10/7/2020 Local Control Accountability Plan (LCAP) 2020 ...€¦ · 10/7/2020 Local Control Accountability Plan (LCAP) 2020 - 2021 - Katherine L. Albiani Middle School MS...

10/7/2020 Local Control Accountability Plan (LCAP) 2020 - 2021 - Katherine L. Albiani Middle School MS

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Katherine L. Albiani Middle School

Local Control Accountability Plan (LCAP) 2020 - 2021

Principal: (Signature): County-District-School (CDS) Code: 34673140108746

Elk Grove Unified School District Elk Grove, California

Approved by the Elk Grove Unified School District Board of Education on

*Meets E.C. 64001 Requirements for a Single Plan for Student Achievement



Goal SettingState PrioritiesConditions of Learning:

Priority 1 - Compliance with Williams criteria - instructional materials, teacher assignments and credentials, facilitiesPriority 2 - Implementation of SBE adopted academic content standards, including programs and services for ELs to access the Common Coreand ELD standardsPriority 7 - Access, including for subgroups, to a broad course of study

Pupil Outcomes:Priority 4 - Pupil Achievement - statewide assessments, API, completion of A-G requirements, CTE sequences and AP courses, EL progresstoward proficiency, college preparation (EAP)Priority 8 - Pupil outcomes in specified subject areas

Engagement:Priority 3 - Parental involvementPriority 5 - Pupil engagement - attendance, dropout and graduation ratesPriority 6 - School climate - suspension and expulsion rates, etc.

Strategic GoalsGoal 1: High-Quality Classroom Instruction and Curriculum

All students will have access to standards aligned curriculum and receive high quality instruction to promote college, career, and lifereadiness and eliminate the achievement gap.

Goal 2: Assessment, Data Analysis, & ActionAll students will benefit from instruction guided by assessment results (formative, interim and summative) and continuous programmaticevaluation.

Goal 3: WellnessAll students will have an equitable opportunity to learn in a culturally responsive, physically/ and emotionally healthy and safe environment.

Goal 4: Family and Community EngagementAll students will benefit from programs and services designed to inform and involve family and community partners.

Stakeholder EngagementInvolvement Process for LCAP and Annual Update

How, when, and with whom did the school consult as part of the planning process for this LCAP/Annual Review and Analysis?

The school consulted with all stakeholders as part of the planning process for this LCAP/Annual Review and Analysis. Students participated in aNeeds Analysis Survey through their English classes throughout December 2019. Staff participated in a Needs Analysis Survey betweenNovember 14th and November 22nd, 2019. Parents & Guardians received the following message from EGUSD Communications on September 4,2019:

Dear Parent/Guardian:Each year the district surveys parents, students, and staff about budgetary priorities to be included in the district’s Local Control AccountabilityPlan (LCAP). The information you provide through this survey will be used to make improvements to our school and district programs. Your inputis very important to us. The survey link is included below for your convenience. Thank you for your time.

KAMS Site Council discussed and reviewed the 2019-2020 plan, making careful note of necessary improvements for the 2020-2021 plan at thefollowing School Site Council meetings:

September 17, 2019November 5, 2019January 21, 2020March 3, 2020May 22, 2020

Funding was also discussed with community members during a meeting held on August 22, 2019, Coffee at KAMS. This meeting provides anopportunity for families to ask questions and get to know staff members near the beginning of the school year.

KAMS & Pleasant Grove High School meet jointly as an English Learner Advisory Committee (ELAC). The committee meets throughout the yearwith varying topics on the agenda, including but not limited to an overview of the EL program at KAMS/PGHS, grades, attendance, parentinvolvement, the purpose of an ELAC, annual ELPAC testing, course selection for 7th - 11th grade students, parent concerns and to discuss howto improve our English Learner program in order to improve outcomes for all of our 7-12 KAMS/PGHS English Learners.The KAMS/PGHS ELAC met on the following dates for the 2019-2020 school year:

September 5, 2019February 12, 2020March 24, 2020**

**The March meeting did not occur due to the COVID-19 Pandemic

The Site LCAP and Needs Analysis Survey data were also discussed with KAMS staff throughout the school year in the following ways:

Pre-Service August 2019Monthly Staff Meetings (ongoing)Weekly Department Meetings (ongoing)Bi-Monthly Leadership Meetings (ongoing)



Impact of LCAP and Annual Update

How did these consultations affect the LCAP for the upcoming year?

Discussions with stakeholder groups and data collected from surveys were instrumental in aligning our funds to our site plan. After reviewingthe data and discussing the results with Site Council, our task was clear. We need to continue to fund time for teachers to plan curriculum andinstruction outside of the school day, and we need to update and supplement our technology.

Resource InequitiesBriefly identify and describe any resource inequities identified as a result of the required needs assessment, as applicable.

n/a

Goals, Actions, and Progress IndicatorsDistrict Strategic Goal 1:All students will have access to standards aligned curriculum and receivehigh quality instruction to promote college, career, and life readiness andeliminate the achievement gap.

District Needs and Metrics 1:Students need high quality classroom instruction andcurriculum as measured by:

A-G CompletionAccess to Courses (Honors, AP/IB, CTE)AP/IB ExamsCAASPPContent Standards ImplementationCTE Sequence CompletionEAPOther (Site-based/local assessment)Progress toward English ProficiencyRedesignationTeacher Assignment

Jump To: District Goal 1 | District Goal 2 | District Goal 3 | District Goal 4 | Justification | Certification

Site Goal 1.1

Increase the percent of students who will meet or exceed standards in ELA, mathematics, and science.

ELA will increase by 2% from 76% to 78% in met or exceededMath will increase by 2% from 61% to 63% in met or exceededScience will increase by 2% from 53% to 55% in met or exceeded

Metric: CAASPP

Actions/Services 1.1.1

Principally Targeted Student Group

• All • EL • Low Income

Specific Actions to Meet Expected Outcome What is the Research Confirming this is anEffective Practice?

How will you Measure the Effectiveness of theActions/Services?

Continue development and analysis of gradelevel CCSS common curriculum for EnglishLanguage Arts, mathematics, social science,and science through release days andprofessional conference support.Provide Professional Development forteachers of English Learners, specifically inthe area English Language Development.

In order to continue to developprofessionally, teachers will need access toprofessional conferences. For example:

California League of Middle Schools(CLMS) Annual ConferenceNational Council for Teachers ofMathematics (NCTM)

Quality classrooms and schools evolvearound powerful teaching and learning foreach student. Three sources from theextensive research literature on high qualityinstruction are briefly described below. J.McTighe's widely researched andused Understanding by Design (2004)focuses primarily on delineating and guidingsound curriculum design. C.Tomlinson'sequally widely researched and used How toDifferentiate Instruction in Mixed AbilityClassrooms (2001) focuses primarily on aninstructional delivery model - processes andprocedures to ensure that all students learn.The integration of these models - IntegratingDifferentiated Instruction and Understanding

Classroom ObservationsPLC Meeting MinutesCommon Assessment DataTrainer of Teachers model for staff topresent at meetingsTeacher SurveysCAASPP ResultsEL Coach Services



Asilomar ConferenceCalifornia Science EducationConference (CSTA)California Associate for BilingualEducation (CABE)AVID Summer Institute

by Design (Tomlinson & McTighe, 2001)provides compelling evidence and tools toconnect content with students' learningneeds - an imperative for students to learnCCSS.

