1. Local Control and Accountability Plan (LCAP) 2017-2020
Hesperia Unified School District
June 12, 2017

2. Companions in Changing School Funding
LCAP and LCFF:
Companions in Changing School Funding
California is a leader in changing school funding to address the needs of the state’s most disadvantaged students: Foster youth, low-income children and English language learners. Through the Local Control Funding Formula (LCFF), the state is providing local school districts more flexibility in using funds for these students in exchange for more accountability from districts.
The LCAP is the state’s mechanism for ensuring that supplemental and concentration grant funds for these targeted groups of students are used in alignment with the district’s goals for all students and that the district’s goals are in alignment with California’s Eight State Priority Areas for public schools.

3. State Priorities
Conditions of Learning: Priority 1: Basic-Teachers appropriately assigned and fully credentialed, access to textbooks, facilities in good repair Priority 2: Implementation of State Standards-Academic and performance for all students Priority 7: Course Access-Enrollment in a broad course of study

4. State Priorities Cont.
Pupil Outcomes: Priority 4: Pupil Achievement-Performance on standardized tests, APT, college and career ready, English learners becoming English proficient and reclassified, Advanced Placement scores, Early Assessment Program for college Priority 8: Other Pupil Outcomes-District measurements

5. State Priorities Cont.
Engagement: Priority 3: Parent Involvement-Parent input in decision making, promotion of parent participation for all subgroups Priority 5: School Attendance Rates, absenteeism rates, middle and high school dropout rates, graduation rates Priority 6: School Climate: Suspension and expulsion rates, surveys of pupils, parents and teachers on sense of safety and school connectedness

6. Section 1: Stakeholder Engagement
HUSD sought input from all stakeholders to determine the processes, goals, targets and criteria that focus on learning.
The Local Control and Accountability Plan (LCAP) is an opportunity for everyone with a stake in the success of our schools – parents, students, teachers, staff, partners and neighbors – to join a conversation about district goals and resources.

7. Involvement Process Parents/Staff: District Advisory Committee (DAC)
EL: District English Language Advisory Committee (DELAC)
EL, LI, & FY: Jan. through Mar at every school site.
HTA/CSEA
On-line Survey
Governing Board: Written updates and Public Hearing Feb. 2017
June 12, Public Hearing
June 19, 2017 – Board Approval of LCAP

8. Addressing Priorities
As we continue to transition to new state standards, it is important to assist educators in embedding the 4Cs in their classroom practices. HUSD will provide appropriate professional development to prepare teachers for these shifts and to implement technology as a tool to enhance learning.

9. Addressing Priorities Cont.
Assess the effectiveness of HUSD's instructional program using multiple measures of performance.
On-going data review to determine student needs, instructional goals and actions.
Continual review of progress in meeting goals.
Determine if expenditures are appropriate.
Outlined in this document are the goals and actions identified to address gaps in student learning and preparedness for college and/or career that have surfaced as a result of our data review.

10. Base Program
What is provided for all students Student academic, social and emotional success will be a priority for all Hesperia district and site personnel, and will create a cohesive focus for the base program for students. This includes high quality teachers and leaders, safe and clean facilities, standards based instructional materials, instructional support, operational and human resources.
Student academic, social and emotional success will be a priority for all Hesperia district and site personnel, and will create a cohesive focus for the base program for students. This includes high quality teachers and leaders, safe and clean facilities, standards based instructional materials, instructional support, operational and human resources.

11. Section 2: Identified Goals
Goal 1: Hesperia USD will provide high-quality classroom curriculum, instruction and assessment to prepare our students for success in college and/or a career. Priorities 1, 2, 3, 4, 5, 6, 7, 8 - $13,423,354
A. All students will increase performance levels in all subjects and be provided a rigorous, high-quality instructional program
Standards-Based Instructional Resources 
Student Progress Monitoring  
English Learner Instruction 
Instructional Support 
On-going PD
Supplemental EL Support – LTEL and “at risk”
Foster Youth Supports

12. Identified Goals Cont.
B. Ensure universal access to a viable curriculum by providing alternative ways to access the curriculum
Interventions
Universal Access
Academic Supports
Integrated ELD
C. Increase the percentage of students who are college and/or career ready with 21st Century Skills by promoting critical thinking, collaboration, creativity, and using a variety of communication modes
Specialized Programs/Pathways 
Counseling Support
Support for English Learners

13. Identified Goals Cont.
Goal 2: To provide a physically and emotionally safe climate and learning environment that is culturally responsive to all students. Priorities 1, 5, 6, $2,078,399
A. Ensure that all sites have a Safe School Plan (SSP) 100% of schools will update safety plans and conduct school safety drills
Safe School Plan
B. Provide students and parents with opportunities to discuss concerns regarding school climate and safe learning environment
Parent/Community Input
Foster Youth Supports

14. Identified Goals Cont.
C. All instructional materials, facilities, equipment, furniture and grounds will be maintained in good repair
Maintenance 
Infrastructure
D. Increase attendance rates and graduation rates and decrease dropout rates, suspension and expulsion rates and absenteeism rates, especially chronic absenteeism (a pupil who is absent on 10 percent or more of the school days in the school year)
Student Emotional Health

