LCFF Budget Overview for Parents - Ocsa
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
LCFF Budget Overview for Parents
Local Educational Agency (LEA) Name: OCSA
CDS Code: 30 66670 3030723
Local Control and Accountability Plan (LCAP) Year: 2019-2020
LEA contact information: Sally Lopez, 714-560-0900, sally.lopez@ocsarts.net
School districts receive funding from different sources: state funds under the Local Control Funding
Formula (LCFF), other state funds, local funds, and federal funds. LCFF funds include a base level of
funding for all LEAs and extra funding - called "supplemental and concentration" grants - to LEAs based
on the enrollment of high needs students (foster youth, English learners, and low-income students).
Budget Overview for the 2019-2020 LCAP Year
All federal funds, $75,000
, 0% Projected Revenue by Fund Source
All Other LCFF funds,
$18,814,070 , 59%
All local funds,
$9,800,000 ,
30%
Total LCFF funds,
$19,681,603 , 62%
LCFF supplemental &
concentration grants ,
$867,533 , 3%
All other state funds,
$2,550,000 , 8%
This chart shows the total general purpose revenue OCSA expects to receive in the coming year from all
sources.
The total revenue projected for OCSA is $32,106,603.00, of which $19,681,603.00 is Local Control
Funding Formula (LCFF), $2,550,000.00 is other state funds, $9,800,000.00 is local funds, and
$75,000.00 is federal funds. Of the $19,681,603.00 in LCFF Funds, $867,533.00 is generated based on
the enrollment of high needs students (foster youth, English learner, and low-income students).
Page 1 of 3LCFF Budget Overview for Parents
The LCFF gives school districts more flexibility in deciding how to use state funds. In exchange, school
districts must work with parents, educators, students, and the community to develop a Local Control and
Acccountability Plan (LCAP) that shows how they will use these funds to serve students.
Budgeted Expenditures
$ 35,000,000
$ 30,000,000
$ 25,000,000
Total Budgeted General
$ 20,000,000 Fund Expenditures
$29,900,000
$ 15,000,000
$ 10,000,000
$ 5,000,000
Total Budgeted
Expenditures in LCAP
$0
$346,000
This chart provides a quick summary of how much OCSA plans to spend for 2019-2020. It shows how
much of the total is tied to planned actions and services in the LCAP.
OCSA plans to spend $29,900,000.00 for the 2019-2020 school year. Of that amount, $346,000.00 is tied
to actions/services in the LCAP and $29,554,000.00 is not included in the LCAP. The budgeted
expenditures that are not included in the LCAP will be used for the following:
Personnel, Facilities, Other (marketing, insurance, legal counsel, technical support, general and admin
costs, instructional supplies, etc.)
Increased or Improved Services for High Needs Students in 2019-2020
In 2019-2020, OCSA is projecting it will receive $867,533.00 based on the enrollment of foster youth,
English learner, and low-income students. OCSA must demonstrate the planned actions and services will
increase or improve services for high needs students compared to the services all students receive in
proportion to the increased funding it receives for high needs students. In the LCAP, OCSA plans to
spend $346,000.00 on actions to meet this requirement. The additional improved services described in
the LCAP include the following:
The actions/services in the LCAP will help improve services for high need students by enabling teachers
to provide targeted intervention to students based on need identified through state assessments, grades,
etc. Additionally, providing access to instructional technology was benefical for the students who do not
have access at home.
Page 2 of 3LCFF Budget Overview for Parents
Update on Increased or Improved Services for High Needs Students in 2018-2019
Current Year Expenditures: Increased or Improved Services for High
Needs Students
Total Budgeted Expenditures for High
$798,500
Needs Students in the LCAP
Estimated Actual Expenditures for High $779,800
Needs Students in LCAP
$0 $ 100,000$ 200,000$ 300,000$ 400,000$ 500,000$ 600,000$ 700,000$ 800,000$ 900,000
This chart compares what OCSA budgeted last year in the LCAP for actions and services that contribute
to increasing or improving services for high needs students with what OCSA estimates it has spent on
actions and services that contribute to increasing or improving services for high needs students in the
current year.
In 2018-2019, OCSA's LCAP budgeted $798,500.00 for planned actions to increase or improve services
for high needs students. OCSA estimates that it will actually spend $779,800.00 for actions to increase or
improve services for high needs students in 2018-2019. The difference between the budgeted and actual
expenditures of $18,700.00 had the following impact on OCSA's ability to increase or improve services for
high needs students:
This difference did not impact the actions and services for high needs students as the difference was
caused by reduced rates on professional development and less teacher release days being utilized.
Page 3 of 3LCAP Year (select from 2017-18, 2018-19, 2019-20)
2019-2020
Local Control
Addendum: General instructions & regulatory requirements.