Funding Source Amount Description of Use

Supplemental/Concentration (7201/0000) $6564 Certificated Salaries Edit Delete

EL Supplemental (7250/0000) $758 Contracts/Services Edit Delete

PreAP Training (7218/0000) $5000 Contracts/Services Edit Delete

AVID (7233/7510) $4866 Certificated Salaries Edit Delete



• All • Black or African American • EL • Foster Youth • Low Income • SWD



Support teachers in use of StudySync (ELA),Desmos(math), Impact (Social Science),and Synergy through release days, printers,projectors with appropriate cables, andongoing training; provide funding to supportteachers to attend related training, includingbut not limited to training for the mathintervention program provided by the district.

Support teachers and students in the areaof research & writing and academicintegrity by purchasing a subscription toturnitin.com.

Support teachers and students in the area ofonline lesson delivery platform bypurchasing teacher subscriptions toGoFormative.

Cohen and Dacanay (1992) documentgreater student achievement percentile gainswith teacher using technology as asupplement to instruction (gain of 21percentile points) vs. using technology toreplace the teacher (gain of 41 points.) See"Computer-based instruction and healthprofessions education: a meta-analysis ofoutcomes." Evaluation and the HealthProfessions, 15 (3) 250-281.

Academic Integrity Starts inKindergartenActing with integrity doesn't suddenlybecome important in high school or college.Children starting in kindergarten can andshould be educated on what integrity meansand the role it plays in the classroom andbeyond.

Kids must learn how to be honest andneed role models to guide them intheir acquisition of societal norms thatalign with their moral principles. Bybuilding a foundation of respect earlyin a child's academic career, educatorscan help students to develop positivehabits and a long-lasting sense of self-confidence and self-awareness.According to the International Centerfor Academic Integrity, academicintegrity is "a commitment, even in theface of adversity, to six fundamentalvalues: honesty, trust, fairness,respect, responsibility, and courage."At a young age, children have theability to learn the importance of thesesix character traits and to practicethem in and out of the classroom.Starting in kindergarten, children learnthe habits and routines that willinfluence their actions and decisionsfor the rest of their lives. Elementary,followed by middle and high schoolteachers, can create a culture ofintegrity in the classroom in order toemphasize the importance of

CAASPP resultscompletion of electronic assignmentsdecrease in referrals for academicdishonesty



trustworthiness and responsibility at ayoung age.

Academic Integrity Means AnticipatingPressureAt every stage of an academic or professionalcareer, an individual will encounter deadlines,stress, and pressure. Acting with integritymeans planning ahead for these challengesand seeking resources to support responsibledecision-making.

At the Massachusetts Institute ofTechnology (MIT), students andprofessors alike understand thatdeadlines are a part of the collegeexperience. In anticipation of thestress that often coincides with busyschedules, professors offer a varietyof resources to students, that allowthem to plan ahead and avoidsituations that may compromise theirintegrityIt is essential for educators to clarifythe definition of authorship andexplicitly define the parameters for aproject. If students are aware of whatis expected prior to beginning theirwork, they are often more capable ofanticipating pressure and planningahead. Turnitin offers several webcaststhat address the importance of carefulcitation and understanding plagiarism,which help students to betterunderstand authentic work.Self-care is extremely important inanticipating pressure. This includeshealthy eating, mental healthawareness, and plenty of sleep,allowing students to be their bestselves in and outside of the classroom.Academic pressure and stress canarise from a busy schedule thatdoesn't make room for healthy dailychoices.

Academic Integrity Goes Beyond theClassroomRoy T. Bennett once said: "Do what is right,not what is easy…" Students need tounderstand that acting with integrity will notsimply affect their grades at the end of thesemester, but will influence how they livetheir whole lives.

Everyone has the opportunity to makethe right choice, even celebrities. Therise of the "celegrity" (celebrities withintegrity) has combated the negativestereotypes of the rich and famous.Students who strive for integrityshould look up to—and try to surroundthemselves with—people who live withhonesty and kindness.All decisions have a ripple effect. If ina moment of weakness, a studentmakes a decision that does not alignwith the high standards to which theynormally adhere, the outcome of thatchoice will be felt in many other ways.If students adopt the perspective that"the end justifies the means," theymay lose touch with the deepinterconnectedness of decisions andtheir consequences.Be a role model. Younger siblings,cousins, and peers look to their eldercounterparts for guidance on what todo and how to act. By imagining whomight be watching and learning fromtheir actions, students themselves maystrive to be better. Thought leader andaward-winning author FrankSonnenberg believes that to be a



good role model, you must first livewith honor and integrity.

When the pressure is on, help students tounderstand that there are ways they canprepare for and work under stress withintegrity. When students are in a calm andreflective space, engage them in a dialoguethat helps them to see how academicintegrity moves with them, from kindergartenthrough college and beyond. No matter what,students will appreciate the chance toconsider their own lives and how they, too,can live with integrity.(https://www.turnitin.com/blog/three-things-your-students-don-t-know-about-academic-integrity)


GATE (7205/0000) $1800 Contracts/Services Edit Delete


Supplemental/Concentration (7201/0000) $7000 Materials/Supplies/Equipment Edit Delete

Supplemental/Concentration (7201/0000) $1500 Classified Salaries Edit Delete



• All



Purchase instructional supplies for sciencelabs, art courses, and danceclasses/performances.

Provide opportunities for students to learnabout college options by accessing virtualcollege tours, materials about college andcareer options.

Why It’s Important to Plan for College asEarly as Middle School By EducationQuestFoundation August 2016John entered middle school with visions of afuture career as an engineer − and he wasdetermined to get there. Science was hisfavorite class, but he had difficulty with otherclasses and started falling behind.Throughout high school, he continued tostruggle with academics and became moreaware of the cost of college. By the time hewas a senior, he gave up hope that collegewas possible due to his poor grades, hisconfusion about how to get to college, andthe financial worries of paying for it. What ifsomeone had provided John with collegeplanning information and guidance when hewas in middle school? According to research,that type of intervention would havepositively impacted John’s chances of goingto college. Middle school students expect tograduate from high school and attendcollege. But of the 89.68% (2014, NDE) ofNebraska students who graduated from highschool, 71.5% (2013-14 class, CCPE)continued onto college. iOne-quarter ofNebraska students are not furthering theireducation to obtain skills for a career and aremissing out on the benefits of educationbeyond high school. According to The CollegeBoard, there are “Five Ways Ed Pays:”Students will make more money over theirlifetime, are less likely to be unemployed, areless likely to be obese and will exercise moreoften, will read to their children more often,and are more likely to vote and volunteer.Parents also have aspirations of a promisingfuture for their children – but may not knowhow to provide actions needed to help their



