of students completing A-G requirements, Career Technical Educational programs of study (CTE), Percentage
of pupils who have passed Advanced Placement (AP) test: Court community schools serve incarcerated & expelled youth, which
are highly transient. This metric does not apply to us.
Priority 7: Course Access Grades 7-12
1.7 English, Social Science, Physical Education, Science, Mathematics, Visual & Performing Arts: 100% of students will continue
to have access to required courses as measured by course list. *A portion of the metric does not apply to us: Foreign Language, Applied
Arts, & Career Technical Education: Court community schools serve incarcerated & expelled youth, which are highly transient.
Priority 8: Course Outcomes Grade 7-12
1.8 English, Social Science, Physical Education, Science, Mathematics, Visual & Performing Arts: 100% of students will be
administered a state standards/framework aligned assessment as measured by district benchmarks. Increase the number of students
that demonstrate growth on the Let’s Go Learn ELA & Math benchmark. *A portion of this metric does not apply to us: Foreign
Language, Applied Arts, & Career Technical Education: Court community schools serve incarcerated & expelled youth, which are highly
transient.
Actions/Services
1.1 Align systems & infrastructure to focus on students. Update
policies, course of study, & handbooks in both English &
Spanish
Translation Services
Scope
of
Service
DistrictWide
Pupils to be served within identified
scope of service
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
Budgeted
Expenditures
KCOE General Fund
Classified Salaries & Benefits
$1,775
Page 16 of 82
1.2 Pursue & maintain Western Association of Schools &
Colleges (WASC) Accreditation
WASC Fees: Continued Accreditation & Full Visit
1.3 Implement Professional Learning Communities (PLCs) to
transform planning & collaboration around student needs
driven by data
KCOE Professional Development Consultants 15 Half Days, 2
Wednesdays per month
1.4 Accessible data systems & local assessments that
teachers use to review, progress monitor, & intervene students
by subgroup. Teacher & administrator created assessments,
demographic data, state test data & reports by the following
subgroups: English Learner, Reclassified English Proficient,
Foster Youth, Low Income, & Students with Disabilities. Local
Assessments Management System
Illuminate Assessments
1.5 Purchase additional materials aligned to California State
Standards. English Language Arts Materials that align to
Science, Social Studies, English Language Development
(ELD), & Literature for continued progress monitoring of
students reading levels, intervention needs, & continued
growth in reading at increasing Lexile levels. LightSail
1.6 Provide professional development for English Language
Development (ELD) Standards & Integrated/Designated
English Language Development (ELD) to include Coaching on
scaffolding & instructional strategies
KCOE Professional Development Consultant 15 Days
1.7 Replacement of technology (IPads & Chromebooks) & 21st
Century Learning Resources per replacement schedule.
Purchase IPad charging cart.
Professional Development to support Technology (Computer
Using Educators (CUE) Conference)
21st Century Learning Resources
1.8 Provide professional development in California State
Standards & 21st Century learning & technology
KCOE Professional Development Consultant 75 Days
DistrictWide
DistrictWide
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
Base
Other Services & Operating
Expenses
$6,000
S/C
Inter-program Services
$6,000
DistrictWide
__ALL
OR:
_X_Low Income pupils _X_English Learners
_X_Foster Youth _X_Redesignated Fluent English
Proficient _X_Other Subgroups: Expelled Youth
X Other Subgroups: Students with Disabilities
S/C
Other Services & Operating
Expenses
$7,500
DistrictWide
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
Lottery
Other Services & Operating
Expenses
$8,500
Lottery
Materials & Supplies
$9,500
DistrictWide
__ALL
OR:
__Low Income pupils _X_English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
S/C
Inter-Program Services
$12,750
DistrictWide
__ALL
OR:
_X_Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient _X_Other Subgroups: Expelled
Youth__Other Subgroups: Students with Disabilities
DistrictWide
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
S/C
Equipment Not Depreciated
$5,000
S/C
Travel & Conference
$2,250
S/C
Inter-Program Services
$63,750
Page 17 of 82
1.9 Student Information System (SIS): Aeries to monitor
student demographic data, attendance, grades, progress
towards graduation, & behavior.
Eagle Software
DistrictWide
1.10 Assessments to monitor program growth (pre/post)
Benchmarks & local formative assessments Reading & Math
Illuminate Assessments: Key Data Systems Inspect (Price is
included in Action 4)
English Learner (EL) Progress Monitoring Assessments
DistrictWide
1.11 System of tiered academic interventions & supports. Initial
diagnostic information is followed by individualized instruction
in ELA & Math for grades K-12, & post diagnostic assessment.
Teachers will use reports to monitor individual student growth.
Math & ELA Intervention Let’s Go Learn
DistrictWide
1.12 Increase the number of Student College, Trade School, &
Military Tours to 5 in order to provide educational & career
exploration.
5 College or Trade School Tours Transportation
DistrictWide
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
__ALL
OR:
__Low Income pupils _X_English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
_X_ALL
OR:
_X_Low Income pupils __English Learners
_X_Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth__Other
Subgroups: Students with Disabilities
Base
Other Services & Operating
Expenses
$4,600
$0
Price included in Action 1.4
S/C
Other Services & Operating
Expenses
$14,500
S/C
Motor Pool
$1,000
S/C
Materials & Supplies
$1,000
LCAP Year 3: 2018-19
Expected Annual
Measurable
Outcomes:
Priority 2: Implementation of State Standards
1.1 Implementation of academic content standards & English Language Development (ELD): Students will be administered a
state standards aligned assessment as measured by district benchmark assessment.
1.2 English Learner English Proficiency: Students will improve in scale score as measured by the California English Language
Development Test (CELDT). (Priorities 2, 4)
Priority 4: Pupil Achievement
1.3 Statewide assessments: Scores on the California Assessment of Student Performance and Progress (CAASPP) assessment will
decrease the percent of students scoring Standard Not Met at JC Montgomery (50%) & Kings Community School (75%) as measured
by the state assessment report.
1.4 English Learner Reclassification rate: Increase 2017-18 English Learner Reclassification Rate as measured by site data for both
JC Montgomery & Kings Community School.
1.5 Early Assessment Program (EAP) percent of student participation and pass: Increase the percent of students participating in the
Early Assessment Program from 80% at JC Montgomery & 86% at Kings Community School as measured by the state report.
1.6 Percentage of students completing A-G requirements, Career Technical Educational programs of study (CTE), Percentage
of pupils who have passed Advanced Placement (AP) test: Court community schools serve incarcerated and expelled youth, which
are highly transient. This metric does not apply to us.
Priority 7: Course Access Grades 7-12
1.7 English, Social Science, Physical Education, Science, Mathematics, Visual & Performing Arts: 100% of students will continue
to have access to required courses as measured by course list. *A portion of the metric does not apply to us: Foreign Language, Applied
Arts, & Career Technical Education: Court community schools serve incarcerated & expelled youth, which are highly transient.
Page 18 of 82
Priority 8: Course Outcomes Grade 7-12
1.8 English, Social Science, Physical Education, Science, Mathematics, Visual & Performing Arts: 100% of students will be
administered a state standards/framework aligned assessment as measured by district benchmarks. Increase the number of students
that demonstrate growth on the Let’s Go Learn ELA & Math benchmark. *A portion of this metric does not apply to us: Foreign
Language, Applied Arts, & Career Technical Education: Court community schools serve incarcerated & expelled youth, which are highly
transient.
Actions/Services
Scope
of
Service
1.1 Align systems and infrastructure to focus on students.
Update policies, course of study, & handbooks in both English
& Spanish
Translation Services
DistrictWide
1.2 Pursue & maintain Western Association of Schools and
Colleges (WASC) Accreditation
WASC Fees: Continued Accreditation & Full Visit
DistrictWide
1.3 Implement Professional Learning Communities (PLCs) to
transform planning & collaboration around student needs
driven by data
KCOE Professional Development Consultants 15 Half Days, 2
Wednesdays per month
1.4 Accessible data systems & local assessments that
teachers use to review, progress monitor, & intervene students
by subgroup. Teacher & administrator created assessments,
demographic data, state test data & reports by the following
subgroups: English Learner, Reclassified English Proficient,
Foster Youth, Low Income, & Students with Disabilities. Local
Assessments Management System
Illuminate Assessments
1.5 Purchase additional materials aligned to California State
Standards. English Language Arts Materials that align to
Science, Social Studies, English Language Development
(ELD), & Literature for continued progress monitoring of
students reading levels, intervention needs, & continued
growth in reading at increasing Lexile levels. LightSail
DistrictWide
Pupils to be served within identified
scope of service
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
DistrictWide
__ALL
OR:
_X_Low Income pupils _X_English Learners
_X_Foster Youth _X_Redesignated Fluent English
Proficient _X_Other Subgroups: Expelled Youth
X Other Subgroups: Students with Disabilities
DistrictWide
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
Budgeted
Expenditures
KCOE General Fund
Classified Salaries & Benefits
$2,130
Base
Other Services & Operating
Expenses
$6,000
S/C
Inter-program Services
$6,000
S/C
Other Services & Operating
Expenses
$7,500
Lottery
Other Services & Operating
Expenses
$8,500
Lottery
Materials & Supplies
$9,500
Page 19 of 82
1.6 Provide professional development for English Language
Development (ELD) Standards & Integrated/Designated
English Language Development (ELD) to include Coaching on
scaffolding & instructional strategies
KCOE Professional Development Consultant 15 Days
1.7 Replacement of technology (IPads & Chromebooks) & 21st
Century Learning Resources per replacement schedule.
Purchase IPad charging cart.
Professional Development to support Technology (Computer
Using Educators (CUE) Conference)
21st Century Learning Resources
DistrictWide
__ALL
OR:
__Low Income pupils _X_English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
DistrictWide
__ALL
OR:
_X_Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient _X_Other Subgroups: Expelled
Youth__Other Subgroups: Students with Disabilities
1.8 Provide professional development in California State
Standards & 21st Century learning & technology
KCOE Professional Development Consultant 75 Days
DistrictWide
1.9 Student Information System (SIS): Aeries to monitor
student demographic data, attendance, grades, progress
towards graduation, & behavior.
Eagle Software
DistrictWide
1.10 Assessments to monitor program growth (pre/post)
Benchmarks & local formative assessments Reading & Math
Illuminate Assessments: Key Data Systems Inspect (Price is
included in Action 4)
English Learner (EL) Progress Monitoring Assessments
DistrictWide
1.11 System of tiered academic interventions & supports. Initial
diagnostic information is followed by individualized instruction
in ELA & Math for grades K-12, & post diagnostic assessment.
Teachers will use reports to monitor individual student growth.
Math & ELA Intervention Let’s Go Learn
DistrictWide
1.12 Increase the number of Student College, Trade School, &
Military Tours to 5 in order to provide educational & career
exploration.
5 College or Trade School Tours Transportation
DistrictWide
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
__ALL
OR:
__Low Income pupils _X_English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
_X_ALL
OR:
_X_Low Income pupils __English Learners
_X_Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth__Other
Subgroups: Students with Disabilities
S/C
Inter-Program Services
$12,750
S/C
Equipment Not Depreciated
$5,000
S/C
Travel & Conference
$2,250
S/C
Inter-Program Services
$63,750
Base
Other Services & Operating
Expenses
$4,600
$0
Price included in Action 1.4
S/C
Other Services & Operating
Expenses
$14,500
S/C
Motor Pool
$1,000
S/C
Materials $ Supplies
$1,000
Page 20 of 82
Related State and/or Local Priorities:
GOAL:
2. Provide a positive, safe, secure, and engaging learning environment that
supports the social-emotional and mental health issues of our students.
Identified Need:
Goal Applies to:
1X 2__ 3__ 4__ 5X 6_X 7__ 8__
COE only: 9__ 10__
Local: Specify _____________________
Our program needs to provide a safe, secure, & engaging learning environment to students that is sensitive to the needs of
the populations served. The Kings County Alternative education program needs to continue to support students with meeting
their expulsion requirements, so they may transition to their district of residence. There were 12 students meeting this
requirement in 2014-15, and 20 at first semester in 2015-16. Although student attendance rates increased by 2% at each site,
Kings Community School has an attendance rate of 82%. The district requirement for meeting expulsion plans is 90%.
Truancy rates remain high at 70%, & chronic absenteeism at 51%. Engagement of students, attendance, will remain a high
need. The number of students suspended for fighting during 2015-16 was 0, but we will need to continue to work on the high
overall number of suspensions. There is a need to continue to address school climate, because 18% of students surveyed
indicated that they felt not very safe and secure.
Schools: Kings Community School (KCS) & JC Montgomery (JCM)
All, Low Income, English Learners, Foster Youth, Hispanic, African American, White,
Applicable Pupil Subgroups:
Students with Disabilities
LCAP Year 1: 2016-17
Expected Annual
Measurable
Outcomes:
Priority 1: Basic
2.1 Teachers are appropriately assigned & fully credentialed: Teachers will be highly qualified or Interns will be enrolled
in an appropriate intern program as measured by CalPads report.
2.2 Sufficient access to standards-aligned instructional materials: All Students will have access to sufficient standards
aligned instructional materials as measured by County Office Board Resolution & School Accountability Report Card
(SARC).
2.3 School facilities are maintained & in good repair: Maintain a facilities rating of Good or Exemplary as measured by
the Facilities Inspection Tool (FIT).
Priority 5: Pupil Engagement
2.4 School attendance rates: Attendance rates will maintain or increase at JC Montgomery from 97% in 2015-16. Increase
Kings Community to 84%, a 2% increase from the 2015-16 results. This will be based on Aeries attendance reports.
2.5 Chronic absenteeism rates: Truancy rate will decrease from 70% at Kings Community School. Chronic absenteeism
will decrease from 51% at Kings Community School. Truancy & chronic absenteeism will be measured using the CDE
Dataquest & Aeries reports. Student Attendance Review Board (SARB) referrals will decrease from 21. This metric does not
apply to JCM as it is a court school.
2.6 High school graduation rates: California Department of Education (CDE) notes that this is difficult to track due to high
amounts of students transitioning to and from our programs. This metric does not apply to us.
2.7 Middle school dropout rates: This metric does not apply to JCM as it is a court school and is the only site that serves
middle school students. High School dropout rates: California Department of Education (CDE) notes that this is difficult to
track due to high amounts of students transitioning to and from our programs. This metric does not apply to us.
Priority 6: School Climate
2.8 Suspension rates: Decrease the number of suspensions from 69 as measured by California Department of Education
(CDE) Dataquest report or CalPads.
Page 21 of 82
2.9 Number of Students Qualifying for District Re-Admittance: Increase the number of students qualifying for district readmittance, as compared to the number in 2015-16. This will be measured by site administrators & the transition specialist
documentation.
2.10 Pupils, parents, staff on the sense of safety and school connectedness: Increase the percentage of pupils,
parents,&d staff that indicate they feel very or somewhat safe on the annual survey.
2.11 Expulsion rates: This metric does not apply to JC Montgomery as it is a court school. Kings Community School serves
expelled students.
Actions/Services
2.1 Provide a full time School Resource Officer
Contract to create a positive climate & support a
safe school environment
School Resource Officer
2.2 Provide a Student Attendance Review Board
(SARB) Attendance Officer to reduce truancy &
chronic absenteeism
Student Attendance Officer
2.3 Increase engagement of students through
character development & incentives program
Regular recognition of students for character &
attendance
Student Incentives Program
Scope
of
Service
Pupils to be served within identified
scope of service
Budgeted
Expenditures
SchoolWide
KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
S/C
Contracted Services
$70,000
SchoolWide
KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
SchoolWide
KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
SchoolWide
KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
2.4 Provide student transportation to & from school
Transportation Costs
Bus Driver 50%
Transportation Supervisor 75%
S/C
Classified Salaries &
Benefits
$36,527
General Fund SARB
Classified Salaries &
Benefits
$36,527
S/C
Materials & Supplies
$3,500
S/C
Motor Pool
$2,000
Base
Classified Salaries &
Benefits
$23,414
Base
Classified Salaries &
Benefits
$58,235
Page 22 of 82
Bus Insurance
Base
Insurance
$2,700
Fuel
Base
Materials & Supplies
$6,000
2.5 Provide behavior support staff at KCS
Behavior Intervention Aide
2.6 Credit recovery programs Virtual School
Curriculum (e.g. APEX) Combination of instruction
and assessment for students needing to gain credits
toward high school graduation: Students who have
not successfully earned required course credits are
provided the opportunity to get back on track for ontime graduation. The same rigorous, standardsbased content that engages students earning
original credit ensures that all students are
mastering the skills and concepts necessary.
APEX Learning Program
2.7 Provide opportunities for students at risk of dropout to participate in General Education Development
(GED) or Hi-Set assessments for interested
students
General Education Diploma Assessment Fees
2.8 For Low Income Pupils: Transition Services
Transition Specialist
SchoolWide
KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
S/C
Classified Salaries &
Benefits
$41,349
DistrictWide
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
S/C
Other Services &
Operating Expenses
$8,750
DistrictWide
SchoolWide
KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
__ALL
OR:
_X_Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
S/C
Other Services &
Operating Costs
$500
Title I N&D
Certificated Salaries &
Benefits
$124,841
Page 23 of 82
2.9 For Low Income Pupils: Counseling Services
providing intake, referral, school & career readiness
& support services including anger management &
social skills
Counselor
SchoolWide
KCS
__ALL
OR:
_X_Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
Title I N&D
Certificated Salaries &
Benefits
$96,169
LCAP Year 2: 2017-18
Expected Annual
Measurable
Outcomes:
Priority 1: Basic
2.1 Teachers are appropriately assigned & fully credentialed: Teachers will be highly qualified or Interns will be enrolled in an
appropriate intern program as measured by CalPads report.
