Local Control Funding Formula Local Control & Accountability Plan

A comprehensive and cohesive learning blueprint that includes stakeholder input, systematic implementation, monitoring of effectiveness, and modification based on student outcomes. High-Quality Classroom Instruction and Curriculum Professional Learning Assessment, Data Analysis, and Monitoring Safe and Orderly School Environment Academic and Behavior Interventions Parent, Student, and Community Engagement

Understanding Key Requirements Must consider student needs in state priority areas Must describe annual goals for each state priority Reflect annual incremental actions, services, and expenditures Annual benchmarks to monitor plans progress Develop a Process with LCFF Design Principles in Mind Document reflects simplicity and transparency, yet completes a story Contains an analysis of data, goals, services, and expenditures that reflect the needs of all students, especially those with additional needs Performance based on local decision making Flexible resource allocation choices that align to local needs, but also pursue what is needed based on locally determined priorities Create a Productive Engagement Process Advisory groups and groups that when consulted inform the LCAP Make the LCAP Parent Ready Document will be read and understood in a simple, brief, coherent story as defined by WestEd

More equitable and flexible funding source Every district receives a per pupil base grant allocation Almost every district receives a per pupil supplemental grant allocation for each unduplicated Low Income (LI), English Learner (EL), and Foster Youth (FY) student If district has greater than 55% of unduplicated LI, EL, and FY students, they receive additional concentration grant allocation Jurupa receives Base, Supplemental, and Concentration revenue

$145M (28% May Revision) $15,650,249 Revenue Base Grant Base Grant Supplemental/ Concentration $192M Target 2020/ Funding Target Total Gap Supplemental and Concentration Grants Base Grant Dollars per ADA Supplemental/ Concentration $127M Base Grant Supplemental/ Concentration Funding

LCFF is designed to close the achievement gap by providing additional funds to support improved student outcomes and accountability LCFF system of accountability based upon local needs, measured by progress toward annual goals, and explicitly linked to the district’s budget LCAP is a three-year local plan, annually updated to support improved student results in eight state priority areas LCAP requires stakeholder engagement in planning process around eight state priority areas Local Educational Agency Plan (LEAP) and Title III Improvement Plan Addendum (IPA) alignment

Priority 1--Basic Services Percentage of properly credentialed teachers Student access to standards-aligned instructional materials Facilities in good repair Priority 2—Implementation of CCSS Implementation of CCSS for all students including EL Priority 3—Parent Involvement Efforts to seek parent input Promotion of parent participation Priority 4—Student Achievement Performance on standardized and district tests Score on Academic Performance Index Share of students that are college and career ready Share of English learners that become English proficient English learner reclassification rate Share of students that pass Advanced Placement exams with 3 or higher Share of students determined prepared for college by the Early Assessment Program Priority 5—Student Engagement School attendance rates Chronic absenteeism rates Middle and High school drop out rates High school graduation rates Priority 6—School Climate Student suspension rates Student expulsion rates Other local measures, including surveys of students, parents, and teachers on sense of safety and school connectedness Priority 7—Course Access Student access and enrollment in all required areas of study Priority 8—Other Student Outcomes Other indicators of performance in required areas of study

Survey Data in areas of student attendance and achievement, college and career readiness, and ways to involve parents in their student’s learning.

COMMON THEMES Support for teachers with Common Core State Standards (CCSS), i.e., professional development, assessment, instructional resources, data analysis, early intervention, and coaching More access to technology, software, and technology support Smaller class sizes, more instructional time through summer and extended day, and individual student support Parent and student engagement, i.e., caring adults, behavior support, engaging classes, linking parents to community, feeling connected to school, incentives, and more communication Student support for college and career readiness, college application support, and course variety

All students will be college and career ready. All students will have a safe, orderly, and inviting learning environment. All students will benefit from the district engaging and sustaining the trust and involvement of parents and community in the educational process.