student get to college. With no educationbeyond high school, John’s mother didn’tknow how to support him – and was veryconcerned about how to pay for college.Parents may lack knowledge about what ittakes to get to college, and are financiallyunprepared in that they’re not saving enoughor don’t know about types of financial aid.Factors that impact the ability to plan earlyfor college: Students lack knowledge of andthe ability to plan for college ? “Althoughstudents said they were prepared for andwould not drop out of high school and thatthey intended to attend college, 83% ofstudents surveyed also said that they knownothing or very little about the high schoolcourses that are required to graduate.” ii ?Students from low-income families havelimited access to college planning and careerinformation.iii Therefore, families that lackcollege information or resources are lesslikely to help plan for and eventually sendtheir children to college. Students lackpreparedness ? Only 43% of Nebraska highschool students meet three or four ACTbenchmark scores – the minimum necessaryfor students to succeed in first-year collegecourses.iv The middle grades are an essentialtime to focus on academic achievement.Students’ level of academic attainment in 8thgrade has a greater impact on college andcareer readiness by the time they completehigh school than anything they doacademically in high school. v ? Studentsneed at least a 3.0 GPA in the middle gradesto be college-bound; a 3.5 GPA gives them atleast a 50% chance.vi In a study conductedby Johns Hopkins University, “sixth graderswho failed math or English/reading, orattended school less than 80% of the time,had only a 10% to 20% chance of graduating(high school) on time.”vii And 40% of middleschool students who say 2 there’s a goodchance they may drop out of high school alsosay that low grades or their inability to keepup with coursework would be the primaryreason. viii ? This concern is for everystudent, even though socioeconomic statustends to impact who is prepared for college.ix Who was not on target to be ready forcollege-level reading by the time theygraduated from high school? 60% of eighthgraders whose annual family income was lessthan $30,000 and whose parents did notattend college, and 25% of eighth graderswhose annual family income was greaterthan $100,000 and whose parents bothattended college. Students and parents areconcerned about cost ? “Equally troubling isthat 92% of students who said there’s achance they might not attend college said thereason was that it costs too much.”x ? One-third of middle school students and theirfamilies have not considered how they aregoing to pay for college.xi Many students andparents overestimate college costs and areunaware of the availability of financial aid.xiiEarly college planning is important. Studentswho start planning early are more likely toattend college than those who don’t,regardless of other barriers.xiii ACTrecommends middle-level efforts, citing theimportance that “we expand college accessand readiness programs no later than themiddle grades to monitor, support, andaccelerate the academic growth” – especiallyof low-income students. What should middleschools do? Develop a strong college-goingculture Students choose college if they areeducated and raised in a culture wherecollege is valued and emphasized. Educatorsin effective middle schools help studentsexplore future options, set goals, and choose



high school classes. xiv Patricia McDonoughat the Center for Educational Outreach at theUniversity of California-Berkeley hasidentified nine principles of a college-goingculture:xv 1. College Talk 2. ClearExpectations 3. Information & Resources 4.Comprehensive Counseling Model 5. Testing& Curriculum 6. Faculty Involvement 7.Family Involvement 8. College Partnerships9. Articulation Motivating students for collegeis an important part of creating a college-going culture. Harvard researchers Savitz andRomer recommend four major steps:xvi 1.Help students see themselves as collegecapable by facilitating activities where theyexplore their identity and discover theirstrengths. a. Ask current college studentswho have similar traits as your students tospeak in a student panel format, or make abigger commitment, like mentoring ortutoring. b. Give opportunities for students toexperience college life, like going on acampus visit. 2. Help students internalize thebenefits of intrinsic and extrinsic rewards,and build on their interests to tap intointrinsic motivation for college. a. Start withoffering a tangible reward for a behavior,then transition into students continuing thepositive behavior because they believe it willhelp them reach their goals. b. When anathlete learns that hard work and dedicationresults in success, those same talents can betransferred to using hard work and dedicationto work hard in school. 3 3. Help students setgoals and overcome barriers by teachingthem to manage their thoughts, emotions,and behaviors. Specifically, help them: a. findshort-term benefits in the college-goingprocess. b. identify multiple pathways toovercome obstacles. 4. Utilize the power ofrelationships. Students are four times morelikely to go to college if their peers talk aboutand plan to go to college. xvii a. Get thefamily involved by finding opportunities forstudents, families, and the school to worktogether. This can include guiding families in:providing a place for their child to study athome, helping their child to be organized,and questions to ask their child to understandand encourage their goals – and informationto help them plan for the future. Supportearly academic preparedness ? Academicreadiness for college and career can improvewhen students develop behaviors known tocontribute to successful academicperformance, especially in the upperelementary grades and middle school. xviiiImproving academic discipline (work andstudy habits) and orderly conduct were foundto have the greatest impact on 8th gradecourse success.xix ? Because grades arebetter predictors of eventual success, schoolsshould focus on improving courseperformance, and less time raising testscores. Strategies to do this includexx: oDevelop five-year plans (grades 8-12) orseven-year plans (grades 6-12) so studentscan see and work toward a future. o Whileworking on weaker skills, provide educationalexperiences that provide short-term successwhile showcasing strong skills students have,like drama or debate for students with strongverbal skills. o Develop an effective plan toprovide extra help. Providing intentionalsupport for concepts students are strugglingwith will payoff better than after-schoolprogram study time or an illfocused studyhall. o Teach self-management skills, likenote-taking and time-management. o Alwaystake action early! Early intervention is key.Stress the importance of attendancexxiStrategies aimed at attendance improvementcould have more of a pay-off for high school



and college graduation as efforts aimed atimproving test scores. Consider taking thefollowing actions:xxii ? Measure attendancein informative and actionable ways: everyabsence should elicit a response so studentsknow they are missed. Then solve any issuesimpeding their ability to get to school. ?Recognize strong attendance on a regularbasis – both individually and through thepositive peer pressure of collective success(by homeroom/classroom/grade level). ?Prioritize making your school a safe andengaging place for students to enter. Informstudents and parents about ways to pay forcollege ? In a University of Michigan study,children as young as eleven planned todevote more time to schoolwork and havebigger goals when they viewed college as arealistic outcome for them – because offinancial aid. However, this effect was notseen in children with already strugglinggrades, implying financial aid informationshould be given to families early, before astudent falls behind. xxiii 4 ? Families will bemore likely to plan ahead and encouragetheir child to prepare for college if theyunderstand that grant aid will cover asignificant portion of the cost of college.xxivHow EducationQuest Foundation supportsmiddle-level efforts EducationQuestFoundation, a nonprofit organization with amission to improve access to highereducation in Nebraska, provides free collegeaccess programs and resources for middle-level students and educators. Look2CollegeEducationQuest’s new Look2College programintroduces initial college-going language andconcepts students should consider, starting in6th grade. This program helps students thinkabout: ? What do you want to be? Studentsare encouraged to explore career options. ?How will you get there? Students areencouraged to make good choices that willlead them to be their best selves. ? Invest inyourself. Students learn how to save moneyfor important purchases, and how investingtime and energy into certain efforts will helpthem earn other rewards. KnowHow2GOKnowHow2GO is an early college planningprogram that provides steps students canfollow beginning in 8th grade. ? Step 1: Be apain – in a good way. Ask adults to helpguide you to college – and keep asking untilyou find someone who will. ? Step 2: Pushyourself. Take tough courses in high school –and get involved in extracurricular activities.? Step 3: Find the right fit. Explore careersthat fit your interests and skills – and thenresearch colleges that are a good fit for you.? Step 4: Put your hands on some cash.Money is available to help you pay forcollege, but you have to apply.EducationQuest provides free resources toguide students in these steps. Find these inthe “Professionals” section atEducationQuest.org. ? The KnowHow2GOHandbook guides students through the foursteps. The 8 th, 9th, & 10th Grade section atEducationQuest.org gives students easyaccess to information and tools that will helpguide them to college. ? KnowHow2GOActivities offers educators 20 activities withstep-by-step instructions that relate to eachKnowHow2GO step. ? The 8 th GradeCampus Visit Grant provides funding toNebraska schools to coordinate collegecampus visits for 8th grade students and tohelp students explore careers and completeother activities that should increase thelikelihood they will go to college. i 2016Higher Education Progress Report. Nebraska’sCoordinating Commission for PostsecondaryEducation. ii “A Voice from the Middle,”