2.2 Sufficient access to standards-aligned instructional materials: All Students will have access to sufficient standards aligned
instructional materials as measured by County Office Board Resolution & School Accountability Report Card (SARC).
2.3 School facilities are maintained & in good repair: Maintain a facilities rating of Good or Exemplary as measured by the Facilities
Inspection Tool (FIT).
Priority 5: Pupil Engagement
2.4 School attendance rates: Attendance rates will maintain or increase at JC Montgomery from 2016-17 rates. Increase Kings
Community from 2016-17 rates. This will be based on Aeries attendance reports.
2.5 Chronic absenteeism rates: Truancy rate will decrease from 68% at Kings Community School. Chronic absenteeism will decrease
from 49% at Kings Community School. Truancy & chronic absenteeism will be measured using the CDE Dataquest & Aeries reports.
Student Attendance Review Board (SARB) referrals will decrease from number in 2016-17. This metric does not apply to JCM as it is a
court school.
2.6 High school graduation rates: California Department of Education (CDE) notes that this is difficult to track due to high amounts of
students transitioning to and from our programs. This metric does not apply to us.
2.7 Middle school dropout rates: This metric does not apply to JCM as it is a court school and is the only site that serves middle school
students. High School dropout rates: California Department of Education (CDE) notes that this is difficult to track due to high amounts
of students transitioning to and from our programs. This metric does not apply to us.
Priority 6: School Climate
2.8 Suspension rates: Decrease the number of suspensions from number from 2016-17 as measured by California Department of
Education (CDE) Dataquest report or CalPads.
2.9 Number of Students Qualifying for District Re-Admittance: Increase the number of students qualifying for district re-admittance,
as compared to the number in 2016-17. This will be measured by site administrators & the transition specialist documentation.
2.10 Pupils, parents, staff on the sense of safety and school connectedness: Increase the percentage of pupils, parents, & staff that
indicate they feel very or somewhat safe on the annual survey.
2.11 Expulsion rates: This metric does not apply to JC Montgomery as it is a court school. Kings Community School serves expelled
students.
Actions/Services
2.1 Provide a full time School Resource Officer
Contract to create a positive climate & support a safe school
environment
School Resource Officer
Scope
of
Service
SchoolWide
KCS
Pupils to be served within identified
scope of service
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
Budgeted
Expenditures
S/C
Contracted Services
$70,000
Page 24 of 82
2.2 Provide a Student Attendance Review Board (SARB)
Attendance Officer to reduce truancy & chronic absenteeism
Student Attendance Officer
2.3 Increase engagement of students through character
development & incentives program. Regular recognition of
students for character & attendance
Student Incentives Program
SchoolWide
KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
SchoolWide
KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
SchoolWide
KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
2.4 Provide student transportation to & from school
Transportation Costs
Bus Driver 50%
Transportation Supervisor 75%
Bus Insurance
Fuel
2.5 Provide behavior support staff at KCS
Behavior Intervention Aide
2.6 Credit recovery programs Virtual School Curriculum
(APEX) Combination of instruction and assessment for
students needing to gain credits toward high school
graduation: Students who have not successfully earned
required course credits are provided the opportunity to get
back on track for on-time graduation. The same rigorous,
standards-based content that engages students earning
original credit ensures that all students are mastering the skills
and concepts necessary.
APEX Learning Program
S/C
Classified Salaries & Benefits
$38,594
General Fund SARB
Classified Salaries & Benefits
$38,594
S/C
Materials & Supplies
$3,500
S/C
Motor Pool
$2,000
Base
Classified Salaries & Benefits
$27,710
Base
Classified Salaries & Benefits
$68,921
Base
Insurance
$2700
Base
Materials & Supplies
$6,000
SchoolWide
KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
S/C
Classified Salaries & Benefits
$48,936
DistrictWide
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
S/C
Other Services & Operating
Expenses
$8,750
Page 25 of 82
2.7 Provide opportunities for students at risk of drop-out to
participate in General Education Development (GED) or Hi-Set
assessments for interested students
General Education Assessment Fees
2.8 For Low Income Pupils: Transition Services
Transition Specialist
2.9 For Low Income Pupils: Counseling Services providing
intake, referral, school & career readiness & support services
including anger management & social skills
Counselor
DistrictWide
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
S/C
Other Services & Operating
Costs
$500
SchoolWide
KCS
__ALL
OR:
_X_Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
Title I N&D
Certificated Salaries &
Benefits
$144,998
SchoolWide
KCS
__ALL
OR:
_X_Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
Title I N&D
Certificated Salaries &
Benefits
$111,697
LCAP Year 3: 2018-19
Expected Annual
Measurable
Outcomes:
Priority 1: Basic
2.1 Teachers are appropriately assigned & fully credentialed: Teachers will be highly qualified or Interns will be enrolled in an
appropriate intern program as measured by CalPads report.
2.2 Sufficient access to standards-aligned instructional materials: All Students will have access to sufficient standards aligned
instructional materials as measured by County Office Board Resolution & School Accountability Report Card (SARC).
2.3 School facilities are maintained & in good repair: Maintain a facilities rating of Good or Exemplary as measured by the Facilities
Inspection Tool (FIT).
Priority 5: Pupil Engagement
2.4 School attendance rates: Attendance rates will maintain or increase at JC Montgomery from 2017-18 rate. Increase 2017-18 rate at
Kings Community School. This will be based on Aeries attendance reports.
2.5 Chronic absenteeism rates: Truancy rate will decrease from 66% at Kings Community School. Chronic absenteeism will decrease
from 47% at Kings Community School. Truancy and chronic absenteeism will be measured using the CDE Dataquest and Aeries reports.
Student Attendance Review Board (SARB) referrals will decrease from number in 2017-18. This metric does not apply to JCM as it is a
court school.
2.6 High school graduation rates: California Department of Education (CDE) notes that this is difficult to track due to high amounts of
students transitioning to and from our programs. This metric does not apply to us.
2.7 Middle school dropout rates: This metric does not apply to JCM as it is a court school and is the only site that serves middle school
students. High School dropout rates: California Department of Education (CDE) notes that this is difficult to track due to high amounts
of students transitioning to and from our programs. This metric does not apply to us.
Priority 6: School Climate
2.8 Suspension rates: Decrease the number of suspensions from number in 2017-18 as measured by California Department of
Education (CDE) Dataquest report or CalPads.
2.9 Number of Students Qualifying for District Re-Admittance: Increase the number of students qualifying for district re-admittance,
as compared to the number during 2017-18. This will be measured by site administrators & the transition specialist documentation.
2.10 Pupils, parents, staff on the sense of safety and school connectedness: Increase the percentage of pupils, parents, & staff that
indicate they feel very or somewhat safe on the annual survey.
Page 26 of 82
2.11 Expulsion rates: This metric does not apply to JC Montgomery as it is a court school. Kings Community School serves expelled
students.
Actions/Services
2.1 Provide a full time School Resource Officer
Contract to create a positive climate & support a safe school
environment
School Resource Officer
2.2 Provide a Student Attendance Review Board (SARB)
Attendance Officer to reduce truancy & chronic absenteeism
Student Attendance Officer
2.3 Increase engagement of students through character
development & incentives program. Regular recognition of
students for character & attendance
Student Incentives Program
Scope
of
Service
Pupils to be served within identified
scope of service
SchoolWide
KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
SchoolWide
KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
SchoolWide
KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
SchoolWide
KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
2.4 Provide student transportation to & from school
Transportation Costs
Bus Driver 50%
Transportation Supervisor 75%
Bus Insurance
S/C
Contracted Services
$70,000
S/C
Classified Salaries & Benefits
$39,958
General Fund SARB
Classified Salaries & Benefits
$39,958
S/C
Materials & Supplies
$3,500
S/C
Motor Pool
$2,000
Base
Classified Salaries & Benefits
$33,245
Base
Classified Salaries & Benefits
$82,686
Base
Insurance
$2700
Base
Materials & Supplies
$6,000
Fuel
2.5 Provide behavior support staff at KCS
Behavior Intervention Aide
Budgeted
Expenditures
SchoolWide
KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
S/C
Classified Salaries & Benefits
$58,710
Page 27 of 82
2.6 Credit recovery programs Virtual School Curriculum
(APEX) Combination of instruction and assessment for
students needing to gain credits toward high school
graduation: Students who have not successfully earned
required course credits are provided the opportunity to get
back on track for on-time graduation. The same rigorous,
standards-based content that engages students earning
original credit ensures that all students are mastering the skills
and concepts necessary.
APEX Learning Program
DistrictWide
2.7 Provide opportunities for students at risk of drop-out to
participate in General Education Development (GED) or Hi-Set
assessments for interested students
General Education Assessment Fees
DistrictWide
2.8 For Low Income Pupils: Transition Services
Transition Specialist
SchoolWide
KCS
2.9 For Low Income Pupils: Counseling Services providing
intake, referral, school & career readiness & support services
including anger management & social skills
Counselor
SchoolWide
KCS
GOAL:
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
__ALL
OR:
_X_Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
__ALL
OR:
_X_Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
3. Improve parent engagement in the learning, rehabilitation, and success of
students.
S/C
Other Services & Operating
Expenses
$8,750
S/C
Other Services & Operating
Costs
$500
Title I N&D
Certificated Salaries &
Benefits
$171,133
Title I N&D
Certificated Salaries &
Benefits
$131,829
Related State and/or Local Priorities:
1__ 2__ 3X 4__ 5__ 6__ 7__ 8__
COE only: 9__ 10__
Local: Specify _____________________
Identified Need:
Goal Applies to:
Our program needs to increase parent participation due to past minimal participation, which has led to a lack of connection
to school and student learning, limited access/opportunities for engagement at the JC Montgomery Juvenile Detention
Facility. 7% of families in 2014-15, and 33% in 2015-16 completed the survey. This demonstrates growth, & a need to
continue to focus on increasing parent participation overall.
Schools: Kings Community School (KCS) & JC Montgomery (JCM)
All, Low Income, English Learners, Foster Youth, Hispanic, African American, White,
Applicable Pupil Subgroups: Students with Disabilities
LCAP Year 1: 2016-2017
Page 28 of 82
Expected Annual
Measurable
Outcomes:
Priority 3
3.1 Increase parent involvement in activities that relate to their student’s success in schools & programs: Efforts to
seek parent input: Planned parent input committee meetings will be held as measured by agendas & sign-in sheets. (School
Site Council, English Learner Advisory Committee (ELAC)/District English Learner Advisory Committee (DELAC), & Parent
Coffee Hours).
3.2 Parent Survey: Increase the number of parents completing & returning the annual survey from 33% in 2015-16.
Actions/Services
Scope
of
Service
3.1 Conduct regular parent outreach
Translation Services: Student Study Team Meetings
(SST), Individual Learning Plan Meetings (ILP),
newsletters, phone calls, & other communication.
Bilingual Secretary
DistrictWide
3.2 Fresno Barrios Unidos
Parent Education Program
DistrictWide
3.3 Parent Education Nights: Free Application for
Federal Student Aid (FAFSA) assistance & Back to
School Night
Parent Education Nights
DistrictWide
3.4 Provide opportunities for parents to be engaged
in school decision-making & programs, including
meaningful feedback on student progress: School
Site Council (SSC), English Learner Advisory
Committee (ELAC) meetings; Student Study Team
Meetings; Staff Home Visits; Individual Learning
Plan (ILP) Plan Meetings, Parent Coffee Hours
Parent Committees
DistrictWide
Pupils to be served within identified
scope of service
__ALL
OR:
__Low Income pupils _X_English Learners
__Foster Youth _X_Redesignated Fluent
English Proficient __Other Subgroups: Expelled
Youth__Other Subgroups: Students with
Disabilities
__ALL
OR:
_X_Low Income pupils _X_English Learners
_X_Foster Youth __Redesignated Fluent
English Proficient __Other Subgroups: Expelled
Youth X_Other Subgroups: Students with
Disabilities
__ALL
OR:
_X_Low Income pupils _X_English Learners
_X_Foster Youth __Redesignated Fluent
English Proficient __Other Subgroups: Expelled
Youth
__Other Subgroups: Students with Disabilities
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
Budgeted
Expenditures
KCOE General Fund
Classified Salaries &
Benefits
$7,000
S/C
Contracted Services
$1,000
S/C
Materials & Supplies
$500
S/C
Materials & Supplies
$700
Page 29 of 82
3.5 Research new programs to increase student
participation in alternative assessment preparation
classes
General Education Diploma
DistrictWide
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
$0
Cost included in regular staff
duties
LCAP Year 2: 2017-2018
Expected Annual
Measurable
Outcomes:
Priority 3
3.1 Increase parent involvement in activities that relate to their student’s success in schools & programs: Efforts to seek parent
input: Planned parent input committee meetings will be held as measured by agendas & sign-in sheets. (School Site Council, English
Learner Advisory Committee (ELAC)/District English Learner Advisory Committee (DELAC), & Parent Coffee Hours).
3.2 Parent Survey: Increase the number of parents completing and returning the annual survey from 35% in 2016-17.
Actions/Services
3.1 Conduct regular parent outreach
Translation Services: Student Study Team Meetings (SST),
Individual Learning Plan Meetings (ILP), newsletters, phone
calls, & other communication.
Bilingual Secretary
3.2 Fresno Barrios Unidos
Parent Education Program
3.3 Parent Education Nights: Free Application for Federal
Student Aid (FAFSA) assistance & Back to School Night
Parent Education Nights
3.4 Provide opportunities for parents to be engaged in school
decision-making & programs, including meaningful feedback
on student progress: School Site Council (SSC), English
Learner Advisory Committee (ELAC) meetings; Student Study
Team Meetings; Staff Home Visits; Individual Learning Plan
(ILP) Plan Meetings, Parent Coffee Hours
Parent Committees
3.5 Research new programs to increase student participation
in alternative assessment preparation classes
General Education Diploma
Scope
of
Service
DistrictWide
DistrictWide
DistrictWide
Pupils to be served within identified
scope of service
__ALL
OR:
__Low Income pupils _X_English Learners
__Foster Youth _X_Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth__Other
Subgroups: Students with Disabilities
__ALL
OR:
_X_Low Income pupils _X_English Learners
_X_Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
X_Other Subgroups: Students with Disabilities
__ALL
OR:
_X_Low Income pupils _X_English Learners
_X_Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
Budgeted
Expenditures
KCOE General Fund
Classified Salaries & Benefits
$8,284
S/C
Contracted Services
$1,000
S/C
Materials & Supplies
$500
DistrictWide
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
S/C
Materials & Supplies
$700
DistrictWide
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
$0
Cost included in regular staff
duties
Page 30 of 82
LCAP Year 3: 2018-2019
Expected Annual
Measurable
Outcomes:
Priority 3
3.1 Increase parent involvement in activities that relate to their student’s success in schools & programs: Efforts to seek parent
input: Planned parent input committee meetings will be held as measured by agendas & sign-in sheets. (School Site Council, English
Learner Advisory Committee (ELAC)/District English Learner Advisory Committee (DELAC), & Parent Coffee Hours).
3.2 Parent Survey: Increase the number of parents completing & returning the annual survey from 37% in 2017-18.
Actions/Services
Scope
of
Service
3.1 Conduct regular parent outreach
Translation Services: Student Study Team Meetings (SST),
Individual Learning Plan Meetings (ILP), newsletters, phone
calls, & other communication.
Bilingual Secretary
DistrictWide
3.2 Fresno Barrios Unidos
Parent Education Program
DistrictWide
3.3 Parent Education Nights: Free Application for Federal
Student Aid (FAFSA) assistance & Back to School Night
Parent Education Nights
DistrictWide
3.4 Provide opportunities for parents to be engaged in school
decision-making & programs, including meaningful feedback
on student progress: School Site Council (SSC), English
Learner Advisory Committee (ELAC) meetings; Student Study
Team Meetings; Staff Home Visits; Individual Learning Plan
(ILP) Plan meetings, Parent Coffee Hours
Parent Committees
3.5 Research new programs to increase student participation
in alternative assessment preparation classes
General Education Diploma
Pupils to be served within identified
scope of service
__ALL
OR:
__Low Income pupils _X_English Learners
__Foster Youth _X_Redesignated Fluent English
Proficient __Other Subgroups: Expelled
Youth__Other Subgroups: Students with Disabilities
__ALL
OR:
_X_Low Income pupils _X_English Learners
_X_Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
X_Other Subgroups: Students with Disabilities
__ALL
OR:
_X_Low Income pupils _X_English Learners
_X_Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
Budgeted
Expenditures
KCOE General Fund
Classified Salaries & Benefits
$9,939
S/C
Contracted Services
$1,000
S/C
Materials & Supplies
$500
DistrictWide
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
S/C
Materials & Supplies
$700
DistrictWide
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
$0
Cost included in regular staff
duties
Page 31 of 82
Related State and/or Local Priorities:
GOAL:
4. Provide high quality educational programs and services to expelled youth.
Identified Need:
Goal Applies to:
1__ 2__ 3__ 4__ 5__ 6__ 7__ 8__
COE only: 9X 10__
Local: Specify _____________________
Kings County needs to support districts in providing services to Expelled Pupils in the county through the Kings Community
School program. This need is supported by the number of students enrolled each year, which was 89 in 2014-15 on the date
of state data collection. There were 165 students enrolled at Kings Community School during the 2014-15 school year,
according to the Consolidated Application report in June of 2015.
