alameda county board of education - Alameda County Office of ...

Any member of the public may comment on agenda items, as each item is presented. Individuals wishing to address the Board need to complete a Speaker Card located at the entrance to the meeting room and provide it to the recording secretary prior to the start of the meeting. Speakers are asked to limit their comments to two minutes each, and the Board President may limit the amount of discussion time for any one agenda item.

ALAMEDA COUNTY BOARD OF EDUCATION AGENDA : VOL. XXXII, NO. 14 Closed Session: June 12, 2018 - 5:30 PM Regular Board Meeting: June 12, 2018 - 6:30 PM

MEETING LOCATION : 313 W. Winton Avenue Hayward, CA 94544 510-887-0152 www.acoe.org MISSION STATEMENT: Provide, promote and support leadership and service to ensure the success of Every Child...in Every School... Every Day!

CALL TO ORDER: ROLL CALL:

President Berrick Trustee Rivera Trustee Childress Trustee Knowles

Vice-President Cerrato Trustee Sims Trustee McDonald

SALUTE TO THE FLAG:

Pledge of Allegiance

RECORDING STATEMENT:

This meeting is being recorded and/or broadcast at the direction of the Board.

RECESS TO CLOSED SESSION 1.

Interdistrict Transfer Appeals

The Board will hear and take action on the following expulsion appeal. These matters will be heard in closed session. 1. IDT # 01-WH-18/19 - Pleasanton USD 2. IDT # 12-JW-18/19 - Dublin USD 3. IDT # 13-JW-18/19 - Dublin USD

ACTION

RECONVENE TO OPEN SESSION 2.

Report from closed session

President Berrick will report out on any actions taken in closed session.

INFORMATION

3.

Spelling Bee Recognition

The Board will recognize the winners of the Alameda County Spelling Bee and the three participants of the National Scripps Spelling Bee.

INFORMATION

4.

Consent Agenda – General Matters:

A.

Minutes of the May 8, 2018 Board Meeting

Board will consider approval of the Minutes from the May 8, 2018 Board Meeting.

ACTION

B.


Board will consider approval of the Minutes from the May 22, 2018 Board Meeting.

ACTION

C.

California School Boards Association (CSBA) Membership Dues

Board will consider approval of payment for the following Board membership dues: California School Boards Association (CSBA), Education Legal Alliance, and California County Boards of Education (CCBE) Membership Dues 2018-2019

ACTION

5.

Public Comments [as close to 7 p.m. as possible]

Only on items not listed on the agenda. This part of the meeting provides an opportunity for the public to address the Board of Education on items that are not listed on the Agenda. Comments are welcome; however, the Board cannot comment on any item that is not agendized. Individuals wishing to address the Board need to complete a Speaker Card located at the entrance to the meeting room and provide it to the recording secretary prior to the start of the meeting. Speakers are asked to limit their comments to two minutes each, and the Board President may limit the amount of comment and discussion time.

INFORMATION

6.

Public Hearing - Urban Montessori Charter School Material Revision

A. The Board will hold a public hearing for Urban Montessori's material revision request to add a new location.

INFORMATION/ ACTION

Open Public Hearing MOTION: SECOND: AYES: NOES: ABST: B. The Board will take comments from the petitioner(s)/proponent(s)/opponent(s) of Urban Montessori's material revision request. Close Public Hearing MOTION: SECOND: NOES: ABST: AYES: 7.

AB 925 Alameda CountyWide Educational Services Plan for Serving Expelled and High Risk Students Update for July 1, 2018 through June 30, 2021

8.

Local Control and Accountability Plan (LCAP): ACOE Opportunity Academy

1. Staff will present to the Board the ACOE Triennial Plan updates for July 1, 2018 – June 30, 2021. 2. Board will consider approval of ACOE Triennial Plan. The Board will consider adoption of ACOE Opportunity Academy's LCAP to be submitted to the California State Department of Education for final approval by July 1, 2018 pursuant to Education Code 47606.5, 52066 and 52068.

INFORMATION/ ACTION

INFORMATION/ ACTION

9.

Local Control and Accountability Plan (LCAP): ACOE Community and Court Schools

The Board will consider adoption of ACOE Community and Court Schools' LCAP to be submitted to the California State Department of Education for final approval by July 1, 2018 pursuant to Education Code 52066 and 52068.

INFORMATION/ ACTION

10.

Alameda County Office of Education's (ACOE) 2018/19 Budget

The Board will consider approval of the Superintendent's proposed budget for 2018/19 pursuant to Education Code 1040(c) and 1622.

INFORMATION/ ACTION

11.

Disposal of Surplus Books, Furniture, and Ink Toner Cartridges

The Board will review ACOE's list of surplus stock of various subject matter books, miscellaneous furniture, and ink toner cartridges that are intended for disposal via donation or sale, per Education Code 1279(b).

INFORMATION

12.

Board Committee Updates

Policy and Legislation Committee Report Board Policy and Legislation Committee chair will report out from the May 29, 2018 meeting. The Board will review and consider taking action on the following Board Policies for FIRST READING: BP 0410 Nondiscrimination BP 5111 Admissions BP 5125 Student Records BP 5131.2 Bullying BP 5145.13 Response to Immigration Enforcement BP 5145.3 Nondiscrimination/Harassment Board will consider approval of Resolution No. 2129: Full and Fair Funding of California’s Public Schools.

INFORMATION/ ACTION

13.

Items from the Board

Board members will discuss the status of their activities and possible topics of interest to the Board and the general public.

INFORMATION

14.

President’s Report

The President will discuss recent activities and possible topics of interest to the Board and the general public.

INFORMATION

15.

Items from the Superintendent

The Superintendent, as the Secretary to the Board, will present topics of interest to the Board and the general public.

INFORMATION

16.

Adjournment

Visit http://www.acoe.org/board to view live webcasts of regular Board Meetings. Next Meeting: Regular Meeting: June 26, 2018 at 6:30 p.m. (Reserved) Reorganization Meeting: July 10, 2018 at 6:30 p.m.

Adjourn the meeting. All materials related to an item on this Agenda distributed to the Board of Education within 24 hours of the meeting are available for public inspection at the front desk of the Alameda County Office of Education at 313 W. Winton Avenue, Hayward, California at the time they are distributed. For inquiries, please contact the Superintendent's Office at 510-670-4145.

Times indicated are estimates and may change at the Board's discretion.

Memorandum No. - 1.

Meeting Date: 6/12/2018

TO:

Alameda County Board of Education

FROM:

Ken Berrick, Board President

RE:

Interdistrict Transfer Appeals

Background : The Board will hear and take action on the following expulsion appeal. These matters will be heard in closed session. 1. IDT # 01-WH-18/19 - Pleasanton USD 2. IDT # 12-JW-18/19 - Dublin USD 3. IDT # 13-JW-18/19 - Dublin USD

Action Requested: ACTION This matter is to be held in closed session.

Memorandum No. - 3.


TO:


FROM:

L. Karen Monroe, Superintendent of Schools

RE:

Spelling Bee Recognition

Background : Honoring Vivian Le of Fremont for winning the ACOE Elementary Spelling Bee. Also honoring three Alameda County students, Anisha Rao of Dublin, Anabel Loucks of Piedmont and Ojas Vatsyayan of Fremont participated in the Scripps National Spelling Bee last week in Washington DC. Rao, who won the ACOE Middle School Bee, finished in the top 16 of the Scripps Bee.

Action Requested: INFORMATION

Memorandum No. 4. - A.


TO:


FROM:


RE:


Background : The Board will receive and consider approval of minutes of the May 8, 2018 Board meeting. Action Requested: ACTION Review and approve minutes of the May 8, 2018 Board meeting. ATTACHMENTS: Type Backup Material

Description DRAFT Minutes-2018.5.8

ALAMEDA COUNTY BOARD OF EDUCATION Meeting Location: Alameda County Office of Education 313 W Winton Avenue, Hayward, CA 94544 Unadopted Minutes of the Board Meeting of May 8, 2018 Vol. XXXII No. 12 Presiding Closed Session

President Berrick opened the meeting at 4:33 p.m. The Board recessed for closed session at 4:33 p.m.

Item #1: Expulsion Appeal

EXP# 05-MF-17/18 – Oakland USD Present: Trustee Rivera, Trustee Knowles, Trustee Sims, Trustee McDonald, Vice President Cerrato, President Berrick, Superintendent L. Karen Monroe, Dan Bellino (Chief of Staff), Yosaira Espinoza (Administrative Secretary to the Board), Guy Bryant (Legal Counsel) Recusal: Trustee Childress EXP# 06-JS-17/18 – Hayward USD Present: Trustee Rivera, Trustee Childress, Trustee Knowles, Trustee Sims, Trustee McDonald, Vice President Cerrato, President Berrick, Superintendent L. Karen Monroe, Dan Bellino (Chief of Staff), Yosaira Espinoza (Administrative Secretary to the Board), Guy Bryant (Legal Counsel)

Closed Session Item #2: Interdistrict Transfer Appeals

Present: Trustee Rivera, Trustee Childress, Trustee Knowles, Trustee Sims, Trustee McDonald, Vice President Cerrato, President Berrick, Superintendent L. Karen Monroe, Dan Bellino (Chief of Staff), Yosaira Espinoza (Administrative Secretary to the Board) • •

Flag Salute Roll Call

Recording Statement Item #3: Report from President on Board Closed Session

Item #4: Recognition of ACOE Personnel

The Board recessed from closed session at 6:33 p.m. The Board reconvened to open session at 6:50 p.m.

Led by Trustee Sims Conducted by Superintendent L. Karen Monroe Trustees Present (7): Joaquin Rivera, Amber Childress, Aisha Knowles, Fred Sims, Eileen McDonald, Yvonne Cerrato, Ken Berrick Read into the record by President Berrick This meeting is being recorded and/or broadcasted at the direction of the Board. • EXP #05-MF-17/18 – Oakland USD Ayes: Rivera, Knowles, Sims, McDonald, Cerrato, Berrick Noes: Recusal: Childress The Board voted (6-0-1) to affirm the district’s decision to expel the student. •

EXP #06-JS-17/18 – Hayward USD Ayes: Rivera, Childress, Sims, McDonald, Cerrato, Berrick Noes: Knowles The Board voted (6-1) to affirm the district’s decision to expel the student.

•

IDT #03-CO-18/19 – Pleasanton USD Ayes: Noes: Rivera, Childress, Knowles, Sims, McDonald, Cerrato, Berrick The Board voted (7-0) to deny the appeal. Superintendent Monroe announced ACOE’s Teacher of the Year, George Hoss, and ACOE’s Classified Employee of the Year, Adriene Metoyer-Leonard.

•

Unadopted Minutes of the A.C.O.E. Board Meeting 5/8/18

Item #7: REACH Ashland Youth Center Update

•

•

Item #6 Public Comments Item #5: Consent Agenda – General Matters: A. Minutes of the April 10, 2018 Board Meeting B. Resolution: Lesbian, Gay, Bisexual, and Transgender (LGBT) Pride Month (June) C. Resolution: National Internet Safety Month (June)

Item #8: E-Waste Notification Item #9: Board Committee Updates

Item #10: Items from the Board

Item #11: President’s Report

Item #12: Items from the Superintendent

Page 2 of 3

The Board received presentations from Supervisor Miley, Alameda County Health Care Services Agency staff, and from Captain Martin Neideffer from the Alameda County Sherriff’s Office, which provided an update on the changes that are occurring at the REACH Ashland Youth Center. Three people submitted public speaker cards: Dr. Gregory Rienzo, Zollie Fierce and Reverend Arlene Nehring.

The Board recessed at 8:06 p.m. The Board reconvened at 8:17 p.m. • • • •

None. Trustee Rivera moved the Consent Agenda (A-C). Trustee Childress seconded. The motion passed unanimously (7-0).

The Board reviewed the list of E-Waste items to be picked up by Technology Exchange, formerly OTX West. Policy and Legislation Committee • Trustee Rivera reported out from the April 24, 2018 Policy and Legislation Committee meeting. • Trustee Rivera moved approval of BP 5141.52, BP 6144, BB 9224, and BB 9230. • Trustee Sims seconded. • The motion passed unanimously (7-0). • Trustee Rivera presented Board Bylaw 9000 and Board Bylaw 9321 for first reading. • Trustee Childress reported attending the following: o Girls Inc. Strong Smart & Bold Luncheon on April 27th o EMERGE site visit o EMERGE Core Partners meeting at Girls Inc. o Assemblymember Rob Bonta’s Education Roundtable meeting o Groundbreaking for the People’s Grocery Store in Oakland o Madison Park Elementary 3rd Annual Asian American Literature Read-in on May 8th • Trustee McDonald reported attending the following: o Visited Fremont USD’s Teacher of the Year on May 7th o Visited Newark USD’s Teacher of the Year on May 7th o Visited Mission Valley ROP’s Teacher of the Year on May 7th o Visited Impact Academy • Trustee Knowles thanked Jason Arenas, Family & Community Engagement Specialist at ACOE, for his work with the Jackson Triangle Harder Tennyson Opportunity Scholarship. • Vice President Cerrato reported attending the following: o Butler Academic Center’s Mock Trial on April 18th o ACOE’s Employee Recognition event on May 2nd • President Berrick reported attending the following: o Young Minds Advocacy event o Meeting with Department of Finance staff to speak on the restructuring of Special Education • Superintendent Monroe visited the Teachers of the Year for Fremont USD, Newark USD, and Mission Valley ROP •


Item #13: Adjournment

Page 3 of 3

She reported she will be traveling to Washington D.C. to testify before the U.S. Senate and Department of Education regarding Alignment Bay Area. The next Board meeting will be on May 22, 2018 at 6:30 p.m.

•

President Berrick adjourned the meeting at 8:33 p.m.

__________________________________ Ken Berrick, Board President

__________________________________ L. Karen Monroe, Board Secretary

Memorandum No. 4. - B.


TO:


FROM:


RE:


Background : The Board will receive and consider approval of minutes of the May 22, 2018 Board meeting. Action Requested: ACTION Review and approve minutes of the May 22, 2018 Board meeting. ATTACHMENTS: Type

Description

Backup Material

DRAFT Minutes-2018.5.22

Backup Material

DRAFT Minutes-2018.5.22


President Berrick opened the meeting at 5:30 p.m. • The Board recessed for closed session at 5:30 p.m.

Item #2: Interdistrict Transfer Appeals




Led by Trustee Sims Conducted by Superintendent L. Karen Monroe Trustees Present (7): Joaquin Rivera, Amber Childress, Aisha Knowles, Fred Sims, Eileen McDonald, Yvonne Cerrato, Ken Berrick

Recording Statement Report from Board Closed Session

Item #2: Resolution: Education Protection Account (EPA) Item #3: Public Comments

Read into the record by President Berrick This meeting is being recorded and/or broadcasted at the direction of the Board. • IDT #04-YC-18/19 – Dublin USD Ayes: Noes: McDonald, Knowles, Childress, Sims, Rivera, Cerrato, Berrick The Board voted (7-0) to deny the appeal. •

IDT #05-KL-18/19 – Dublin USD The interdistrict transfer appeal was resolved prior to the Board meeting.

•

IDT #06-NH-18/19 – Dublin USD The interdistrict transfer appeal was resolved prior to the Board meeting.

•


•

IDT #09-AC-18/19 – Fremont USD IDT #10-AC-18/19 – Fremont USD Ayes: Noes: Rivera, Childress, Knowles, Sims, McDonald, Cerrato, Berrick The Board voted (7-0) to deny the appeal.

•

IDT #11-MT-18/19 – Dublin USD The interdistrict transfer appeal was resolved prior to the Board meeting.

•

Trustee Rivera moved approval of Resolution No. 2128: The Education Protection Account. Trustee McDonald seconded. The motion passed unanimously (7-0). None.

• • •


Item #4: Public Hearing – Local Control and Accountability Plan (LCAP): Opportunity Academy

Item #5: Public Hearing – Local Control and Accountability Plan (LCAP): Community and Court Schools

Item #6: Public Hearing – Alameda County Office of Education (ACOE) 2018/2019 Proposed Budget

Item #7: Board Committee Updates

Page 2 of 3

Monica Vaughan (Chief of Schools), Richard Mendoza (Opportunity Academy student), Nicole Crosby (Opportunity Academy teacher), Cheri Isaac (Opportunity Academy teacher), Lisa McCarty (Opportunity Academy teacher), and Michele Clark (Executive Director at Youth Employment Partnerships, Inc.) presented the three goals of Opportunity Academy’s Local Control and Accountability Plan (LCAP). They shared the details of each goal, along with the greatest progress and annual measurable outcomes. • Trustee Childress moved to open the public hearing. • Trustee Knowles seconded. • The motion passed unanimously (7-0). • The Board asked staff clarifying questions regarding the LCAP for Opportunity Academy. • Trustee Rivera moved to close the public hearing. • Trustee Knowles seconded. • The motion passed unanimously (7-0). • Vice President Cerrato moved to open the public hearing. • Trustee Childress seconded. • The motion passed unanimously (7-0). • Monica Vaughan (Chief of Schools), Lydia Moore (Program Director of Instruction), Carolyn Hobbs (Principal of the Cal-SAFE program), Jim Armstrong (Teacher at Bridge Academy), Earl Crawford (Principal of Quest Academy and Hayward Community School), and Liz Tarango (Principal of the Foster Youth Services Program) presented the five goals of ACOE Court and Community Schools’ Local Control and Accountability Plan (LCAP). They also shared the changes to the new LCAP template layout for 2018-20. • The Board asked staff clarifying questions regarding the LCAP for Community and Court Schools. • Vice President Cerrato moved to close the public hearing. • Trustee Knowles seconded. • The motion passed unanimously (7-0). • Vice President Cerrato moved to open the public hearing. • Trustee Rivera seconded. • The motion passed unanimously (7-0). • Leigh Ann Blessing, Chief of Finance and Operations, provided a presentation on the ACOE 2018/19 Proposed Budget. • Trustee Rivera moved to close the public hearing. • Trustee McDonald seconded. • The motion passed unanimously (7-0). Facilities Committee Meeting • Trustee Childress, Board Facilities Committee Chair, provided a report out from the May 11, 2018 meeting. • Trustee Knowles moved approval of the Burbank Early Childhood Center lease. • Trustee McDonald seconded. • The motion passed unanimously (7-0). • Vice President Cerrato moved approval of the Neilson Education Center lease. • Trustee Knowles seconded. • The motion passed unanimously (7-0). • Vice President Cerrato moved approval of the Eden Youth Family Center lease. • Trustee Sims seconded. • The motion passed unanimously (7-0). • Trustee Childress reported we are still waiting for the lease from the Hayward USD for the John Muir site. •

Policy and Legislation Committee Meeting • Trustee Rivera moved approval of BB 9000 and BB 9321.



Item #9: President’s Report Item #10: Items from the Superintendent


Page 3 of 3

Trustee Knowles seconded. The motion passed unanimously (7-0). Trustee McDonald reported attending the following: o Union Sanitary District’s Centennial Anniversary Celebration on May 19th o REACH Ashland Youth Center’s 5th Anniversary Celebration on May 18th o Hispanic Community Affairs Council’s 35th Annual Scholarship Awards Luncheon on May 18th o Packed for Success at Camp Sweeney on May 16th • Trustee Rivera reported attending the following: o Albany Education Foundation’s Scoops for Schools on April 29th o Berkeley School Funds Annual Luncheon on May 11th o Visited one of Oakland USD’s Teachers of the Year on May 11th o Visited Emery USD’s Teacher of the Year on May 11th • Trustee Childress reported attending the following: o Destiny Arts Center Gala on May 17th o Oakland Ballet Company’s Spring Gala on May 19th o Visited one of Oakland USD’s Teachers of the Year on May 9th o Visited Alameda USD’s Teacher of the Year on May 9th • Trustee Knowles reported attending the following: o REACH Ashland Youth Center’s 5th Anniversary Celebration on May 18th o San Leandro Boys and Girls Club Annual Gala on May 19th o Building Futures 30th Anniversary Celebration on May 18th o Get Out The Vote event at REACH o Mt. Eden High School Girls’ Softball team playoff game • Vice President Cerrato reported attending the following: o Arts Alliance Steering Committee Meeting o Chaperoned Amador High School’s Senior Ball breakfast • President Berrick reported visiting one of Oakland USD’s Teachers of the Year on May 14th. • Superintendent Monroe reported attending the following: o Berkeley School Funds Annual Luncheon on May 11th o California Linked Learning Delegation in Washington D.C. on May 17th o Classified School Employees Breakfast on May 22nd • Superintendent Monroe reported the upcoming events: o Butler Academic Center Promotion and Awards Ceremony on May 23rd o SPaS Spring Graduation Luncheon on May 25th The next Board meeting will be on June 12, 2018 at 6:30 p.m. • • •





President Berrick opened the meeting at 5:30 p.m. • The Board recessed for closed session at 5:30 p.m.

Item #2: Interdistrict Transfer Appeals




Led by Trustee Sims Conducted by Superintendent L. Karen Monroe Trustees Present (7): Joaquin Rivera, Amber Childress, Aisha Knowles, Fred Sims, Eileen McDonald, Yvonne Cerrato, Ken Berrick

Recording Statement Report from Board Closed Session

Item #2: Resolution: Education Protection Account (EPA) Item #3: Public Comments

Read into the record by President Berrick This meeting is being recorded and/or broadcasted at the direction of the Board. • IDT #04-YC-18/19 – Dublin USD Ayes: Noes: McDonald, Knowles, Childress, Sims, Rivera, Cerrato, Berrick The Board voted (7-0) to deny the appeal. •

IDT #05-KL-18/19 – Dublin USD The interdistrict transfer appeal was resolved prior to the Board meeting.

•


•


•

IDT #09-AC-18/19 – Fremont USD IDT #10-AC-18/19 – Fremont USD Ayes: Noes: Rivera, Childress, Knowles, Sims, McDonald, Cerrato, Berrick The Board voted (7-0) to deny the appeal.

•

IDT #11-MT-18/19 – Dublin USD The interdistrict transfer appeal was resolved prior to the Board meeting.

•

Trustee Rivera moved approval of Resolution No. 2128: The Education Protection Account. Trustee McDonald seconded. The motion passed unanimously (7-0). None.

• • •


Item #4: Public Hearing – Local Control and Accountability Plan (LCAP): Opportunity Academy

Item #5: Public Hearing – Local Control and Accountability Plan (LCAP): Community and Court Schools

Item #6: Public Hearing – Alameda County Office of Education (ACOE) 2018/2019 Proposed Budget

Item #7: Board Committee Updates

Page 2 of 3

Monica Vaughan (Chief of Schools), Richard Mendoza (Opportunity Academy student), Nicole Crosby (Opportunity Academy teacher), Cheri Isaac (Opportunity Academy teacher), Lisa McCarty (Opportunity Academy teacher), and Michele Clark (Executive Director at Youth Employment Partnerships, Inc.) presented the three goals of Opportunity Academy’s Local Control and Accountability Plan (LCAP). They shared the details of each goal, along with the greatest progress and annual measurable outcomes. • Trustee Childress moved to open the public hearing. • Trustee Knowles seconded. • The motion passed unanimously (7-0). • The Board asked staff clarifying questions regarding the LCAP for Opportunity Academy. • Trustee Rivera moved to close the public hearing. • Trustee Knowles seconded. • The motion passed unanimously (7-0). • Vice President Cerrato moved to open the public hearing. • Trustee Childress seconded. • The motion passed unanimously (7-0). • Monica Vaughan (Chief of Schools), Lydia Moore (Program Director of Instruction), Carolyn Hobbs (Principal of the Cal-SAFE program), Jim Armstrong (Teacher at Bridge Academy), Earl Crawford (Principal of Quest Academy and Hayward Community School), and Liz Tarango (Principal of the Foster Youth Services Program) presented the five goals of ACOE Court and Community Schools’ Local Control and Accountability Plan (LCAP). They also shared the changes to the new LCAP template layout for 2018-20. • The Board asked staff clarifying questions regarding the LCAP for Community and Court Schools. • Vice President Cerrato moved to close the public hearing. • Trustee Knowles seconded. • The motion passed unanimously (7-0). • Vice President Cerrato moved to open the public hearing. • Trustee Rivera seconded. • The motion passed unanimously (7-0). • Leigh Ann Blessing, Chief of Finance and Operations, provided a presentation on the ACOE 2018/19 Proposed Budget. • Trustee Rivera moved to close the public hearing. • Trustee McDonald seconded. • The motion passed unanimously (7-0). Facilities Committee Meeting • Trustee Childress, Board Facilities Committee Chair, provided a report out from the May 11, 2018 meeting. • Trustee Knowles moved approval of the Burbank Early Childhood Center lease. • Trustee McDonald seconded. • The motion passed unanimously (7-0). • Vice President Cerrato moved approval of the Neilson Education Center lease. • Trustee Knowles seconded. • The motion passed unanimously (7-0). • Vice President Cerrato moved approval of the Eden Youth Family Center lease. • Trustee Sims seconded. • The motion passed unanimously (7-0). • Trustee Childress reported we are still waiting for the lease from the Hayward USD for the John Muir site. •

Policy and Legislation Committee Meeting • Trustee Rivera moved approval of BB 9000 and BB 9321.



Item #9: President’s Report Item #10: Items from the Superintendent


Page 3 of 3

Trustee Knowles seconded. The motion passed unanimously (7-0). Trustee McDonald reported attending the following: o Union Sanitary District’s Centennial Anniversary Celebration on May 19th o REACH Ashland Youth Center’s 5th Anniversary Celebration on May 18th o Hispanic Community Affairs Council’s 35th Annual Scholarship Awards Luncheon on May 18th o Packed for Success at Camp Sweeney on May 16th • Trustee Rivera reported attending the following: o Albany Education Foundation’s Scoops for Schools on April 29th o Berkeley School Funds Annual Luncheon on May 11th o Visited one of Oakland USD’s Teachers of the Year on May 11th o Visited Emery USD’s Teacher of the Year on May 11th • Trustee Childress reported attending the following: o Destiny Arts Center Gala on May 17th o Oakland Ballet Company’s Spring Gala on May 19th o Visited one of Oakland USD’s Teachers of the Year on May 9th o Visited Alameda USD’s Teacher of the Year on May 9th • Trustee Knowles reported attending the following: o REACH Ashland Youth Center’s 5th Anniversary Celebration on May 18th o San Leandro Boys and Girls Club Annual Gala on May 19th o Building Futures 30th Anniversary Celebration on May 18th o Get Out The Vote event at REACH o Mt. Eden High School Girls’ Softball team playoff game • Vice President Cerrato reported attending the following: o Arts Alliance Steering Committee Meeting o Chaperoned Amador High School’s Senior Ball breakfast • President Berrick reported visiting one of Oakland USD’s Teachers of the Year on May 14th. • Superintendent Monroe reported attending the following: o Berkeley School Funds Annual Luncheon on May 11th o California Linked Learning Delegation in Washington D.C. on May 17th o Classified School Employees Breakfast on May 22nd • Superintendent Monroe reported the upcoming events: o Butler Academic Center Promotion and Awards Ceremony on May 23rd o SPaS Spring Graduation Luncheon on May 25th The next Board meeting will be on June 12, 2018 at 6:30 p.m. • • •




Memorandum No. 4. - C.


TO:


FROM:


RE:

California School Boards Association (CSBA) Membership Dues

Background : Board will consider approval of payment for the following Board membership dues: California School Boards Association (CSBA), Education Legal Alliance, and California County Boards of Education (CCBE) Membership Dues 2018-2019 Action Requested: ACTION Approve for payment. ATTACHMENTS: Type Backup Material

Description CSBA Dues

Memorandum No. - 6.


TO:


FROM:

Teresa Kapellas, Executive Director | Administrative Services

RE:

Public Hearing - Urban Montessori Charter School Material Revision

Background : Urban Montessori Charter School is requesting a material revision to its charter to change a site location (pursuant to Ed. Code §§47605.6(a)(3) and 47607(a)(2)) from 3800 Mountain Boulevard, Oakland to 2634 Pleasant Street, Oakland in fall 2018. The proposed new site requires County Board approval as a material revision/amendment required by the Education Code and the terms of the Memorandum of Understanding. A public hearing must be held prior to the Board making a decision to approve or deny the request for the material revision.

Action Requested: INFORMATION/ ACTION That the Board hold a Public Hearing on Urban Montessori Charter School’s Request for Material Revision, in accordance with ACOE Administrative Regulations and Education Code Sections 47605.6(a)(3) and (b); and 47607(a)(2). ATTACHMENTS: Type Backup Material

Description Material Revision to Charter May 2018

Proposed material revision to Urban Montessori Charter School charter Change of School Location (only grades 4-8) St. Jarlath School /2634 Pleasant Street Oakland, CA 94602

Lease as of: July 1, 2018 Student Occupance as of: August 20, 2018 Summary Urban Montessori Charter School’s mission is to develop self-directed and engaged learners who are academically, socially and emotionally prepared to succeed in any high school. Nurturing the innovators of tomorrow to creatively meet the challenges of today’s world with confidence, compassion and grace, Urban Montessori cultivates individual curiosities and strengths, while holding children to a high standard of excellence. At Urban Montessori, children deepen their understanding of what it means to live responsibly in a diverse urban community. Urban Montessori is a public charter school serving TK through 8th grade children located in Oakland Unified School District to maximize the diversity and beauty of our vibrant urban community. We serve a socio-economically, racially and culturally diverse community of children because we believe that children learn about different backgrounds and perspectives by living and working with people from those backgrounds and perspectives. In addition, our long-term goal is to open a Montessori preschool program that allows us to provide a free and public Montessori preschool option to families who currently cannot access a private school option. In this way, we will provide a complete Montessori experience to our children. Urban Montessori Charter School pursued a facility from the District under Proposition 39 and/or under a separately negotiated long-term lease arrangement upon its inception in 2013. The school currently operates at 5328 Brann Street, owned by Oakland Unified School District and leased to Urban Montessori, for the Primary (TK-K) and Lower Elementary (grades 1-3) classes, associated programming and support services. The Brann campus houses 10 classrooms, a library, and two enrichment classrooms. During the 2017-2018 school year, Urban Montessori relocated its “Upper School” programs (grades 4-7) to the 3800 Mountain Boulevard campus. The site was co-located with the East Bay Innovation Academy high school. Urban Montessori occupied 5 classrooms and two enrichments classrooms at the Mountain campus. During the current school year, Urban Montessori realized the the Mountain campus was not meeting the needs of students, teachers, staff, and community. A summary of the issues include ● Morning and afternoon heavy traffic conditions ● Campus layout that was not conducive to safe learning conditions for students ● An aging facility that was not well maintained ● Challenges associated with co-location (mainly due to age range) Proposed Move to St. Jarlath School ● Relocating Urban Montessori Charter School “Upper School” from current Mountain campus to new St. Jarlath campus (Fall 2018) ● Five Upper Elementary classes (grades 4-6)

● ● ● ●

One Middle School class (grades 7-8) Approximately 190 students would move to St. Jarlath campus Administrative and program support will be relocated as well All Primary (grades TK-K) and Lower Elementary (grades 1-3) classrooms remain at 5328 Brann Street campus (Sherman).

Urban Montessori was fortunate to identify a nearby available space at St. Jarlath for 2018-2019. The new site is 2.6 miles from the Brann Street campus. This facility has been a long-time school serving students in grades K-8 for over 50 years. Our team has continuously provided existing families with updates regarding our facility plans, including site visits to the St. Jarlath site. Programmatic Impact The decision to move the UMCS “Upper School” from the current Mountain campus to the St. Jarlath campus is driven by the need to secure a safe and conveniently located site for our growing “Upper School”. The proposed move to the new site would also allow UMCS to be the sole tenant (no co-location). The facilities and environmental shifts continue to be in-line with Montessori philosophy, such as open classroom spaces, common collaborative spaces, and outdoor spaces. The new site increases access to the local community and public transportation. This relocation would continue to provide the Brann street campus with ongoing access to music, art, and library spaces. We plan to continue to offer a staggered school start time to accommodate families that have to drop off at both campuses. We will also continue to offer afternoon camp support until 6 pm daily. Budget Impact We anticipate minimal financial impact as a result of the change in location. While the change in location will trigger one-time moving costs, the move of less than two miles presents minimal costs that will be absorbed into our operational budget. In addition, the new location at St. Jarlath has been a longtime school. As a result, no significant material improvements are required to the overall building structure. UMCS will continue to budget accordingly for the necessary maintenance of its site. This budgeting will allow for deep cleaning, routine maintenance, etc. as the school is prepared during summer 2018. We anticipate a net expenditure increase of $64k. Staffing Impact We will move all Mountain campus administrative and teaching staff to the new site. UMCS leadership will coordinate the appropriate level of campus supervision across both sites (Brann and Jarlath). The majority of our operations staff and functions will continue to be run from the Brann campus. Facilities Opportunities The current opportunity provides UMCS with flexibility for the next 2-3 years as we grow and anticipate major construction at the Brann Street campus, reducing the future need for annual moving costs every single year. The long term plan could see the full program returning to Brann Street after construction is complete. Urban Montessori was the recent recipient of a State Charter School Facilities Incentive Grant and Prop. 51 grant.

Street view of St. Jarlath site (front)

Aerial view of St. Jarlath site (back)

Map (Brann to St. Jarlath campus) Please contact Taima Beyah for any questions regarding this request. C: (510) 842-1181 E: [email protected]

Memorandum No. - 7.


TO:


FROM:


RE:

AB 925 Alameda County-Wide Educational Services Plan for Serving Expelled and High Risk Students Update for July 1, 2018 through June 30, 2021

Background : Every three years California Education Code Section 48926 requires each County Superintendent in conjunction with district Superintendents to provide a county-wide plan update to the State Superintendent of Public Instruction. This Plan is commonly known as the Triennial Plan. During 2017-18 school year, the Triennial Plan was updated by members of the Student Services Council (page 6). Once approved, an electronic version and hard copy of the Plan is sent to the California Department of Education. The Plan is also posted on the ACOE website. Action Requested: INFORMATION/ ACTION Approve the AB 925 Alameda County-Wide Education Services Plan for Serving Expelled and At-Risk Students for July 1, 2018 through June 30, 2021. ATTACHMENTS: Type

Description

Backup Material

FINAL DRAFT Triennial Plan

Backup Material

Triennial Plan Signatures

COUNTY WIDE EDUCATIONAL SERVICES PLAN FOR SERVING EXPELLED AND HIGH RISK STUDENTS Triennial Plan July 1, 2018 to June 30, 2021 Approved by the Alameda County Office Board of Education Student Programs and Services Division Monica Vaughan, Chief of Schools

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TABLE OF CONTENTS Table of Contents ............................................................................................................................ 2 Introduction ..................................................................................................................................... 4 Education Code Sections 1980 and 1986........................................................................................ 5 Alameda County School Districts ............................................................................................... 5 Alameda County School District Superintendents ...................................................................... 5 2017-18 Alternative Education Student Services Council Membership ..................................... 6 County Wide Plan ........................................................................................................................... 7 A. Existing Educational Alternatives Provided by the Alameda County Office of Education ... 7 A1. Alameda County Community Schools Transition Process .................................................. 9 A.2 Educational Services Provided to Expelled and Other Referred Students with Exceptional Needs ......................................................................................................................................... 11 A.3 Excess Cost Agreement between Districts and the Alameda County Office of Education to Ensure Adequate Funding of District Student Services in the County Community Schools ... 13 A.4 Strategies for Improvement: Behavioral Intervention Strategies ....................................... 13 B. Gaps in educational services to expelled pupils identified in the 2015 plan and implementation of strategies for filling those service gaps ....................................................... 15 Concern: Transportation for students to Independent Study options .................................... 15 Concern: K-6 Alternative Programming ............................................................................... 16 Concern: Continued Funding to support Alternative Education ........................................... 16 C. Alternative placements for pupils who are expelled and placed in district community school programs, but fail to meet the terms and conditions of their rehabilitation plan or pose a danger to other district pupils, as determined by the governing board. ................................................ 16 D. Existing Educational Alternatives for Expelled Students Offered by Districts ................. 17 Educational Alternative for Alameda County School Districts .................................................... 19 Alameda Unified School District .......................................................................................... 19 Albany Unified School District ............................................................................................. 27 Berkeley Unified School District .......................................................................................... 30 Castro Valley Unified School District ................................................................................... 33 Dublin Unified School District .............................................................................................. 36 Emery Unified School District .............................................................................................. 39 Fremont Unified School District ........................................................................................... 42 Hayward Unified School District .......................................................................................... 45 Livermore Valley Joint Unified School District.................................................................... 49 New Haven Unified School District ...................................................................................... 52

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Newark Unified School District ............................................................................................ 55 Oakland Unified School District ........................................................................................... 57 Piedmont Unified School District.......................................................................................... 59 Pleasanton Unified School District........................................................................................ 63 San Leandro Unified School District..................................................................................... 67 San Lorenzo Unified School District..................................................................................... 74 Sunol Glen Unified School District ....................................................................................... 79

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INTRODUCTION With the enactment of AB 922, Statutes of 1995, Chapter 974, California Education Code Section 48926 requires each county superintendent who operates community schools, in conjunction with the superintendents of the school districts within the county, develop a countywide plan for providing education services for all expelled pupils in the county. The plan is to be adopted by the governing board of each school district within the county and by the county board of education; the plan is to be submitted to the State Superintendent of Public Instruction. Education Code Section 48926 provides specifically that: 1. The countywide plan shall enumerate existing educational alternatives for expelled pupils; identify gaps in educational services to expelled pupils, and strategies for filling those service gaps. 2. The countywide plan shall identify alternative placements for pupils who are expelled and placed in district community school programs but who fail to meet the terms and conditions of their rehabilitation plan or who pose a danger to other district pupils, as determined by the district governing board. EC Section 48926 further requires that each county superintendent of schools, in conjunction with district superintendents in the county, submit a triennial update to the State Superintendent of Public Instruction. In 2012, the recommended content of the countywide plan was amended to address additional, more detailed questions that were raised and supported by the State School Attendance Review Board and the Student Programs and Services Steering Committee of the California County Superintendents Educational Services Association. These questions concern the following: •

With regard to educational alternatives currently available for expelled students, strategies for improvement during the next three years, including any behavioral intervention practices, at the site and district levels, and options used to: o Minimize the number of suspensions leading to expulsions o Minimize the number of expulsions being ordered o Support students returning from expulsions o Specific explanation for how those practices relate to any disproportionate representation of minority students in such interventions.

•

With regard to the implementation of strategies for filling gaps in educational services identified in the 2012 Countywide Plan: o Whether the strategies were successful or not; and why and how they were or were not successful. o Whether any additional strategies were implemented, and if so, why and how they were or were not successful. o For strategies that were not successful, any additional measure(s) or approach(es) taken, and the outcome(s).

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EDUCATION CODE SECTIONS 1980 AND 1986 The county superintendent of schools may operate community schools pursuant to Education Code Section 1980 (establishment and maintenance of one or more community schools). In accordance with Section 1981, the county board of education may enroll in the community schools pupils who are any of the following: a. Expelled for any of the reasons specified in subdivision (a) or (c) of Section 48915. b. Referred to county community schools by a school district as a result of the recommendation of a school attendance review board of pupils whose school districts of attendance have, at the request of the pupil's parent or guardian, approved the pupil's enrollment in a county community school. c. Probation-referred pursuant to Sections 300, 601, 602, and 654 of the Welfare and Institutions Code. d. On probation or parole and not in attendance in any school. e. Expelled from a school district for any reason other than those specified in subdivision (a) or (c) of Section 48915.

Alameda County School Districts Alameda Unified School District Albany Unified School District Berkeley Unified School District Castro Valley Unified School District Dublin Unified School District Emery Unified School District Fremont Unified School District Hayward Unified School District Livermore Unified School District

Mountain House School District New Haven Unified School District Newark Unified School District Oakland Unified School District Piedmont Unified School District Pleasanton Unified School District San Leandro Unified School District San Lorenzo Unified School District Sunol Glen Unified School District

Alameda County School District Superintendents Alameda County Office of Education: L. Karen Monroe Alameda Unified School District: Sean McPhetridge Albany Unified School District: Valerie Williams Berkeley Unified School District: Donald Evans Castro Valley Unified School District: Parvin Ahmadi Dublin Unified School District: Leslie Boozer Emery Unified School District: John Rubio Fremont Unified School District: Kim Wallace

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Hayward Unified School District: Matt Wayne Livermore Valley Joint Unified School District: Kelly Bowers New Haven Unified School District: Arlando Smith Newark Unified School District: Patrick Sanchez Oakland Unified School District: Kyla Johnson Trammell Piedmont Unified School District: Randall Booker Pleasanton Unified School District: David Haglund San Leandro Unified School District: Mike McLaughlin San Lorenzo Unified School District: Fred Steven Brill Sunol Glen Unified School District: Molleen Barnes

2017-18 Alternative Education Student Services Council Membership The Alternative Education Student Services Council for Alameda County consists of alternative education representatives from each district as well as county office personnel. The purpose of the council is to meet every other month to discuss how the county office and districts can best meet the needs of students placed in an alternative school setting. One project of the council has been to update the Educational Services Plan for Expelled and High Risk Students in Alameda County. Alameda Unified School District: Kirsten Zazo Albany Unified School District: Carrie Nerheim Berkeley Unified School District: Tammy Rose Castro Valley Unified School District: Jim Kentris Dublin Unified School District: Tess Johnson Emery Unified School District: Karen Steele Fremont Unified School District: Matt Campbell Hayward Unified School District: Chien Wu-Fernandez Livermore Unified School District: Scott Vernoy Mountain House School District: Marianne Griffith New Haven Unified School District: John Mattos Newark Unified School District: William Whitton Oakland Unified School District: Lucia Moritz Piedmont Unified School District: Michael Brady Pleasanton Unified School District: Kathleen Rief San Leandro Unified School District: Zarina Zanipatin San Lorenzo Unified School District: Ammar Saheli Sunol Glen Unified School District: Molleen Barnes Alameda County Office of Education: L. Karen Monroe Alameda County Office of Education: Monica Vaughan Alameda County Office of Education: Carolyn Hobbs Alameda County Office of Education: Earl Crawford Alameda County Office of Education: Elizabeth Tarango Alameda County Office of Education: Tracey Burns Alameda County Office of Education: Daisy T. Guzman

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COUNTY WIDE PLAN Educational programs within Alameda County provide numerous alternatives and opportunities for students who are in need of traditional and/or alternative education programs. Individual school districts offer a broad spectrum of services and the County Office of Education (COE) offers additional options. In combination, these two sources provide a continuum of education alternatives to expelled and high-risk students. Under Education Code Section 48926, school districts throughout California have been mandated to provide educational services for students expelled from their district. The original countywide plan was adopted by the local governing boards of education and the Alameda County Board of Education in 1997. This current countywide plan is the triennial update to the existing plan. The law also states that "At the time an expulsion of a pupil is ordered, the governing board of the school district shall ensure that an education program is provided to the pupil who is subject to the expulsion order for the period of the expulsion." In Alameda County, this mandate impacts 18 school districts spread over a region comprised of urban, suburban, and semi-rural or isolated communities. The educational placement of a student is determined on an individual basis by the district's governing board based on: 1) seriousness of the offense, 2) available educational alternatives, and 3) other related factors. The countywide plan for the provision of educational services to expelled students for the period 2018-2021 shall identify: a. Existing educational alternatives for expelled students, as well as strategies for improvement during the next three years in behavioral intervention practices utilized at the site and district levels. b. Gaps in educational services to expelled students, strategies implemented to fill those service gaps, the success of these strategies, and additional measures taken. c. Alternative placement for students who are expelled and placed in district community school programs (for applicable districts), but who fail to meet the terms and conditions of their rehabilitation plan or who pose a danger to other district pupils, as determined by the governing board. d. Existing alternatives offered by school districts in the countywide plan.

A. Existing Educational Alternatives Provided by the Alameda County Office of Education ACOE is committed to providing the highest possible education for our most vulnerable students through our Community Schools. Across the county, fewer and fewer students are being expelled as schools and districts have more programs to support the diverse needs of at-risk youth. Programs such as Response to Instruction and Intervention (RtI2), Positive Behavioral Intervention and Supports (PBIS), Multi-Tier System of Supports (MTSS) and Restorative Justice are now included in almost all of the 18 districts in Alameda County. In addition, more

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districts have programs that provide counseling, and mental health services that support children, youth and their families which has substantially reduced 9-12 expulsion, and in many districts, eliminated K6 expulsions. One of the outcomes of all this good news is that ACOE is facing deficient spending in the community schools because of declining enrollment. From 2013 to 2018, enrollment has decreased by more than 50%. ACOE continues to provide educational options for expelled youth and is looking to increase partnerships with the districts over the coming years. Throughout this period of transition, ACOE will continue to provide high quality educational experiences for youth.

Enrollment in ACOE Community Schools 273

290

297 251

229 119

2012

2013

2014

2015

2016

2017

141

2018

The following educational options/alternatives for expelled students will be provided by ACOE. •

Bridge Academy (Oakland) is a small community school for students in grades 9-12 who are exiting juvenile detention or can benefit from an alternative educational setting. It provides a safe, supportive space to help students refocus on academics and develop the skills needed to graduate from high school, attend college, and achieve career-readiness. Bridge Academy provides a high school curriculum aligned with state and district standards, and supports students who have been habitually truant, suspended, or expelled from their home district. It also provides a supportive transition for justice-involved youth to reenter a comprehensive school environment after detainment. One of the leading goals is to help students to refocus on school and take the necessary steps to be successful.

•

Hayward Community School (Hayward) provides educational opportunities for middle and high school students, ages 12-17, which are referred by districts or by the Alameda County Probation Department to meet certain goals to complete their expulsion and/or probation plans. Hayward Community School allows students to build a student habit of mind by supporting their social and emotional gaps while simultaneously building on their prior school experience.

•

William P. Burke Academy (Hayward) and Fruitvale Academy (Oakland) provide academic instruction, support services, and child care for pregnant and parenting students. Teachers and staff offer a nurturing learning environment for young moms and dads as they complete their high school education. Students have access to curriculum and support services to develop the skills and experiences needed to provide a safe and caring environment for themselves and their children.

•

Quest Academy Independent Study Program offers students in Alameda County an alternative to classroom instruction with a standards-based course of study. It should

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also be noted that Quest serves students who are referred by partner districts and probation, as it is considered a Community School. Independent Study is an instructional strategy that is based on a contractual agreement between the teacher, the student, and the parents/guardians. Quest Academy Independent Study is available to students in grades 7-12 in Alameda County. Students may be referred by probation or by school districts. •

Opportunity Academy is an ACOE authorized charter school that serves students ages 16-24 in an independent study format with blended learning models, incorporating computer-based curriculum, small group instruction, independent and classroom-based study options. It is located at Youth Employment Partnership in Oakland.

In the ongoing operation of the County Community School Program, ACOE shall conduct an intake process for all considerations for alternative educational placement. If a district student referred for services was previously identified as a special needs student prior to his or her referral to the county operated program, an intake meeting shall be held with a representative(s) from the referring district. The purpose of the intake meeting will be to: 1. Determine the appropriateness of the student's placement in the ACOE-operated county community school. 2. Determine the level of service needed for the student prior to enrollment in the program, which may include having the referring district complete an assessment to determine eligibility and/or an ongoing need for special education services. In addition, the ACOE Community School Program will offer a third educational option/alternative for expelled students, as follows: •

For any student enrolled in the ACOE Community School Program who re-offends and violates those sections of the Education Code which are expellable offenses, the ACOE program staff will determine the appropriate Local Education Agency (LEA) to process the expulsion.

In addition to educational alternatives for expelled students offered by ACOE specifically, each of the school districts in the county offers a variety of educational alternatives for expelled and high-risk students. The descriptions of services offered by each district in Alameda County are provided beginning on page19 of this document.

A1. Alameda County Community Schools Transition Process The transition from the school of residence to the Alameda County Community Schools begins with receipt of complete student records from the district of residence. ACOE programs are designed to provide a structured environment with continuous supervision and a wide range of services. ACOE programs focus on the successful completion of "Need to Improve" as stated in each student's rehabilitation plan. ACOE programs are open-entry, while exit referrals back to districts

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normally occur at the end of a semester. Moving from an ACOE small classroom environment, with its personalized care and intense supervision, to a traditional larger school mainstream education settings presents challenges for both the student and the teachers. Referring District Responsibilities 1. Referring district forwards Expulsion Referral Notice to Centralized Enrollment notifying the ACOE of impending enrollment by a new student, including telephone and email addresses for the referral contact person from the referring district. 2. Referring district forwards transcript, expulsion order (including rehabilitation plan or disciplinary hearing requirements), Individualized Education Program (IEP) and 504 plans and related assessments, Home Language Survey, California High School Exit Exam performance, and free and reduced lunch eligibility (if applicable). 3. Referring district signs Special Education Cost Share Memorandum of Understanding (MOU) with ACOE or provides confirmation of intent to provide Special Education Services (if applicable). 4. Referring district follows up with students who are notified by ACOE that a student failed to report to the assigned County Community School Program within ten (10) days. Referring district sends a copy of the follow-up letter to ACOE. 5. Referring district participates in meetings related to change of placement, IEPs, special education placement and joint responsibilities as articulated in A2 (beginning on page 11) County Community School Responsibilities 1. Conducts an intake meeting which will include the student, parents, referring district representative, county site principal or other administrator, special education and/or 504 coordinator, and probation officer (if applicable). 2. Contacts the parent and the referring school by letter and phone if a student is not registered with ten (10) days of receipt of notification of pending enrollment. 3. Uses the data tracking system to compile all available information from the "County Community School Referral Form" (including but not limited to attendance, grades, behavior reports, and counseling) twenty (20) days prior of student returning to referring district. 4. School Student Review Team (including student, parents, teachers, ACOE principal/designee or transition coordinator, home district representative, and probation officer, if applicable) conducts a re-entry assessment of satisfactory completion of rehabilitation plan requirement twenty (20) days prior to the student returning to the home district. The Student Review Team will complete the County Community School Referral Form.

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5. Community School Site Administrator prepares an overview supporting readmission, including the teacher's student evaluation form. Re-Entry Recommendations to Home District Districts can ensure a more successful transition by implementing the following recommendation for students returning from a minimum of 30 days in a County Community School program: 1. Readmission Steps -Returning to the district a. Conduct a meeting to determine student placement in district b. Appoint an educational transition advocate c. Review educational and juvenile records d. Clearly communicate expectations to all parties e. Review IEP or Section 504 plan and related assessments and schedule a meeting as needed 2. Welcoming Procedures a. Review student/parent handbook b. Develop and discuss individual behavior plan c. Create a behavior contract that is signed by the student and parent d. Conduct re-entry IEP or 504 plan meeting (if applicable) 3. Staff Preparation a. Share relevant information with teacher and staff members

A.2 Educational Services Provided to Expelled and Other Referred Students with Exceptional Needs Consistent with law, a student with exceptional needs may be expelled (EC48915.5) and referred by the District's Individual Educational Program Team for placement in a County Community School Program, provided that: 1. The requirements as stipulated in EC 48915.5 have been met. 2. If needed, the referring school district schedules an IEP Team meeting and invites representatives of the County Special Education Department, to serve as a member of the IEP Team to review and determine: a. The educational needs of the students based upon a current student assessment; b. Appropriate educational goals and objectives; c. The services and resources to meet the needs of the exceptional student; d. An appropriate placement for the student in the least restrictive environment; If

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the IEP Team, including the parent and student when appropriate, determines that a County Community School Program is an appropriate educational placement, the school District shall ensure that all necessary and specified educational services are: e. Provided to the student on a contractual service basis through the Alameda County Office of Education with appropriate reimbursement for services provided. Those specified services provided by ACOE shall be written onto the I.E.P. and shall be binding to all parties. f. The District and the ACOE shall jointly be responsible to ensure that requirements for service, assessment, timelines, and due process items are met as established in both Federal and State law. 3. The referral and intake process of a student to the Alameda County Community School Program will include a review of the referral informational packet and/or direct contact with the referring district. If it is determined that the student being referred previously received special education services at the district level, an Intake Meeting shall be convened and held at the respective County Community School Program site. 4. At ACOE Community Schools and Quest Independent Study, students with disabilities receive academic support from a Resource Specialist and paraprofessional. This support is provided within the general education classroom. A licensed School Psychologist conducts psycho-educational assessments (initials and triennials) and may provide additional social emotional support for students with IEPs. A licensed Speech and Language Pathologist provides support to students with identified Speech and Language needs. A review of the IEP will occur for students who require mental health support to access their education. A discussion between ACOE and district staff will be necessary to determine type of support needs and who will be responsible for providing that service. When change of placements occurs, ACOE special education staff and district staff will collaborate on placement decisions and transition planning. If student is not making progress on their Expulsion Agreement or failing to attend regularly, ACOE staff will arrange for a follow-up IEP meeting with District and parent to review placement. The referring school district representative and its Special Education Department representative shall be invited to attend and participate in the Intake Meeting to identify the educational needs of the student. The outcome of the meeting will determine if the County Community School Program is an appropriate educational program for the student. If the outcome of the Intake Meeting recommends that the County Community School Program is an appropriate educational program, an enrollment date for the student shall be finalized. If it is determined that the student may require on-going special education services to benefit from an appropriate placement in the Alameda County Community School Program, the process outlined above shall be followed.