Accountability Plan Appendix A: Priorities 5 and 6 Rate Calculations
and Annual Update Appendix B: Guiding Questions: Use as prompts (not limits)
California School Dashboard: Essential data to support
completion of this LCAP. Please analyze the LEA’s full data
(LCAP) Template set; specific links to the rubrics are also provided within the
template.
LEA Name Contact Name and Title Email and Phone
Orange County School of the Sally.lopez@ocsarts.net; 714-
Sally Lopez, Dean of Instruction
Arts 560-0900 x. 6356
2017-20 Plan Summary
The Story
Describe the students and community and how the LEA serves them.
The mission of the Orange County School of the Arts (OCSA) is to provide an unparalleled arts and academic
education in a creative, challenging, and nurturing environment to a diverse student body passionate about the
arts, preparing them to reach their highest potential. Founded in 1987 and still led by visionary Founder and
Executive Director Dr. Ralph Opacic, OCSA has grown from a small after-school arts program to become a full
time, innovative public charter arts school which embraces and encourages artistic creativity and academic
excellence. We were one of the first public arts schools founded in California, and the only full-time,
comprehensive public charter arts high school in Orange County. The school currently serves more than 2,100
culturally diverse and gifted students in grades 7-12 from 120 cities and five counties throughout Southern
California. The diversity of our student population is reflective of our service area: 42% Caucasian and 56%
ethnic minorities. Over 200 of our students are Free and Reduced Lunch students and 14% come from our
home city of Santa Ana. Nearly 200 of our students travel to school on the Metrolink commuter train daily from
great distances, and many families specifically move to the area to enroll their children in the school. Students
with a passionate interest in the arts and a strong academic background are encouraged to apply. Acceptance
to OCSA is based on a review of the student’s application, their academic records, and a juried audition or
portfolio review. The process is very competitive; only about 20% (it changes year to year) of the students who
apply are accepted due to instructional space limitations and more importantly, the enforcement of a small
teacher/student ratio in both the academics and arts classes. The school is a tuition-free, donation-dependent,
public charter school; no student is admitted or denied based on family financial capacity.
LCAP Highlights
Identify and briefly summarize the key features of this year’s LCAP.
This year’s LCAP continues to be directly aligned with our WASC Action Plan as we are entering our third year
of our 6 year accreditation and Action Plan. We will continue to focus on providing a rigorous and supportive
learning environment to prepare our students for college and career by improving the use of instructionaltechnology, and developing supports for our students and teachers to ensure positive academic, social and emotional development. Review of Performance Based on a review of performance on the state indicators and local performance indicators included in the California School Dashboard, progress toward LCAP goals, local self-assessment tools, stakeholder input, or other information, what progress is the LEA most proud of and how does the LEA plan to maintain or build upon that success? This may include identifying any specific examples of how past increases or improvements in services for low-income students, English learners, and foster youth have led to improved performance for these students. Greatest Progress We are proud of the culture we have created and continue to maintain at OCSA, as 83% of students feel connected and engaged at OCSA and 93% of students believe are in a safe and positive learning environment during their academic classes. Additionally, we are proud of our instructional technology program, as all academic classrooms have class sets of devices, and 85% of teachers feel supported and appropriately trained on technology implementation. Further support of this success is exemplified by the fact that 96% of students agree that academic teachers regularly use technology in a beneficial way, and 87% of students agree that the classroom sets of Chromebooks are positively impacting learning. Finally, we are extremely proud of the progress our counseling team has made in supporting our students as well as the professional development we have offered to teachers to help them support students with social, emotional and developmental needs. Referring to the California School Dashboard, identify any state indicator or local performance indicator for which overall performance was in the “Red” or “Orange” performance category or where the LEA received a “Not Met” or “Not Met for Two or More Years” rating. Additionally, identify any areas that the LEA has determined need significant improvement based on review of local performance indicators or other local indicators. What steps is the LEA planning to take to address these areas with the greatest need for improvement? Greatest Needs We do not have any overall performance category in the “red” or “orange” or rated as “Not Met” or “Not Met for Two or More Years.” Referring to the California School Dashboard, identify any state indicator for which performance for any student group was two or more performance levels below the “all student” performance. What steps is the LEA planning to take to address these performance gaps? Performance Gaps For our student group data, our White and Socioeconomically Disadvantaged student groups are “orange” for Chronic Absenteeism. We are working to revise our attendance probation policy and procedures to address this need.
Comprehensive Support and Improvement An LEA with a school or schools identified for comprehensive support and improvement (CSI) under the Every Student Succeeds Act must respond to the following prompts. Schools Identified Identify the schools within the LEA that have been identified for CSI. N/A Support for Identified Schools Describe how the LEA supported the identified schools in developing CSI plans that included a school-level needs assessment, evidence-based interventions, and the identification of any resource inequities to be addressed through the implementation of the CSI plan. N/A Monitoring and Evaluating Effectiveness Describe how the LEA will monitor and evaluate the implementation and effectiveness of the CSI plan to support student and school improvement. N/A
Annual Update
LCAP Year Reviewed: 2018-19
Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed.