Schools: Countywide & Kings Community School (KCS)
All, Low Income, English Learners, Foster Youth, Hispanic, African American, White,
Applicable Pupil Subgroups:
Students with Disabilities
LCAP Year 1: 2016-2017
Expected Annual
Measurable
Outcomes:
Priority 9
4.1 Countywide Expulsion Plan: Collaborate with districts to coordinate & implement the Countywide Expulsion Plan.
4.2 Number of Students Qualifying for District Re-Admittance: Increase the number of students qualifying for district readmittance, as compared to the number in 2015-16. This will be measured by site administrators.
Actions/Services
4.1 Implement updated County-Wide Plan to Serve
Expelled Youth
County-Wide Plan
4.2 Operate the Kings Community School program
for students in grades 9-12 Administrative Costs
Principal & 2 Administrative Assistants
One Administrative Assistant at Kings Community
School & one at JC Montgomery
4.3 Hire Assistant Principal to support unduplicated
pupils in meeting academic and behavioral
expulsion criteria.
Assistant Principal
Scope
of
Service
Pupils to be served within identified
scope of service
Budgeted
Expenditures
SchoolWide
KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
KCOE General Fund
Certificated Salaries &
Benefits
$7,000
SchoolWide
KCS
&
JCM
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
DistrictWide
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
Base
Certificated Salaries &
Benefits
$136,084
Base
Classified Salaries &
Benefits
$137,180
S/C
Certificated Salaries
$129,806
Page 32 of 82
4.4 Operate the Kings Community School program
for students in grades 9-12 Operations costs
Certificated Instructional Staff
SchoolWide
KCS
4.5 Two Independent Study Teachers to provide
flexible school hours and increase students meeting
graduation requirements.
2 Independent Study Teachers
SchoolWide
KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
Base
Certificated Salaries &
Benefits
$671,568
S/C
Certificated Salaries &
Benefits
$193,809
LCAP Year 2: 2017-2018
Expected Annual
Measurable
Outcomes:
Priority 9
4.1 Countywide Expulsion Plan: Collaborate with districts to coordinate & implement the Countywide Expulsion Plan.
4.2 Number of Students Qualifying for District Re-Admittance: Increase the number of students qualifying for district re-admittance,
as compared to the number during 2016-17. This will be measured by site administrators.
Actions/Services
4.1 Implement updated County-Wide Plan to Serve Expelled
Youth
County-Wide Plan
4.2 Operate the Kings Community School program for students
in grades 9-12 Administrative Costs Principal & 2
Administrative Assistants
One Administrative Assistant at Kings Community School &
one at JC Montgomery
4.3 Assistant Principal to support unduplicated pupils in
meeting academic and behavioral expulsion criteria.
Assistant Principal
Scope
of
Service
SchoolWide
KCS
Pupils to be served within identified
scope of service
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
SchoolWide
KCS
&
JCM
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
DistrictWide
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
Budgeted
Expenditures
KCOE General Fund
Certificated Salaries &
Benefits
$8,130
Base
Certificated Salaries &
Benefits
$158,084
Base
Classified Salaries &
Benefits
$162,351
S/C
Certificated Salaries
$150,765
Page 33 of 82
4.4 Operate the Kings Community School program for students
in grades 9-12 Operations costs
Certificated Instructional Staff
4.5 Two Independent Study Teachers to provide flexible school
hours and increase students meeting graduation requirements.
2 Independent Study Teachers
SchoolWide
KCS
SchoolWide
KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English
proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
Base
Certificated Salaries &
Benefits
$780,002
S/C
Certificated Salaries &
Benefits
$225.102
LCAP Year 3: 2018-2019
Expected Annual
Measurable
Outcomes:
Priority 9
4.1 Countywide Expulsion Plan: Collaborate with districts to coordinate & implement the Countywide Expulsion Plan.
4.2 Number of Students Qualifying for District Re-Admittance: Increase the number of students qualifying for district re-admittance,
as compared to the number during 2017-18. This will be measured by site administrators.
Actions/Services
4.1 Implement updated County-Wide Plan to Serve Expelled
Youth
County-Wide Plan
4.2 Operate the Kings Community School program for students
in grades 9-12 Administrative Costs Principal & 2
Administrative Assistants
One Administrative Assistant at Kings Community School &
one at JC Montgomery
Scope
of
Service
Pupils to be served within identified
scope of service
SchoolWide
KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
SchoolWide
KCS
&
JCM
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
4.3 Assistant Principal to support unduplicated pupils in
meeting academic and behavioral expulsion criteria.
Assistant Principal
Districtwide
4.4 Operate the Kings Community School program for students
in grades 9-12 Operations costs
Certificated Instructional Staff
SchoolWide
KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
Budgeted
Expenditures
KCOE General Fund
Certificated Salaries &
Benefits
$9,596
Base
Certificated Salaries &
Benefits
$186,577
Base
Classified Salaries & Benefits
$191,614
Base
Certificated Salaries
$177,939
S/C
Certificated Salaries &
Benefits
$1,086,521
Page 34 of 82
4.5 Two Independent Study Teachers to provide flexible school
hours and increase students meeting graduation requirements.
2 Independent Study Teachers
GOAL:
SchoolWide
KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated Fluent English
Proficient X_Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
5. Provide & Improve services for Kings County Foster Youth by coordinating
district services, and collaborating with county child welfare agencies.
Identified Need:
Goal Applies to:
S/C
Certificated Salaries &
Benefits
$265,675
Related State and/or Local Priorities:
1__ 2__ 3__ 4__ 5__ 6__ 7__ 8__
COE only: 9 __ 10X
Local: Specify _____________________
Kings County needs to assist districts in facilitating effective educational services for county Foster Youth. There is a need to
share information, ensure transfer of health & education records between districts, county child welfare agency & respond to
the needs of the juvenile court system in a timely manner. The program needs to transition from Foster Youth Services to
the Foster Youth Services Coordination Program.
Schools: County-Wide, JC Montgomery (JCM), Kings Community School (KCS)
All, Low Income, English Learners, Foster Youth, Hispanic, African American, White,
Applicable Pupil Subgroups:
Students with Disabilities
LCAP Year 1: 2016-2017
Expected Annual
Measurable
Outcomes:
Priority 10
5.1 Foster Youth enrollment data: Foster Youth Coordinator will report on number of foster students enrolled in county &
district programs
5.2 Survey of Kings Council Advisory Council (KCEAC): Council participants will be surveyed to garner feedback, & set
baseline data targets for responses.
5.3 Kings County Foster Focus Users: Establish a baseline for users within Kings County.
Actions/Services
5.1 Foster Youth Coordinator to transition the Foster
Youth Services Program to the Foster Youth
Services Coordination Program in compliance of AB
854 statutes. Create & facilitate the Kings County
Executive Advisory Council (KCEAC) mission &
objectives. Creation of systems & processes to build
service & outcome capacities for Foster Youth
educational records & transcripts to include special
educational assessments and/or behavioral plans.
Coordinator also responds to informational requests
from the juvenile court. Foster Youth Coordinator
Scope
of
Service
Pupils to be served within identified
scope of service
Budgeted
Expenditures
CountyWide
__ALL
OR:
__Low Income pupils __English Learners
X Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
Foster Youth Grant
Classified Salaries &
Benefits
$88,843
Page 35 of 82
5.2 Educational Learning Advisor to collaborate with
other school districts, child welfare, & probation
agencies to ensure all Foster Youth have access to
necessary educational opportunities & support.
Foster Youth will receive educational case
management & credit evaluation to ensure all
credits, partial credits, & transcripts are transferred
to the appropriate school. Collaborate with local
community colleges, & universities to ensure
students receive continuous support for postsecondary educational opportunities. Collaborate
with child welfare to minimize changes in school
placement. Collaborate with California Youth
Connection (CYC) in providing opportunities for the
youth to develop leadership skills, trainings, &
additional support. Learning Advisor also works with
the juvenile court to ensure the delivery &
coordination of necessary educational services via
transitional meetings. Educational Learning Advisor
5.3 Clerical Support Secretary to provide
educational liaison support to Foster Youth
Coordinator & Educational Learning Advisor,
facilitate the collection of relevant data deemed
necessary for efficient student enrollment
processes, provide foster care information &
progress updates for out of county placements to
support school districts within Kings County, provide
bilingual services for oral communication & written
documents, and assist with Foster Youth records.
50% Clerical Support Secretary
CountyWide
&
DistrictWide
__ALL
OR:
__Low Income pupils __English Learners
X Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
Foster Youth Grant
Classified Salaries &
Benefits
$59,104
CountyWide
__ALL
OR:
__Low Income pupils __English Learners
X Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
Foster Youth Grant
Classified Salaries &
Benefits
$25,484
5.4 Foster Focus Data Network System to help
improve the educational outcomes of foster youth
Foster Focus
CountyWide
5.5 Council to collaborate & coordinate with districts
to provide & improve Kings County Foster Youth
CountyWide
__ALL
OR:
__Low Income pupils __English Learners
X Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
__ALL
OR:
__Low Income pupils __English Learners
Foster Youth Grant
Other Services &
Operating Expenses
$2,600
Foster Youth Grant
Materials & Supplies
$500
Page 36 of 82
X Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
services via the creation & improvement of systems
& processes. Council Meeting Materials & Supplies
LCAP Year 2: 2017-2018
Expected Annual
Measurable
Outcomes:
Priority 10
5.1 Foster Youth enrollment data: Foster Youth Coordinator will report on number of foster students enrolled in county & district
programs
5.2 Survey of Kings Council Advisory Council (KCEAC): Increase response rate of surveyed participants, as compared to 2016-17
data.
5.3 Kings County Foster Focus Users: Increase number of users within Kings County, as compared to 2016-17 data.
Actions/Services
5.1 Foster Youth Coordinator to transition the Foster Youth
Services Program to the Foster Youth Services Coordination
Program in compliance of AB 854 statutes. Create & facilitate
the Kings County Executive Advisory Council (KCEAC)
mission & objectives. Creation of systems & processes to build
service & outcome capacities for Foster Youth educational
records & transcripts to include special educational
assessments and/or behavioral plans. Coordinator also
responds to informational requests from the juvenile court.
Foster Youth Coordinator
5.2 Educational Learning Advisor to collaborate with other
school districts, child welfare, & probation agencies to ensure
all Foster Youth have access to necessary educational
opportunities & support. Foster Youth will receive educational
case management & credit evaluation to ensure all credits,
partial credits, & transcripts are transferred to the appropriate
school. Collaborate with local community colleges, &
universities to ensure students receive continuous support for
post-secondary educational opportunities. Collaborate with
child welfare to minimize changes in school placement.
Collaborate with California Youth Connection (CYC) in
providing opportunities for the youth to develop leadership
skills, trainings, & additional support. Learning Advisor also
works with the juvenile court to ensure the delivery &
coordination of necessary educational services via transitional
meetings. Educational Learning Advisor
5.3 Clerical Support Secretary to provide educational liaison
support to Foster Youth Coordinator & Educational Learning
Advisor, facilitate the collection of relevant data deemed
necessary for efficient student enrollment processes, provide
foster care information & progress updates for out of county
Scope
of
Service
Pupils to be served within identified
scope of service
Budgeted
Expenditures
CountyWide
__ALL
OR:
__Low Income pupils __English Learners
X Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
Foster Youth Grant
Classified Salaries & Benefits
$105,145
CountyWide
&
DistrictWide
__ALL
OR:
__Low Income pupils __English Learners
X Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
Foster Youth Grant
Classified Salaries & Benefits
$69,949
CountyWide
__ALL
OR:
__Low Income pupils __English Learners
X Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
Foster Youth Grant
Classified Salaries & Benefits
$25,970
Page 37 of 82
placements to support school districts within Kings County,
provide bilingual services for oral communication & written
documents, and assist with Foster Youth records.
50% Clerical Support Secretary
5.4 Foster Focus Data Network System to help improve the
educational outcomes of foster youth
Foster Focus
CountyWide
5.5 Council to collaborate & coordinate with districts to provide
& improve Kings County Foster Youth services via the creation
& improvement of systems and processes.
Council Meeting Materials & Supplies
CountyWide
__ALL
OR:
__Low Income pupils __English Learners
X Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
__ALL
OR:
__Low Income pupils __English Learners
X Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
Foster Youth Grant
Other Services & Operating
Expenses
$2,600
Foster Youth Grant
Materials & Supplies
$500
LCAP Year 3: 2018-2019
Expected Annual
Measurable
Outcomes:
Priority 10
5.1 Foster Youth enrollment data: Foster Youth Coordinator will report on number of foster students enrolled in county & district
programs
5.2 Survey of Kings Council Advisory Council (KCEAC): Increase response rate of surveyed participants, as compared to 2017-18
data.
5.3 Kings County Foster Focus Users: Increase number of users within Kings County, as compared to 2017-18 data.
Actions/Services
5.1 Foster Youth Coordinator to transition the Foster Youth
Services Program to the Foster Youth Services Coordination
Program in compliance of AB 854 statutes. Create & facilitate
the Kings County Executive Advisory Council (KCEAC)
mission & objectives. Creation of systems & processes to build
service & outcome capacities for Foster Youth educational
records & transcripts to include special educational
assessments and/or behavioral plans. Coordinator also
responds to informational requests from the juvenile court.
Foster Youth Coordinator
5.2 Educational Learning Advisor to collaborate with other
school districts, child welfare, & probation agencies to ensure
all Foster Youth have access to necessary educational
opportunities & support. Foster Youth will receive educational
case management & credit evaluation to ensure all credits,
partial credits, & transcripts are transferred to the appropriate
school. Collaborate with local community colleges, &
universities to ensure students receive continuous support for
post-secondary educational opportunities. Collaborate with
Scope
of
Service
Pupils to be served within identified
scope of service
Budgeted
Expenditures
CountyWide
__ALL
OR:
__Low Income pupils __English Learners
X Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
Foster Youth Grant
Classified Salaries & Benefits
$126,145
CountyWide
&
DistrictWide
__ALL
OR:
__Low Income pupils __English Learners
X Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
Foster Youth Grant
Classified Salaries & Benefits
$83,920
Page 38 of 82
child welfare to minimize changes in school placement.
Collaborate with California Youth Connection (CYC) in
providing opportunities for the youth to develop leadership
skills, trainings, & additional support. Learning Advisor also
works with the juvenile court to ensure the delivery &
coordination of necessary educational services via transitional
meetings. Educational Learning Advisor
5.3 Clerical Support Secretary to provide educational liaison
support to Foster Youth Coordinator & Educational Learning
Advisor, facilitate the collection of relevant data deemed
necessary for efficient student enrollment processes, provide
foster care information & progress updates for out of county
placements to support school districts within Kings County,
provide bilingual services for oral communication & written
documents, and assist with Foster Youth records.
50% Clerical Support Secretary
CountyWide
5.4 Foster Focus Data Network System to help improve the
educational outcomes of foster youth
Foster Focus
CountyWide
5.5 Council to collaborate and coordinate with districts to
provide & improve Kings County Foster Youth services via the
creation and improvement of systems & processes.
Council Meeting Materials & Supplies
CountyWide
__ALL
OR:
__Low Income pupils __English Learners
X Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
__ALL
OR:
__Low Income pupils __English Learners
X Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
__ALL
OR:
__Low Income pupils __English Learners
X Foster Youth __Redesignated Fluent English
Proficient __Other Subgroups: Expelled Youth
__Other Subgroups: Students with Disabilities
Foster Youth Grant
Classified Salaries & Benefits
$26,295
Foster Youth Grant
Other Services & Operating
Expenses
$2,600
Foster Youth Grant
Materials & Supplies
$500
Page 39 of 82
Annual Update
Annual Update Instructions: For each goal in the prior year LCAP, review the progress toward the expected annual outcome(s) based on, at a minimum, the
required metrics pursuant to Education Code sections 52060 and 52066. The review must include an assessment of the effectiveness of the specific actions.
Describe any changes to the actions or goals the LEA will take as a result of the review and assessment. In addition, review the applicability of each goal in the
LCAP.
Guiding Questions:
1) How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes?
2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to Education Code section 52052, including, but not
limited to, English learners, low-income pupils, and foster youth; and did the provision of those actions/services result in the desired outcomes?
3) How have the actions/services addressed the identified needs and goals of specific 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?
2015-2016
Annual Update
KINGS COMMUNITY SCHOOL & JC MONTGOMERY
Page 40 of 82
Original
GOAL
from prior
year
LCAP:
Related State and/or Local Priorities:
1. Focus on students and maintain high expectations for learning.
1__ 2X 3__ 4X 5__ 6__ 7X 8X
COE only: 9__ 10__
Local: Specify _____________________
Schools: KCS & JCM
Goal Applies to:
Expected
Annual
Measurable
Outcomes:
All, Low Income, English Learners, Foster Youth, Hispanic, African American, White,
Students with Disabilities
Priority 2: Implementation of State Standards
Priority 2: Implementation of state standards
1. Implementation of academic content standards
 Implementation of academic content standards and
and English Language Development (ELD): 100% of
English Language Development (ELD): Students will
students were assessed monthly using a district
be administered a state standards aligned assessment
benchmark assessment in ELA or Math on an
as measured by district benchmark assessment
alternating basis. In the area of ELA, the majority of
 English Learner English Proficiency: Students that
students either showed growth between their pre & post
are continuously enrolled will improve in scale score as
assessments. In the areas of Pre-Algebra &
measured by the California English Language
Foundational Math, most students demonstrated
Development Test (CELDT).
growth.