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A.3 Excess Cost Agreement between Districts and the Alameda County Office of Education to Ensure Adequate Funding of District Student Services in the County Community Schools ACOE and the school districts within the County of Alameda agree that the County Office shall continue to operate County Community Schools Programming for those district students expelled pursuant to Education Code Section 48900 and described in section A. It has been acknowledged that ACOE is in deficient spending to meet the expenses of operating the County Community Schools. At the time of this writing, ACOE has not requested districts to sign an excess cost agreement which would require districts to contribute to the general education. ACOE continues to engage districts in collaborating on ways to address declining enrollment. Discussions with districts include reports to district superintendents, and/or their designees, regarding the fiscal viability and stability of the Community Schools Program. The goal it to implement cost-effective measures without compromising the level of instruction and the safety of students and staff in the program.

A.4 Strategies for Improvement: Behavioral Intervention Strategies Comprehensive behavioral intervention strategies have become mainstream programs at all districts. Programs such as Response to Instruction and Intervention (RtI2), Positive Behavioral Intervention and Supports (PBIS), Multi-Tier System of Supports (MTSS) and Restorative Justice are part of the culture at all schools in Alameda County. This is a major shift since the 2015 Triennial Plan. The Local Control Accountability Plans (LCAP) and the CA Dashboard are part of the reasons for the change. The LCAP require the districts to clearly describe the behavioral intervention strategies and identify the amounts of funds supporting these activities. State and local performance indicators are often signs of at-risk student or students with a high potential for expulsion. The state performance indicators include Chronic Absenteeism and Suspension. The local indicators include School Climate. All districts describe their strategies for improving school climate and reducing absenteeism and suspensions in their LCAPs. The CA Dashboard provides a variety of data that is disaggregated by student groups and clearly describes performance gaps. The intensity of the need for behavioral interventions is indicated and districts are required to identify strategies to reduce the performance gaps. Districts with the greatest gaps are required to work with the County Office of Education in the Differentiated Assistance process. RtI2 focuses on the needs of individual students and includes a process of bringing teachers, counselors, mental health professional and families together at the first sign of problems. Additional services are recommended by the team. This data-driven approach supports highquality, culturally responsive differentiated instruction, positive behavior systems, universal screening and data analysis of all student’s classroom learning. PBIS and MTSS are evidence-based multi-tiered behavioral frameworks for improving learning

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conditions that consists of three tiers of prevention: Tier 1 Primary Prevention: School and classroom-wide systems for all students, staff, and settings; Tier 2 Secondary Prevention: Mentoring and small group interventions for students with at-risk behavior, Tier 3 Tertiary Prevention: Specialized, individualized interventions for high-risk students, such as behavioral assessments, behavioral support plans, counseling, and referrals for support services for students and their families. Tier 2 and 3 supports are for students who do not respond to the "universal" supports in Tier 1. RtI2, PBIS and MTSS promote students' social-emotional learning and well-being which help reduce suspensions and expulsions and support students returning from expulsions. These approaches are also meant to help address the disproportionately high number of minority students being suspended and expelled by providing a more in-depth understanding of all factors that have led a student's misbehavior or continued misconduct, and a variety of evidence-based responses. Restorative Justice strategies build community and utilize the conflict mediation approach to respond to student misconduct with the goal of repairing harm and restoring relationships between those affected. It is best accomplished through cooperative processes that include all stakeholders. It transforms the traditional relationship between schools, teachers, and student communities in responding to suspension or expulsion situations and allows for a smooth transition for the student back into a school setting. This approach incorporates four key values or components. 1. Encounter: Create opportunities for victims, offenders, and community members who want to do so to meet (in a "restorative justice circle") to meaningfully discuss the incident and its aftermath, affording everyone the opportunity to be heard. 2. Amends: Expect offenders to take steps to repair the harm they have caused. 3. Reintegration: Seek to restore victims and offenders to whole, contributing members of society. 4. Inclusion: Provide opportunities for parties with a stake in a specific crime to participate in its resolution. Several districts have implemented initiatives aimed at helping improve behavioral and academic outcomes for African American students, who have historically been disproportionately represented in chronic absenteeism, suspensions, expulsions, subpar academic achievement, and dropouts. OUSD African American Male Achievement Initiative includes a Manhood Development program. This unique academic mentoring model focuses on social-emotional learning and life skills development designed and implemented by African American males for African American males and offered at 15 middle and high schools. A parent leadership development program is also included. African American Female Excellence is a comparable program that supports African American girls attending OUSD. HUSD's African American Student Achievement Initiative incorporates targeted intervention for African American students, culturally relevant practices, improved discipline and school climate policies and practices, and parent and community partnerships to help improve outcomes for these students. Several districts provide school-based mental health services to students and their families at

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some or all schools and plan to continue to do in the corning years. These counseling, case management, and crisis intervention programs, which increasingly incorporate trauma informed services and wraparound supports, can help improve students' engagement, behavior, and success in school. ACOE has an integrated mental health model at Bridge Academy where mental health services are provided by Lincoln Families. In recent years school districts countywide have expanded school-based after-school programming. These programs incorporate a range of enriching activities - including academic assistance, arts, sports, service learning and other vehicles to engage students' meaningfully in their schools and promote positive relationships with their peers and caring adults, while building students' academic, pro-social, and 21'' century skills. These assets are crucial in helping reduce behavioral problems in school leading to suspension or expulsion. Increased attention has been given to Career Pathway programs since the 2015 Triennial Plan. Districts are required to describe the services offered as evidence of the College and Career State Indicator in the LCAP. Pathway programs are designed to make students' education more engaging and equip students to graduate from high school prepared for college, career, and productive life in the community. Pathway programs help the highest-risk students, including those who have been expelled, to better understand the relationship between their education and their future; provide opportunities to be exposed to and become motivated regarding particular career paths; and build skills that will better equip them to function smoothly in school and in life. Re-entry programs have expanded over several districts throughout the county. Oakland Unite sponsors Welcome Circles to accept youth back into the school community after being expelled. Some districts provide a case manager, life coach or mentor who provides individual support and encouragement for each student.

B. Gaps in educational services to expelled pupils identified in the 2015 plan and implementation of strategies for filling those service gaps Concern: Transportation for students to Independent Study options Strategy: Travel to Independent Study sites for expelled or at-risk students is a barrier for some students, especially those living in the eastern and southern regions of Alameda County. To address this problem, bus passes are provided on a case-by-case basis and in collaboration with the district. Successful Strategies/Obstacles: This strategy has been moderately successful in eliminating barriers to access to the programs based on geography and lack of transportation. The distribution of bus passes creates an additional burden on the already financially strapped Student Programs and Services Division of ACOE. ACOE is currently pursuing funds to be able to provide bus passes, as needed, to students from other districts. ACOE is also considering expanding Independent Studies sites to other geographic areas in the county.

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Concern: K-6 Alternative Programming Strategy: Expelled students who are in grades K-6 do not have the same educational options available as do their 7-12 counterparts. The K-6 expelled students cannot be merged or combined with 7-12 expelled students. Currently, the districts are responsible for providing educational services for K-6 expelled students. Successful Strategies/Obstacles: This concern has been diminishing since the 2015 Plan as fewer K6 students are being expelled. County and district efforts are focused on prevention and intervention strategies including behavioral Response to Intervention programs, restorative justice approaches, mental health services, and after-school programs in elementary and middle schools.

Concern: Continued Funding to support Alternative Education Strategy: The number of students in need of County Office Alternative Education has reduced substantially over the past three years creating a funding gap and a revenue loss. At the time of this writing, ACOE is engaged in discussions with Successful Strategies/Obstacles: Opportunity Academy is a Charter school that opened in September 2017 and was readily embraced by the districts, students and their families. The flexible hours, 130 credit diploma and the emphasis on career readiness make it an attractive option. Unlike the other ACOE Community School offerings, districts cannot “refer” students to the Opportunity Academy. Students can elect to leave their home district and attend Opportunity Charter. For some youth, this may the best option.

C. Alternative placements for pupils who are expelled and placed in district community school programs, but fail to meet the terms and conditions of their rehabilitation plan or pose a danger to other district pupils, as determined by the governing board. The Oakland Unified School District is the only district in the county currently operating a community school. Those students who fail to meet the terms and conditions of their rehabilitation plan or pose a danger to other district pupils, as determined by the governing board, are referred back to the Disciplinary Hearing Panel (DHP) that the student not be readmitted. The Community School makes reports to the DHP on every student who is supposed to be eligible for readmission. Included in the report is a recommendation to readmit or not, based on the student's progress toward meeting the condition of the rehabilitation plan. The DHP members also take into consideration what they hear from the student and family in the readmission hearing. Then, the DHP makes a recommendation to the District's Board of Education and the Board makes the final decision. It almost always decides to readmit students who are recommended for readmission.

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When students pose a danger on the Community School campus, they are placed at the County Community School. If a student commits an expellable offense at the District Community School, a DHP hearing is held first and then placement may be requested at the County Community School. Occasionally, requests are made for placement at the County Community School when it is necessary to separate two students due to gang issues, etc. Some school districts use the Alameda County Community Schools Program as an educational option for those students mandatorily expelled under provisions of the Education Code and/or under the district "no tolerance" policy. The Community Schools Program is a permissive educational option, which provides the local school districts with another educational alternative for its expelled students. If an initial placement is made to a district-operated educational program and the student commits an expulsion offense or fails that program, the school district board of education shall review the rehabilitation plan that is established at the time of the expulsion and make the necessary adjustments. If there is no appropriate educational alternative within the district, the student may be referred to the County Community Schools Program. Students expelled pursuant to Education Code Sections 48900-48900.8 and 48915 who are enrolled in the County Community Schools and who fail a County Community School placement will be referred to another County School educational program, if appropriate. When the students exhaust the County Community Schools resources, these students will be referred back to the school district of residence for a review of the rehabilitation plan and possible placement into another alternative educational setting (per Education Code Section 48915(f).

D. Existing Educational Alternatives for Expelled Students Offered by Districts Educational alternatives provided by the California School Districts vary and some are not available to all expelled students. Proper placements must be based upon the seriousness of the offense, location of the offense, and grade level of the student. These factors have the potential to restrict the educational alternatives offered for these students during their expulsion period. All districts are required to establish rules and regulations governing procedures for the expulsion of pupils. Pupils are entitled to a hearing to determine whether the pupil should be expelled within 30 days after the date that the pupil has committed any of the acts enumerated in Education Code Section 48918. Districts must consider the following when placing expelled students •

Education Code 48915, Section (a) or (c), students expelled for any of the offenses listed in Education Code shall not be permitted to enroll in any district operated program during the period of the expulsion unless it is a community school operated by the district (Education Code 48660).

•

Education Code 48916.l (a) At the time an expulsion of a pupil is ordered, the governing

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board of the school district shall ensure that an educational program is provided to the pupil who is subject to the expulsion order for the period of the expulsion. Except for pupils expelled pursuant to subdivision (d) of Section 48915, the governing board of a school district is required to implement the provisions of this section only to the extent funds are appropriated for this purpose in the annual Budget Act or other legislation, or both. •

Education Code 48915(d ) The governing board shall order a pupil expelled upon finding that the pupil committed an act listed in subdivision (c), and shall refer that pupil to a program that meets all of the following conditions: o Is appropriately prepared to accommodate pupils who exhibit discipline problems. o Is not provided at a comprehensive middle, junior, or senior high school, or at any elementary school. o Is not housed at the school site attended by the pupil at the time of suspension.

•

Education Code 48915 (a) The governing board shall refer a pupil who has been expelled pursuant to subdivision (b) or (e) to a program of study which meets all of the conditions specified in subdivision (d). Notwithstanding this subdivision, with respect to a pupil expelled pursuant to subdivision (e), if the county superintendent of schools certifies that an alternative program of study is not available at a site away from a comprehensive middle, junior, or senior high school, or an elementary school, and that the only option for placement is at another comprehensive middle, junior or senior high school or another elementary school, the pupil may be referred to a program of study that is provided at a comprehensive middle, junior or senior high school, or at an elementary school.

•

Education Code 48915.5 Each local educational agency, pursuant to the requirements of Section 56026 and 56195.8 shall develop procedures and timelines governing expulsion procedures for individuals with exceptional needs.

The existing educational alternatives for expelled and high risk students offered by each of the school districts in Alameda County are identified on the following pages.

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EDUCATIONAL ALTERNATIVE FOR ALAMEDA COUNTY SCHOOL DISTRICTS Alameda Unified School District Alameda Unified School District has a clearly delineated process for the expulsions of students. Our process provides full due process for each student and their families in this challenging situation. The focus is on making decisions that will provide the student with opportunities to continue to make progress toward positive academic and behavior outcomes. Whenever possible, caregivers and family members are included in the process. Alameda Unified Positive Behavior Intervention & Supports Positive Behavioral Interventions and Supports (PBIS) is a framework for enhancing adoption and implementation of a continuum of evidenced-based interventions to achieve academically and behaviorally important outcomes for all students. Tiered Approach to Address Behavior Improving student behavior outcomes is about ensuring all students have access to the most effective and accurately implemented behavior systems and interventions possible. PBIS provides an operational framework for achieving these outcomes. PBIS assists in the selection, integration, and implementation of evidence- based behavioral practices for the purpose of equipping students for behavioral and social success. In general, PBIS emphasizes four integrated elements: 1. 2. 3. 4.

Data-based decision making, Measurable outcomes supported and evaluated by data, Practices with evidence these outcomes are achievable Systems that efficiently and effectively support implementation of these practices.

These four elements are guided by six important principles: • Develop a continuum of scientifically based behavior interventions and supports, • Use data to make decisions and solve problems, • Arrange the environment to prevent the development and occurrence of problem behavior, • Teach and encourage pro-social skills and behaviors, • Implement evidence-based behavioral practices with fidelity and accountability, • Universal screen and monitor student performance & progress continuously. Schools that establish systems with the capacity to implement PBIS with integrity and durability have teaching and learning environments that are: • Less reactive, aversive, dangerous, and exclusionary, • More engaging, responsive, preventive, and productive, • Proactive in addressing classroom management and disciplinary issues including attendance, tardies, and antisocial behavior.

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PBIS schools organize their evidence-based behavioral practices and systems into an integrated collection or continuum in which students experience supports based on their behavioral responsiveness to intervention. A three-tiered prevention logic requires that all students receive supports at the universal or primary tier. If the behavior of some students is not responsive, more intensive behavioral supports are provided, in the form of a group contingency (selected or secondary tier) or a highly individualized plan (intensive or tertiary tier). The Alameda Unified School District Discipline Matrix is a support guide to assist site personnel in district-wide implementation of evidence-based behavior practices and interventions. This guide has also been developed to help families understand the discipline process and what to expect if certain behaviors occur in the school setting. The document is intended as a resource to administrators who are responsible for: 1. Ensuring student’s due process rights are provided, 2. Delivering fair and consistent consequences, and 3. Communicating disciplinary actions and recommendations to the central office staff. Tier 1 – Positive Behavior Interventions and Supports PBIS is an evidence based structure that focuses on system wide prevention of student misconduct. All school sites are responsible for implementing the following: • A PBIS Team that represents all populations, including parent and community • Defined Expectations by context of the school • Expectation taught and reviewed on a regular bases • Acknowledgement System that is well defined and easy to use to honor students who demonstrate the expectation • Correction System to support students with meeting the expectation • Data System to capture and produce useful behavior reports District-wide PBIS The district supports the following: • School climate goal • District PBIS Leadership Team • Allocation of monetary and human resources towards implementation • On-going professional development School-wide PBIS/Focus Areas – Tier I All schools support develop behavior support strategies for achieving social and learning outcomes while preventing problem behavior in all students. The 4 major tenets are: 1. Defining School-Wide Expectations 2. Teaching Those Expectations Explicitly 3. Acknowledgement 4. Administrative Structures The framework includes many evidence-based features: • Prevention focus Page 20

• • • • • •

Define and teach positive social expectations Acknowledge positive behavior Develop consistent consequences for problem behavior On-going collection and use of data for decision making Continuum of intensive, individual interventions Administrative leadership - team-based implementation

Defining Expectations Each site develops school-wide expectations for behavior, defined by common area locations on campus. Teaching Expectations Behavior core instruction is provided by classroom teachers at a regularly scheduled, neutral time. The teaching of expectations and social skills continues throughout the entire school year. Behavior expectations and the social skills curriculum are taught in the same manner which academic skills are taught. Introduce the skill by name at a scheduled (neutral) time. Provide a rationale as to why appropriate use of the skill is important along with examples of how to use the skill in different settings. Discussion, modeling, and practice are included within the lesson. In addition to teaching behavioral expectations, sites teach social skill development and social emotional learning (SEL) skills. Acknowledge and Correct Behavior Once expectations and social skills have been taught at a neutral time, acknowledgement and correction (enforcement) continue throughout the remainder of the day, week, and year by all staff. Depending on the setting (common area, classroom, office, etc.) and level of need, acknowledgement and correction will sound somewhat different. The following are the descriptions of the district’s existing educational alternatives and other services for expelled students. If students need additional support beyond the Tier I additional Interventions occur in tier II and Tier III. Intervention Behavior interventions are specific actions taken for the purpose of changing the behavior of either an individual or a group of people. Schools may intervene in several ways: Increase the Explicitness and/or Frequency of Instruction - The more behaviorally at-risk a person, group, or school is, the more explicit the instruction. Acknowledge and Correct Behaviors Examples include: Based on a review of school-wide data the staff decides to re-teach the expectation of respect and to increase the levels of acknowledgement and correction of this expectation in all settings. A PBIS Team member provides staff development to the campus supervisors on active supervision practices. The administrator supports the instruction by providing specific feedback and clarification to the campus supervisors whenever possible.

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The counselor provides eight weeks of individualized skill development to a student on a single skill such as Accepting Criticism/Feedback. The counselor and teacher(s) meet regularly to discuss progress toward skill mastery. Modify the Environment - Environmental factors and dynamics which inadvertently support and/or promote misbehaviors may be addressed in a number of ways. Examples of environmental modifications include: • changing school-wide policies/practices such as dress code, or the use of electronic devices • implementing new procedures • changing schedules • creating formal traffic patterns • changing interactional patterns • adopting new instructional practices Address the Function – Problem behaviors may be addressed by identifying and addressing the purpose or function of the behavior. This requires understanding what students are able to gain or avoid by using the misbehavior. Examples include: • The 9th grade team is concerned that Rob routinely disrupts instruction in 3rd and 5th periods. After discussing the behavioral specifics, the team realizes that Rob attempts to derail instruction in every classroom by loudly voicing his complaints regarding everything from the length of passing period to the poor quality of food in the cafeteria. Several teachers respond to this tactic by refusing to engage in the conversation saying instead, “remember to use the skill of Giving Criticism or Feedback,” which has proven to be largely effective. The 3rd and 5th period teachers realize they are engaging in content with Rob by either defending their own actions and/or telling him to stop disrupting the learning of others which results in him insisting, “no I’m not.” •

The PE staff is concerned that a large number of students are not dressing for PE. The team realizes that, by directing students to sit on the wall during PE, they are being allowed the opportunity to avoid PE as well as to freely converse with their friends. Although the consequence was intended to function as a penalty it has, in reality, acted as a negative and positive reinforcement system. The PE staff decides that all students will participate in PE whether or not they dress but students who dress for PE will earn a group-wide benefit.

Considerations Supporting student behavior involves analyzing and modifying a student’s environment in order to reduce the need for students to engage in problem behaviors. This can be done at each level of support: Tier I, II and III. It is important to remember that behavior always occurs within a context. Understanding the environmental factors that influence behavior is a key to supporting positive behaviors within the Tier I setting:

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Environmental Factors, also referred to as behavioral antecedents, triggers, or predictors, are conditions present or missing in the environment which may contribute to student misbehavior. The following Environmental Factors should be considered when evaluating the dynamics of student misbehavior: • Instructional practices (academic/behavioral) — curriculum, strategies, activities • Physical setting — location on campus, size, noise level, temperature, number of students, arrangement of desks/tables, ease of movement, traffic patterns, organization of materials/equipment • Social setting — staff/students present or absent, interaction patterns surrounding the student • Social interactions — communication styles, power structure/hierarchy, allotment of peer/staff attention • Scheduling factors — procedures, routines, timelines, events • Degree of independence/participation (academic/social) — active listening, engagement, seat work, paired tasks, group work. Because each location on campus has a unique set of variables and dynamics, it will require intentional observation and reflection in order to understand and identify the Environmental Factors which may be contributing to student misbehavior. Each investigation should start with staff conducting a self-reflection of the environment for which they are responsible (office, common area, classroom, etc.). If assistance is needed to perform this task, invite additional staff to observe and provide feedback (grade level or academic team cohorts, academic coaches, counselors, behavior interventionists, administrative staff, etc.). Once contributing Environmental Factors are identified (instructional practices, physical setting, social setting, social interactions, scheduling factors, degree of independence/ participation), it will be necessary to systematically respond. Modifications may be made to the following environmental structures and supports: • Time — increasing/decreasing time allotments, increasing/decreasing breaks, modifying schedules • Space — increasing/decreasing proximity, rearranging physical aspects of the location, defining designated areas/zones, increasing/decreasing the number of students present • Instruction — embedding the standards across subjects/tasks, increasing the explicitness of instruction, increasing feedback and/or practice, increasing acknowledgement and/or correction • Materials — supplementing curriculum, providing multi-sensory options • Interactions — increasing positive to negative ratio (staff-staff, staff-student, studentstudent), increasing opportunities for communication, modifying voice tone/volume/cadence, modifying the level/amount of expected participation (independent, paired, or group activities)

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Expulsion District school site teams are expected to look at all of this prior to moving towards expulsion. The district will rarely look at recommending an expulsion if it is not listed as a mandatory expulsion. Expelled Students (Grades 7 to 12) Students in grades 7 to 12 who are expelled for serious incidents where expulsion is mandatory are referred to Alameda County Community Schools. These schools and programs are especially designed to educate expelled students and offer a variety of classroom-based and independent student options to meet the student’s needs. Participation in mental health services may be recommended or required. Expelled Students (Grades K to 6) Students in grades K to 6 who are expelled are placed on suspended expulsion and transferred to another school within the district. Students and their families are required to participate in (school-based) counseling or referred to (off-site) mental health services. Suspended Expulsions (Grades K to 12) In certain cases, suspending the expulsion order and allowing the student to attend school at a comprehensive school site in the district is more appropriate than expelling the student to an outof-district school. Placement in every expulsion matter is determined on a case-by-case basis, and placement recommendations are made based on the incident, the student’s background and history, the safety of the student and others, as well as all applicable Board Policies, Administrative Regulations and California Education Codes. During the term of the suspended enforcement of the School Board’s expulsion order, the student is on a probationary basis, and must meet certain conditions to continue enrollment or the suspension of enforcement of the expulsion is revoked, and the student is place in an appropriate alternative educational setting. Transfer to another school within the district (Grades K to 6) Students in grades kindergarten through fifth grade may be placed at another elementary school in the district. This provides the student with a fresh start or access to special educational services which are not available at their neighborhood school of residence. Transfer to another school within the district (Grades 7 to 12) Students in grades 7 to 12 may be placed at another middle or high school in the district. This provides the student with a fresh start or access to special educational services which are not available at their neighborhood school of residence. District Operated Alternative School Island High School provides students with an alternative educational setting to continue their learning. The smaller school setting allows for more individualized attention to student needs. Students are placed at Island as allowed by law. Island High is a continuation school and is different from most traditional high schools in the state of California, in that it allows students to earn 7.5 credits every semester, instead of the usual 5 at a traditional high school. Moreover, the school doesn't give out “F” grades; instead, a

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"No Mark" is given in lieu of a failing grade. “F” and “NM” grades do not give credit. Students are also given credit through special optional assignments called Contracts, and can earn credits in a class by taking Challenge Exams, which, if passed, apply 5 credits in the exam's subject area, which is worth a semester of credits at a traditional high school. Island High follows the same calendar as the rest of the Alameda Unified School District. However, instead of splitting the year into four nine-week-long quarters like a traditional high school, Island splits its year into six hexemesters, each six weeks long. Students can earn 2.5 credits per hex, allowing 7.5 credits per semester in every class. Semester end dates and holidays are the same as the other high schools in the district. The student body of Island High has always been relatively small, with only approximately 125 students in the entire school. Most students at Island High are transfer students from Alameda and Encinal High Schools who are low on credits. Once a student has a certain number of credits, he or she may choose to transfer out of Island and back to their original school. Few students actually choose to do this. Despite being a continuation school, the diploma received at Island High is recognized just like one from a traditional high school in California. This is because the graduation requirements at Island High are the same as any other California high school. A student needs 230 credits, a minimum GPA of 1.75 and twenty hours of community service. The day a student successfully completes all graduation requirements is the day that they graduate. Given the many ways to earn credit at Island High, graduation can occur on any regular school day. Students who graduate midway through the school year are invited back in June to participate in a commencement ceremony. District Operated Independent Study Program Independent Study is an alternative program offered by Alameda Unified School District. Instead of attending classes at school, students meet with a teacher 60-90 minutes each week, then complete all assigned work at home. Independent Study is on the quarter system. Each student takes 3 classes per quarter. For each class there is about 10 hours of work each week. Students must attend their weekly meetings with their teachers. Students may request to take a class at their home school if it is not offered through Independent Study. Independent students must attend state testing. Students in grades nine through twelve who live in Alameda may apply to IS. District Operated Home Based Instruction Home based instruction is provided to students in particular circumstances. The instruction is provided to keep the student up-to-date with assignments when the student cannot attend the comprehensive school. Home Instruction is provided in the student’s home for any student physically or emotionally unable to attend school for a period of at least three weeks. A health related recommendation from a licensed physician or psychiatrist is required for home instruction. Specialized Placement or Program In some cases, expelled students are placed or referred to specialized programs. Placement is informed by the student’s needs and their IEP. Students who commit offenses that are a

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manifestation of their disability are not expelled but may be placed into an educational environment that is supportive of their needs and in compliance with their IEP. Referral to County Operated Community School Students in grades 7 to 12 who are expelled for serious incidents where expulsion is mandatory are referred to Alameda County Community Schools. These schools and programs are especially designed to educate expelled students and offer a variety of classroom-based and independent student options to meet the student’s needs. Participation in mental health services may be recommended or required. Students who fail to reach their rehabilitation plan are transferred to the Alameda County Community School. Referral to County Operated Independent Student Program Students may be allowed to participate in the QUEST independent study program operated by the County Office of Education In Lieu of Expulsion In rare cases, an administrative change of placement in lieu of other serious disciplinary outcomes is appropriate for a student. Rehabilitation Plan, Transition and Support Students who are expelled receive Case Management support from the district. Counselors communicate with families and make referrals for counseling and other social services. In addition, they continue contact with the student about progress made on the Rehabilitation Plan and establish a time line for returning to the home district.

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Albany Unified School District Albany City Unified School District has a clearly delineated process for the expulsions of students. Our process provides full due process for each student and their families in this challenging situation. The focus is on making decisions that will provide the student with opportunities to continue to make progress toward positive academic and behavior outcomes. Caregivers and family members are always included in the process. The expulsion process follows all state laws, guidelines and applicable education codes. In accordance with our District’s Board policy, families who are recommended for expulsion are contacted by the District’s expulsion coordinator to review the expulsion process and all available options for expulsion and rehabilitation. The following are the descriptions of the district’s existing educational alternatives and other services for expelled students. Expelled Students (Grades 7 to 12) Students in grades 7 to 12 who are expelled for serious incidents where expulsion is mandatory are referred to Alameda County Community Schools. These schools and programs are especially designed to educate expelled students and offer a variety of classroom-based and independent student options to meet the student’s needs. Participation in mental health services may be recommended or required. Expelled Students (Grades K to 6) Students in grades K to 6 who are expelled are placed on suspended expulsion and transferred to another school within the district. Students and their families are required to participate in (school-based) counseling or referred to (off-site) mental health services. Suspended Expulsions (Grades K to 12) In certain cases, suspending the expulsion order and allowing the student at attend school as a comprehensive school site in the district is more appropriate than expelling the student to an outof-district school. Placement in every expulsion matter is determined on a case-by-case basis, and placement recommendations are made based on the incident, the student’s background and history, the safety of the student and others, as well as all applicable Board Policies, Administrative Regulations and California Education Codes. During the term of the suspended enforcement of the School Board’s expulsion order, the student is on a probationary basis, and must meet certain conditions to continue enrollment or the suspension of enforcement of the expulsion is revoked, and the student is place in an appropriate alternative educational setting. Transfer to another school within the district (Grades K to 6) Students in grades kindergarten through fifth grade may be placed as another elementary school in the district. This provides the student with a fresh start or continued access to services available in the district of residence. Transfer to another school within the district (Grades 7 to 12) Students in grades 10 to 12 may be placed in the District’s alternative high school. This provides

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the student with a fresh start. Inter-District Transfer to another school district A student is involuntarily transferred to another school district is if the student is currently on an inter-district transfer and commits an expellable offense. The inter-district transfer is revoked and the student is returned to his/her home school. An expelled student may be allowed to transfer to another district only if both the family and the districts agree that the placement in another district is in the best interest of the student. District Operated Alternative School MacGregor High School provides students with an alternative educational setting to continue their learning. The smaller school setting allows for more individualized attention to student needs. Students are placed at MacGregor High School as allowed by law. MacGregor High School serves students in grades 10-12 and provides credit recovery in smaller classes with a reduced instructional day. District Operated Independent Study Program The District provides an independent study program. The decision for approval is based on individual circumstances and the ability to work independently. The program serves students in grades 9-12 and offers online, independently paced instruction in all core academic areas, with the exception of science, and also offer some elective courses. District Operated Home Based Instruction Home based instruction is provided to students in particular circumstances. The instruction is provided to keep the student up-to-date with assignments when the student cannot attend the comprehensive school. District Operated Online or Virtual Education Program These services are not provided. See Independent Study for a description of virtual learning opportunities offered through independent study. Specialized Placement or Program These services are not offered. Referral to County Operated Community School Students in grades 7 to 12 who are expelled for serious incidents where expulsion is mandatory are referred to Alameda County Community Schools. These schools and programs are especially designed to educate expelled students and offer a variety of classroom-based and independent student options to meet the student’s needs. Participation in mental health services may be recommended or required. Students who fail to reach their rehabilitation plan are transferred to the Alameda County Community School. Referral to County Operated Independent Student Program Students may be allowed to participate in the QUEST independent study program operated by

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the County Office of Education In Lieu of Expulsion In rare cases, an administrative change of placement in lieu of other serious disciplinary outcomes is appropriate for a student. Rehabilitation Plan, Transition and Support Students who are expelled receive Case Management support from the district. Counselors communicate with families and make referrals for counseling and other social services. In addition, they continue contact with the student about progress made on the Rehabilitation Plan and establish a timeline for returning to the home district.

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Berkeley Unified School District Berkeley Unified School District has a clearly delineated process for the expulsions of students. Our process provides full due process for each student and their families in this challenging situation. The focus is on making decisions that will provide the student with opportunities to continue to make progress toward positive academic and behavior outcomes. Whenever possible, caregivers and family members are included in the process. Berkeley Unified School District Board Policy 5144.3-Explusion The Governing Board is dedicated to implementing graduated discipline practices and policies that aim to keep all our students in class, receiving instruction and support. Expulsion from school is an extreme and severe disruption of the educational process, and shall be reserved for behavior that requires expulsion process, and shall be reserved for behavior that requires expulsion under law or that poses a serious future threat to the safety of students or staff. The following are the descriptions of the district’s existing educational alternatives and other services for expelled students. Expelled Students (Grades 7 to 12) Students in grades 7 to 12 who are expelled for serious incidents where expulsion is mandatory are referred to Alameda County Community Schools. These schools and programs are especially designed to educate expelled students and offer a variety of classroom-based and independent student options to meet the student’s needs. Participation in mental health services may be recommended or required. Expelled Students (Grades K to 6) Students in grades K to 6 who are expelled are placed on suspended expulsion and transferred to another school within the district. Suspended Expulsions (Grades K to 12) In certain cases, suspending the expulsion order and allowing the student at attend school as a comprehensive school site in the district is more appropriate than expelling the student to an outof-district school. Placement in every expulsion matter is determined on a case-by-case basis, and placement recommendations are made based on the incident, the student’s background and history, the safety of the student and others, as well as all applicable Board Policies, Administrative Regulations and California Education Codes. During the term of the suspended enforcement of the School Board’s expulsion order, the student is on a probationary basis, and must meet certain conditions to continue enrollment or the suspension of enforcement of the expulsion is revoked, and the student is place in an appropriate alternative educational setting. Transfer to another school within the district (Grades K to 6) Students in grades kindergarten through fifth grade may be placed as another elementary school in the district. This provides the student with a fresh start or access to special educational services which are not available at their neighborhood school of residence.

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Transfer to another school within the district (Grades 7 to 12) Students in grades 7 to 12 may be placed as another middle or high school in the district. This provides the student with a fresh start or access to special educational services which are not available at their neighborhood school of residence. Inter-District Transfer to another school district A student is involuntarily transferred to another school district is if the student is currently on an inter-district transfer and commits an expellable offense. The inter-district transfer is revokes and the student is returned to his/her home school. An expelled student may be allowed to transfer to another district only if both the family and the districts agree that the placement in another district is in the best interest of the student. District Operated Alternative School (Grades 10-12) Berkeley Technology Academy (BTA) serves students 16-18 years of age. This program provides students with an alternative educational setting to pursue the core curriculum of the District. The smaller school setting allows for closer attention to individual student needs. Students on a suspended expulsion may be placed at BTA, as allowed by the law. District Operated Independent Study Program Independent study may be provided for students in particular circumstances who are not expelled (Education Code does not allow districts to place expelled students on independent study). Students will arrange to meet with credentialed teachers within the structure of the particular program they are participating in. District Operated Home Based Instruction Home-based instruction is provided to students in particular circumstances. The instruction is provided to keep the student up-to-date with assignments when the student cannot attend the comprehensive school. Home & Hospital Instruction (HHI) is available to all Berkeley Unified students who are unable to attend school for extended periods of time due to physical or mental incapacity. Students must have authorization from a medical doctor and the school district to enroll. The student that is approved must have a need to be out of the school on record for 30 days or more. HHI is individualized instruction that is available to students with temporary disabilities whose disability makes attendance in the regular day classes or alternative education program in which the student is enrolled impossible or inadvisable. District Operated Online or Virtual Education Program: These services are not provided Berkeley Unified School District offers a violence prevention program. Bay Area Peace Keepers is a Violence Prevention Program for students who have engaged in high-risk behaviors. Peace Keepers meets weekly for students in grades 4-12. Referral to County Operated Community School: These services are not provided Referral to County Operated Independent Student Program: These services are not provided

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In Lieu of Expulsion: In certain expulsion cases, suspending the expulsion in lieu of other serious disciplinary outcomes is appropriate for a student. Rehabilitation Plan, Transition and Support: These services are not provided

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Castro Valley Unified School District Castro Valley Unified School District has a clearly delineated process for the expulsions of students. Our process provides full due process for each student and their families in this challenging situation. The focus is on making decisions that will provide the student with opportunities to continue to make progress toward positive academic and behavior outcomes. Whenever possible, caregivers and family members are included in the process. The following are the descriptions of the district’s existing educational alternatives and other services for expelled students. Expelled Students (Grades 7 to 12) Students in grades 7 to 12 who are expelled for serious incidents where expulsion is mandatory are referred to Alameda County Community Schools. These schools and programs are especially designed to educate expelled students and offer a variety of classroom-based and independent student options to meet the student’s needs. Participation in mental health services may be recommended or required. Expelled Students (Grades K to 6) Students in grades K to 6 who are expelled are placed on suspended expulsion and transferred to another school within the district. Students and their families are required to participate in (school-based) counseling or referred to (off-site) mental health services. Suspended Expulsions (Grades K to 12) In certain cases, suspending the expulsion order and allowing the student at attend school as a comprehensive school site in the district is more appropriate than expelling the student to an outof-district school. Placement in every expulsion matter is determined on a case-by-case basis, and placement recommendations are made based on the incident, the student’s background and history, the safety of the student and others, as well as all applicable Board Policies, Administrative Regulations and California Education Codes. During the term of the suspended enforcement of the School Board’s expulsion order, the student is on a probationary basis, and must meet certain conditions to continue enrollment or the suspension of enforcement of the expulsion is revoked, and the student is place in an appropriate alternative educational setting. Transfer to another school within the district (Grades K to 6) Students in grades kindergarten through fifth grade may be placed as another elementary school in the district. This provides the student with a fresh start or access to special educational services which are not available at their neighborhood school of residence. Transfer to another school within the district (Grades 7 to 12) Students in grades 7 to 12 may be placed as another middle or high school in the district. This provides the student with a fresh start or access to special educational services which are not available at their neighborhood school of residence. Inter-District Transfer to another school district A student is involuntarily transferred to another school district is if the student is currently on an

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inter-district transfer and commits an expellable offense. The inter-district transfer is revoked and the student is returned to his/her home school. An expelled student may be allowed to transfer to another district only if both the family and the districts agree that the placement in another district is in the best interest of the student. District Operated Alternative School Redwood Continuation High School provides students with an alternative educational setting to continue their learning. The smaller school setting allows for more individualized attention to student needs. Students are placed at Redwood Continuation High School as allowed by law. The smaller school setting allows for closer attention to individual student needs, and provides credit deficient students with the opportunity to get caught-up and back on-track for graduation. District Operated Independent Study Program Redwood Independent Study (Grades 9-12) is an independent study program operated by the Castro Valley Unified School District. The decision for approval is based on individual circumstances and the ability to work independently. Students come to independent study once or more per week and spend a minimum of one hour with their teacher. Students receive weekly assignments during their scheduled appointment time, and are expected to spend a minimum of twenty hours per week on academic work. The program helps students pursue the educational requirements of the Castro Valley Unified School District. The nature of the independent study program gives students the opportunity to personalize their instruction and the freedom to utilize resources and activities to create an exciting and flexible educational experience. While attending independent study, students may take courses concurrently at the local community colleges and the Eden Area Regional Occupation Program. District Operated Home Based Instruction Home based instruction is provided to students in particular circumstances. The instruction is provided to keep the student up-to-date with assignments when the student cannot attend the comprehensive school. The student will meet with an appropriate credentialed teacher for a minimum of one-hour per week. The instruction is provided to keep the student up to date with assignments when the student cannot attend the regular, comprehensive school setting. District Operated Online or Virtual Education Program Castro Valley Unified School District provides curriculum through Edgenuity. The Castro Valley Virtual Academy provides a full time or concurrent option for students and currently serves students in 8th through 12th grade. The CVVA offers weekly workshops with highly qualified teachers to support student work and provide direct instruction. Specialized Placement or Program In some cases, expelled students are placed or referred to specialized programs. Placement is informed by the student’s needs and their IEP. Students who commit offenses that are a manifestation of their disability are not expelled but may be placed into an educational environment that is supportive of their needs and in compliance with their IEP. Castro Valley Unified School District partners with area Non Public Schools (NPS) to provide specialized

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academic instruction and related services for students who required an alternative placement. The students are provided with all services included in their Individualized Education Plan (IEP) and are case managed by District special education staff to ensure access to their education. Students may receive educationally related mental health and behavior intervention services as appropriate while in the alternative placement. Referral to County Operated Community School Students in grades 7 to 12 who are expelled for serious incidents where expulsion is mandatory are referred to Alameda County Community Schools. These schools and programs are especially designed to educate expelled students and offer a variety of classroom-based and independent student options to meet the student’s needs. Participation in mental health services may be recommended or required. Students who fail to reach their rehabilitation plan are transferred to the Alameda County Community School. Referral to County Operated Independent Student Program Students may be allowed to participate in the QUEST independent study program operated by the County Office of Education In Lieu of Expulsion In rare cases, an administrative change of placement in lieu of other serious disciplinary outcomes is appropriate for a student. Rehabilitation Plan, Transition and Support Students who are expelled receive Case Management support from the district. Counselors communicate with families and make referrals for counseling and other social services. In addition, they continue contact with the student about progress made on the Rehabilitation Plan and establish a time line for returning to the home district.

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Dublin Unified School District Dublin Unified School District has a clearly delineated process for the expulsions of students. Our process provides full due process for each student and their families in this challenging situation. The focus is on making decisions that will provide the student with opportunities to continue to make progress toward positive academic and behavior outcomes. Whenever possible, caregivers and family members are included in the process. When a student has been recommended for expulsion a pre-expulsion meeting is scheduled with the Director of Student Services to determine if the expulsion process should be enacted. In attendance are the Director of Student Services, caregivers and/or family members. The agenda of the meeting include the following: • Purpose of the meeting is shared with the parent which include the following: • Timeline of the process • Extend the suspension • Set up student to continue receiving classwork and receiving credit while on suspension • Share the two options guardians can choose in the process • Inform and give the Board Policy and Ed code on suspension and expulsion to the guardian. • Describe the process and the role each person plays in the process. Provide an opportunity for student to give his/her statement receives input from the guardian and reviews the expulsion file. If it is determined the expulsion process should move forward the Director of Student Services will share the following options: • Option 1 Administrative Hearing Panel the following information is shared: o Scheduled 10 days out to give caregivers/guardians time to obtain legal counsel if they wish. Panel of impartial administrators within the district, does not know the student or the family. o Panel will review expulsion file, listen to testimonies given on both sides. o Have three days to deliberate and give their decision. Before or on the third day, Director of Student Services contact parent/guardian to inform of the recommendation to the Board o Share the final decision making body is Board of Trustees, with the expulsion file reviewed and discussed in close session with the student assigned a case number. o Next board meeting, decide to accept recommend or go in another direction. • Option 2: Stipulated Expulsion and the following is shared: o Waive the right to an administrative hearing o Student admits guilt. o Expulsion recommendation with rehabilitation plan to go to the Board is shared. o Parents/guardians sign off. Through the process parents/guardians are encouraged to ask questions and follow up with the process. The following are the descriptions of the district’s existing educational alternatives and other

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services for expelled students. Expelled Students (Grades 7 to 12) Students in grades 7 to 12 who are expelled for serious incidents where expulsion is mandatory are referred to Alameda County Community Schools. These schools and programs are especially designed to educate expelled students and offer a variety of classroom-based and independent student options to meet the student’s needs. Participation in mental health services may be recommended or required. Expelled Students (Grades K to 6) Students in grades K to 6 who are expelled are placed on suspended expulsion and transferred to another school within the district. Students and their families are required to participate in (school-based) counseling or referred to (off-site) mental health services. Suspended Expulsions (Grades K to 12) In certain cases, suspending the expulsion order and allowing the student at attend school as a comprehensive school site in the district is more appropriate than expelling the student to an outof-district school. Placement in every expulsion matter is determined on a case-by-case basis, and placement recommendations are made based on the incident, the student’s background and history, the safety of the student and others, as well as all applicable Board Policies, Administrative Regulations and California Education Codes. During the term of the suspended enforcement of the School Board’s expulsion order, the student is on a probationary basis, and must meet certain conditions to continue enrollment or the suspension of enforcement of the expulsion is revoked, and the student is place in an appropriate alternative educational setting. Transfer to another school within the district (Grades K to 6) Students in grades kindergarten through fifth grade may be placed as another elementary school in the district. This provides the student with a fresh start or access to special educational services which are not available at their neighborhood school of residence. Transfer to another school within the district (Grades 7 to 12) Students in grades 7 to 12 may be placed as another middle or high school in the district. This provides the student with a fresh start or access to special educational services which are not available at their neighborhood school of residence. Inter-District Transfer to another school district A student is involuntarily transferred to another school district is if the student is currently on an inter-district transfer and commits an expellable offense. The inter-district transfer is revokes and the student is returned to his/her home school. An expelled student may be allowed to transfer to another district only if both the family and the districts agree that the placement in another district is in the best interest of the student. District Operated Alternative School: These services are not provided. District Operated Independent Study Program QUEST is an independent study program operated by the Dublin Unified School District. The

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decision for approval is based on individual circumstances and the ability to work independently. This is an online program meeting with a teacher once a week at an alternative site and is available for grades 3rd through 12th grades. District Operated Home Based Instruction: These services are not provided. District Operated Online or Virtual Education Program: These services are not provided. Specialized Placement or Program In some cases, expelled students are placed or referred to specialized programs. Placement is informed by the student’s needs and their IEP. Students who commit offenses that are a manifestation of their disability are not expelled but may be placed into an educational environment that is supportive of their needs and in compliance with their IEP. Through the IEP process specialized programs are recommended. This process is available to grades 3rd through 12th grades. Referral to County Operated Community School Students in grades 7 to 12 who are expelled for serious incidents where expulsion is mandatory are referred to Alameda County Community Schools. These schools and programs are especially designed to educate expelled students and offer a variety of classroom-based and independent student options to meet the student’s needs. Participation in mental health services may be recommended or required. Students who fail to reach their rehabilitation plan are transferred to the Alameda County Community School. Referral to County Operated Independent Student Program Students may be allowed to participate in the QUEST independent study program operated by the County Office of Education In Lieu of Expulsion In rare cases, an administrative change of placement in lieu of other serious disciplinary outcomes is appropriate for a student. Rehabilitation Plan, Transition and Support Students who are expelled receive Case Management support from the district. Counselors communicate with families and make referrals for counseling and other social services. In addition, they continue contact with the student about progress made on the Rehabilitation Plan and establish a time line for returning to the home district.

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Emery Unified School District Emery Unified School District has a clearly delineated process for the expulsions of students. Our process provides full due process for each student and their families in this challenging situation. The focus is on making decisions that will provide the student with opportunities to continue to make progress toward positive academic and behavior outcomes. Whenever possible, caregivers and family members are included in the process. When a student is referred for an expulsion for any acts other than those enumerated in 48915(c), the District and the Board considers secondary findings, in addition to evidence confirming the allegations. These additional findings include whether the student has received appropriate interventions to correct and/or change his/her behavior. The following are the descriptions of the district’s existing educational alternatives and other services for expelled students. Expelled Students (Grades 7 to 12) Students in grades 7 to 12 who are expelled for serious incidents where expulsion is mandatory are referred to Alameda County Community Schools. These schools and programs are especially designed to educate expelled students and offer a variety of classroom-based and independent student options to meet the student’s needs. Participation in mental health services may be recommended or required. Expelled Students (Grades K to 6) Students in grades K to 6 who are expelled may be placed on suspended expulsion and provided with Home Instruction, Independent Study (at parent request), or granted an InterDistrict Transfer out of the District. Students and their families may be required to participate in (schoolbased) counseling or referred to (off-site) mental health services. Suspended Expulsions (Grades K to 12) In certain cases, suspending the expulsion order and allowing the student at attend school at a comprehensive school site in the district is more appropriate than expelling the student to an outof-district school. Placement in every expulsion matter is determined on a case-by-case basis, and placement recommendations are made based on the incident, the student’s background and history, the safety of the student and others, as well as all applicable Board Policies, Administrative Regulations and California Education Codes. During the term of the suspended enforcement of the School Board’s expulsion order, the student is on a probationary basis, and must meet certain conditions to continue enrollment or the suspension of enforcement of the expulsion is revoked, and the student is place in an appropriate alternative educational setting. Inter-District Transfer to another school district A student is involuntarily transferred to another school district is if the student is currently on an inter-district transfer and commits an expellable offense. The inter-district transfer is revoked and the student is returned to his/her home school district. An expelled student may be allowed to transfer to another district only if both the family and the districts agree that the placement in another district is in the best interest of the student.

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District Operated Independent Study Program (Grades 6-12) Emery Unified School District provides an independent study program through either teacher prepared work packets or an on-line program. The District has adopted and modified the curriculum from the Odysseyware online program to meet EUSD standards and course requirements. Students access the course work electronically from home or community locations. Both options include weekly meetings with a teacher to review work, take tests, and grade essays. The decision for approval is based on individual circumstances and the ability to work independently. District Operated Home Based Instruction (Grades K-6) Home based instruction is a short term program of 5 hours per week, designed to accommodate students in particular circumstances. The instruction is provided to keep the student up-to-date with assignments when the student cannot attend the comprehensive school. A home teacher coordinates school work with the school site and assists the student in maintaining progress until the student can return to school. Specialized Placement or Program (Grades K-12) In some cases, expelled students are placed or referred to specialized programs. Placement is informed by the student’s needs and their IEP. Students who commit offenses that are a manifestation of their disability are not expelled but may be placed into an educational environment that is supportive of their needs and in compliance with their IEP. Specialized programs may include those located in districts other than the student's home district through the North Region SELPA placement process, or Non-Public Schools. Referral to County Operated Community School (Grades 7-12) Students in grades 7 to 12 who are expelled for serious incidents where expulsion is mandatory are referred to Alameda County Community Schools. These schools and programs are especially designed to educate expelled students and offer a variety of classroom-based and independent student options to meet the student’s needs. Participation in mental health services may be recommended or required. Students who fail to reach their rehabilitation plan are transferred to the Alameda County Community School. Referral to County Operated Independent Student Program Students may be allowed to participate in the QUEST independent study program operated by the County Office of Education In Lieu of Expulsion In rare cases, an administrative change of placement in lieu of other serious disciplinary outcomes is appropriate for a student. Rehabilitation Plan, Transition and Support Students who are expelled receive Case Management support from the district. Counselors communicate with families and make referrals for counseling and other social services. In

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addition, they continue contact with the student about progress made on the Rehabilitation Plan and establish a time line for returning to the home district.

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Fremont Unified School District Fremont Unified School District has a clearly delineated process for the expulsion of students per Board Policy & Administrative Regulations 5114. The District provides full due process for each student and their families in this challenging situation which includes a manifestation determination for students with a 504 or an IEP. The District’s focus is on making decisions that will provide the student with opportunities to remedy the behavior for which the expulsion recommendation has been made. This also provides the student with the opportunity to continue making progress toward positive academic and behavior outcomes. Whenever possible, caregivers and family members are included in the process. Students on a suspended expulsion who fail to meet the conditions of their expulsion order and rehabilitation plan may be transferred to the Alameda County Community School at any time. Expelled Students (Grades 7-12) / Referral to County Operated Community School/Program Students in grades 7-12 who are expelled from the Fremont Unified School District are referred to an Alameda County School/Program with a rehabilitation plan. These schools and programs are designed to educate expelled students and offer a variety of classroom-based and independent student options to meet the student’s needs. Participation in mental health services may be recommended or required as part of the student’s rehabilitation plan. These students may apply for QUEST independent study program operated by the Alameda County Office of Education. Expelled Students / Suspended Expulsion (Grades K-6) Students in grades K-6 who are expelled are placed on suspended expulsion with a Rehabilitation plan and transferred to another school within the District. Individual student counseling is required and family counseling is highly recommended at no cost to District. Expelled Students / Suspended Expulsion (Grades 7-12) When a student is expelled, the District believes that sometimes this is a more appropriate placement than expelling to an Alameda County school/program. Therefore, the district will place a student on a suspended expulsion which allows the student to attend another comprehensive school or a District operated alternative school/program in the Fremont Unified School District with a rehabilitation plan. In addition, when a student has an IEP, the Special Education Department is consulted to ensure the student receives FAPE. Placement in every suspended expulsion matter is determined on a case-by-case basis. Placement recommendations are made based on the incident, the student’s background and history, the safety of the student and others, as well as all applicable Board Policies, Administrative Regulations and California Education Codes. During the term of the suspended expulsion, the student must meet the conditions set forth in the rehabilitation plan to continue attending the assigned site. Students on a suspended expulsion who fail to meet the conditions of their expulsion order and rehabilitation plan may be transferred to the Alameda County Community School at any time.

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District Operated Alternative School (Robertson Continuation High School) Fremont Unified School District provides students with an alternative educational setting to continue their learning. Students on a suspended expulsion may be placed at Robertson High School as allowed by law. (16 years of age, teen parent or pregnant minor, McKinneyVento/Foster Youth). The program at Robertson High School is designed to assist students in earning a high school diploma, college and career readiness, developing vocational skills, and providing an opportunity for personal growth. The program is designed to allow students the opportunity to make up academic deficiencies and provide the student with a smaller learning environment. This setting allows for more individualized attention (22 to 1 student-teacher ratio) to better meet student needs. At Robertson, a student can complete classes in an accelerated manner, earning more than 80 credits per year. Students are encouraged to take additional coursework either on campus, at ROP, or adult school (if 18 years of age). District Operated Independent Study Program (Vista Independent Study Program) Students on a suspended expulsion may request placement at Vista (parent/guardian request only). Vista is an independent study program operated on the Robertson High School campus by the Fremont Unified School District for students in grades 7-12. A referral form to this program is completed at the assigned site and forwarded to Vista. The decision for approval is based on individual circumstances and the ability to work independently. If the student is not successful in this program, the student will be returned to the assigned school/program. Intra-District Transfer to another site (Grades K-12) An expelled student may apply for an intra-district transfer to another school only if both sites agree that the placement is in the best interest of the student. The intra-district transfer may be revoked by the receiving school at any time and the student returned to the assigned site. Inter-District Transfer to another school district (Grades K-12) An expelled student may apply for an inter-district transfer to another district only if both the districts agree that the placement is in the best interest of the student. The inter-district transfer may be revoked by the receiving district at any time and the student returned to the home district. Home-Hospital Instruction for students with an IEP or 504 plan (Grades K-12) In rare circumstances, a student shall be placed on a suspended expulsion into home-hospital instruction if it is determined through the student’s IEP or 504 plan that this is an appropriate placement. The student will receive a maximum of five (5) hours per week of instruction unless otherwise specified in the IEP. Students who commit an offense that is a manifestation of their disability are not expelled but may be placed on Home-Hospital Instruction if the placement is the least restrictive environment for the student and it is in compliance with the student’s IEP. The student will receive a maximum of five (5) hours per week of instruction.

