Informal LCAP Clarification Table – Hillsborough City ESD
Section 2 – Goals, Actions and Services
LCAP
Page
Pages 3357
Pages 3357
Pages 3357
ISSUES
For budgeted expenditures of less than $1,000, no
funding source is provided. s. In addition, some actions
and services show budgeted amounts as "unknown.”
Finally, not all funding sources for each action are
identified in the Budgeted Expenditures column. Please
revise and/or clarify these issues.
District LCAP indicates in various places in Section 2,
“existing…” (Pages 39, 43, etc.) as sources for
expenditures. It is important that $ amounts and specific
funding sources are indicated for each action and service.
Please revise/clarify.
Not all required metrics are addressed in the “Expected Annual Measurable
Outcomes” field for LCAP years 2015-2018. Ensure that all state-required
metrics have been addressed in accordance with EC 52060. In particular,
you must establish EL-related measurable outcomes for both English Learner
reclassification and annual progress toward English Proficiency. These goals
should inform and guide the monitoring of the district’s program for English
Learners. For example, one district satisfied these requirements by including
the following language in its LCAP:
●
13% of English learners will be reclassified as fluent English
proficient
●
English
60.5% of English learners will make annual progress in learning
If your analysis of metrics and stakeholder input identify a need for actions
in this area, related actions should be apparent in your LCAP. While actions
should be developed locally, an example of action statements that might
address these outcomes are:
Action 1: EL students will be identified, appropriately grouped for instruction,
Please complete this section to clarify the issue
and or the action(s) the district will take to
resolve the issue. If necessary, please attach
pertinent documentation and/or include timeline
for resolution
All expenditures now have a funding source.
All “unknown” amounts have been revised to be a
number. All funding sources have been identified as
either “base” or “supplemental.”
All expenditures now have a funding source.
All “unknown” amounts have been revised to be a
number. All funding sources have been identified as
either “base” or “supplemental.”
Expected annual measureable outcomes in Goal A,
year 1, page 33 now reads: All 6-8 students have
access to math materials aligned to CCSS to start the
school year. TK-5 materials for math aligned to
CCSS successfully piloted and adoption has been
approved by the board. 100% of English learners
have appropriate supplementary materials, allowing
80% of English learners to be reclassified within 2
years and 100% to be reclassified within 4 years.
Expected annual measureable outcomes in Goal A,
year 1, page 34 now reads: All TK-8 students have
access to ELA materials aligned to CCSS to begin
the school year. Teachers given ongoing
and received both integrated and designated ELD on a daily basis.
Action 2: Results of state assessments will be used to group EL students
appropriately for designated ELD instruction.
Action 3: An ELD Lead Teacher will be selected at each school site to support
EL student placement in ELD groups, lead PLC work in focusing on EL student
learning, and assist in the reclassification process.
Action 4: New ELD materials will be piloted and purchased to align with the
ELA standards and curriculum. Professional development will be provided to
new teachers and district administrators in the ELD standards and new
curriculum.
Action 5: All EL students will be provided with materials, strategies and
groupings that support their learning of the academics.
professional development. 100% of English learners
have appropriate supplementary materials, allowing
80% of English learners to be reclassified within 2
years and 100% to be reclassified within 4 years.
Expected annual measureable outcomes in Goal A,
year 1, page 35 now reads: All TK-8 students have
access to ELA materials aligned to CCSS to begin
the school year. Teachers given ongoing
professional development. 100% of English learners
have appropriate supplementary materials, allowing
80% of English learners to be reclassified within 2
years and 100% to be reclassified within 4 years.
Expected annual measureable outcomes in Goal B,
year 2, page 36-37 now reads: All TK-8 students
have access to ELA materials aligned to CCSS to
begin the school year. Teachers given ongoing
professional development. 100% of English learners
have appropriate supplementary materials, allowing
80% of English learners to be reclassified within 2
years and 100% to be reclassified within 4 years.
Expected annual measureable outcomes in Goal B,
year 3, page 37 now reads: All TK-8 students have
access to ELA materials aligned to CCSS to begin
the school year. Teachers given ongoing
professional development. 100% of English learners
have appropriate supplementary materials, allowing
80% of English learners to be reclassified within 2
years and 100% to be reclassified within 4 years.
Section 3
LCAP
Page
Page 79
ISSUES
Section 3A shows $23K in Supplemental funding is not
reflected in the actions and services in Section 2. It is
advisable that the district describe the actions and
services that will serve the needs of unduplicated pupils that the district has already associated with unduplicated
pupils in the actions and services indicated. For example,
the math/science instructional resources indicated on
page 33 (that will include supplemental/intervention
resources) could be a good use of these resources for
which the district could account in section 3A.
Please complete this section to clarify the issue
and or the action(s) the district will take to
resolve the issue. If necessary, please attach
pertinent documentation and/or include timeline
for resolution
Now states:
We will expend this $23,305 from Fund 1 in the following
way:
• $23,305 supplementary materials for English
Learners or Redesignated fluent English
proficient students in the area of common core
mathematics. See page 33.
The SMCOE LCAP support and approval team is comprised of the following staff:
•
•
•
•
Denise Porterfield, Deputy Superintendent, Business Services
Gary Waddell, Deputy Superintendent, Instructional Services
Priscilla Dichoso, Administrator, District Business Services
Doris Kwok, Director, District Business Services
Mefula Fairley, Administrator, Educational Support Services
Brian Simmons, Director, Accountability-Innovation-Results
Jesus Contreras, Coordinator, Compliance and Accountability