Priority 4: Pupil Achievement
 Statewide assessments: Students will participate in
Let’s Go Learn ELA
the California Assessment of Student Performance and
Levels:
+
Growth
Maintained - Loss
Progress (CAASPP) assessment as measured by the
JCM
KCS
JCM KCS JCM KCS
state assessment report.
All
28
14
5
10
7
17
Actual
 Academic Performance Index (API): Sites will meet
Low Income
20
14
1
10
6
17
Annual
the API requirement as measured by the state API
English Learners
6
0
0
0
1
2
report.
Measurable
Hispanic
22
9
5
5
5
15
 Percentage of students completing A-G
Outcomes:
African American
2
1
0
2
0
1
requirements: Court community schools serve
White
3
2
0
0
0
1
incarcerated and expelled youth, which are highly
Students with
8
3
1
4
1
2
transient. This metric does not apply to us.
Disabilities
Let’s Go Learn Pre-Algebra Math
 Career Technical Educational programs of study
Levels:
+ Growth
Maintained - Loss
(CTE): Court community schools serve incarcerated
JCM KCS JCM KCS JCM KCS
and expelled youth, which are highly transient. This
All
23
14
0
0
1
5
metric does not apply to us.
Low Income
15
13
0
0
1
5
 English Learner English Proficiency-California
English Learners
4
0
0
0
0
0
English Language Development Test (CELDT):
Hispanic
19
9
0
0
1
3
Students that are continuously enrolled will improve in
African American
1
2
0
0
0
1
scale score.
White
1
1
0
0
0
0
 English Learner Reclassification rate: Increase or
Students with
5
3
0
0
0
2
maintain reclassified English Learner rate as measured
Disabilities
by data.
Applicable Pupil Subgroups:
Page 41 of 82
 Percentage of pupils who have passed Advanced
Placement (AP) test: Court community schools serve
incarcerated and expelled youth, which are highly
transient. This metric does not apply to us.
 Early Assessment Program (EAP) percent of
student participation and pass: Students will participate
in the Early Assessment Program. 2015-16 year will
set a baseline outcome for passage rate. Measured by
the state report.
Priority 7: Course Access Grades 7-12
 English, Social Science, Physical Education,
Science, Mathematics, Visual and Performing Arts:
100% of students will have access to required courses
as measured by course list.
 Foreign Language, Applied Arts, and Career
Technical Education: Court community schools serve
incarcerated and expelled youth, which are highly
transient. This metric does not apply to us.
Priority 8: Course Outcomes Grade 7-12
 English, Social Science, Physical Education,
Science, Mathematics, Visual and Performing Arts:
100% of students will be administered a state
standards/framework aligned assessment as
measured by district benchmarks.
 Foreign Language, Applied Arts, and Career
Technical Education: Court community schools serve
incarcerated and expelled youth, which are highly
transient. This metric does not apply to us.
Levels:
Let’s Go Learn Foundational Math
+ Growth
Maintained - Loss
JCM
KCS
JCM
KCS
JCM
KCS
22
16
4
18
1
2
8
7
0
6
1
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
7
7
0
4
2
0
5
0
0
0
0
3
All
Low Income
English Learners
Hispanic
African American
White
Students with
Disabilities
2. English Learner English Proficiency: 10/20
students increased in overall scale score at JC
Montgomery. 4/16 students increased in overall scale
score at Kings Community School. (State Priorities 2 &
4). California English Language Development Test
(CELDT) Summary: JC Montgomery increased the
number of students from 4 in 13-14 scoring Advanced
or Early Advanced to 6 students. Kings Community
School had one more student scoring Advanced in 1415. Due to the transiency of our student population, this
data is used for trend analysis as they are often not the
same students enrolled year to year.
CELDT
Advanced
Early Advanced
Intermediate
Early Intermediate
Beginning
JCM
13-14 14-15
0
1
4
8
2
3
5
5
4
1
KCS
13-14 14-15
0
1
2
5
4
1
1
7
3
2
Priority 4: Pupil Achievement
3. Statewide Assessments: Kings Community School:
60/75 or 80% of students were tested in the statewide
assessment, California Assessment of Student
Performance or (CAASPP) for English Language Arts
and Math. JC Montgomery: 34/46 or 74% of students
were tested in the statewide assessment for English
Language Arts & Math. 2015-16 will serve as the
Page 42 of 82
baseline year, with 25% of students meeting or
exceeding the standard in English Language Arts at JC
Montgomery, & 0% at Kings Community School. For
Math, 0% of students met or exceeded the standard at
either site. Kings Community School had less than 10
tested students in the following subgroups: English
Learners, Foster Youth, African American, White, &
Students with Disabilities. For student privacy, their
scores are not reported in Dataquest. Similarly, scores
for JC Montgomery’s following subgroups were
unavailable: English Learners, Foster Youth, African
American, White, Students with Disabilities, & Low
Income (Math).
Levels:
Subgroups
All
Low Income
Hispanic
Levels:
All
Low Income
Hispanic
2015 CAASPP ELA
Standard
Standard
Met or
Nearly Met
Exceeded
Standard Not
Met
JCM
KCS
JCM
0% 20% 19%
0%
19%
20%
0% 27% 20%
2015 CAASPP Math
Standard
Standard
Met or
Nearly Met
Exceeded
55%
KCS
JCM
25%
53%
KCS
JCM
KCS
JCM
0%
0%
0%
0%
5%
0%
0%
0%
95%
7%
81%
81%
80%
Standard Not
Met
JCM
0%
KCS
93%
KCS
100%
100%
100%
4. English Learner Reclassification Rate: 0 students
met the criteria for reclassification in 2015-16 at either
site. There may have been students reclassified after
transitioning to their home district.
5. Early Assessment Program (EAP) percent of
student participation and pass: Kings Community
School: 60/75 or 80% of students took the state
assessment and participated in the Early Assessment
Program (EAP). JC Montgomery: 34/46 or 74% of
students took the state assessment & participated in the
Page 43 of 82
Early Assessment Program (EAP). Passing: 0 students
scored level 4 at either site.
Priority 7: Course Access Grades 7-12
6. Course Access: 100% of students are enrolled in
required courses: English, Social Science, Physical
Education, Science, Mathematics, Visual & Performing
Arts per the master schedule.
Priority 8: Course Outcomes Grade 7-12
7. Course Outcomes: 100% of students were
assessed monthly using a district benchmark
assessment in English Language Arts or Math on an
alternating basis. Data charts are included in Actual
Outcome 1, above. Benchmarks for Science, Social
Science, & Visual Performing Arts are being created.
Eight students at Kings Community School, & 8
students at JC Montgomery participated in the California
Physical Fitness Assessment. Individual scores were
not available on Dataquest, because there were less
than 10 students.
LCAP Year: 2015-2016
Planned Actions/Services
Actual Actions/Services
Estimated
Actual Annual
Expenditures
Budgeted
Expenditures
1. Align systems and infrastructure to focus on students;
revise course of study accordingly
Update policies, course of study, and handbooks
Materials: Copies
Translation Services
Administrative: Time to update
Scope of service:
LEA-Wide
$1,600
(0000-502/504)
$1,500
(0332-502)
$12,000
(0000-502/504)
Revised Staff and Student Handbook 6/2015 for 15-16
school year. The Alternative Education Course of Study
was updated for the 15-16 school year, and was
approved by the county board at the August 2015
meeting. The cost for Translation Services was paid out
of the Kings County General Fund, because the
Translator was able to complete the work within regular
scheduled time.
Action Evaluation: The updated Course of Study is
used to ensure that all (100%) students enrolled at KCS
& JCM are enrolled in a broad course of study. This
action supports Priority 7: Course Access.
Scope of service:
LEA-Wide
Base
Materials & Supplies
$1,600
KCOE General Fund
Classified Salaries
$1,500
KCOE General Fund
Certificated Salaries
$12,000
Page 44 of 82
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
2. Pursue and maintain Western Association of Schools
and Colleges (WASC) Accreditation
WASC Accreditation
Substitute Teachers: Release time for lead teachers
Consultant (WASC Lead Mentor)
Fees: Application and Initial Visit
Scope of service:
LEA-Wide
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
$1,000
(0000-502/504)
$6,000
(0332-502/504)
$6,000
(0000-502/504)
The initial report was submitted to WASC 12/2015. The
initial visit was completed 3/2016. The findings of the
commission will be shared to site leadership during the
summer of 2016. There was not cost for Substitute
Teachers as they were not needed for Lead Teacher
release time. The application report was completed
during early release professional learning time. The
Consultant (WASC Lead Mentor) worked with the team
to guide & advise throughout the process. The fees for
the consultant were more than anticipated to prepare for
the application & initial visit. The cost for fees was
decreased, because the initial visit was completed for
both sites in one day. Materials & supplies were
purchased for staff during work time in order to prepare
for the Initial Visit. The majority of stakeholders indicated
on the survey that becoming WASC accredited was a
high priority.
Action Evaluation: The WASC accreditation process
prompted many positive actions to prepare students for
college and career readiness options. This action
supports Priority 2: Implementation of State Standards.
Scope of service: LEA-Wide
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
Base
Certificated Salaries
& Benefits
$0
S/C
Contracted Services
$12,000
Base
Other Operating
Services & Expenses
$1,661.82
S/C
Materials & Supplies
$252.08
Page 45 of 82
3. Implement Professional Learning Communities (PLCs)
to transform planning and collaboration around student
needs driven by data
Professional development delivered by KCOE consultants
15 Half Days, 2 Wednesdays per month
Scope of service:
$5,250
(0332-502/504)
LEA-Wide
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
4. Maintain easily accessible data systems and local
Assessments. Teacher and administrator created
assessments, demographic data, state test data and
reports
Local Assessments Management System & Training
(e.g. Illuminate Assessments)
Scope of service:
LEA-Wide
PLCs were implemented which focused on planning
instruction based on student formative data. KCOE
Consultants facilitated PLCs 4 half days. The remainder
of the PLC dates were facilitated by site leadership &
outside vendors. Priorities for professional development
focused on implementation of the new curriculum &
Western Association of Schools and Colleges (WASC)
accreditation. This led to a decrease in cost. The cost
for this action was paid for out of Educator Effectiveness
grant funds for 2015-16.
Action Evaluation: Through the analysis of benchmark
assessments, staff identified focus areas of student
weakness. Vocabulary Development & Comprehension
strategies were included in professional development &
instructional planning across all content areas. This
action supports Priority 2: Implementation of State
Standards.
Scope of service: LEA-Wide
Educator
Effectiveness Grant
Inter-Program
Services
$1,500
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
$7,500
(0332-502/504)
Illuminate student data system has been established, &
professional development was provided to all staff.
Teachers have created & utilized assessments. Student
demographic data has been entered & is available for
significant student subgroups. State assessment & local
assessment data has been uploaded, & utilized by staff
for instructional planning.
Action Evaluation: Illuminate is an effective action,
because the student data system was used to analyze
subgroup data. This is used to determine baseline data
of CAASPP & progress of English Learners towards
English proficiency on CELDT. This action supports
Priority 2: Implementation of State Standards.
Scope of service: LEA-Wide
S/C
Other Services &
Operating Expenses
$7,500
Page 46 of 82
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
5. Adopt and purchase materials aligned to newly
adopted state standards. Science Materials that align to
NGSS Supplemental Materials- Social Studies and
Science to align to English Language Arts (ELA)
Progress monitoring for Reading intervention, leveled texts
to align to science, social studies, and literature
(e.g. LightSail)
Scope of service:
LEA-Wide
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
__ALL
OR:
_X_Low Income pupils _X_English Learners
_X_Foster Youth _X_Redesignated fluent English proficient
_X_Other Subgroups:(Specify) Expelled Youth
_X_Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
$12,000
(6300-532)
NGSS new materials were not purchased due to state
framework still in draft form. Aligned ELA & social
studies to NGSS with current curriculum materials that
teachers already are utilizing, including leveled texts in
LightSail. It was purchased & is being used by teachers
& administrators for progress monitoring on reading
intervention. The cost for this action included books &
supplies for English Language Development. The cost
for the contract was less than anticipated, because the
number of students enrolled declined leading to a lesser
number of licenses.
Action Evaluation: 33% of students were At or Near
Standard in the area of Reading on the state
assessment CAASPP for 20014-15, which is baseline
data. LightSail data indicated student reading
improvements as increased Lexile levels, which
demonstrate increased reading skills & a positive impact
of student achievement. This action supports Priority 4:
Pupil Achievement
Scope of service: LEA-Wide
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
Lottery
Other Services &
Operating Expenses
$8,500
Lottery
Books & Supplies
$1,664.25
Page 47 of 82
6. Adopt and purchase materials aligned to newly
adopted state English Language Development (ELD)
standards
Supplemental materials- English Language Development
(ELD)
Scope of service:
$2,000
(0332-502/504)
LEA-Wide
__ALL
OR:
__Low Income pupils _X_English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
7. Provide professional development for English
Language Development (ELD) Standards and
Integrated/Designated English Language Development
(ELD)
2 ½ days KCOE Consultant
Scope of service:
LEA-Wide
Supplemental ELD materials were purchased that align
& support our core ELA adoption in all instructional units
for the 2015-16 cycle. The price was included in action
5, because the LightSail program offered high interest
books at student’s independent reading levels.
Action Evaluation: The use of supplemental materials
targeted for ELD have supported students in their
growth towards English Language proficiency. JCM has
4 students scoring Advanced/Early Advanced during the
2014-15 school year, & increase from 4 during 2013-14.
KCS had 1 student move from Early AdvancedAdvanced as compared to 2013-14. This action supports
Priority 4: Pupil Achievement
LEA-Wide
Scope of service:
S/C
Materials & Supplies
$0
__ALL
OR:
__Low Income pupils _X_English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
$1,000
(0332-502/504)
KCOE Consultant provided a ½ day of professional
development for English Language Development (ELD)
standards to all staff and how to differentiate between
integrated & designated instruction. The lesser number
of days was due to the need for staff to plan & prepare
for WASC accreditation during collaboration time, which
led to the decrease in cost. This action was paid for out
of Educator Effectiveness grant funds for 2015-16.
Action Evaluation: Integrated & Designated ELD
professional development supports differentiated
instruction, & is supporting student language
development as evidenced by JCM has 4 students
scoring Advanced/Early Advanced during the 2014-15
school year, & increase from 4 during 2013-14. KCS had
1 student move from Early Advanced-Advanced as
compared to 2013-14. This action supports Priority 4:
Pupil Achievement
LEA-Wide
Scope of service:
Educator
Effectiveness Grant
Inter-Program
Services
$375
Page 48 of 82
__ALL
OR:
__Low Income pupils _X_English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
8. For Re-designated Fluent English proficient pupils:
Monitor Re-designated Fluent English Proficient (RFEP)
students’ progress in English Language Arts (ELA) and
Math as part of Professional Learning Communities (PLC).
Provide interventions as data indicates needed, including
English Learner (EL) interventions. Cost to be included in
Action 4.
Data Tracking and Analysis, Interventions
Scope of service:
LEA-Wide
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth _X_Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
__ALL
OR:
__Low Income pupils _X_English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
$0
Counselor monitored Re-designated Fluent English
Proficient (RFEP) students’ progress in all core subject
areas, & conferenced with students individually to
discuss improvement strategies. Teachers also
monitored student progress, using the Illuminate data
system. Interventions were provided to students as
needed, based on individual student data. Cost included
in regular staff duties
Action Evaluation: 100% of Re-designated (RFEP)
students’ progress was monitored, & evaluation of their
grades supports positive course outcomes. There were
0 students reclassified during the 2014-15 school year.
This action supports Priority 8: Course Outcomes
Scope of service: LEA-Wide
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth _X_Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
$0
Page 49 of 82
9. Purchase and upgrade technology and 21st Century
Learning resources
25 additional IPads
Professional Development to support Technology
(Computer Using Educators (CUE) Conference)
Scope of service:
$15,000
(0332-502/504)
$2,250
(5200-502/504)
LEA-Wide
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
10. Provide professional development in newly adopted
California State Standards and 21st century learning and
technology
KCOE professional development Consultant 50 full days
Scope of service:
LEA-Wide
20 additional IPads were purchased to support 21st
Century instruction. We also purchased IPad cases,
which is the additional Materials & Supplies cost.
Two teachers attended Computer Using Educators
(CUE) Conference to support 21st Century Learning &
instructional technology. Students are using IPads
during instruction to work on improving reading skills,
using LightSail. Costs for technology professional
development were decreased, because it was paid
partially out of other available funds.
Action Evaluation: 33% of students were At or Near
Standard in the area of Reading on the state
assessment CAASPP for 20014-15, which is baseline
data. LightSail data indicated student reading
improvements as increased Lexile levels, which
demonstrate increased reading skills & a positive impact
of student achievement. This action supports Priority 4:
Pupil Achievement
Scope of service: LEA-Wide
S/C
Equipment not
Depreciated
$14,248.35
S/C
Materials & Supplies
$1,909.85
S/C
Travel &
Conferences
$285.75
__ALL
OR:
_X_Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
_X_Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
$37,500
(0332-502/504)
KCOE consultant provided professional development for
75 days on California State Standards, 21st Century
Learning, & Technology. The Consultant is providing
individual teacher coaching & feedback, & supports the
implementation of various instructional programs. The
cost for this action increased, because the number of
contracted days increased by 25. This was due to staff
requests and need. This action was paid for out of
Educator Effectiveness grant funds during 2015-16.