Goal 1
Students will demonstrate college and career readiness by mastering content standards and demonstrating proficiency on school wide
learner outcomes (SLOs).
State and/or Local Priorities addressed by this goal:
State Priorities: 2, 4, 7
Local Priorities:
Annual Measurable Outcomes
Expected Actual
7th – 90% met or exceeded standard (1% increase)
Increase % of students who meet or exceed standards in math by
8th – 84% met or exceeded standard (5% increase)
2%
11th – 73% met or exceeded standard (3% increase)
7th – 90% met or exceeded standard (Maintained)
Increase % of students who meet or exceed standards by 2% or
8th – 90% met or exceeded standard (5% increase)
maintain 90% met/exceed status
11th –89% met or exceeded standard (3% decrease)
Maintain UC Readiness rate above 90% 90% UC/CSU Readiness rate
Increase % of students who demonstrate college readiness 84.5% prepared for college/career (1.2% decrease)
Increase number of students enrolled in AP classes and increase 3% decrease in number of students enrolled in AP classes
% of students scoring 3 or higher on exams 12% increase in the number of AP exams being administeredActions / Services
Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed.
Action 1
Planned Actual Budgeted Estimated Actual
Actions/Services Actions/Services Expenditures Expenditures
1. Release time and professional
development to support collaboration
and creation of common units and
assessments. Release time and professional 1a. $3,000 1a. $2,000
a. AP Conferences development to support collaboration and
1b. $18,000 1b. $7,000
b. Curriculum team release days creation of common units and
for PD assessments. 1c. $10,000 1c. $13,000
c. Professional Development
Grants and Incentivized PD
program
2. Assessment and intervention
Assessment and intervention programs to
programs to identify and support
identify and support underperforming $7500 $7500
underperforming students in math and
students in math and ELA
ELA
3. New Curriculum Lead positions to New Curriculum Lead positions to
develop SLO assessment plan, plan develop SLO assessment plan, plan
professional development for professional development for curriculum
$12,500 $12,500
curriculum teams, coordinate teacher teams, coordinate teacher rounds, and
rounds, and manage/guide curriculum manage/guide curriculum maps and
maps and course content course content
Analysis
Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual
annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.
Cell
Describe the overall implementation of the actions/services to achieve the articulated goal.Two AP teachers attended summer AP institutes to ensure curriculum alignment and grading of AP content and assessments. Additionally, five middle school science teachers participated in 4 release days throughout the year to develop NGSS aligned curriculum, and five high school biology teachers participated in 3 release days and one summer work day to develop NGSS aligned curriculum for full implementation next year. Nine academic teachers were awarded professional development grants ranging from $125 to $2000 to attend curriculum based conferences throughout the year. Finally, the OCSA Badge Project awarded 182 badges to academic teachers demonstrating mastery of specific technology skills including implementation of Actively Learn, Google Classroom, and Pear Deck, to name a few. iReady math diagnostic exams were administered to students who were identified as having a need for intervention and students participated in iReady instruction at home and during the school’s Block 7 tutorial. Five academic teachers served as Curriculum Leads for their curriculum teams. The Curriculum Leads facilitated the development of curriculum team goals, team meetings and professional development days. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. AP Summer Institutes prepare our teachers to design AP curriculum that is rigorous, yet balanced, so our students are challenged to engage in critical thinking, reading and writing and are supported along the way. These professional development workshops are critical as we launch new AP classes, including the AP Capstone program. Providing release time for our middle school and high school science teachers to develop NGSS aligned curriculum enabled them to completely redesign their units so they can effectively teach a three dimensional approach to science and assess students on the Performance Expectations. As a result of the release time, our Biology team has renamed the course to Biology of the Living Earth and we have eliminated our Biology Honors class as we believe the newly developed curriculum will meet the needs of a wide range of learners. Professional Development grants have become a great way to support our teachers in receiving personalized professional development. Teachers have the opportunity to attend a conference of their choice and are then encouraged to implement ideas in their classrooms and share their findings with colleagues. This is one way to address the need for curriculum specific professional development that our teachers regularly ask for. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Not all curriculum teams utilized the allocated release days to develop curriculum and assessments. Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. We have developed a SLO Assessment Plan Committee to work on the creation of an SLO Assessment Plan as the curriculum leads were unable to accomplish this given their duties and time constraints (Goal 1).
We will be launching a math intervention class to support struggling students in Integrated I and Integrated II so they can successfully complete our graduation requirements and be better prepared for higher level math classes.
Goal 2
Students will have equitable access to rigorous and relevant learning tools and resources and will acquire 21st century technology skills.