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District Operated Online or Virtual Education Program These services are not provided. Specialized Placement or Program These services are not provided. In Lieu of Expulsion (Grades K-12) In rare cases, an administrative change of placement may be processed in lieu of recommending the student for expulsion. A meeting is held with the student and parent/guardian to discuss the student’s most recent disciplinary action. The student is placed on a Behavior/Performance Contract with a review to be held at the end of the current school year. Placement on a Behavior/Performance Contract does not minimize the seriousness of the student’s actions and continued negative behavior may result in an expulsion recommendation. Rehabilitation Plan, Transition and Support All Fremont Unified School District students who are expelled automatically receive a Rehabilitation Plan, which includes but is not limited to 98% attendance, C+ grade average, counseling, community service, and a reflective essay to be submitted at the end of the expulsion term. Based on the individual student, the Rehabilitation plan may also include a gang contract, no contact with other students/witnesses/victims, and non-trespassing on other school sites.

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Hayward Unified School District Hayward Unified School District has a clearly delineated process for the expulsions of students. Our process provides full due process for each student and their families in this challenging situation. The focus is on making decisions that will provide the student with opportunities to continue to make progress toward positive academic and behavior outcomes. Whenever possible, caregivers and family members are included in the process. Upon the determination that it is appropriate to extend the suspension of a student pending an administrative hearing (within the first 5 days of suspension), a hearing is scheduled and every student is referred for interim educational services through the Independent Studies program or the Home Study K-8 program at the Brenkwitz High School Campus. Students with Individualized Education Plans (IEPs) are also provided interim services in accordance with their IEPs while the student is pending an administrative hearing and ultimately a final Board decision regarding student placement. Administrative Hearing panel members hear student case and based in the individual facts of each case, the needs of the student and with a focus on the safety of all students on our campus’, the panel makes a recommendation to the Board of Education that includes a suggested placement option, the length of expulsion and terms and conditions of an individualized Expulsion Rehabilitation Plan. Upon review of expulsion hearing documentation and the recommendation of the Administrative Hearing panel, the Board of Education makes a final determination for each expulsion recommendation, formally placing the student in an educational setting for the duration of the expulsion term. The following are the descriptions of the district’s existing educational alternatives and other services for expelled students. Expelled Students (Grades 7 to 12) Students in grades 7 to 12 who are expelled for serious incidents where expulsion is mandatory are referred to Alameda County Community Schools. These schools and programs are especially designed to educate expelled students and offer a variety of classroom-based and independent student options to meet the student’s needs. Participation in counseling services may be required as may community service. Expelled Students (Grades K to 6) Students in grades K to 6 who are expelled are placed on suspended expulsion and transferred to another school within the district. As part of the student’s Rehabilitation Plan, the student is required to participate in counseling services and additional resources for support are shared with the family. The Intervention Counselors work with the student and their family, ensuring they are connected to resources and supporting the student to complete the Rehabilitation Plan within the term of expulsion.

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Suspended Expulsions (Grades K to 12) In certain cases, suspending the expulsion order and allowing the student at attend school as a comprehensive school site in the district is more appropriate than expelling the student to an outof-district school. Placement in every expulsion matter is determined on a case-by-case basis, and placement recommendations are made based on the incident, the student’s background and history, the safety of the student and others, as well as all applicable Board Policies, Administrative Regulations and California Education Codes. During the term of the suspended enforcement of the School Board’s expulsion order, the student is on a probationary basis, and must meet certain conditions to continue enrollment or the suspension of enforcement of the expulsion is revoked, and the student is placed in an appropriate alternative educational setting with the County Office of Education. Transfer to another school within the district (Grades K to 6) Students in grades kindergarten through sixth grade, who are expelled with a suspended enforcement, may be placed at another elementary school in the district. This provides the student with a fresh start and the opportunity to participate in a complete academic program in a comprehensive setting. Transfer to another school within the district (Grades 7 to 12) Students in grades 7 through 12, who are expelled with a suspended enforcement, may be placed at another middle or high school in the district. This provides the student with a fresh start and the opportunity to participate in a complete academic program in a comprehensive or alternative setting. Inter-District Transfer to another school district A student is involuntarily transferred to another school district is if the student is currently on an inter-district transfer and commits an expellable offense. The inter-district transfer is revoked and the student is returned to his/her home school. An expelled student may be allowed to transfer to another district only if both the family and the districts agree that the placement in another district is in the best interest of the student. District Operated Alternative School Brenkwitz Continuation High School This program offers a support system that allows students who are not on track for graduation to experience educational success in a smaller, more structured learning environment. Brenkwitz emphasizes individual learning plans, occupational opportunities, standards-based core class instruction, and online credit recovery. All students have a counselor as well as an academic advisor. District Operated Independent Study Program Independent Study Program (grades 9-12) Students meet with a teacher 2-3 times weekly working on district adopted standards based curriculum. All students and parents must sign a contract that is renewed every semester. Failure to comply with the terms of the contract or missed appointments will result in the student being returned to the home school of residence. Students must be able to work independently while keeping weekly appointments. The program is strictly voluntary.

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Home Study K-8 Program (grades K-8) Parents and legal guardians work in conjunction with a credentialed teacher to implement district approved, state adopted curriculum. The parent/legal guardian is the primary instructor at home and attends weekly appointments with the child and the child’s teacher. Before enrolling in the program, students and parents must sign a contract. District Operated Home Based Instruction Home Based Instruction is provided within the district when an IEP determines that a student requires this type of service to best meet their individual learning needs. Home Based Instruction is not used as a placement for disciplinary reasons. Home Hospital Instruction is available to students who, due to medical necessity, must receive instruction in their home while they recover from a significant, short term disabling condition such as surgery, chemotherapy, etc. when they are not able to participate in any other regular program offered by the school district. District Operated Online or Virtual Education Program Service is not available Specialized Placement or Program In occasional cases, when a student’s exceptional needs cannot be met in the programming available within the district or the programming available at the County operated programs, expelled students may be placed in specialized programs operated through other agencies by IEP team decision. Placement is informed by the student’s assessed needs and their IEP. Students who commit offenses that are a manifestation of their disability are not expelled, but are served in the Least Restrictive Environment with appropriately supportive programming that meets the assessed needs of the student, as determined by the IEP team. Referral to County Operated Community School Students in grades 7 to 12 who are expelled for serious incidents where the Board finds that the student cannot be safely served on a district campus (48195 B2, E2) are referred to Alameda County Community Schools. These schools and programs are especially designed to educate expelled students and offer a variety of classroom-based and independent student options to meet the student’s needs. Participation in mental health services may be recommended or required. Students placed at district schools while their expulsion order is suspended, who then fail to meet the safety conditions of their rehabilitation plan by violating education codes 48900/48915, are transferred to the Alameda County Community School or Quest Independent Study Academy for the remainder of their term of expulsion. Referral to County Operated Independent Student Program Students may be allowed to participate in the QUEST independent study program operated by the County Office of Education, program participation is based on the individual needs of the student and their family.

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In Lieu of Expulsion In rare cases, an administrative change of placement in lieu of other serious disciplinary outcomes is appropriate for a student. Rehabilitation Plan, Transition and Support Hayward Unified School District Intervention Counselors follow up with all students who have an open expulsion order, whether placed on District campus’ or in County programs, to verify enrollment, support connections to services and to support the student and family to begin working on meeting the conditions of the Rehabilitation Plan that will lead to reinstatement to the district with regular student status. Hayward Unified School District Intervention Counselors have positive working relationships with staff at all 30 district schools K-12 and staff in County programs and visit the sites weekly to see students, provide ongoing support and ensure communication staff where the student is placed and the District is timely, accurate and ultimately intended to support each student to success. For students with IEPs or 504 Plans, staff in the Student & Family Services department ensures connections are made between County staff and Hayward Unified School District staff so IEP services and 504 accommodations are provided for eligible students with minimal gaps due to transitions between programs. High-Risk Students: Students across the district identified as possibly at-risk for expulsion based on student discipline data are also referred for support by the Intervention Counselors. The Intervention Counselors work with school site leadership and the Coordination of Services Teams (COST) at each site to ensure that students are connected to socio-emotional support resources, such as participation in student support groups, 1:1 counseling, case management and coaching of the classroom staff in behavior support strategies.

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Livermore Valley Joint Unified School District Livermore Valley Joint Unified School District (LVJUSD) has a clearly delineated process for the expulsions of students. Our process provides full due process for each student and their families in this challenging situation. The focus is on making decisions that will provide the student with opportunities to continue to make progress toward positive academic and behavior outcomes. The Livermore Valley Joint Unified School District believes it is essential that students enjoy a secure learning environment, with a sense of order and high expectations. We believe that schools can support families in helping students develop a sense of personal responsibility. Discipline guidelines are created to promote consistency in dealing with unacceptable behavior, with an understanding that students are likely to make good choices when they clearly understand the rules and the consequences for engaging in behavior that is not appropriate for a school setting. School discipline should be consistent, reasonable, fair, age appropriate, and matched to the severity of the student’s misbehavior. Consequences that are paired with meaningful interventions, instruction and guidance (corrective feedback and re-teaching) offer students an opportunity to connect their misconduct with new learning, participate in contributing back to the school community, and are more likely to result in re-engaging the student in learning. Any use of consequences should be carefully implemented with well-defined outcomes in order to provide the greatest benefit The following are the descriptions of the District’s existing educational alternatives for expelled students. Expelled Students (Grades 6 to 12) Students in grades 6 to 12 who are expelled for serious incidents where expulsion is mandatory are referred to Alameda County Community Schools. These schools and programs are especially designed to educate expelled students and offer a variety of classroom-based and independent student options to meet the student’s needs. Participation in mental health services may be recommended or required. Expelled Students (Grades K to 5) Students in grades K to 5 who are expelled are placed on suspended expulsion and transferred to another school within the District. For some students, a transfer to another comprehensive site allows a student a new start, or access to services that may not be available at previous school site. Suspended Expulsions (Grades K to 12) In certain expulsion cases, suspending the expulsion order and allowing the student to attend school in the District is more appropriate than expelling the student to an out-of-District school. Placement in every expulsion matter is determined on a case-by-case basis, and placement recommendations are made based on the incident, the student’s background and history, the safety of the student and others, as well as all applicable Board Policies, Administrative

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Regulations and California Education Codes. During the term of the suspended enforcement of the School Board’s expulsion order, the student is on a probationary basis, and must meet certain conditions to continue enrollment or the suspension of enforcement of the expulsion is revoked, and the student is place in an appropriate alternative educational setting. Transfer to another school within the District Due to age constraints with programs offered through Alameda County Community schools students in grades kindergarten through 5th grade may be involuntarily placed at another school in the District. Students in grades 6 to 12 may be placed as another middle or high school in the District. This provides the student with a fresh start. Students who receive special education services may be referred to a school in the District where their educational needs are met in accordance with their IEP. The student is placed at another school in the District with probationary conditions outlined in the rehabilitation plan. Students have a period of time, up to a year, to meet the conditions and be considered for a return to the program from which they were expelled. Inter-District Transfer to another school District The only time a student is involuntarily transferred to another school District is if the student is currently in LVJUSD on an Inter-District transfer and commits an expellable offense or does not meet the academic, attendance, and behavior expectations of the District. In these cases, the Inter-District transfer is revoked and the student is returned to his/her home District. A student may be allowed to transfer to another school District only if both the family and the Districts agree that placement in another District is in the best interest of the student. Continuation High School - Voluntary Students may be placed at Del Valle Continuation High School as an alternative educational setting. The program provides a lower teacher to student ratio, an opportunity to make up credit deficiencies, and a setting designed to deal with at risk students. Mental health counseling services are provided by the Hume Center, Horizons and Axis Community Health. Horizons provides career exploration speakers and one of our senior English teachers offer a transition class to help students transition to college or career. We provide a career pathway in culinary arts in which the students test, qualify and earn the food handler’s certificate as well as learn entry level culinary skills. Students are encouraged to enroll in ROP classes at the local high schools. Independent Study – Voluntary Vineyard Alternative School is a school of choice that offers an independent study educational program. Students in grades one through twelve have access to the curriculum and learning opportunities through the state approved independent study model. Students are assigned weekly appointments to meet with content area teachers to receive instruction. Therefore, students can be expected to be on campus one to three times per week based on the courses they are taking and their scheduled meetings which are at least forty-five minutes long each. Students are also offered the opportunity to attend a support class and math tutoring if they are in need of additional academic assistance. High school students are expected to complete at least twenty credits per trimester or sixty credits per school year in order to be on track to graduate. They also have the opportunity to recover credits or work at an accelerated pace as well as concurrently enroll at our local junior college to further their education.

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Adult Education When age appropriate, student’s transfer to the Adult Education program to work on a high school diploma or prepare for the GED exam. Students attend classes at least two times per week where they have the opportunity to work one-on-one with credentialed teachers. Both the adult high school diploma and the GED preparation classes are taught using a blended learning model where students use online programs to access curriculum and assessments to earn credits and/or prepare them for the GED exam. Occasionally, these students also take concurrent classes at the local junior college. Home Study Program The Home Study program is used for students in particular situations and special education whose needs cannot be met at our Independent Study site. A home teacher works with the student one hour a day, five times a week. The home teacher works with the case manager at the student’s home site, modifying the work as appropriate. Specialized Placement or Program In some cases, expelled students are placed or referred to specialized programs. Placement is informed by the student’s needs and their IEP. Students who commit offenses that are a manifestation of their disability are not expelled but may be placed into an educational environment that is supportive of their needs and in compliance with their IEP. LVJUSD anger management through Horizon’s Counseling, offers a Violence Prevention Program for students who have engaged in high risk behaviors. Students who are on extended suspension pending an expulsion hearing are required to participate. Referral to County Operated Community School Students are referred to an Alameda County community school program when expelled by the LVJUSD Board. Alameda County has day school and independent study programs available. They can place students in grades 6 – 12; as well as special education students on a case by case basis. Referral to County Operated Independent Student Program Students may be allowed to participate in the QUEST independent study program operated by the County Office of Education In Lieu of Expulsion In rare cases, an administrative change of placement in lieu of other serious disciplinary outcomes is appropriate for a student. Rehabilitation Plan, Transition and Support Students who are expelled receive support from the District. Administrators communicate with families and make referrals for counseling and other social services. In addition, they continue contact with the student about progress made on the Rehabilitation Plan and establish a time line for returning to the District.

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New Haven Unified School District New Haven Unified has a clearly delineated process for the expulsions of students. Our process provides full due process for each student and their families in this challenging situation. The focus is on making decisions that will provide the student with opportunities to continue to make progress toward positive academic and behavior outcomes. Whenever possible, caregivers and family members are included in the process. Students being recommended for expulsion and their families are invited to attend an Extension of Suspension meeting with the Director of Pupil Services. At this meeting, the student's due process rights are explained and an explanation of the process is shared. Parents are afforded an opportunity to have any all questions answered. The following are the descriptions of the district’s existing educational alternatives and other services for expelled students. Expelled Students (Grades 7 to 12) Students in grades 7 to 12 who are expelled for serious incidents where expulsion is mandatory are referred to Alameda County Community Schools. These schools and programs are especially designed to educate expelled students and offer a variety of classroom-based and independent student options to meet the student’s needs. Participation in mental health services may be recommended or required. Expelled Students (Grades K to 6) Students in grades K to 6 who are expelled have the enforcement of that expulsion suspended and are transferred to another school within the district. Students and their families are required to participate in counseling and community service hours appropriate for their level of development. Suspended Enforcement of Expulsions (Grades K to 12) In certain cases, suspending the expulsion order and allowing the student at attend school at a comprehensive school site in the district is more appropriate than expelling the student to an outof-district school. Placement in every expulsion matter is determined on a case-by-case basis, and placement recommendations are made based on the incident, the student’s background and history, the safety of the student and others, as well as all applicable Board Policies, Administrative Regulations and California Education Codes. During the term of the suspended enforcement of the School Board’s expulsion order, the student is on a probationary basis, and must meet certain conditions to continue enrollment or the suspension of enforcement of the expulsion is revoked, and the student is place in an appropriate alternative educational setting. Transfer to another school within the district (Grades K to 6) Students in grades kindergarten through fifth grade may be placed as another elementary school in the district. This provides the student with a fresh start or access to special educational services which are not available at their neighborhood school of residence.

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Transfer to another school within the district (Grades 7 to 12) Students in grades 7 to 12 may be placed as another middle or high school in the district. This provides the student with a fresh start or access to special educational services which are not available at their neighborhood school of residence. Inter-District Transfer to another school district When a student attending in New Haven on an inter-district transfer commits an expellable offense, the district moves forward with the expulsion process while also revoking the student's inter-district transfer. An expelled student may be allowed to transfer to another district only if both the family and the districts agree that the placement in another district is in the best interest of the student. District Operated Alternative School Conley-Caraballo High School (CCHS) provides students with an alternative educational setting to continue their learning. The smaller school setting allows for more individualized attention to student needs. The vast majority of students attending at CCHS do so because they have requested to attend there. Additionally, a small number of students are placed at CCHS as allowed by law. Students enrolled at CCHS benefit from the smaller number of students and a sense of connection with all staff. No one is anonymous at CCHS. District Operated Independent Study Program The Decoto School for Independent Study (DSIS) is an independent study program operated by the New Haven Unified. The decision for approval is based on individual circumstances and the ability to work independently. Students attend classes at least twice a week and regularly meet with their teachers. Students are expected to spend at least twenty hours a week on academic work. The independent study program is a voluntary program. Students are able to access multiple support services at the site and are housed on the same campus as the Union City Family Center, a hub for family-support services for the city. District Operated Home Based Instruction Home based instruction is provided to students in particular circumstances. The instruction is provided to keep the student up-to-date with assignments when the student cannot attend the comprehensive school. Home instruction provides students one hour per day of time with an appropriately credentialed teacher. District Operated Online or Virtual Education Program The New Haven Unified School District does utilize some online or virtual education programming for students to make up classes and recover credits. Specialized Placement or Program In some cases, expelled students are placed or referred to specialized programs. Placement is informed by the student’s needs and their IEP. Students who commit offenses that are a manifestation of their disability are not expelled but may be placed into an educational environment that is supportive of their needs and in compliance with their IEP.

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Referral to County Operated Community School Students in grades 7 to 12 who are expelled for serious incidents where expulsion is mandatory are referred to Alameda County Community Schools. These schools and programs are especially designed to educate expelled students and offer a variety of classroom-based and independent student options to meet the student’s needs. Participation in mental health services may be recommended or required. Referral to County Operated Independent Student Program Students may be allowed to participate in the QUEST independent study program operated by the County Office of Education In Lieu of Expulsion In rare cases, an administrative change of placement in lieu of other serious disciplinary outcomes is appropriate for a student. Rehabilitation Plan, Transition and Support Students who are expelled are offered support to meet the conditions of their Rehabilitation Plan from the district. Referrals are made at parent request to counseling services through district social workers.

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Newark Unified School District The following are the descriptions of the district’s existing educational alternatives for expelled students. Suspend expulsion: In certain expulsion cases allowing the student to attend school at a comprehensive school site is more appropriate than expelling the student to an alternative school site. Placement in every expulsion matter is determined on a case-by-case basis, and placement recommendations are made in light of the incident, the student’s background and history, the safety of the student and others, as well as all applicable Board Policies, Administrative Regulations and California Education Codes. During the term of the suspended enforcement of the School Board’s expulsion order, the student attends a comprehensive campus on a probationary basis, and must meet certain conditions to continue in attendance, or the suspension of enforcement of the expulsion is revoked, and the student is placed in an appropriate alternative educational setting. Transfer to another school within the district (K-6): For some students, a transfer to a different comprehensive site allows a student a fresh start, or access to special education services which are not available at the neighborhood school of residence. Reassigned with special contract conditions: In some matters, an administrative change of placement in lieu of other serious disciplinary outcomes is appropriate for an individual student. Placement into continuation high school: The Bridgepoint Continuation High School provides students with an alternative educational setting to pursue the core curriculum of the district. The smaller school setting allows for closer attention to individual student needs, and fosters credit-deficient students to get caught-up and back on-track for graduation. Independent study (at parent request): Crossroads Independent Study is a high school, which delivers the curriculum through independent study. Students come to Crossroads once or more a week and spend several hours with their teacher. Students receive weekly assignments during their scheduled appointment time, and are expected to spend a minimum of 20-hours a week on academic work. Crossroads students are highly capable learners. Students attend Crossroads by choice. Crossroads helps students pursue their educational requirements of the Newark Unified School District. The nature of the independent study program gives students the opportunity to personalize their instruction and the freedom to utilize resources and activities to create an exciting and flexible educational experience. While attending Crossroads, students may take courses concurrently at the local community colleges and Mission Valley Regional Occupational Program. Students learn and practice the selfdiscipline necessary for future success.

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Crossroads High School is dedicated to providing a place where all students feel valued and unique. Students are offered creative opportunities to learn and to accomplish their academic goals. The program offered is tailored to meet students’ individual needs and incorporates individual learning styles, interest, aptitudes and passions. Crossroads is constantly examining the program and seeking new strategies to better meet the ever-changing needs of students and the demands for the 21st century. Home instruction (regular and special education): Home instruction provides students in particular circumstances one-hour per day of time with an appropriately-credentialed teacher. The instruction is provided to keep the student up to date with assignments when the student temporarily cannot attend the regular comprehensive school setting.

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Oakland Unified School District The following are the descriptions of the district’s existing educational alternatives for expelled and high-risk students. Expelled Students Oakland Community Day Middle and High Schools (Grades 6-12) Secondary-level students who are expelled from Oakland schools for serious incidents where expulsion is mandatory are placed at one of the district community day school programs. These schools are specifically designed to educate these expelled students in small learning environments with integrated mental health services. County Community School (Grades 7-12) Secondary-level students who are under expulsion and are then subsequently expelled from Oakland Community Day School for serious incidents may be referred to an available county community school program. Referrals to county community schools may also be made upon parent or Probation request as an alternative to the district community day school. Suspended Expulsion In certain expulsion cases, suspending the expulsion order and allowing the student to attend school at a comprehensive or alternative school site in the district is more appropriate than expelling the student to a district community day or county community school site. Placement in every expulsion matter is determined on a case-by-case basis, and placement recommendations are made based on the incident, the student’s background and history, the safety of the student and others, as well as all applicable Board Policies, Administrative Regulations and California Education Codes. During the term of the suspended enforcement of the School Board’s expulsion order, the student is on a probationary status, and must meet pre-established conditions to continue enrollment, or the suspended enforcement of the expulsion is revoked. The expulsion is enforced and the student is placed in an appropriate community day school or community school setting for the remaining period of the original expulsion. Where the student meets the pre-established conditions to continue enrollment, upon the expiration of the original expulsion the Board of Education may destroy the record of said expulsion. High-Risk Students Transfer to another comprehensive school within the district (Grades K-12): In some cases, on a voluntary basis, a student may be transferred to a different comprehensive site in order to allow the student to achieve academic success. Transfer to an Alternative School of Choice (Grades 9-12) Students may be transferred to an alternative school of choice if it is determined that the student would benefit from the small school environment or particular support services available. Oakland offers three alternative schools of choice—Gateway to College at Laney College, Emiliano Zapata Street Academy and Oakland International High School. Placements at alternative schools of choice are voluntary and require parent consent.

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Placement into Continuation High School (Grades 10-12, Ages 16-18): Oakland’s three continuation high schools—Rudsdale, Dewey, and Ralph J. Bunche high schools--provide students with a small alternative educational setting. The smaller school setting allows for closer attention to individual student needs, and fosters credit-deficient students to get caught up and back on-track for graduation. Comprehensive mental health and other support services are available to provide students with the tools necessary for success in school. In addition, Rudsdale offers a program for high-risk newcomer students, students who have been in the country less than three years and are at risk of not graduating from a comprehensive high school, in which additional resources are provided in a small alternative setting to support this specific population to be successful. Independent study (Grades 7-12) or Home School (Grades K-6): In rare circumstances, a student will be placed at Sojourner Truth Independent Studies for Home School (grades K-6) or Independent Study (grades 7-12). Independent study and home school are strictly voluntary options that parents must request. Students on suspended expulsion are generally not considered candidates for independent study or home school options, but requests are considered on a case by case basis. Home and Hospital (Grades K-12) Students on expulsion, suspended expulsion, or deemed high-risk are eligible for Home and Hospital instruction when there is medical necessity. Credentialed teachers provide individualized instruction for students with medical need at their homes, in hospitals, or at other medical facilities. TAP (Temporary Alternative Placement) Center (Grades 6-12) The TAP Center provides a temporary educational setting for students who have been recommended for expulsion and are awaiting disciplinary hearings and school placements. In lieu of extended suspension, students are referred to the TAP Center where they receive individualized daily instruction in a classroom setting.

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Piedmont Unified School District Piedmont Unified School District has a clearly delineated process for the expulsions of students. Our process provides full due process for each student and their families in this challenging situation. The focus is on making decisions that will provide the student with opportunities to continue to make progress toward positive academic and behavior outcomes. Whenever possible, caregivers and family members are included in the process. Expulsion is an action taken by the Board for severe or prolonged breaches of discipline by a student. Except for single acts of a grave nature, expulsion is used only when there is a history of misconduct, when other forms of discipline, including suspension, are not feasible or have failed to bring about proper conduct, or when the student’s presence causes a continuing danger to him/herself or others. (Education Code 48915) The Board shall provide for the fair and equitable treatment of students facing suspension and expulsion by affording them their due process rights under the law. The Superintendent or designee shall comply with procedures for notices and appeals as specified in administrative regulation and law (Education Code 48911, 48915, 48915.5). In cases where expulsion is mandatory pursuant to Education Code 48915(c), the enforcement of an expulsion order typically shall not be suspended by the Board, although the Board has the authority to do so. In all other cases of expulsion, the order for expulsion may be suspended by the Board, on a case-by-case basis, pursuant to the requirements of law. The student is entitled to a hearing to determine whether the student should be expelled. The hearing shall be held within 30 school days after the principal or Superintendent or designee determines that one of the acts listed under "Grounds for Suspension and Expulsion" has occurred. (Education Code 48918(a)) The student is entitled to one postponement of an expulsion hearing for a period of not more than 30 calendar days. The request for postponement shall be in writing. Any subsequent postponement may be granted at the Board's discretion. (Education Code 48918(a)) If the Board finds it impractical during the school year to comply with these time requirements for conducting an expulsion hearing, the Superintendent or designee may, for good cause, extend the time period by an additional five school days. Reasons for the extension shall be included as a part of the record when the expulsion hearing is held. (Education Code 48918(a)) If the Board finds it impractical to comply with the time requirements of the expulsion hearing due to a summer recess of Board meetings of more than two weeks, the days during the recess shall not be counted as school days. The days not counted during the recess may not exceed 20 school days, as defined in Education Code 48925. Unless the student requests in writing that the expulsion hearing be postponed, the hearing shall be held not later than 20 calendar days prior to the first day of the next school year (Education Code 48918(a)).

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Once the hearing starts, all matters shall be pursued with reasonable diligence and concluded without unnecessary delay (Education Code 48918(a)). For additional details surrounding expulsion due process, please refer to PUSD Board Policy and Administrative Regulation 5144.1 and 5144.2 The following are the descriptions of the district’s existing educational alternatives and other services for expelled students. Expelled Students (Grades 6 to 12) Students in grades 6 to 12 who are expelled for serious incidents where expulsion is mandatory are referred to Alameda County Community Schools. These schools and programs are especially designed to educate expelled students and offer a variety of classroom-based and independent student options to meet the student’s needs. Participation in mental health services may be recommended or required. Expelled Students (Grades K to 5) Students in grades K to 5 who are expelled are placed on suspended expulsion and transferred to another school within the district. Students and their families are required to participate in (school based) counseling or referred to (off site) mental health services. Suspended Expulsions (Grades K to 12) In certain cases, suspending the expulsion order and allowing the student at attend school as a comprehensive school site in the district is more appropriate than expelling the student to an outof-district school. Placement in every expulsion matter is determined on a case-by-case basis , and placement recommendations are made based on the incident, the student’s background and history, the safety of the student and others, as well as all applicable Board Policies, Administrative Regulations and California Education Codes. During the term of the suspended enforcement of the School Board’s expulsion order, the student is on a probationary basis, and must meet certain conditions to continue enrollment or the suspension of enforcement of the expulsion is revoked, and the student is place in an appropriate alternative educational setting. Transfer to another school within the district (Grades K to 5) Students in grades kindergarten through fifth grade may be placed at another elementary school in the district. This provides the student with a fresh start or access to special educational services which are not available at their neighborhood school of residence. Inter-District Transfer to another school district A student will be involuntarily transferred to their home school district if the student currently attends PUSD schools on an inter-district transfer and commits an expellable offense. The interdistrict transfer will be revoked and the student will be returned to his/her home school district. An expelled student may be allowed to transfer to another district only if both the family and the districts agree that the placement in another district is in the best interest of the student. District Operated Alternative School

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Millennium High School provides students with an alternative educational setting to continue their learning. The smaller school setting allows for more individualized attention to student needs. Students are placed at Millennium High School as allowed by law. Millennium High School (MHS) is the alternative high school in Piedmont Unified School District. It serves a broad cross-section of students, grades 9-12, with diverse learning styles, proficiency levels, and personal needs. Students at MHS complete the same graduation requirements as students at Piedmont High School. The MHS curriculum is aligned with Content Standards for California Public Schools, and our courses satisfy UC “a-g” admission requirements. MHS prides itself on building an educational community, with an array of educational options and instructional strategies not readily available in traditional classrooms. It supports students to achieve their full potential and meet their self-defined academic, career, and life goals. Most MHS graduates pursue higher education at community colleges or four-year colleges and universities. Students at MHS are challenged in small, interactive, non-competitive classes. Instruction is individualized, and students work until mastery is achieved. Many opportunities are provided for experiential learning, self-directed projects, small group discussions, tutorials, community-based learning, service-learning, interdisciplinary and multiple intelligences instruction, flexible scheduling, and personal counseling. MHS has developed a unique “community-building approach to education” guided by four principles: Respect, Communication, Empowerment and Community. Students and staff agree to respect each other, recognizing our diverse backgrounds and learning styles are a strength, not a weakness. Direct and honest communication is emphasized, with collective responsibility for addressing problems when they arise. MHS views everyone as both learner and teacher, and encourage students to make choices about how their learning will be structured. Students connect classroom and community-based learning by engaging in service-learning projects that address real issues and needs in society. District Operated Home Hospital Based Instruction Home Hospital based instruction is provided to students in particular circumstances. The instruction is provided to keep students, grades K-12, up-to-date with assignments when the student cannot attend the comprehensive school due to a medical condition. Services provided consist of direct instruction up to 10 hours per week. District Operated Online or Virtual Education Program Piedmont Unified School District provides curriculum through Accelerate Education to students in grades 6-12. Accelerate Education is an online platform where students can access both college-preparatory and graduation-required courses for both semester and year-long credit. Specialized Placement or Program In some cases, expelled students, grades K-12, are placed or referred to specialized programs. Placement is informed by the student’s needs and their IEP. Students who commit offenses that are a manifestation of their disability are not expelled but may be placed into an educational environment that is supportive of their needs and in compliance with their IEP.

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Referral to County Operated Community Day School Students in grades 6 to 12 who are expelled for serious incidents where expulsion is mandatory are referred to Alameda County Community Schools. These schools and programs are especially designed to educate expelled students and offer a variety of classroom-based and independent student options to meet the student’s needs. Participation in mental health services may be recommended or required. Students who fail to reach their rehabilitation plan are transferred to the Alameda County Community School. Referral to County Operated Independent Student Program Students may be allowed to participate in the QUEST independent study program operated by the County Office of Education Rehabilitation Plan, Transition and Support Students who are expelled receive Case Management support from the district. Counselors communicate with families and make referrals for counseling and other social services. In addition, they continue contact with the student about progress made on the Rehabilitation Plan and establish a timeline for returning to the home district.

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Pleasanton Unified School District The Pleasanton Unified School District has a clearly delineated process for the expulsions of students. Our process provides full due process for each student and their families in this challenging situation. The focus is on making decisions that will provide the student with opportunities to continue to make progress toward positive academic and behavior outcomes. Whenever possible, caregivers and family members are included in the process. To summarize our expulsion process, after a student is recommended for expulsion, they are invited to participate in a meeting with the Director of Student Services, and the Principal to review the incident and reason for the recommendation for expulsion. During this meeting, we take a restorative approach with the student and family. As appropriate or able, we ask the student: 1. What happened and what were you thinking at the time? 2. What have you thought about since? 3. Who has been affected by what happened and how? 4. What about this has been hardest for you? 5. What do you think needs to be done to make things as right as possible? Based upon the conversation during the meeting, the specific violation of Ed Code, previous discipline and means of corrective action taken, and an evaluation of if the student poses a continued threat or danger to the campus, a decision on how best to move forward to resolve the student discipline issue is made. Sometimes, the student is placed on a behavior contract, and in this contract a restorative approach and rehabilitation plan is drafted. Other times, a formal Stipulated Suspended Expulsion agreement with rehabilitation plan is taken to the Board of Trustees for their approval, and occasionally the District chooses to move forward with an Expulsion hearing or Expulsion Agreement to expel the student and develop a rehabilitation plan. As we develop the rehabilitation plans, we seek to individualize the plan to meet the unique and specific needs of each student. We also typically try to incorporate family or individual counseling sessions, as well as a way to give back to the community through service hours. The following are the descriptions of the district’s existing educational alternatives and other services for expelled students. Expelled Students (Grades 7 to 12) Pleasanton students in grades 7 to 12 who are expelled for serious incidents where expulsion is mandatory are referred to the Alameda County Community Schools. These schools and programs are especially designed to educate expelled students and offer a variety of classroombased and independent student options to meet the student’s needs. Participation in mental health services may be recommended or required. Expelled Students (Grades K to 6) Students in grades K to 6 who are expelled are placed on suspended expulsion and transferred to

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another school within the district. Students and their families are required to participate in (school-based) counseling or referred to (off-site) mental health services. Suspended Expulsions (Grades K to 12) In certain cases, suspending the expulsion order and allowing the student to attend school at a comprehensive school site in the district is more appropriate than expelling the student to an outof-district school. Placement in every expulsion matter is determined on a case-by-case basis, and placement recommendations are made based on the incident, the student’s background and history, the safety of the student and others, as well as all applicable Board Policies, Administrative Regulations and California Education Codes. During the term of the suspended enforcement of the School Board’s expulsion order, the student is on a probationary basis, and must meet certain conditions to continue enrollment or the suspension of enforcement of the expulsion is revoked, and the student is place in an appropriate alternative educational setting. Transfer to another school within the district (Grades K to 6) Students in grades Kindergarten through fifth grade may be placed at another elementary school in the district. This provides the student with a fresh start or access to special educational services which are not available at their neighborhood school of residence. Transfer to another school within the district (Grades 7 to 12) Students in grades 7 to 12 may be placed at another middle or high school in the district. This provides the student with a fresh start or access to special educational services which are not available at their neighborhood school of residence. Inter-District Transfer to another school district A student is involuntarily transferred to another school district is if the student is currently on an inter-district transfer and commits an expellable offense. The inter-district transfer is revoked and the student is returned to his/her home school. An expelled student may be allowed to transfer to another district only if both the family and the districts agree that the placement in another district is in the best interest of the student. District Operated Alternative School Village High School is the Alternative High School for Pleasanton Unified. Village provides students with an alternative educational setting to continue their learning. The smaller school setting allows for more individualized attention to student needs. Students are placed at Village as allowed by law and are available for students in 10th-12th grade. The mission at Village High School is to foster educational achievement and character development by providing a student with an alternative atmosphere and educational program that will enable him/her to explore career choices, develop academic and technical skills, and feel successful and succeed if he/she desires to do so. Students may attend VHS, for a variety of reasons such as for credit recovery, a small school environment, or a more personal relationship with teachers. Village staff focus on individualizing student needs and creating a community of character. They have been accredited by the Western Association of Schools and Colleges (WASC) and received the maximum six-year term.

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The Village High campus plays host to students who are engaged in meeting district graduation standards, as well as exploring career interests and focusing on future goals. Instruction is geared to maximize the learning experience for each individual student, and, with a class-size average of 20 to 1, teachers are able to support student learning throughout the curriculum. Students come to Village for a variety of reasons, but they leave with a healthy respect for themselves, the staff, and the community in which they live. District Operated Independent Study Program Pleasanton Unified also has an independent study program operated at Village High School. The decision for approval is based on individual circumstances and the ability to work independently. The Independent Study teacher sets up individual appointments for each student to review coursework, answer any questions the student may have and provide the assignments for the following week. Independent Study is open to Elementary, Middle and High School students and contracts are reviewed and renewed as appropriate each year. District Operated Home Based Instruction Home/Hospital based instruction is provided to students in particular circumstances that are generally medical in nature. The instruction is provided to keep the student up-to-date with assignments when the student cannot attend the comprehensive school. Participation in the program is approved by the school site administrator upon discussion with the student, parent, counselor and often teachers. Most of the students served through the home-based instruction program have a note from a physician that indicates the reason the student would need this setting, as well as the anticipated return date. District Operated Online or Virtual Education Program Pleasanton Unified recently began providing some curriculum through Virtual Academy. The program is primarily used for credit recovery or for students with significant medical needs and a benefit for a blended home/hospital based instruction and virtual education program. Specialized Placement or Program In some cases, expelled students are placed or referred to specialized programs. Placement is informed by the student’s needs and their IEP. Students who commit offenses that are a manifestation of their disability are not expelled but may be placed into an educational environment that is supportive of their needs and in compliance with their IEP. Referral to County Operated Community School Students in grades 7 to 12 who are expelled for serious incidents where expulsion is mandatory are referred to Alameda County Community Schools. These schools and programs are especially designed to educate expelled students and offer a variety of classroom-based and independent student options to meet the student’s needs. Participation in mental health services may be recommended or required. Students who fail to reach their rehabilitation plan are transferred to the Alameda County Community School. Referral to County Operated Independent Student Program Students may be allowed to participate in the QUEST independent study program operated by

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the County Office of Education. In Lieu of Expulsion In rare cases, an administrative change of placement in lieu of other serious disciplinary outcomes is appropriate for a student. Rehabilitation Plan, Transition and Support Students who are expelled receive Case Management support from the district. Staff within the Student Services Department communicates with families and make referrals for counseling and other social services. In addition, they continue contact with the student about progress made on the Rehabilitation Plan and establish a time line for returning to the home district.

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San Leandro Unified School District San Leandro Unified School District has a clearly delineated process for the expulsions of students. Our process provides full due process for each student and their families in this challenging situation. The focus is on making decisions that will provide the student with opportunities to continue to make progress toward positive academic and behavior outcomes. Whenever possible the goal is to recommend the readmission of the student once successful completion of rehabilitation is achieved. Caregivers and family members are included in the process. SLUSD Expulsion Process The following section provides details regarding the expulsion process in SLUSD. Throughout the duration of the expulsion a rehabilitation plan is developed for the student and SLUSD staff will support with monitoring the progress that is made toward meeting the goals of the plan. The SLUSD expulsion process is held within thirty school days of the principal or designee determination to recommend expulsion in which the student is entitled to a hearing. The student receives written notice of an expulsion hearing at least ten days prior to the hearing. This notice includes: ● Date and location of the hearing. ● The specific facts and charges upon which the proposed expulsion is based. ● Explanation of the right for the student or student's parent or guardian to appear in person, or to obtain and be represented by an attorney. ● Explanation of the right to inspect and obtain copies of all documents to be used at the hearing. ● Explanation of the right to confront and question all witnesses who testify at the hearing and to question all other evidence presented. ● Explanation of the right to present evidence on the student's behalf, including witnesses. A parent or guardian may also choose to waive their rights and agree to a stipulated agreement. The Expulsion Hearing Process An Expulsion Hearing Panel conducts the hearing to consider the recommendation to expel a student. The panel is made up of at least three district certificated administrators such as principals or vice principals, who are not employed at the student's school. The meeting is closed to the public unless the student or student's parent or guardian submits a written request that the hearing be conducted in public. Hearings are tape-recorded and students have access to written materials presented to the panel. At the end of the hearing, several different actions may take place: ● If the Expulsion Hearing Panel decides not to recommend expulsion, the proceedings are terminated and the student is immediately reinstated. The Family and Student Support Services Department will inform the parent or guardian of the panel's decision. The parent or guardian must then contact the school and arrange a meeting with the principal or principal's designee regarding subsequent placement for the student. This may include a return to the classroom instructional program, any other instructional program, a rehabilitation program, or a combination of these programs. A decision not to recommend expulsion is final.

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● If the Expulsion Hearing Panel decides to recommend expulsion, it must also recommend a rehabilitation plan for the student. The rehabilitation plan may include a review and assessment at the time of the application for readmission to school. The plan may also include recommendations for counseling or other intervention support. The evidence supporting the decision to recommend expulsion, along with the proposed rehabilitation plan, is submitted to the Board of Education. ● Upon reviewing the recommendations, the Board of Education will either support the recommendation and order the expulsion, or reject the recommendation and suspend the expulsion order. The Board may also choose to suspend the expulsion order, but still assign the student to a school, class or alternative educational program considered appropriate for the rehabilitation plan. The Stipulation Process A stipulated agreement is made when a student's parent or guardian agrees that the student did commit an act included in the reasons for expulsion and is being recommended for expulsion. As part of reaching a stipulated agreement, the student and a parent or guardian will meet with the Director of Family and Student Support Services. They will review the evidence gathered in the investigation of the incident leading to the expulsion recommendation. The parent or guardian will be given 24 hours to notify the Director of Family and Student Support Services if they agree to the stipulated decision or if they would prefer to proceed with an expulsion hearing. At that time, if they agree to a stipulated decision, the student, parent or guardian and the director must initial and agree upon the following: • They have been informed of and understand the right to due process with regard to the expulsion recommendation. • They have had the opportunity to review the reasons for the recommendation for expulsion and to discuss them with district personnel. • They agree to the facts as stated in the expulsion recommendation. As part of a stipulated agreement, the student's parent or guardian waives a number of rights: 1. The right to an expulsion hearing. 2. All notices and timelines required by policy or law. 3. The right to be represented by an attorney at the expulsion hearing. 4. The right to inspect and have copies of the documents which would have been used at the hearing. 5. The right to confront and question all witnesses who would have testified at the hearing. 6. The right to question all written evidence presented. 7. The right to present witnesses and evidence on the student's behalf. 8. The right to appeal to the county Board of Education if the stipulated expulsion is approved by the Board of Education as agreed upon. A student's parent or guardian may consult with an attorney about the stipulated expulsion process. The Board of Education must still approve a stipulated expulsion agreement. The Reinstatement Process Before the end of the last day of the academic year of an expulsion, the student will be contacted

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by the district's Family and Student Support Services Department, which will determine if the student has completed the rehabilitation plan and should be readmitted. The student and their parent guardian will participate in a Re- Entry Meeting. At this meeting the receiving site administrators and support staff will determine if the student has evidence that demonstrates completion of the rehabilitation plan. An expulsion order remains in effect until the Board of Education orders the readmission of the student. ● Upon completion of the readmission process, the Board of Education will readmit the student, unless it determines that the student has not met the conditions of the rehabilitation plan, or continues to pose a danger to others. The student and the student's parent or guardian receives a description of the readmission process at the time the student is ordered expelled. ● If the Board of Education denies the readmission of an expelled student, the board must decide whether to continue the placement of the student in an alternative educational program. The Board must provide written notice to the expelled student and the student's parent or guardian describing the reasons for denying the student readmittance into the regular school district program. The following are the descriptions of the district’s existing educational alternatives and other services for expelled students. Alternative Educational Programs A student who is denied readmission to his or her regular classroom instructional program as a result of an expulsion may be assigned to an alternative educational program. Community School The main purpose of the community day school is to help a student become stabilized in terms of both education and behavior in order for them to successfully transition to their traditional comprehensive school. The community day school provides a high-quality educational program that builds academic skills, and fosters social and emotional growth. The district's community day school program works in collaboration with the Hayward Community Day School. Students enrolled in Hayward Community Day School remain in this placement for up to one year. Students are placed in Hayward Community Day in one of the following ways: ● Placement by the district's Family and Student Support Services Office as a result of an expulsion hearing. Most students return to their traditional schools after a semester but may remain for up to one year, depending on their term for expulsion. Some students who are seniors may complete their graduation requirements while at Hayward Community Day and graduate from the program. Quest Academy A student can enroll in Quest Academy which offers an alternative to in class classroom instruction with a standard-based course of study that is held. Student is expected to meet the minimum attendance requirement of once per week while they complete a course of study independently.

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Expelled Students (Grades 6 to 12) Students in grades 6 to 12 who are expelled for serious incidents where expulsion is mandatory are referred to Alameda County Community Schools. These schools and programs are especially designed to educate expelled students and offer a variety of classroom-based and independent student options to meet the student’s needs. Participation in mental health counseling services may be recommended or required. Expelled Students (Grades K to 5) Students in grades K to 5 who are expelled are placed on an independent study home instruction program in which the student receives up to 5 hours of instruction per week. This instruction takes place at the students residence or at an agreed upon location. Participation in mental health counseling services may be recommended or required. Suspended Expulsions (Grades K to 12) In certain cases, the Board of Education may determine to suspend the expulsion order, allowing the student to attend school at a comprehensive school site in the district as deemed more appropriate than expelling the student to an out-of-district school. Placement in every expulsion matter is determined on a case-by-case basis, and placement recommendations are made based on the incident, the student’s background and history, the safety of the student and others, as well as all applicable Board Policies, Administrative Regulations and California Education Codes. During the term of the suspended enforcement of the School Board’s expulsion order, the student is on a probationary basis, and must meet certain conditions to continue enrollment or the suspension of enforcement of the expulsion is revoked, and the student is place in an appropriate alternative educational setting. Transfer to another school within the district (Grades K to 5) Students in grades kindergarten through fifth grade may be placed as another elementary school in the district. This provides the student with a new environment or access to special educational services which may better support the implementation of their behavior support plan which may not have been are not available at their neighborhood school of residence. The student’s background, history, safety and safety of others will be considerations in determining placement at another school. Transfer to another school within the district (Grades 6 to 12) Students in grades 6 to 8 may be placed at another middle school in the district. This provides the student with a fresh start or access to behavioral and or academic supports which may not have been operational at their neighborhood school of residence. Students in grades 9-12 may be placed at the alternative high school if they meet the eligibility criteria. Inter-District Transfer to another school district If a student is currently on an inter-district transfer and commits an expellable offense the interdistrict transfer is revoked and the student is returned to his/her home school in their corresponding district. An expelled student may be allowed to transfer to another district only if both the family and the districts agree that the placement in another district is in the best interest of the student.

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District Operated Alternative School Lincoln Alternative Education Center provides students with an alternative educational setting to continue their learning. The smaller school setting allows for more individualized attention to student needs. Students are placed as allowed by meeting the criteria of the specialized program. Lincoln Alternative Education Center offers a variety of responsive, personalized educational pathways for career and college readiness. Through the use of student centered learning, the pathways, this center serves as both a trajectory, and a bridge, to ensure our students’ success. The site offers two programs: Lincoln High School and Lighthouse Independent Studies, which allow our scholars to meet their graduation requirements, academic goals, and socio-emotional needs. District Operated Independent Study Program San Leandro Unified School District offers an independent study program. The decision for approval is based on individual circumstances and the ability to work independently. Independent Study provides students who are able to effectively manage their time and work well on their own an opportunity to also achieve their high school diploma. Our staff and teachers understand that health, family and or work obligations can interfere with daily schooling so our educators provide structured curriculum to help ensure the success of the students. The Independent Study Program grants flexibility in student scheduling and support, without the loss of rigor. Eligible to secondary students only. District Operated Home Based Instruction Home based instruction is provided to students in particular circumstances. The instruction is provided to keep the student up-to-date with assignments when the student cannot attend the comprehensive school. This option is offered to eligible students in grades K-12. Instruction is provided through a certificated teacher. Specialized Placement or Program In some cases, expelled students are placed or referred to specialized programs. Placement is informed by the student’s IEP as well as their behavioral, social and academic needs. Students who have been identified to receive special education services and who engage in expellable offenses will be subject to a Manifestation Determination Review IEP. During the course of this review, if the LEA, the parent, and relevant members of the IEP team determine that either the expellable conduct in question was directly and substantially related to the child’s disability or a failure to implement the IEP the conduct shall be determined to be a manifestation of the child’s disability. If the District, the parent, and relevant members of the IEP Team make the determination that the conduct was a manifestation of the child’s disability, the IEP team must carry out the following: ● Conduct a functional behavioral assessment and implement a behavioral intervention plan for the child, unless the District conducted a functional behavioral assessment prior to the manifestation determination ● If a behavioral intervention plan has been developed, the team must review the plan and modify it, as necessary to address the behavior; and

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● Return the child to the placement from which the child was removed, unless the parent and the LEA agree to a change of placement as part of the modification of the behavioral intervention plan or if the conduct is subject to a 45 day interim alternative removal for inflicting serious bodily injury, knowingly possessing or using drugs, or carrying or possessing weapons Referral to County Operated Community School Students in grades 6 to 12 who are expelled for serious incidents where expulsion is mandatory are referred to Alameda County Community Schools. These schools and programs are especially designed to educate expelled students and offer a variety of classroom-based and independent student options to meet the student’s needs. Participation in mental health services may be recommended or required. Students who fail to reach their rehabilitation plan are transferred to the Alameda County Community School. Referral to County Operated Independent Student Program Students may be allowed to participate in the QUEST independent study program operated by the County Office of Education In Lieu of Expulsion In rare cases, an administrative change of placement in lieu of other serious disciplinary outcomes is appropriate for a student. Rehabilitation Plan, Transition and Support Each student, who is expelled, is given a rehabilitation plan upon expulsion as developed by the Expulsion hearing administration panel at the time of the expulsion order. The rehabilitation plan includes a date when the pupil may re-apply for readmission or reinstatement. The home district stays in constant contact with the alternative education program to ensure the student successfully completes the expulsion order. These programs’ primary goal is for students to return to their home school, with a better understanding of the connection between their behavior and positive or negative consequences The Reinstatement Process Before the end of the last day of the academic year of an expulsion, the student will be contacted by the district's Family and Student Support Services Department, which will determine if the student has completed the rehabilitation plan and should be readmitted. The student and their parent guardian will participate in a Re- Entry Meeting. At this meeting the receiving site administrators and support staff will determine if the student has evidence that demonstrates completion of the rehabilitation plan. An expulsion order remains in effect until the Board of Education orders the readmission of the student. ● Upon completion of the readmission process, the Board of Education will readmit the student, unless it determines that the student has not met the conditions of the rehabilitation plan, or continues to pose a danger to others. The student and the

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student's parent or guardians receive a description of the readmission process at the time the student is ordered expelled. ● If the Board of Education denies the readmission of an expelled student, the board must decide whether to continue the placement of the student in an alternative educational program. The Board must provide written notice to the expelled student and the student's parent or guardian describing the reasons for denying the student readmittance into the regular school district program.