National Association of Secondary SchoolPrincipals and PDK, 2007. iii Brand, B &Valent, A. 2014. Career and CollegeExploration in Afterschool Programs.Washington, DC: American Youth PolicyForum. Retrieved July 2015, Middle GradesResearch Series from College & Career Clubs.iv “The Condition of College & CareerReadiness 2015: Nebraska.” ACT, 2015. v“The Forgotten Middle,” ACT, 2008. 5 viUChicagoCCSR “Middle Grade Indicators ofReadiness in Chicago Public Schools,” Nov.2014. vii Balfanz, Robert. “Putting MiddleGrades Students on the Graduation Path: APolicy and Practice Brief.” EveryoneGraduates Center at Johns HopkinsUniversity, Philadelphia Education Fund,National Middle School Association. June2009. viii “A Voice from the Middle.” ix “TheForgotten Middle,” ACT, 2008. x “A Voice fromthe Middle.” xi Wimberly, G. & Noeth, R.2005. College Readiness Begins in MiddleSchool. Iowa City, IA: ACT. Retrieved July2015, Middle Grades Research Series fromCollege & Career Clubs. xii Ibid. Longanecker,D. & Blanco, C. 2003. “Student FinancialAssistance.” Student Success: Statewide P-16Systems. Boulder, CO: State HigherEducation Executive Officers. Retrieved July2015, Middle Grades Research Series fromCollege & Career Clubs. xiii Cabrera, A., LaNasa, S., & Burkum, K. 2001. Pathways to aFour-Year Degree: The Higher EducationStory of One Generation. Retrieved July2015, Middle Grades Research Series fromCollege & Career Clubs. xiv Wimberly, G. &Noeth, R. xv McDonough, Patricia. Principlesof building a college-going culture. TheCenter for Educational Outreach at UCBerkeley. xvi Savitz-Romer, M. and Bouffard,S. “Ready, Willing, and Able: ADevelopmental Approach to College Accessand Success.” Cambridge, MA: HarvardEducation Press, 2012. xvii Choy, S. 2002.Access & Persistence: Findings from 10 Yearsof Longitudinal Research on Students.Washington, DC: American Council onEducation. Retrieved July 2015, MiddleGrades Research Series from College &Career Clubs. xviii “The Forgotten Middle,”ACT, 2008. xix UChicagoCCSR.” Balfanz. xxBalfanz. xxi UChicagoCCSR. xxii Balfanz. xxiiiDestin, Mesmin and Oyserman, Daphna,“From Assets to School Outcomes: HowFinances Shape Children’s PerceivedPossibilities and Intentions,” PsychologicalScience, 20.3 (2009), 10 March 2009 xxivBaum, Sandy, Minton, Sarah, Blatt, Lorraine.Delivering Early Information About CollegeFinancial Aid: Exploring the Options forMiddle School Students.” July 2015.


AVID (7233/7510) $3300 Materials/Supplies/Equipment Edit Delete

Supplemental/Concentration (7201/0000) $1500 Classified Salaries Edit Delete



• All • American Indian or Alaska Native • Asian • Black or African American • EL • Filipino • Foster Youth • Hispanic or Latino • Low Income •Native Hawaiian or Pacific Islander • School-wide • SWD • White





Provide entrance fees to academiccompetitions, including, but not limited to:

Robotics TournamentsMathletes CompetitionsScience OlympiadBattle of the Books

Many parents share that they are unsureabout whether competition is good forkids. While it’s fulfilling to let one’s son ordaughter win as it helps to nurtureconfidence and a healthy self-image in them,child psychologists advise that alwaysthrowing a game in the name of a child’scontentment might eventually foster a falseself-image, unsportsmanlike practices andstubbornness.That said, there are many little knownadvantages and disadvantages ofcompetition in education and play. Whilecompetition in schools develop self-disciplineand drive in students, competition ineducation when purposed and packagedinappropriately can fail to encouragelearning, and instead foster a solely results-driven mindset and a child who does notvalue the bigger picture.Although safety should be the priority ofcompetition among children, its next priorityis the astute observation of how kids growfrom and react to competition. Withoutsupervision, the negative social habits thatcan arise within a child include fear,depression and tantrums stemming from notwinning, as well as gloating and a lack ofempathy for one’s rivals after winning.Psychologists like Kenneth Barish andMichelle Cleere note that while children havelittle understanding of the different aspects ofcompetition, they start grasping what ‘win’and ‘lose’ are from a tender age.In childhood competition, the famous wordsof Jean Piaget ring ever true,Play is the answer to how anything newcomes about.Healthy competition when guided, however,can endow students with a bounty ofbenefits.https://www.mindchamps.org/blog/why-competition-good-for-students/

I would love some assistance in this area!


Academic Competitions (7206/0000) $500 Contracts/Services Edit Delete

Site Goal 1.2

Staff will provide greater services, interventions and monitoring for EL students in order to support EL students in making adequate progress intheir language development.

Metric: Progress toward English Proficiency



• EL



Refine EL Mentor/Tutoring programthrough implementation of streamlinedprocess; teachers identified byOctober; will agree to completerequested paperwork from ELadministrator, as well as agree to amonthly check-in with the EL

"Tier III provides intensive research-basedinstruction for students who do notadequately respond to Tier II levelinterventions. Tier III level interventions mayserve as either a supplement or replacementfor core classroom and Tier I and Tier II levelinstruction. Tier III supports are provided asa replacement for traditional classroom

ELPAC/SBAC ResultsTeacher Surveys

RFEP monitoring



Administrator to report on theprogress of EL studentsCompensate teachers for Initial andSummative ELPAC administration, ELprogram coordination.

instruction only when the student'sperformance is significantly below grade levelstandards." Response to Intervention andEnglish Language Learners: HanoverResearch Jul. 20, 2012


EL Supplemental (7250/0000) $12255 Certificated Salaries Edit Delete

Site Goal 1.3

Close the achievement gap with the lowest performing subgroups at KAMS.