State and/or Local Priorities addressed by this goal:
State Priorities: 1, 4
Local Priorities:
Annual Measurable Outcomes
Expected Actual
2200 devices on campus 2200 devices on campus
100% of teachers using devices to improve teaching and learning 85% of teachers agree that there is sufficient support/training
in classroom on technology implementation
6 teachers participate in Digital Fellow Program 6 teachers participated in Digital Fellow Program
96% of students agree that academic teachers regularly use
technology in a beneficial way
Increased student satisfaction rate of digital devices 87% of students agree that the class sets of Chromebooks are
positively impacting learning
Actions / Services
Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed.
Action 1
Planned Actual Budgeted Estimated Actual
Actions/Services Actions/Services Expenditures Expenditures
Release time for science and social
Release time for science teachers to
science teachers to find/develop online $12,000 $4000
find/develop online resources
resourcesPlanned Actual Budgeted Estimated Actual
Actions/Services Actions/Services Expenditures Expenditures
Digital learning coach to mentor 6 fellows Digital learning coach to mentor 6 fellows
and provide coaching and co teaching and provide coaching and co teaching
$30,000 $30,000
opportunities to incorporate technology opportunities to incorporate technology
into the classroom into the classroom
Implement classroom sets of devices in all Implement classroom sets of devices in
academic classroom with Class Hub all academic classroom with Class Hub
device management software and suite of device management software and suite of
$600,000 $600,000
technology resources including Gale technology resources including Gale
Research Databases, Actively Learn, G Research Databases, Actively Learn, G
Suite, and Aeries Communication Suite, and Aeries Communication
Analysis
Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual
annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.
Cell
Describe the overall implementation of the actions/services to achieve the articulated goal.
The middle school science teachers had 20 hours of summer collaboration time and 4 release days to find and create online instructional resources.
Our Digital Learning Coach mentored 6 digital fellows this year and worked to help them incorporate instructional technology into their curriculum.
Additionally, our Digital Learning Coach developed the OCSA Badge Project, an incentivized PD program, where teachers could acquire technology
skills and then demonstrate their mastery of skills to earn badges and a chance to win prizes.
All classrooms were assigned a Chromecart and class set of Chromebook devices. We purchased the following school wide subscriptions to
support technology implementation: Gale Database, Pear Deck, Actively Learn, Class Hub, Akindi
Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.
The Digital Fellowship program provided support for 6 teachers which increased and improved the use of instructional technology in their
classrooms. The OCSA Badge Project, an incentivized PD program for all staff and teachers, was a fun way for teachers to learn new technology
skills and apply the skills in their classroom. We had over 182 badges earned and over 30 teachers that participated in the program.
The class sets of devices were extremely effective in providing teachers with the resources they need to enhance instruction and learning. On our
Spring 2019 student survey, 96% of students agree that academic teachers regularly use technology in a beneficial way, and 87% of students agree
that the classroom sets of Chromebooks are positively impacting learning. Part of this success was the professional development and supportprovided to teachers along the way. On our Spring 2019 teacher survey, 85% of teachers feel supported and appropriately trained on technology implementation. In addition, our school wide subscriptions were widely used and implemented by a variety of teachers. Unfortunately, Class Hub, the Chromebook device management program did not prove to be reliable and we decided to abandon this subscription in April. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. The Social Science team did not use release days for curriculum development this year. Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. One change to the actions related to this goal is the subscriptions we will be purchasing for next year. Because Class Hub proved to be unreliable, we are researching alternative Chromebook management programs. Additionally, we will be purchasing Go Formative, an assessment platform for school wide use. This purchase is included in our action steps under Goal 2. Finally, we will be eliminating the role of the Digital Learning Coach as our technology professional development needs are slightly changing given that we have fully implemented the Chromebooks in every classroom. As a result, our Digital Badge Project will also be ending.
Goal 3
Students will experience a positive school culture and system of supports for their personal and academic growth.
State and/or Local Priorities addressed by this goal:
State Priorities: 3, 4, 5, 6
Local Priorities:
Annual Measurable Outcomes
Expected Actual
Maintain graduation rate 100% graduation rate
Maintained high school student to counselor ratio of 330:1 this year
Maintain lower student/counselor ratio
which was a 21% decrease from 2016-2017.
Lower number of chronically absent students by 1% Number of students chronically absent increased by 1%
Maintain or improve number of students feeling connected at
83% of students feel connected and engaged at OCSA
OCSA
Actions / Services
Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed.
Action 1
Planned Actual Budgeted Estimated Actual
Actions/Services Actions/Services Expenditures Expenditures
Maintain five high school counselors to
Maintain five high school counselors to
ensure lower caseload and more support
ensure lower caseload and more support
for students to closely monitor $100,000 $100,000
for students to closely monitor attendance,
attendance, behavior, and academic
behavior, and academic concerns.
concerns.Planned Actual Budgeted Estimated Actual
Actions/Services Actions/Services Expenditures Expenditures
Welcome Week activities and festival for Welcome Week activities and festival for
new and returning students to ensure new new and returning students to ensure new
students have a positive first week of students have a positive first week of $3500 $3500
school and connect with other students school and connect with other students
and their conservatory. and their conservatory.