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San Lorenzo Unified School District San Lorenzo Unified School District has a clearly delineated process for the expulsions of students. Our process provided full due process for each student and their families in this challenging situation. The focus is on making decisions that will provide the student with opportunities to continue to make progress toward positive academic and behavior outcomes. Whenever possible, caregivers and family members are included in the process. This section is designed to serve as a tool and guide for administrators contemplating the feasibility and appropriateness of an expulsion referral and for administrators who will be called to serve on an expulsion panel. Expulsion hearings typically begin at 9:15 am and panelists are expected to arrive at 8:30am to review expulsion panelist instructions, expectations, and receive answers to any expulsion panelist questions about the process. Typically the documents related to the expulsion case are not reviewed by the panel until the start of the hearing or shortly before. Every administrator is expected to volunteer for expulsion-panel duty at least once a year. The Director or Coordinator of the Department of Student Support Services will serve as the hearing officer. The hearing officer serves as a neutral party and is not a deciding member of a hearing panel, but will facilitate the flow of the hearing. Hearing panels will consist of three administrators with relatively little to no history of the student. Each school is responsible for presenting the facts of their expulsion case to the hearing panel. If the student/family is represented by legal counsel, SLZUSD legal counsel will also be provided for case presentation. All expulsion hearings are recorded. All expulsion referral packets are to be in line with education code requirements, sound, thorough, well written, and illegible student statements must be typed by referring school personnel. Expulsion cases can be appealed to the Alameda County Office of Education, placing all documents, writings, and school/district professional decorum on stage. See the expulsion checklist for specific expulsion packet documentation requirements. According to EC 48900.5, out of school suspensions “shall be imposed only when other means of correction fail to bring about proper conduct.” Similarly, aside from EC 48915 (c) cases, expulsion should be considered only when other means of correction have routinely failed. As indicated in EC 48900.5, Restorative Practices and Restorative Justice methods, by way of community building, repair building, and re-entry circles are excellent responses to student discipline. Mandatory 48915 (c) Expulsion Referrals: 48915 (c) “The principal or superintendent of schools shall immediately suspend, pursuant to Section 48911, and shall recommend expulsion of a pupil that he or she determines has committed any of the following acts at school or at a school activity off school grounds.” 1. Possessing, selling, or furnishing a firearm 2. Brandishing a knife at another person 3. Unlawfully selling a controlled substance 4. Committing or attempting to commit a sexual assault 5. Possession of an explosive

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Optional 48915 (a)(1) Expulsions Referrals: 48915 (a)(1) “…The principal or the superintendent of schools shall recommend the expulsion of a pupil for any of the following acts committed at school or at a school activity off school grounds, unless the principal or superintendent determines that expulsion should not be recommended under the circumstances or that an alternative means of correction would address the conduct.” A. Causing serious physical injury to another person… B. Possession of any knife or other dangerous object of no reasonable use to the pupil C. Unlawful possession of any controlled substance D. Robbery or extortion E. Assault or battery on a school employee Under EC 48900 a-e and EC 48915 (a)(1) A-E (above), a decision to expel a student for any of those violations shall be based on a finding of one or both of the following: (1) “Other means of correction are not feasible or have repeatedly failed to bring about proper conduct.” Through the expulsion referral documentation this must be substantially proven through historic documentation. Proof cannot be based on perception or personal preference. (2) “Due to the nature of the act, the presence of the pupil causes a continuing danger to the physical safety of the pupil or others.” Through the expulsion referral documentation this must be substantially proven through actually impacted student or district adult personnel declarations, and cannot be based on personal preference or perceptions. Student Due Process: Per Education Code 48918 (b)(5) at any hearing, unless waived by the student/family, they have the right to 1) appear in person, 2) to employ and be represented by counsel, 3) to inspect and obtain copies of all documents to be used at the hearing, 4) to confront and question those who testify at the hearing, 5) to question all other evidence presented, 6) and to present oral and documentary evidence on the pupil's behalf, including witnesses. Special Education & Section 504s: If a student with an IEP or 504 is recommended for expulsion, remember that if the suspesnion is extended there must be a manifestion/determination meeting by the 10th day of suspension. If a student with an IEP is being recommended for expulsion contact the School Psychologist and Special Services (x4791) or (x4774) if the student has a 504. The following are the descriptions of the district’s existing educational alternatives and other services for expelled students. Expelled Students (Grades 7 to 12)

Secondary-level students who are expelled from San Lorenzo schools for serious incidents where expulsion is mandatory are placed into the county community school program. These schools and programs are specifically designed to educate expelled students, and they offer a variety of

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classroom-based and independent-study programs to meet student need. Students have the opportunity to participate in counseling programs, as an extension of the school day. Expelled Students (Grades K to 6) It is rare for SLZUSD to expel a student in grades K-6, but should that occur, they are placed on suspended expulsion and transferred to another school, kept at the same school, within the district. Students and their families are required to participate in (school based) counseling or referred to (off site) therapeutic services. Suspended Expulsions (Grades K to 12)

In certain expulsion cases, students who are recommended for expulsion may be sent to an alternative program within the San Lorenzo School District under a suspended expulsion contract. Each expulsion is determined on a case-by-case basis and in the case where the enforcement of the expulsion has been suspended, the student is considered to be on academic and behavioral probationary status. These students may be placed in an Independent Study program or another comprehensive school site within the district. Student placement is based on the student’s discipline history, the safety of the student and others, Board Policy, Administrative Regulations, and California Education Code. All students placed on a suspended expulsion must complete a rehabilitation plan which includes, but is not limited to counseling, community service, satisfactory attendance, and academic achievement, and enrollment in the re-entry empowerment workshop in August. Transfer to another school within the district (Grades K to 6)

In some cases, students in grades K-6 may be voluntary transferred to a different comprehensive site in order to allow the student to achieve academic success. A specific district designee may place students on an administrative placement transfer based on the district process. Transfer to another school within the district (Grades 7 to 12)

In some cases, students in grades 7-12 may be voluntary transferred to a different comprehensive site in order to allow the student to achieve academic success. A specific district designee may place students on an administrative placement transfer based on the district process. Inter-District Transfer to another school district A student is involuntarily transferred to another school district is if the student is currently on an interdistrict transfer and commits an expellable offense. The inter-district transfer is revoked and the student is returned to their home school. An expelled student may be allowed to transfer to another district only if both the family and the districts agree that the placement in another district is in the best interest of the student. District Operated Independent Study Program

The DICE Independent study program is a voluntary program for students of multiple grades. In this program, students meet with a teacher 2-3 times per week to work on district adopted standards based on curriculum. Students must be able to work independently and must be able to keep all weekly appointments with the teacher. Student failure to comply with sufficient completion of the homework and /or missing appointments with the teacher will result in the student being dropped from the program. The DICE program also offers a home-based instructional program if it is the most viable option.

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District Operated Home Based Instruction See DICE Home-Based instruction option above. Referral to County Operated Community Day School Students in grades 7 to 12 who are expelled for serious incidents where expulsion is mandatory are referred to Alameda County Community Schools. These schools and programs are especially designed to educate expelled students and offer a variety of classroom-based and independent student options to meet the student’s needs. Participation in mental health services may be recommended or required. Students who fail to reach their rehabilitation plan are transferred to the Alameda County Community School. Referral to County Operated Independent Student Program Students may be allowed to participate in the QUEST independent study program operated by the County Office of Education In Lieu of Expulsion In rare cases, an administrative change of placement in lieu of other serious disciplinary outcomes is appropriate for a student. In such cases the placement of the student is agreed upon between the District and family. Rehabilitation Plan, Transition and Support Students who are expelled receive Case Management support from the district. Counselors communicate with families and make referrals for counseling and other social services. In addition, they continue contact with the student about progress made on the Rehabilitation Plan and establish a time line for returning to the home district.

Re-Entry Program: Purpose: The San Lorenzo Unified School District Re-Entry & Intervention Program is designed to re-engage, reconnect, and prepare the following secondary populations for campus and academic success: • Students returning from expulsion • Students returning from Juvenile Hall/Camp • Students enrolled in the District SARB program • Students with 10 or more days of suspension who appear on track for expulsion Traditionally the aforementioned populations struggle academically and behaviorally upon reentry because of the sudden shift within educational and campus dynamics. The purpose of this program is to reduce the predictability that such students will repeat with similar problematic behaviors and patterns. Mission: The Mission of the San Lorenzo Unified School District Re-Entry & Intervention Program is to provide a solid academic, cultural, and psychological foundation and method of access for every student to retrieve as they re-enter public education. Goal(s): The goal of the San Lorenzo Unified School District Re-Entry & Intervention Program is to reduce the numbers of suspensions, expulsions, and levels of truancy through the provision of a 1-day 4- hour program consisting of highly relevant empowerment-based workshops,

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lectures, dialogs, and academic training sessions to all applicable students. Location/Time Frame: The location of the program and session is the San Lorenzo Unified School District boardroom and each session is two hours in duration. The session/workshop occurs at the end of summer, but before expelled students return for the Fall. SARB participants and students with 10 or more days of suspension on the secondary level will need to be identified for participation in the session before the beginning of the Spring semester. Students re-entering the district from Juvenile Hall or Camp will be identified by the Director of Student Support Services and enrolled in the program closest to their date of re-entry. Process & Topical Sequence: All expelled students will be required to complete the San Lorenzo Unified School District Re-Entry & Intervention Program as part of their rehabilitation plan as well as SARB participants. Secondary students with 10 or more days of suspension will be strongly encouraged to attend all sessions. Restorative Practices: In terms of our equity lens, wheel, and response to student discipline, SLZUSD now has restorative circles and restorative conferences as alternatives to suspension and expulsion as appropriate. The process of Restorative Practices requires collaboration from all stakeholders responsible for addressing and or handing out discipline. The concept of Restorative Practices allows adults to deepen adult-to-adult relationships and student’s to repair harm imposed upon the school community. It also allows the student and family to take full responsibility and accountability for their actions in a proactive fashion. Suspensions and expulsions result in the removal of students from the school community, but often fail to deal with the root cause or allow for harm to be repaired, restored, or reconciled. Our Restorative Justice model includes the response and approach of teachers, admin, central office, counselors, and CSOs. It will require the understanding of SROs. Our Restorative Justice model will not result in the total removal of suspensions and expulsions, but it will look at ways to productively restore as a first layer of intervention, as opposed to using suspension as a first reaction.

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Sunol Glen Unified School District Suspended Expulsion In certain expulsion cases allowing the student to attend school at a comprehensive school site is more appropriate than expelling the student to an alternative school site. Placement is every expulsion matter is determined on a case-by-case basis, and placement recommendations are made in light of the incident, the student’s background and history, the safety of the student and others, as well as all applicable Board Policies, Administrative Regulations and California Education Codes. During the term of the suspended enforcement of the School Boards expulsion order, the student is on a probationary basis, and must meet certain conditions in attendance, or the suspension of enforcement of the expulsion is revoked, and the student is placed in an appropriate alternative educational setting. Consider Interdistrict Transfer The only time a student is involuntarily transferred to another school district is if the student is currently in SGUSD on an interdistrict transfer and commits an expellable offense or does not meet the academic, attendance and behavior expectations of the district. In these cases, the interdistrict transfer is revoked and the student is returned to his/her home school. A student may be allowed to transfer to another school district only if both the family and the districts agree that placement in another district is in the best interest of the student. Independent Study SGUSD Independent Study Program delivers the curriculum through the state approved independent study model. Students come to Independent Study once or more a week and spend a minimum of one hour with an instructor. Students are expected to spend at least twenty hours a week on academic work. The Independent Study program is a voluntary program. The program is a standard based program and uses state approved and adopted curriculum. Offer Placement in County Alternative Education Programming if Deemed Appropriate for Expelled Student from the District Students who fail to meet their rehabilitation plan are transferred to County Community School. The school and programs are specifically designed to educate these expelled students, and they offer a variety of classroom-based and independent-study programs to meet students’ needs. Students have the opportunity to participate in counseling, as an extension of the school day.

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Memorandum No. - 8.


TO:


FROM:

Monica Vaughan, Chief of Schools

RE:

Local Control and Accountability Plan (LCAP): ACOE Opportunity Academy

Background : The Board will consider adoption of ACOE Opportunity Academy's LCAP to be submitted to the California State Department of Education for final approval by July 1, 2018.

Action Requested: INFORMATION/ ACTION The Board will consider adoption of ACOE Opportunity Academy's LCAP. ATTACHMENTS: Type

Description

Backup Material

AOA LCAP 2018-2020_06.01.18

Backup Material

AOA LCAP Modifications Summary 2018-19rev01

LCAP Year (select from 2017-18, 2018-19, 2019-20) 2018-19

Local Control Accountability Plan and Annual Update (LCAP) Template

Addendum: General instructions & regulatory requirements. Appendix A: Priorities 5 and 6 Rate Calculations Appendix B: Guiding Questions: Use as prompts (not limits) LCFF Evaluation Rubrics: Essential data to support completion of this LCAP. Please analyze the LEA’s full data set; specific links to the rubrics are also provided within the template.

LEA Name

Contact Name and Title

Email and Phone

Alameda County Office of Education Opportunity Academy 01100170136226

Tracey Burns Program Director Student Programs and Services

[email protected] 510-670-4157

2017-20 Plan Summary The Story Describe the students and community and how the LEA serves them.

The Alameda County Office of Education (ACOE) Student Programs and Services division has a long history of providing a safety net of educational options for students who cannot be served or served well by their districts of residence. ACOE develops our programs in partnership with the 18 school districts within Alameda County, to reflect the changing needs expressed by our districts. Our ongoing work with Alameda County groups focused on re-engaging Opportunity Youth—16-24 year olds who are neither in school nor working—has led us to consider how ACOE can best contribute to ongoing efforts to support this population and advance their preparation for productive careers and for adult life in general. Across California, 609,000 youth ages 16-24, 12.2% of this age group statewide, are disconnected from school or employment. Alameda County-wide, more than 1,500 students drop out of high school each year. Approximately 20,000 adult residents in Alameda County do not have a high school diploma. This reality compelled ACOE to extend our program options to include a safety net for young adults who have dropped out of school but now wish to earn a high school diploma. ACOE’s experience serving the county’s highest-need young people and our collaboration with other youthserving agencies strongly position us to create a charter school where Opportunity Youth can pursue a high school diploma while also participating in employment readiness programs. The ACOE Opportunity Academy (AOA) is a dependent public charter school authorized by the Alameda County Board of Education and administered by the Alameda County Superintendent of Schools through ACOE. 1

The focus population is 16-24 year olds who have dropped out of or been unsuccessful in school, desire a high school diploma, and need support with employment readiness and obtaining employment. Recruitment primarily targets young adults not currently enrolled in an educational program, and among them, those who are parenting; formerly incarcerated or on Probation/Parole; those who are homeless; transitional age foster youth; and all others considered economically disadvantaged and who qualify for federal Workforce Innovation and Opportunity Act (WIOA) job training with the school’s workforce partners. During the 2017-18 school year, students enrolled at ACOE’s Opportunity Charter all required specialized focus in order to improve academic outcomes and prepare them for graduation, as well as post-secondary life. Of the one hundred fifty-eight students who have been enrolled at some point in the school year, 13.92% are students with Individualized Education Plans (IEP) requiring special education services. Along with ACOE SPaS’ special education support services, ACOE’s Opportunity Charter employs two teachers who are authorized to provide special education and/or resource services. ACOE’s Foster Youth Services Coordinating Program (FYCP) is positioned to provide support for the ten foster youth enrolled at the site and the two students who have self-identified as homeless youth. In addition to this, there are twenty-seven students under parole supervision, while they seek to obtain their high school diplomas. Student enrollment for the site shows evidence of the true need for a program providing high school diploma options for Alameda County’s young adults. While the largest city represented by students, is Oakland with one hundred twenty-eight enrollees, Alameda, Berkeley, Hayward, San Leandro, Union City, San Lorenzo, and Fremont residents have taken advantage of the opportunities the ACOE Opportunity Charter has to offer. Identify and briefly summarize the key features of this year’s LCAP.

The ACOE Opportunity Academy opened in Fall 2017, at one site with plans of serving a minimum of 50 students in the first year and having the potential of expanding to other sites throughout the county as needed. The school is embedded in Oakland’s Youth Employment Partnership (YEP), a community based organization providing Workforce Innovation & Opportunity Act-funded services to Opportunity Youth. The mobile design of AOA will allow us to deploy programming to additional sites as complementary partnerships are identified. The school leverages ACOE’s existing partnerships to provide students an array of necessary wraparound services, including employment, case management, mental health, and housing needs.

Review of Performance Based on a review of performance on the state indicators and local performance indicators included in the LCFF Evaluation Rubrics, 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 2

• • • • • •

AOA opened its doors on 9/5/2017 with 1 teacher and plans to launch ACOE’s pilot high school to include adult learners. AOA has quickly grown and currently has 90 students, of which, 80% are over 18 Currently an enrollment waiting list of approximately 20, and a staff that includes 3 teachers. A second location at ACOE’s Bridge Academy is planned for opening some time during the 2018-19 school year. Close to 20 students have completed graduation credit or are on-track for graduation in June 2018. ADA has improved from P1 to P2. 17 of the 90 students enrolled are in job readiness training and/or sector-specific internship courses(s) our partnership with YEP. Additional students are already employed.

Referring to the LCFF Evaluation Rubrics, 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 There is a need to determine the local assessment tool to assess students’ baseline skills. As well as any federal mandate assessments, such as the General Assessment of Instructional Needs (GAIN). AOA will need to remain flexible and adopt assessment tools as decisions for assessments are made within the Adult Consortium or at State and Federal levels. Referring to the LCFF Evaluation Rubrics, 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 There is a gap between the number of enrolled students and the number of students who are completing work counted towards the site’s ADA, as required by independent study programs. If not previously addressed, identify the two to three most significant ways that the LEA will increase or improve services for low-income students, English learners, and foster youth.

Increased or Improved services ACOE Opportunity School will be able to make a positive impact in the lives of young adults ages 1624, specifically low-income, English Learners, and foster youth, who need to be re-engaged by: 3

● Providing a needed service in a region that lacks resources to assist Opportunity Youth in earning a high school diploma or equivalent ● Capturing a larger segment of the Opportunity Youth by embedding the school into hubs that already provide wrap-around services to help re-engage this population ● Providing access to job training/work readiness in an area where short-term career technical education has been identified as a gap in services available in the county. (AB 86 North Alameda County Regional Consortium for Adult Education Regional Comprehensive Plan, 2015) ● Providing a flexible educational schedule which allows students to manage other aspects of their lives (jobs, dependents, health needs, etc.) while obtaining a quality education

Budget Summary Complete the table below. LEAs may include additional information or more detail, including graphics. DESCRIPTION

AMOUNT

Total General Fund Budget Expenditures For LCAP Year

$ 538,004

Total Funds Budgeted for Planned Actions/Services to Meet The Goals in the LCAP for LCAP Year

$135,748 (AOA-S&C, Grant, general budget for 2018-19)

The LCAP is intended to be a comprehensive planning tool but may not describe all General Fund Budget Expenditures. Briefly describe any of the General Fund Budget Expenditures specified above for the LCAP year not included in the LCAP.

The total budget for the Alameda County Office of Education Opportunity Charter for 2018-19 is $538,004. Of that amount, $ 402,256.00 is not included in the LCAP, as certain funds are received for specific programs or services for students whose needs and outcome data are described in school district LCAPs. Some of the expenditures not listed in the LCAP include those related to general administrative and operational expenses, such as central office costs, human resources, business services, facilities and maintenance, etc.

DESCRIPTION

AMOUNT

Total Projected LCFF Revenues for LCAP Year

$ 538,004

4

Stakeholder Engagement LCAP Year: 2017-18

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? On 3/5/2018 and 4/18/18 the staff at Alameda County Office of Education’s Opportunity Charter reviewed drafts of the site’s LCAP in an effort to solicit ideas for goals, and provide suggestions for the actions/services listed for the site. In addition, surveys were distributed to students to gather more information from stakeholders on the educational program.

Impact on LCAP and Annual Update How did these consultations impact the LCAP for the upcoming year? A number of staff suggestions were incorporated into the 2017-18 LCAP. Staff provided language that better refined many of the Annual Measurable Outcomes and well as the actions/services for the goals in the plan. Staff have proven to be invaluable as they are able to provide first hand observations of students’ experiences with the school program.. These consultations also provided an opportunity for engaging staff in deeper understanding of the LCAP process, particularly in the area of identifying specific actions that address “Demonstration of Increased or Improved Services for Unduplicated Students”. Input indicated a need to focus on identifying a pre/post assessment, continued efforts at improving EL achievement, a continued need to improve and expand our CTE program, maintaining goals and actions specific to the creation of an annual community engagement plan, and ensuring data reporting in the Annual Measurable Outcomes reflect CDE data that will be reflected in the Dashboard for Alternative School Systems (DASS); specifically for our EL reclassification and state reading/math assessments. The public presentation of our LCAP allowed the staff to craft and include additional data points for each goal in the plan at the direction of the ACOE Board of Education.

5

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) New

Modified

Unchanged

Goal 1 ACOE’s Opportunity Academy prepares students for future success by creating a supportive school environment that focuses on improving students’ academic and pro-social skills and behaviors while offering functional life skills instruction. Additionally, the school will provide intervention and support programs for students with such needs. We will engage students and the parents of youth enrolled in activities that both connect them to the school’s learning environment, as well as provide opportunities for input from these stakeholders. Extra effort will be made to ensure that parents/guardians of youth who are expelled, EL students, and youth who are in foster care are included.

State and/or Local Priorities addressed by this goal: STATE COE LOCAL

1 9

2

3

4

5

6

7

8

10 ______________________________________

Identified Need: The ACOE Opportunity Academy serves high needs students who have not been successful in other school environments. As such, our staff will increase their knowledge and skills in using trauma informed practices, community partnerships to improve student outcomes, while creating a safe, consistent and nurturing environment. 6

Expected Annual Measureable Outcomes Metrics/Indicators

Baseline

2017-18

2018-19

2019-20

# of community engagement events

3

3

5

5

School Facilities will be maintained in good repair

100%

100%

100%

100%

0

0

0

0

75%

76%

75%

75%

100%

100%

100%

100%

30%

30%

(27/90)

(27/90)

50%

50%

% of chronic absenteeism *based on Independent Study accounting measures of ADAwork completion, not seat time

% of students who indicate a high sense of safety and high levels of school connectedness as reported on the site annual climate survey Site Attendance rate % (P1) *based on Independent Study accounting measures of ADAwork completion, not seat time

% of enrolled students satisfactorily completing maximum daily work required to generate ADA for Independent Study

7

Metrics/Indicators

Baseline

2017-18

2018-19

2019-20

# of enrolled students under 18

50

19

35

50

# of enrolled students 18 or older

100

138

100

100

Average length of student enrollment

90 days

64 days

90 days

90 days

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

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

All schools 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, and/or Low Income)

(Select from LEA-wide, Schoolwide, or Limited to Unduplicated Student Group(s))

(Select from All Schools, Specific Schools, and/or Specific Grade Spans)

English Learners, Foster Youth, and/or Low Income

LEA-wide

8

All Schools

Actions/Services Select from New, Modified, or Unchanged for 2017-18

Select from New, Modified, or Unchanged for 2018-19


New

Unchanged

Unchanged

2017-18 Actions/Services



1-1. Set up a schedule that allows the student to complete all academic and attendance requirements outlined in their Master Agreements.



Budgeted Expenditures Year

2017-18

2018-19

2019-20

Amount

0

0

0

Source

NA

NA

NA

Budget Reference

NA

NA

NA

9




New

Unchanged

Unchanged




1-2. Provide student academic and attendance/work completion incentives (e.g. adult bus passes, gift cards, school supplies) to foster individual academic progress.




2017-18

2018-19

2019-20

Amount

0

0

0

Source

NA

NA

NA

Budget Reference

NA

NA

NA

10




New

Unchanged

Unchanged




1-3. Offer online curricula to meet the varying needs of student’s learning.




2017-18

2018-19

2019-20

Amount

0

0

0

Source

NA

NA

NA

Budget Reference

NA

NA

NA

11




New

Unchanged

Unchanged

2017-18 Actions/Services 1-4. Site will develop a community engagement plan, focused on engaging the families of unduplicated and high-need youth. Students will have the opportunity to attend community engagements such as Open House, student awards, graduation, and career/college speakers.

2018-19 Actions/Services 1-4. Site will develop a community engagement plan, focused on engaging the families of unduplicated and high-need students. Students will have the opportunity to attend community engagements such as Open House, student awards, graduation, and career/college speakers.

2019-20 Actions/Services 1-4. Site will develop a community engagement plan, focused on engaging the families of unduplicated and high-need students. Students will have the opportunity to attend community engagements such as Open House, student awards, graduation, and career/college speakers.


2017-18

2018-19

2019-20

Amount

0

0

0

Source

NA

NA

NA

Budget Reference

NA

NA

NA

12


Action

2


Location(s):



OR For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served:

Scope of Services:

Location(s):




Limited to Unduplicated Student Group(s)

All Schools




New

Unchanged

Unchanged




Actions/Services

13

2017-18 Actions/Services 1-5. Provide referrals for students needing assistance with substance abuse, counseling, child care, legal assistance, and housing, that can be leveraged through community based organizations partnerships.




2017-18

2018-19

2019-20

Amount

0

0

0

Source

NA

NA

NA

Budget Reference

NA

NA

NA

14


(Select from New Goal, Modified Goal, or Unchanged Goal)

New

Modified

Unchanged

Goal 2 ACOE’s Opportunity Academy will utilize a blended learning model of instruction that includes independent study as its primary delivery model to allow for requisite individualization as students work towards earning credits to obtain their high school diplomas. Classroom instruction will also be utilized when direct instruction is appropriate for intervention and career and vocational training through our partners. The ACOE Opportunity Academy will provide curriculum aligned with California state standards; professional development for teachers, support staff, and administrator; so that students will be better prepared to transition successfully into subsequent educational levels and the workforce.


1 9

2

3

4

5

6

7

8

10 ______________________________________

Identified Need: Young people’s development of life skills and self-sufficiency are hampered by not finishing high school and can have lifelong negative effects. Alameda County Office of Education’s Opportunity Academy students have either dropped out of high school, are adult

15

students at risk of dropping out or have been involved in the justice system and have been unable to complete the required credits and are returning to move forward with their education.


Baseline

2018-19

2019-20

2020-21

All teachers will participate in professional development in implementing standards-based instruction inclusive of Common Core State Standards.

100%

100%

100%

100%

All teachers will be fully credentialed appropriate to their assignment, as applicable to charter schools.

100%

100%

100%

100%

English language proficiency and reclassification for English Learner students will improve by 1 level

Unable to calculate due to the new ELPAC assessment. Results are not available until Summer 2018

Summer 2018

Summer 2018

Summer 2018

# of EL students enrolled

21

20

20

20

# of teachers with CTE credentials

66%

100%

100%

100%

(2/3)

(3/3)

(3/3)

(3/3)

16

Metrics/Indicators

Baseline

2018-19

2019-20

2020-21

Subject Area Total # Credits Completed




American Government 75



Economics 100

Economics 100

Economics 100

US History 60

US History 60

US History 60

World History 30

World History 30

World History 30

Algebra 1 30

Algebra 1 30

Algebra 1 30

Math 45

Math 45

Math 45

Life Science 50

Life Science 50

Life Science 50

Physical Science 100



Health 5

Health 5

Health 5

Fine Arts/Foreign Language 60



*based on 158 students

American Government 66.5 Economics 79 US History 57.5

# of credits issued to students to date by subject

World History 22.25 Algebra 1 24.5 Math 37.5 Life Science 45.75 Physical Science 83.5 Health 1 Fine Arts/Foreign Language 49.75

17

Metrics/Indicators

Baseline

2018-19

2019-20

2020-21

PhysEd/Athletics 29.75

PhysEd/Athletics 35

PhysEd/Athletics 35

PhysEd/Athletics 35

English 90.55

English 100

English 100

English 100

18


Action

1


Location(s):



All

All schools


Scope of Services:

Location(s):







New

Modified

Modified

2017-18 Actions/Services 2-1. Set and achieve targets for student performance on assessments used based on the nature of ACOE Opportunity Charter’s program.

2018-19 Actions/Services 2-1. Identify tools to assess baseline skills and student learning conforming to identified best practices or forthcoming decisions on state and local assessments.

2019-20 Actions/Services 2-1. Assess baseline skills and student learning using state and local assessments.

19


2017-18

2018-19

2019-20

Amount

0

0

0

Source

NA

NA

NA

Budget Reference

NA

NA

NA




New

Unchanged

Unchanged

2017-18 Actions/Services 2-2. Provide monthly professional learning aligned to CCSS across content areas.




2017-18

2018-19

2019-20

Amount

0

0

0

Source

NA

NA

NA

20

Year Budget Reference

2017-18 NA

2018-19 NA

2019-20 NA




New

Unchanged

Unchanged

2017-18 Actions/Services 2-3. Provide standards-aligned curriculum materials at AOA for all core subjects at discretion of Chief of Schools.




2017-18

2018-19

2019-20

Amount

0

0

0

Source

NA

NA

NA

Budget Reference

NA

NA

NA

21




New

Unchanged

Unchanged

2017-18 Actions/Services 2-4. Assist CTE credentialed staff in creating viable curriculum needed to provide instruction and award students CTE credit for courses taken.




2017-18

2018-19

2019-20

Amount

0

0

0

Source

NA

NA

NA

Budget Reference

NA

NA

NA




New

Unchanged

Unchanged

22

2017-18 Actions/Services 2-6. Provide supplemental materials, supplies, and textbooks to optimize the unique needs of each learner.




2018-19

2019-20

2020-21

Amount

0

0

0

Source

NA

NA

NA

Budget Reference

NA

NA

NA




New

Unchanged

Unchanged

2017-18 Actions/Services 2-7. Partner with outside community partners to offer career and technical education services.

2018-19 Actions/Services 2-7. Partner with outside community partners to provide career and technical education services.

2019-20 Actions/Services 2-7. Partner with outside community partners to provide career and technical education services.

23


2017-18

2018-19

2019-20

Amount

0

0

0

Source

NA

NA

NA

Budget Reference

NA

NA

NA

Action

2


Location(s):




Scope of Services:

Location(s):




English Learners

Limited to Unduplicated Student Group(s)

24

All schools




New

Unchanged

Unchanged

2017-18 Actions/Services 2-8. Provide opportunities for development to English Language Learner (ELL) students, including Redesignated English Learners (RFEP).




2017-18

2018-19

2019-20

Amount

0

0

0

Source

NA

NA

NA

Budget Reference

NA

NA

NA

25


(Select from New Goal, Modified Goal, or Unchanged Goal) New

Modified

Unchanged

Goal 3 ACOE’s Opportunity Academy will partner with workforce agencies that provide case management, employment readiness skills training, job placement, and additional support services so that students are better prepared for success in today’s global society.


1 9

2

3

4

5

6

7

8

10 ______________________________________

Identified Need: Our target population has the need for job skills training and career readiness such as resume building and problem solving which promote academic achievement, and prepare students for successful employment endeavors.

26


Baseline

2017-18

2018-19

2019-20

100% of students will have Master Agreements that articulate individualized learning plans

100%

100%

100%

100%

% 11th grade students who met or nearly met standards in reading/math on the CAASPP (EAP)

*in process, June 2018 assessment




% of students who will participate in CTE or college/career experiences, and/or in work training opportunities

(17/90)

18%

25%

25%

12

15

15

# of students slated to take state assessments

18%

10

(ELPAC, CAST, CAASPP)

(ELPAC- 1,CAASPP-11, CAST-0)

# of students who work 20+ per week

75

80

75

75

# of students who participate in blended learning at

15%

0%

20%

25%

27

Metrics/Indicators

Baseline

2017-18

2018-19

2019-20

26%

25%

25%

site Graduation Rate

25%

(21/82)


28

Action

1


Location(s):




Scope of Services:

Location(s):





Schoolwide

All Schools




New

Unchanged

Unchanged




Actions/Services

29

2017-18 Actions/Services 3-1. Implement LEA-wide system of academic advising including access to student assessment and transcript data, teacher training on reading transcripts, developing transition plans, and designated advising time in each teacher’s schedule.




2017-18

2018-19

2019-20

Amount

0

0

0

Source

NA

NA

NA

Budget Reference

NA

NA

NA




New

Unchanged

Unchanged

2017-18 Actions/Services 3-2. Provide academic tutors to support a personalized learning environment that facilitates student access to instruction at school.



30


2017-18

2018-19

2019-20

Amount

0

$ 28,000

$ 28,000

Source

NA

FD0900 - RS0000

FD0900 - RS0000

Budget Reference

NA

OBJ 5800

OBJ 5800




New

Unchanged

Unchanged

2017-18 Actions/Services 3-3. Retain teachers who are highly qualified to teach all high school subjects, including teachers with CTE and/or Special Education credentials.




2017-18

2018-19

2019-20

Amount

$107,748

$107,748

Source

Supplemental & Concentration 0614

Supplemental & Concentration 0614

31


2017-18

2018-19 1XXX Certificated Salaries

32

2019-20 1XXX Certificated Salaries

Demonstration of Increased or Improved Services for Unduplicated Pupils LCAP Year: 2017-18

Estimated Supplemental and Concentration Grant Funds

Percentage to Increase or Improve Services

$66,135.80

19.55%

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).

Over 1,500 Alameda County youth drop out of high school each year. One-fifth of the adult population in Oakland, and approximately 20,000 adult residents of Alameda County, do not have a high school diploma. Since 2008, funding for adult and career education in Oakland has dropped drastically resulting in a 93% drop in enrollment. 1-1. Set up a schedule that allows the student to complete all requirements outlined in their Master Agreements, including academic requirements and attendance counseling, and community service. 1-2. Provide student academic and attendance incentives (e.g. adult bus passes, gift cards, school supplies) to foster individual academic progress. 1-4. Site will develop a community engagement plan, focused on engaging the families of unduplicated and high-need students. Students will have the opportunity to attend community engagements such as Open House, student awards, graduation, and career/college speakers.

33

1-5. Provide referrals for students needing assistance with substance abuse, counseling, child care, legal assistance, and housing, that can be provided by community based partnerships. 2-8. Provide opportunities for development to English Language Learner (ELL) students, including Redesignated English Learners (RFEP). 3-1. Implement LEA-wide system of academic advising including access to student assessment and transcript data, teacher training on reading transcripts, developing transition plans, and designated advising time in each teacher’s schedule.

34

Demonstration of Increased or Improved Services for Unduplicated Pupils LCAP Year: 2018-19

Estimated Supplemental and Concentration Grant Funds

Percentage to Increase or Improve Services $135,748

25.23%

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).

Over 1,500 Alameda County youth drop out of high school each year. One-fifth of the adult population in Oakland, and approximately 20,000 adult residents of Alameda County, do not have a high school diploma. Since 2008, funding for adult and career education in Oakland has dropped drastically resulting in a 93% drop in enrollment. 1-1. Set up a schedule that allows the student to complete all requirements outlined in their Master Agreements, including academic requirements and attendance counseling, and community service. 1-2. Provide student academic and attendance incentives (e.g. adult bus passes, gift cards, school supplies) to foster individual academic progress. 1-4. Site will develop a community engagement plan, focused on engaging the families of unduplicated and high-need students. Students will have the opportunity to attend community engagements such as Open House, student awards, graduation, and career/college speakers. 1-5. Provide referrals for students needing assistance with substance abuse, counseling, child care, legal assistance, and housing, that can be provided by community based partnerships. 35

2-8. Provide opportunities for development to English Language Learner (ELL) students, including Redesignated English Learners (RFEP). 3-1. Implement LEA-wide system of academic advising including access to student assessment and transcript data, teacher training on reading transcripts, developing transition plans, and designated advising time in each teacher’s schedule. 3-2.

Provide academic tutors to support personalized learning environment that facilitates student access to instruction at school.

36

Addendum The Local Control and Accountability Plan (LCAP) and Annual Update Template documents and communicates local educational agencies’ (LEAs) actions and expenditures to support student outcomes and overall performance. The LCAP is a three-year plan, which is reviewed and updated annually, as required. Charter schools may complete the LCAP to align with the term of the charter school’s budget, typically one year, which is submitted to the school’s authorizer. The LCAP and Annual Update Template must be completed by all LEAs each year. For school districts, the LCAP must describe, for the school district and each school within the district, goals and specific actions to achieve those goals for all students and each student group identified by the Local Control Funding Formula (LCFF) (ethnic, socioeconomically disadvantaged, English learners, foster youth, pupils with disabilities, and homeless youth), for each of the state priorities and any locally identified priorities. For county offices of education, the LCAP must describe, for each county office of educationoperated school and program, goals and specific actions to achieve those goals for all students and each LCFF student group funded through the county office of education (students attending juvenile court schools, on probation or parole, or expelled under certain conditions) for each of the state priorities and any locally identified priorities. School districts and county offices of education may additionally coordinate and describe in their LCAPs services funded by a school district that are provided to students attending county-operated schools and programs, including special education programs. If a county superintendent of schools has jurisdiction over a single school district, the county board of education and the governing board of the school district may adopt and file for review and approval a single LCAP consistent with the requirements in Education Code (EC) sections 52060, 52062, 52066, 52068, and 52070. The LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted and actual expenditures are aligned. Charter schools must describe goals and specific actions to achieve those goals for all students and each LCFF subgroup of students including students with disabilities and homeless youth, for each of the state priorities that apply for the grade levels served or the nature of the program operated by the charter school, and any locally identified priorities. For charter schools, the inclusion and description of goals for state priorities in the LCAP may be modified to meet the grade levels served and the nature of the programs provided, including modifications to reflect only the statutory requirements explicitly applicable to charter schools in the EC. Changes in LCAP goals and actions/services for charter schools that result from the annual update process do not necessarily constitute a material revision to the school’s charter petition.

For questions related to specific sections of the template, please see instructions below:

Instructions: Linked Table of Contents Plan Summary Annual Update Stakeholder Engagement Goals, Actions, and Services Planned Actions/Services Demonstration of Increased or Improved Services for Unduplicated Students For additional questions or technical assistance related to completion of the LCAP template, please contact the local county office of education, or the CDE’s Local Agency Systems Support Office at: 916-319-0809 or by email at: [email protected].

Plan Summary The LCAP is intended to reflect an LEA’s annual goals, actions, services and expenditures within a fixed three-year planning cycle. LEAs must include a plan summary for the LCAP each year. When developing the LCAP, enter the appropriate LCAP year, and address the prompts provided in these sections. When developing the LCAP in year 2 or year 3, enter the appropriate LCAP year and replace the previous summary information with information relevant to the current year LCAP. In this section, briefly address the prompts provided. These prompts are not limits. LEAs may include information regarding local program(s), community demographics, and the overall vision of the LEA. LEAs may also attach documents (e.g., the LCFF Evaluation Rubrics data reports) if desired and/or include charts illustrating goals, planned outcomes, actual outcomes, or related planned and actual expenditures. An LEA may use an alternative format for the plan summary as long as it includes the information specified in each prompt and the budget summary table. The reference to LCFF Evaluation Rubrics means the evaluation rubrics adopted by the State Board of Education under EC Section 52064.5.

Budget Summary The LEA must complete the LCAP Budget Summary table as follows: •

Total LEA General Fund Budget Expenditures for the LCAP Year: This amount is the LEA’s total budgeted General Fund expenditures for the LCAP year. The LCAP year means the fiscal year for which an LCAP is adopted or updated by July 1. The General Fund is the main operating fund of the LEA and accounts for all activities not accounted for in another fund. All activities are reported in the General Fund unless there is a compelling reason to account for an activity in another fund. For further information please refer to the California School Accounting Manual (http://www.cde.ca.gov/fg/ac/sa/). (Note: For some charter schools that follow governmental fund accounting, this amount is the total budgeted expenditures in the Charter Schools Special Revenue Fund. For charter schools that follow

the not-for-profit accounting model, this amount is total budgeted expenses, such as those budgeted in the Charter Schools Enterprise Fund.) •

Total Funds Budgeted for Planned Actions/Services to Meet the Goals in the LCAP for the LCAP Year: This amount is the total of the budgeted expenditures associated with the actions/services included for the LCAP year from all sources of funds, as reflected in the LCAP. To the extent actions/services and/or expenditures are listed in the LCAP under more than one goal, the expenditures should be counted only once.

•

Description of any use(s) of the General Fund Budget Expenditures specified above for the LCAP year not included in the LCAP: Briefly describe expenditures included in total General Fund Expenditures that are not included in the total funds budgeted for planned actions/services for the LCAP year. (Note: The total funds budgeted for planned actions/services may include funds other than general fund expenditures.)

•

Total Projected LCFF Revenues for LCAP Year: This amount is the total amount of LCFF funding the LEA estimates it will receive pursuant to EC sections 42238.02 (for school districts and charter schools) and 2574 (for county offices of education), as implemented by EC sections 42238.03 and 2575 for the LCAP year respectively.

Annual Update The planned goals, expected outcomes, actions/services, and budgeted expenditures must be copied verbatim from the previous year’s* approved LCAP; in addition, list the state and/or local priorities addressed by the planned goals. Minor typographical errors may be corrected. * For example, for LCAP year 2017/18 of the 2017/18 – 2019/20 LCAP, review the goals in the 2016/17 LCAP. Moving forward, review the goals from the most recent LCAP year. For example, LCAP year 2020/21 will review goals from the 2019/20 LCAP year, which is the last year of the 2017/18 – 2019/20 LCAP.

Annual Measurable Outcomes For each goal in the prior year, identify and review the actual measurable outcomes as compared to the expected annual measurable outcomes identified in the prior year for the goal.

Actions/Services Identify the planned Actions/Services and the budgeted expenditures to implement these actions toward achieving the described goal. Identify the actual actions/services implemented to meet the described goal and the estimated actual annual expenditures to implement the actions/services. As applicable, identify any changes to the students or student groups served, or to the planned location of the actions/services provided.

Analysis Using actual annual measurable outcome data, including data from the LCFF Evaluation Rubrics, analyze whether the planned actions/services were effective in achieving the goal. Respond to the prompts as instructed.

•

•

Describe the overall implementation of the actions/services to achieve the articulated goal. Include a discussion of relevant challenges and successes experienced with the implementation process. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.

•

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Minor variances in expenditures or a dollar-for-dollar accounting is not required.

•

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 data provided in the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.

Stakeholder Engagement Meaningful engagement of parents, students, and other stakeholders, including those representing the student groups identified by LCFF, is critical to the development of the LCAP and the budget process. EC identifies the minimum consultation requirements for school districts and county offices of education as consulting with teachers, principals, administrators, other school personnel, local bargaining units of the school district, parents, and pupils in developing the LCAP. EC requires charter schools to consult with teachers, principals, administrators, other school personnel, parents, and pupils in developing the LCAP. In addition, EC Section 48985 specifies the requirements for the translation of notices, reports, statements, or records sent to a parent or guardian. The LCAP should be shared with, and LEAs should request input from, school site-level advisory groups, as applicable (e.g., school site councils, English Learner Advisory Councils, student advisory groups, etc.), to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet specific goals. Instructions: The stakeholder engagement process is an ongoing, annual process. The requirements for this section are the same for each year of a three-year LCAP. When developing the LCAP, enter the appropriate LCAP year, and describe the stakeholder engagement process used to develop the LCAP and Annual Update. When developing the LCAP in year 2 or year 3, enter the appropriate LCAP year and replace the previous stakeholder narrative(s) and describe the stakeholder engagement process used to develop the current year LCAP and Annual Update. School districts and county offices of education: Describe the process used to consult with the Parent Advisory Committee, the English Learner Parent Advisory Committee, parents, students, school personnel, the LEA’s local bargaining units, and the community to inform the development of the LCAP and the annual review and analysis for the indicated LCAP year. Charter schools: Describe the process used to consult with teachers, principals, administrators, other school personnel, parents, and students to inform the development of the LCAP and the annual review and analysis for the indicated LCAP year.

Describe how the consultation process impacted the development of the LCAP and annual update for the indicated LCAP year, including the goals, actions, services, and expenditures.

Goals, Actions, and Services LEAs must include a description of the annual goals, for all students and each LCFF identified group of students, to be achieved for each state priority as applicable to type of LEA. An LEA may also include additional local priorities. This section shall also include a description of the specific planned actions an LEA will take to meet the identified goals, and a description of the expenditures required to implement the specific actions. School districts and county offices of education: The LCAP is a three-year plan, which is reviewed and updated annually, as required. Charter schools: The number of years addressed in the LCAP may align with the term of the charter schools budget, typically one year, which is submitted to the school’s authorizer. If year 2 and/or year 3 is not applicable, charter schools must specify as such. New, Modified, Unchanged As part of the LCAP development process, which includes the annual update and stakeholder engagement, indicate if the goal, identified need, related state and/or local priorities, and/or expected annual measurable outcomes for the current LCAP year or future LCAP years are modified or unchanged from the previous year’s LCAP; or, specify if the goal is new.

Goal State the goal. LEAs may number the goals using the “Goal #” box for ease of reference. A goal is a broad statement that describes the desired result to which all actions/services are directed. A goal answers the question: What is the LEA seeking to achieve? Related State and/or Local Priorities List the state and/or local priorities addressed by the goal. The LCAP must include goals that address each of the state priorities, as applicable to the type of LEA, and any additional local priorities; however, one goal may address multiple priorities. (Link to State Priorities) Identified Need Describe the needs that led to establishing the goal. The identified needs may be based on quantitative or qualitative information, including, but not limited to, results of the annual update process or performance data from the LCFF Evaluation Rubrics, as applicable. Expected Annual Measurable Outcomes For each LCAP year, identify the metric(s) or indicator(s) that the LEA will use to track progress toward the expected outcomes. LEAs may identify metrics for specific student groups. Include in the baseline column the most recent data associated with this metric or indicator available at the time of adoption of the LCAP for the first year of the three-year plan. The most recent data associated with a metric or indicator includes data as reported in the annual update of the LCAP year immediately preceding the three-year plan, as applicable. The baseline data shall remain unchanged throughout the three-year LCAP. In the subsequent year columns, identify the progress to be made in each year of the three-year cycle of the LCAP. Consider how expected outcomes in any given year are related to the expected outcomes for subsequent years.

The metrics may be quantitative or qualitative, but at minimum an LEA must use the applicable required metrics for the related state priorities, in each LCAP year as applicable to the type of LEA. For the student engagement priority metrics, as applicable, LEAs must calculate the rates as described in the LCAP Template Appendix, sections (a) through (d).

Planned Actions/Services For each action/service, the LEA must complete either the section “For Actions/Services not included as contributing to meeting Increased or Improved Services Requirement” or the section “For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement.” The LEA shall not complete both sections for a single action. For Actions/Services Not Contributing to Meeting the Increased or Improved Services Requirement Students to be Served The “Students to be Served” box is to be completed for all actions/services except for those which are included by the LEA as contributing to meeting the requirement to increase or improve services for unduplicated students. Indicate in this box which students will benefit from the actions/services by entering “All”, “Students with Disabilities”, or “Specific Student Group(s)”. If “Specific Student Group(s)” is entered, identify the specific student group(s) as appropriate. Location(s) Identify the location where the action/services will be provided. If the services are provided to all schools within the LEA, the LEA must identify “All Schools”. If the services are provided to specific schools within the LEA or specific grade spans only, the LEA must enter “Specific Schools” or “Specific Grade Spans”. Identify the individual school or a subset of schools or grade spans (e.g., all high schools or grades K-5), as appropriate. Charter schools operating more than one site, authorized within the same charter petition, may choose to distinguish between sites by entering “Specific Schools” and identifying the site(s) where the actions/services will be provided. For charter schools operating only one site, “All Schools” and “Specific Schools” may be synonymous and, therefore, either would be appropriate. Charter schools may use either term provided they are used in a consistent manner through the LCAP. For Actions/Services Contributing to Meeting the Increased or Improved Services Requirement: Students to be Served For any action/service contributing to the LEA’s overall demonstration that it has increased or improved services for unduplicated students above what is provided to all students (see Demonstration of Increased or Improved Services for Unduplicated Students section, below), the LEA must identify the unduplicated student group(s) being served. Scope of Service For each action/service contributing to meeting the increased or improved services requirement, identify the scope of service by indicating “LEA-wide”, “Schoolwide”, or “Limited to Unduplicated Student Group(s)”. The LEA must identify one of the following three options:

• If the action/service is being funded and provided to upgrade the entire educational program of the LEA, enter “LEA-wide.” • If the action/service is being funded and provided to upgrade the entire educational program of a particular school or schools, enter “schoolwide”. • If the action/service being funded and provided is limited to the unduplicated students identified in “Students to be Served”, enter “Limited to Unduplicated Student Group(s)”. For charter schools and single-school school districts, “LEA-wide” and “Schoolwide” may be synonymous and, therefore, either would be appropriate. For charter schools operating multiple schools (determined by a unique CDS code) under a single charter, use “LEA-wide” to refer to all schools under the charter and use “Schoolwide” to refer to a single school authorized within the same charter petition. Charter schools operating a single school may use “LEA-wide” or “Schoolwide” provided these terms are used in a consistent manner through the LCAP. Location(s) Identify the location where the action/services will be provided. If the services are provided to all schools within the LEA, the LEA must indicate “All Schools”. If the services are provided to specific schools within the LEA or specific grade spans only, the LEA must enter “Specific Schools” or “Specific Grade Spans”. Identify the individual school or a subset of schools or grade spans (e.g., all high schools or grades K-5), as appropriate. Charter schools operating more than one site, authorized within the same charter petition, may choose to distinguish between sites by entering “Specific Schools” and identify the site(s) where the actions/services will be provided. For charter schools operating only one site, “All Schools” and “Specific Schools” may be synonymous and, therefore, either would be appropriate. Charter schools may use either term provided they are used in a consistent manner through the LCAP. Actions/Services For each LCAP year, identify the actions to be performed and services provided to meet the described goal. Actions and services that are implemented to achieve the identified goal may be grouped together. LEAs may number the action/service using the “Action #” box for ease of reference. New/Modified/Unchanged:

•

Enter “New Action” if the action/service is being added in any of the three years of the LCAP to meet the articulated goal.

•

Enter “Modified Action” if the action/service was included to meet an articulated goal and has been changed or modified in any way from the prior year description.

•

Enter “Unchanged Action” if the action/service was included to meet an articulated goal and has not been changed or modified in any way from the prior year description. o If a planned action/service is anticipated to remain unchanged for the duration of the plan, an LEA may enter “Unchanged Action” and leave the subsequent year columns blank rather than having to copy/paste the

action/service into the subsequent year columns. Budgeted expenditures may be treated in the same way as applicable. Note: The goal from the prior year may or may not be included in the current three-year LCAP. For example, when developing year 1 of the LCAP, the goals articulated in year 3 of the preceding three-year LCAP will be from the prior year. Charter schools may complete the LCAP to align with the term of the charter school’s budget that is submitted to the school’s authorizer. Accordingly, a charter school submitting a one-year budget to its authorizer may choose not to complete the year 2 and year 3 portions of the “Goals, Actions, and Services” section of the template. If year 2 and/or year 3 is not applicable, charter schools must specify as such. Budgeted Expenditures For each action/service, list and describe budgeted expenditures for each school year to implement these actions, including where those expenditures can be found in the LEA’s budget. The LEA must reference all fund sources for each proposed expenditure. Expenditures must be classified using the California School Accounting Manual as required by EC sections 52061, 52067, and 47606.5. Expenditures that are included more than once in an LCAP must be indicated as a duplicated expenditure and include a reference to the goal and action/service where the expenditure first appears in the LCAP. If a county superintendent of schools has jurisdiction over a single school district, and chooses to complete a single LCAP, the LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted expenditures are aligned.

Demonstration of Increased or Improved Services for Unduplicated Students This section must be completed for each LCAP year. When developing the LCAP in year 2 or year 3, copy the “Demonstration of Increased or Improved Services for Unduplicated Students” table and enter the appropriate LCAP year. Using the copy of the section, complete the section as required for the current year LCAP. Retain all prior year sections for each of the three years within the LCAP. Estimated Supplemental and Concentration Grant Funds Identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner students as determined pursuant to California Code of Regulations, Title 5 (5 CCR) Section 15496(a)(5). Percentage to Increase or Improve Services Identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all students in the LCAP year as calculated pursuant to 5 CCR Section 15496(a)(7). Consistent with the requirements of 5 CCR Section 15496, describe how services provided for unduplicated pupils are increased or improved by at least the percentage calculated as compared to services provided for all students in the LCAP year. To improve services means to grow services in quality and to increase services means to grow services in quantity. This description must address how the action(s)/service(s) limited for one or more unduplicated student group(s), and any

schoolwide or districtwide action(s)/service(s) supported by the appropriate description, taken together, result in the required proportional increase or improvement in services for unduplicated pupils. If the overall increased or improved services include any actions/services being funded and provided on a schoolwide or districtwide basis, identify each action/service and include the required descriptions supporting each action/service as follows. For those services being provided on an LEA-wide basis: • For school districts with an unduplicated pupil percentage of 55% or more, and for charter schools and county offices of education: Describe how these services are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities. •

For school districts with an unduplicated pupil percentage of less than 55%: Describe how these services are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities. Also describe how the services are the most effective use of the funds to meet these goals for its unduplicated pupils. Provide the basis for this determination, including any alternatives considered, supporting research, experience or educational theory.

For school districts only, identify in the description those services being funded and provided on a schoolwide basis, and include the required description supporting the use of the funds on a schoolwide basis: •

For schools with 40% or more enrollment of unduplicated pupils: Describe how these services are principally directed to and effective in meeting its goals for its unduplicated pupils in the state and any local priorities.

•

For school districts expending funds on a schoolwide basis at a school with less than 40% enrollment of unduplicated pupils: Describe how these services are principally directed to and how the services are the most effective use of the funds to meet its goals for English learners, low income students and foster youth, in the state and any local priorities.

State Priorities Priority 1: Basic Services addresses the degree to which: A. Teachers in the LEA are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; B. Pupils in the school district have sufficient access to the standards-aligned instructional materials; and C. School facilities are maintained in good repair. Priority 2: Implementation of State Standards addresses: A. The implementation of state board adopted academic content and performance standards for all students, which are: a. English Language Arts – Common Core State Standards (CCSS) for English Language Arts b. Mathematics – CCSS for Mathematics c. English Language Development (ELD) d. Career Technical Education e. Health Education Content Standards f. History-Social Science g. Model School Library Standards h. Physical Education Model Content Standards i. Next Generation Science Standards j. Visual and Performing Arts k. World Language; and B. How the programs and services will enable English learners to access the CCSS and the ELD standards for purposes of gaining academic content knowledge and English language proficiency. Priority 3: Parental Involvement addresses: A. The efforts the school district makes to seek parent input in making decisions for the school district and each individual school site; B. How the school district will promote parental participation in programs for unduplicated pupils; and C. How the school district will promote parental participation in programs for individuals with exceptional needs. Priority 4: Pupil Achievement as measured by all of the following, as applicable: A. Statewide assessments; B. The Academic Performance Index; C. The percentage of pupils who have successfully completed courses that satisfy University of California (UC) or California State University (CSU) entrance requirements, or programs of study that align with state board approved career technical educational standards and framework; D. The percentage of English learner pupils who make progress toward English proficiency as measured by the California English Language Development Test (CELDT); E. The English learner reclassification rate; F. The percentage of pupils who have passed an advanced placement examination with a score of 3 or higher; and G. The percentage of pupils who participate in, and demonstrate college preparedness pursuant to, the Early Assessment Program, or any subsequent assessment of college preparedness. Priority 5: Pupil Engagement as measured by all of the following, as applicable: A. School attendance rates; B. Chronic absenteeism rates; C. Middle school dropout rates; D. High school dropout rates; and

E. High school graduation rates;

Priority 6: School Climate as measured by all of the following, as applicable: A. Pupil suspension rates; B. Pupil expulsion rates; and C. Other local measures, including surveys of pupils, parents, and teachers on the sense of safety and school connectedness. Priority 7: Course Access addresses the extent to which pupils have access to and are enrolled in: A. S broad course of study including courses described under EC sections 51210 and 51220(a)-(i), as applicable; B. Programs and services developed and provided to unduplicated pupils; and C. Programs and services developed and provided to individuals with exceptional needs. Priority 8: Pupil Outcomes addresses pupil outcomes, if available, for courses described under EC sections 51210 and 51220(a)-(i), as applicable. Priority 9: Coordination of Instruction of Expelled Pupils (COE Only) addresses how the county superintendent of schools will coordinate instruction of expelled pupils. Priority 10. Coordination of Services for Foster Youth (COE Only) addresses how the county superintendent of schools will coordinate services for foster children, including: A. Working with the county child welfare agency to minimize changes in school placement B. Providing education-related information to the county child welfare agency to assist in the delivery of services to foster children, including educational status and progress information that is required to be included in court reports; C. Responding to requests from the juvenile court for information and working with the juvenile court to ensure the delivery and coordination of necessary educational services; and D. Establishing a mechanism for the efficient expeditious transfer of health and education records and the health and education passport. Local Priorities address: A. Local priority goals; and B. Methods for measuring progress toward local goals.