Metric: CAASPP



• All • Black or African American • EL • Foster Youth • Hispanic or Latino • Low Income • SWD

Specific Actions to Meet Expected Outcome What is the Research Confirming this is an EffectivePractice?


Refine GATE Committee to facilitatequalifying new GATE students by workingto identify underrepresented students;expand GATE opportunities to students inthe form of student workshops and fieldtrips via GATE funding; compensate GATEcoordinator and other AcademicCompetition advisors/coordinators viastipend and benefits. Compensate teachersfor outreach events in order to recruitstudents and connect with familiesregarding honors level courses.

Recruit students to participate in newcourse offering and/or club to help developpublic speaking skills.

Gifted programs (separate from advancedplacement/high ability courses) provide specificcurricula aimed at challenging students at theappropriate level. [See research on positiveoutcomes by Kulik, J. & Kulik, C.L. (1992)availableat www.gifted.uconn.edu/nrcgt/rbdm9204.pdf andGoldring, E., (1990) "Classroom OrganizationalFrameworks for Gifted Education Students",in Journal of Education Research, volume 83,pages 313-336. Sacramento Area Youth Speaks (SAYS) is aninnovative critical literacy program. SAYS servicessupport the improvement of schools throughteacher professional development, classroominstruction, and after-school programming. At thecore of our model is a commitment to equity—SAYS utilizes evidence-based best practices tonarrow the achievement gap.By providing free arts education to youth withlimited access, our programs seek to empoweryoung people with opportunities to discover anddevelop their own voices. We firmly believe thatyoung people must think of their voices as vitaltools through which they can process their lives,shape the world around them, and hone theirabilities to envision and create long-lastingimpact. To achieve this, our programs employbest practices of arts education and youthdevelopment, while encouraging young people towrite about issues relevant to them, in their ownvernacular. We ask young people to engage theirown cultures to help bridge their personalliteracies and the traditional academic literaciespresented in school.http://youthspeaks.org/pedagogy-2/

Number of students newly identifiedfor GATENumber of students in HonorscoursesNumber of student enrolled in newcourseNumber of students engaging in club


GATE (7205/0000) $2300 Certificated Salaries Edit Delete

GATE (7205/0000) $450 Contracts/Services Edit Delete



AP Recruitment (7225/0000) $1000 Certificated Salaries Edit Delete



• All



Parent outreach to include the Parent TeacherHome Visit Project, to support students below2.0 GPA, as well as to encourage thosequalified to try Honors courses

Many low performing students have non-educational, as well as educational, needs,which impact their academic performance.[Wilkinson, R. and Picket, K. (2009) TheSpirit Level: Why Greater Equality MakesSocieties Stronger: New York, Bloomsbury]Wrap-around services, including clothing,meals, mental health services, supplies andother supports for the most high needstudents are associated with improvedpersonal well-being, greater studentengagement, improved academicperformance and fewer negative interactionswith the law.

Synergy ReportsGPA

Number of students enrolled in Honorscourses



Site Goal 1.4

Support the continued development of the middle school CTE courses that align with our high school pathways at Pleasant Grove High School:Agriculture Pathway (FFA), Digital Media Academy (DMA), Innovative Design and Engineering Academy (IDEA), Biomedical Academy.

Metric: Access to Courses (Honors, AP/IB, CTE)



• All

Specific Actions to MeetExpected Outcome

What is the Research Confirming this is an Effective Practice? How will you Measure theEffectiveness of theActions/Services?

Provide professionaldevelopment in the areasof Arts, Media &Entertainment,Engineering, & Information& CommunicationTechnologies throughtraining & conferences.

Purchase materials andsupplies for instruction:

Music Instructionbooksartsupplies/materialsInstructionalTechnology, e.g.MakeMusic onlinedelivery platformScripts/Royalties forTheatre Arts &

Did you know that CTE is a unique combination of English, Math, Science, SocialStudies and even World Languages? Did you know that every CTE pathwayintegrates academics as a standard practice? Did you know that enrollment in CTE isa strong predictor of staying in high school – especially for boys? Did you know thatother teachers could benefit from collaborating with CTE teachers and students tocreate relevant and/or practical short or long- term projects? Did you know academicand technical teacher collaboration is one of the hardest tasks to complete? If youanswered, “yes” to one or all of these questions – you are a CTE educator! If youanswered, “no” to one or all of these questions – keep reading…I believe the “blaring” reflection is around the last question. We won’t spend toomuch time on the question because for some it is an observation and for others it isa real-life experience.Did you know academic and technical teacher collaboration is one of the hardesttasks to complete? It may sound like, “I have my own way of teaching (teaching style) and I believe weneed to focus on (fill in the blank as you deem appropriate)” – that blank is one’sphilosophy. Based on this exchange or lack thereof, the two teaching styles andbeliefs don’t line up. It may be that the rigor does not seem equal to one, it could bethat one only has a reference point that is grounded in the latest trends ofbusiness/industry, it is not an area known or desired to learn for the other, or maybeit is simply the fear of changing? I believe it is mindset and a stance to not be open-minded and/or willingness to truly compromise. So what, now what?

course enrollmentnumbersnumber of coursesectionsteacher/studentfeedback aboutprofessionaldevelopmentexperiencemaintained inpersonal PD log



Musical TheatrecoursesMaterials forTelevisionJournalism course,e.g. props, greenscreens, etc.Cameras for DigitalPhoto courseSubscription forRobotics course(FLL)Starter Set forRobotics course

G-3821 EngineeringPathway (Robotics)G-3829 Arts, Media, &Entertainment (TelevisionJournalism, MusicalTheatre/Theatre Arts,Digital Photo)

Support teachers andstudents with lessondelivery through the use ofonline subscriptions, e.g.Peardeck, EdPuzzle, etc.

Duplication of lab manualsEquipment repair

I believe, we CTE educators must go back and find a way to collaborate with otherteachers (academic or technical) to create learning that is interdisciplinary. Whyinterdisciplinary instruction? The Science Education Resource Center is a grant-funded office at Carleton College and they define interdisciplinary instruction likethis:…“entails the use and integration of methods and analytical frameworks from morethan one academic discipline to examine a theme, issue, question or topic.Interdisciplinary education makes use of disciplinary approaches to examine topics,but pushes beyond by: taking insights from a variety of relevant disciplines,synthesizing their contribution to understanding, and then integrating these ideasinto a more complete, and hopefully coherent, framework of analysis.”It is our hope that then there is compromise on teaching styles, philosophies andopen-mindedness. And an authentic willingness to collaborate; and this way we areall riding the same bus for our students to engage in intensive real-world, problembased learning opportunities that lead to internships, apprenticeships andplacements before graduation = collaboration amongst CTE and Academic teachers…the benefits of CTE MATTERS!By Dr. Eboni Camille Chillis, Coordinator of Career, Technical & Agricultural Education,Clayton County Public Schools (https://www.acteonline.org/how-all-educators-can-benefit-from-cte-teachers/)

This action/service supports element 9 -- skilled faculty -- of the 11 Elements ofHigh Quality CTE Pathways:https://1.cdn.edl.io/gRgSqhMzHiB07h2onbsiVCdL96Fd0p1vbW93ALDNCOj52Ja1.pdf;.