Teacher professional development on Teacher professional development on
supporting students with social and supporting students with social and
$2000 $300
emotional needs and students with special emotional needs and students with
services special services
Analysis
Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual
annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.
Cell
Describe the overall implementation of the actions/services to achieve the articulated goal.
Maintained five academic counselors which kept our counselor to student ratio at approximately 330:1.
Welcome Week is a four-day series of events designed to help new students acclimate to OCSA. All students are matched up with a buddy and are
introduced to peers within their conservatory. They participate in icebreaker activities, team building games, a guest speaker and a culminating
carnival to celebrate the start of a new school year and learn the culture of OCSA.
Teachers participated in two professional development days related to supporting students with social and emotional needs. Dr. Hussey, head
Psychologist at CHOC, provided a Mental Health presentation to all academic teachers in September and Dr. Passaro from the Anxiety and
Depression Center of Newport Beach provided information and resources for teachers on supporting students with anxiety and depression in
January.
Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.
Maintaining a lower student to counselor ratio creates more time for counselors to provide individualized counseling time with students. Welcome
Week enables students to meet students with common interests and interact with their conservatory director which is critical given that their
conservatory director plays an important role in supporting their students during the conservatory portion of the day.The PD gave teachers a better understanding of the mental health issues they are experiencing with students and strategies for how to support students. Additionally, our counseling and special services staff received professional development on how to support students in crisis. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Through a partnership with Children’s Hospital of Orange County (CHOC) we received free professional development for our teachers and staff. Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. N/A
Stakeholder Engagement LCAP Year: 2019-20 Involvement Process for LCAP and Annual Update How, when, and with whom did the LEA consult as part of the planning process for this LCAP/Annual Review and Analysis? Our school conducted a student, parent and staff survey in March to assess our instructional programs and help us reflect on areas of growth. We had 1864 students respond, 841 parents respond, and 67 academic and elective teachers respond. Survey key findings and relevant data were presented at a PSO meeting on April 19, 2019. Finally, the school’s curriculum teams and leadership teams reviewed the survey data in May and provided insights to guide the LCAP. Impact on LCAP and Annual Update How did these consultations impact the LCAP for the upcoming year? The survey data and subsequent discussions led our team to focus on how to address high student stress levels and chronic absenteeism and we are in the process of revising our attendance probation policy and attendance monitoring procedures. Additionally, our survey results revealed that a quarter of parents responding do not feel well informed about what is happening in their child’s academic classes. As a result, we plan to offer technology related trainings for parents at the beginning of the year to train them on how to access class websites so they can be better informed about their child’s classes.
Goals, Actions, & Services
Strategic Planning Details and Accountability
Complete a copy of the following table for each of the LEA’s goals. Duplicate the table as needed.
(Select from New Goal, Modified Goal, or Unchanged Goal)
Unchanged Goal
Goal 1
Students will demonstrate college and career readiness by mastering content standards and demonstrating proficiency on school wide
learner outcomes (SLOs).
State and/or Local Priorities addressed by this goal:
State Priorities: 2, 4, 7
Local Priorities:
Identified Need:
Our high school SBAC math scores continue to demonstrate room for improvement and our WASC self-study identified math performance as a
critical learner need. Additionally, our action plan identifies a need to assess students on our school wide Learner Outcomes and monitor progress
on these.
Expected Annual Measurable Outcomes
Metrics/Indicators Baseline 2017-18 2018-19 2019-20
7th – 88% met or
exceeded standard 7th – 89% met or exceeded 7th – 90% met or exceeded Increase % of students who
8th – 81% met or standard (1% increase) standard (1% increase) meet or exceed standards
SBAC Math exceeded standard 8th – 79% met or exceeded 8th – 84% met or exceeded by 2% or maintain 90%
11th – 67% met or standard (2% decrease) standard (5% increase) meet/exceed status
exceeded standardMetrics/Indicators Baseline 2017-18 2018-19 2019-20
11th – 70% met or 11th – 73% met or
exceeded standard (3% exceeded standard (3%
increase) increase)
7th – 90% met or 7th – 90% met or
exceeded standard exceeded standard
7th – 90% met or
(maintain) (maintain)
exceeded standard Increase % of students who
8th – 85% met or 8th – 90% met or
8th – 92% met or meet or exceed standards
SBAC ELA exceeded standard (7% exceeded standard (5%
exceeded standard by 2% or maintain 90%
decrease) increase
11th – 94% met or met/exceed status
11th – 92% met or 11th – 89% met or
exceeded standard
exceeded standard (2% exceeded standard (3%
decrease) decrease)
90% UC/CSU Readiness Maintain UC Readiness rate
UC Readiness 92% CSU/UC eligible 90% A/G Readiness rate
rate above 90%
Increase % of students who
EAP College 83% demonstrate
TBD demonstrate college
Preparedness college/career readiness
readiness
855 students enrolled in 946 students enrolled in Increase number of
888 students enrolled in
AP classes, 703 students AP classes, 725 students students enrolled in AP
AP Enrollment and AP Classes, 720 students
tested, 1258 AP exams took AP exams, 1363 AP classes and increase % of
Passing Rates took AP Exams, 1537 AP
taken, 83% of exams exams taken, 84% of students scoring 3 or higher
exams taken
scoring 3 or higher exams scoring 3 or higher on exams
Planned Actions / Services
Complete a copy of the following table for each of the LEA’s Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed.
