1. Rethinking Increased/Improved Services & the LCAP
Video Vignette: Listing Actions/Services Protocol

2. Listing Actions/Services Protocol
This protocol is designed to assist you in delineating the actions and services that are increasing or improving services for unduplicated students as compared to the actions and services provided for all students. In particular, this protocol helps by separating those actions and services that are funded with supplemental/concentration funds and those that do not entail additional spending.
This protocol could be used internally (e.g., with cabinet) as part of a discussion regarding the obligation to increase or improve services for unduplicated students (as compared to the actions and services provided for all students) by at least the percentage of additional funding received due to the enrollment of unduplicated students.
This protocol could also be used for external communications as a summary for what quantitative and qualitative actions and services are increasing or improving services for unduplicated students.

3. Listing Actions/Services Protocol
Actions/Services Funded with Supplemental/Concentration Funds
List all actions or services that increase/improve services for unduplicated students as compared to those services provided for all students (from the Goals, Actions, and Services section) that are FUNDED WITH SUPPLEMENTAL/CONCENTRATION FUNDS
Action/Service
Targeted Towards/ Principally Directed To
(Select all that apply)
Planned Spending
(Copy from Goals, Actions, and Services section; Only include LCFF funds)
Describe how action/service is (1) targeted towards/principally directed to and (2) the effective or most effective use of funds to meet goals for unduplicated students
 English Learners
 Low-Income Students
 Foster Youth $
Actions/Services That Do Not Entail Additional Spending
List all actions or services that increase/improve services for unduplicated students as compared to those services provided for all students (from the Goals, Actions, and Services section) that DO NOT ENTAIL ADDITIONAL SPENDING
Action/Service
Targeted Towards/ Principally Directed To
(Select all that apply)
Describe how action/service is (1) targeted towards/principally directed to and (2) the effective or most effective use of funds to meet goals for unduplicated students
 English Learners
 Low-Income Students
 Foster Youth

4. Listing Actions/Services Protocol
Actions/Services Funded with Supplemental/Concentration Funds
List all actions or services that increase/improve services for unduplicated students as compared to those services provided for all students (from the Goals, Actions, and Services section) that are FUNDED WITH SUPPLEMENTAL/CONCENTRATION FUNDS
Action/Service
Targeted Towards/ Principally Directed To
(Select all that apply)
Planned Spending
(Copy from Goals, Actions, and Services section; Only include LCFF funds)
Describe how action/service is (1) targeted towards/principally directed to and (2) the effective or most effective use of funds to meet goals for unduplicated students
 English Learners
 Low-Income Students
 Foster Youth
See next slide
Hire therapist to work with students who have experienced trauma; Foster Youth will constitute majority of therapist’s caseload
$150,000 from supplemental/ concentration funds 

5. Listing Actions/Services Protocol
Actions/Services Funded with Supplemental/Concentration Funds
Action/Service: Hire therapist to work with students who have experienced trauma; Foster Youth will constitute a majority of the therapist’s caseload
Describe how action/service is (1) targeted towards/principally directed to and (2) the effective or most effective use of funds to meet goals for unduplicated students
Research (e.g., “At Greater Risk” (2013) Stuart
Foundation) and high rates of chronic absenteeism
indicate foster youth experience high rates of trauma
and decreased engagement in school at higher rates
than other students.
Description Considerations
Description includes needs of unduplicated students (as distinct from non-unduplicated students)
Description includes benefit for unduplicated students (as distinct from non-unduplicated students)
Description includes data/evidence

6. Listing Actions/Services Protocol
Actions/Services Funded with Supplemental/Concentration Funds
Action/Service: Hire therapist to work with students who have experienced trauma; Foster Youth will constitute a majority of the therapist’s caseload
Describe how action/service is (1) targeted towards/principally directed to and (2) the effective or most effective use of funds to meet goals for unduplicated students
Research (e.g., “At Greater Risk” (2013) Stuart
Foundation) and high rates of chronic absenteeism indicate foster youth experience high rates of trauma and decreased engagement in school at higher rates than other students.
Foster youth will constitute a majority of the
therapist’s caseload so the impact will be
greater for foster youth.
Description Considerations
Description includes needs of unduplicated students (as distinct from non-unduplicated students)
Description includes benefit for unduplicated students (as distinct from non-unduplicated students)
Description includes data/evidence
Additional bullet explains benefits to unduplicated students as distinct from non-unduplicated students
Call out that benefits for unduplicated students should be based on metrics in the LCAP (required or locally chosen) and should be able to been seen in the annual update from the actual annual measurable outcomes

7. Listing Actions/Services Protocol
Actions/Services Funded with Supplemental/Concentration Funds
Action/Service: Hire therapist to work with students who have experienced trauma; Foster Youth will constitute a majority of the therapist’s caseload
Describe how action/service is (1) targeted towards/principally directed to and (2) the effective or most effective use of funds to meet goals for unduplicated students
Research (e.g., “At Greater Risk” (2013) Stuart
Foundation) and high rates of chronic absenteeism
indicate foster youth experience high rates of trauma
and decreased engagement in school at higher rates
than other students.
Foster youth will constitute a majority of the
therapist’s caseload so the impact will be
greater for foster youth.
This action was effective in decreasing chronic
absenteeism rates for foster youth served by 7%.
Description Considerations
Description includes needs of unduplicated students (as distinct from non-unduplicated students)
Description includes benefit for unduplicated students (as distinct from non-unduplicated students)
Description includes data/evidence
Third bullet includes evidence

8. Listing Actions/Services Protocol
Actions/Services That Do Not Entail Additional Spending
List all actions or services that increase/improve services for unduplicated students as compared to those services provided for all students (from the Goals, Actions, and Services section) that DO NOT ENTAIL ADDITIONAL SPENDING
Action/Service
Targeted Towards/ Principally Directed To
(Select all that apply)
Describe how action/service is (1) targeted towards/principally directed to and (2) the effective or most effective use of funds to meet goals for unduplicated students
 English Learners
 Low-Income Students
 Foster Youth 
Create master schedule at HS to ensure all students, particularly English Learners and Low-Income students, to have access to AP courses 
Review of schedules indicated ELs and low-income students enrolled in AP courses at significantly lower rates than all other students (11% and 15% compared with 30% for all students)
The master schedule reduces barriers to AP enrollment for ELs and low-income students because it ensures AP courses don’t conflict with those courses with the highest enrollment of low-income students and ELs
This action/service is expected to improve access to AP courses for all students, particularly for ELs and low- income students
Description includes needs of unduplicated students (as distinct from non-unduplicated students)
Example of use of protocol on action/service that does not entail additional funding
Connects description to description considerations
Description includes benefit for unduplicated students (as distinct from non-unduplicated students)
Description includes data/evidence

9. THANK YOU!