Action Evaluation: This action supports instruction
delivered by teachers. This is evidenced by positive
teacher feedback & increased use of instructional
programs. This action is aligned to Priority 2:
Implementation of State Standards
Scope of service: LEA-Wide
Educator
Effectiveness Grant
Inter-Program
Services
$56,250
Page 50 of 82
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
11. Student Information System (SIS): Aeries
Eagle Software
Scope of service:
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
$4,600
(0000-014)
LEA-Wide
Aeries student information system has been established,
& professional development was provided to all staff.
Teachers have created gradebooks & utilize the various
components that are offered in Aeries program. Student
demographic data has been entered & is available for
significant student subgroups. Course data has been
uploaded, & utilized by staff for monitoring student
transition progress & transcript evaluation.
Action Evaluation: The student information system
supports the sites in planning and enrolling students in
required courses. 100% of students have access to
courses that supports college and career readiness.
This action supports Priority 7: Course Access
Scope of service: LEA-Wide
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
12. Implement assessments to monitor program growth
(pre/post)
Benchmarks and local formative assessments Reading &
Math Illuminate Assessments: Key Data Systems Inspect
English Learner (EL) Progress Monitoring Assessments
included
Price is included in Action 4
Pre and Post benchmark assessments & local
assessments are being uploaded into Let’s Go Learn for
program monitoring for both English Language Arts
(Reading) & Math, instead of Illuminate. English Learner
student progress is being monitored using teacher
assessments in Illuminate. The Key Data Systems
Inspect assessments are currently being revised to align
to our curriculum pacing guides, so Illuminate was not
used for benchmark data during 2014-15. Price is
included in Action 4.
Action Evaluation: Students are progressing toward
meeting state standards in ELA as evidenced by 201415 baseline CAASPP scores. 19% of students were at
or near in ELA standards. 100% of students scored
standard not met in the area of math per the same data.
This action supports Priority 4: Pupil Achievement
$0
Base
Other Services &
Expenses
$4,600
$0
Page 51 of 82
Scope of service:
Scope of service:
LEA-Wide
_X_ALL
OR:
__Low Income pupils X English Learners
__Foster Youth X Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
13. Continue to implement a system of tiered academic
interventions and supports
Initial diagnostic followed by individualized instruction in
ELA and Math in grades K-12. Reports will provide
teachers with regular growth reports and an exit diagnostic
assessment
Math & ELA Intervention (e.g. Let’s Go Learn)
Scope of service:
LEA-Wide
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
LEA-Wide
__ALL
OR:
__Low Income pupils X English Learners
__Foster Youth X Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
$14,500
(0332-502)
A system for tiered academic interventions & supports
has been implemented that provides students an initial
diagnostic, individualized instruction through lessons
based on identified instructional needs and gaps.
Teachers are administering one of the assessments
each month (ELA or Math), & data is reviewed at
monthly PLC meetings & by individual teachers for
instructional impact & lesson planning. Let’s Go Learn is
the system that the district has purchased & is currently
using. Costs for this action increased, because staff was
provided with professional development implementation
support.
Action Evaluation: Student growth is progress
monitored monthly by all teachers in either ELA or Math.
Benchmark data results support the action with 86%
growth or maintenance of levels in ELA, and 72%
growth or maintenance in Math. This action supports
Priority 8: Course Outcomes
Scope of service: LEA-Wide
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
S/C
Materials & Supplies
$14,500
S/C
Other Services &
Expenses
$2,500
Page 52 of 82
14. Implement Student college exploration trips
3 College or Trade school tours
Transportation
Scope of service:
LEA-Wide
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
What changes in actions,
services, and expenditures will
be made as a result of reviewing
past progress and/or changes to
goals?
$5,000
(0332-509)
Six trips were taken in 2015-16, and 2 presentations
were given on campus. Five college exploration trips
included visits to community colleges & one state
university. One trade school tour & one Ag career
exploration trip was taken. A student presentation to the
board regarding the college visits was given in April. In
addition to the planned trips, there were also two military
presentations given on campus to students. There was a
decrease in cost were transported using the district
vehicle. Motor pool and materials/supplies costs were
less than anticipated.
Action Evaluation: Students have been provided
opportunity to attend college exploration or trade school
tours that provide an educational opportunities & career
possibilities by exploring interest in particular programs
& promoting postsecondary education. Six trips were
completed, & two military presentations were given for
students. This action supports Priority 7: Course Access
Scope of service: LEA-Wide
S/C
Motor Pool
$220.35
S/C
Materials & Supplies
$296.84
__ALL
OR:
_X_Low Income pupils __English Learners
_X_Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
1) Scopes of service labeled as LEA-Wide will be updated to District-Wide.
2) Action 1 Policy Updates: planned action & budget will be revised for 2016-17. It will not include copies as these
have been done on site, rather than sent out to a service as was originally planned. This will continue to be the
case.
3) Action 2 WASC: planned action & budget will be revised for 2016-17. The Consultant (WASC Lead Mentor) will
not be included, because his assistance with the original application has be accomplished. Also, the initial visit
language will change to Full Visit. The site expects to have a full visit from the committee during 2016-17 to
monitor implementation of recommendations per report. This visit takes several days and costs more, so the
planned budget will be increased.
4) Action 3 Professional Learning Communities: planned action will continue to exist with costs increased from
$5,000 - $6,000. Although, the budget was not fully expended during 2015-16 due to other professional learning
topics, it will be a necessity during 2016-17. The other professional development on program implementation &
WASC will be completed, & the planned work from 2015-16 will need to continue into 2016-17. The planned
budget for this action increases, due to the increased per day cost of Consultant contract.
5) Action 4 Illuminate: action language will change to include teacher monitoring focus on specific subgroups due
to data review and identified needs of student groups.
6) Action 5 LightSail: action language will change to reflect the combination of actions 5 and 6. The planned
budget for this action will also increase to pay for the ELD books, & we will be purchasing books for JC
Page 53 of 82
Montgomery’s new library. This was a result of student survey input & in collaboration with the probation
department.
7) Action 6 ELD Materials: action will be removed from 2016-17 plan, because it is being combined with Action 5.
The LightSail program allows us to purchase high interest books as student’s independent reading levels. This
flexibility is important for our constantly changing student population. On demand books are critical to serving
students that move in and out of our programs.
8) Action 7 Professional Development for ELD: This action will continue & be revised to include additional days (15
total) during 2016-17. This is a result of the WASC recommendations citing a need for classroom English
Learner strategies & supports. Although this action wasn’t fully implemented (1/2 day of the planned 3 days),
due to the multiple other professional development needs of staff. During 2016-17, this topic for professional
development will be a focus and will include classroom coaching, feedback, modeling & support.
9) Action 8 Monitoring of Reclassified Students: will be combined into Action 4 Illuminate. Language in this action
will include Reclassified English Proficient Students as a subgroup.
10) Action 9 Technology & 21st Century Learning: language will change to replace Technology & 21st Century
Learning Resources per replacement schedule. Purchase IPad charging cart for Kings Community School. The
planned budget will decrease from $15,000 to $5,000. Scope of service for pupils served will be adjusted to
reflect the actual served student groups (Low Income & Expelled Youth).
11) Action 10 Professional Development California State Standards: This action will be revised from 50 days of
professional development & coaching to 75 days. This will increase the planned budget. The cost of a
consultant per day is also increasing, which will impact the new plan. The cost will increase from $37,500 to
$63,750.
12) Action 11 Aeries: language will be revised to clarify the action & address monitoring student demographic data,
attendance, grades, progress towards graduation, & behavior. This will assist staff in using the system to align
to the state priorities, & collect data for required metric outcomes listed in the plan.
13) Action 13 Let’s Go Learn: language will be revised to combine the repetitive sentences for exit diagnostic (now
post diagnostic assessment). An additional sentence is added to say, Teachers will use reports to monitor
individual student growth. This is needed to align collection of data to expected outcomes and Title I N&D
reporting. The cost will remain the same at $14,500 as the additional professional development was a one-time
expense.
14) Action 14 Student College Exploration Trips or Trade School Tours: language will be revised to increase the
number of Student College, Trade School, and Military Tours to 5 in order to provide educational & career
exploration. We have increased the number of trips due to the success of this action, including expressed
student interest per surveys & feedback. The planned budget will decrease from the 2015-16 plan of $5,000 to
$2,000. We have reviewed actual costs for the trips, & they were less than anticipated. We have utilized the
county motor pool to decrease transportation costs, rather than rent a bus. Although actual costs for 2015-16
came in slightly under $1,000, we are planning to increase both the amount of trips and numbers of students
participating during 2016-17. Scope of service for pupils served will be adjusted to reflect the actual served
student groups (Low Income & Foster Youth).
15) Expected Outcomes have been numbered, & Planned Actions have been re-numbered for clarity in 2016-17.
Expected Outcome Targets have been specified using 2015-16 baseline actual data.
Page 54 of 82
Original
GOAL from
prior year
LCAP:
Related State and/or Local Priorities:
2. Provide a positive, safe, secure, and engaging learning environment that
supports the social-emotional and mental health issues of our students.
Schools:
Goal Applies to:
Expected
Annual
Measurable
Outcomes:
1X 2__ 3__ 4__ 5X 6_X 7__ 8__
COE only: 9__ 10__
Local: Specify _____________________
KCS & JCM
All, Low Income, English Learners, Foster Youth, Hispanic, African American, White,
Students with Disabilities
Priority 1: Basic Services
Priority 1: Basic
1. Teachers are appropriately assigned and
 Teachers are appropriately assigned and fully
fully credentialed: 100% of teachers are fully
credentialed: Teachers will be highly qualified or
credentialed & appropriately assigned based on the
Interns will be enrolled in an appropriate intern
CalPads report for the 2015-16 school year.
program as measured by CalPads report.
 Sufficient access to standards-aligned instructional
2. Sufficient access to standards-aligned
materials: Students will have access to sufficient
instructional materials: Kings County Office of
standards aligned instructional materials as measured
Education held a public hearing on August 5, 2015, &
by CalPads report.
determined that all schools had sufficient & good quality
 School facilities are maintained and in good repair:
textbooks, instructional materials, or science lab
Maintain a facilities rating of Good or Exemplary as
equipment pursuant to the settlement of Williams vs. the
measured by the Facilities Inspection Tool (FIT).
State of California. All students, including English
Priority 5: Pupil Engagement
learners, are given their own individual standards
 School attendance rates: Attendance rates will
Actual
aligned textbooks or instructional materials, or both, in
maintain or increase from the 2014-15 baseline. JCM:
Annual
core subjects for use in the classroom & to take home.
93% and KCS: 80% as measured by CalPads
Textbooks & supplementary materials are adopted
Measurable
attendance reports.
Outcomes: according to a cycle developed by the California
 Chronic absenteeism rates: Truancy rate will
Department of Education, making the textbooks used in
decrease from 36% for KCS as measured by the CDE
the school the most current available. Materials
Dataquest reports and Student Attendance Review
approved for use by the state are reviewed by all
Board (SARB) referrals. This metric does not apply to
teachers & a recommendation is made to the School
JCM as it is a court school.
Board by a selection committee composed of teachers
 Middle school dropout rates: This metric does not
& administrators.
apply to JCM as it is a court school and is the only site
that serves middle school students.
3. School facilities are maintained & in good repair:
 High School dropout rates: California Department
The 2015-16 Facilities Inspection Tool (FIT) rated
of Education (CDE) notes that this is difficult to track
facilities at Kings Community School as Exemplary. The
due to high amounts of students transitioning to and
facilities at JC Montgomery are not maintained by Kings
from our programs. This metric does not apply to us.
County Office of Education, but are under the purview of
 High school graduation rates: Maintain 80%
the probation department.
Applicable Pupil Subgroups:
Page 55 of 82
graduation rate for the cohort as measured by
California Department of Education (CDE) Dataquest
report.
Priority 6: School Climate:
 Suspension rates: Decrease the number of
suspensions from 63 as measured by California
Department of Education (CDE) Dataquest report or
CalPads.
 Expulsion rates: This metric does not apply to JCM
as it is a court school.
 Number of students participating in End of Year
Re-Admittance Trip: Increase the number of students
qualifying for the end of year re-admittance trip as they
met the criteria for returning to their home district.
2014-15 number was 12 as measured by
administrative list of student counts.
 Pupils, parents, teachers on the sense of safety
and school connectedness: Students, parents, and
teachers will be given a survey to complete regarding
safety and school connectedness.
Priority 5: Pupil Engagement
4. School Attendance Rates: There is a 2% increase
when comparing end of year attendance rates from
2014-15, & August to March of 2015-16.
Attendance Rates
Site 2014-15
Kings Community School
80%
JCM
95%
2015-16
82%
97%
5. Chronic Absenteeism Rates: This was due to a
change in truancy notification from 5 days to 3 days.
70% will serve as our baseline year, because we will
continue to use the 3 day notification procedure. The
chronic absenteeism rate at Kings Community School
was 51% as of April 2016 for the 2015-16 school year.
The final rate for 2015-16 will serve as the baseline.
There were 21 students referred to the School
Attendance Review Board (SARB) through April of 2016
during the 2015-16 school year. This was a significant
drop from the previous year number of 54.
Truancy Rate
Site 2014-15
Kings Community School
36%
2015-16
70%
6. High School Dropout Rates: Dropout rate data is
high due in part to the way data is collected in CalPads.
The number of dropouts within a school year are
counted individually from October – October, but
enrollment total is taken on one date in October. So, the
total enrollment does not include all students who
entered & exited prior to this date. The number of
dropouts divided by the low number of enrollment,
equals a higher dropout rate.
# High School Dropouts
Site
2014-15
2015-16
JC Montgomery
28/42
67%
29/41
70%
Page 56 of 82
Kings Community
School
26/89
29%
23/69
33%
7. High School Graduation Rates: Site numbers
fluctuate as the enrollment for 12th grade changes from
year to year.
# Students Graduated
Site
2014-15
JC Montgomery
5
Kings Community School
4
Cohort Rate
80%
2015-16
4
9
80.2%
Priority 6: School Climate
8. Suspension Rates: Kings Community School
reported 69 suspensions in 2014-15 per Dataquest,
which increased by 9%. The court school, JC
Montgomery, does not suspend or expel students.
Suspension Rate
Site
2013-14
Kings Community School
63
2014-15
69
9. Expulsion Rates: There were 0 expulsions from
Kings Community School for 2014-15.
10. Number of students participating in End of Year
Re-Admittance Trip:
Student Re-Admittance
2014-15
End of Year
Kings Community School
12
2015-16
Sem. Sem.
1
2
20
Page 57 of 82
11. Pupils, parents, and staff on the sense of safety
and school connectedness:
LCAP Year: 2015-2016
Planned Actions/Services
Actual Actions/Services
Estimated
Actual Annual
Expenditures
Budgeted
Expenditures
1. Continue to provide a full time Probation Officer
Probation Officer Memorandum of Understanding (MOU)
Contract
Scope of service:
$67,000
(0332-502)
School-Wide KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
X Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
2. Continue to provide a Student Attendance Review
Board (SARB) Attendance Officer & Clerical support to
reduce truancy and chronic absenteeism
A full time Probation Officer served all students Kings
Community School all year.
Action Evaluation: The Probation Officer supported
school staff with implementing consistent behavior
expectations. Although there was an increase in the total
number of suspensions from 13-14 & 14-15 per
Dataquest. We have documented a lesser number of
suspensions for violent acts, such as fighting, in 201516. This action supports Priority 6: School Climate.
Scope of service: School-Wide KCS
S/C
Contracted Services
$64,000
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
X Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
$70,000
(0000-103/502)
A Student Attendance Review Board (SARB)
Attendance Officer served Kings Community School by
contacting families of absent students on a daily basis.
S/C
Classified Salaries &
Benefits
Page 58 of 82
SARB/Attendance Officer
Clerical Support
Scope of service:
$29,000
(0332-502)
School-Wide KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
X Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
3. Continue implementation of Restorative Justice
Program
Restorative Justice Training: Coach, Counselor, Principal
Release Time and Planning: Early Wednesdays (no cost)
Restorative Justice Coach
Restorative Justice Materials and Supplies
The Officer also picked up students that needed a ride
to school in special circumstances, and followed up with
students missing independent study appointments.
Chronic truants were referred to the Student Attendance
Review Board (SARB).
Clerical Support was not hired this year, as the job
description and duties were being reorganized. Costs for
this action were split between Base and S/C funding.
Stakeholder input revealed a need to focus on
increasing attendance & school-home communication.
As a result, this position served Kings Community
School 50% of the time to monitor student attendance,
conference with parents & students, make home visits,
& prepare other forms of communication (written) for
parents regarding student attendance. This position also
assists in site implementation of the attendance
incentive program. A Clerical Support person was not
hired in 2015-16 due to declining enrollment, so this had
no incurred costs.