15. Identified Goals Cont.
Goal 3: To involve our parents, families, and community stakeholders as direct partners in the education of all students. Priorities 5, 6, $259,000
A. Ensure parent and community involvement in academic improvement strategies, including representatives from EL, LI, and FY populations
Parent Engagement
Communication

16. Measurement of Goals Teacher credential database Teacher assignment
AP/EAP exam results
ROP/CTE course completion
CAHSEE pass rate
A-G requirements
Achievement on standardized assessments
District Single Assessment Progress
Common Formative Assessments
Summative Assessments
Physical Fitness Test results

17. Measurement of Goals Cont.
Graduation/Dropout rates
Suspension/Expulsion rates
Absenteeism rate
Parent participation rate
Parent/student surveys
Williams Quarterly Reports

18. Actions and Services
Base Program: Provide high quality teachers, administrators, classified staff, counselors, district office staff, and necessary materials and resources. Goal 1
Provide standards-based district adopted textbooks and/or resources, including digital textbooks, to be used with supplemental materials to teach the standards. Goal 1
Offer intervention/remediation/enrichment through before, during, and after school and online credit recovery programs to ensure student success. Goal 1 & 2

19. Actions and Services Cont.
Encourage individual schools to develop themes or a focus such as, DEMA, Early College Academy, Health and Medical or Science Technology, Engineering, Arts and Math (STEAM), etc. to provide options for students to prepare them for college and/or career opportunities. Goal 1
Differentiate and personalize lessons to meet student needs through a variety of strategies including Project-Based Learning. Goal 1 & 2

20. Actions and Services Cont.
Expand the use of technology to support instruction and student learning. Goal 1
Assist educators in developing a deeper understanding of learning and applying it to classroom practices using research-based strategies by providing teachers-on-assignment and professional development opportunities. Goal 1
Continue with Professional Learning Communities (PLCs) at all sites to work collaboratively as teams to address the needs of all students. Goal 1

21. Actions and Services Cont.
Schools will more effectively deliver core content and create opportunities that will close gaps, leading to increased success in college and careers. Goal 1
Provide programs, activities and incentives such as Clue Me In, Festival of the Arts, Young Authors, Academic Pentathlon, iExpo/Science Fair, I Can Film Festival, Renaissance and award programs. Goal 2
Help students become connected to school and feel safe through programs such as, Onboard, peer counseling, Safe School Ambassadors and other anti-bullying programs, and School-wide Positive Behavior Intervention Support (PBIS). Goal 2

22. Actions and Services Cont.
Psychologists and counselors will provide academic guidance, socio-emotional support and foster school connectedness and assist in the development of individual learning plans. Goal 1 & 2
Provide opportunities for students to participate in Career Technical Education (CTE) and Regional Occupation Programs (ROP). Goal 1 2
To create strong relationships and partnerships with all stakeholders, parent trainings, learning opportunities and workshops will be offered. Goal 3

23. Actions and Services Cont.
All facilities, equipment, furniture and grounds will be maintained in good repair. Goal 2
Social Worker will assist children and families with social issues/challenges impacting education. Goal 2 & 3
Administrative and library services will be provided to support literacy and numeracy. Goal 1
Technology support services will be provided to support the integration of 21st Century Skills into the curriculum. Goal 1

24. Actions and Services For low income (LI) students, English Learners (EL), Re-designated English Learners (RFEP), and Foster Youth (FY)
Provide additional time, support and materials to support learning at home.
Funds will be allocated for academic supports, tests and remediation, transportation, and costs and fees for athletics and extracurricular programs as needed.
Additional strategic and intensive support will be given as needed.

25. Actions and Services For low income (LI) students, English Learners (EL), Re-designated English Learners (RFEP), and Foster Youth (FY) Cont.
Support in English Language Development will be provided to ensure continued progress towards full English proficiency.
A College/Career Readiness program will be implemented for high school long-term EL students.
Parents and students will receive both high school graduation requirements and UC/CSU entrance requirements annually beginning in 6th grade.

26. Actions and Services For low income (LI) students, English Learners (EL), Re-designated English Learners (RFEP), and Foster Youth (FY) Cont.
Scholarship workshops for all high school RFEP students and their parents will be held.
Provide opportunities for foster parents to be trained in how to support their students.
Hold meetings with foster parents to ensure they have all necessary information regarding procedures and available services
Classified staff will receive on-going training in procedures of how to register foster youth.

27. LCAP Budget Justification
For the school year, Hesperia USD will receive $37,945,265 in supplemental/concentration funding. This amount was calculated on the unduplicated count of low income, foster youth and English learners estimated at slightly above 72.75%. The funds are being expended on a district-wide basis to meet the needs of all students including the above target groups. These funds are being used to provide an increase of quality learning opportunities and additional highly-qualified teachers, along with tools needed to prepare all students for tomorrow’s world.

28. LCAP Budget Justification Cont.
In an effort to provide improved services to low income students, foster youth and English learners, additional supports for student programs were increased in health services, professional development, grade-span adjustment, support staff, intervention programs, technology, infrastructure and other supplemental resources. These increases and improvements will ensure proportionality of 14.17% for the school year.

29. Conclusion
The LCAP was created in collaboration with community stakeholder groups and encompasses effective, efficient, and exemplary practices in all HUSD’s divisions, departments and schools. Working together to achieve these goals supports our vision of “Preparing Today's Students for Tomorrow's World.”