APPENDIX A: PRIORITIES 5 AND 6 RATE CALCULATION INSTRUCTIONS For the purposes of completing the LCAP in reference to the state priorities under EC sections 52060 and 52066, as applicable to type of LEA, the following shall apply: (a) “Chronic absenteeism rate” shall be calculated as follows: (1) The number of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30) who are chronically absent where “chronic absentee” means a pupil who is absent 10 percent or more of the schooldays in the school year when the total number of days a pupil is absent is divided by the total number of days the pupil is enrolled and school was actually taught in the total number of days the pupil is enrolled and school was actually taught in the regular day schools of the district, exclusive of Saturdays and Sundays. (2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30). (3) Divide (1) by (2). (b) “Middle School dropout rate” shall be calculated as set forth in 5 CCR Section 1039.1. (c) “High school dropout rate” shall be calculated as follows: (1) The number of cohort members who dropout by the end of year 4 in the cohort where “cohort” is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4. (2) The total number of cohort members. (3) Divide (1) by (2). (d) “High school graduation rate” shall be calculated as follows: (1) The number of cohort members who earned a regular high school diploma [or earned an adult education high school diploma or passed the California High School Proficiency Exam] by the end of year 4 in the cohort where “cohort” is defined as the number of firsttime grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4. (2) The total number of cohort members. (3) Divide (1) by (2). (e) “Suspension rate” shall be calculated as follows: (1) The unduplicated count of pupils involved in one or more incidents for which the pupil was suspended during the academic year (July 1 – June 30). (2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30). (3) Divide (1) by (2). (f) “Expulsion rate” shall be calculated as follows:

(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was expelled during the academic year (July 1 – June 30). (2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30). (3) Divide (1) by (2). NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01, 42238.02, 42238.03, 42238.07, 47605, 47605.6, 47606.5, 48926, 52052, 52060, 52061, 52062, 52063, 52064, 52066, 52067, 52068, 52069, 52070, 52070.5, and 64001,; 20 U.S.C. Sections 6312 and 6314.

APPENDIX B: GUIDING QUESTIONS Guiding Questions: Annual Review and Analysis 1)

2)

3) 4) 5)

6)

How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes? How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to EC Section 52052, including, but not limited to, English learners, low-income pupils, and foster youth; and did the provision of those actions/services result in the desired outcomes? How have the actions/services addressed the identified needs and goals of specific school sites and were these actions/services effective in achieving the desired outcomes? What information (e.g., quantitative and qualitative data/metrics) was examined to review progress toward goals in the annual update? What progress has been achieved toward the goal and expected measurable outcome(s)? How effective were the actions and services in making progress toward the goal? What changes to goals, actions, services, and expenditures are being made in the LCAP as a result of the review of progress and assessment of the effectiveness of the actions and services? What differences are there between budgeted expenditures and estimated actual annual expenditures? What were the reasons for any differences?

Guiding Questions: Stakeholder Engagement 1)

2) 3)

4)

5)

How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated pupils and unduplicated pupils identified in EC Section 42238.01; community members; local bargaining units; LEA personnel; county child welfare agencies; county office of education foster youth services programs, court-appointed special advocates, and other foster youth stakeholders; community organizations representing English learners; and others as appropriate) been engaged and involved in developing, reviewing, and supporting implementation of the LCAP? How have stakeholders been included in the LEA’s process in a timely manner to allow for engagement in the development of the LCAP? What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and used by the LEA to inform the LCAP goal setting process? How was the information made available? What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA through any of the LEA’s engagement processes? What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to EC sections 52062, 52068, or 47606.5, as applicable, including engagement with representatives of parents and guardians of pupils identified in EC Section 42238.01?

6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR Section 15495(a)? 7) How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported improved outcomes for pupils, including unduplicated pupils, related to the state priorities?

Guiding Questions: Goals, Actions, and Services What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”: Basic Services (Priority 1), the Implementation of State Standards (Priority 2), and Course Access (Priority 7)? 2) What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”: Pupil Achievement (Priority 4), Pupil Outcomes (Priority 8), Coordination of Instruction of Expelled Pupils (Priority 9 – COE Only), and Coordination of Services for Foster Youth (Priority 10 – COE Only)? 3) What are the LEA’s goal(s) to address state priorities related to parent and pupil “Engagement”: Parental Involvement (Priority 3), Pupil Engagement (Priority 5), and School Climate (Priority 6)? 4) What are the LEA’s goal(s) to address any locally-identified priorities? 5) How have the unique needs of individual school sites been evaluated to inform the development of meaningful district and/or individual school site goals (e.g., input from site level advisory groups, staff, parents, community, pupils; review of school level plans; in-depth school level data analysis, etc.)? 6) What are the unique goals for unduplicated pupils as defined in EC Section 42238.01 and groups as defined in EC Section 52052 that are different from the LEA’s goals for all pupils? 7) What are the specific expected measurable outcomes associated with each of the goals annually and over the term of the LCAP? 8) What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each state or local priority? 9) What information was considered/reviewed for individual school sites? 10) What information was considered/reviewed for subgroups identified in EC Section 52052? 11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to EC Section 52052, to specific school sites, to English learners, to low-income pupils, and/or to foster youth to achieve goals identified in the LCAP? 12) How do these actions/services link to identified goals and expected measurable outcomes? 13) What expenditures support changes to actions/services as a result of the goal identified? Where can these expenditures be found in the LEA’s budget? 1)

Prepared by the California Department of Education, October 2016

AOA LCAP Modifications Summary Due to the size of the LCAP document, we prepared this document as a quick reference for any changes in Goals, Annual Measurable Outcomes (AMO), and/or Actions/Services found in the Alameda County Office of Education Opportunity Charter LCAP for 2018-20. These changes are based on input from various stakeholder engagements and after a review of our LCAP 2018-20 document presented to the ACOE board on May 22, 2018.

2017-20 Plan Summary The Story (modified statement) During the 2017-18 school year, students enrolled at ACOE’s Opportunity Charter all required specialized focus in order to improve academic outcomes and prepare them for graduation, as well as post-secondary life. Of the one hundred fifty-eight students who have been enrolled at some point in the school year, 13.92% are students with Individualized Education Plans (IEP) requiring special education services. Along with ACOE SPaS’ special education support services, ACOE’s Opportunity Charter employs two teachers who are authorized to provide special education and/or resource services. ACOE’s Foster Youth Services Coordinating Program (FYCP) is positioned to provide support for the ten foster youth enrolled at the site and the two students who have selfidentified as homeless youth. In addition to this, there are twenty-seven students under parole supervision, while they seek to obtain their high school diplomas. Student enrollment for the site shows evidence of the true need for a program providing high school diploma options for Alameda County’s young adults. While the largest city represented by students, is Oakland with one hundred twenty-eight enrollees, Alameda, Berkeley, Hayward, San Leandro, Union City, San Lorenzo, and Fremont residents have taken advantage of the opportunities the ACOE Opportunity Charter has to offer.

Greatest Progress (modified statement) Close to 20 students have completed graduation credit or are on-track for graduation in June 2018.

1

Performance Gaps (modified statement) There is also a need for the site to organize the instructional program to be inclusive of blended learning opportunities for students to learn, at least in part, through delivery of content and instruction via digital and online media with some element of student control over the time, place, path, or pace that their learning takes. Unchanged

Goal 1 STATE

2

6

8

ACOE’s Opportunity Academy prepares students for future success by creating a supportive school environment that focuses on improving students’ academic and pro-social skills and behaviors while offering functional life skills instruction. Additionally, the school will provide intervention and support programs for students with such needs. We will engage students and the parents of youth enrolled in activities that both connect them to the school’s learning environment, as well as provide opportunities for input from these stakeholders. Extra effort will be made to ensure that parents/guardians of youth who are expelled, EL students, and youth who are in foster care are included.

GOAL 1 NEW OR MODIFIED EXPECTED ANNUAL MEASURABLE OUTCOMES

Baseline

2017-18

2018-19

2019-20

# of enrolled students under 18

25

19

35

35

# of enrolled students 18 or older

25

138

50

50

Average length of student enrollment

90 days

64 days

90 days

90 days

Metrics/Indicators

Unchanged

Goal 2 STATE

2 4 5

3

ACOE’s Opportunity Academy will utilize a blended learning model of instruction that includes independent study as its primary delivery model to allow for requisite individualization as students work towards earning credits to obtain their high school diplomas. Classroom instruction will also be utilized when direct instruction is appropriate for intervention and career and vocational training through our partners. The ACOE Opportunity Academy will provide curriculum aligned with California state standards; professional development for teachers, support staff, and administrator; so that students will be better prepared to transition 2

successfully into subsequent educational levels and the workforce.

GOAL 2 NEW OR MODIFIED EXPECTED ANNUAL MEASURABLE OUTCOMES Metrics/Indicators

Baseline

2017-18

2018-19

2019-20

# of EL students enrolled

21

20

20

20

# of teachers with CTE credentials

66%

100%

100%

100%

(2/3)

(3/3)

(3/3)

(3/3)

English language proficiency and reclassification for English Learner students will improve by 1 level

5%

5%

5%





Economics 100

Economics 100

US History 60

US History 60

World History 30

World History 30

Subject Area Total # Credits Completed *based on 158 students

# of credits issued to students to date by subject

4% (1/21)


American Government 66.5


Economics 79

Economics 100

US History 57.5

US History 60

World History 22.25

World History 30

Algebra 1 24.5

Algebra 1 30

Math 37.5

Math 45

Life Science 45.75

Life Science 50 3

Algebra 1 30 Math 45 Life Science 50

Algebra 1 30 Math 45 Life Science 50

Physical Science 83.5


Health 1

Health 5

Fine Arts/Foreign Language 49.75


PhysEd/Athletics 29.75 English 90.55

PhysEd/Athletic s 35 English 100

4

Physical Science 100 Health 5 Fine Arts/Foreign Language 60 PhysEd/Athleti cs 35 English 100

Physical Science 100 Health 5 Fine Arts/Foreign Language 60 PhysEd/Athl etics 35 English 100

Unchanged

Goal 3 STATE

1 6

2 7

5

ACOE’s Opportunity Academy will partner with workforce agencies that provide case management, employment readiness skills training, job placement, and additional support services so that students are better prepared for success in today’s global society.

GOAL 3: NEW OR MODIFIED EXPECTED ANNUAL MEASURABLE OUTCOMES Metrics/Indicators # of students slated to take state assessments

Baseline

2017-18

2018-19

2019-20

15

15

12 10

(ELPAC, CAST, CAASPP)

(ELPAC- 1 CAASPP-11 CAST-0)

# of students who work 20+ per week

75

80

75

75

# of students who participate in blended learning at site

15%

0%

20%

25%

Graduation Rate

25%

25%

25%

26% (21/82)

5

Memorandum No. - 9.


TO:


FROM:

Monica Vaughan, Chief of Schools

RE:

Local Control and Accountability Plan (LCAP): ACOE Community and Court Schools

Background : The Board will consider adoption of ACOE Community and Court Schools' LCAP to be submitted to the California State Department of Education for final approval by July 1, 2018.

Action Requested: INFORMATION/ ACTION The Board will consider adoption of ACOE Community and Court Schools' LCAP. ATTACHMENTS: Type

Description

Backup Material

SPaS LCAP 2018-2020 06.05.18 Final

Backup Material

SPAS LCAP Modifications Summary 2018-19rev02

Local Control Accountability Plan and Annual Update (LCAP) Template Addendum: General instructions & regulatory requirements. LCAP Year (select from 2017-18, 2018-19, 2019-20)

2018-19 Appendix A: Priorities 5 and 6 Rate Calculations LCFF Evaluation Rubrics: Essential data to support completion of this LCAP. Please analyze the LEA’s full data set; specific links to the rubrics are also provided within the template. Appendix B: Guiding Questions: Use as prompts (not limits)

LEA Name Contact Name and Title Alameda County Office of Education Court and Community Schools

Contact Name and Title

Email and Phone

Monica Vaughan Chief of Schools Student Programs and Services

510-670-4590 [email protected]

2017-20 Plan Summary The Story Describe the students and community and how the LEA serves them.

ACOE Court and Community Schools are year-round educational programs for a diverse and very high needs population of students. Our programs are designed to target students who are expelled, on probation, pregnant or parenting, under the supervision of Child Welfare, and in custody of the Juvenile Court. ACOE seeks to provide positive learning environments that are safe, promote positive self-concept, and are respectful of diversity so that students can set and attain goals in learning, work and life. Because we serve youth with multiple, complex, and varied needs; ACOE schools make a substantial commitment to staffing so that a diverse group of educators, support staff, and community partners are on hand at all times to make personal connections with kids and help them overcome the barriers to coming, staying, and succeeding. Two court school campuses serve students who are detained. Typically, students arriving in detention manifest symptoms of trauma in addition to issues relating to transitioning to a new living and learning environment. More than 30 percent come to us with IEPs and all 1

have individual learning needs. Transiency is extremely high. A student’s average time of stay at Juvenile Hall is 10.90 days. But this number only serves to mask two vastly different populations we must serve. On the one hand, we have 308 students who are enrolled for less than five days, and 35 students enrolled for more than 80 days. This clearly demonstrates an incredibly high student turnover rate at our court schools. On the other hand, we also have a population of 11 students, who have been with us for more than an entire semester so far during the 2017-18 school year. As it is impossible to either predict how long a student will be with us or place the students into classes based on their academic needs, ACOE court schools require a very high staff to student ratio to assist in tracking down student records, finding and implementing IEPs, creating individual learning plans, assessing current levels, assisting students to transition into new classroom routines and content, modifying instruction, engaging students in learning, differentiating skill development, and individualizing credit and recovery. It is important to note that 100% of students in court schools are considered unduplicated and due to the fluid nature of our population, AP and IB programs are not applicable to our programs. Six community school campuses serve populations with similarly large and diverse needs. Every student is either on formal probation or informal probation, in foster care or otherwise under the supervision of child welfare, in treatment for drug or alcohol dependency, expelled from their home district, and/or pregnant or parenting. Nearly all are credit deficient, and most have significant history of habitual truancy and chronic disobedience. By the time they arrive in our schools, most of our young people have accumulated substantial negative history with school engagement, and their engagement is further threatened by challenges with transportation, community safety, family crisis, alcohol and drug use, and a history of trauma. In addition to the classroom supports needed to assess, engage, differentiate, modify, develop, and connect students who all require individualized graduation plans, the biggest challenge is getting our young people through the door. This involves out-of-classroom supports like greeting arrivals, serving meals, phoning missing students, offering anger management, providing individual counseling, tutoring, home visits, and many other ways to get students to the learning space. Many students move back and forth between our court schools, our community schools, and other programs, creating additional issues of disconnection and transition. Eighty-eight percent of students in our community schools are considered “unduplicated”. On November 14, 2017 the Alameda County Office of Education Student Programs and Services division submitted and obtained approval from the county board of trustees for the local indicators we will use to measure our progress in the following areas as required by the Dashboard for Alternative School Systems (DASS): Basics Conditions at School (priority 1) - as measured by Number/percentage of mis-assignments of teachers of English learners, total teacher mis-assignments, and vacant teacher positions, the number/percentage of students without access to their own copies of standards-aligned instructional materials for use at school and at home, and the number of identified instances where facilities do not meet the “good repair” standard. Implementation of State Academic Standards (priority 2) - completion of the reflection tool measuring progress of recently adopted academic standards and/or curriculum frameworks for each content area 2

Parent Engagement (priority 6) - plan to administer survey regarding school and district decision making for families beginning in the 2017-18 school year Local Climate Survey (priority 6) - expand the current extended day to include data points for local climate at least every other year that provides a valid measure of perceptions of school safety and connectedness Coordination of Services for Expelled Students (priority 9) – completion of self-rating rubric on services for expelled Coordination of Services for Foster Youth (priority 10)-- completion of self-rating rubric on services for foster youth ACOE Schools are extremely small, but the needs they address are large and varied. Currently, we are experiencing rapidly declining enrollment, mostly at the court schools. Of course, this is good news in the larger sense, but it reduces funding allocated to ACOE schools without significantly reducing the number of services needed. In addition to the students in our schools, ACOE is responsible to support the 60+ expelled youth and nearly 1000 foster youth county wide, not just in our own student programs. Our perpetual challenge is to customize supports for individual students while stretching our resources across all students.

LCAP Highlights Identify and briefly summarize the key features of this year’s LCAP.

Because 100% of students at court schools and 91% of students at community schools qualify are unduplicated, the funds are being expended on an LEA-wide basis. The primary strategies in which we are investing supplemental and concentration fund are: • Academic support and test preparation tutoring, as well as Classroom-based Paraprofessionals at all sites, predominately serving unduplicated students. • Supports to address barriers to attendance, including a nurse to work with students with limited access to health care, childcare services for parenting students, transportation for students whose families cannot afford bus passes, and additional Paraprofessionals to resolve problems that keep students out of class and to communicate with families around attendance issues. • Summer school for expanded learning time for community school students, almost all of who are unduplicated students. • Foster youth identify and/or develop a relationship with a meaningful adult who will provide long-term social emotional support, which will increase the chances of successful transitions with school and/or independent living throughout Alameda County.

3

•Four teachers have obtained Career Technical Education (CTE) credentials to provide student access to CTE exploratory experiences for college and career readiness. •Consideration of local assessment for English Learner (EL) reclassification due April/May 2018 administration of the new ELPAC EL assessment.

Review of Performance Based on a review of performance on the state indicators and local performance indicators included in the LCFF Evaluation Rubrics, 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 The Dashboard for Alternative School Systems (DASS) is part of the new state accountability and continuous improvement system that moves California from a single score to multiple measures and from a focus on the average of all students’ performance to equitable outcomes for each student group. Alternative schools and recently opened schools will be included in the Dashboard report for the Fall 2018 release. The state and local performance indicators referenced above do not measure Alameda County of Education Court and Community Schools. Our Greatest Needs and Performance Gaps are addressed in the Performance Gaps section below, and are based on our progress toward our LCAP Goals and Annual Measurable Outcomes. Therefore, SPaS has identified all state and local indicators for which the overall performance is “MET” as these are areas of improved performance for our students. Goal 1 Met Measurable Outcomes: 58.59% of Pupils earned more than 13 credits per quarter Goal 2 Met Measurable Outcomes: 1% increase in the number of parent engagement events for parents/guardians 100% of parents/guardians participated in the IEP process 1.03% increase in the overall Community Schools attendance rate 2.32% increase in the attendance rate of Parenting Teen Programs (Burke & FV) 9.38% increase in the attendance rate of Quest Independent Study *ADA is based on work completed as opposed to seat time 4

Maintain 100% attendance rate at Thunder Road Maintain 0 expulsions at Court and Community schools 10% increase in the high school graduation rate Goal 3 Met Measurable Outcomes: Maintained 100% appropriately credentialed teachers for subjects taught Maintained 100% rate of students with appropriate instructional materials Maintained 100% facilities rated as “good” Maintained 100% rate of teachers trained in Common Core State Standards 17.8% increase of students participating in Career Education courses or programs Provide 1 additional CTE course for students Minimum of 12 students enrolled in CTE courses, 3 being SPED identified Goal 4 Met Measurable Outcomes: 13% increase of students completing expulsion requirements and returned to their home districts Increased graduation rate of by 5% for expelled 12 grade students enrolled with less than 60 credits needed to graduate Goal 5 Met Measurable Outcomes: 76% of Alameda County Districts have adopted partial credit policies (data as of June 2017) 91% of foster youth receiving education case management will achieve 80% average attendance (data as of June 2017) 68% of eligible foster youth in the 12th grade receiving education case management will earn diploma or GED (data as of June 2017) Referring to the LCFF Evaluation Rubrics, 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 Therefore, SPaS has identified all state and local indicators for which the overall performance is “UNMET” as these are areas where improved performance for our students is needed. Goal 1 Unmet Measurable Outcomes: 5

2% increase in meeting standards for CAASPP ELA 1% increase in meeting standards for CAASPP Math 15% increase of students meeting UC/CSU requirements 2% increase in students showing college readiness in ELA on the EAP 1% increase in students showing college readiness in Math on the EAP 3.15% increase in students earning more than 13 credits a quarter 85% overall participation rate in local reading/math assessment (MAP) Goal 2 Unmet Measurable Outcomes: 1.01% increase in the overall Court Schools attendance rate .73% increase in the attendance rate of Hayward Community School 6% increase in the attendance rate of Bridge Academy 3% decrease in chronic absenteeism Reduce suspension rate by 2.96% 2.42% decrease in truancy rates Goal 3 Unmet Measurable Outcomes: Maintain % of teachers implementing new English Language arts with embedded ELD curriculum Goal 4 Unmet Measurable Outcomes: NONE Goal 5 Unmet Measurable Outcomes: 95% of foster youth leaving detention will receive placement assistance

*2016-17 data 68%

Referring to the LCFF Evaluation Rubrics, 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 Steps we plan to take to address “Unmet” annual measureable outcomes, our areas of greatest need for improvement: 6

Goal 1 Unmet Measurable Outcomes: State Assessment 2% increase in meeting standards for CAASPP ELA 1% increase in meeting standards for CAASPP Math Suggested: Maintain an AMO of 2 percent for both ELA and Math, as the transient nature of our student population makes it difficult to determine how students will perform as there is no requirement of time the student must be with the LEA to be included in state level assessments. Course Access 15% increase of students meeting UC/CSU requirements Suggested: Refine AMO to state students obtaining UC/CSU courses in our LEA as prior education history is being measured in our student population with the current AMO. Early Assessment Program 2% increase in students showing college readiness in ELA on the EAP 1% increase in students showing college readiness in Math on the EAP Suggested: Maintain an AMO of 2 percent for both ELA and Math, as the transient nature of our student population makes it difficult to determine how students will perform as there is no requirement of time the student must be with the LEA to be included in state level assessments. Local Reading/Math Assessment 85% overall participation rate in local reading/math assessment (MAP) Suggested: Independent Study programs in our LEA should give credit or add the local assessments to students’ master agreements to ensure the administration is a priority as a required local indicator. English Learner Progress 15% increase of students meeting 1 year English proficiency 15% increase of reclassified EL students (8% increase) Suggested: Examine ways to administer a local assessment of EL progress, as the new ELPAC assessment will not be given until April/May so the inclusion of students meeting 1 year English proficiency will not be possible as the data from the CDE is not available until the summer. While five of the twelve students met the criteria to be eligible for reclassification; we fell short of this goal by eight percent, or the difference one additional student would have made. 7

Goal 2 Unmet Measurable Outcomes: Attendance (Court Schools) 1.01% increase in the overall Court Schools attendance rate Suggested: Site leader and staff should examine student absence codes to ensure they are not entered into the student information system inaccurately. Also hold join compliance sessions with probation so all educational stakeholders are aware of the implications of unexcused absences for the LEA. Court schools review coding of absences to determine if court, counseling, or other pull outs are accurately coded for excused absences. Attendance (Community Schools) .73% increase in the attendance rate of Hayward Community School 6% increase in the attendance rate of Bridge Academy 3% decrease in chronic absenteeism 2.42% decrease in truancy rates Reduce suspension rate by 2.96% Suggested: Continue to implement and refine site level “Attendance Plans”. Ensure there is a tiered system of interventions/incentives based on clear data points and standardized data review cycles, staff responsibilities, and documentation.

Goal 3 Unmet Measurable Outcomes: None Goal 4 Unmet Measurable Outcomes: None Goal 5 Unmet Measurable Outcomes: 95% of foster youth leaving detention will receive placement assistance

*2016-17 data 68%

Suggested: ” Remove AMO “% of foster youth leaving detention will receive placement assistance” due to the decrease in the number of foster youth students requiring placement after leaving juvenile hall. Action/Service 5.5 removed (related to AMO above)

8

If not previously addressed, identify the two to three most significant ways that the LEA will increase or improve services for low-income students, English learners, and foster youth.

Increased or Improved services 100% of students at court schools and 91% of students at community schools are unduplicated students and therefore, funds are being expended on an LEA-wide basis. Investments in the following actions and services are based on best practices in juvenile justice education in order to provide effective, rigorous, relevant, culturally and linguistically competent instruction, remediate deficits and motivate new learning. Actions and Services 1. Academic support for unduplicated students (Goal 1 – Action 3) Staff investments to target language development activities to assess and monitor English Language Learner (ELL) students, including Redesignated English Learners (RFEPs). (Goal 3 – Action 1) Implementation of a LEA-wide system of academic advising including the creation and monitoring of Individual Learning Transition Plans (ILTPs). (Goal 3 – Action 2) Provide campus-wide paraprofessionals to support a safe, orderly, and personalized learning environment that facilitates student access to instruction at school sites that serve predominately unduplicated students. (Bridge, HCS, Pregnant and Parenting Program, Quest). (Goal 3 – Action 4) Provide classroom-based paraprofessionals to provide additional individual tutoring to improve English, math skills, and individualize and differentiate instruction in court school. (Butler) (Goal 4 – Action 4) Provide paraprofessionals to support expelled youth in the areas of attendance, conflict resolution, and connection to community agencies to assist in completing expulsion plans. (Goal 4 – Action 3) Maintain low principal and secretary to student ratio at schools serving predominately expelled youth to assist in the coordination of expulsion plans. 2. Supports to address barriers to attendance (Goal 2 – Action 3) Provide comprehensive childcare services to pregnant and parenting teens, including a dedicated childcare room, a fully certified Early Head Start program and an additional paraprofessional to assist teen parents in engaging in instruction.

9

(Goal 2 – Action 6) Principals and sites will review SPaS Monthly engagement report which includes ADA and bring data to site meetings to develop student intervention plans. 3. Expanded Learning Opportunities (Goal 1 – Action 6) Summer school for expanded learning time for community schools predominately serving unduplicated students. (Community) (Goal 1 – Action 7) Contract with outside community partners to supplement the mandated instructional program with Arts Intersession for court school students 3 weeks per year, entirely serving unduplicated students. (Court) 4. Supplemental Materials and Technology (Goal 3 – Action 5) Fund supplemental materials to meet individual student needs. (Goal 3 – Action 8) Support robust technology infrastructure, including maintenance and repair of computers.

10

Budget Summary Complete the table below. LEAs may include additional information or more detail, including graphics. DESCRIPTION

AMOUNT

Alameda County Office of Education Fund 01 $36,524,910 Student Programs & Services $12,076,600

Total General Fund Budget Expenditures For LCAP Year

Total Funds Budgeted for Planned Actions/Services to Meet The Goals in the LCAP for LCAP Year

$3,284,610

The LCAP is intended to be a comprehensive planning tool but may not describe all General Fund Budget Expenditures. Briefly describe any of the General Fund Budget Expenditures specified above for the LCAP year not included in the LCAP.

The total budget for the Alameda County Superintendent of Schools is 36,524,910 (this should be the total General Fund expenditures in the Proposed Budget for 2018-19). Of that amount, 24,448,310 is not included in the LCAP, as certain funds are received for specific programs or services for students whose needs and outcome data are described in school district LCAPs. County office services to support school district operations are funded by the state and not included in the LCAP because the LCAP is defined as describing services to students in county-operated programs. Some of the expenditures not listed in the LCAP include those related to general administrative and operational expenses, such as central office costs, human resources, business services, facilities and maintenance, etc. For a complete list of planned expenditures, please refer to the Alameda County Office of Education’s Adopted Budget for 2018-19.

DESCRIPTION

AMOUNT

Total Projected LCFF Revenues for LCAP Year

$ 18,841,561

11

Annual Update LCAP Year Reviewed: 2017-18 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 ACOE students will receive value-added teaching and learning optimized for the unique needs of each program’s population. ACOE will ensure the Pupil Outcomes of skill development, credit recovery, high school graduation, and preparation for life after high school by providing an instructional program optimized for the needs of each site’s unique student population. State and/or Local Priorities addressed by this goal: STATE

1

2

COE

9

10

LOCAL

3

4

5

6

7

8

______________________________________

Annual Measureable Outcomes Expected

Actual

CAASPP (EAP) Assessment Results for English Language Arts – % Meeting Standards

2% increase in meeting standards for CAASPP ELA 1% increase in meeting standards for CAASPP Math

12

2017 Baseline

Year 1: 2018 Target

Year 1: 2018 Actual

Met/Not Met

6%

8%

4.55%

NOT MET

Expected

Actual

15% increase of students meeting UC/CSU requirements

15% increase in students meeting 1 year English proficiency

15% increase of reclassified EL students

2% increase in students showing college readiness in ELA on the EAP

1% increase in students showing college readiness in Math on the EAP

2017 Baseline

Year 1: 2018 Target

Year 1: 2018 Actual

Met/Not Met

CAASPP (EAP) Assessment Results for Mathematics – % Meeting Standards

2%

3%

0%

NOT MET

% of students meeting UC/CSU requirements

0

15%

0%

NOT MET

% of Students enrolled a min. of 2 semesters meeting 1 year progress toward English Proficiency

35%

50%

ELPAC assessment administration April/May 2018

English Learner Reclassification Rate for students enrolled a min. of 2 semesters meeting proficiency growth of 1 year

35%

50%

42%

NOT MET

6%

8%

4.55%

NOT MET

2%

3%

0%

NOT MET

% of Pupils showing college readiness by scoring Exceed Standard in English Language Arts (EAP)

3.15% increase in students earning more than 13 credits a quarter

% of Pupils showing college readiness by scoring Exceed Standard in Mathematics (EAP)

85% overall participation rate in local reading/math assessment (MAP).

13

Expected

Actual 2017 Baseline

Year 1: 2018 Target

Year 1: 2018 Actual

Met/Not Met

% of Pupils who earned more than 13 credits per quarter

51.85%

55%

58.59%

MET

% of students who were administered both a pre and post local assessment in Reading and Math

*new

85%

*Fall participation rate 71%

NOT MET

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 Actions/Services

Actual Actions/Services

Budgeted Expenditures

Estimated Actual Expenditures

1-1. Implement a Response to Intervention program to assist students who are having academic difficulties in the classroom. Create an ILP for each longterm student that identifies needs in coursework, academic intervention, and targeted supports. Offer a menu of credit recovery options at all sites. Provide academic intervention software and materials to support ILPs. (LEA-Wide)

At community schools, an academic grid is completed for each student upon enrollment identifying academic achievement based on a student records review and the local reading/math MAP assessment. The RTI program has been designed around 4 metrics-attendance, academics and social & emotional needs. An intervention team meets monthly to discuss the status of each student. If a student demonstrates a need for intervention; there are a range of accommodations and teachers, tutors, paraprofessionals, the social worker, and

Title I Part A

Title I Part A (3010)

5800 (Services & Other Opr Exp)

5800 (Services & Other Opr Exp)

$71,195

$66,295

14

Planned Actions/Services






Title I Part D $127,861

Title I Part D (3025) Classified Salaries: Object 2xxx

speech specialist as required; provide services. Credit recovery options are available at all sites. Use of an uniform ILP across all community school sites is in place to monitor student progress towards graduation requirements.

Action 2 Planned Actions/Services 1-2. Assess baseline skills and student learning using both state assessments and local assessments in reading and math to measure progress every 90 days for long term students, with an overall site participation rate of 80%. Provide training to staff on use of student data. (LEA-Wide)

Actual Actions/Services Court and Community Schools have established three (Fall, Winter, Spring) NWEA MAP testing windows for the academic year with and expected site level participation rate of 85%. Sites are provided data reports for principal led data analysis for each window; which allow them to examine participation, grade and site level growth. This provides an opportunity for sites to use the data provided to drive instruction and determine appropriate instructional interventions. Court schools are expected to test only max unit students within the windows; as the transient nature of the remaining population would make pre/post testing difficult.

15

Title I Part A $7,000

$127,187 Title I Part A (3010) Other Svcs & Oper Object 5800 $7,000





1-3. Provide language development activities to English Learner students, including Redesignated English Learners (RFEP). Provide support staff to help target instruction, assess, and monitor ELLs and RFEPs. (LEA-Wide)

English Language Learner (ELL) students are assessed for current English proficiency using CELDT to determine site level support provided by the English Learner Teacher on Special Assignment and English Learner Paraprofessional. The assessment also informs teacher instruction in the use of the new Common Core English Learner standards, framework, as well as the use of EL curriculum to target student skill needs in order to reclassify them. Beginning in the Spring 2018 term, identified EL students will take the new ELPAC assessment as the state assessment to determine student language proficiency and reclassification.

Certificated Salaries: Title I Part A & S/C ELD TSA .5 – $74,479

Title I Part A (3010) Certificated Salaries Object 1110 $37,520

Classified Salaries: Title I Part A ELD Paraprofessional $54,850

S/C Certificated Salaries Object 1110 $37,520




1-4. Provide targeted literacy staff to support ELD, reading intervention, and academic vocabulary strategies in all programs, including curriculum material, teacher PD, follow up coaching, and support from ELD coach and paraprofessional. Ensure that all students reading below designated benchmark are

In the Fall of 2017, data from the state CELDT assessment was used to determine proper student instructional placement for English Learners. The training for the administration of this assessment was by the ELD Coach. In addition, to the on-site instructional services for students and coaching for teaching staff. With the Spring

Certificated Salaries: Title I Part D .5 Cert Admin Sal $73,180

Title I Part A (3010) Classified Salaries: Object 2110 $57,666

Action 4

16

Title I Part A Cert Teacher Sal


Title I Part D (3025) Certificated Salaries: Object 1310 $73,088





participating in appropriate intervention program. Serve as state Assessment Coordinator and aligns LEA wide PD based on student data. Prepare data reports for site and staff review for targeted interventions. (LEA-Wide)

release of the new ELPAC assessment, additional professional learning for the new English Language Standards, framework, academic strategies, and curriculum support were facilitated at community and court schools as well. The Pregnant Teen Program also has bilingual tutors from BAYACC (AmeriCorps) who provide direct student academic support for all EL students. Tutors collaborate with teachers on student skill set needs and provide progress and outcome data during the site RtI meetings as needed. The EL TSA and paraprofessional provide direct services to newcomer students, as the needs of other EL students should be addressed by the classroom teacher during either designated or integrated instruction time as outlined by the EL framework for the state of California.

$59,314

Title I Part A (3010) Certificated Salaries: Object 1110 $60,029





1-5. After School: Provide an extended day program, which includes academics, enrichment, family engagement, and job readiness programs. (Bridge, HCS, Burke, and Fruitvale)

Our after school program, provided by Moving Forward Education, focuses on building academic skills and college, career, civic engagement, and community readiness; while creating connection to school & building confidence to help form healthy relationships with adults and peers at Hayward Community School . Nine full time tutors allow for both before and during school tutoring supporting academics,

21st Century ASSETS After School Grant: Services & Other Operating Expenditures: $254,195

21st Century ASSETS After School Grant: Services & Other Operating Expenditures 5XXX $245,445

Oakland Unite Grant

Oakland Unite Grant

Action 5

17





obtaining life skills or the ability to explore college and career options. Partnerships with YEP, Moving Forward Education, BAYACC-AmeriCorps and FLY exist at our Community Schools sites to provide an extended day program.

Contractual Services: $167,627

Services & Other Operating Expenditures 5XXX $165,000





1-6. Provide summer school for expanded learning time for community school students predominately serving unduplicated students. (Community)

Our summer learning program supported students for 4 weeks at Pregnant and Parenting Program, Thunder Road, Quest, and Bridge; our community school sites. The Summer learning program supports students who are at- risk including our parenting teens, English Learners, and Foster Youth. The summer program seeks to address the needs of those who are not meeting standards and provides additional time for instruction to ensure students are successful in school. A minimum of 10 credits can be earned during the summer session.

Suppl’l/Concentration: Certificated salaries: (summer school) $217,673

Suppl’l/Concentration: Certificated salaries: Object 1140 $102,263

Action 6

18

Classified Salaries: (summer school) $59,681

Suppl’l/Concentration: Classified Salaries: Object 2140 $47,981





1-7. Contract with outside community partners to supplement the mandated instructional program with Arts Intersession for court school students 3 weeks per year, entirely serving unduplicated students. (Court)

Three Arts Intersessions were provided for court school students. ACOE Intersession at Butler Academic Center provides students with an opportunity to explore issues that are deeply relevant to them, as well as find new ways to express themselves creatively. Providers are individuals and organizations that seek to create youth development and arts opportunities that are relevant to the young people. As a major outcome of intersession, ACOE gives precedence to organizations that are already working with the young people in their home communities. ACOE works to bring in providers that have opportunities (sometimes with a stipend) for youth to participate in when they return home. When individuals are contracted, ACOE looks to find people who understand the trauma and complicating circumstances the youth face. What follows is an example of programming we offered as well as some of ACOE’s partners. Some of the intercession arts providers are: Youth Radio (media & visual art), Destiny Arts Center (dance), Hip Hop Chess Federation (life skills through hip hop and chess), Today’s Future Sound (beat making & music engineering), Rap Force Academy (personal awareness through rhythm), Brandon Hughes (creative writing), and

Suppl’l/Concentration: Services & Other Operating Expenditures: Instructors: $25,000

Suppl’l/Concentration: Services & Other Operating Expenditures: Instructors: Object 5800 = $25,000

19


Actual Actions/Services Tavia Council (theater). Some of the youth development providers are: Fresh Lifelines for Youth (legal literacy), Ronda Franklin (financial literacy), and restorative justice circles run by Restorative Justice for Oakland Youth and Communities United for Restorative Youth Justice. Providers have recently begun convening prior to intersessions to build community, learn from each other, and set intentions for the intersession.

20



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. Describe the overall implementation of the actions/services to achieve the articulated goal. SPaS continues to increase our understanding of how the state CAASPP assessments in reading and math are also used as an Early Assessment Program (EAP) for community, state, and university college systems. With this knowledge, the analysis of student performance data, both in the state (CAASPP, ELPAC, and CAST) and local assessments (NWEA MAP- reading and math) will move us toward our goals. We plan to continue to provide intervention and enrichment to meet students’ academic needs, as well as meet the commitment to provide ongoing staff professional development. With the creation of distinct NWEA MAP testing windows across Student Programs and Services sites last year, we were able to improve our data production. We continue to provide local assessment data based on performance, and participation for each school site for analysis and to determine the next instructional needs for individual students as well for grade level patterns of performance. This allows for system wide data analysis for staff that sees this as a valuable resource. One of our greatest challenges was the lack of available data for our English Language Learners as the new ELPAC assessment, which determines reclassification, will not be administered until late April or early May. While our reclassification rates have improved from 2016-17 by 7%, we did not reach our goal of 50% for 2017-18. It should be noted that this is the difference of one student, given that five out of twelve students who were eligible for reclassification met the needed criteria to show improvement in their English Language proficiency. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. The Spring 2017 CAASPP administration provided in varied results for our Community and Court schools in terms of students who’ve meet or nearly met standards in English Language Arts and Math. If the data for our two types of schools is disaggregated, we see that Community Schools have 11.76% of 11th grade students meeting standard in English Language Arts, while 23.53% nearly met standard. Court schools showed 19.5% nearly met standard in English Language Arts. Likewise, 5% of 11th grade students in our Community Schools nearly met standard in math, while 4.17% of 11th grade Court students nearly met the math standard. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Action/Service: 1-6 Budgeted: Suppl’l/Concentration: Certificated salaries: (summer school) $217,673 Classified Salaries: (summer school) $ 59,681 Actual: Suppl’l/Concentration: Certificated salaries: $102,263 Classified Salaries: $47,981 21

Student Programs and Services condensed summer school sites for 2017 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 did not meet our Expected Annual Measurable Outcome (AMO) for increasing the percentage of students meeting UC/CSU requirements from 0% to 1%. We will refine our AMO to state students obtaining UC/CSU courses in our LEA as prior education history is being measured in our student population with the current AMO. 0% of our students showed college readiness by scoring Exceed Standard in English Language Arts (ELA) or Math, as measured by CAASPP and the Early Assessment Program (EAP). In order to ensure we set goals we can obtain, it would be advantageous for us to maintain an AMO of 2% for both ELA and Math, as the transient nature of our student population makes it difficult to determine how students will perform; as there is no requirement of time the student must be with the LEA to be included in state level assessments. In 2017-18, we added a new annual measurable outcome based on local assessment participation rates. We were unable to achieve the 85% participation rate during either the Fall 2017 or Winter 2018 assessment windows. An analysis of the site level data, suggests we should consider the need to have our Independent Study programs either give credit or add the local assessments to the master agreements to ensure the administration is a priority as a required local indicator. AMOs -% of Students enrolled a min. of 2 semesters meeting 1 year progress toward English Proficiency -English Learner Reclassification Rate for students enrolled a min. of 2 semesters meeting proficiency growth of 1 year The new ELPAC assessment will not be given until April/May so the inclusion data that shows if students have meet the goal of 1 year progress toward English Proficiency; will not be available until the summer. It also does not provide performance levels for students, so a local indicator will need to be devised to determine the annual growth. Action/Services New 1-8.Contract with outside community partners to provide enrichment and exploratory services (library, art, & golf) for court schools, entirely serving unduplicated students. (Court)

22

New 1-9. Special Education students entering ACOE community schools are served by Resource Specialist teachers as indicated on the individual’s IEP. Students may also be referred for special education consideration and assessment while enrolled. The Resource Specialist assigned to each site acts as the point person in the referral process. Special Education Services regarding identification of student need, Multi-Tiered System of Support (MTSS) provides a basis for understanding how we endeavor to work together to ensure equitable access and opportunity for all students to achieve the Common Core State Standards (CCSS). MTSS includes Response to Instruction and Intervention.

23


Goal 2 ACOE will support Student and Family Engagement by providing wrap-around supports that develop school connectedness and eliminate barriers to school success. State and/or Local Priorities addressed by this goal: STATE

1

2

COE

9

10

LOCAL

3

4

5

6

7

8

______________________________________


Actual

The number of parents/guardians participating in LCAP Parent/Guardian Engagement Committee

30% increase in parents’ participation in the LCAP engagement committee

24

2017 Baseline

Year 1: 2018 Target

Year 1: 2018 Actual

Met/Not Met

7

10

7

NOT MET

Expected

Actual

1% increase in the number of parent engagement events for parents/guardians

Maintain 100% of parents/guardians participating in the IEP process

1.03% increase in the overall Community Schools attendance rate *Quest is not included in this rate calculation because as an independent study program, ADA is not calculated by seat time

1.01% increase in the overall Court Schools attendance rate

.73% increase in the attendance rate of Hayward Community School

6% increase in the attendance rate of Bridge Academy

2.32% increase in the attendance rate of Parenting Teen Programs (Burke & FV) 9.38% increase in the attendance rate of Quest Independent Study *ADA is based on work completed as opposed to seat time

25

2017 Baseline

Year 1: 2018 Target

Year 1: 2018 Actual

Met/Not Met

The number of engagement events sponsored for parents/guardians

24

25

25

MET

The percentage of parents/guardians who participate in the IEP process

100%

100%

100%

MET

ACOE Community School Overall Attendance Rate at P1

75.97%

77%

77%

MET

ACOE Court School Overall Attendance Rate at P1

95.9%

97%

96%

NOT MET

Hayward Community School Attendance Rate at P1

79.27%

80%

70 %

NOT MET

Bridge Academy School Attendance Rate at P1

64%

70%

64%

NOT MET

Burke & Fruitvale Attendance Rate at P1

82.68%

85%

83%

NOT MET

Quest Indep Study ADA rate at P1

60.62%

70%

100%

MET

Expected

Actual

Maintain 100% attendance rate at Thunder Road

2017 Baseline

Year 1: 2018 Target

Year 1: 2018 Actual

Met/Not Met

100%

100%

100%

MET

18.15%

15%

19%

NOT MET

NA

NA

NA

NA

NA

NA

NA

NA

High School Graduation Rate

13.77%

31%

Suspension Rates

5.96%

Expulsion Rates

0

0

0

Truancy Rate

15.42%

13%

14%

Thunder Road Attendance Rate at P1 Chronic Absenteeism Rate Middle School Drop Out Rate High School Drop Out Rate

3% decrease in chronic absenteeism

17.23% increase in the high school graduation rate

reduce suspension rate by 2.96%

41% MET ( 3%

6% NOT MET

Maintain 0 expulsions at Court and Community schools

2.42% decrease in truancy rates

26

MET

NOT MET






S&C Community Schools $73,831

2-1. Maintain and extend the academic improvement focus of the Response to Intervention (RtI) program through the creation of site based collaboration teams that will analyze data to assist students who are having difficulties accessing instruction for reasons of attendance, chronic absences, behavior, or health, including regularly screening all students’ progress and connecting them to services and supports. Provide mental and physical health services to students at or near the school to support their socio- emotional well-being and address behavioral issues that prevent them from being successful. (Bridge, HCS, Burke, Fruitvale, and Quest)

Community schools used the monthly RtI process to determine the academic and social emotional needs of students that are addressed collaboratively with community based organization partnerships. Hayward Community School and Bridge utilized the services of Making Proud Choices, Alameda Family Services, Mind Body Awareness, The Lincoln Center, as well as MSW interns to service student needs. Pregnant Teen Program’s, at Fruitvale and Burke maintained partnerships with Alameda County Health for specific parenting skills needs (e.g. car seat safety, fussy baby syndrome, healthy parenting practices, breastfeeding, etc.), as well as TUPE to provide tobacco and drug education. Sites have access to mobile dental services provided by Delta Dental, as well as Vista and McKinney-Vento services for foster care students.

S&C (0614) Object 1210 Cert Salaries $97,348 School Nurse

27

Title I Part D Special Ed IDEA $146,617 Special Ed mental health $8,500

Title I Part D (3025) Object 2910 Classified Salaries $126,194 Social Worker

Special Ed Mental Health Resource (6512) &(3327) Object 2910 Classified Salaries $19,761 Social Worker




Estimated Actual Expenditures Resource 0614 S/C Object 5800 Operating Exp = $8,500 Intern stipends





2-2. Transportation: Provide bus and Bart passes to students who are having trouble getting to school. (Bridge, HCS, Burke, Fruitvale, and Quest)

Bridge, Hayward Community School, Quest, Burke, and Fruitvale provided monthly bus passes for students to ensure access to transportation for financial reasons is not a barrier to student success.

Suppl’l/Concentration: Materials and Supplies: $2,000

Resource (0614) S/C Services & Operations Object 5800 $2,000





2-3. Provide comprehensive childcare services to pregnant and parenting teens, including a dedicated childcare room, a fully certified Early Head Start program and Additional Paraprofessional to assist teen parents in engaging in instruction. (Fruitvale, Burke)

Full time early childhood educators from The Unity Council and Children and Family & Community Services Inc. provided childcare services for students at Burke and Fruitvale Academies. This provision for students extends positive parenting practices, supports the educational, and physical development of our teen parents’ dependents.

Suppl'l/Concentration: (Community School) $70,164 Classified Intstr Aide

Suppl'l/Concentration: (Community School) Resource (0614) – Object 2110 $70,164

Action 3

28





2-4. Provide College and Career Pathways Coordinator to develop infrastructure for college and career pathways and assist long term students in making and actualizing plans for life after high school, as well as services for school and pathway placement through Transition Center. Assist staff in obtaining CTE credentials needed to provide instruction and give students viable credit for courses taken. (LEA-Wide)

Provided CTE information for exploratory college and career experiences. Provided curriculum and other resources through the delivery of professional development for site advisory focusing on college planning, post-secondary career exploration, study skills, academic planning: expectations and goal-setting balancing school/work/extracurricular, money management, SEL/Healthy Lifestyle: Eating disorders, Self-esteem and depression, bullying, and substance abuse awareness. The transition center assisted with accurate placement of students leaving Butler Academic Center, as well as tracking of students upon exiting.

CPT2 Grant: Certificated Admin. Salaries: $152,163 Contractual Services: Transition Center Staff $90,000

CPT2 Grant: Certificated Admin. Salaries: Resource (6382) Object 13xx $147,206 Contractual Services: Transition Center Resource (3025) Services & Operations Object 5800 Operating Exp 90,000





2-5. All sites will develop a family engagement plan, focused on engaging the families of unduplicated and high-need students. At a minimum, plans will collect data on existing family engagement activities, utilize an annual family and

A total of 25 events aimed at engaging parents in the educational process in an effort to build relationships, celebrate student accomplishments, understand their role and decision-making authority at the district and site levels, LCAP data review

Title I Part A Parent Engagement: (reservation)

Title I Part A Parent Engagement: Resource (3010) Services & Operations Object 5800

Action 5

29

Materials and Supplies: $5,633 for family





student survey to assess and improve school connectedness and satisfaction, and develop at least one parent/guardian involvement event specifically designed to engage parents/guardians of unduplicated students, including but not limited to: parent/guardian-teacher conferences, after school nights, awards celebrations and family organizations. (LEA-Wide)

(attendance, state & local assessments), and to understand and provide input the district budget were provided across Court and Community schools. In addition to Back to School Nights, before and after school showcases, The Great Debate, Read to Write, Mock Trials (Court schools), College Exploration Week, Bring Your Parent to School Day HCS), food give away (Bridge & HCS), life skills speakers (Burke & Fruitvale), and ongoing parent mental health and substance abuse intervention sessions (Thunder Road) were provided for families during the 2017-18 school year.

engagement meetings

5.596





2-6. Principals and sites will review SPaS Monthly engagement report which includes ADA and bring data to site meetings to develop student intervention plans focusing on attendance improvement. (LEA-Wide)

Principals were provided with monthly data for each attendance reporting period, aligned to LCAP goals on site level attendance, chronic absences, truancy, student enrollment, MAP (local) & CAASPP (state) testing data (below & exceeded grade level mean) through the use of cycle of inquiry protocols so that the data could be reviewed with staff for intervention and incentive alignment as well as for staff, student, and family input on budgeting to further the progress of the measurable indicators. Site attendance plans have been created and some include a tiered system of incentives/interventions outlining

Suppl’l/Concentration: Materials and Supplies Student attendance incentives – $10,000

Suppl’l/Concentration: Resource (0612) Object 4300 Supplies $10,000

Action 6

30





clear staff responsibilities and data review cycles.

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. Describe the overall implementation of the actions/services to achieve the articulated goal. Monthly RTI is conducted at all Community Schools. This process involves all educational stakeholders (paraprofessionals, teachers, principals, social worker, nurse, and community partners as needed). During the 2017-18 school year, sites have devised calendars to include no overlapping to make sure the nurse and school social worker. Stakeholders review student academics; health, attendance, Academic, health, behavior and attendance are examined. Thresholds have been determined for each indicators and site level intervention or incentive action steps are determined for each student who has three or more indicators beyond threshold levels. All sites provided a variety of incentives to students (gift cards, Friday incentives, field trips, etc.) to encourage students to continue successful attendance habits. Attendance at Quest was a focus this year and to ensure there was documentation of students’ missed appointments; an attendance tracker was put in place. The tracker also provides evidence of outreach to families and the students’ home district. Court aligned both campuses’ attendance procedures to ensure proper absence coding. Oakland’s Youth Empowerment Program (YEP) provides job placement/training for College and Career opportunities, while the Individual Learning & Transition Plan (ILTP) provides all students an academic plan when they return to their home districts. Fruitvale and Burke partnered with Chabot College to provide a concurrent enrollment course in Early Childhood Education for the second year. A former graduate of the pregnant and parenting program returned to SPaS as a tutor at to provide services to current students and share previous educational experiences within our schools. Many of our community partners also provided educational outings for students during the 2017-18 school year, expanded learning providers, Moving Forward Education at Hayward Community School and FLY took students on local and college tours to Southern California, while students at Bridge attended the Black College Expo and had college presentations from Laney. .Our court schools are currently offering a warehouse concurrent enrollment course through Peralta. Students have also been able to take advantage of the OSHA training, food handling certification, and Court schools are in the process of developing STEAM EQ.