Student Fees (2312/0000) $12500 Materials/Supplies/Equipment Edit Delete

CTE (7235/0000) $5000 Materials/Supplies/Equipment Edit Delete

District Strategic Goal 2:All students will benefit from instruction guided by assessment results(formative, interim and summative) and continuous programmaticevaluation.

District Needs and Metrics 2:Students need high quality programs and servicesdriven by assessment, data analysis, and action asmeasured by:

Assessment SystemData and Program EvaluationOther (Site-based/local assessment)


Site Goal 2.1

Professional learning communities will use assessment data to improve instruction for all students, with extra support provided for low-performing, EL, and special education students.

Metric: Student Information System



• All • School-wide



PLCs will create/refine, and administer atleast two common assessments during the2020-2021 school year, developed duringrelease time or after school/summer worktime.

Assessment is formative when teachersgather, interpret, and use evidence aboutstudent performance to make decisions aboutnext steps in instruction. (Tomlinson, C.A. &Moon, T.R. (2013) Assessment and StudentSuccess in a Differentiated

PLC Meeting Minutes



Classroom. Formative assessment is aprocess which comes in many forms andbuilds both teacher and student knowledge.Black and William (2009) have documentedhow formative assessment can improvestudent achievement. (See Black, P. &William, D., "Developing a Theory ofFormative Assessment" in ?EducationalAssessment, Evaluation, and Accountability,21 (1), 5-31.





• All



Teachers will analyze their own studentassessment data to inform needs of studentsand modifications of instruction.

Teams will analyze data and modifyinstruction as necessary.

To gain a deeper understanding of students’learning needs, teachers need to collect datafrom multiple sources, such as annual stateassessments, interim district and schoolassessments, classroom performance data,and other relevant data. A districtwide datasystem allows teachers to aggregate data byclassroom, content areas, or assignment typeto identify patterns in performance. UsingStudent Achievement Data to Support Instructional Decision Making. http://www.naesp.org/sites/default/files/Student%20Achievement_blue.pdf

PLC Meeting MinutesCommon Assessment Data



Site Goal 2.2

Increase student access to technology-based EL instruction.

Metric: Data and Program Evaluation



• EL • R-FEP • SWD



Refine EL curriculum (Inside); continueEnglish, Social Science, and Science clustersutilizing SDAIE strategies to support EnglishLearners in their core classes; use ofNEWSELA with lexile levels/quizzes

Language development and shelteringtechniques should be incorporated intocontent instruction.Sheltered instruction strategies, or SDAIE(Specially De- signed Academic Instruction inEnglish), provide com- prehensible input forany content area. The term com- prehensibleinput refers to strategies that enable ELLs to

ELPAC Results



understand the essence of a lesson by meansof context or visual cues, clarification, andbuilding background knowledge that drawson students’ experiences (Krashen and Terrell1983).

One way to develop consistency andcoherence in schools and districts is to beginwith setting explicit academic goals that areunderstood and shared by the schoolcommunity—principally teachers andadministrators, but also students andfamilies. This was a finding of several studies.Parrish et al. (2006), for example, found thatschools with higher EL achievement setacademic goals by maintaining:• school-wide focus on English LanguageDevelopment (ELD) and standards-basedinstruction;• shared priorities and expectations withregard to educating English Learners; and• curriculum and instruction targeted toEnglish Learner progress. https://www.sewanhakaschools.org/cms/lib3/NY01001491/Centricity/Domain/2473/KDP%20article%20series%20on%20ELLs.pdf


District Strategic Goal 3:All students will have an equitable opportunity to learn in a culturallyresponsive, physically/ and emotionally healthy and safe environment.

District Needs and Metrics 3:Students need a safe and engaging academic, social-emotional, and physical school environment asmeasured by:

Cohort GraduationExpulsionHS DropoutMS DropoutOther (Site-based/local assessment)School ClimateSocial Emotional LearningSuspension


Site Goal 3.1

Focus on Social Emotional Learning, including instruction around building empathy & bullying prevention by continuing our work in building apositive school climate and culture.

Metric: School Climate






Continued focus on building a positive schoolclimate and culture through PBIS Committeework and school-wide safety procedures.

PBIS Kickoff - planning, suppliesPBIS Annual ConferenceSEL CurriculumClassified Attendance at PBISCommittee Meetings

Studies have shown the impact of SWPBS insecondary schools to extend beyond reducingdiscipline problems, as it can contribute to ahealthy learning environment. Teachers andadministrators have reported that positivechanges in their schools include improvedstudent-teacher relationships (Turnbull et all.,2002; Warren et al., 2006). Additionally,when SWPBS reduces the amount of timespent dealing with behavioral problems, time

California Healthy Kids Survey (CHKS)Social Emotional Learning/Culture &Climate Survey (SEL/CC)PBIS Assessments

Self-Assessment Survey (SAS)Tiered Fidelity Inventory (TFI)



usually spent on discipline is recovered, thusimproving student exposure to academicmaterial and allowing resources to be spenton more positive learning activities (Lassenet al., 2006). The Effects of School-widePositive Behavior Support on Middle SchoolClimate and Student Outcomes; Caldarella,P., Shatzer, R.H., Gray, K.M., Young, R & E.L.,RMLE Online, 35:4, 1-14.



PBIS (7440/7510) $1000 Materials/Supplies/Equipment Edit Delete

Supplemental/Concentration (7201/0000) $1100 Contracts/Services Edit Delete

Supplemental/Concentration (7201/0000) $2400 Materials/Supplies/Equipment Edit Delete






Continued movement to PBIS Tier II andbeyond; continue yearly theme surroundingkindness - "Be Your Best"

Interventions which integrate academiclearning and positive behavior managementmay be appropriate in some schools.Research by Maurice Elias at Rutgers linksthe depth of social-emotional learning (SEL)skill development to student engagementwith CCSS. "Students who do not have anuanced understanding of emotions areunlikely to see deep meaning in much of theliterature they read and are less likely to beengaged in it." He states: "A comprehensivemeta-analysis of over 200 studies of social-emotional learning skills implementation(Durlak, et. at, 2011) found that well-implemented SEL is linked to student gains insocial-emotional skills, improved attitudesabout self, others, and school, positiveclassroom behavior, and 10 percentile-pointgains on standardized achievement tests.Also, negative behaviors that compromiseacademic and life success, such as conductproblems, aggressive behavior and emotionaldistress were significantly reduced." (See"Social-emotional Skills Can Boost CommonCore Implementation", M.J. Elias, Phi DeltaKappan, November 2014, p.60).

California Healthy Kids Survey (CHKS)Social Emotional Learning/Culture &Climate Survey (SEL/CC) Synergy Reports

BehaviorPBIS Assessments



Site Goal 3.2

Increase student connections to school by building positive relationships with peers and adults.