Action 1
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans):
All students OCSA
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, (Select from LEA-wide, Schoolwide, or Limited to (Select from All Schools, Specific Schools, and/or
and/or Low Income) Unduplicated Student Group(s)) Specific Grade Spans)
[Add Students to be Served selection here] [Add Scope of Services selection here] [Add Location(s) selection here]
Actions/Services
Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged
for 2017-18 for 2018-19 for 2019-20
Modified Modified Modified
2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services
1. Release time and professional 1. Release time and professional 1. Release time and professional
development to support collaboration and development to support collaboration and development to support collaboration and
creation of common units and creation of common units and creation of common units and assessments.
assessments. assessments. a. AP Conferences
a. AP Conferences a. AP Conferences b. Curriculum team release days for
b. Curriculum team release days for b. Curriculum team release days for PD
PD PD c. Professional Development Grants
c. Professional Development Grants c. Professional Development Grants
and Incentivized PD program
Budgeted ExpendituresYear 2017-18 2018-19 2019-20
Amount 1a. $3,000 1a. $3,000 1a. $3,000
1b. $18,000 1b. $18,000 1b. $18,000
1c. $5,000 1c. $10,000 1c. $10,000
Source LCFF LCFF LCFF
Budget [Add budget reference here] [Add budget reference here] [Add budget reference here]
Reference
Action 2
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans):
All Students OCSA
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, (Select from LEA-wide, Schoolwide, or Limited to (Select from All Schools, Specific Schools, and/or
and/or Low Income) Unduplicated Student Group(s)) Specific Grade Spans)
[Add Students to be Served selection here] [Add Scope of Services selection here] [Add Location(s) selection here]
Actions/ServicesSelect from New, Modified, or Unchanged Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged
for 2017-18 for 2018-19 for 2019-20
New Unchanged Modified
2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services
Assessment and intervention programs to Assessment and intervention programs to Assessment and intervention programs to
identify and support underperforming identify and support underperforming students identify and support underperforming
students in math and ELA in math and ELA students in math and ELA
a. Intervention Integrated IABC math
class
b. English Learner Support class and
Rosetta Stone
Budgeted Expenditures
Year 2017-18 2018-19 2019-20
Amount $7500 $7500 $40,000
Source Grant and LCFF Grant and LCFF Grant and LCFF
Budget Instructional Materials Instructional Materials
ReferenceAction 3
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans):
All students OCSA
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, (Select from LEA-wide, Schoolwide, or Limited to (Select from All Schools, Specific Schools, and/or
and/or Low Income) Unduplicated Student Group(s)) Specific Grade Spans)
[Add Students to be Served selection here] [Add Scope of Services selection here] [Add Location(s) selection here]
Actions/Services
Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged
for 2017-18 for 2018-19 for 2019-20
New Unchanged Modified
2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services
New Curriculum Lead positions to develop Curriculum Lead positions to develop SLO Curriculum Lead positions to plan
SLO assessment plan, plan professional assessment plan, plan professional professional development for curriculum
development for curriculum teams, coordinate development for curriculum teams, coordinate teams, coordinate teacher rounds, and
teacher rounds, and manage/guide teacher rounds, and manage/guide curriculum manage/guide curriculum maps and course
curriculum maps and course content maps and course content content
SLO Committee to develop SLO Assessment
Plan
Budgeted ExpendituresYear 2017-18 2018-19 2019-20 Amount $12,500 $12,500 $14,500 Source LCFF LCFF LCFF Budget Discretionary Personnel Discretionary Personnel Discretionary Personnel Reference
Goals, Actions, & Services
Strategic Planning Details and Accountability
Complete a copy of the following table for each of the LEA’s goals. Duplicate the table as needed.
(Select from New Goal, Modified Goal, or Unchanged Goal)
Unchanged goal
Goal 2
Students will have equitable access to rigorous and relevant learning tools and resources and will acquire 21st century technology skills.
State and/or Local Priorities addressed by this goal:
State Priorities: 1, 4
Local Priorities:
Identified Need:
Continued desire from teachers to have greater access to technology to provide relevant learning tools and experiences. In adopting more
technology, we need to provide teachers the time to develop curriculum that utilizes technology.