31

During the 2017-18 school year, an increased focus was placed on special education and compliance. Staff members have been provided monthly SPeD meetings, the implementation and use of a guiding binder for special education services, as well as the creation of a weekly student tracker to document services, IEP dates, and case managers for students with special needs. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. Community schools were able to meet the annual measureable outcome for overall improvement to the attendance rate. In terms of specific sites, Thunder Road and Quest met the attendance goals; Hayward Community shows a decrease of 9.27%, Bridge maintains a rate of 64%. Both Burke and Fruitvale maintain attendance rates of 83%, they were not able to increase the overall rate by 2% for the period 1 attendance of 2017-18. While Court school attendance has improved, they were not able to obtain an overall improvement rate of 1.01%. While we did not meet our AMO for Court (overall) and Community schools attendance (site level), we will continue the use of tiered site level attendance plans to continue our efforts to improve these areas. As well as Court schools review coding of absences to determine if court, counseling, or other pull outs are accurately coded for excused absences. Our graduation rates reflect graduates for the Winter 2018, where there were thirty-seven students and a confirmed twenty-five graduates for the Spring 2018 ceremony. We have revised the initially reported 28% graduation rate, to reflect the June 2018 ceremony. Student Programs and Services maintained 0 expulsions at both Court and Community schools. We hoped to decrease our 6% suspension rate from 2016-17, but have also maintained this rate for the 2017-18 school year. A 2.42% decrease in truancy rates was expected, but we only decreased our rate by 1% during the 2017-18 school year. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. None 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. Action/Services Action/Service 2-1. Modified to include “Use MAP data as one of the evaluation measures to drive instructional practices and student placement decisions.” per Community Schools WASC feedback Spring 2018. (Bridge, HCS, Burke, Fruitvale, and Quest) Action/Service 2-3. Provide comprehensive childcare services to pregnant and parenting teens, including a dedicated childcare room, a fully certified Early Head Start program and Additional Paraprofessional to assist teen parents in engaging in instruction. Modified from Pregnant and Parenting Program to Fruitvale and Burke and removal of “additional” 32

Action/Service 2-4. Removal of language regarding College and Career Pathways Coordinator, as funding from CPT2 grant is no longer available. Action/Service 2-6. Modified to state “Principals and sites will review SPaS AERIES Analytics data which includes attendance/absence coding, suspensions, and other DASS indicators and bring data to site meetings to develop student intervention plans focusing on improvement. (LEA-Wide)


33

Goal 3 ACOE Schools will leverage their resources through efficient and effective teaching, administration, and support services. ACOE Schools will provide the conditions of learning for all students to complete high school graduation requirements, including access to qualified teachers, enrollment in all required areas of study, standards aligned course and instructional materials, and facilities in good repair while maintaining our additional commitment to providing a high staff to student ratio and programs located in the communities of highest need. State and/or Local Priorities addressed by this goal: STATE

1

2

COE

9

10

LOCAL

3

4

5

6

7

8

______________________________________


Actual

% of teachers who are appropriately credentialed for subjects taught

Maintain 100% appropriately credentialed teachers for subjects taught

% of students with appropriate instructional materials

Maintain 100% rate of students with appropriate instructional materials

34

2017 Baseline

Year 1: 2018 Target

Year 1: 2018 Actual

Met/Not Met

100%

100%

100%

MET

2017 Baseline

Year 1: 2018 Target

Year 1: 2018 Actual

Met/Not Met

100%

100%

100%

MET

Expected

Actual

Maintain 100% facilities rated as “good”

Maintain 100% rate of teachers trained in Common Core State Standards

Maintain % of teachers implementing new English Language arts with embedded ELD curriculum

10% increase of students participating in Career Education courses or programs

Provide 1 additional CTE course for students

% of facilities rated as “Good” on annual facilities audit % of teachers trained on Common Core State Standards % of teachers implementing new English Language Arts with embedded ELD curriculum % of students participating in Career Education courses or programs Number of CTE courses offered to students

Minimum of 12 students enrolled in CTE courses, 3 being SPED identified

Number of students enrolled in CTE courses, including minimum 20%

100%

100%

100%

MET

100%

100%

100%

MET

38%

38%

25%

NOT MET

7.2%

25%

6%

NOT MET

1

2

2

27

40

58

MET

MET

SpEd identified


35

Action 1 Planned Actions/Services 3-1. Provide a reduced student to teacher ratio of no more than 16:1 in all Court schools and no more than 17:1 at Thunder Road, Bridge, and Hayward Community Schools. (Reduced by approximately 50% from state average for high school classes) Maintain a 28:1 student to teacher ratio Pregnant and Parenting Program and CalSAFE sites and a maximum 30:1 at Quest Independent Study Program. Implement LEA-wide system of academic advising including the creation and monitoring of ILPs. Includes staff access to student assessment and transcript data, teacher training on reading transcripts and developing ILPs, and designated advising time in each teacher schedule. (LEA Wide)

Actual Actions/Services Maintained student to teacher ratio of no more than 16:1 in all court schools and no more than 17:1 at Thunder Road, Bridge and Hayward Community Schools. 28:1 Student to teacher ratio at Pregnant and Parenting Program and Pregnant and Parenting sites and 30:1 at Quest were maintained.



Suppl'l/Concentration: (Court &Community Schools) Certificated Salaries: $285,263

Suppl'l/Concentration: (Court &Community Schools) Resource (0613) & (0614) Object 1110 Certificated Salaries $290,831

LEA-wide system of academic advising was implemented through the creation of site level advisory periods designed at student conferencing regarding academic progress, transcript analysis, and college/career advising and exploration. Specific SPaS wide uniform procedures for creating and monitoring and documenting student ILPs are in process.





3-2. Provide campus-wide Paraprofessionals to support a safe, orderly, and personalized learning environment that facilitates student access to instruction at school sites that serve predominately unduplicated students. (Bridge, HCS, Pregnant and Parenting Program, and Quest)

A total of 7 classroom-based Paraprofessionals are employed across Bridge, HCS, Pregnant and Parenting Program, and Quest sites to support a safe learning environment and promote personalized learning by assisting with student access to instruction.

Suppl'l/Concentration: Classified salaries: $301,662

Suppl'l/Concentration: Resource (0614) Object 21xx Classified Salaries $305,556

36





3-3. Staff an Orientation and Assessment center for students arriving in juvenile detention to assess their current levels, track down records, and support transition to detention-based education. (Butler)

Staff is in place to provide an Orientation and Assessment center for students arriving at juvenile detention. The administration of the MAP assessment is facilitated to determine students’ skill needs in reading and math. Student scores are now also provided in AERIES testing section for ease of access. Student local assessment data is reviewed, along with any home district or historical documentation of social emotional and/or health needs to ensure proper educational placement and other services are provided while students are in the care of the JJC. If needed, this information is transferred to Sweeney or other sites the student may ultimately be enrolled in (e.g. home district or community school).

Title I Part D Classified salaries: $121,763





3-4. Provide classroom-based Paraprofessionals to provide additional individual tutoring to improve English and Math Skills and to individualize and

Classroom-based Paraprofessionals to provide additional tutoring to improve English and Math skills have been hired at court schools.

Suppl’l/Concentration: (Court) Classified salaries: $232,378

Suppl’l/Concentration: (Court) Resource (0613) Object 2110 Classified Salaries

Title I Part D (3025) Object 2XXX Classified Salaries $127,187 From 1-2 Above

Action 4

37



differentiate instruction in court schools. (Butler)



Title I Part A Classified salaries: $111,264

$130,863

Title I Part A & D Resource (3010) & (3025) Object 2110 Classified Salaries $130,721





A variety of supplement materials were purchased to meet the individual learning needs of students.

Materials and Supplies: Suppl’l/Concentration: (Court & Community) $33,920

Suppl’l/Concentration: Resource (0613) & (0614) Object 4300 Supplies $30,750





3-6. Fund ongoing teacher development including 2 LEA-Wide staff development days per year and 1 site level staff development day. LEA wide staff

Professional learning for the 2017-18 year was determined by staff feedback as well as alignment with LCAP/WASC/SPSA goals. Offerings for this year have included

Title II Service & Other Operating Expenditures

Title II Resource (4035) Object 5XXX

3-5. Fund supplemental materials to meet individual student needs at an approximate rate of $150/ADA. (LEA-Wide)

Action 6

38





development is designed by PD committee to accomplish LCAP Goals. Partner with ACOE CORE division to provide monthly professional learning aligned to CCSS across content areas. Formation of crosssite teacher focus groups to review and adopt common core aligned textbooks and supplemental materials. (LEA-Wide)

MAP (local reading/math assessment) data, ELA/ELD adoption for common core state standards aligned curriculum ERWC, Next Generation Science Standards (NGSS), Special Education compliance, and CTE infused with site level collaboration for site advisory time; including transcript analysis in support of student ILP creation and maintenance, staff and administrative support discipline coding in AERIES for accurate compliance reporting. In addition to the professional development session offered for the implementation of intervention pathways created by integration of MAP reading and math data in our digital Odysseyware curriculum. The adoption of the Odysseyware digital curriculum and ERWC, across SPaS Community schools provides an opportunity to meet the needs of access to A-G UC curriculum for students. A cross-site team is currently in the process of reviewing Math curriculum aligned to the Common Core State standards using the California Department of Education’s material adoption process. Team members evaluate materials using the criteria defined by the CDE in terms of standards, assessment, professional development, and program organization to determine of the curriculum meets the needs our district’s program type and population needs through the analysis of state (CAASPP, CELDT, ELPAC) and local (MAP- math e.g. statistics and probability,

(PD) $11,526

Operations $12,188

Educator Effectiveness $30,000

Educator Effectiveness Resource (6264) Object 5800 & 5710 Operations $29,222

39






number sense, algebraic reasoning, and geometry) data.




3-7. Provide standards-aligned curriculum materials at all sites for all core subjects at discretion of Chief of Schools. Fund individual proposals for materials, supplies, services and conferences to optimize the unique needs of each program and classroom at the discretion of the Staff Development Committee. (LEA-Wide)

A full inventory of all curriculum materials was conducted at the beginning of the year to ensure that sites were in compliance with textbook sufficiency requirements. The process also identified any needs so that Common Core aligned replacement materials were ordered in addition to the specific teacher requests for supplemental materials deemed necessary to meet the individualized instructional needs of students based on assessment data.

Materials and Supplies: Lottery – IM: $25,000

The use of lottery funds, allocated through a teacher submitted grant application process and approved by members of the PD Committee, allowed for teacher access to professional learning, additional instructional materials, technology, and cultural and/or educational outings. This year’s process required participants in professional learning to provide a site level or SPaS wide presentation in May 2018 regarding the acquired learning so that all staff benefits from the professional development opportunity. A side aside funding pool was established to ensure the SPaS Teacher of the Year could attend the annual JCCASAC Conference. Each

40

Lottery: $22,668

Lottery-IM (6300) Materials and Supplies: Object 4200 Text Books - Other $12,959 Lottery 1100) Object 4300 Supplies $20,734





school site received a testing incentive allocation, based on site enrollment, for use at their discretion (e.g. education outings, snacks, incentives, etc.) for the upcoming state/local reading and math assessments this spring.





3-8. Support robust technology infrastructure, including maintenance and repair of computers. (LEA-Wide)

Technology infrastructure plans are in place, including technology support for staff. It has begun upgrading older devices used by administrative staff, who are responsible for maintaining student academic records and attendance. 1:1 Chrome books have been purchased for students across SPaS sites and deployment of those devices began in the Spring of 2018. We have also made efforts to encrypt the devices of staff members for added security of work related and student sensitive data.

Suppl’l/Concentration (Court & Community) Materials and Supplies: $20,000

Suppl’l/Concentration:



Resource (0613) & (0614) Object 4400 Non-Cap Equipment $15,690 expenses in 2016-17; budget for 1718 is $1,500 – total of $15,690


41






3-9. Provide training on mentoring and coaching certificated staff and training certificated staff to support effective teaching and learning. Provide professional development for teachers, paraprofessionals, and administrators that are aligned with the state content standards by partnering with ACOE CORE division to provide monthly professional learning. (LEA-Wide)

Our professional development has allowed us continue to focus efforts on effective instruction and support for teachers and paraprofessionals. We will continue to invest in high-quality instructional materials and professional learning for all instructional staff aligned to the Common Core State Standards, Next Generation Science Standards, as well as WASC and the SPSA. Student Programs and Services leaders received 4-6 hours per month of 1:1 of differentiated and targeted coaching using funding from the Educator Effectiveness Grant also provided partial funding for the second year of Alameda County Office of Education Clear Administrative Credential Program for two of our site principals and one program director to ensure certificated staff can support effective teaching and learning.

Educator Effectiveness: $30,000

Educator Effectiveness: Resource (6264) Object 5XXX Operations $29,222

Title I Part A: (Certificated Admin Sal) $73,180

Title I Part A: Resource (3010) Object 1310 Certificated Salaries $73,180

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 42

Describe the overall implementation of the actions/services to achieve the articulated goal. The ability to create a yearlong professional development calendar with through lines to LCAP, WASC, and SPSA goals was implemented for staff during the 2017-18 school year. Professional learning communities for special education compliance, English Language support services, career technical education/advisory implementation, Next Generation Science Standards, as well as curriculum support for the Expository Reading and Writing, and a math adoption process ensure we are adequately providing the preparation needed to deliver the instruction required to support high need students in Alameda County Office of Education Schools. Our ability to provide efficient and effective teaching is dependent on the availability of materials, resources, and ongoing professional learning to ensure all areas of study are aligned to standards and student practice of 21st Century skills that prepare them for postsecondary education. It requires tremendous coordination between sites, county office divisions, community partners, as well as school districts in Alameda County. We will seek to include more training on site specific socio-emotional needs as well as student work analysis through the use of professional learning communities, as well as additional opportunities for instructional staff to facilitate to their colleagues. During the 2017-18 school year, professional learning was offered to support school sites to focus their fall advisory on seniors and juniors to make career choices through the use of the provided “College Board” curriculum. School sites will be supported in designing part of their spring advisory around giving support for those students who maybe concurrently enrolled at one of the community colleges. Some activities required our Seniors/Juniors to research a local community college that offers college/CTE courses in their desired fields. Students are encouraged to enroll at the identified community college for the spring semester or summer semester. These support groups will get homework support and be provided with the platform and framework for the students to discuss their successes and challenges. To address any challenges, we will continue to work with the Peralta College Transition centers.

Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. We will continue to look for opportunities to ensure our staff can analyze data, respond to students’ social emotional needs appropriately, and determine the best partnerships for community organizations; while being conscience of site level commitments and/or capacity restraints. Student access to Career Technical Education in our community schools will continue with our with Chabot 43

College partnership. We seek to redesign and develop a sustainable plan that will allow for a ECD concurrent enrollment course to be offered at Fruitvale and Burke Academies either for the spring semester or summer program of each school year. Court schools students at Sweeney have exposure to Career Technical Education exploratory opportunities such as manufacturing and coding courses that will provide students elective credit. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Action/Service: 3-4 Budgeted: Suppl’l/Concentration: (Court) Classified salaries: $232,378 & Classified salaries: $111,264 Actual Suppl’l/Concentration: (Court) $53,583 & Title I Part A & D $130,721 Classified and certification salaries paid out of other funds, in an effort to free up general funding. 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. AMOs -Percentage of students participating in Career Education courses or programs will be changed to number of students participating in Career Education courses or programs -Number of students enrolled in CTE courses, including minimum 20% SpEd identified will change to number of students enrolled in CTE courses, will be proportional to the overall SPaS enrollment of SpEd identified students. Action/Services Action/Service 3-1. Replaced ILP (Individual Learning Plan) with ILTP (Individual Learning and Transition Plan). Ratios for Court and Pregnant and Parenting Teen programs adjusted due to current negotiations. Action/Service 3-2. Replaced Pregnant and Parenting Program with Burke and Fruitvale Action/Service 3-3. Modified to include the identification of foster and homeless students to align appropriate supports and services. Action/Service 3-5. Removal of language that states “an approximate rate of $150/ADA.”, as we are unsure of the amount of funding available for 2018-19. 44

Action/Service 3-6. Modified to state “Fund ongoing teacher development; including 2 LEA-Wide staff development days per year. LEA wide staff development provided and designed to accomplish LCAP, SPSA, and WASC goals aligned to CCSS across content areas. Focus on the use of data (state and local) using a professional learning community (PLC) model. Formation of cross-site teacher focus groups to review and adopt common core aligned textbooks and supplemental materials. Site level PD organized by site administrator for SEL and staff specific inquiries.” Action/Service 3-8 Modified from support to maintain technology infrastructure, including maintenance and repair of computers. Action/Service 3-9. Provide training on mentoring and coaching certificated staff and training certificated staff to support effective teaching and learning aligned with the state content standards. (LEA-Wide) will be removed, as funding from Educator Effectiveness is no longer available.


45

Goal 4 Alameda County Expelled Youth will receive supports needed for students to complete their educational plans. State and/or Local Priorities addressed by this goal: STATE

1

2

COE

9

10

LOCAL

3

4

5

6

7

8

______________________________________


Actual

Percent of SPaS students who successfully complete their Expulsion Requirements and return to district.

13% increase of students completing expulsion requirements and returning to their home districts Increase graduation rate by 5% for expelled 12 grade students enrolled with less than 60 credits needed to graduate

2017 Baseline

Year 1: 2018 Target

Year 1: 2018 Actual

Met/Not Met

28%

35%

38%

MET

60%

65%

100%

MET

th

Percent of 12 grade SPaS students eligible for graduation (enrolled with no more than 60 credits needed) while completing Expulsion plan who will graduate from our schools.


46





4-1. Provide county-wide educational options, including community schools and independent study programs for students expelled from districts ( County-Wide)

Students in Alameda County have the option of attending Alameda County Office of Education Schools- Bridge, Quest Independent Study, or Hayward Community Day School to complete their mandated expulsion plans. Many students enroll at the sites during their 11th and/or 12th grade years and enrollment of two semesters at community sites is a condition of the completion of their home district expulsion plan. These students may earn enough credits during their enrollment to receive graduation status at our sites. During the 2017-18 school year, HCS had 3 12th graders with 60 or less credits needed for graduation. One student participated in the Winter 2018 ceremony, while the other two students will graduate in the Spring of 2018.

LCFF, Title I Part A, Supplemental and Concentration: Certificated salaries $1,731,125 Classified salaries: $445,564 Books and Supplies: $22,350 (*206,658) Total Community School Services: $2,405,697 (above summarizes Community School costs as also included in Goals 1, 2, and 3)

(*summarizes Community School costs as also included in Goals 1, 2, and 3) Resource (0614) S&C Object 1110 $1,696,033 Cert Salaries Object 2110 $444,019 Class Salaries Object 4300 $22,950 Supplies Object 5xxx $207,965 Operations Total $2,370,967




No cost

No cost

Action 2 Planned Actions/Services 4-2. Coordinate county plan for serving expelled and at risk youth and convene

Alameda Schools

County has

Office of Education increased district

47



Student Services Council with representatives from districts within the county.(County-Wide)

communication/interface with the provision of the monthly Student Services Council meetings. A letter of committed services has been provided ensuring districts receive timely updates on student academic, behavioral, and mental health progress including services provided by outside agencies supporting these student needs. In addition, specific district liaisons ensure that student progress is monitored on site by formal scheduled visits 3-5 times a week. We continue to work with other districts to duplicate this model of collaborative partnership for student success. A change in the design of the program is underway for the 2018-19 school year due to declining enrollment, a focus on saving costs while providing the same level of service for our expelled youth is the primary focus for the program redesign team.







4-3. Maintain low principal and secretary to student ratio at schools serving

Quest Independent Study and Hayward Community School currently have site

Classified Sal Supplemental and

Supplemental and Concentration:

48





predominately expelled youth to assist in the coordination of expulsion plans. Review each student’s expulsion plan when they enter into the school to set up a schedule that allows the student to complete all requirements outlined in the plan including academic requirements, attendance, counseling, and community service. (Bridge, HCS, Quest)

secretaries. Bridge began the year with a site secretary who left at the end of the first semester. Current site enrollment did not warrant the allocation of secretarial support for the second semester. Ongoing review of student expulsion plan requirements in terms of attendance, counseling, and community service are in place, using the efforts of staff, community partners, and administrators. The process of this responsibility is moving towards academic advising in the defined site advisory period so a uniform teacher-counselor-mentor model is implemented throughout all sites.

Concentration: (Community) $125,000

(Community) Resource (0614) Object 2110 Classified Salaries $168,209

Certificated Admin Sal $77,524

Certificated Admin Sal (Hayward Comm.) Object 1310 Cert Salaries $78,970





4-4. Provide paraprofessionals to support expelled youth in the areas of attendance, conflict resolution, and connection to community agencies to assist in completing expulsion plans. Provide intensive attendance and behavioral supervision for expelled students through the RtI: Student Needs Review Process, and the site level tiered attendance plan with clearly defined incentives and interventions. (Bridge, HCS, Quest)

Paraprofessionals at Bridge, Hayward Community School, and Quest provide students ongoing support in attendance monitoring, and use of restorative justice practices for conflict resolution. Needs are identified by the use of the site RtI process. The Student Programs and Services School Social Worker who will regularly communicate with community agencies to provide students services that are essential to the completion of the student expulsion plan.

Suppl'l/Concentration: (Community Schools) Classified salaries: $178,088

Suppl'l/Concentration: (Community Schools) Resource (0614) Object 2110 Classified Salaries $280,585 for Hayward, Bridge & Quest *see 3-2

49

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. Providing services for expelled students are a high priority and require ongoing collaboration with students’ home districts. There are a number of services provided for students in terms of social emotional well-being, judicial considerations, conflict resolution, and college and career readiness in order to ensure they are able to meet their expulsion plan criteria while still providing a quality educational environment. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. We met the expected AMO of 38% of SPaS students who successfully complete their expulsion requirement and returned to their home districts. We continue to support student completion of expulsion plans by providing to home districts: Absence Reports - sent the last day of each month for all students; In cases when attendance drops below 80% or when students are absent for 5 consecutive days, we will report to the home district. SPED Services -meeting with a representative of the home district if the conditions outlined above occur. Quarterly Progress Reports /Report Cards (e.g. Assessment performance, attendance, behavior, academic progress, mental, social, and emotional needs, IEP goal progress to district/parents) - provided for to home districts every 4 ½ weeks. We’ve also asked our neighboring districts and educational stakeholders to: • Visit the SPaS sites by appointment to ensure and administrator is present • Continue to inquire through SPaS Enrollment and Directors via email communique • Provide important data that may help us serve your student more effectively These requests are based on a success model of partnership actions from one of the districts; which has a very strong comprehensive model that consistently monitors student progress to provide important information about referred student (i.e., assessments, attendance, behavior, academic progress or needs, social emotional needs, home life considerations). Provide two Intervention 50

Counselors/Advocates that follow up on student progress on expulsion plans/ probation plans. This happens a minimum of three days a week. These commitments from Student Programs and Services were presented at the Student Services Council meeting in order to create a comprehensive collaborative model that ensures that students complete their plans towards returning to their home district. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Action/Services Action/Service 4-3 Supplemental and Concentration: (Community) Budgeted: $125,000 (Classified Sal) Actual: $168,209 (Classified Sal) Additional expenses due to transfer of personnel and the need to fulfill contractual obligations required in the rehiring of a previous ACOE employee as well as costs associated with site support needs. Action/Service 4-4 Budgeted: Suppl'l/Concentration: (Community Schools) Classified salaries: Budgeted: $178,088 Actual: $280,585 Budget was under projected for salary and benefit costs. 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. New Action/Service 4-5. Support students in meeting the terms of their rehabilitation plan by orienting the student to the school site behavior, attendance, and academic expectations, providing an overview of the plan’s requirements as outlined by the home district. As well as provide ongoing progress check-ins for the student, the family, and the home district. (County-Wide)

Annual Update LCAP Year Reviewed: 2017-18 Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. 51

Goal 5 Alameda County Foster Youth will receive additional supports needed for students to complete their educational plans. State and/or Local Priorities addressed by this goal: STATE

1

2

COE

9

10

LOCAL

3

4

5

6

7

8

______________________________________


Actual

5% increase in Alameda County districts supported to adopt partial credit policies 2% increase of foster youth receiving case management will maintain 80% attendance rate

2017 Baseline

Year 1: 2018 Target

Year 1: 2018 Actual

Met/Not Met

% of Alameda County Districts will be supported to adopt partial credit policies in the next three years

60%

70%

76% *2017 data

MET

% of foster youth receiving education case management will achieve 80% average attendance

91%

65%

62% *2017 data

MET

2017 Baseline

Year 1: 2018 Target

Year 1: 2018 Actual

Met/Not Met

87%

70%

68%

NOT MET

% of eligible foster youth th in the 12 grade receiving education case management will earn diploma or GED

3% increase of eligible 12th grade foster youth will earn a diploma or GED

4% increase in placement assistance for foster youth leaving detention centers

52

Expected

Actual % of foster youth leaving detention will receive placement assistance

91%

95%

*data not available to date

In process






5-1. Support foster youth district liaisons and schools by providing technical assistance and trainings on partial credit policies, best practices, foster youth education laws, foster youth identification using CALPADs reports, school of origin provisions, education rights holder information, and trauma informed classroom strategies. Coordinate services with child welfare, juvenile probation and other relevant agency partners including post-secondary programs. Provide education-related information to the county child welfare agency to assist in the delivery of services to foster children, including educational status and progress information that is required for court reports. Work with county agencies to minimize school placement changes. (County-Wide)

All foster youth district liaisons have a copy of the Partial Credit Model Policy as well as a Foster Youth Education Toolkit produced by Alliance for Children’s Rights, which includes forms to use when determining partial credits. Trainings were provided to child welfare workers, school counselors and principals, foster youth district liaisons, and foster care providers. School of origin and foster care placement notifications continued to be processed electronically. FYSCP staff helped school site staff identify foster youth through CALPADS and Foster Focus. Capacity building was accomplished by disseminating foster youth toolkits to various schools and providers.

Foster Youth Countywide Classified Salaries: $178,923

Foster Youth Countywide Resource (7366) Object 2xxx Classified Salaries $209,375

53





5-2. Establish policy and data infrastructure necessary to support and monitor the educational success of foster youth. Maintain a system for the efficient expeditious transfer of health and education records. Foster Youth Services Coordinating Program will assist in identifying foster youth by utilizing data from Alameda County’s Department of Children and Family Services database (CWS/CMS), CALPADS, and Aeries Dashboard. FYSCP will track case management activities and educational outcomes in Foster Focus database. FYSCP will support districts in analyzing outcome data and prioritize students accordingly. (County-Wide)

FYSCP expanded its data structure by utilizing Foster Focus database, CALPADS, and AERIES. Statewide and local graduation rates and special education status are maintained in CALPADS. CALPADS foster youth enrollment report (5.7) is uploaded weekly to Foster Focus. Foster Focus receives daily child welfare uploads. Both databases are utilized for tracking education records, academic progress, and graduation rates. AERIES is used for tracking foster youth in our ACOE schools. In addition to ACOE having access to Foster Focus, Oakland USD and Fremont USD are also users of Foster Focus.

Foster Youth Countywide


Classified Salaries:


$175,527

Resource (9603) Object 2xxx Classified Salaries

Foster Youth Countywide Services & Other Operating Expenditures: $10,221

$200,674 Object 5XXX Services & Other Operating Expenditures: Resource (7366) & (9603) $9,300





5-3. Provide educational mentoring/case management to foster youth identified by Child Welfare as potentially at high risk for not completing high school. Outcome data from district SISs will further reveal the needs of youth and better inform referrals for services. (County-Wide)

At this point in time five of our education mentors have provided direct case management services to 126 foster youth. Graduation outcomes and attendance rates will be available in June 2018.

Foster Youth Countywide Classified Salaries: $67,622 Foster Youth Mentor Classified Salaries: $187,500 Suppl'l/Concentration Classified Salaries:

Foster Youth Countywide Resource (7366) Classified Salaries: Object 2110 = $67,622 Resource (9603) Classified Salaries: Object 2210 $200,674

54





$30,325

S/C (0612) Object 2210 Classified Salaries: $20,232





5-4. FYSCP will help foster youth identify and/or develop a relationship with a meaningful adult who will provide long term social-emotional support which will increase the chances of successful transitions with school and/or independent living. (County-Wide)

All five of the education mentors have assisted in identifying a meaningful adult for youth that are case managed by FYSCP. 58% of those directly served have a significant adult.

Classified Salaries Title I Part D: $92,140

Title I Part D: Resource (3025) Classified Salaries Object 2110 $126,194

Foster Youth Countywide Classified Salaries: $43,310

Resource (7366) Classified Salaries: Object 21XX = $41,046



55







5-5. Screen every student who enters juvenile detention facility for foster youth status. Assist foster youth with school reentry and/or provide local resources including educational options. (County-Wide)

Foster youth are identified in ACOE’s Orientation and Assessment classroom located at Butler Academic Center. For those foster youth released to the Transition Center, an ACOE contracted staff member assists with school reentry in consultation with FYSCP.

Classified Salaries: Title I Part D: $153,310

Title I Part D: Resource (3025) Object 2110 Classified Salaries $142,442

56

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. Services are aligned to meet our stated goals. Thus far, we have seen continued success with the utilization of multiple databases, targeted case management (education mentoring), and trainings provided to child welfare workers, community partners, and providers. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. FYSCP’s education case management (mentoring) continues to have a significant impact on foster youth graduation and attendance rates. Our increased use of multiple education databases has resulted in a more effective use of data in terms of targeting specific services for foster youth. The dissemination of toolkits and technical assistance provided by staff has allowed school personnel to increase its expertise in foster youth education rights and local resources. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Action/Service 5-1 Budgeted: Foster Youth Countywide Classified Salaries: $178,923 Actual: Foster Youth Countywide $209,375 Budget was under projected for salary and benefit costs. Action/Service 5-3 Budgeted: Suppl'l/Concentration Classified Salaries: $30,325 Actual: (Resource 0612 Object 2210) $20,232 Classified salary for 30k was actually 20k; a percentage of his salary was paid out of a different source.

57

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.

Though we have made some progress with districts adopting partial credit policies, an ongoing goal is to ensure that school site personnel are implementing the process for establishing partial credit for individual foster youth. Please note that Sunol Glen Unified does not have a high school and does not plan to adopt a partial credit policy. Piedmont USD is in the process of presenting a partial credit policy to its board. FYSCP continues to more fully utilize its Foster Focus database which now has an additional three Alameda county district users. AMOs Remove % of foster youth leaving detention will receive placement assistance The foster youth at Butler Academic Center that are waiting for placements (mostly out of state), are no longer directly served by FYSCP as we move towards building staff capacity to become knowledgeable about resources that are available to foster youth. (per L. Tarango 2016-17 LCAP Annual Update Analysis) Action/Services Action/Service 5.5 removed (related to AMO above)

58

Stakeholder Engagement LCAP Year: 2017-18

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? The LCAP Engagement process in 2017-18 included a combination of district-wide, school, and small group meetings and sessions complemented by tools and materials to facilitate participation, share information, and gather feedback. A total of 6 engagement events have taken place to date (March 2018) to review and gather feedback on student achievement data, program information, and the implementation of LCAP strategies, actions, and investments and 4 additional engagement events are planned for the school year. The September 27, 2017 Community Schools School Site Council meeting and the Court Schools School Site Council meeting on January 22, 2018 provided attendees an opportunity to understand the functions of School Site Council and encouraged community participation by allowing for a collaborated effort on the design and implementation of our community engagement process with members of Community Based Organizations, staff, and students.) The November 29, 2017 Community Schools School Site Council meeting and the Court Schools School Site Council meeting on February 22, 2018 reviewed our Title I funding (Site Plan for Student Achievement-SPSA) from the LCAP and provided an opportunity to review the district’s expenditure plan, and allowed for questions and input from the community. Community Schools also were able hear about the California Department of Education’s new English Learner assessment the ELPAC and participated in a discussion of CELDT data from the Fall 2017 administration The Community schools Site Council meeting on January 24, 2018 and the Court Schools staff meeting March 7, 2018 provided an opportunity to review/provide input on the actions and services narratives for 2017-18 LCAP Goals 1-3 and review of the annual measureable outcomes. Both groups had the chance to review the current site attendance rates, the allocation of attendance incentives. Participants provided input on site level actions and make suggestions for changes to the use of funding in an effort to improve current data. Educational stakeholder had the opportunity to provide attendance incentive suggestions for the 2018-19 school year during the Community School Site Council meeting on March 28, 2018. The School Site Council meetings for Community Schools on May 23, 2018; as well as Court Schools on March 29, April 26, and May 24, 2018 will be additional opportunities for members of our bargaining units, ACTA, CSEA, and the community to review the data outcomes for our measureable indicators and provide possible suggestions for the 2019-2021 LCAP actions/services to address gaps and needs our data indicates. The LCAP Survey will be posted at the ACOE 59

website in April 2018 to garner input from the community which will inform the crafting of the upcoming year’s LCAP. We have distributed a parent “Climate Survey” for upcoming site level events in order to gather more parent input in our LCAP process, as the posted survey from 2017-18 did not garner the level of responses we would have liked. In addition to district-wide meetings, the Community schools WASC process required a number of staff small group engagements were held to review LCAP indicator goals/progress for staff and administrators. Those small group engagements included engagements requiring the analysis of school, district, state, and local assessment data. Site leaders reviewed data collection needs (student outcomes, attendance tracking, in an effort to plan site level strategies for improvement.

Impact on LCAP and Annual Update How did these consultations impact the LCAP for the upcoming year? Student Programs and Services elected to hold this year’s engagements around LCAP during the school day as our experience in the previous school years, yielded better family and community participation at Court sites that were already employing the practice. The inclusion of site level actions and services in the narrative of the Annual Update was due to the input of our educational stakeholders based on their knowledge of specific site level actions. Both staff and students appreciated the focus on attendance rates and their relationship to site interventions/incentives, state/local testing and implications for post-secondary life. Stakeholders were also able to provide input possible reclassification strategies, ongoing academic support for English learner students, as well as the ability to provide suggestions on how funding should be spent to serve students. The demands of the current engagement time and parent availability and student representatives must also be addressed. We look to gather more input from our stakeholders on the possible implementation of several new actions and services to add to the LCAP for the 2018-20 version.

60



Unchanged Goal

Goal 1 ACOE students will receive value-added teaching and learning optimized for the unique needs of each program’s population. ACOE will ensure the Pupil Outcomes of skill development, credit recovery, high school graduation, and preparation for life after high school by providing an instructional program optimized for the needs of each site’s unique student population. State and/or Local Priorities addressed by this goal: STATE LOCAL

1

2

3

4

5

6

7

8

COE

9

10

______________________________________

Identified Need: Most ACOE students have not been successful in traditional schools and need effective and individualized instructional programs. Additionally, most have one or more significant barriers to schooling, including parenting, drug dependency, criminal involvement, gang involvement, and histories of abuse, neglect, or trauma, each of which requires its own interventions and supports, and each of which may require the use of different alternative practices which must be customized to the needs of particular school and to the individual students.

61


Baseline

2017-18

2018-19

2019-20

CAASPP (EAP) Assessment Results for English Language Arts – % Meeting Standards

2%

0%

2%

2%

CAASPP (EAP) Assessment Results for Mathematics – % Meeting Standards

2%

0%

2%]

2%

% of students taking at least one UC/CSU required course

15%

0%

15%

15%

% of Students enrolled a min. of 2 semesters meeting 1 year progress toward English Proficiency using a local assessment for EL progress

35%

42%

35%

35%

7%

Summer 2018 data release

10%

10%

English Learner Reclassification Rate for students enrolled a min. of 2 semesters meeting proficiency growth of 1 year a local assessment for EL progress

(5/12)

62

Metrics/Indicators

Baseline

2017-18

2018-19

2019-20

% of Pupils showing college readiness by scoring Exceed Standard in English Language Arts (EAP)

4.55%

2%

2%

2%

% of Pupils showing college readiness by scoring Exceed Standard in Mathematics (EAP)

0%

0%

2%

2%

% of Pupils who earned more than 13 credits per quarter

51.85%

58.59%

59%

58%

% of students who were administered both a pre and post local assessment in Reading and Math

85%

71%

80%

80%

63


Action

1

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served:

Location(s):



All

All Schools OR


Scope of Services:

Location(s):




[Add Students to be Served selection here]

[Add Scope of Services selection here]

[Add Location(s) selection here]




Unchanged

Unchanged

Unchanged

64

2017-18 Actions/Services 1-1. Implement a Response to Intervention program to assist students who are having academic difficulties in the classroom. Create an Individualized Learning and Transition Plan (ILTP) for each long-term student that identifies needs in coursework, academic intervention, and targeted supports. Offer a menu of credit recovery options at all sites. Provide academic intervention software and materials to support ILTPs. (LEAWide)




2017-18

2018-19

2019-20

Amount

$66,295

$76,000

$76,000

Source


Title I Part A - (3010)

Title I Part A -3010

Obj 5800

Object 5800 Operating Expenses

Object 5800 Operating Expenses

Budget Reference

65


Action

2


Location(s):



All

All Schools OR


Scope of Services:

Location(s):










Unchanged

Unchanged

Unchanged




66

2017-18 Actions/Services 1-2. Assess baseline skills and student learning using both state assessments and local assessments in reading and math to measure progress every 90 days for long term students, with an overall site participation rate of 80%. Provide training to staff on use of student data. (LEA-Wide)




2017-18

2018-19

2019-20

Amount

$127,187/$7,000

$59,904

$59,904

Source

Title I Part D

Title I Part D – (3025)


Classified Salaries: Title I Part D Object 2xxx



Budget Reference

Other Svcs & Oper Object 5800 -

67


Action

3


Location(s):




Scope of Services:

Location(s):




English Learners

LEA-wide

All Schools




Unchanged

Unchanged

Unchanged




68

2017-18 Actions/Services 1-3. Provide language development activities to English Language Learner (ELL) students, including Redesignated English Learners (RFEP). Provide support staff to help target instruction, assess, and monitor ELLs and RFEPs. (LEA-Wide)




2017-18

2018-19

2019-20

Amount

$75,040/ $57,666

$57,720 / $76,032

$57,720 / $76,032

Source

Title I Part A/ Suppl’l/Concentration

Title I Part A / Suppl’l/Concentration

Title I Part A / Suppl’l/Concentration

Certificated Salaries Title I Part A & S/C Object 1110

Classified Salaries: Title I Part A (3010) $57,720 Object 2110

Classified Salaries: Title I Part A (3010) $57,720 Object 2110

Classified Salaries: Title I Part A Object 2110

Certificated Salaries S&C $76,032 Object 1110

Certificated Salaries S&C $76,032 Object 1110

Budget Reference


Action

4


Location(s):



69

All

All Schools OR


Scope of Services:

Location(s):










Unchanged

Unchanged

Unchanged

2017-18 Actions/Services 1-4. Provide targeted literacy staff to support ELD, reading intervention, and academic vocabulary strategies in all programs, including curriculum material, teacher PD, follow up coaching, and support from ELD coach and paraprofessional. Ensure that all students reading below designated benchmark are participating in appropriate intervention program. Serve as state Assessment Coordinator and aligns LEA wide PD based on student data. Prepare data reports for site and staff review for targeted interventions. (LEA-Wide)



70


2017-18

2018-19

2019-20

Amount

$73,088/ $60,029

$30,888 / $199,584

$30,888 / $181,272

Source

Title I Part D / Title I Part A



Certificated Salaries: Resource 3025 Object 1310

Certificated Salaries: Resource (3025) $30,388 Object 1310

Certificated Salaries: Resource (3025) $30,388 Object 1310

Certificated Salaries: Resource 3010 Object 1110

Certificated Salaries: Resource (3010) Object 1110 $76,032 Object 1310 $123,552

Certificated Salaries: Resource (3010) Object 1110 $76,032 Object 1310 $123,552

Budget Reference


Action

5


Location(s):



All

All Schools OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:

71


Scope of Services:

Location(s):










Unchanged

Unchanged

Unchanged

2017-18 Actions/Services 1-5. After School: Provide an extended day program, which includes academics, enrichment, family engagement, and job readiness programs. (Bridge, HCS, Fruitvale, and Burke)




2017-18

2018-19

2019-20

Amount

$170,445/75,000/$140,000/$25,000

$205,786 / $165,000

$210,000 / $185,000

Source

21st Century ASSETS After School Grant/ Oakland Unite Grant



72

Year

2017-18

Budget Reference

21st Century ASSETS After School Grant: Total $245,445 Object 5100 -$170,445 5800 - $75,000 Oakland Unite Grant – Total $165,000 Object 5100 -$140,000 5800- $25,000

2018-19 21st Century ASSETS After School Grant: Total $205,786 Object 5100 -$130,786 5800 - $75,000 Duplicated in 2-3. Oakland Unite Grant – Total $165,000 Object 5100 -$140,000 5800- $25,000

2019-20 21st Century ASSETS After School Grant: Total $205,786 Object 5100 -$130,786 5800 - $75,000 Duplicated in 2-3. Oakland Unite Grant – Total $165,000 Object 5100 -$140,000 5800- $25,000


Action

6


Location(s):



OR For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: 73


Scope of Services:

Location(s):





Schoolwide

Court, Bridge, Burke, Fruitvale, Quest




Unchanged

Unchanged

Unchanged

2017-18 Actions/Services 1-6. Provide summer school for expanded learning time for community schools predominately serving unduplicated students. (Community)



Actions/Services


2017-18

2018-19

2019-20

Amount

$102,263/$47,981

$100,000/$50,000

$100,000/$50,000

Source

Suppl’l/Concentration

Suppl’l/Concentration – (0614)


74


2017-18

2018-19

2019-20

Suppl’l/Concentration: Certificated salaries: Object 1140 - $102,263

Suppl’l/Concentration: Certificated salaries: Object 1140 - $100,000

[Suppl’l/Concentration: Certificated salaries: Object 1140 - $100,000

Classified Salaries: Object 2140 - $47,981




Action

7


Location(s):



All

All Schools OR


Scope of Services:

Location(s):





Schoolwide

Court

75




Unchanged

Unchanged

Unchanged

2017-18 Actions/Services 1-7.Contract with outside community partners to supplement the mandated instructional program with Arts Intersession for court school students 3 weeks per year, entirely serving unduplicated students. (Court)




2017-18

2018-19

2019-20

Amount

$25,000

$25,000

$25,000

Source




Suppl’l/Concentration: Services & Other Operating Expenditures: Instructors: Resource 0613 Object 5800 = $25,000



Budget Reference

76


Action

8


Location(s):



All

All Schools OR


Scope of Services:

Location(s):











New

Unchanged



77

2017-18 Actions/Services *new for 2018-19

2018-19 Actions/Services 1-8.Contract with outside community partners to provide enrichment and exploratory services (library, art, & golf) for court schools, entirely serving unduplicated students. (Court)

2019-20 Actions/Services 1-8.Contract with outside community partners to provide enrichment and exploratory services (library, art, & golf) for court schools, entirely serving unduplicated students. (Court)


2017-18

2018-19

2019-20

Amount

[Add amount here]

$50,000/$18,000/$10,080

$50,000/$10,080/$18,000

Source

[Add source here]



[Add budget reference here]

Object 5800: Library $50,000 Golf $18,000 Art $10,080

Object 5800: Library $50,000 Golf $18,000 Art $10,080

Budget Reference


Action

9


Location(s):



All

All Schools 78


Scope of Services:

Location(s):











New

New


79


Select from New, Modified, or Unchanged for 2017-18 *new for 2018-19



1-9. Special Education students entering ACOE community schools are served by Resource Specialist teachers as indicated on the individual’s IEP. Students may also be referred for special education consideration and assessment while enrolled. The Resource Specialist assigned to each site acts as the point person in the referral process. Special Education Services regarding identification of student need, Multi-Tiered System of Support (MTSS) provides a basis for understanding how we endeavor to work together to ensure equitable access and opportunity for all students to achieve the Common Core State Standards (CCSS). MTSS includes Response to Instruction and Intervention. (LEA-Wide)



2017-18

2018-19

2019-20

Amount

NA

No cost

No cost

Source

NA

NA

NA

Budget Reference

NA

NA

NA

80



Unchanged Goal

Goal 2 ACOE will support Student and Family Engagement by providing wrap-around supports that develop school connectedness and eliminate barriers to school success.

State and/or Local Priorities addressed by this goal: STATE

1

2

COE

9

10

LOCAL

3

4

5

6

7

8

______________________________________

Identified Need: Most ACOE students have significant histories of school disengagement and failure including truancy, suspension, and expulsion. 100% of students are either expelled, under the supervision of probation, or under the supervision of social services. Many youth and families arrive at ACOE schools in crisis and in need of additional supports in order to be successful in school including counseling and other wrap around services. Alameda County is seeing a significant reduction in the number of students detained, length of detention, and number of students expelled. The result is a detained and expelled population that has an even higher concentration of needs, and even faster transitions between schools and programs.

81


Baseline

2017-18

2018-19

2019-20

The number of parents/guardians participating in LCAP Parent/Guardian Engagement Committee

7

7

10

10

The number of engagement events sponsored for parents/guardians

25

25

25

25

The % of parents/guardians who participate in the IEP process

100%

100%

100%

100%


77%

78%

78%

78%


96%

96%

98%

98%


70%

70%

75%

75%


64%

64%

65%

65%

Fruitvale & Burke Attendance Rate at P1

83%

83%

85%

85%

82

Metrics/Indicators

Baseline

2017-18

2018-19

2019-20


100%

100%

100%

100%

Thunder Road Attendance Rate at P1

100%

100%

100%

100%

Chronic Absenteeism Rate

19%

19%

15%

15%

Middle School Drop Out Rate

NA

NA

NA

NA

High School Drop Out Rate

NA

NA

NA

NA


31%

31%

33%

35%

Suspension Rates

6%

6%

5%

5%

Expulsion Rates

0

0

0

0

Truancy Rate

14%

14%

12%

12%

83


Action

1


Location(s):



All

Specific Schools: Bridge, HCS, Fruitvale, Burke, and Quest OR


Scope of Services:

Location(s):







84




Unchanged

Modified

Unchanged




2-1. Maintain and extend the academic improvement focus of the Response to Intervention (RtI) program through the creation of site based collaboration teams. These teams will analyze data to assist students who are having difficulties accessing instruction for reasons of attendance, chronic absences, behavior, or health, including regularly screening all students progress and connecting them to services and supports. Provide mental and physical health services to students at or near the school to support their socioemotional well-being and address behavioral issues that prevent them from being successful. (Bridge, HCS, Pregnant and Parenting Program, Quest)

2-1. Maintain and extend the academic improvement focus of the Response to Intervention (RtI) program through the creation of site based collaboration teams that will analyze data to assist students who are having difficulties accessing instruction for reasons of attendance, chronic absences, behavior, or health, including regularly screening all students’ progress and connecting them to services and supports. Use MAP data as one of the evaluation measures to drive instructional practices and student placement decisions. Provide mental and physical health services to students at or near the school to support their socio- emotional well-being and address behavioral issues that prevent them from being successful. (Bridge, HCS, Burke, Fruitvale, and Quest)

2-1. Maintain and extend the academic improvement focus of the Response to Intervention (RtI) program through the creation of site based collaboration teams that will analyze data to assist students who are having difficulties accessing instruction for reasons of attendance, chronic absences, behavior, or health, including regularly screening all students’ progress and connecting them to services and supports. Use MAP data as one of the evaluation measures to drive instructional practices and student placement decisions. Provide mental and physical health services to students at or near the school to support their socio- emotional well-being and address behavioral issues that prevent them from being successful. (Bridge, HCS, Burke, Fruitvale, and Quest)

Budgeted Expenditures Year Amount

2017-18 $97,348/$126,194/$19,761/$8,500

2018-19

2019-20 $98,000 / $128,220 85

$98,000 / $128,220

Year

2017-18

Source

Suppl'l/Concentration /Title I Part D/ Sped. Mental Health/ Suppl'l/Concentration

Budget Reference

2018-19

2019-20

Suppl'l/Concentration / Title I Part D

Suppl'l/Concentration / Title I Part D

Resource 0614 Object 1210 $97,348 School Nurse

Resource (0614) S/C Object 1210 Cert Salaries $98,000 School Nurse

Resource (0614) S/C Object 1210 Cert Salaries $98,000 School Nurse

Resource 3025 Object 2910 $126,194 Social Worker

Resource (3025) Title I Part D Object 2910 Classified Salaries $128,220 Social Worker

Resource (3025) Title I Part D Object 2910 Classified Salaries $128,220 Social Worker

Resource 6512 &3327 Object 2910 & 3xxx $19,761 Social Worker Resource 0614 Object 5800 = $8,500 Intern stipends


Action

2


Location(s):



86

All



Scope of Services:

Location(s):







Actions/Services Select from New, Modified, or Unchanged for 2017-18 Unchanged

Select from New, Modified, or Unchanged for 2018-19 Unchanged


2017-18 Actions/Services 2-2. Transportation: Provide bus and Bart passes to students who are having trouble getting to school.



(Bridge, HCS, Burke, Fruitvale, and Quest)




2017-18

2018-19

2019-20

Amount

$2,000

$2,000

$2,000

Source

Suppl'l/Concentration



87


2017-18

2018-19

2019-20

Resource 0614 – Object 5800

Resource (0614) – Object 5800 Operating Expenses

Resource (0614) Object 5800 Operating Expenses


Action

3


Location(s):




Scope of Services:

Location(s):





Unduplicated Student Group

88

Burke, Fruitvale




Unchanged

Modified

Unchanged

2017-18 Actions/Services 2-3. Provide comprehensive childcare services to pregnant and parenting teens, including a dedicated childcare room, a fully certified Early Head Start program and Additional Paraprofessional to assist teen parents in engaging in instruction. (Pregnant and Parenting Program)

2018-19 Actions/Services 2-3. Provide comprehensive childcare services to pregnant and parenting teens, including a dedicated childcare room, a fully certified Early Head Start program and paraprofessionals to assist teen parents in engaging in instruction. (Fruitvale, Burke)

2019-20 Actions/Services 2-3. Provide comprehensive childcare services to pregnant and parenting teens, including a dedicated childcare room, a fully certified Early Head Start program and paraprofessionals to assist teen parents in engaging in instruction. (Fruitvale, Burke)


2017-18

2018-19

2019-20

Amount

$70,164

$25,000/$75,000/$50,000

$25,000/$75,000/$50,000

Source


ASSETS/Suppl'l/Concentration

ASSETS/Suppl'l/Concentration

Budget Reference

Suppl'l/Concentration: (Community School) Resource 0614 – Object 2110

ASSETS Grant ($25,000) Obj 5800 Duplicated in 1-5.

ASSETS Grant ($25,000) Obj 5800 Duplicated in 1-5.

Suppl'l/Concentration ($75,000) Object 5800

Suppl'l/Concentration ($75,000) Object 5800

Suppl'l/Concentration ($50,000) Classified Salary Obj 2110

Suppl'l/Concentration ($50,000) Classified Salary Obj 2110

89


Action

4


Location(s):



All



Scope of Services:

Location(s):







Unchanged

Modified

Unchanged




90

Select from New, Modified, or Unchanged for 2017-18 2-4. Provide College and Career Pathways Coordinator to develop infrastructure for college and career pathways and assist long term students in making and actualizing plans for life after high school, as well as services for school and pathway placement through Transition Center. Assist staff in obtaining CTE credentials needed to provide instruction and give students viable credit for courses taken. (LEA-Wide)

Select from New, Modified, or Unchanged for 2018-19 2-4. Provide placement through the Transition Center after leaving juvenile hall and support students in making and actualizing plans for life after high school. Support infrastructure for college and career pathways for long term students. Provide guidance for staff with CTE credentials so that they can provide instruction and give students viable credit for courses taken. (LEA-Wide)

Select from New, Modified, or Unchanged for 2019-20 2-4. Provide placement through the Transition Center after leaving juvenile hall and support students in making and actualizing plans for life after high school. Support infrastructure for college and career pathways for long term students. Provide guidance for staff with CTE credentials so that they can provide instruction and give students viable credit for courses taken. (LEA-Wide)


2017-18

2018-19

2019-20

Amount

$147,206/ $90,000

$41,768/$35,905

$41,768/$35,905

Source

CPT2 Grant

Title I Part D

Title I Part D

CPT2 Grant: Certificated Admin. Salaries: Resource 6382 Object 13xx $147,206 Contractual Services: Transition Center Resource 3025 Object 5800 $90,000

Title I Part D (3025)


Obj 1310 Cert Salaries $41,768

Obj 1310 Cert Salaries $41,768

Title I Part D (3025) Obj 5800 Operating Exp $35,905

Title I Part D (3025) Obj 5800 Operating Exp $35,905

Budget Reference

Title I Part D (16-17 carryover) 91


Action

5


Location(s):



All



Scope of Services:

Location(s):










Unchanged

Unchanged

Unchanged




92

Select from New, Modified, or Unchanged for 2017-18 2-5. All sites will develop a family engagement plan, focused on engaging the families of unduplicated and high-need students. At a minimum, plans will collect data on existing family engagement activities, utilize an annual family and student survey to assess and improve school connectedness and satisfaction, and develop at least one parent/guardian involvement event specifically designed to engage parents/guardians of unduplicated students, including but not limited to: parent/guardian-teacher conferences, after school nights, awards celebrations and family organizations. (LEA-Wide)




2017-18

2018-19

2019-20

Amount

$5,596

$5,596

$5,596

Source

Title I Part A

Title I Part A (3010) (reservation 84)

Title I Part A (3010) (reservation 84)

Title I Part A Parent Engagement: Resource 3010 Object 5800

Title I Part A Parent Engagement: Resource (3010) Object 5800 Operating Expenses

Title I Part A Parent Engagement: Resource (3010) Object 5800 Operating Expenses

Budget Reference

93


Action

6


Location(s):




Scope of Services:

Location(s):





LEA-wide

All Schools




Unchanged

Modified

Modified




Actions/Services

94

2017-18 Actions/Services 2-6. Principals and sites will review SPaS Monthly engagement report which includes ADA and bring data to site meetings to develop student intervention plans focusing on attendance improvement. (LEA-Wide)

2018-19 Actions/Services 2-6. Principals and sites will review SPaS AERIES Analytics data which includes attendance/absence coding, suspensions, and other DASS indicators and bring data to site meetings to develop student intervention plans focusing on improvement. (LEA-Wide)

2019-20 Actions/Services 2-6. Principals and sites will review SPaS AERIES Analytics data which includes attendance/absence coding, suspensions, and other DASS indicators and bring data to site meetings to develop student intervention plans focusing on improvement. (LEA-Wide)


2017-18

2018-19

2019-20

Amount

$10,000

$0

$0

Source


NA

NA

Budget Reference

Suppl’l/Concentration: Resource 0612 Object 4300

NA

NA

95



Unchanged Goal

Goal 3 ACOE Schools will leverage their resources through efficient and effective teaching, administration, and support services. ACOE Schools will provide the conditions of learning for all students to complete high school graduation requirements, including access to qualified teachers, enrollment in all required areas of study, standards aligned course and instructional materials, and facilities in good repair while maintaining our additional commitment to providing a high staff to student ratio and programs located in the communities of highest need.