Action Evaluation: The Student Attendance Review
Board (SARB) Attendance Officer assists with chronic
absenteeism rates, which were 51% in our baseline
2015-16 school year as of April 2016. Comparing 201314 and 2014-15, truancy rates increased by 51%.This
increase was based on the change in notification letters
from 5 absent to 3 days. There has also been an
increase in tardiness more than 30 minutes. The 201415 rate of 70% will become our baseline year. This
action supports Priority 5: Pupil Engagement
Scope of service: School-Wide KCS
$35,167
KCOE General Fund
Classified Salaries &
Benefits
$35,167
S/C
Classified Salaries &
Benefits
$0
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
X Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
$8,000
(0332-502)
$0
$80,000
(0332-502)
Restorative Justice Training for the Coach, Counselor, &
Principal took place in November 2014. Release time &
planning for teachers occurred during early release
Wednesdays, & was facilitated by the site Restorative
Justice Coach. Doing so, incurred no additional cost. A
Restorative Justice Coach was hired & served Kings
Community School for the 2015-16 school year. The
Restorative Justice Coach ordered materials for the site
S/C
Contracted Services
$4,152.71
$0
S/C
Page 59 of 82
$2,000
(0332-502)
Scope of service:
School-Wide KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
X Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
4. Implement Welcome Room (Year 1)
Welcome Room furniture and supplies (Located within the
Counseling Office)
Scope of service:
School-Wide KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
X Other Subgroups:(Specify) Expelled Youth
that focused on positive environment, including
materials for student vision boards. The cost of materials
were less expensive than anticipated, because we were
able to use materials provided at the training & needed
to buy few additional items. The cost for the professional
development training was less than anticipated due to
staff needing 1 day, instead of 2. Also, the cost for the
Restorative Justice Coach increased, because the
person hired was placed on a higher step/column than
anticipated.
Action Evaluation: The Restorative Justice Coach
facilitated 80 Restorative Justice Circles that explored
life challenges, coping skills, & community building. This
position also supports classroom behavior &
environment. This intervention lessened the number of
classroom suspensions, & has reduced the number of
suspensions for fighting. There were 0 suspensions for
fighting in 2015-16. This action supports Priority 6:
School Climate
Scope of service: School-Wide KCS
Certificated Salaries
& Benefits
$101,524
S/C
Materials & Supplies
$494.35
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
X Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
$7,000
(0332-502)
The Welcome Room (Year 1) was used for intakes with
parents, student study team meetings, & other parent
conferences. Furniture was not purchased, because we
needed to replace the carpet, updated electrical, &
patched walls. Books were purchased on topics such as
anger management, & counseling modalities. These
costs were paid for out of the Routine Maintenance fund
and not S/C.
Action Evaluation: Creating an inviting location for
parent & counseling resources updated our facilities.
This is evidenced by our Facilities Inspection Tool rating
of Exemplary. This action supports Priority 1: Basic
Services
Scope of service: School-Wide KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
X Other Subgroups:(Specify) Expelled Youth
S/C
Materials & Supplies
$0
Page 60 of 82
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
5. Implement character development & incentives
program
Materials/supplies: Regular recognition of students for
character and attendance
Scope of service:
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
$1,000
(0332-502)
School-Wide KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
X Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
6. Continue to provide transportation to school
Transportation costs: drivers, fuel, maintenance
Scope of service:
School-Wide KCS
__ALL
OR:
__Low Income pupils __English Learners
Kings Community School: Individual student character
recognition was done monthly. Students are nominated
& chosen by staff based on attendance, behavior &
grades. Incentives are given to students based on
observed positive behavior, attendance, academics, &
classroom engagement. Students meeting short term
attendance goals are rewarded weekly. Participation in
weekly “Fun Fridays” is promoted for students with 0
discipline reports. These include teen team building
activities, & sporting events for both staff & students.
Kings Community School & J.C. Montgomery: Academic
growth is rewarded as students grow levels in Let’s
Grow Learn. All stakeholders provided input on how well
this action was working, & recommended expanding it
this year and next. The increase in cost is associated
with expanding this action, & more students meeting
goals than anticipated.
Action Evaluation: Student attendance increased by
2% at both sites. There were also many positive student
comments regarding this action on our student, staff, &
parent surveys in the open-ended comments for
engagement. This action supports Priority 5: Pupil
Engagement
Scope of service: School-Wide KCS
S/C
Materials & Supplies
$3,362.99
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
X Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
$100,000
(0332-509)
Transportation to and from school was provided to
students, which included costs for drivers, fuel, &
maintenance.
Action Evaluation: Students who rode the bus were in
school & on time, there was an overall 2% increase in
attendance during 2015-16. This action supports Priority
5: Pupil Engagement
Scope of service: School-Wide KCS
__ALL
OR:
__Low Income pupils __English Learners
S/C
Transportation
$104,780
Page 61 of 82
__Foster Youth __Redesignated fluent English proficient
X Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
7. Continue to implement a system of tiered behavioral
interventions and supports
Champs- Class-wide Positive Behavior Support (PBS)
Professional Development: Instructional Staff
Counselor Resource Library
Scope of service:
__Foster Youth __Redesignated fluent English proficient
X Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
$15,000
(0332-502)
$3,500
(0332-502)
School-Wide KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
X Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
8. Implement a system of tiered behavioral interventions
and supports
Safe and Civil Schools
Professional Development Phase 1 of 2
Materials- Staff for Professional Development and
implementation
Scope of service:
School-Wide KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
Professional Development focused on Class-Wide
Positive Behavior Support interventions was provided to
all Kings Community School instructional staff,
Counselor, Nurse, Probation Officer, Student
Attendance Review Board (SARB) Attendance Officer,
School Secretary, Behavior Intervention Aide, & School
Site Administration. There were four days provided
throughout the 2015-16 school year. The cost for the
professional development was slightly less than the
estimated budget. There were fewer additional materials
needed to support this action than anticipated.
Action Evaluation: Champs facilitated school staff to
identify increased behavior expectations. This was
evident based on the staff, parent, & student survey in
which an average 83% responded that they feel either
very or somewhat safe at school. This action supports
Priority 6: School Climate
School-Wide KCS
Scope of service:
S/C
Other Services &
Expenses
$11,327
S/C
Materials & Supplies
$96.96
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
X Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
$10,000
(0332-502)
$2,000
(0332-502)
Safe & Civil School professional development was
focused around Champs (Class-Wide Positive Behavior
Support) and was included in action 7. Staff have also
been increasing the number of parent contacts through
personal phone calls. (Action update and expenditure is
included in action 7).
Action Evaluation: As of April 2016, there have been
758 staff phone calls to parents per the site Google
Spreadsheet data collection form during the 2015-16
school year. This action supports Priority 6: School
Climate
School-Wide KCS
Scope of service:
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
S/C
Contracted Services
$0
S/C
Materials & Supplies
$0
Page 62 of 82
X Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
9. Implement a system of tiered academic interventions
and supports
1 Instructional Aide to assist teachers in supporting
students with special needs
Scope of service:
X Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
$40,000
(0332-502)
School-Wide KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
_XOther Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
10. Continue to provide behavior support staff at KCS
Behavior Intervention Aide
Professional Development (e.g. Why Try Behavior
Program)
An Instructional Aide supported students with disabilities
worked at J.C. Montgomery all school year by providing
classroom support to staff.
Action Evaluation: The Special Education Instructional
Aide supports student academic growth. There were 2
students with CAASPP scores reported by CDE,
therefore individual scores are unavailable. We show
that 84% students with disabilities have shown growth or
maintained their reading level based on the Let’s Go
Learn district benchmark data, and 72% of students with
disabilities showed growth or maintained their level in
Math. This action supports Priority 4: Pupil Achievement
School-Wide JCM
Scope of service:
S/C
Classified Salaries &
Benefits
$40,748
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
_XOther Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
$36,000
(Title I N&D)
$1,000
(Title I N&D)
The Kings Community Behavior Intervention Aide
participated in the Safe & Civil Schools Champ
professional development and supported
implementation of Restorative Justice. These programs
were chosen over the Why Try Program, because Why
Try is not a research based program. Therefore, there
were not costs for the Why Try Program. The Behavior
Intervention Aide was moved to
supplemental/concentration due to the declining
enrollment and its impact on Title I funding projections,
which decreased.
Action Evaluation: Champs facilitated school staff to
identify increased behavior expectations. This was
evident based on the staff, parent, & student survey in
which an average 83% responded that they feel either
very or somewhat safe at school. This action supports
Priority 6: School Climate
Board Certificated Behavior Analyst: The district
added a new position for the 2015-16 school year to
serve School-Wide JC Montgomery. A Board
Certificated Behavior Analyst served the court school
S/C
Classified Salaries &
Benefits
$38,573
Title I N&D
Contracted Services
$0
S/C
Classified Salaries &
Benefits
$40,213
Page 63 of 82
Scope of service:
40% of the time. This position served to assess student
needs, support behavior plans, & assist staff with
implementation. This position focused on Expelled
Youth who are dually identified as students with
disabilities. The supplemental/concentration costs for
this action increased, because the new position was
added based on student input. The position wasn’t able
to be filled until September of 2015.
Action Evaluation: The Behavior Analyst assisted staff
and students with identifying social and emotional needs
of JC Montgomery students. 12% more JC Montgomery
students reported that they felt the school was
supportive of their social & emotional needs, as
compared to responses from 2014-15. This action
supports Priority 6: School Climate
School-Wide KCS & School-Wide JCM
Scope of service:
School-Wide KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
X Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
11. Continue to provide credit recovery programs
Virtual School Curriculum (e.g. APEX)
Combination of instruction and assessment for students
needing to gain credits toward high school graduation:
Students who have not successfully earned required
course credits are provided the opportunity to get back on
track for on-time graduation. The same rigorous,
standards-based content that engages students earning
original credit ensures that all students are mastering the
skills and concepts necessary.
Scope of service:
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
X Other Subgroups:(Specify) Expelled Youth
X_Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
$25,000
(0332-502/504)
LEA-Wide
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
X Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
12. Continue to provide opportunities for students at risk of
drop-out to General Education Development (GED)
Apex, a Virtual School Curriculum, was provided to
students needing to earn credits towards High School
Graduation in rigorous, standards-based content. Apex
is a web-based program available to students 24 hours
a day. Due to the declining enrollment, and less student
use than anticipated, the cost of the action decreased.
Action Evaluation: Students have designated class
time for working on credit recovery. JC Montgomery had
5 students graduate, & Kings Community School had 4
student per CalPads report for 2014-15.This action
supports Priority 5: Pupil Engagement
LEA-Wide
Scope of service:
S/C
Other Services &
Expenses
$8,750
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
X Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
$1,000
(0332-502)
General Education Development (GED) assessments
were not provided to students, because we are currently
S/C
Page 64 of 82
assessments for interested students
General Education Development (GED) fees
Scope of service:
exploring alternative assessment options. Students were
offered paid General Education Development (GED)
fees, but no students accepted. Therefore, there were
not costs for this action.
Action Evaluation: Evaluation of this action has shown
that no students chose to participate in the General
Education Development (GED) test during 2013-14 or
2014-15 or 2015-16. This action supports Priority 5:
Pupil Engagement
LEA-Wide
Scope of service:
School-Wide JCM
__ALL
OR:
X_Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
12. For Low Income Pupils:
Transition Services
Transition Specialist
Scope of service:
School-Wide JCM
__ALL
OR:
X_Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
Other Services &
Expenses
$0
__ALL
OR:
X_Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
$85,000
(Title I N&D)
The Transition Specialist facilitated intake meetings with
parents, shares local & state assessment data with
parents, conferenced students regarding academic
plans & placement, conducts student study team
meetings to identify interventions & plans of action, &
assists in transitioning back to their home school. This
person also follows up with students to check on
attendance, once enrolled in their district of residence.
The Transition Specialist assists both sites with Parent
Coffee Hour, assists with post-secondary transition to
community college including assistance in completing
FASFA forms for Low Income Student families. The cost
of this action increased due to a higher placement on
salary schedule for the new hire than was anticipated.
Action Evaluation: The Transition Specialist action was
evaluated using number of student dropping out of
school. JC Montgomery had 1 more student drop out
from 2014-15 – 2015-16. Kings Community School had
3 less students dropping out between the two school
years. The Transition Specialist position was vacant
during the second semester, or half of 2014-15. The
positive trend between the two school years is expected
to continue with a future continuously staffed position.
This action supports Priority 5: Pupil Engagement
School-Wide JCM
Scope of service:
__ALL
OR:
X_Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
Title I N&D
Certificated Salaries
& Benefits
$120,000
Page 65 of 82
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
13. For Low Income Pupils:
Counseling Services
Intake, referral, school/career readiness and support
services
Counselor
Scope of service:
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
$85,000
(Title I N&D)
School-Wide KCS
__ALL
OR:
X_Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
14. For Low Income Pupils:
Work with the Blue Ribbon Commission to develop Day
Program and Juvenile Re-Entry Task Force to support the
Restorative Justice implementation
Planning meetings (administration time)
Scope of service:
LEA-Wide
Counseling Services were provided to Kings Community
Low Income students. The Counselor led the majority of
the intake meetings for enrolling students & parents,
including student study team meetings to develop action
plans to meet expulsion requirements & academic goals.
Student expulsion requirements include a 90% school
attendance rate, so are included in the Action Plan
created during the Student Study Team meeting. This
position provides academic & behavioral counseling to
students, coordinates the parents coffee hour with the
Transition Specialist, & assists with local & state
assessment of students.
Action Evaluation: Attendance rates increased at
Kings Community School by 2%, with the assistance of
the Counselor. This action relates to Kings Community
School, because it serves expelled students. JC
Montgomery is a court school. This action supports
Priority 5: Pupil Engagement
School-Wide KCS
Scope of service:
Title I N&D
Certificated Salaries
& Benefits
$89,262
__ALL
OR:
X_Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
$1,000
(0000-502)
$1,000
(0000-002)
Update: This action was related in part to a federal
planning grant probation received. After researching
data regarding day programs, it was found that other
options needed to be explored. However, the probation
department did not receive the grant. The input received
from the task force did assist as we implemented our
restorative justice program.
Action Evaluation: This action is still in the planning
stages, & has not yet begun. So, it is difficult to evaluate
using current attendance rates. Once established, the
attendance rate will be calculated for the program, &
compared. This action supports Priority 5: Pupil
Engagement
LEA-Wide
Scope of service:
KCOE General Fund
Certificated Salaries
& Benefits
$2,000
Page 66 of 82
__ALL
OR:
X_Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
What changes in actions,
services, and expenditures will be
made as a result of reviewing
past progress and/or changes to
goals?
__ALL
OR:
X_Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
1) Action 9: The actual Scope of service for the Instructional Aide assisting teachers in supporting students with
disabilities was School-Wide JCM, as this is the site assignment for the position. The scope of service for this action
in 2016/17 – 2018/19 will reflect School-Wide JCM.
2) Action 12: The actual Scope of service for the General Education Development (GED) assessment fees was
LEA-Wide, as this was offered to students at both JC Montgomery and Kings Community School. The scope of
service for this action in 2016/17 – 2018/19 will reflect LEA-Wide.
3) There was a mistake in number actions within this goal as we had two number 12 Actions. This will be corrected
in 2016/17 – 2018/19.
4) Scopes of service labeled as LEA-Wide will be updated to District-Wide.
5) Goal language edited to remove “their”.
6) Action 1 Probation Officer MOU: Language will be revised to reflect the change to a School Resource Officer.
This contract will provide students additional services focused on creating a positive school climate, safe &
supportive atmosphere.
7) Action 2 School Attendance Review Board Clerical Support: This action will be not be part of the 2016-17 plan.
We have had difficulty filling the position. In addition, our student enrollment has been in significant decline, which
will mean that we will receive less Base Grant funding & Supplemental Concentration Grant funding in 2016-17. We
have also seen a 10% decline in the percent of unduplicated students. This will further decrease our funding. The
Student Attendance Review Board Officer will continue to be funded 50% the Kings County Office of Education
General Fund for SARB to support our school districts, & 50% Supplemental & Concentration to support students &
parents directly at Kings Community School.
8) Action 3 Restorative Justice Program: This action will be not be part of the 2016-17 plan. Our student enrollment
has been in significant decline, which will mean that we will receive less Base Grant funding and Supplemental
Concentration Grant funding in 2016-17. We have also seen a 10% decline in the percent of unduplicated students.
This will further decrease our funding. The Counselor will continue to implement the program with students during
2016-17, without the Restorative Justice Coach.
9) Action 4 Welcome Room: This action will be not be part of the 2016-17 plan. This action has been completed, &
the Welcome Room is located in the Counseling Office for parents & students. In addition, our student enrollment
has been in significant decline, which will mean that we will receive less Base Grant funding & Supplemental
Concentration Grant funding in 2016-17. We have also seen a 10% decline in the percent of unduplicated students.
This will further decrease our funding. The Counselor will continue to use the Welcome Room for meeting with
parents and students.
10) Action 5 Character Development & Incentives: This action cost will increase from $1,000 to $5,500 to meet the
increased number of students earning positive awards. Also, all stakeholder groups suggested expanding this
program based on the positive impact we have seen in students and climate this year. We are also adding quarterly
student trips as awards for students during 2016-17.
11) Action 6 Transportation: The planned budget for this action will be reduced based on the declining enrollment of
our school site and the decreased number of students currently using school transportation. This item will also be
Page 67 of 82
paid for out of Base funds, & will be split into separate expenditures based on object code descriptions for better
reporting & tracking: Bus Driver, Transportation Supervisor, Bus Insurance, & Fuel.
12) Actions 7 & 8 will not be actions during 2016-17, because professional development was completed during
2015-16. Implementation will continue and be supported by site leadership & staff.
13) Action 9 Instructional Aide: This action will be not be part of the 2016-17 plan. We will not replace the vacant
2016-17 position because, our student enrollment has been in significant decline, which will mean that we will
receive less Base Grant funding & Supplemental Concentration Grant funding in 2016-17. We have also seen a
10% decline in the percent of unduplicated students. This will further decrease our funding. There will continue to be
a Resource Specialist Teacher serving both sites. This is a function of our Base program, & will not be part of the
LCAP 2016-17 plan.