Expected Annual Measurable Outcomes
Metrics/Indicators Baseline 2017-18 2018-19 2019-20
Total number of
750 devices on campus 1200 devices on campus. 2200 devices on campus 2200 devices on campus
devicesMetrics/Indicators Baseline 2017-18 2018-19 2019-20
50% of teachers were
Satisfaction level somewhat satisfied with 85% of teachers agree that Increase satisfaction rate of
To be determined after PD BAK devices
on technology and there is sufficient technology implementation
during 2017-2018 school
online resource 92% of teachers use support/training on and training on teacher
year
pilot PD surveys devices at least a few technology implementation surveys
times a week, if not daily
Teacher
participation in 3 teachers participated in 6 teachers participate in
N/A N/A
Digital Fellow Digital Fellow Program Digital Fellow Program
program
96% of students agree
that academic
teachers regularly use
technology in a
55% of students were beneficial way Increase satisfaction rate of
Student and
somewhat satisfied to 87% of students agree technology implementation
parent surveys on N/A
extremely satisfied with that the class sets of on student and parent
1:1 program
BAK devices Chromebooks are surveys
positively impacting
learning
Planned Actions / Services
Complete a copy of the following table for each of the LEA’s Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed.
Action 1
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans):
All students OCSAOR For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served: Scope of Services: Location(s): (Select from English Learners, Foster Youth, (Select from LEA-wide, Schoolwide, or Limited to (Select from All Schools, Specific Schools, and/or and/or Low Income) Unduplicated Student Group(s)) Specific Grade Spans) [Add Students to be Served selection here] [Add Scope of Services selection here] [Add Location(s) selection here] Actions/Services Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged for 2017-18 for 2018-19 for 2019-20 Modified Modified Unchanged 2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services Release time for social science online Release time for science and social science Release time for science teachers to resource pilot where teachers will teachers to find/develop online resources find/develop online resources find/develop online resources in place of purchasing new textbooks Budgeted Expenditures Year 2017-18 2018-19 2019-20 Amount $30,000 $12,000 $5000 Source College and Career Readiness Grant LCFF LCFF Budget Reference
Action 2
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans):
All students OCSA
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, (Select from LEA-wide, Schoolwide, or Limited to (Select from All Schools, Specific Schools, and/or
and/or Low Income) Unduplicated Student Group(s)) Specific Grade Spans)
[Add Students to be Served selection here] [Add Scope of Services selection here] [Add Location(s) selection here]
Actions/Services
Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged
for 2017-18 for 2018-19 for 2019-20
New Modified
2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services
Digital learning coach to mentor 5 fellows and Digital learning coach to mentor 6 fellows and
provide coaching and co teaching provide coaching and co teaching
opportunities to incorporate technology into opportunities to incorporate technology into
the classroom the classroom
Budgeted ExpendituresYear 2017-18 2018-19 2019-20
Amount $30,000 $30,000 N/A
Source LCFF LCFF N/A
Budget N/A
Personnel Personnel
Reference
Action 3
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans):
All students OCSA
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, (Select from LEA-wide, Schoolwide, or Limited to (Select from All Schools, Specific Schools, and/or
and/or Low Income) Unduplicated Student Group(s)) Specific Grade Spans)
[Add Students to be Served selection here] [Add Scope of Services selection here] [Add Location(s) selection here]
Actions/ServicesSelect from New, Modified, or Unchanged Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged
for 2017-18 for 2018-19 for 2019-20
Modified Modified N/A
2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services
Pilot 1:1 devices with all middle school Implement classroom sets of devices in all Maintain classroom sets of devices in all
students academic classroom with Class Hub device academic classrooms, replacing older
management software and suite of technology Chromebooks as needed. Purchase
resources including Gale Research subscriptions for technology resources
Databases, Actively Learn, G Suite, and including Gale Research Databases, Actively
Aeries Communication Learn, G Suite, Aeries, Pear Deck, and Go
Formative.
Budgeted Expenditures
Year 2017-18 2018-19 2019-20
Amount $200,000 $600,000 $150,000
Source LCFF LCFF LCFF
Budget
Reference(Select from New Goal, Modified Goal, or Unchanged Goal)
Unchanged goal
Goal 3
Students will experience a positive school culture and system of supports for their personal and academic growth.
State and/or Local Priorities addressed by this goal:
State Priorities: 3, 4, 5, 6
Local Priorities:
Identified Need:
Student surveys showed a high number of students experience stress or anxiety on a regular basis. There was an increase in the number of
chronically absent students this year and is something our academic teachers have been commenting frequently about.