State and/or Local Priorities addressed by this goal: STATE

1

2

COE

9

10

LOCAL

3

4

5

6

7

8

______________________________________

Identified Need: Students enrolled in ACOE Schools are at high risk of not graduating and need specialized supports and courses to help them be successful in completing high school and advancing toward college and career. In spite of their small size – averaging 30 students per site - ACOE schools must provide a full spectrum of high school courses taught by qualified teachers and a wide variety of electives to support academic, personal, and pro-social growth. 96


Baseline

2017-18

2018-19

2019-20

% of teachers who are appropriately credentialed for subjects taught

100%

100%

100%

100%

% of students with appropriate instructional materials

100%

100%

100%

100%

% of facilities rated as “Good” on annual facilities audit

100%

100%

100%

100%

% of teachers trained on Common Core State Standards

100%

100%

100%

100%

% of teachers implementing new English Language Arts with embedded ELD curriculum

25%

25%

25%

25%

% of students participating in Career Education courses or programs

6%

6%

15%

15%

Number of CTE courses offered to students

2

2

2

2

Number of students enrolled in CTE courses, including SpEd proportional to LEA enrollment

27

58

50

50

97


Action

1


Location(s):




[Add Location(s) selection here] OR


Scope of Services:

Location(s):





Schoolwide

98

Specific Schools: Bridge, Butler, Burke, Fruitvale, HCS, Quest, Sweeney, Thunder Road




Unchanged

Modified

Unchanged

2017-18 Actions/Services 3-1. Provide a reduced student to teacher ratio of no more than 16:1 in all Court schools and no more than 17:1 at Thunder Road, Bridge, and Hayward Community Schools. (Reduced by approximately 50% from state average for high school classes) Maintain a 28:1 student to teacher ratio at Burke and Fruitvale and a maximum 30:1 at Quest Independent Study Program. Implement LEA-wide system of academic advising including the creation and monitoring of ILPs. Includes staff access to student assessment and transcript data, teacher training on reading transcripts and developing ILPs, and designated advising time in each teacher schedule. (LEA Wide)

2018-19 Actions/Services 3-1. Provide a reduced student to teacher ratio of no more than 16:1 at Juvenile Hall, no more than 17:1 at Thunder Road, Bridge, and Hayward Community Schools. (Reduced by approximately 50% from state average for high school classes) Maintain a 28:1 student to teacher ratio, or lower at Burke and Fruitvale and a maximum 30:1 at Quest Independent Study Program. Implement LEA-wide system of academic advising including the creation and monitoring of ILTPs. Includes staff access to student assessment and transcript data, teacher training on reading transcripts and developing ILTPs, and designated advising time in each teacher schedule. (LEA Wide)

2019-20 Actions/Services 3-1. Provide a reduced student to teacher ratio of no more than 16:1 at Juvenile Hall, no more than 17:1 at Thunder Road, Bridge, and Hayward Community Schools. (Reduced by approximately 50% from state average for high school classes) Maintain a 28:1 student to teacher ratio, or lower at Burke and Fruitvale and a maximum 30:1 at Quest Independent Study Program. Implement LEA-wide system of academic advising including the creation and monitoring of ILTPs. Includes staff access to student assessment and transcript data, teacher training on reading transcripts and developing ILTPs, and designated advising time in each teacher schedule. (LEA Wide)


2017-18

2018-19

2019-20

Amount

$290,831

$300,000

$300,000

Source


Supplemental/Concentration 99

Supplemental/Concentration


Action

2017-18

2018-19

2019-20

Suppl'l/Concentration: (Court &Community Schools) Resource 0613 & 0614 Object 1110

Suppl'l/Concentration: (Court &Community Schools) Resource (0613) & (0614) Object 1110 Cert Salaries

Suppl'l/Concentration: (Court &Community Schools) Resource (0613) & (0614) Object 1110 Cert Salaries

2


Location(s):




Scope of Services:

Location(s):





LEA-wide

Specific Schools (Bridge, Burke, Fruitvale, HCS, and Quest)




100

2017-18 Actions/Services 3-2. Provide campus-wide paraprofessionals to support a safe, orderly, and personalized learning environment that facilitates student access to instruction at school sites that serve predominately unduplicated students. (Bridge, Pregnant and Parenting Program, HCS, and Quest)

2018-19 Actions/Services 3-2. Provide campus-wide paraprofessionals to support a safe, orderly, and personalized learning environment that facilitates student access to instruction at school sites that serve predominately unduplicated students. (Bridge, Burke, Fruitvale, HCS, and Quest)

2019-20 Actions/Services 3-2. Provide campus-wide paraprofessionals to support a safe, orderly, and personalized learning environment that facilitates student access to instruction at school sites that serve predominately unduplicated students. (Bridge, Burke, Fruitvale, HCS, and Quest)


2017-18

2018-19

2019-20

Amount

$305,556

$250,000

$250,000

Source




Suppl'l/Concentration: Resource (0614) Object 21xx Classified Salaries Duplicated in 4-1,4-2 & 4-4

Suppl'l/Concentration: Resource (0614) Object 21xx Duplicated in 4-1,4-2 & 4-4

Budget Reference

Action

Suppl'l/Concentration: Resource 0614 Object 21xx

3


Location(s):



All

Specific Schools (Court) OR 101


Scope of Services:

Location(s):







Modified

Unchanged

2017-18 Actions/Services 3-3. Staff an Orientation and Assessment center for students arriving in juvenile detention to assess their current levels, track down records, and support transition to detention-based education. (Butler)

2018-19 Actions/Services 3-3. Staff an Orientation and Assessment center for students arriving in juvenile detention to assess their current levels, track down records, and support transition to detention-based education. Identify foster and homeless students to align appropriate supports and services. (Butler)

2019-20 Actions/Services 3-3. Staff an Orientation and Assessment center for students arriving in juvenile detention to assess their current levels, track down records, and support transition to detention-based education. Identify foster and homeless students to align appropriate supports and services. (Butler)


2017-18

2018-19

2019-20

Amount

Title I Part D

$139,182

$139,182

Source

Title I Part D



102

Year

2017-18 Classified Salaries: Title I Part D Object 2xxx From 1-2 Above

Budget Reference

Action

2018-19

2019-20

Classified Salaries: $139,182 Title I Part D Object 2xxx – Classified Salaries

Classified Salaries: $139,182 Title I Part D Object 2xxx -

From 1-2 Above

From 1-2 Above

4


Location(s):



All

Specific Schools: Court OR


Scope of Services:

Location(s):










103

2017-18 Actions/Services 3-4. Provide classroom-based Paraprofessionals to provide additional individual tutoring to improve English and Math Skills and to individualize and differentiate instruction in court schools. (Butler)




2017-18

2018-19

2019-20

Amount

$53,583/$130,721

$59,747

$59,747

Source




Suppl’l/Concentration: (Court) Resource 0613 Object 2110

Title I Part A Resource (3010) Object 2110 Classified Salaries

Title I Part A Resource (3010) Object 2110 Classified Salaries

Budget Reference

Title I Part A & D Resource 3010 & 3025 Object 2110

104

Action

5


Location(s):




Scope of Services:

Location(s):





LEA-wide

All Schools


Select from New, Modified, or Unchanged for 2018-19 Modified


2017-18 Actions/Services 3-5. Fund supplemental materials to meet individual student needs at an approximate rate of $150/ADA. (LEA-Wide)

2018-19 Actions/Services 3-5. Fund supplemental materials to meet individual student needs. (LEA-Wide)

2019-20 Actions/Services 3-5. Fund supplemental materials to meet individual student needs. (LEA-Wide)

Actions/Services

Budgeted Expenditures 105

Year

2017-18

2018-19

2019-20

Amount

$30,750

$30,000

$30,000

Source




Suppl’l/Concentration: Resource 0613 & 0614 Object 4300

Suppl’l/Concentration: Resource (0613) & (0614) Object 4300 Books & Supplies

Suppl’l/Concentration: Resource (0613) & (0614) Object 4300 Books & Supplies

Budget Reference

Action

6


Location(s):



All

All Schools OR


Scope of Services:

Location(s):




106




Unchanged

Modified

Unchanged

2017-18 Actions/Services 3-6. Fund ongoing teacher development; including 2 LEA-Wide staff development days per year and 1 site level staff development day. LEA wide staff development is designed by PD committee to accomplish LCAP Goals. Partner with ACOE CORE division to provide monthly professional learning aligned to CCSS across content areas. Formation of crosssite teacher focus groups to review and adopt common core aligned textbooks and supplemental materials. (LEA-Wide)

2018-19 Actions/Services 3-6. Provide ongoing teacher development; including 2 LEA-Wide staff development days per year. PD provided and designed to accomplish LCAP, SPSA, and WASC goals aligned to CCSS across content areas .Focus on the use of data (state and local) using a professional learning community (PLC) model. Formation of cross-site teacher focus groups to review and adopt common core aligned textbooks and supplemental materials. Site level PD organized by site administrator for SEL and staff specific inquiries. (LEA-Wide)

2019-20 Actions/Services 3-6. Provide ongoing teacher development; including 2 LEA-Wide staff development days per year. PD provided and designed to accomplish LCAP, SPSA, and WASC goals aligned to CCSS across content areas. Focus on use of data (state and local) using a professional learning community (PLC) model. Formation of cross-site teacher focus groups to review and adopt common core aligned textbooks and supplemental materials. Site level PD organized by site administrator for SEL and staff specific inquiries. (LEA-Wide)


2017-18

2018-19

2019-20

Amount

$12,188/$29,222

No cost.

No cost

Source

Title II/ Educator Effectiveness

NA

NA

107


2017-18

2018-19

2019-20

Title II Resource 4035 Object 5XXX $12,188

NA

NA

Educator Effectiveness Resource 6264 Object 5800 & 5710 $29,222

Action

7


Location(s):



All

All Schools OR


Scope of Services:

Location(s):




108




Unchanged

Unchanged

Unchanged

2017-18 Actions/Services 3-7. Provide standards-aligned curriculum materials at all sites for all core subjects at discretion of Chief of Schools.



Fund individual proposals for materials, supplies, services and conferences to optimize the unique needs of each program and classroom at the discretion of the Staff Development Committee. (LEA-Wide)




2017-18

2018-19

2019-20

Amount

$12,959/$20,734

$11,662/$20,054

$11,662/$20,054

Source

Lottery-IM/Lottery

Lottery-IM/Lottery

Lottery-IM/Lottery

Lottery-IM 6300 Object 4200 $12,959

Lottery-IM (6300) Object 4200 Textbooks - Other $11,662

Lottery-IM (6300) Object 4200 Textbooks - Other $11,662

Lottery (1100) Object 4300 Books & supplies $20,054

Lottery (1100) Object 4300 Books & supplies $20,054

Budget Reference

Lottery:1100 Object 4300 $20,734

109

Action

8


Location(s):




Scope of Services:

Location(s):





LEA-wide

All Schools




Unchanged

Modified

Unchanged

2017-18 Actions/Services 3-8. Support robust technology infrastructure, including maintenance and repair of computers. (LEA-Wide)

2018-19 Actions/Services 3-8. Maintain technology infrastructure, including maintenance and repair of computers. (LEA-Wide)

2019-20 Actions/Services 3-8. Maintain technology infrastructure, including maintenance and repair of computers. (LEA-Wide)

Actions/Services

110


2017-18

2018-19

2019-20

Amount

$15,690

$2,000 / $1,500

$2,000 / $1,500

Source


MAA / Suppl’l/Concentration

MAA / Suppl’l/Concentration

Budget Reference


Resource (0611) MAA $2,000 Obj 4400 Non Cap-Equip

Resource (0611) MAA $2,000 Obj 4400 Non Cap-Equip

Resource S&C $1,500 Obj 4400 Non Cap-Equip

Resource S&C $1,500 Obj 4400 Non Cap-Equip

Action

Resource 0613 & 0614 Object 4400 $15,690 expenses in 2016-17; budget for 17-18 is $1,500 – total of $15,690

9


Location(s):



All

All Schools OR


Scope of Services:

Location(s):




111




Unchanged

Removed

Removed




3-9. Provide training on mentoring and coaching certificated staff and training certificated staff to support effective teaching and learning aligned with the state content standards. (LEA-Wide)


2017-18

2018-19

2019-20

Amount

$29,222/$73,180

NA

NA

Source

Educator Effectiveness/ Title I Part A

NA

NA

Budget Reference

Educator Effectiveness: Resource 6264 Object 5800 & 5710 $29,222

NA

NA

Title I Part A: Resource 3010 Object 1310 &3xxx $73,180

112



Unchanged Goal

Goal 4 Alameda County Expelled Youth will receive supports needed for students to complete their educational plans. State and/or Local Priorities addressed by this goal: STATE LOCAL

1

2

3

4

5

6

7

8

COE

9

10

______________________________________

Identified Need: Youth expelled from home districts are at extremely high risk of not graduating, and need to complete personalized expulsion plans to be eligible to return. ACOE has served 153 expelled youth in community schools this year to date, making up 13.86% of the total student population, mostly at the Hayward Community School, Quest and Bridge sites. The needs of expelled youth are fundamental to our core program and are built into the goals above including, but not limited to individual learning plans, behavioral supports, and counseling.

113


Baseline

2017-18

2018-19

2019-20

Percent of SPaS students who successfully complete their Expulsion Requirements and return to district.

38%

35%

35%

35%

Percent of 12th grade SPaS students eligible for graduation (enrolled with no more than 60 credits needed) while completing expulsion plan who will graduate from our schools.

100%

75%

75%

75%

114


Action

1


Location(s):



All

All Schools OR


Scope of Services:

Location(s):







Unchanged

Unchanged

2017-18 Actions/Services 4-1. Provide county-wide educational options, including community schools and independent study programs for students expelled from districts (County-Wide)



115


2017-18

2018-19

2019-20

Amount

$2,405,697

$2,442,981

$2,442,981

Source

LCFF, Title I Part A, Supplemental and Concentration

Total Budget for Hayward Community, Quest & Bridge; Suppl’l/Concentration $276,303 & Title I A duplicated in 3-2, 4-2 & 4-4.

Total Budget for Hayward Community, Quest & Bridge; Suppl’l/Concentration $276,303 & Title I A duplicated in 3-2, 4-2 & 4-4.

LCFF, Title I Part A, Supplemental and Concentration: Certificated salaries $1,731,125 Classified salaries: $445,564 Books and Supplies: $22,350 (*206,658) Total Community School Services: $2,405,697 (above summarizes Community School costs as also included in Goals 1, 2, and 3)

Central Community(200) $314,863 Hayward Community (210)$509,275 Quest (220&230) $1,085,182 Bridge (260) $533,661 Total $2,442,981

Central Community(200) $314,863 Hayward Community (210)$509,275 Quest (220&230) $1,085,182 Bridge (260) $533,661 Total $2,442,981

Certificated Salaries $1,161,667 Classified Salaries $530,722 Benefits $436,003 Books & Supplies $15,150 Prof Services $299,439 Total $2,442,981

Certificated Salaries $1,161,667 Classified Salaries $530,722 Benefits $436,003 Books & Supplies $15,150 Prof Services $299,439 Total $2,442,981

Budget Reference

116


Action

2


Location(s):



All

Specific Schools (Quest, Hayward, Bridge) OR


Scope of Services:

Location(s):







Unchanged

Unchanged

2017-18 Actions/Services 4-2. Coordinate county plan for serving expelled and at risk youth and convene Student Services Council with representatives from districts within the county.(County-Wide)



117


2017-18

2018-19

2019-20

Amount

$2,370,967

$2,442,981 Total budget for Hayward Community, Quest & Bridge Amount includes Title I Parts A & D.

$2,442,981 Total budget for Hayward Community, Quest & Bridge Amount includes Title I Parts A & D.

Source

Supplemental and Concentration

Suppl’l/Concentration $276,303 duplicated in 3-2, 4-1 & 4-4.

Suppl’l/Concentration $276,303 duplicated in 3-2, 4-1 & 4-4.

Budget Reference

(*summarizes Community School costs as also included in Goals 1, 2, and 3) Resource 0614 S&C Object 1110 $1,696,033

see 4-1

Object 2110 $444,019 Object 4300 $22,950 Object 5xxx $207,965 Total $2,370,967

118

see 4-1


Action

3


Location(s):



All

Specific Schools (Bridge, Hayward, Quest) OR


Scope of Services:

Location(s):





Action

4


Location(s):



All

Specific Schools (Bridge, Hayward, Quest) OR 119


Scope of Services:

Location(s):







Unchanged

Unchanged

Unchanged

2017-18 Actions/Services 4-3. Maintain low principal and secretary to student ratio at schools serving predominately expelled youth to assist in the coordination of expulsion plans. Review each student’s expulsion plan when they enter into the school to set up a schedule that allows the student to complete all requirements outlined in the plan including academic requirements, attendance, counseling, and community service. (Bridge, HCS, Quest)




2017-18

2018-19

2019-20

Amount

$168,209/$78,970

$0.00

$0.00

Source

Supplemental and Concentration

LCFF - Base

LCFF - Base

120


2017-18

2018-19

2019-20

Supplemental and Concentration: (Community) Resource 0614 Object 2110 $168,209

Amount included in 4-1.

Amount included in 4-1.

Resource 0614 Object 1310 $78,970 for Hayward Comm.


Action

4


Location(s):



All

Specific Schools (Bridge, Hayward, Quest) OR


Scope of Services:

Location(s):




121




Unchanged

Unchanged

Unchanged








2017-18

2018-19

2019-20

Amount

$280,585

$0.00

$0.00

Source


LCFF Base

LCFF Base

Suppl'l/Concentration: (Community Schools) Resource 0614 Object 2110 $280,585 for Hayward, Bridge & Quest *see 3-2

Duplicated in 3-2, 4-1 & 4-2.

Duplicated in 3-2, 4-1 & 4-2.

Budget Reference

122


Action

5


Location(s):



All OR For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served:

Scope of Services:

Location(s):





Schoolwide

Specific Schools (Bridge, Hayward, Quest)



New

Unchanged





123


Select from New, Modified, or Unchanged for 2018-19 4-5. Support students in meeting the terms of their rehabilitation plan by orienting the student to the school site behavior, attendance, and academic expectations, providing an overview of the plan’s requirements as outlined by the home district. As well as provide ongoing progress check ins for the student, the family, and the home district. (County-Wide)

Select from New, Modified, or Unchanged for 2019-20 4-5. Support students in meeting the terms of their rehabilitation plan by orienting the student to the school site behavior, attendance, and academic expectations, providing an overview of the plan’s requirements as outlined by the home district. As well as provide ongoing progress check ins for the student, the family, and the home district. (County-Wide)


2017-18

Amount Source

[Add source here]

Budget Reference

124

2018-19

2019-20

No cost

No cost

NA

NA

NA

NA



Unchanged Goal

Goal 5 Alameda County Foster Youth will receive additional supports needed for students to complete their educational plans. State and/or Local Priorities addressed by this goal: STATE

1

2

COE

9

10

LOCAL

3

4

5

6

7

8

______________________________________

Identified Need: The Alameda County Office of Education is responsible to ensure services and outcomes for foster youth in family, community, and detention placements countywide, not just in our own programs. These young people are highly transient changing homes and schools frequently. At each transfer, they require support to transfer records and enroll. Many have significant gaps in their education and social development and require tutoring and/or mentoring to support the development of age-appropriate skills. Foster youth are also many times more likely to be involved in the juvenile justice system. Additionally, a wide array of service agencies and rapidly changing laws affect these youth and create a need for advocacy and education at the school and interagency level.

125


Baseline

2017-18

2018-19

2019-20

% of Alameda County Districts will be supported to adopt partial credit policies in the next three years

60%

76% *2016-17 data

75%

75%

% of foster youth receiving education case management will achieve 80% average attendance

62%

91% *2016-17 data

80%

80%

% of eligible foster youth in the 12th grade receiving education case management will earn diploma or GED

87%

68% *2016-17 data

70%

70%

126


Action

1


Location(s):



Foster Youth

All Schools OR


Scope of Services:

Location(s):






127


Select from New, Modified, or Unchanged for 2017-18 5-1. Support foster youth district liaisons and schools by providing technical assistance and trainings on partial credit policies, best practices, foster youth education laws, foster youth identification using CALPADs reports, school of origin provisions, education rights holder information, and trauma informed classroom strategies. Coordinate services with child welfare, juvenile probation and other relevant agency partners, including post-secondary programs. Provide education-related information to the county child welfare agency to assist in the delivery of services to foster children, including educational status and progress information that is required for court reports. Work with county agencies to minimize school placement changes. (County-Wide)




2017-18

2018-19

2019-20

Amount

$209,375

$257,621

$257,621

Source

FYCP – (7366)

FYCP – (7366)

FYCP – (7366)

128


2017-18

2018-19

2019-20

Foster Youth Countywide Resource 7366 Object 2xxx$209,375




Action

2


Location(s):



Foster Youth

All Schools OR


Scope of Services:

Location(s):





Select from New, Modified, or Unchanged for 2018-19 129








Unchanged

Unchanged

Unchanged

2017-18 Actions/Services 5-2. Continue to refine/establish policy and data infrastructure necessary to support and monitor the educational success of foster youth. Maintain a system for the efficient expeditious transfer of health and education records. Foster Youth Services Coordinating Program will assist in identifying foster youth by utilizing data from Alameda County’s Department of Children and Family Services database (CWS/CMS), CALPADS, and Aeries Dashboard. FYSCP will track case management activities and educational outcomes in Foster Focus database. FYSCP will support districts in analyzing outcome data and prioritize students accordingly. (County-Wide)



Actions/Services

130


2017-18

2018-19

2019-20

Amount

$200,674/$9,300

$190,203/$113,474/$10,388

$190,203/$113,474/$10,388

Source

[Add source here]

Child Welfare RS(9603) FYCP RS(7366)

Child Welfare RS(9603) FYCP RS(7366)







Resource 9603 Object 2xxx $200,674

Resource (9603) Object 2xxx Classified Salaries $190,203




Resource (7366) Object 56xx-59xx Services & Other Operating Expenditures:

Resource (7366) Object 56xx-59xx Services & Other Operating Expenditures:

$10,388

$10,388

Budget Reference

Services & Other Operating Expenditures: Resource 7366 & 9603 Object 56xx59xx $9,300

131


Action

3


Location(s):



Foster Youth

All Schools OR


Scope of Services:

Location(s):










132

2017-18 Actions/Services 5-3. Provide educational mentoring/case management to foster youth identified by Child Welfare as potentially at high risk for not completing high school. Outcome data from district SISs will further reveal the needs of youth and better inform referrals for services. (County-Wide)




2017-18

2018-19

2019-20

Amount

$67,622/$200,674/$20,232

$100,542/$237,754

$100,542/$237,754

Source

Foster Youth Countywide Resource (7366)

FYSCP RS(7366) Child Welfare RS (9603)

FYSCP RS(7366) Child Welfare RS (9603)

Foster Youth Countywide Classified Salaries: Resource 7366 – Object 2110 = $67,622 Classified Salaries: Resource 9603 Object 2210 $200,674 Classified Salaries: Resource 0612 Object 2210 $20,232

Certificated Salaries Object 1310 RS(7366) $100,542 Classified Salaries Object 2210 RS(7366) $47,551 RS(9603) $190,203

Certificated Salaries Object 1310 RS(7366) $100,542 Classified Salaries Object 2210 RS(7366) $47,551 RS(9603) $190,203

Budget Reference

133


Action

4


Location(s):



Foster Youth

All Schools OR


Scope of Services:

Location(s):










Actions/Services

134

2017-18 Actions/Services 5-4. FYSCP will help foster youth identify and/or develop a relationship with a meaningful adult who will provide long term social-emotional support which will increase the chances of successful transitions with school and/or independent living.(County-Wide)




2017-18

2018-19

2019-20

Amount

$126,194/ $41,046

$128,220/$166,519

$128,220/$166,519

Source

Title I Part D

Title I Part D (3025)/FYSC (7366)

Title I Part D (3025)/FYSC (7366)

Title I Part D: Resource 3025 Object 2110 $126,194

Title I D RS(3025) Object 2910 Classified Salaries $128,220

Title I D RS(3025) Object 2910 Classified Salaries $128,220

Classified Salaries: Resource 7366 – Object 21XX $41,046

FYSC RS(7366) Object 2210 Classified Salaries $166,519

FYSC RS(7366) Object 2210 Classified Salaries $166,519

Budget Reference

Duplicated in 2-2 & 5-1

135

Duplicated in 2-2 & 5-1


Action

5


Location(s):



Foster Youth

All Schools OR


Scope of Services:

Location(s):







Unchanged

Removed

Unchanged

136

2017-18 Actions/Services 5-5. Screen every student who enters juvenile detention facility for foster youth status. Assist foster youth with school reentry and/or provide local resources including educational options. (County-Wide)




2017-18

2018-19

2019-20

Amount

$142,442

NA

NA

Source

Title I Part D

NA

NA

Title I Part D: Classified Salaries: Resource 3025 Object 2110 $142,442

NA

NA

Budget Reference

137

Demonstration of Increased or Improved Services for Unduplicated Pupils LCAP Year

2017–18

2018–19

2019–20

Estimated Supplemental and Concentration Grant Funds:

Percentage to Increase or Improve

$ 1,294,968 Services:

6.46 %

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 LEAwide use of funds (see instructions).

100% of students at court schools and 91% of students at community schools are unduplicated students and therefore, funds are being expended on an LEA-wide basis. Investments in the following actions and services are based on best practices in juvenile justice education in order to provide effective, rigorous, relevant, culturally and linguistically competent instruction, remediate deficits and motivate new learning. Actions and Services 1. Academic support for unduplicated students (Goal 1 – Action 3) Staff investments to target language development activities to assess and monitor English Language Learner (ELL) students, including Redesignated English Learners (RFEPs). (Goal 3 – Action 1) Implementation of a LEA-wide system of academic advising including the creation and monitoring of Individual Learning Plans (ILPs). (Goal 3 – Action 2) Provide campus-wide paraprofessionals to support a safe, orderly, and personalized learning environment that facilitates student access to instruction at school sites that serve predominately unduplicated students. (Bridge, HCS, 138

Pregnant and Parenting Program, Quest). (Goal 3 – Action 4) Provide classroom-based paraprofessionals to provide additional individual tutoring to improve English, math skills, and individualize and differentiate instruction in court school. (Butler) (Goal 4 – Action 4) Provide paraprofessionals to support expelled youth in the areas of attendance, conflict resolution, and connection to community agencies to assist in completing expulsion plans. (Bridge, HCS, Quest) (Goal 4 – Action 3) Maintain low principal and secretary to student ratio at schools serving predominately expelled youth to assist in the coordination of expulsion plans. (Bridge, HCS, Quest)

2. Supports to address barriers to attendance (Goal 2 – Action 3) Provide comprehensive childcare services to pregnant and parenting teens, including a dedicated childcare room, a fully certified Early Head Start program and an additional paraprofessional to assist teen parents in engaging in instruction. (Goal 2 – Action 6) Principals and sites will review SPaS Monthly engagement report which includes ADA and bring data to site meetings to develop student intervention plans. 3. Expanded Learning Opportunities (Goal 1 – Action 6) Summer school for expanded learning time for community schools predominately serving unduplicated students. (Community) (Goal 1 – Action 7) Contract with outside community partners to supplement the mandated instructional program with Arts Intersession for court school students 3 weeks per year, entirely serving unduplicated students. (Court) 139

4. Supplemental Materials and Technology The End (Goal 3 – Action 5) Fund supplemental materials to meet individual student needs. (Goal 3 – Action 8) Support robust technology infrastructure, including maintenance and repair of computers. The End

140

Demonstration of Increased or Improved Services for Unduplicated Pupils LCAP Year

2017–18

2018–19

2019–20

Estimated Supplemental and Concentration Grant Funds:

Percentage to Increase or Improve

$1,264,563 Services:

9.55%

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 LEAwide use of funds (see instructions).

100% of students at court schools and 91% of students at community schools are unduplicated students and therefore, funds are being expended on an LEA-wide basis. Investments in the following actions and services are based on best practices in juvenile justice education in order to provide effective, rigorous, relevant, culturally and linguistically competent instruction, remediate deficits and motivate new learning. Actions and Services 1. Academic support for unduplicated students (Goal 1 – Action 3) Staff investments to target language development activities to assess and monitor English Language Learner (ELL) students, including Redesignated English Learners (RFEPs). (Goal 3 – Action 1) Implement LEA-wide system of academic advising including the creation and monitoring of ILTPs. Includes staff access to student assessment and transcript data, teacher training on reading transcripts and developing ILTPs, and designated advising time in each teacher schedule. (Goal 3 – Action 2) Provide campus-wide paraprofessionals to support a safe, orderly, and personalized learning environment that facilitates student access to instruction at school sites that serve predominately unduplicated students. (Bridge, HCS, Burke, Fruitvale, Quest).

141

(Goal 4- Action 5) Support students in meeting the terms of their rehabilitation plan by orienting the student to the school site behavior, attendance, and academic expectations, providing an overview of the plan’s requirements as outlined by the home district. As well as provide ongoing progress check ins for the student, the family, and the home district. (County-Wide) 2. Supports to address barriers to attendance (Goal 2 – Action 3) Provide comprehensive childcare services to pregnant and parenting teens, including a dedicated childcare room, a fully certified Early Head Start program and paraprofessionals to assist teen parents in engaging in instruction. (Goal 2 – Action 6) Principals and sites will review SPaS AERIES Analytics data which includes attendance/absence coding, suspensions, and other DASS indicators and bring data to site meetings to develop student intervention plans focusing on improvement. 3. Expanded Learning Opportunities (Goal 1 – Action 6) Summer school for expanded learning time for community schools predominately serving unduplicated students. (Community) (Goal 1 – Action 7) Contract with outside community partners to supplement the mandated instructional program with Arts Intersession for court school students 3 weeks per year, entirely serving unduplicated students. (Court) 4. Supplemental Materials and Technology The End (Goal 3 – Action 5) Fund supplemental materials to meet individual student needs. (Goal 3 – Action 8) Maintain robust technology infrastructure, including maintenance and repair of computers.

142

SPAS LCAP Modifications Summary Due to the size of the LCAP document, we prepared this document as a quick reference for any changes in Goals, Annual Measurable Outcomes (AMO), and/or Actions/Services found in the Student Programs and Services LCAP for 2018-20. These changes are based on input from various stakeholder engagements and after a review of Met/Unmet AMOs from our LCAP Annual Update document presented to the ACOE board on April 10, 2018 and the LCAP public hearing on May 23, 2018.

Annual Update Modifications Greatest Progress Goal 2 Met Measurable Outcomes: 10% increase in the graduation rate

Goal 5 Met Measurable Outcomes: 76% of Alameda County Districts have adopted partial credit policies (data as of June 2017)

91% of foster youth receiving education case management will achieve 80% average attendance (data as of June 2017)

68% of eligible foster youth in the 12th grade receiving education case management will earn diploma or GED (data as of June 2017) Greatest Needs Goal 1 Unmet Measurable Outcomes: 50% English Learner Reclassification Rate for students enrolled a min. of 2 semesters meeting proficiency growth of 1 year Goal 5 Unmet Measurable Outcomes: 95% of foster youth leaving detention will receive placement assistance *2016-17 data 68%

Performance Gaps English Learner Progress 15% increase of reclassified EL students

1

Suggested: While five of the twelve students met the criteria to be eligible for reclassification; we fell short of this goal by eight percent, or the difference one additional student would have made.

Goal 4 Action 3 Actual Actions/Services Modification Quest Independent Study and Hayward Community School currently have site secretaries. Bridge began the year with a site secretary who left at the end of the first semester. Current site enrollment did not warrant the allocation of secretarial support for the second semester. Ongoing review of student expulsion plan requirements in terms of attendance, counseling, and community service are in place, using the efforts of staff, community partners, and administrators. The process of this responsibility is moving towards academic advising in the defined site advisory period so a uniform teacher-counselor-mentor model is implemented throughout all sites.

Goal 4 Analysis Action 3 Actual Actions/Services Additional expenses due to transfer of personnel and the need to fulfill contractual obligations required in the rehiring of a previous ACOE employee as well as costs associated with site support needs. Unchanged Goal

Goal 1 STATE

4

8

ACOE students will receive value-added teaching and learning optimized for the unique needs of each program’s population. ACOE will ensure the Pupil Outcomes of skill development, credit recovery, high school graduation, achievement on state/local assessments, and preparation for life after high school by providing an instructional program optimized for the needs of each site’s unique student population.

GOAL 1: NEW OR MODIFIED ACTIONS/SERVICES Suggested: Examine ways to administer a local assessment of EL progress, as the new ELPAC assessment will not be given until April/May so the inclusion of reclassification rates will not be possible as the data from the CDE is not available until the summer. It also does not provide performance levels for students, so a local indicator will need to be devised.

2

GOAL 1 NEW OR MODIFIED EXPECTED ANNUAL MEASURABLE OUTCOMES Metrics/Indicators % of Students enrolled a min. of 2 semesters meeting 1 year progress toward English Proficiency using state assessment for EL progress English Learner Reclassification Rate for students enrolled a min. of 2 semesters meeting proficiency growth of 1 year using local assessment criteria for EL progress.

Baseline

2018-19

2019-20

35%

Summer 2018 data release

35%

35%

50%

42% (5/12 students)

GOAL 1: NEW OR MODIFIED ACTIONS/SERVICES New/Modified

New

Action/Service 1-8. Contract with outside community partners to provide enrichment and exploratory services (library & golf) for court schools, entirely serving unduplicated students. (Court)

Rationale: Input from Court school staff SSC meeting Feb. 22, 2018.

New


Rationale: Input from ACOE board presentation April 11, 2018

3

Unchanged

Goal 2 STATE

3 6

5

ACOE will support Student and Family Engagement by providing wraparound supports that develop school connectedness and eliminate barriers to school success.

GOAL 2 NEW OR MODIFIED EXPECTED ANNUAL MEASURABLE OUTCOMES Suggested: All ANNUAL MEASURABLE OUTCOMES (AMO) for attendance % have been reduced. Sites are advised to continue to implement and refine site level “Attendance Plans”. Ensure there is a tiered system of interventions/incentives based on clear data points and standardized data review cycles, staff responsibilities, and documentation. Metrics/Indicators

Baseline

2018-19

2019-20


77%

78%

78%


96%

98%

98%


70%

75%

75%


64%

64%

64%

Fruitvale & Burke Attendance Rate at P1

83%

85%

85%


100%

100%

100%

Thunder Road Attendance Rate at P1

100%

100%

100%


31%

33%

35%

4


Modified

Action/Service 2-1. Maintain and extend the academic improvement focus of the Response to Intervention (RtI) program through the creation of site based collaboration teams that will analyze data to assist students who are having difficulties accessing instruction for reasons of attendance, chronic absences, behavior, or health, including regularly screening all students’ progress and connecting them to services and supports. Use MAP data as one of the evaluation measures to drive instructional practices and student placement decisions. Provide mental and physical health services to students at or near the school to support their socio- emotional well-being and address behavioral issues that prevent them from being successful. (Bridge, HCS, Burke, Fruitvale, and Quest)

Rationale: The WASC The visiting committee for Community schools has identified the follow area as critical areas for follow up: 1. Continue efforts to use data to improve services for students a. Expand the use of MAP data to inform instruction in all classrooms.

Modified

2-3. Provide comprehensive childcare services to pregnant and parenting teens, including a dedicated childcare room, a fully certified Early Head Start program and additional paraprofessional to assist teen parents in engaging in instruction.

Rationale: Modified from Pregnant and Parenting Program to Fruitvale and Burke and removal of “additional” prior to paraprofessional reference in action/service.

Modified

2-4. Provide placement through the Transition Center after leaving juvenile hall and support students in making and actualizing plans for life after high school. Support infrastructure for college and career pathways for long term students. Provide guidance for staff with CTE credentials so that they can provide instruction and give students viable credit for courses taken. (LEA-Wide)

Rationale: Removal of language regarding College and Career Pathways Coordinator, as funding from CPT2 grant is no longer available.

Modified

2-6. Principals and sites will review SPaS AERIES Analytics data which includes attendance/absence coding, suspensions, and other DASS indicators and bring data to site meetings to develop student intervention plans focusing on improvement. (LEA-Wide) 5

New/Modified

Action/Service

Rationale: The WASC The visiting committee for Community schools has identified the follow area as critical areas for follow up: 1. Continue efforts to use data to improve services for students 2. Continue efforts in the development of Individualized Learning and Transition Plans (ILTP) that enable students to leave high school with a concrete set of steps to start their adult lives as productive members of the community. REMOVED: 2-6. Student attendance incentives – $10,000

Funding not available for 2018-19, possible PD Committee allocate Lottery Grant funding to sites based on enrollment to provide attendance incentives for sites that are more equitable.

6

Goal 3 STATE

1

2

7

Unchanged ACOE Schools will leverage their resources through efficient and effective teaching, administration, and support services. ACOE Schools will provide the Conditions of Learning for all students to complete high school graduation requirements, including access to qualified teachers, enrollment in all required areas of study, standards aligned course and instructional materials, and facilities in good repair while maintaining our additional commitment to providing a high staff to student ratio and programs located in the communities of highest need.

GOAL 3: NEW OR MODIFIED EXPECTED ANNUAL MEASURABLE OUTCOMES Suggested: Adjust CTE annual measure outcomes to reflect a specific number (course offerings and students participating) so that the declining enrollment does not tie us to a % we will not be able to maintain over time. Metrics/Indicators

Baseline

2017-18

2018-19

% of students participating in Career Education courses or programs

6%

15%

15%

Number of CTE courses offered to students

2

2

2

Number of students enrolled in CTE courses, including SpEd proportional to LEA enrollment

58

50

50


Modified

Action/Service 3-1. Provide a reduced student to teacher ratio of no more than 16:1 at Juvenile Hall, no more than 17:1 at Thunder Road, Bridge, and Hayward Community Schools. (Reduced by approximately 50% from state average for high school classes) Maintain a 28:1 student to teacher ratio, or lower at Burke and Fruitvale and a maximum 30:1 at Quest Independent Study Program. Implement LEA-wide system of academic advising including the creation and monitoring of ILTPs. Includes staff access to student assessment and transcript data, teacher training on reading transcripts and developing ILTPs, and designated advising time in each teacher schedule.(LEA Wide) 7

Rationale: Replaced ILP (Individual Learning Plan) with ILTP (Individual Learning and Transition Plan). Ratios for Court and Pregnant and Parenting Teen programs adjusted due to current negotiations.

Modified

3-3. Staff an Orientation and Assessment center for students arriving in juvenile detention to assess their current levels, track down records, and support transition to detention-based education. Identify foster and homeless students to align appropriate supports and services (Butler)

Suggested: Modified to include the identification of foster and homeless students to align appropriate supports and services.

Modified

3-5. Fund supplemental materials to meet individual student needs. (LEA-Wide)

Rationale: Action/Service 3-5. Removal of language that states “an approximate rate of $150/ADA.”, as we are unsure of the amount of funding available for 2018-19.

Modified

3-6. Fund ongoing teacher development including 2 LEA-Wide staff development days per year. PD provided and designed to accomplish LCAP, SPSA, and WASC goals aligned to CCSS across content areas. Focus on use of data (state and local) using a professional learning community (PLC) model. Formation of cross-site teacher focus groups to review and adopt common core aligned textbooks and supplemental materials. Site level PD organized by site administrator for SEL and staff specific inquiries. (LEA-Wide)

Rationale: LCAP and WASC require efforts towards continuous improvement Monthly PD feedback indicates staff would like site specific PD to address various needs for our student population.

Modified

3-8. Maintain technology infrastructure, including maintenance and repair of computers.

Rationale: Modified from support to maintain due to budget constraints in 2018-19.

Removed

3-9. Provide training on mentoring and coaching certificated staff and training certificated staff to support effective teaching and learning aligned with the state content standards. (LEA-Wide)

Rationale: Educator Effectiveness funding is no longer available.

8

Unchanged

Goal 4 STATE COE

7 9

Alameda County Expelled Youth will receive supports needed for students to complete their educational plans.

GOAL 4 NEW OR MODIFIED EXPECTED ANNUAL MEASURABLE OUTCOMES Metrics/Indicators Percent of SPaS students who successfully complete their Expulsion Requirements and return to district. Percent of 12th grade SPaS students eligible for graduation (enrolled with no more than 60 credits needed) while completing expulsion plans will graduate from our schools.

Baseline

2018-19

2019-20

38%

35%

35%

100%

75%

75%

New/Modified

New

Action/Service 4-5. Support students in meeting the terms of their rehabilitation plan by orienting the student to the school site behavior, attendance, and academic expectations, providing an overview of the plan’s requirements as outlined by the home district. As well as provide ongoing progress check ins for the student, the family, and the home district. (County-Wide)

Suggested: Input from ACOE board presentation April 11, 2018

9

Unchanged

Goal 5 STATE COE

7 10

Alameda County Foster Youth will receive additional supports needed for students to complete their educational plans.

GOAL 5 NEW OR MODIFIED EXPECTED ANNUAL MEASURABLE OUTCOMES Metrics/Indicators

Baseline

2018-19

% of foster youth leaving detention will receive placement assistance

2019-20

*removed

Rationale: The foster youth at Butler Academic Center that are waiting for placements (mostly out of state), are no longer directly served by FYSCP as we move towards building staff capacity to become knowledgeable about resources that are available to foster youth. (per L. Tarango 2016-17 LCAP Annual Update Analysis)

Metrics/Indicators % of Alameda County Districts will be supported to adopt partial credit policies in the next three years % of foster youth receiving education case management will achieve 80% average attendance % of eligible foster youth in the 12th grade receiving education case management will earn diploma or GED

Baseline 60%

2019-20

76%

75%

*Spring 2017 data

80%

62%

*Spring 2017 data

70%

87%

*Spring 2017 data

New/Modified Removed

2018-19

80%

70%

Action/Service 5-5. Screen every student who enters juvenile detention facility for foster youth status. Assist foster youth with school reentry and/or provide local resources including educational options.(County-Wide)

Rationale: The foster youth at Butler Academic Center that are waiting for placements (mostly out of state), are no longer directly served by FYSCP as we move towards building staff capacity to become knowledgeable about resources that are available to foster youth. (per L. Tarango 2016-17 LCAP Annual Update Analysis)

Other Document Changes • • •

ILT replaced by ILTP Object codes and resource codes were given a uniform format throughout the document since the nd May 22 public hearing. All budget amounts and sources copied from the 2018-19 to the 2019-20 reference boxes since nd the May 22 public hearing.

10

•

• •

Addition of “Actions/Services (not) included as contributing to meeting the Increased or Improved nd Services Requirement” template boxes throughout the document since the May 22 public hearing. Addition of narrative of ACOE board approval of Local Indicators in LCAP Summary section Addition of narrative describing AP/IB courses are not applicable to SPaS in LCAP Summary Section

11

Memorandum No. - 10.


TO:


FROM:


RE:

Alameda County Office of Education's (ACOE) 2018/19 Budget

Background : The ACOE FY18/19 Budget is the product of a coordinated effort of managers, division directors, Internal Business Services and the Superintendent’s Cabinet. The single budget adoption cycle requires the County Board to adopt the 2018/19 budget by July 1, 2018.

Action Requested: INFORMATION/ ACTION To approve ACOE's budget for 2018/19. ATTACHMENTS: Type Backup Material

Description ACOE 2018-19 Budget

313 West Winton Ave., Hayward, CA 94544-1136 www.acoe.org

2018 - 19 Budget Alameda County Office of Education

L. Karen Monroe Alameda County Superintendent of Schools

Leigh Ann Blessing Chief of Finance & Operations Internal Business & Operations

DeCarlos Kaigler Director III Internal Fiscal Services

Alameda County Oﬃce of Education

Ken Berrick, President Trustee Area 3

 Yvonne Cerrato, Vice President Trustee Area 7

 Joaquin Rivera, Member Trustee Area 1

 Amber Childress, Member Trustee Area 2

 Aisha Knowles, Member Trustee Area 4

 Fred Sims, Member Trustee Area 5

 Eileen McDonald, Member Trustee Area 6

ORGANIZATION CHARTS The following organization charts represent ACOE’s structure, including all FY 18-19 budgeted positions, as of July 1, 2018. Temporary and seasonal positions, such as professional experts and short-term certificated staff, are denoted with dashed line borders.

ALAMEDA COUNTY OFFICE OF EDUCATION 2018-19 Superintendent of Schools Superintendent L. Karen Monroe

Board of Education

Policy and Governance Manager (0.40 FTE) [Open Position] Administrative Secretary, Confidential Yosaira Espinoza Arzate

Chief of Staff Dan Bellino

Superintendent’s Office Supervisor, Superintendent’s Office Rose Gonzalez Policy and Governance Manager (0.60 FTE) [Open Position] Receptionist Daisy Clark (0.60 FTE)

Communications/Public Affairs Director I Michelle Smith McDonald Public Information Officer [Open Position] Digital Content Producer Phil Grasso Website Developer Ed Aust

Antoinette Geronimo (0.60 FTE)

Student Programs & Services Chief of Schools Monica Vaughan

Learning & Accountability Chief of Learning & Accountability Ingrid Roberson

Internal Business & Operations Chief of Finance & Operations Leigh Ann Blessing

District Business & Advisory Services Chief Business Officer Jeff Potter

Human Resources Executive Director Shaun McElroy

P. 1

ALAMEDA COUNTY OFFICE OF EDUCATION 2018-19

Board of Educa on

JOAQUIN J. RIVERA Trustee, Area 1 - Albany, Berkeley, Emeryville, and por ons of Oakland that include North Oakland, Temescal, Rockridge, Downtown, and the northern por on of West Oakland.

KEN BERRICK Trustee, Area 3 - Piedmont and por ons of Oakland, including the Oakland hills (from north of Claremont Avenue, south to Redwood Road), East Lake, San Antonio, Fruitvale and part of East Oakland (north of Seminary Avenue). AISHA KNOWLES Trustee, Area 4 - San Leandro, the western por on of Dublin and the unincorporated communi es of San Lorenzo, Ashland, Castro Valley, Cherryland (northern por on), Fairview (northern por on) and Hayward Acres.

AMBER CHILDRESS Trustee, Area 2 - City of Alameda and parts of Oakland including the southern por on of West Oakland, all of Jack London Square and Chinatown, part of Fruitvale, the Oakland hills south Redwood Road and East Oakland, south of Seminary Avenue and 66th Avenue. FRED SIMS Trustee, Area 5 - Hayward, Union City, and the unincorporated communi es of Cherryland ( southern por on) and Fairview (southern por on).

YVONNE CERRATO Trustee, Area 7 - Tri-Valley ci es of Dublin (eastern por on), Pleasanton, and Livermore, the unincorporated communi es of Sunol, and Mountain House, and the southeastern por on of Fremont.

EILEEN MCDONALD Trustee, Area 6 - Newark and the northern and western por ons of Fremont.

P. 2


Student Programs and Services Chief of Schools Monica Vaughan

Adminsitrative Assistant Marissa Gracey

Program Director, Instruction Lydia Moore

Program Specialist Monica Corbett

English Learners Program Teacher on Special Assignment Alicia Garcia

Val Reconose Records Database Specialist SIS

Paraprofessional, Juvenile Court School Jacob Sanchez (0.8333 FTE)

Daisy Guzman

SIS Client Support Analyst Paula Carmosino (0.50 FTE)

Juvenile Court Schools: Butler Academic Center, Camp Wilmont Sweeney Director II/Principal

ACOE Opportunity Academy Program Director Tracey Burns

Program Specialist Charles Conlin Records Database Specialist SIS Michael Lee

Parenting Teen Program: Thunder Road, William P. Burke Academy, Fruitvale Academy Director III/Principal Carolyn Hobbs

Sean Moffatt County Community Schools, Quest Academy, Hayward Director I/Principal

Student Support Services (Foster Youth, Mental Health, McKinney-Vento), Bridge Academy-Oakland Director I/Principal Elizabeth Tarango

Earl Crawford, Jr. P. 3


Student Programs and Services Juvenile Court Schools Director II/Principal Sean Moffatt

Butler Academic Center Senior Secretary, Site Maria Lucy Arevalo

Camp Wilmont Sweeney

LA’Shawn Spencer (0.4166 FTE)

LA’Shawn Spencer (0.4166 FTE)

Rocio Sofia Ordonez (0.20 FTE)

Rocio Sofia Ordonez (0.20 FTE)

Senior Secretary, Site

Teacher in Charge Paola Walker Palacioz Teacher in Charge George Hoss

Orientation & Assessment Teresa Jimenez (0.8333 FTE)

Teacher Gwen Estes

Alejandra Ledezma (0.8333 FTE)

Sal Delgado

Paraprofessional, Juvenile Court School Laura Gomez (0.8333 FTE)

Matt Campbell

SDC/RSP Teacher Alque Ryans Paraprofessional, Juvenile Court School Alicia Marquez Custodian Leroy Payne (0.25 FTE)

Desryn DeVent (0.8333 FTE) Constance Jones (0.40 FTE) Ninette Serna-Reyes (0.8333 FTE) SDC Teacher Kate Edwards Christine Rominiecki

Robert Butler (0.867 FTE) Records Database Specialist Veronica Olivares (0.8666 FTE)

RSP Teacher David Noack

P. 4


Student Programs and Services Chief of Schools Monica Vaughan

Hayward Community School (Eden) Director I/Principal Earl Crawford, Jr.