Metric: Other (Site-based/local assessment)





• All • Black or African American • EL • Hispanic or Latino • Low Income • R-FEP • School-wide



Increase before/after school enrichment andsupport/mentoring opportunities for students,including but not limited to GATE, Robotics,Adacemic Decathlon, Math Olympiad &Science Olympiad .

As a group, gifted children tend to be sociallyand emotionally more mature than their agemates. Reviews of research on socialcognition, friendships, moral judgment, fears,play interests, and personality variables(Janos & Robinson, 1985; Robinson & Noble,1992) have shown that psychosocial maturityrelates more closely to mental age thanchronological age, or that gifted children’spsychosocial maturity falls somewherebetween. Gross (2002), studying friendshippreferences, has shown how deeply evenyoung gifted children yearn for stability,loyalty, and intimacy in relationships,qualities beyond the capacity of most of theirage mates to comprehend or provide. Thisbeing the case, for many gifted students,accelerative options can provide a betterpersonal maturity match with peers than donon-accelerated programs, to say nothing ofa better cognitive match.Effects of Academic Acceleration on theSocial-Emotional Status of GiftedStudents: Nancy M. Robinson, University ofWashington; A Nation Deceived: How SchoolsHold Back America's Brightest Students.

Increased number of students identifiedfor GATECalifornia Healthy Kids Survey (CHKS)Social Emotional Learning/Culture &Climate Survey (SEL/CC)


GATE (7205/0000) $450 Certificated Salaries Edit Delete

Site Goal 3.3

Close the disproportionality gap in regards to the discipline of students.

Metric: Other (Site-based/local assessment)






Increase positive supports for studentsstruggling academically and behaviorallythrough Tier II work and Mult-Tiered Systemof Supports (MTSS) through release time forPBIS Tier II team members.

Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) areframeworks for integrating instruction,evidence-based interventions, andassessments to meet the academic andbehavior needs of all students. The essentialcomponents of MTSS are as follows:screening, progress monitoring, a multilevelprevention system, and data-based decisionmaking (National Center on Response toIntervention, 2010). When MTSS isimplemented with fidelity, success andimprovement in performance occur amongstudents with disabilities, as well as studentswho are at risk for academic failure (Gerstenet al., 2012; Vaughn et al., 2015).Unfortunately, many educators and parentsdo not fully understand how to collect dataand identify interventions to use withinMTSS. To kick off the MTSS theme as part ofConnected Educator Month 2015, the

California Healthy Kids Survey (CHKS)Social Emotional Learning/Culture &Climate Survey (SEL/CC)PBIS Assessments


Synergy ReportsBehaviorAcademics



National Center on Intensive Intervention(NCII), the Collaboration for EffectiveEducator Development, Accountability andReform (CEEDAR) Center, the National Centeron Response to Intervention at AmericanInstitutes for Research, and the NationalCenter on Systemic Improvement (NCSI) hadthe pleasure of sitting down with Lynn Fuchs,Ph.D., and Joe Jenkins, Ph.D., and discussingRTI and MTSS. Together they have decadesof experience in the field of education andhave conducted extensive research in theareas of MTSS and RTI.MTSS, RTI, Special Education…OH My!Gaining an understanding of MTSS and RTI:Drs. Lynn Fuchs and Joe Jenkins



District Strategic Goal 4:All students will benefit from programs and services designed to informand involve family and community partners.

District Needs and Metrics 4:Students need parent, family and communitystakeholders as direct partners in their education asmeasured by:

Attendance RateChronic Absentee RateFamily and Community EngagementInput in Decision MakingOther (Site-based/local assessment)Partnerships for Student OutcomeRelationships Between Staff and Families


Site Goal 4.1

Increase parent, family, and community engagement and communication.

Metric: Family and Community Engagement






Parent Opportunities; Synergy ParentVUE,Parent Lunch Visitations, Parent University,Career Fair Day, Bring Your Parent to SchoolDays; PBIS Committee; School Site Council,Parent Teacher Home Visit Project (salaries tocompensate after contract hours for staffmembers)

Activities such as including parents ongovernance committees, encouragingvolunteerism, educating parents on how tobe more active in their children's education,etc., have positive outcomes, including moreinformed decision-making, greater motivationto implement decisions, greater acceptanceof collective decisions, enhanced sense ofsocial justice, and increased civic skills,among others. (See Funk & Wright,2003: Deepening Democracy: InstitutionalInnovations in Empowered ParticipatorGovernance. Verso Books. Volume 4. NewYork; Bryk, et. al., (2009) Charting ChicagoSchool Reform: Democratic Localism as aLever for Change. Westview Press, Boulder,CO., and Erbstein and Miller, (2012)"Partnering with Families and Communities toAddress Academic Disparities", in Narrowingthe Achievement Gap edited by Timar andMaxell-Jolly. Harvard Education Press,Cambridge.

Attendance at family/community eventsIncrease in number of parentsregistered for SynergyParent Survey







• All • Black or African American • EL • Foster Youth • Hispanic or Latino • Low Income • R-FEP • SWD



Parent Outreach - focused outreach tosubgroups disproportionatley represented inGATE/Honors courses; Parent Teacher HomeVisit Project: send coordinator to the nationalconference (in Sacramento); staff training;compensate teachers for their time on homevisits.

attendance at PTHVP AnnualConference

Parent Teacher Home Visits are a fast,inexpensive and replicable strategy forengaging families, educators andstudents as a team.For years, research has shown that familiesare essential to student and school success.It seems simple – so why do schools have ahard time with effective family engagement?First of all, experts agree that there’s more tofamily involvement than bake sales and backto school night. Effective family engagementbuilds relationships and capacity, and islinked to student learning.Secondly, even schools that understand theimportance of families run into complexbarriers that get in the way of partnership:

Everyone is short on money and time.There may be a historic lack of trustand communication between theschool and the community.Cultural and socioeconomicdifferences, expectations andunconscious assumptions may get inthe way of well-meaning adultsworking together effectively.

The PTHV model was developed by parentsand teachers based upon communityorganizing principles of empowerment. Ourhome visits have a protocol which helpseducators and families overcome the barrierslisted above, and build trust, communicationand common goals.Once a teacher and the family of her studenthave done the home visit, they are mutuallysupportive and accountable to each other.The family is better able to support theirchild’s academics, and the teacher bringswhat she learns about the child to theclassroom.Home visits also provide a positiveopportunity to meet federal and statemandates that families be meaningfullyinformed of their child’s academic standing.In fact, the PTHV model is recognized by theUS Department of Education as a high-impactstrategy for family engagement.http://www.pthvp.org/what-we-do/why-home-visits/

Attendance at family/community eventsIncrease in number of parentsregistered for SynergyParent SurveyStaff SurveySBAC/ELPAC Results


Supplemental/Concentration (7201/0000) $2000 Contracts/Services Edit Delete





• EL • Hispanic or Latino • Low Income • R-FEP



Refine current ELAC practices in order toengage with the families of English Learnersin a more authentic way.