LCAP template groups the eight state priorities into three categories for planning purposes 123 Conditions of Learning— College and Career Readiness Pupil Outcomes— Data Driven Decision Making Engagement— Parent, Student, and Community Engagement Priority 1 – Basic Conditions Priority 2 – Implementation of CCSS Priority 7 - Course Access Priority 4 – Pupil Achievement Priority 8 – Other Pupil Outcomes Priority 3 – Parent Involvement Priority 5 – Pupil Engagement Priority 6 - School Climate

Units of Study (UOS) Implementation Two days Professional Development (PD) in August PD contracts for UOS support and coaching Additional Teacher Preparation time (15 minutes a day) Site Level Collaborative Planning Time--ongoing Intervention and English learner Teachers will provide English Language Development (ELD), early literacy, strategic and intensive intervention support Instructional Coaches Coordinator to support Professional Development program and Coaching Staff Nine Instructional Classroom Coaches added includes Education Technology Coach CCSS Instructional Support and Materials New Mathematics materials in TK-8 and Algebra 1 Library Staff and Access, Resource Specialist, and Bilingual Language Tutors increased time Supplemental UOS gap materials for ELA/ELD and Mathematics, intervention software, music support, and digital resources Career Technical Offerings increased and development of new CTE opportunities A-G Audit completed Grade Span Adjustment (GSA) TK-3 Staffing to 27:1 average Foster Youth Liaison available Deferred Maintenance and Capital Outlay increased

Assessments Units of Study (UOS) Assessments—Pre-, Post-, and Performance Test Assessment management system and analysis services—EADMS, Key Data, assessment materials, i.e., printing, scanners, software, support time Measured Progress SBAC assessment bank to use for UOS assessment development Pilot Online UOS assessments Post Assessment for foundational skills in every unit for grades TK-1 Running Records each trimester grades 2-5 Baseline SBAC assessment data to inform UOS assessments Assessment Review Committee (ARC) and UOS committee to review UOS assessments for CCSS alignment Teacher collaborative time for data review and instructional modification CELDT Monitoring for English Learner growth and proficiency in English Technology Technology and software aligned to technology plan Professional Development support for technology use

Extended Learning Opportunities (ELO) Extended day, summer, Saturday, and extended year Increase High School Summer offerings Review and develop increased ELO at site level CAHSEE Intervention includes 3.0 FTEs each high school Credit Recovery support Monitoring of Instruction Professional development on Instructional Walkthrough Observational Model Counseling Support to ensure appropriate classroom placement Career Center Clerks provide college and career information Language Proficiency Evaluators support assessment and placement of English learners

Engaging Environment Professional Development on customer service and parent engagement strategies Director to support parent, student and community outreach and expand engagement opportunities Parent Outreach Parent trainings based on site-based needs assessment (i.e., ESL, academic expectations, College requirements, Reclassification process, literacy, technology, CCSS, importance of attendance) Parent Centers/Areas Leadership Opportunities through DAC, DELAC, SSC, ELAC, GAC, and PTA Parent notification through Parent Connect and Blackboard notification system Additional hours for Library staff to keep library open longer Translator Clerk Typists in offices

Student Engagement Student engagement opportunities increased based on site-based needs assessment (i.e., 100 mile club, AVID, STEM, IB, Honors, AP courses, CTE offerings, clubs, sports) AVID Program at all secondary sites Positive Behavior Intervention Support (PBIS) Continued Professional Development, coaching stipends, parent meetings, resource materials, and incentives Saturday School Implementation Safe School Plans, CPR training, and emergency supplies Mental Health Support through coordinated efforts Health Care Aides and Psychologist support for parent and student referral for health and mental health services Autism support and Crisis Prevention training

LCAP/School Improvement Addendum: This addendum will identify site-based LCAP actions and guide progress on site-level implementation strategies. Development of Continuous Feedback System: System will support district staff in collection and ability to synthesize stakeholder feedback, and use this data to make improvements to LCAP and inform implementation. LCAP/LEAP Advisory Process: Informs the design and implementation of the LCAP/LEAP, i.e., Education Services, Principals, Board, Instructional Council, SBCP, DAC, DELAC, SSCs, and ELACs. District Education Services, Fiscal Services, and Administrative Council: Oversees and manages the implementation of the LCAP, and is made up of district department leads and staff.

July 1—Due to RCOE June 16—Hearing Session June 19—Final Board Approval