14) Action 10 Behavior Aide Professional Development: The professional development portion of the action & cost
will not be included in the 2016-17 plan, because the Why Try Training was completed. The Behavior Aide will
continue to be included in many of the professional development opportunities offered to staff, as they pertain to the
position. The additional position, Board Certified Behavior Analyst, will not be an action for 2016-17 due to
decreased supplemental/concentration funding.
15) Action 11 Credit Recovery Program APEX: Planned budget for 2016-17 will be adjusted based on the
decreased cost for 2015-16. In addition, the declining enrollment will mean that less students will be using the
system next year.
16) Action 12 General Education Development Assessment Fees: Planned budget for 2016-17 will decrease based
on two years of data regarding student interest. We are adjusting the language action to include an option for an
alternative assessment (Hi-Set), with the intent to garner more student participation. We want to continue to provide
students alternative options, & feel that another approach may be better.
17) Action 13 Counselor: language for the action will be revised to detail support services to include anger
management & social skills based on stakeholder input.
18) Action 13 Blue Ribbon Commission for Day Program: Action will not be part of the 2016-17 plan, because the
task force has taken a new direction after funding of grant was not awarded & are not focusing on planning a day
program.
18) Expected Outcomes have been numbered, & Planned Actions have been re-numbered for clarity in 2016-17.
Expected Outcome Targets have been specified using 2015-16 baseline actual data.
Original
GOAL
from prior
year
LCAP:
Related State and/or Local Priorities:
3. Improve parent engagement in the learning, rehabilitation, and success of
their students.
1__ 2__ 3X 4__ 5__ 6__ 7__ 8__
COE only: 9__ 10__
Local: Specify _____________________
Schools: KCS & JCM
Goal Applies to:
Expected
Annual
Measurable
Outcomes:
All, Low Income, English Learners, Foster Youth, Hispanic, African American, White,
Students with Disabilities
Priority 3:
Priority 3: Increase parent involvement in activities that
Actual
1. Increase parent involvement in activities that
relate to their student’s success in schools and
Annual
programs.
Measurable relate to their student’s success in schools &
Outcomes: programs.
Applicable Pupil Subgroups:
Page 68 of 82
Efforts to seek parent input: 100% of planned parent
input committee meetings were held. (4 School Site
Council Meetings, 4 English Learner Advisory
Committee (ELAC)/District English Learner Advisory
Committee (DELAC), & 7 Parent Coffee Hours.
Efforts to seek parent input: Planned parent input
committee meetings will be held as measured by
agendas and sign-in sheets. (School Site Council,
English Learner Advisory Committee (ELAC)/District
English Learner Advisory Committee (DELAC), Parent
Coffee Hour, Parent survey
2. Parent Survey: A parent survey was sent to every
parent in paper form, & parents attending Coffee Hour
were given the opportunity to complete the survey in
paper format. Four times as many parents completed &
returned surveys in 2015-16 as did in 2014-15.
Parent Surveys
2014-15 2015-16
Number Returned
8
32
LCAP Year: 2015-2016
Planned Actions/Services
Actual Actions/Services
Estimated
Actual Annual
Expenditures
Budgeted
Expenditures
1. Conduct regular parent outreach
Translation services: Student Study Team (SST) Meetings,
Individual Learning Plan (ILP) Meetings, documents,
newsletters, phone calls and other communication
Bilingual Secretary: Timesheet for additional time
Scope of service:
LEA-Wide
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
$10,000
(0332-502/504)
A Bilingual Secretary translated agendas, minutes, flyers,
& documents during her regular work time. This did not
incur additional cost or additional time. The Counselor
provided translations during Student Study Team
Meetings, Individual Learning Plan Meetings, as well as
phone calls & other communication (flyers). There weren’t
any newsletters created this year, as personal contact in
the form of phone calls was preferred. This action was
paid for out of the KCOE General fund.
Action Evaluation: There was a significant increased
number of parents attending all school functions &
meetings. In addition, 24 more parents completed the
survey in 2015-16 as compared to prior year.
This action supports Priority 3: Increase Parental
Involvement
Scope of service: LEA-Wide
__ALL
OR:
__Low Income pupils _X_English Learners
__Foster Youth _X_Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
KCOE General
Fund
Classified Salaries
& Benefits
$10,000
Page 69 of 82
2. Provide Parent Education programs
(e.g. Parent Institute for Quality Education-PIQE)
Scope of service:
$6,000
(0332-502/504)
LEA-Wide
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
3. Parent Education nights
California State Standards information, Free Application for
Federal Student Aid (FAFSA) assistance
Materials and refreshments
Scope of service:
LEA-Wide
The Parent Education program (Parent Institute for Quality
Education-PIQE) was not completed in 2015-16, due to
the availability of the program. Site leaders did hold an
informational meeting with a representative of the group to
garner details about the curriculum and applicability of
topics for our student demographics. Since the action of
PIQE was not what our parents were interested in, and
PIQE did not have an opening in their schedule, we had
no associated costs.
Action Evaluation: This action was evaluated, & an
alternative program was identified that better meets
parent, & student needs. A parent survey was
administered, & a high number of parents indicated that
they were not interested in attending parenting classes.
They did indicate an interest in child development. Fresno
Barrios Unidos will provide ongoing parent education &
child development information at a nominal cost. This has
been scheduled for October 2016, & will appear as an
action in the 2016-17 plan. This action supports Priority 3:
Increase Parental Involvement
Scope of service: LEA-Wide
S/C
Contracted
Services
$0
__ALL
OR:
__Low Income pupils _X_English Learners
__Foster Youth _X_Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
$2,000
(0332-502/504)
Parent Education Nights were held, including Back to
School Night, Free Application for Federal Student Aid
(FAFSA) assistance, & Grizzly Academy information.
College application completion assistance was completed
for students on an individual basis, based on scheduling
requests. The California State Standards information was
integrated into each Parent Coffee Hour sessions & Back
to School Night to better assist in communication of
academic expectations between staff & parents. No
additional materials or supplies were purchased for these
parent nights.
Action Evaluation: There was a significant increased
number of parents attending all school functions &
meetings. In addition, 24 more parents completed the
survey in 2015-16 as compared to prior year. This action
supports Priority 3: Increase Parental Involvement
Scope of service: LEA-Wide
S/C
Materials &
Supplies
$0
Page 70 of 82
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
4. Provide opportunities for parents to be engaged in
school decision-making and programs, including
meaningful feedback on student progress
School Site Council (SSC), English Learner Advisory
Committee (ELAC) meetings; Parent-teacher conferences;
support staff contacts; Individual Learning Plan (ILP) Plan
meetings, Parent Coffee Hour
Materials and refreshments
Scope of service:
__ALL
OR:
_X_Low Income pupils _X_English Learners
_X_Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
_X_Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
$500
(0332-502/504)
LEA-Wide
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
5. Provide General Education Development (GED)
classes for interested parents and students
1 Teacher once a week for 3 hours, all year Time-sheet
Scope of service:
LEA-Wide
School Site Council (SSC), English Learner Advisory
Committee (ELAC), Parent-Teacher conferences or
Student Study Team, support staff contacts, Individual
Learning Plan (ILP), & Parent Coffee Hour meetings were
held that assisted in building parent relationships &
increased school-home communication. This facilitated
meaningful parent input into decision making & programs
for students, & provided an opportunity for staff to give
feedback on student progress as a whole & per student
during individual meetings.
Action Evaluation: There was a significant increased
number of parents attending all school functions &
meetings. In addition, 24 more parents completed the
survey in 2015-16 as compared to prior year. This action
supports Priority 3: Increase Parental Involvement
LEA-Wide
Scope of service:
S/C
Materials &
Supplies
$643.91
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
$9,600
(0332-502/504)
General Education Development (GED) preparation
classes were not provided to parents or students, because
the parent interest survey indicated a low number of
positive responses. In addition, we are currently exploring
alternative assessment options. Since there were no
parents or students that signed up for the classes, there
were no associated costs.
Action Evaluation: Evaluation of this action has shown
that the low positive response from parents & students
necessitates further exploration of an alternative
assessment preparation option, which will meet the High
School equivalency pathway. This action supports Priority
3: Increase Parental Participation
LEA-Wide
Scope of service:
S/C
Certificated
Salaries & Benefits
$0
Page 71 of 82
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
What changes in actions,
services, and expenditures will
be made as a result of reviewing
past progress and/or changes to
goals?
Original
GOAL from
prior year
LCAP:
1) Scopes of service labeled as LEA-Wide will be updated to District-Wide.
2) Action 2: Provide Parent Education programs (e.g. Parent Institute for Quality Education-PIQE) will become
Provide Parent Education programs (e.g. Fresno Barrios Unidos) for the 2016-17 school year plan. The planned
budget for this item will decrease to $1,000, because the Fresno Barrios Unidos is less expensive than PIQE. These
changes were based on parent input during School Site Council, English Learner Advisory Committee, & Coffee
Hour.
3) Action 1: During 2016-17 funding source will be KCOE Educational Services, because Secretary was able to
complete the translation during these work hours & did not require additional timesheet during 2015-16. The
language timesheet for additional time will be removed from action language. Scope of service for pupils served will
be adjusted to reflect the actual served student group families that provided interest & feedback about the planned
program (English Learner & Reclassified Fluent English Proficient).
4) Action 3: The budget for this action will decrease to $500 in 2016-17, due to the expectation that more parents
will attend & we will need to purchase additional materials & supplies. Scope of service for pupils served will be
adjusted to reflect the actual served student groups (Low Income & English Learners, Foster Youth, and Students
with Disabilities).
5) Action 4: The budget for this action will increase to $700 in 2016-17, based on estimated actuals for 2015-16.
6) Action 5: Planned budget for 2016-17 will be $0, because we will be researching new programs to increase
parent & student participation. Cost included in regular staff duties
7) Expected Outcomes have been numbered, & Planned Actions have been re-numbered for clarity in 2016-17.
Expected Outcome Targets have been specified using 2015-16 baseline actual data. The 2015-16 outcomes for
Goal 3 has been separated, in order to create an expected outcome for parent surveys.
Related State and/or Local Priorities:
4. Provide high quality educational programs and services to expelled youth.
Schools:
Goal Applies to:
Expected
Annual
Measurable
Outcomes:
_X_ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
1__ 2__ 3__ 4__ 5__ 6__ 7__ 8__
COE only: 9X 10__
Local: Specify _____________________
Countywide & KCS
All, Low Income, English Learners, Foster Youth, Hispanic, African American, White,
Students with Disabilities
Priority 9:
Priority 9:
Actual
1. District staff coordinated with districts within Kings
 Collaborate with districts to coordinate and
Annual
County to update the Countywide Expulsion Plan &
implement the Countywide Expulsion Plan
Measurable discuss implementation during June of 2015.
 Number of students participating in End of Year
Applicable Pupil Subgroups:
Outcomes:
Page 72 of 82
Re-Admittance Trip: Increase the number of students
qualifying for the end of year re-admittance trip as they
met the criteria for returning to their home district, as
compared to the 12 as measured by administrative list
of student counts during 2014-15.
2. Re-Admittance Trip: The number of students
meeting the criteria for re-admittance to their home
district at end of Semester 1 was 20 during the 2015-16
school year. Exit reviews for Semester 2 are scheduled
to be completed with districts at the end of the school
year.
Student Re-Admittance
2014-15
End of Year
Kings Community School
12
2015-16
Sem. Sem.
1
2
20
LCAP Year: 2015-2016
Planned Actions/Services
Actual Actions/Services
Estimated
Actual
Annual
Expenditures
Budgeted
Expenditures
1. Meet and collaborate with districts to update and
implement the Countywide Plan to Serve Expelled Youth
Administrative costs
Scope of service:
County-Wide
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
X Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
$6,000
(0000-502)
District staff coordinated with districts within Kings
County to update the Countywide Expulsion Plan & discuss
implementation during June of 2015. This action was paid
for out of KCOE General Fund, because the person
completing the task is general funded.
Action Evaluation: Continued communication with districts
served within the county has provided a more effective
implementation of the Countywide Plan to Serve Expelled
Youth. This action supports Priority 9: Programs for
Expelled Youth.
Scope of service: County-Wide
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
X Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
KCOE General
Fund
Certificated
Salaries &
Benefits
$6,000
Page 73 of 82
2. Continue to operate the Kings Community School
program for students in grades 9-12
Administrative costs
Scope of service:
$206,000
(0000-502)
School-Wide KCS
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
X Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
3. Continue to operate the Kings Community School
program for students in grades 9-12
Operations costs: Certificated Instructional Staff
Scope of service:
School-Wide KCS
The Kings County Office of Education has continued to
operate the Kings Community School program for grades 912 with one fully credentialed administrative Principal. This
position is supported by one Administrative Assistant. This
position assists in home-school communication, attendance
reporting, student-office support, & serves as the site’s
Secretary. There was an increase in budget due to
movement on the salary schedule.
Action Evaluation: Administrative support has been found
to be critical in supporting students, parents, staff, & support
staff in the implementation of student programs for our high
risk population. This is evidenced by the increased number
of students meeting expulsion requirements, & returning to
their home district. This action supports Priority 9: Programs
for Expelled Youth.
Scope of service: School-Wide KCS
Base
Certificated &
Classified
Salaries &
Benefits
$238,000
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
X Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
$800,000
(0000-502)
The Kings County Office of Education has continued to
operate the Kings Community School program for grades 912. Six Certificated Instructional Staff, and 5 are highly
qualified. We have five classroom teachers, and one
Resource Specialist Program teacher for students with
special needs. The planned budget for this action included
substitute teachers, & not only our certificated instructional
staff. This leads to a decrease of actual expenditure.
Action Evaluation: Certificated Instructional Staff are
integral in meeting the varied academic & social needs of
the expelled youth we serve. This is evidenced by the
growth students have made in ELA & Math this school year.
This action supports Priority 9: Programs for Expelled
Youth.
Scope of service: School-Wide KCS
Base
Certificated
Salaries &
Benefits
$641,039
Page 74 of 82
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
X Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
What changes in actions,
services, and expenditures will be
made as a result of reviewing
past progress and/or changes to
goals?
Original
GOAL
from prior
year
LCAP:
1) Scopes of service labeled as LEA-Wide will be updated to District-Wide.
2) Action 4.1: language will change to “Implement updated Countywide Plan to Serve Expelled Youth”, because
update completed June 2015.
3) Action 4.2: language Administrative Costs will be edited to include “Principal & Administrative Assistants” in
order to clarify which positions were and will be included in this action. One Administrative Assistant to serve at
Kings Community School, & one to serve at JC Montgomery. The scope of service will be School-Wide KCS &
JCM.
4) Action 4.3: Added action Hire Assistant Principal to support unduplicated pupils in meeting academic &
behavioral expulsion criteria. The scope of service will be District-Wide.
5) Action 4.4: Planned budget will decrease to $675,000 based on the actuals from 2015-16.
6) Action 4.5: Action to be added to include 2 Independent Study Teachers, resource supplemental/concentration,
with a planned budget of $195,000. This is based on student feedback regarding flexibility in instructional
program and meeting graduation requirements.
7) Expected Outcomes have been numbered, & Planned Actions have been re-numbered for clarity in 2016-17.
Expected Outcome Targets have been specified using 2015-16 baseline actual data.
Related State and/or Local Priorities:
5. Collaborate with districts, Foster Youth Liaisons, and Local Government
Agencies to improve services to Foster Youth in the county.
Schools:
Goal Applies to:
Expected
Annual
Measurable
Outcomes:
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
X Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
1__ 2__ 3__ 4__ 5__ 6__ 7__ 8__
COE only: 9 __ 10X
Local: Specify _____________________
KCS & JCM
Applicable Pupil Subgroups:
All, Low Income, English Learners, Foster Youth, Hispanic, African American, White,
Students with Disabilities
Actual
Annual
Measurable
Outcomes:
LCAP Year: 2015-2016
Foster Youth enrollment data: Foster Youth
Coordinator will report on number of foster students
enrolled in county and district programs
Planned Actions/Services
Foster Youth Enrollment Data:
There are 618 Foster Youth students enrolled in district
programs throughout Kings County, according to reports
per the Foster Youth Coordinator.
Actual Actions/Services
Page 75 of 82
Estimated
Actual
Annual
Expenditures
Budgeted
Expenditures
1. Foster Youth Liaison to assist in countywide transfer of
relevant information between schools and agencies.
Collaborate with districts, Foster Youth Liaisons, and local
government agencies, including Child Welfare Agency and
Juvenile Court System, to provide services to Foster Youth
in the count and minimize school placements. The Clerical
cost is included in Action 2.
Foster Youth Coordinator/Liaison
Clerical Support
Scope of service:
County-Wide
__ALL
OR:
__Low Income pupils __English Learners
X_Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
$70,000
(Foster Youth
Grant, Title I
N&D, Homeless
Education)
$0
Foster Youth Coordinator assists with information
management for both Foster & Homeless Youth via the
management system and CalPads databases. The
coordinator also serves as the Liaison for services, &
participates in several allied agency events. For example,
Independent Living Program, California Youth Connection,
Kings County Health & Social Services departments, &
works with post-secondary education entities on behalf of
Kings County Foster & Homeless Youth. The Coordinator
also participates in several boards or invested groups, such
as the Multi-Disciplinary Team, Kings County Cultural
Competency Task Force, & the Kings/Tulare County
Advisory Board. This position also manages, monitors, &
transfers academic and disciplinary records.
Fiscal Update: This position was 100% paid for out of Foster
Youth Grant funds, in order to begin working on new foster
youth grant implementation. The increase in actual
expenditures was due to bargained salary increase. There
were no additional costs for Clerical support, because it is
included in Action 2.