Expected Annual Measureable Outcomes
Metrics/Indicators Baseline 2017-18 2018-19 2019-20
Graduation Rate 100% graduation rate 100% graduation rate Maintain graduation rate Maintain graduation rate
Student/counselor Maintain lower
420:1 330:1 330:1
ratio student/counselor ratio
Approx. 5% of students
% of students with 15 or more all day 6.2% of students 7.3% of students Lower number of chronically
chronically absent absences chronically absent chronically absent absent students by 1%
N/A – no longer
New student 100% of responding Maintain high satisfaction N/A – no longer
survey results levels administered. Alternate
families believe OCSA administered. Switched to
between California HealthMetrics/Indicators Baseline 2017-18 2018-19 2019-20
creates a safe California Healthy Kids Kids Survey and Student
environment Survey and Parent Instructional
Surveys
83% of students agree
that they feel
California Healthy connected and
Kids Survey or 50% of 7th grade students engaged at OCSA
Spring and 35% of 9th grade 93% of students agree Increase % of students
Instructional N/A students strongly agree to that they are in a safe feeling connected and
Surveys for feeling connected and and positive learning engaged at OCSA
Students and happy to be at OCSA environment during
Parents academic classes
Planned Actions / Services
Complete a copy of the following table for each of the LEA’s Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed.
Action 1
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans):
All students OCSA
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, (Select from LEA-wide, Schoolwide, or Limited to (Select from All Schools, Specific Schools, and/or
and/or Low Income) Unduplicated Student Group(s)) Specific Grade Spans)
[Add Students to be Served selection here] [Add Scope of Services selection here] [Add Location(s) selection here]Actions/Services
Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged
for 2017-18 for 2018-19 for 2019-20
Modified Modified Unchanged
2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services
Hire additional high school counselor to lower Maintain five high school counselors to Maintain five high school counselors to
caseload and provide more support for ensure lower caseload and more support for ensure lower caseload and more support for
students to closely monitor attendance, students to closely monitor attendance, students to closely monitor attendance,
behavior, and academic concerns. behavior, and academic concerns. behavior, and academic concerns
Counselors will participate in Positive
Behavior Intervention Support system.
Budgeted Expenditures
Year 2017-18 2018-19 2019-20
Amount $100,000 $100,000 $100,000
Source LCFF LCFF LCFF
Budget
Personnel Personnel Personnel
Reference
Planned Actions / Services
Complete a copy of the following table for each of the LEA’s Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed.
Action 2
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans):
All Students OCSA
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, (Select from LEA-wide, Schoolwide, or Limited to (Select from All Schools, Specific Schools, and/or
and/or Low Income) Unduplicated Student Group(s)) Specific Grade Spans)
[Add Students to be Served selection here] [Add Scope of Services selection here] [Add Location(s) selection here]
Actions/Services
Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged
for 2017-18 for 2018-19 for 2019-20
Modified Unchanged Unchanged
2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services
Welcome Week activities and festival for new Welcome Week activities and festival for new Welcome Week activities and festival for new
and returning students to ensure new and returning students to ensure new and returning students to ensure new
students have a positive first week of school students have a positive first week of school students have a positive first week of school
and connect with other students and their and connect with other students and their and connect with other students and their
conservatory. conservatory. conservatory.
Budgeted Expenditures
Year 2017-18 2018-19 2019-20
Amount $3500 $3500 $3500Year 2017-18 2018-19 2019-20 Source LCFF LCFF LCFF Budget Reference
Planned Actions / Services
Complete a copy of the following table for each of the LEA’s Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed.
Action 3
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Location(s):
(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans):
All students OCSA
OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served: Scope of Services: Location(s):
(Select from English Learners, Foster Youth, (Select from LEA-wide, Schoolwide, or Limited to (Select from All Schools, Specific Schools, and/or
and/or Low Income) Unduplicated Student Group(s)) Specific Grade Spans)
[Add Students to be Served selection here] [Add Scope of Services selection here] [Add Location(s) selection here]
Actions/Services
Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged Select from New, Modified, or Unchanged
for 2017-18 for 2018-19 for 2019-20
New Unchanged
2017-18 Actions/Services 2018-19 Actions/Services 2019-20 Actions/Services
Teacher professional development on Teacher professional development on
supporting students with social and emotional supporting students with social and emotional
needs and students with special services needs and students with special services
Budgeted ExpendituresYear 2017-18 2018-19 2019-20 Amount $2000 $2000 Source LCFF LCFF Budget Reference
Demonstration of Increased or Improved Services for Unduplicated Pupils LCAP Year: 2019-2020 Estimated Supplemental and Concentration Grant Funds Percentage to Increase or Improve Services $ 867,533 3% Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year. Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions). All funds are being expended on a school wide basis while also targeting unduplicated pupils as described below: Intervention Programs – These programs are the most effective use of funds because they enable our teachers to provide targeted intervention to students who are identified in need based on state assessment results, grades, etc. Instructional Technology – This service positively impacts our unduplicated pupils by providing access to instructional technology at school, and at home, if needed. This enables all students to have equitable access to class resources, instructional materials, etc.
You can also read