Success with English Learners: ParentalInvolvement is Essential

Many of the most important challenges inAmerican public education can be framed byconsidering the deeply troubling statisticsand trends regarding our high schoolgraduates. For instance, 17 of the 50 largestcities in the United States have high schoolgraduation rates lower than 50 percent,according to the Alliance for ExcellentEducation. While this situation should beconsidered both unacceptable and urgent, itis often not treated as such. For Englishlanguage learners, a large and fast-growingpart of our student population, the urgency iseven greater.The best predictor of student success in highschool is student success in elementary andmiddle school. In Illinois’ Diamond LakeSchool District 76, we have experiencedremarkable academic progress with ourelementary school English language learners.This success is due to a myriad of factors,including good teachers, more instructionaltime, curriculum, class size, and a research-based literacy program based on teaching inEnglish with Spanish support. But there islittle doubt that an important reason for thedistrict’s success with English learners isrelated to our success in increasing parentinvolvement for this crucial population. (https://www.lexingtoninstitute.org/success-with-english-learners-parental-involvement-is-essential/)

Attendance at ELAC/DELAC meetings



Site Goal 4.2

Reduce the percent of students chronically absent from 5.8% to 4.8% as measured on the CA Dashboard.

Reduce the percent of African American students chronically absent from 8.5% to 7.5% as measured on the CA DashboardReduce the percent of English Learner students chronically absent from 8.8% to 7.8% as measured on the CA DashboardReduce the percent of Hispanic students chronically absent from 11.6% to 10.6% as measured on the CA DashboardReduce the percent of Students with Disabilities chronically absent from 19.9% to 18.9% as measured on the CA DashboardReduce the percent of Socioeconomically Disadvantaged students chronically absent from 8.7% to 7.7% as measured on the CA Dashboard

Metric: Attendance Rate



• Black or African American • EL • Hispanic or Latino • Low Income • R-FEP • SWD



KAMS Administrative and Clerical staff willbegin outreach to families before the schoolyear begins. Synergy offers multiple reports

Principals and school leaders know fromexperience and common sense what researchconfirms: showing up for class matters.

Metrics may include:

School Attendance Rates



to allow staff to observe attendance patterns,specifically it allows for the identificationof individuals and groups of students who aremissing 10% of their days on roll. Onemember of the administrative staff isdesignated to work with chronically absentstudents to provide additional supports.

Students can’t benefit from investments inhigh quality instruction and more engaging,rigorous curriculum unless they are in theirclassroom. As early as the first month ofschool, chronic absence (missing 10% ormore of school days) can be an early warningsign of academic trouble, whether a studentis in kindergarten or high school. Inkindergarten and 1st grade, chronic absencecan leave a child struggling to readproficiently by the end of 3rd grade. By 6thgrade it becomes a key predictor that astudent will drop out of high school, researchshows.

While everyone can help ensure studentsshow up to class every day, the leadershiprole that a principal plays is irreplaceable.Principals are uniquely positioned to ensuretheir school adopts a comprehensive, tieredapproach to improving attendance (seegraphic) that fits with their overall approachto promoting academic achievement. Such atiered approach is easily incorporated intoexisting reforms, such as Response toIntervention or Positive Behavior Interventionand Supports, that can be expanded toinclude specific attention to chronic absencedata and supports to cultivate goodattendance. (www.attendanceworks.org)

Middle grade attendance and GPA provide thebest indication of how students will performin high school classes. These are betterindicators than test scores or backgroundcharacteristics, such as race andneighborhood poverty level, for identifyingwhich students are at risk of failing ninth-grade classes or earning low grades in highschool.Students who are chronically absent orreceiving Fs in the middle grades are at veryhigh risk of being offtrack for graduation inninth grade, and eventually dropping out ofschool. These students are already in need ofintervention during the middle grades, beforethey end up failing in high school. Many otherstudents end up off-track in high school, butcannot be identified as at high risk until afterthey make the transition to high school.(Looking Forward to High School and College:Middle Grade Indicators of Readiness inChicago Public School. Chicago, IL: Universityof Chicago Consortium on Chicago SchoolResearch.)

Chronic Absenteeism RateOverall Attendance RatesCA Dashboard Absentee Rates




Justification of School-Wide Use of FundsFor sites below 40 percent of enrollment of unduplicated pupils, when using supplemental and concentration (LCAP) funds in a school-widemanner, the site must additionally describe how the services provided are the most effective use of funds to meet the site's goals for unduplicatedpupils in the state priority areas. Include a description and justification for the use of any funds in a school-wide manner as described in Actions,Services, and Expenditures above.

KAMS has below 40% of enrollment of unduplicated students. The most economical use of funds is to include low-performing and strugglingstudents into intervention classes and before/after school enrichment opportunities. In addition, Honors courses, AVID, and high school levelelectives are available to all students. We will continue our family and community engagement through the Parent Teacher Home Visit Project.





Local Control Accountability Plan (LCAP)Year 2020 - 2021

IV. Funding

Katherine L. Albiani Middle School - 405

Fund SourceMgmt. Code/DescriptionResc. Code/Description

FTE CarryOver Allocation Subtotal

EGUSD Strategic Goals

Balance1 -

Curriculumand

Instruction

2 -Assessment

3 -Wellness

4 - FamilyEngagement

2150 Regular Education (7-8)0000 Unrestricted 0 $0 $57,080 $57,080 $57,080 $0 $0 $0 $0

2170 Extended Day (7-8)0000 Unrestricted 0 $0 $19,223 $19,223 $19,223 $0 $0 $0 $0

2312 Education Fees0000 Unrestricted 0 $0 $12,500 $12,500 $12,500 $0 $0 $0 $0

7201 LCFF Supple/Conc 7 - 120000 Unrestricted 0 $0 $42,900 $42,900 $22,128 $9,128 $5,500 $6,144 $0

7235 CTE SiteSupplies/Equipment0000 Unrestricted

0 $0 $5,000 $5,000 $5,000 $0 $0 $0 $0

7250 EL Supplemental ProgramServices 7-120000 Unrestricted

0 $0 $13,013 $13,013 $13,013 $0 $0 $0 $0

7233 AVID Support7510 Low Performing StudentBlock

0 $0 $8,166 $8,166 $8,166 $0 $0 $0 $0

7440 Positive Behavior IncentiveSupports7510 Low Performing StudentBlock

0 $0 $1,000 $1,000 $0 $0 $1,000 $0 $0

Total Funds Budgeted forStrategies to Meet the Goals in

the SPSA0 $0 $158,882 $158,882 $137,110 $9,128 $6,500 $6,144

Total Funds Provided to the School Through the ConsolidatedApplication TBD

Total Federal Funds Provided to the School from the LEA forCSI N/A

Subtotal of additional federal funds included for this school $0

Subtotal of state or local funds included for this school $158,882

Signatures: (Must sign in blue ink) Date

Benefits Calculator for Timesheets

Certificated

Classified

Staff Amount $

Benefits Amount $

Total $

Principal Gabrielle (Brie)Bajar

School Site Council Chairperson Amy Solkovits

EL Advisory Chairperson MahmoudMaharmeh

10/7/2020 Local Control Accountability Plan (LCAP) 2020 ...€¦ · 10/7/2020 Local Control Accountability Plan (LCAP) 2020 - 2021 - Katherine L. Albiani Middle School MS...

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