Action Evaluation:
A Foster Youth credit evaluation process, plan for success,
was created to ensure youth are enrolled in necessary
courses for graduation track by communicating &
collaborating with Kings County School Districts. During
2015-16, we had the highest total Independent Living
Program (ILP) graduates as compared to any previous year.
This action supports Priority 10, County Office of Education
services for Foster Youth students.
Scope of service: County-Wide
__ALL
OR:
__Low Income pupils __English Learners
X_Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
Foster Youth
Grant
Classified
Salaries &
Benefits
$81,835
Foster Youth
Grant
Classified
Salaries &
Benefits
$0
Page 76 of 82
2. Support for students’ in attaining educational goals.
Coordinate records transfer as needed for KCOE Foster
Youth.
Educational Learning Advisor
Clerical support
$42,000
(TUPE, Foster
Youth Grant, Title I
N&D, Homeless
Education)
$13,000
(Ed. Services,
Testing, Foster
Youth, Homeless
Education)
Educational Learning Advisor spends time evaluating &
analyzing academic credit completion, & reviewing
transitional ages for each Foster Youth student. The
Advisor works with the Independent Living Program (ILP) to
review credits, as well as present information, assist with
financial aid applications, & records student transfers. This
position also works directly with the California Youth
Connection (CYC) as the Kings County Liaison for
educational service needs, collaborates on transitional &
emancipation conferences with the Kings County Health &
Human Services. The Learning Advisor works directly with
JC Montgomery & Kings Community School in order to
provide transitional services for district Foster Youth. This
position also serves as the contact for questions regarding
Foster Youth for Kings County school districts & school
sites, & assists with student records requests & transmittals.
The Advisor connects with Educational resources for Foster
Youth of all ages through programs such as, the
Educational Opportunity Program for post-secondary
educational opportunities, Foster Youth Success Initiative, &
Local Child Care Planning Council.
Fiscal Update: This position was 100% paid for out of Foster
Youth Grant funds, in order to begin working on new foster
youth grant implementation. The increase in actual
expenditures was due to bargained salary increase.
Clerical Support position supports both the Foster Youth
Coordinator & Educational Learning Advisor by facilitating
the collection of relevant information & data for Foster Youth
enrollments. Kings County Districts are provided ongoing
information and updates on out of county foster youth
placements. Organization & maintenance of foster youth
records, & bilingual services for meetings and
communications were a part of this position.
Fiscal Update: This position was increased to 50% Foster
Youth Grant, in order to support the Foster Youth
Coordinator and Educational Learning Advisor with new
grant implementation. There was also an increase in
bargained salaries.
Action Evaluation:
A Foster Youth credit evaluation process, plan for success,
was created to ensure youth are enrolled in necessary
courses for graduation track by communicating &
collaborating with Kings County School Districts. During
2015-16, we had the highest total Independent Living
Program (ILP) graduates as compared to any previous year.
Foster Youth
Grant
Classified
Salaries &
Benefits
$56,979
Foster Youth
Grant
Classified
Salaries &
Benefits
$23,669
Page 77 of 82
Scope of service:
This action supports Priority 10, County Office of Education
services for Foster Youth students
Scope of service: Countywide & LEA-Wide
LEA-Wide
__ALL
OR:
__Low Income pupils __English Learners
X_Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
What changes in actions,
services, and expenditures will be
made as a result of reviewing
past progress and/or changes to
goals?
__ALL
OR:
__Low Income pupils __English Learners
X_Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify) Expelled Youth
__Other Subgroups: Students with Disabilities
__Other Subgroups: Hispanic
__Other Subgroups: African American
__Other Subgroups: White
1) Action 2 “Educational Learning Advisor” scope of service will be updated to include Countywide & District-Wide.
2) The action for Clerical Support will be a separate action, & will not be combined with actions 1 or 2.
3) Two additional actions will be included: 5.4. Foster Focus for $2600, & 5.6 Council Meeting Materials & Supplies
for $500. The additions are to better align the new county foster grant, foster grant plan, district needs, & LCAP
plan.
4) Scopes of service labeled as LEA-Wide will be updated to District-Wide.
5) Goal 5 will include additional outcomes to align to the new county foster grant. A survey will be given to
participants of the new Council to garner feedback & guide future meeting agenda planning. We will also include an
outcome for the number of Foster Focus users within Kings County. This outcome will be aligned & used to
evaluate action 4. This outcome will be aligned & used to evaluate action 5.
Page 78 of 82
Section 3: Use of Supplemental and Concentration Grant funds and Proportionality
A.
In the box below, identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth,
and English learner pupils as determined pursuant to 5 CCR 15496(a)(5).
Describe how the LEA is expending these funds in the LCAP year. Include a description of, and justification for, the use of any funds in a districtwide,
schoolwide, countywide, or charterwide manner as specified in 5 CCR 15496.
For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of unduplicated pupils
at a schoolsite in the LCAP year, when using supplemental and concentration funds in a districtwide or schoolwide manner, the school district must
additionally describe how the services provided are the most effective use of funds to meet the district’s goals for unduplicated pupils in the state and
any local priority areas. (See 5 CCR 15496(b) for guidance.)
Total amount of Supplemental and Concentration grant funds calculated:
$495,680
The Kings County Office of Education (KCOE) Alternative Education programs have calculated supplemental and concentration funds to be
$495,680, based on the number & concentration of low income, foster youth, & English Learners per 5 CCR 15496(a)(5). The percentage of
students that are identified as unduplicated at J.C. Montgomery are 100%, and 73.91% at Kings Community School.
Some of the funds will be used District-Wide or School-Wide, depending upon identified student needs & stakeholder input. We serve high risk
populations; either expelled, probation referred, or incarcerated youth. Consequently, most students suffer credit deficiency, disengagement
from school or learning environments, significant instructional gaps, & learning struggles. The academic issues are compounded by increased
risks of social emotional health issues, decreased engagement, irregular attendance, & drop out or recidivism rates.
Goal 1 is our student achievement goal to focus on academic expectations and outcomes for students in four priority areas: Implementation of
State Standards (2), Pupil Achievement (4), Course Access (7), & Course Outcomes (8). Action 1.3, Implementation of Professional Learning
Communities via professional development will be funded with S/C District-Wide. The action will be principally directed towards unduplicated
pupils, because instructional staff will be reviewing student data by subgroup, Low Income/English Learner/Foster Youth, in order to identify
and address achievement gaps in an ongoing way. Action 1.8, professional development in California State Standards and 21st Century
Learning Resources, will be funded by S/C District-Wide. The action will be principally directed towards unduplicated pupils, because the
professional development will support instructional strategies and model lessons that incorporate SDAIE strategies, promotion of structured
language use to build social skills & academic language for English Learners. It will also incorporate student use of instructional technology to
assist in closing the technology gap for Low Income students. Action 1.11, Tiered Academic Supports with Let’s Go Learn, will be funded by
S/C on a District-Wide manner. This action is principally directed towards unduplicated subgroups, Low Income/Long Term English
Learners/Foster Youth, because it will assist teachers in progress monitoring student growth more continuously. It will also assist teachers with
meeting student’s independent needs and levels, & will be used to identify program strength and needs for these students. Action 1.12 will use
S/C funds in a School-Wide manner for Kings Community School students to explore colleges, trade schools, & participate in military
presentations. This action is principally directed towards Low Income students, because we have historic low numbers of these students
moving on to attend these types of post-secondary opportunities. Often, they do not have access to these experiences & do not have
resources to assist with navigating application processes.
Page 79 of 82
Goal 2 is our climate and student engagement support goal, which is aligned to three priority areas: Basic Services (1), Pupil Engagement (5),
and School Climate (6). Action 2.1, School Resource Officer, is identified as serving Expelled Youth in a School-Wide manner at Kings
Community School & funded with S/C grants. This action is principally directed towards Low Income students whom are expelled, in order to
support positive behavior & climate support. Action 2.2, Student Attendance Officer, for Kings Community School (School-Wide) is funded by
S/C. This action is principally directed towards Low Income students whom have high numbers of chronic absenteeism & erratic attendance
rates. This position communicates to parents, families, & students with these struggles daily. Action 2.3, Student Character Development &
Incentives, will have a School-Wide scope & be supported by S/C funds. This action has been supported by all stakeholder groups & has been
linked to increase attendance. Action 2.5, Behavior Intervention Aide, will support students School-Wide at Kings Community School using
S/C funds. Actions 2.3 & 2.5 are principally directed towards all unduplicated students, because of identified attendance and behavior needs
during Student Study Team & development of Individualized Learning Plans. Action 2.6, APEX virtual credit recovery system, will be used on a
District-Wide basis with S/C dollars. It is principally directed towards unduplicated students, because high numbers of these students are
chronically credit deficient. They need additional support & opportunities to gain credits during the school year in order to graduate from High
School. There are limited opportunities for students in this situation, due to lack of transportation, costs of online programs, & not being able to
participate in local high schools summer programs due to their status as expelled students. Action 2.7, alternative pathways for High School
academic certification, will be offered District-Wide with S/C funds. This action is principally directed towards Low Income & Foster Youth
students, because there are fees for these assessments that create a barrier. Our high drop-out numbers at J.C. Montgomery, 29, & Kings
Community School, 23, include many unduplicated students & supports the need for providing GED assessment access through payment of
fees.
Goal 3 is our parent engagement goal, which is aligned to the Parent Involvement priority. Action 3.4, opportunities for parents to be engaged
in school decision making & programs, will be supported with S/C funds on a District-Wide scope. We have established new formats, such as
Parent Coffee Hour/Student Study Team Meetings/Parent Communication Contacts by staff, which are principally directed towards increasing
the participation of parents of unduplicated students. Parents provided positive comments on the LCAP survey to the increased communication
this year, & we have seen an increase of unduplicated parent participation on all committees & at school functions.
Goal 4 is aligned to the additional priority for county offices of education to serve expelled youth (9). Action 4.3, Assistant Principal, will support
students District-Wide & is funded with S/C dollars. This action is principally directed towards unduplicated pupils in order to assist these
students in meeting district expulsion criteria for academics & behavior. Research has been clear on an existing achievement gap between
these students & others. This is even more apparent as our students attempt to transition back to their home district. This position will be
focused on assisting unduplicated students with successful school transition by incorporating accelerated learning benchmarks & behavior
support. Action 4.5, Two Independent Study Teachers, will work at Kings Community School with students School-Wide. This action is funded
with S/C, & is principally directed towards unduplicated pupils whom are expelled from the Kings Community School program or need an
alternative school format due to teen parenting needs, work schedules to assist with family financial support, or independent learning style
needs.
In conclusion, because our populations are so high risk & spread across countywide programs, we believe these to be the most effective use
of funds for our unduplicated pupils foremost, as well as other students.
Page 80 of 82
B.
In the box below, identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided
to all pupils in the LCAP year as calculated pursuant to 5 CCR 15496(a).
Consistent with the requirements of 5 CCR 15496, demonstrate how the services provided in the LCAP year for low income pupils, foster youth, and
English learners provide for increased or improved services for these pupils in proportion to the increase in funding provided for such pupils in that year
as calculated pursuant to 5 CCR 15496(a)(7). An LEA shall describe how the proportionality percentage is met using a quantitative and/or qualitative
description of the increased and/or improved services for unduplicated pupils as compared to the services provided to all pupils.
9.55
%
The Kings County Office of Education Alternative Education program is increasing & improving services for unduplicated students as compared
to services provided to all students within the LCAP during 2016-17.
Goal 1 Increased Services: Action 1.4, Illuminate Data System, is targeted towards all unduplicated groups. This assessment system will be
used by instructional staff to analyze data, evaluate student progress & achievement gaps, & plan accordingly. Action 1.6, professional
development in the area of English Language Development, is targeted towards English Learner students. Recommendations for increasing
strategies for English Learners during instruction was included in our WASC report. This action has been expanded to include classroom
instructional coaching & modeling, with targeted professional development for staff to better meet the needs of our English Learner students.
Action 1.7 is targeted towards Low Income students. This action will increase access to technological tools as a learning resource for students
that they may not otherwise have access & exposure to. Professional development for instructional staff to attend the Computer Using Educator
Conference will provide strategies on how to meet the instructional needs of Low Income students through technology that will assist with
planning & implementation. Action 1.10, English Learner Progress Monitoring Assessments, is a qualitative or improved practice for English
Learner students. Instructional staff will be able to identify deficits & intervene more often as data is available. We plan for this to be used to
focus on increasing English Proficiency in our Long Term English Learner group. Action 1.12, Increasing Student College, Trade School Tours
& Military Presentations, is targeted towards our Low Income & Foster Youth students. These students need exposure to post-secondary
options & assistance with navigating potential barriers.
Goal 3 Increased Services: Action 3.2, Parent Education Program, will be targeted towards Low Income, English Learners, & Foster Youth
students. This action was a direct result of parent feedback to assist with community services, increasing communications with teens, making
healthy decisions, youth advocacy, & mentoring young adults. This system of support will help parents of unduplicated students in connecting
with their students through young adulthood. Classes are culturally connected & provided in Spanish. Action 3.3, Parent Education Nights, is
targeted towards Low Income, Foster Youth, & English Learner students. This action was designed to provide support & guidance with the
college application processes & applications for Federal Student Aid (FAFSA), because these families & unduplicated students encounter
challenges in navigating the system that may impede their continuing onto postsecondary education.
Goal 5 Improved Services: All actions within Goal 5 are supported with Foster Youth grant funds, & are specifically targeted towards Foster
Youth Students. Action 5.1, Foster Youth Coordinator/Liaison, supports foster youth by assisting with communication between schools &
agencies, & will lead the new County Foster Youth Council. Action 5.2, Educational Learning Advisor, will work with districts, foster youth
student groups, & foster youth students to support academic goals. Action 5.3, Clerical Support, will support the Coordinator & Learning Advisor
with preparation for the new Foster Youth Council, oral translations, & written translations. Action 5.4, Foster Focus Data Network System, will
Page 81 of 82
be utilized by Kings County Foster Youth staff to assist Foster Youth students with educational record transfers & strengthening collaborative
partnerships. This system will be used to connect Kings County to school districts within 26 other counties throughout the state of California, as
well as other government agencies. Action 5.5, Materials & Supplies for Foster Youth Council meetings, will be used to develop professional
learning resources for District & Site Foster Youth Liaisons within Kings County that will be a part of the Council Meeting agendas, in order to
better support Foster youth Student programs & services. This collaborative opportunity will be an important venue for generating ideas &
sharing resources throughout the county for strengthening Foster Youth student services. The five actions within Goal 5 support the County
Office of Education’s implementation of state priority 10 for Foster Youth.
Goal 1 Improved Service: Action 1.10, English Learner Progress Monitoring Assessments, will be used to support Professional Learning
Community Data sessions, make improved adjustments to instructional delivery in a timelier manner, & improve educational goal setting for
Long Term English Learner students. We will also be using this data to assist with revising our reclassification criteria & increasing
reclassification rates at both sites. Improved services for English Learners will also include targeted small group instruction that will focus on
student language needs. English Learner students enrolled in the Independent study program will also receive additional instructional minutes
as an increased service that will incorporate intensive language instruction.
Goals 2 & 4: Goal 2 is our climate & the social-emotional needs of our students. Actions are funded using Supplemental/Concentration KCOE
SARB, & Base. The two targeted actions for Low Income students, Transition Specialist & Counselor, are funded using Title I Neglected &
Delinquent dollars. Goal 4 is our goal for serving Expelled Youth, which is aligned to Priority 9 for County Offices of Education. Actions are
supported by KCOE Educational Services, Base & Supplemental/Concentration funding. In Goals 2 & 4 Actions funded by
Supplemental/Concentration dollars are addressed in 3A with principal direction connections, because they are being implemented School-Wide
or District-Wide for All students.
The percentage by which services using Supplemental/Concentration dollars must be used to increase or improve services is 9.55%, as
determined by the Minimum Proportionality Percentage calculation. The Kings County Office of Education Alternative Education program has
identified increased services that are targeted towards unduplicated pupils as compared to services provided to all students for Goals 1 & 3
above, as well as improved services within Goals 1 & 5, in order to describe how the proportionality percentage is being met.
NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01, 42238.02,
42238.03, 42238.07, 47605, 47605.5, 47606.5, 48926, 52052, 52060-52077, and 64001, Education Code; 20 U.S.C. Section 6312.
Page 82 of 82
LOCAL CONTROL AND ACCOUNTABILITY PLAN AND ANNUAL UPDATE APPENDIX
For the purposes of completing the LCAP in reference to the state priorities under Education Code sections 52060 and 52066, the following shall
apply:
(a) “Chronic absenteeism rate” shall be calculated as follows:
(1) The number of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30) who are chronically
absent where “chronic absentee” means a pupil who is absent 10 percent or more of the schooldays in the school year when the total
number of days a pupil is absent is divided by the total number of days the pupil is enrolled and school was actually taught in the total
number of days the pupil is enrolled and school was actually taught in the regular day schools of the district, exclusive of Saturdays and
Sundays.
(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30).
(3) Divide (1) by (2).
(b) “Middle School dropout rate” shall be calculated as set forth in California Code of Regulations, title 5, section 1039.1.
(c) “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).
(d) “High school graduation rate” shall be calculated as follows:
(1) The number of cohort members who earned a regular high school diploma [or earned an adult education high school diploma or passed the
California High School Proficiency Exam] by the end of year 4 in the cohort where “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).
(e) “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).
(f) “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).
(3) Divide (1) by (2).
8-22-14 [California Department of Education]