Bridge Academy—Oakland Director I/Principal Elizabeth Tarango

Senior Secretary, Site Kamini DeSai-Lasu (0.50 FTE)

Senior Secretary, Site [Open Position] (0.20 FTE)

Teacher in Charge Annie Green

Paraprofessional, Community Schools Rodney Gohleston (0.8333 FTE)

Youth Employment Partnership Teacher Claudia Widner

Paraprofessional, Community Schools Guillermo Williams (0.8333 FTE)

Yosari Ponce Rodriguez (0.8333 FTE)

Kim Boerner

Teacher In Charge James Armstrong

Hayward Community School Teacher Filotea Tan

Paraprofessional, Juvenile Court School Velena Williams (0.8333 FTE)

Teacher Robert Stout Custodian Leroy Payne (0.50 FTE)

Quest Academy (Independent Study Program) Director I/Principal Earl Crawford, Jr. Senior Secretary, Site Emma Chan

EMERGE & Youth Employment Partnership Teacher Lori Thelen Paraprofessional, Community Schools Velenda West (0.8333 FTE) Paraprofessional, Juvenile Court Schools Vicki Autumn (0.8333 FTE) Custodian Leroy Payne (0.25 FTE)

Note: Specific teaching assignments subject to change based on program need. P. 5


Student Programs and Services Parenting Teen Program Director III/Principal Carolyn Hobbs

Nurse Aixa Caraballo (0.50 FTE)

William P. Burke Academy Teacher in Charge Veronica Aguilar Paraprofessional, Community Schools Barbara Jackson (0.8666 FTE)

Senior Secretary, Site Ellen Cruz

Fruitvale Academy Teacher [Open Position] Paraprofessional, Community Schools Precious Owens

Paraprofessional, Infant Sherri Watson Custodian Lisette Nunez (0.20 FTE)

P. 6


Student Programs and Services Special Education and Infant Program Chief of Schools Monica Vaughan

Sr. Program Specialist Michelle Brooks

School Psychologist Barbara Baker

Director III/Principal Carolyn Hobbs Nurse Aixa Caraballo (0.50 FTE)

Special Education RSP Teacher Colin O’Herlihy

Paraprofessional, Juvenile Court School Beatriz Gonzalez (0.8333 FTE)

Infant Program South County—John Muir School Teacher Adrienne Canales

Infant Program North County—Burbank Childhood Center Teacher Jenaver Goodman (0.80 FTE)

Occupational Therapist Erendira Sierra Rodriquez (0.5326 FTE)

Infant Program Valley—Nielson Elementary School Teacher Wendy Morrison Early Interyention Specialist Jamie Molleson (0.96 FTE)

Early Intervention Specialist Joelle Boismenu (0.64 FTE) Early Interyention Specialist Michelle Keehner (0.96 FTE) Senior Secretary, Site Karen Freeman (0.64 FTE)

North County—The Rec Room, Berkeley Teacher Shannon Rinzler (0.6666 FTE)

Custodian Lisette Nunez (0.20 FTE) P. 7


Student Programs and Services Foster Youth, Mental Health, McKinney-Vento Director I/Principal Elizabeth Tarango

Program Specialist Adriene Metoyer-Leonard

Social Worker Sarah Kipnes

Paraprofessional, Community Schools Mary Ogburn

Foster Youth Services Educational Mentors Bruce Bouligny Jaime Moreno Shawn Parker Kamilah Henderson Liliana Rocha

P. 8


Student Programs and Services ACOE Opportunity Academy Program Director Tracey Burns

Teacher Nicole Crosby Cheri Issac Lisa McCarty Senior Secretary, Site [Open Position] (0.6333 FTE)

P. 9


Learning & Accountability Chief of Learning & Accountability Ingrid Roberson

Administrative Assistant Leilani Hebert

Core Learning

Integrated Learning

Research, Assessment & Accountability Partnerships

Pathways to College and Career/Project EAT

Director IV Navdeep Purewal

Director IV Louise Music

Director IV Juwen Lam

Director IV Christine Boynton

P. 10


Core Learning Director IV Navdeep Purewal

Gold Ribbons Schools Short Term Certificated Patti Crotti

Language & Literacy Program Director Maria Vlahiotis

Early Learning Program Manager I, Early Learning Neva Bandelow

Program Specialist Janice Mendel

Math Program Manager II Celine Li

Science & Technology Director II, Science Dawn O’Connor

TUPE Program Manager II, Wellness Scott Gerbert

Program Director, Science Leena Bakshi

Student Support Counselor Genean Jeffery

Program Manager II Francisco Nieto Salazar

Youth Development Specialist Cecilia Apley Kristen Ross Administrative Assistant Monique Tate

P. 11

ALAMEDA COUNTY OFFICE OF EDUCATION 2018-19 Integrated Learning Director IV Louise Music

Programs & Staff Manager Program Manager I Joelle Fraser

Communications Systems Strategy Program Specialist Sierra Falcon

Out of School Time Expanded Learning Program Manager II Nora Zamora

District and Regional Initiatives Program Manager II Caroyln Carr (0.60 FTE)

Program Manager I Jessa Brie Moreno

Program Manager II Joe Hudson Program Manager I Tiina Rosselle Program Specialist Freddie Hendrix

Transformational Leadership Program Manager II Derek Fenner

Mock Trial Professional Expert Katrielle Veslenio

Mariah Landers Program Specialist Aida Geronimo

Expanded Learning Professional Expert Tanya Avila

P. 12


Research, Assessment & Accountability Partnerships Director IV Juwen Lam

Williams Short-term Certificated Patti Crotti

Resource Library Operations Technician Natasha Cotar

English Learners Program Director [Open Position]

Program Specialist Amanda Bennett

Family & Community Engagement Family & Community Engagement Specialist Jason Arenas

Assessment, Accountability & Analytics Program Director Scott Figgins

Data Program Manager [Open Position]

P. 13


Pathways to College and Career/ Project EAT Director IV Christine Boynton

Administrative Assistant Heather Oakman

Youth Development/Secondary Education Nutrition Education Specialist—Cooking Yadira Torres

Curriculum Development Program Manager I Derek Gorshow

Project Pathways Director I LaShonda Taylor

Community Outreach Career Technical Education Specialist Tiffany Chenoweth Malila Becton Youth Development Specialist Shamia Sandles Kate Casale (0.50 FTE) Community Outreach Specialist Debbie Jelincic

P. 14


District Business & Advisory Services Chief Business Officer Jeff Potter

Administrative Assistant, Confidential Sylvia de la Cruz (0.50 FTE)

District Advisory Services Director II Shirene Moreira

Financial Systems Support

Director I Doug D’Amour

District Business Services Director II [Open Position]

P. 15


District Advisory Services Director II Shirene Moreira

Administrative Assistant [Open Position] (0.40 FTE)

Director I Natalie Zaderey Ruth Alahydoian [Open Position] Budget Analyst II Rose Liu

P. 16


Financial Systems Support Director I Doug D’Amour

Administrative Assistant [Open Position] (0.3 FTE) Sr. Client Support Analyst Elsa Noyes Kristi McGinnis Client Support Analyst Tiffany Macintire Annette Brown Jennifer Bulleri Jenilee Penaflor

P. 17


District Business Services Director II [Open Position]

Administrative Assistant [Open Position] (0.3 FTE)

Budget Analyst I Trish Hritz Ardette Fulton [Open Position] Accounting Specialist Jeremy Hu Destiny Vega Support Center Specialist [Open Position] (2 FTE) Direct Service Districts Business Analyst Vicki Hu

P. 18


Internal Business & Operations Chief of Finance and Operations Leigh Ann Blessing

Administrative Assistant, Confidential Sylvia de la Cruz (0.50 FTE)

Internal Business Services Chief of Finance and Operations Leigh Ann Blessing

Information Technology Services Director III, Network Services Ryan Choate

Administrative Services Director IV Teresa Kapellas

Facilities/Maintenance & Operations Director I Alicia Masri

Client Services Manager Tavares Nichols

P.19


Internal Business Services Chief of Finance and Operations Leigh Ann Blessing

Fiscal Services Director III DeCarlos Kaigler

Administrative Assistant Jennifer Leung

Payroll and Retirement Reporting Supervisor, Payroll Cynthia Jenkins Sr. Payroll Accountant Maria Pascual

Senior Budget Analyst/Accountant Darrel Jeung

Purchasing/Accounts Payable and Receivable

Budget Analyst/Accountant II Ayleen Aralar

Purchasing and Accounts Supervisor Joshua Roben

Claudie Dirilo

Purchasing Specialist Henry Schramm

Michael Evans

Retirement Specialist Steve Giguiere Kweli Sessions Leaves & Benefits Technician Rachel Ettinger

Accounting Specialist II Emma Landeros Emilia Damasig

P. 20


Information Technology Services

Client Services Manager Tavares Nichols

Network Services Director III Ryan Choate

Administrative Assistant Melissa Crisostomo (0.75 FTE Network Services) (0.25 FTE Client Services)

Network Operations Network Administrator Galina Manirko Sr. Network System Technician Rommel Arana

Data Management Director I Gary Rose

Support Center Team Lead Lucia Duong Support Center Specialist Norman Kwong Lance Low

Network Engineer Chris Jentile

Darla Verdin

Database Administrator Adriel Yee

Educational Technology Support Specialist Alex Calvo (0.867 FTE)

SIS Client Support Analyst Paula Carmosino (0.50 FTE)

P. 21


Administrative Services Director IV Teresa Kapellas

Administrative Assistant Denise Carrillo (0.5 FTE)

Charter Schools Director I [Open Position] Program Specialist Araceli Varela Tara Hyde

P. 22


Facilities/Maintenance & Operations Director I Alicia Masri

Administrative Assistant Denise Carrillo (0.50 FTE)

Skilled Facilities Technician [Open Positon] Skilled Trades Worker Randal Mervin Shipping/Receiving Operator Gene Ford Senior Utility Worker Forrest Bloxham Custodian Jerry Johnson Mike Grisby Nestor Torres Courier Jasmine Morra

P. 23


Human Resources Executive Director Shaun McElroy

Personnel Commission Commissioner V. Toni Adams Janell Hampton Administrative Assistant, Confidential Alma Carino

J. G. Wiggins Sr.

Executive Director, Personnel Commission Veronica Hodge Personnel Services Sr. Human Resources Specialist Margaret daSilva

Credentials Credentials Manager Stephanie Tomasi

Human Resources Assistant Shirley Lam

Sr. Credentials Specialist April Alvarez

Leadership Development Program Director I [Open Position]

Personnel Services Specialist Kaitlyn Lundell Kenneth Tramiel Personnel Services Assistant Sherry Causey

P. 24

Revenues & Transfers In Unrestricted & Restricted Funds = $36,436,089 FY 2018-19 Budget Adoption

Other Local Revenue $8,040,790 (22.1%)

LCFF Revenue Sources District Services & ACOE Operations $14,905,788 (40.9%)

Other State Revenue $7,348,974 (20.2%)

Federal Revenue $2,204,764 (6.1%)

LCFF Revenue Sources Juvenile Court & Community Schools $3,935,773 (10.8%)

Expenditures & Transfers Out Unrestricted & Restricted Funds = $36,524,910 FY 2018-19 Budget Adoption Services and Other Operating Expenditures $7,875,766 (21.56%)

Other Outgo Capital Outlay $-77,260 Interfund Transfers Out (-.021%) $281,300 $63,097 (.77%) (.17%)

Certificated Salaries $6,934,968 (18.99%)

Books and Supplies $453,432 (1.24%)

Employee Benefits $7,045,527 (19.29%)

Classified Salaries $13,948,080 (38.19%)

Revenues & Expenditures History Revenues

Expenditures

60,000,000 55,385,440 52,837,048

50,000,000 46,528,707

47,622,017

47,176,775

48,251,032

39,550,987

40,000,000

39,792,551 36,436,089 36,524,910

30,000,000

20,000,000

10,000,000

-

2014/15

2015/16

2016/17

2017/18

2018/19

General Fund Ending Balance 26,000,000 25,313,037

25,000,000 24,219,727

24,000,000

23,000,000 22,386,161

22,000,000 21,311,904

21,223,083

2017/18

2018/19

21,000,000

20,000,000

19,000,000 2014/15

2015/16

2016/17

Deficit / Surplus History Adopted

1st Interim

2nd Interim

Unaudited Actuals

Estimated Actuals

1000000

0

-1000000

-2000000

-3000000

-4000000

-5000000

-6000000 2014/15

2015/16

2016/17

2017/18

2018/19

ALAMEDA COUNTY OFFICE OF EDUCATION PROPOSED BUDGET FOR THE FISCAL YEAR 2018 - 2019 PREPARED BY INTERNAL BUSINESS SERVICES

SUMMARY (FUND 01)

Description

Superintendent / Board of Communications Education

Student Programs and Services

Learning & Accountability Services

Core Learning

Integrated Learning

Pathways to College & Career

RAAP

Revenue LCFF Sources Federal Revenue

14,905,788 -

Other State Revenue

3,012,220

Other Local Revenue

230,400

Other Financing Sources Total Revenues

18,148,408

-

3,935,773

-

-

-

1,743,339

-

-

-

1,416,472

-

1,217,567

286,800

-

502,276

1,341,496

30,000

635,248

30,000

7,730,832

-

1,719,843

461,425

2,089,721

586,876 586,876

771,739 348,703 1,120,442

Expenditures Certificated Salaries

397,577

Classified Salaries

439,253

398,575

2,823,234

239,330

Employee Benefits

1,232,039

124,774

1,962,768

6,145

5,025

126,891

470,860

47,075

1,496,639

Books & Supplies Services, Other Operating Expenses

-

4,474,092

-

812,586

408,863

228,415

278,666

523,166

722,845

502,858

715,415

71,118

354,950

337,891

226,940

281,873

2,000

130,947

28,183

6,603

10,138

42,760

673,212

888,664

518,364

85,048

Capital Outlays

-

-

-

-

-

-

-

-

Other Outgoing Expenses

-

-

-

-

-

6,800

-

-

Subtotal before Indirect Cost Indirect Cost Total Expenditures Excess/(Deficits) before contributions

2,545,874

575,449

10,883,624

355,208

2,494,861

2,393,246

1,483,180

(2,668,734)

57,429

1,031,724

35,450

240,017

238,166

119,578

136,732

(122,860)

632,878

11,915,348

390,658

2,734,878

2,631,412

1,602,758

1,507,872

(602,878)

(4,184,516)

(390,658)

(1,015,035)

18,271,268

(541,691)

(1,015,882)

1,371,140

(387,430)

Contributions & Transfers Interfund Transfers In / (Out)

(63,097)

-

-

-

-

-

-

-

Contrib from Unrestricted Funds

(17,955,349)

602,878

4,106,939

390,658

915,709

387,070

1,015,882

371,208

Contrib from Restricted Funds Total Contributions & Transfers

(18,018,446)

602,878

4,106,939

390,658

915,709

387,070

1,015,882

371,208

(99,326)

(154,621)

Net Increase (Decrease) in Fd Balance

252,822

-

(77,577)

Estimated Beginning Balance

15,769,324

-

607,577

305,336

1,019,673

467,401

258,169

30,061

Estimated Ending Balance

16,022,146

-

530,000

305,336

920,347

312,780

258,169

13,839

Page 1

-

-

(16,222)


SUMMARY (FUND 01)

Description

Internal Business District Business Services & Advisory Svcs

Information Technology

Administrative Services

Maintenance & Operations

Human Resources

Total

Revenue LCFF Sources

-

-

-

-

-

-

18,841,561

Federal Revenue

-

-

-

-

-

-

2,204,764

Other State Revenue

-

-

-

-

-

57,300

7,348,974

Other Local Revenue

72,000

203,270

8,040,790


72,000

3,243,162

1,006,235

3,243,162

1,006,235

220,000 220,000

208,000 208,000

260,570

36,436,089


272,369

6,934,968

Classified Salaries

1,607,863

2,426,855

1,443,932

496,170

763,287

845,297

13,948,080

Employee Benefits

500,849

769,330

437,506

160,599

221,915

362,975

7,045,527

Books & Supplies

11,300

29,300

38,000

2,400

34,000

22,500

453,432

209,273

1,799,589

596,780

87,950

604,286

355,266

7,875,766

281,300

-

-

-

-

-

-

Services, Other Operating Expenses

-

-

Capital Outlays

-

-


-

-


2,329,285

5,025,074

-

2,797,518

62,400

809,519

-

1,623,488 -

1,858,407

33,922

339,576

210,227

80,790

2,363,207

5,364,650

3,007,745

890,309

1,623,488

1,919,470

61,063

(2,291,207)

(2,121,488)

(2,001,510)

(670,309)

(1,415,488)

(1,658,900)

281,300 6,800 36,545,873 (84,060) 36,461,813 (25,724)


-

-

-

-

-

-

(63,097)


2,291,207

2,121,488

2,003,010

674,912

1,415,488

1,658,900

-


2,291,207

2,121,488

2,003,010

674,912

1,415,488

1,658,900

(63,097)

-

1,500

4,603


-

-

-

(88,821)


2,549,051

-

30,149

190,081

85,082

-

21,311,904


2,549,051

-

31,649

194,684

85,082

-

21,223,083

Page 2

ALAMEDA COUNTY OFFICE OF EDUCATION PROPOSED BUDGET FOR THE FISCAL YEAR 2018 - 2019 PREPARED BY INTERNAL BUSINESS SERVICES SUPERINTENDENT / BOARD OF EDUCATION

Board of Education

County School Service Fund

Superintendent

AC Supt Assn

0000 1000-1070

0000,1400,7690 0000,1100,2101

0000 1100

0001 1110

Description Resources Optional Code

Total


14,905,788

14,905,788

Other State Revenue

3,012,220

3,012,220

Other Local Revenue

225,000

Federal Revenue

5,400

230,400

5,400

18,148,408


-

18,143,008

Expenditures Superintendent Salary - Supt Base Salary - Supt Health & Welfare Bene - Supt Auto/Transportation Allowance - Supt Cellular Stipend Certificated Salaries Classified Salaries

189,089 122,968

Books & Supplies

229,134 9,606 7,200 1,200 150,437

229,134 9,606 7,200 1,200 150,437

Employee Benefits Services, Other Operating Expenses

-

933,478

250,164

439,253

175,593

1,232,039

3,500

2,645

59,110

407,700

6,145 4,050

470,860

Capital Outlays

-


-

Subtotal before Indirect Cost Indirect Cost

374,667

933,478

1,233,679

4,050

2,545,874

-

(2,668,734)

37,392

(2,829,247)

123,121

412,059

(1,895,769)

1,356,800

4,050

(412,059)

20,038,777

(1,356,800)

1,350


412,059

(19,724,208)

1,356,800


412,059

(19,787,305)

1,356,800

Total Expenditures Excess/(Deficits) before contributions

(122,860) 18,271,268


(63,097)

(63,097) (17,955,349) -

(18,018,446)


-

251,472

-

1,350

252,822


-

15,757,399

-

11,925

15,769,324


-

16,008,871

-

13,275

16,022,146

Page 3

ALAMEDA COUNTY OFFICE OF EDUCATION PROPOSED BUDGET FOR THE FISCAL YEAR 2018 - 2019 PREPARED BY INTERNAL BUSINESS SERVICES COMMUNICATIONS


Communications & Public Affairs

Special Projects

0000 1200

0000 1202

Total


-

Federal Revenue

-

Other State Revenue

-

Other Local Revenue

30,000

30,000

30,000

30,000

Other Financing Sources

-

Total Revenues

-


-

Classified Salaries

398,575

Employee Benefits

124,774


398,575 124,774

2,000

3,025

5,025

16,900

30,175

47,075

Capital Outlays

-


-

Subtotal before Indirect Cost

542,249

33,200

54,116

3,313

57,429

596,365

36,513

632,878

(596,365)

(6,513)

(602,878)


596,365

6,513

602,878


596,365

6,513

602,878

Indirect Cost Total Expenditures Excess/(Deficits) before contributions

575,449


-


-

-

-


-

-

-


-

-

-

Page 4


STUDENT PROGRAMS AND SERVICES Juvenile Court Schools

Butler

Camp Sweeney

0613 3620

Community Schools

Quest Academy

Hayward Comm. Sch.

Bridge Academy

Burke

Fruitvale

0613

0614

0614

0614

0614

0614

3620

3600,-40,-73

3600,3640

3630

3650-3651

3650-3651

Total JCS

Total CS

Total JCCS

Description Resources Optional Code Average Daily Attendance (ADA) Revenue LCFF Sources Federal Revenue State Revenue Other Local Revenue Total Revenues Expenditures Certificated Salaries Classified Salaries Employee Benefits Books & Supplies Services, Other Operating Expenses Capital Outlays Other Outgoing Expenses Subtotal Pass Through Total Before Indirect Support Cost Indirect Cost Total Expenditures Excess/(Deficits) before contributions Contributions & Transfers Interfund Transfers In / (Out) Contrib from Unrestricted Funds Contrib from Restricted Funds Total Contributions & Transfers

85.21

17.06

102.27

65.01

11.87

13.53

17.20

19.01

126.62

228.89

1,508,253

301,969

1,083,907

197,966

225,570

286,755

316,931

1,508,253

301,969

1,810,222 1,810,222

1,083,907

197,966

225,570

286,755

316,931

2,111,129 2,111,129

3,921,351 3,921,351

1,120,695 183,295 325,555 7,500 50,800

306,925 59,972 96,393 2,800 5,655

692,156 237,638 226,122 7,600 64,050

207,024 130,843 98,762 2,500 70,800

248,693 139,861 100,837 6,050 38,800

220,884 153,437 102,521 3,630 44,880

213,071 38,895 64,773 2,512 198,133

1,687,845

471,745

1,227,566

509,929

534,241

525,352

517,384

1,687,845 168,447 1,856,292

471,745 47,080 518,825

1,227,566 121,827 1,349,393

509,929 50,891 560,820

534,241 53,317 587,558

525,352 52,430 577,782

517,384 41,006 558,390

1,581,828 700,674 593,015 22,292 416,663 3,314,472 3,314,472 319,471 3,633,943

3,009,448 943,941 1,014,963 32,592 473,118 5,474,062 5,474,062 534,998 6,009,060

1,427,620 243,267 421,948 10,300 56,455 2,159,590 2,159,590 215,527 2,375,117

(348,039)

(216,856)

(564,895)

(265,486)

(362,854)

(361,988)

(291,027)

(241,459)

(1,522,814)

(2,087,709)

348,039

216,856

265,486

362,854

361,988

291,027

241,459

348,039

216,856

564,895 564,895

265,486

362,854

361,988

291,027

241,459

1,522,814 1,522,814

2,087,709 2,087,709


-

-

-

-

-

-

-

-

-

-


-

-

-

-

-

-

-

-

-

-


-

-

-

-

-

-

-

-

-

-

Page 5


STUDENT PROGRAMS AND SERVICES Special Education

Mental Health SB3632

3310

3327

3385

6500

6510

6512

6515

3660

3660, 3673

3660, 3661

3600, 3660

3661

3660, 3673

3661


Early Special Infant Total Special Intervention Education Infant Program Mental Health Discretionary Education Part C Funds Apportionment Fund

IDEA Basic

Average Daily Attendance (ADA) Revenue LCFF Sources Federal Revenue State Revenue Other Local Revenue Total Revenues Expenditures Certificated Salaries Classified Salaries Employee Benefits Books & Supplies Services, Other Operating Expenses Capital Outlays Other Outgoing Expenses Subtotal Pass Through Total Before Indirect Support Cost Indirect Cost Total Expenditures Excess/(Deficits) before contributions Contributions & Transfers Interfund Transfers In / (Out) Contrib from Unrestricted Funds Contrib from Restricted Funds Total Contributions & Transfers

14,422 146,423

2,724

146,423

2,724

56,297 79,767 37,813

4,789 1,425

45,757

45,757

36,101 8,768

221,070 235,492

297,946 212,949 133,120

699,837

5,868

13,500

699,837

5,868

13,500

80,000

412,615 250,650 184,108 5,000 73,350

10,686 3,181 2,000 13,000

14,422 194,904 719,205 221,070 1,149,601

802,959 558,841 368,415 7,000 166,350 1,903,565 1,903,565 189,787 2,093,352

173,877

6,214

44,869

724,015

925,723

13,867

15,000

173,877 17,328 191,205

6,214 619 6,833

44,869 4,478 49,347

724,015 72,198 796,213

925,723 92,287 1,018,010

13,867 1,380 15,247

15,000 1,497 16,497

(44,782)

(4,109)

(3,590)

(560,721)

(318,173)

(9,379)

(2,997)

(943,751)

44,782

4,109

3,590

805,000 (244,279) 560,721

83,693 233,700 317,393

7,582 7,582

2,997 2,997

941,174 941,174

44,782

4,109

3,590


-

-

-

-

(780)

(1,797)

-

(2,577)


-

-

-

-

780

1,797

-

2,577


-

-

-

-

-

-

-

-

Page 6


STUDENT PROGRAMS AND SERVICES Unrestricted Programs

MAA Unrestricted

Testing

0611

0602 3601

Restricted Categorical Programs

SPAS LCFF

Total NCLB: Title I, NCLB: Title I, Unrestricted Part A Basic & Part D Neglected Delinquent Programs

Title II Teacher Quality

1100

0612

3010

3025

4035

3600, 3602, 3605, 3610

3600, 3665, 3671, 3673

3610-3618

3610, 3611, 3613-3618

3600, 3613

Lottery


3605

Average Daily Attendance (ADA) Revenue LCFF Sources Federal Revenue State Revenue Other Local Revenue Total Revenues Expenditures Certificated Salaries Classified Salaries Employee Benefits Books & Supplies Services, Other Operating Expenses Capital Outlays Other Outgoing Expenses Subtotal Pass Through Total Before Indirect Support Cost Indirect Cost Total Expenditures Excess/(Deficits) before contributions Contributions & Transfers Interfund Transfers In / (Out) Contrib from Unrestricted Funds Contrib from Restricted Funds Total Contributions & Transfers Net Increase (Decrease) in Fd Balance

25,000 35,472 25,000

-

35,472

-

564,650

13,384

559,615

564,650

13,384

156,569 91,826 68,655

56,668 255,062 88,642

198,442

113,496

12,169

515,492

513,868

12,169

515,492 44,123 559,615

513,868 50,782 564,650

12,169 1,215 13,384

22,788

-

35,472

980,229

22,788 2,212 25,000

-

35,472 35,472

980,229 97,827 1,078,056

-

-

-

(1,078,056)

(1,078,056)

-

-

-

1,078,056

1,078,056 1,078,056

-

-

-

-

20,054 15,418

559,615

171,402 513,599 197,818 54,554 101,116 1,038,489 1,038,489 100,039 1,138,528

7,000 15,788

171,402 513,599 197,818 27,500 69,910

25,000 35,472 60,472

-

-

-

-

1,078,056

-

-

-


280,921

5,754

208,789

-

495,464

-

-

-


280,921

5,754

208,789

-

495,464

-

-

-

Page 7

-

-


STUDENT PROGRAMS AND SERVICES Restricted Categorical Programs


After School Learning Centers

Homeless Children Education

Medi-Cal Billing

Lottery Instructional Materials

CA Career Pathways Trust - CPT2

CTEIG

College Readiness

Foster Youth

4124

5630

5640

6300

6382

6387

7338

7366

9603

9606

3600

3670

3660

3605

3600

3600

3601

3670, 3671

3671

3600

Foster Youth Oakland Unite Mentor

Total Restricted Categorical Programs


Total SPaS Division

228.89

205,786

205,786

175,000

175,000

5,000

5,000

11,662

38,869

33,486

11,662

38,869

33,486

110,114

27,562

30,447

68,194

525,348

208,382

180,902

11,662 11,662

35,342 3,527 38,869

30,447 3,039 33,486

68,194 6,806 75,000

525,348 52,430 577,778

208,382 20,796 229,178

180,902 4,098 185,000

-

-

-

(75,000)

7,780

202,036

159,120

4,546

11,662

202,036 3,750 205,786

159,120 15,880 175,000

4,546 454 5,000 -

-

185,000 185,000

35,342

202,036

-

52,619

229,178 229,178

722

11,662

-

577,778

15,000 15,447

1,000 3,546

-

-

74,223 311,926 116,806 2,001 20,392

39,135 3,082 6,789

-

577,778

-

-

14,853

-

-

-

-

12,528 148,039 42,165

3,536

18,178

164,838

-

-

1,523,435 661,795 414,178 2,599,408

3,935,773 1,743,339 1,416,472 635,248 7,730,832

490,283 806,853 381,572 32,745 756,055 2,467,508 2,467,508 206,900 2,674,408

4,474,092 2,823,234 1,962,768 126,891 1,496,639 10,883,624 10,883,624 1,031,724 11,915,348

-

(75,000)

(4,184,516)

-

-

4,106,939 4,106,939


-

-

-

-

-

-

(75,000)

-

-

-

(75,000)

(77,577)


-

-

32,987

651

-

-

75,000

-

-

898

109,536


-

-

32,987

651

-

-

-

-

-

898

34,536

607,577 530,000

Page 8

ALAMEDA COUNTY OFFICE OF EDUCATION PROPOSED BUDGET FOR THE FISCAL YEAR 2018 - 2019 PREPARED BY INTERNAL BUSINESS SERVICES LEARNING & ACCOUNTABILITY SERVICES

Learning & Accountability Services

Learning & Accountability Services Workshop

DAIT

0000 3000

0010 3000

9401 3000

Description Resources Optional Code Revenue LCFF Sources Federal Revenue Other State Revenue Other Local Revenue Other Financing Sources Total Revenues Expenditures Certificated Salaries Classified Salaries Employee Benefits Books & Supplies Services, Other Operating Expenses Capital Outlays Other Outgoing Expenses Subtotal before Indirect Cost Indirect Cost Total Expenditures Excess/(Deficits) before contributions

-

-

0410 Workshop 0510 Workshop

0410 3400

-

0510 3500

-

-

LACOE-CDOL

Nutrition Year 7

9506 3500

5851 3500

-

-

Total

-

355,208 35,450 390,658

-

-

-

-

-

-

239,330 71,118 2,000 42,760 355,208 35,450 390,658

(390,658)

-

-

-

-

-

-

(390,658)

239,330 71,118 2,000 42,760


-


390,658


390,658

390,658 -

-

-

-

-

-

-

-

-

-

390,658


-

-

-


-

88,234

29,685

166,894

4,084

3,835

12,604

305,336


-

88,234

29,685

166,894

4,084

3,835

12,604

305,336

Page 9

-

ALAMEDA COUNTY OFFICE OF EDUCATION PROPOSED BUDGET FOR THE FISCAL YEAR 2018 - 2019 PREPARED BY INTERNAL BUSINESS SERVICES CORE LEARNING

Core Learning Administration

Wareham

Core Learning Workshop

Stuart Foundation

MTSS - ISABS

Core Learning Literacy Workshop

Core Learning Math & Technology Workshop

CODE.org

0000 3100

0102 3100

0110 3100

9224 3100

9507 3100

0114 3140,3141

0115 3150,3151

9109 3150

Description Resources Optional Code Revenue LCFF Sources Federal Revenue Other State Revenue Other Local Revenue

250,000

30,000

250,000

30,000

203,302

67,763

47,893

15,947

30,525

16,855


-

-

-

30,525

-

16,855


541,521

Classified Salaries

73,290

Employee Benefits

158,102


6,940 52,761

10,000

2,105

500

28,420

16,355

Capital Outlays Other Outgoing Expenses Subtotal before Indirect Cost

832,614

251,195

93,710

-

-

30,525

-

83,095

25,069

9,352

-

-

-

-

-

915,709

276,264

103,062

-

-

30,525

-

16,855

(915,709)

(26,264)

(73,062)

-

-

-

-

-

-

-

-

-

-

-

-

-

(26,264)

(73,062)

-

-

-

-

-


-

46,009

644,095

10,000

100,189

75,294

6,902

1


-

19,745

571,033

10,000

100,189

75,294

6,902

1


16,855

Contributions & Transfers Interfund Transfers In / (Out) Contrib from Unrestricted Funds

915,709


915,709


Page 10

ALAMEDA COUNTY OFFICE OF EDUCATION PROPOSED BUDGET FOR THE FISCAL YEAR 2018 - 2019 PREPARED BY INTERNAL BUSINESS SERVICES CORE LEARNING

Packard Early Learning

Wellness Workshop

TUPE COE Administration

TUPE COE Prop56

TUPE Cohort L Grades 6-12

TUPE Cohort M Grades 6-12

9110 3170

0511 3180

6680 3180

6685 3180

6690 3181

6690 3182

Total

Description Resources Optional Code Revenue LCFF Sources

-

Federal Revenue

-

Other State Revenue Other Local Revenue

89,112 100,000

74,896

100,000

74,896

89,113

447,898

591,444

502,276


1,217,567 -

89,112

89,113

447,898

591,444

1,719,843

Classified Salaries

40,301

17,476

176,099

216,000

Employee Benefits

12,223

5,534

51,717

63,534

354,950



812,586

426

2,000

5,000

5,000

37,476

71,500

130,947

90,500

66,100

23,502

56,860

141,968

186,746

673,212

Capital Outlays

-

Other Outgoing Expenses Subtotal before Indirect Cost Indirect Cost Total Expenditures Excess/(Deficits) before contributions

523,166

90,926

68,100

81,026

84,870

407,260

537,780

2,494,861

9,074

6,796

8,086

4,243

40,638

53,664

240,017

100,000

74,896

89,112

89,113

447,898

591,444

2,734,878

-

-

-

-

-

-

(1,015,035)


-

Contrib from Unrestricted Funds Contrib from Restricted Funds Total Contributions & Transfers Net Increase (Decrease) in Fd Balance

915,709 -

-

-

-

-

-

915,709

-

-

-

-

-

-

(99,326)


-

137,183

-

-

-

-

1,019,673


-

137,183

-

-

-

-

920,347

Page 11

ALAMEDA COUNTY OFFICE OF EDUCATION PROPOSED BUDGET FOR THE FISCAL YEAR 2018 - 2019 PREPARED BY INTERNAL BUSINESS SERVICES INTEGRATED LEARNING


Integrated Learning Administration

Integrated Learning Workshop

Transformative Leadership Workshop

Mock Trial

School Transformation Through Arts Year 7

School Transformation Through Arts Year 8

CCSESA 2

0000 3200

0210 3200

0212 3200

0213 3200

5822 3230

5822 3230

9203 3230

Revenue LCFF Sources Federal Revenue

57,025


206,800

32,152

206,800

32,152

19,000


-

-

-

57,025

19,000


164,650

23,389

Classified Salaries

92,419

96,318

8,965

Employee Benefits

68,657

34,049

1,035

Books & Supplies

1,495


8,062 8,557 6,450

24,725

5,429

171,851

351,946

135,796

188,651

29,234

35,124

13,552

18,149

2,918

387,070

149,348

206,800

(387,070)

(149,348)

1,000

22,784

11,842

16,276

-

51,850

17,276

-

5,175

1,724

32,152

-

57,025

19,000

-

-

-

-

Capital Outlays Other Outgoing Expenses Subtotal before Indirect Cost Indirect Cost Total Expenditures Excess/(Deficits) before contributions

6,800

-


387,070


387,070

-


-

(149,348)


-

149,348


-

-

-

-

-

-

-

-

-

-

-

-

249,339

-

4,800

-

-

249,339

-

4,800

-

-

Page 12



Transformative Leadership Hewlett

Transformative Leadership Panta Rhea II

9218 3230

9219 3230

Stuart Stuart Foundation Year Foundation Year 8 9 9224 3230

9224 3230

Stuart Youth Alliance Year 8

Stuart Youth Alliance Year 9

ASES Workshop

NCLB: Title IV, 21st Community Learning Ctrs Year 0

9226 3230

9226 3230

0214 3250

4123 3250

Revenue LCFF Sources 352,800

Federal Revenue Other State Revenue 300,000

75,000

21,694

167,000

5,099

150,000

64,751

300,000

75,000

21,694

167,000

5,099

150,000

64,751

352,800

Classified Salaries

185,305

31,780

14,969

69,091

3,528

3,528

3,588

114,628

Employee Benefits

65,095

6,773

4,756

21,470

1,108

1,108

1,062

62,258

Books & Supplies

3,000

Other Local Revenue Other Financing Sources Total Revenues Expenditures Certificated Salaries


98,380

61,285

2,700

2,771

131,753

56,320

42,749

320,786

19,377

29,641

272,777

68,194

19,725

151,846

4,636

136,389

63,670

27,223

6,806

1,969

15,154

463

13,611

6,354

32,014

300,000

75,000

21,694

167,000

5,099

150,000

70,024

352,800

-

-

-

-

-

-


-

-

-

-

-

-

-

-


-

-

-

-

-

-

(5,273)

-


8,760

-

-

-

-

-

52,280

-


8,760

-

-

-

-

-

47,007

-


(5,273)

-


Page 13


After School Learning

Power of Discovery: STEM Year 0

REACH

NCLB 21st Cen ASES

After School Learning

6010 3250

9206 3250

9222 3250

4123 3251

6010 3251


Total

Revenue -

LCFF Sources 51,600

Federal Revenue Other State Revenue

235,200

461,425 51,600

300,000

Other Local Revenue Other Financing Sources Total Revenues

286,800 1,341,496 -

235,200

-

300,000

51,600

51,600

2,089,721

13,646

21,606

21,606

408,863

7,122

7,122

722,845 337,891


65,586

Classified Salaries

76,420

Employee Benefits

41,504

3,891

8,284

8,284

Books & Supplies

1,847

8,200

360

360

28,183

28,500

247,040

9,546

9,546

888,664

Services, Other Operating Expenses Capital Outlays

-

Other Outgoing Expenses Subtotal before Indirect Cost Indirect Cost Total Expenditures Excess/(Deficits) before contributions

6,800 213,857

-

272,777

46,918

46,918

21,343

-

27,223

4,682

4,682

238,166

235,200

-

300,000

51,600

51,600

2,631,412

-

-

-

-

-

2,393,246

(541,691)


-


387,070


-

-

-

-

-

387,070


-

-

-

-

-

(154,621)


-

2,874

-

-

-

467,401


-

2,874

-

-

-

312,780

Page 14

ALAMEDA COUNTY OFFICE OF EDUCATION PROPOSED BUDGET FOR THE FISCAL YEAR 2018 - 2019 PREPARED BY INTERNAL BUSINESS SERVICES RESEARCH, ASSESSMENT & ACCOUNTABILITY PARTNERSHIPS

Research, Assessment & Accountability Partnerships

Assessment Workshop

Learning Communities for School Success Program

0000 3700

0710 3700

7085 3700

Total

Description Resources Optional Code Revenue LCFF Sources Federal Revenue Other State Revenue Other Local Revenue Other Financing Sources Total Revenues Expenditures Certificated Salaries Classified Salaries Employee Benefits Books & Supplies Services, Other Operating Expenses Capital Outlays Other Outgoing Expenses Subtotal before Indirect Cost Indirect Cost Total Expenditures Excess/(Deficits) before contributions

586,876

-

-

125,283 502,858 196,715 3,603 95,238

586,876

103,132 30,225 3,000 423,126

923,697 92,185 1,015,882

-

(1,015,882)

-

559,483 27,393 586,876 -

586,876 586,876

228,415 502,858 226,940 6,603 518,364 1,483,180 119,578 1,602,758 (1,015,882)


-


1,015,882


1,015,882

1,015,882 -

-

-

-

1,015,882


-


-

258,169

-

258,169


-

258,169

-

258,169

Page 15

-

ALAMEDA COUNTY OFFICE OF EDUCATION PROPOSED BUDGET FOR THE FISCAL YEAR 2018 - 2019 PREPARED BY INTERNAL BUSINESS SERVICES PATHWAYS TO COLLEGE AND CAREER

Pathways Admin

Pathways Workshop

CA Career Pathways Trust - CPT2

KFH-Scal Schools Hub for Health II

ACOPH - Nutrition Ed Prgm Yr 8

0000 3300

0310 3300

6382 3300

9308 3300

9309 3300

Description Resources Optional Code Revenue LCFF Sources Federal Revenue Other State Revenue

771,739

Other Local Revenue

5,000

30,642


-

5,000

771,739

-

30,642


164,650

Classified Salaries

79,767

533,610

11,338

22,675

Employee Benefits

62,286

168,099

3,412

5,230

Books & Supplies

2,000

1,390

28,820

3,156

337,523

4,546

701,709

14,750

27,905

33,685

454

70,030

1,472

2,737

371,208

5,000

771,739

16,222

30,642

(371,208)

-

-

(16,222)

-

-

-

-

-

-

-

(16,222)

-

12,540

-

16,222

-

12,540

-

-

-

Services, Other Operating Expenses Capital Outlays Other Outgoing Expenses Subtotal before Indirect Cost Indirect Cost Total Expenditures Excess/(Deficits) before contributions Contributions & Transfers Interfund Transfers In / (Out) Contrib from Unrestricted Funds

371,208


371,208


-

Estimated Beginning Balance Estimated Ending Balance

-

Page 16

ALAMEDA COUNTY OFFICE OF EDUCATION PROPOSED BUDGET FOR THE FISCAL YEAR 2018 - 2019 PREPARED BY INTERNAL BUSINESS SERVICES PATHWAYS TO COLLEGE AND CAREER


ACOPH - Nutrition Ed Prgm Yr 9

Hayward Promise Neighborhood

9309 3300

9313 3300

HOTM - Curric Dev Year HOTM - Curric Dev Year 8 9 9321 3300

Total

9321 3300

Revenue -

LCFF Sources Federal Revenue

-


771,739 149,308

38,753

125,000

348,703

38,753

125,000

1,120,442

28,504

85,512

-


149,308

-

Expenditures Certificated Salaries Classified Salaries

68,025

Employee Benefits

15,694

Books & Supplies

6,748


6,787

20,365

281,873

7,780

85,048

10,138

45,292

-


278,666 715,415

135,759

-

35,291

113,657

1,371,140

13,549

-

3,462

11,343

136,732

149,308

-

38,753

125,000

1,507,872

-

-

-

-

(387,430)


-


371,208


-

-

-

-

371,208


-

-

-

-

(16,222)


-

1,299

-

-

30,061


-

1,299

-

-

13,839

Page 17

ALAMEDA COUNTY OFFICE OF EDUCATION PROPOSED BUDGET FOR THE FISCAL YEAR 2018 - 2019 PREPARED BY INTERNAL BUSINESS SERVICES INTERNAL BUSINESS SERVICES

Fiscal Services

Countywide Retirement & Payroll Contracts

Redevelopment Project

0000 2100

0000 2121

9015 2101


Total


-

Federal Revenue

-

Other State Revenue

-

Other Local Revenue

72,000

72,000


-

72,000

-

72,000


-

Classified Salaries

1,357,600

250,263

1,607,863

Employee Benefits

422,110

78,739

500,849

Books & Supplies

11,000

300

11,300

198,673

10,600

209,273


-


-


339,902

-

33,922

-

33,922

1,989,383

373,824

-

2,363,207

(1,989,383)

(301,824)

-

(2,291,207)


1,989,383

301,824


1,989,383

301,824


1,989,383 -

2,329,285


2,291,207 -


-

-


-

-

2,549,051

2,549,051


-

-

2,549,051

2,549,051

Page 18

-

2,291,207 -

ALAMEDA COUNTY OFFICE OF EDUCATION PROPOSED BUDGET FOR THE FISCAL YEAR 2018 - 2019 PREPARED BY INTERNAL BUSINESS SERVICES DISTRICT BUSINESS & ADVISORY SERVICES

District Business & Advisory Services

District Advisory Services

District Business Services

Financial Systems Support

0000 2200

0000 2210

0000 2220

0000 2221

Total

Description Resources Optional Code Revenue LCFF Sources

-

Federal Revenue

-


50,000

3,193,162

3,243,162

3,193,162

3,243,162


50,000

-

-


-

Classified Salaries

262,230

706,215

699,649

758,761

2,426,855

Employee Benefits

90,543

235,813

214,909

228,065

769,330

Books & Supplies

1,500

8,000

3,800

16,000

29,300

75,250

107,100

11,500

1,605,739

1,799,589


-

Other Outgoing Expenses Subtotal before Indirect Cost Indirect Cost

429,523

1,057,128

929,858

2,608,565

5,025,074

37,876

105,501

92,800

103,399

339,576

467,399

1,162,629

1,022,658

2,711,964

5,364,650

(417,399)

(1,162,629)

(1,022,658)

481,198

(2,121,488)


417,399

1,162,629

1,022,658

(481,198)

2,121,488


417,399

1,162,629

1,022,658

(481,198)

2,121,488

Total Expenditures Excess/(Deficits) before contributions Contributions & Transfers Interfund Transfers In / (Out)

-


-

-

-

-

-


-

-

-

-

-


-

-

-

-

-

Page 19

ALAMEDA COUNTY OFFICE OF EDUCATION PROPOSED BUDGET FOR THE FISCAL YEAR 2018 - 2019 PREPARED BY INTERNAL BUSINESS SERVICES INFORMATION TECHNOLOGY SERVICES


Network Admin & Oper Svcs

ACOENet

ACOENet VARsales

Client Services

0000 2310

0000 2311

0904 2311

0000 2320

Total


-

Federal Revenue

-

Other State Revenue

-

Other Local Revenue

994,735

11,500

994,735

11,500

1,006,235


-

-

1,006,235


-

Classified Salaries

885,394

Employee Benefits

268,652

8,986

Books & Supplies

18,000

2,000

180,090

360,800

80,000

201,300

1,432,136

601,029


27,943 10,000

530,595

1,443,932

159,868

437,506

8,000

38,000

55,890

596,780 281,300

Other Outgoing Expenses Subtotal before Indirect Cost Indirect Cost

2,797,518

-

75,284

210,227

601,029

10,000

829,637

3,007,745

(1,567,079)

393,706

1,500

(829,637)

(2,001,510)


1,567,079

(393,706)

829,637

2,003,010


1,567,079

(393,706)

829,637

2,003,010

Excess/(Deficits) before contributions

-

754,353

1,567,079

Total Expenditures

134,943

10,000


-

-


-

-

1,500

-

1,500


-

-

30,149

-

30,149


-

-

31,649

-

31,649

Page 20

ALAMEDA COUNTY OFFICE OF EDUCATION PROPOSED BUDGET FOR THE FISCAL YEAR 2018 - 2019 PREPARED BY INTERNAL BUSINESS SERVICES ADMINISTRATIVE SERVICES


Administrative Services

Quality Educational Investment Act

Charter Schools Office

Charter Schools Office Workshop

0000 2500

7400 2500

0000 2510

0910 2510

Total


-

Federal Revenue

-

Other State Revenue

-

Other Local Revenue

200,000

20,000

220,000

200,000

20,000

220,000


-

-


62,400

62,400

Classified Salaries

215,578

280,592

496,170

Employee Benefits

66,104

94,495

160,599

Books & Supplies

1,200

1,200

34,950

39,000


2,400 14,000

87,950

Capital Outlays

-


-


380,232

-

415,287

14,000

37,947

-

41,446

1,397

809,519 80,790

418,179

-

456,733

15,397

890,309

(418,179)

-

(256,733)

4,603

(670,309)


-


418,179


418,179


-


-


-

256,733 -

256,733

674,912 -

674,912

-

4,603

4,603

187,170

-

2,911

190,081

187,170

-

7,514

194,684

Page 21

ALAMEDA COUNTY OFFICE OF EDUCATION PROPOSED BUDGET FOR THE FISCAL YEAR 2018 - 2019 PREPARED BY INTERNAL BUSINESS SERVICES FACILITIES / MAINTENANCE & OPERATIONS


Maintenance & Operations - Winton

Facilities Rental

Warehouse Distribution

Maintenance & Operations - Admin

Prop 39 - California Clean Energy Jobs Act

0000 2600

0000 2601

0000 2602

0000 2603

6230 2610

Total

Revenue LCFF/Revenue Limit Sources

-

Federal Revenue

-

Other State Revenue

-

Other Local Revenue

1,000

72,000

135,000

1,000

72,000

135,000

208,000


-

-

208,000


-

Classified Salaries

445,500

2,000

65,112

250,675

763,287

Employee Benefits

122,748

412

19,208

79,547

221,915

Books & Supplies

30,000

2,500

1,500

34,000

1,250

51,980

604,286


560,450

(9,394)

Capital Outlays

-


-


(6,982)

88,070

-

-

1,158,698

(6,982)

88,070

383,702

-

1,623,488

(1,158,698)

7,982

(16,070)

(248,702)

-

(1,415,488)


1,158,698

(7,982)

16,070

248,702


1,158,698

(7,982)

16,070

248,702


1,158,698 -

383,702 -

-

1,623,488 -


1,415,488 -

1,415,488


-

-

-

-

-

-


-

-

-

-

85,082

85,082


-

-

-

-

85,082

85,082

Page 22

ALAMEDA COUNTY OFFICE OF EDUCATION PROPOSED BUDGET FOR THE FISCAL YEAR 2018 - 2019 PREPARED BY INTERNAL BUSINESS SERVICES HUMAN RESOURCES

HR Services

Credentials

Leadership Dev Program

Personnel Commission

Personnel Commission Training

0000 4000

0000 4010

0000 4040

0000 4100

0000 4110


Total


-

Federal Revenue

-

Other State Revenue

57,300

Other Local Revenue

3,000

120

200,150

57,300

60,300

120

200,150

203,270


-

-

260,570


150,437

Classified Salaries

250,019

211,844

Employee Benefits

115,381

71,033

34,642

141,919

Books & Supplies

10,000

1,500

1,000

8,000

2,000

22,500

113,000

4,400

165,500

67,366

5,000

355,266


121,932

272,369 383,434

845,297 362,975

Capital Outlays

-


-


288,777

323,074

28,820

32,243

638,837

317,597

355,317

600,719

7,000

1,919,470

(578,537)

(317,477)

(155,167)

(600,719)

(7,000)

(1,658,900)


578,537

317,477

155,167

600,719

7,000

1,658,900


578,537

317,477

155,167

600,719

7,000

1,658,900


638,837 -

600,719 -

7,000 -

1,858,407 61,063


-


-

-

-

-

-

-


-

-

-

-

-

-


-

-

-

-

-

-

Page 23


ACOE OPPORTUNITY ACADEMY (FUND 09)

ACOE Opportunity Academy

Education Protection Account

0000

1400


3690

3690


Total ACOE Opportunity Academy

45.00

45.00

566,769

5,000

2,350 569,119

5,000

387,326 35,822 109,083 10,000 32,615

571,769 2,350 574,119

574,846

5,000

574,846 57,370 632,216

5,000 5,000

387,326 35,822 109,083 15,000 32,615 579,846 579,846 57,370 637,216

(63,097)

-

(63,097)

5,000

63,097

63,097

-

63,097 63,097


-

-

-


-

-

-


-

-

-

Page 24

Alameda County Office of Education Alameda County

July 1 Budget FINANCIAL REPORTS 2018-19 Budget County Office of Education Certification

01 10017 0000000 Form CB

ANNUAL BUDGET REPORT: July 1, 2018 Budget Adoption This budget was developed using the state-adopted Criteria and Standards. It includes the expenditures necessary to implement the Local Control and Accountability Plan (LCAP) or annual update to the LCAP that will be effective for the budget year. The budget was filed and adopted subsequent to a public hearing by the County Board of Education pursuant to Education Code sections 1620, 1622, 33129, 52066, 52067, and 52068. Public Hearing:

Adoption Date: June 12, 2018

Place: Alameda County Office of Education Date: May 22, 2018 Time: 6:30 PM

Signed: Clerk/Secretary of the County Board (Original signature required)

Contact person for additional information on the budget reports: Name: Title: Telephone: E-mail:

DeCarlos Kaigler Director III, Fiscal Service 510-670-4172 [email protected]

To update our mailing database, please complete the following: Superintendent's Name: Chief Business Official's Name: CBO's Title: CBO's Telephone:

L. Karen Monroe Jeff Potter Chief Business Official 510-670-4277

Criteria and Standards Review Summary The following summary is automatically completed based on data provided in the Criteria and Standards Review (Form 01CS). Criteria and standards that are "Not Met" and supplemental information and additional fiscal indicators that are "Yes" may indicate areas of potential concern for fiscal solvency purposes and should be carefully reviewed.

CRITERIA AND STANDARDS 1a Average Daily Attendance (ADA) County Operations Grant 1b

ADA - County Programs

Met Projected County Operations Grant ADA has not been overestimated by more than the standard for the first prior fiscal year, or two or more of the previous three fiscal years.

X

Projected ADA for county programs has not exceeded the standard for the budget and two subsequent fiscal years.

X

California Dept of Education SACS Financial Reporting Software - 2018.1.0 File: cb-c (Rev 04/04/2018)

Page 1 of 4

Not Met

Printed: 5/30/2018 11:31 AM



01 10017 0000000 Form CB

CRITERIA AND STANDARDS (continued) 2 Local Control Projected change in LCFF revenue is within the standard for the Funding Formula budget and two subsequent fiscal years. (LCFF) Revenue

Met

Not Met X

3

Salaries and Benefits

Projected total salaries and benefits are within the standard for the budget and two subsequent fiscal years.

4a

Other Revenues

Projected operating revenues (e.g., federal, other state, and other local) are within the standard for the budget and two subsequent fiscal years.

X

Projected expenditures (e.g., books and supplies, and services and other operating) are within the standard for the budget and two subsequent fiscal years.

X

4b

5

Other Expenditures

X

Ongoing and Major Maintenance Account

If applicable, required contribution to the ongoing and major maintenance account (i.e., restricted maintenance account) is included in the budget.

6

Deficit Spending

Unrestricted deficit spending, if any, has not exceeded the standard for two or more of the last three fiscal years.

7

Fund Balance

Unrestricted county school service fund beginning balance has not been overestimated by more than the standard for two or more of the last three fiscal years.

X

Projected available reserves (e.g., reserve for economic uncertainties, unassigned/unappropriated amounts) meet minimum requirements for the budget and two subsequent fiscal years.

X

8

Reserves

n/a

SUPPLEMENTAL INFORMATION S1 Contingent Liabilities Are there known or contingent liabilities (e.g., financial or program audits, litigation, state compliance reviews) that may impact the budget? S2

S3

S4

S5

X

No X

Using One-time Revenues to Fund Ongoing Exps.

Are there ongoing county school service fund expenditures in excess of one percent of the total county school service fund expenditures that are funded with one-time resources?

X

Using Ongoing Revenues to Fund One-time Exps.

Are there large non-recurring county school service fund expenditures that are funded with ongoing county school service fund revenues?

X

Contingent Revenues

Are any projected revenues for the budget or two subsequent fiscal years contingent on reauthorization by the local government, special legislation, or other definitive act (e.g., parcel taxes, forest reserves)?

Contributions

Have contributions from unrestricted to restricted resources, or transfers to or from the county school service fund to cover operating deficits, changed by more than the standard for the budget or two subsequent fiscal years?


Page 2 of 4

Yes

X

X

Printed: 5/30/2018 11:31 AM



01 10017 0000000 Form CB

SUPPLEMENTAL INFORMATION (continued) S6 Long-term Does the county office have long-term (multiyear) commitments or Commitments debt agreements? •

S7a

Postemployment Benefits Other than Pensions

S7b

Other Self-insurance Benefits

S8

Status of Labor Agreements

S9

Local Control and Accountability Plan (LCAP)

Does the county office provide postemployment benefits other than pensions (OPEB)? • If yes, are they lifetime benefits? • If yes, do benefits continue beyond age 65? • If yes, are benefits funded by pay-as-you-go? Does the county office provide other self-insurance benefits (e.g., workers' compensation)? Are salary and benefit negotiations still open for: • Certificated? (Section S8A, Line 1) • Classified? (Section S8B, Line 1) • Management/supervisor/confidential? (Section S8C, Line 1) • Did or will the county office of education's governing board adopt an LCAP or approve an update to the LCAP effective for the budget year? •

S10

If yes, have annual payments for the budget or two subsequent fiscal years increased over prior year's (2017-18) annual payment?

LCAP Expenditures

Approval date for adoption of the LCAP or approval of an update to the LCAP: Does the county office of education's budget include the expenditures necessary to implement the LCAP or annual update to the LCAP as described in the Local Control and Accountability Plan and Annual Update Template, Section 3: Actions, Services, and Expenditures?

ADDITIONAL FISCAL INDICATORS A1 Negative Cash Flow Do cash flow projections show that the county office will end the budget year with a negative cash balance in the county school service fund?

No

X X X n/a n/a n/a X X X n/a X Jun 12, 2018

X

No

Independent Position Control

Is personnel position control independent from the payroll system?

A3

Declining ADA

Is County Operations Grant ADA decreasing in both the prior fiscal year and budget year?

A4

New Charter Schools Impacting County Office ADA

Are any new charter schools operating in county boundaries that are impacting the county office's ADA, either in the prior fiscal year or budget year?

Salary Increases Exceed COLA

Has the county office entered into a bargaining agreement where any of the budget or subsequent fiscal years of the agreement would result in salary increases that are expected to exceed the projected state funded cost-of-living adjustment?

X

Uncapped Health Benefits

Does the county office provide uncapped (100% employer paid) health benefits for current or retired employees?

X

A6


Page 3 of 4

Yes

X

A2

A5

Yes

X X X

Printed: 5/30/2018 11:31 AM



01 10017 0000000 Form CB

ADDITIONAL FISCAL INDICATORS (continued) A7 Fiscal Distress Does the county office have any reports that indicate fiscal distress? Reports If yes, provide copies to the CDE. A8

Change of CBO or Superintendent

Have there been personnel changes in the superintendent or chief business official (CBO) positions within the last 12 months?


Page 4 of 4

No

Yes

X X

Printed: 5/30/2018 11:31 AM


July 1 Budget 2018-19 Budget Workers' Compensation Certification

01 10017 0000000 Form CC

ANNUAL CERTIFICATION REGARDING SELF-INSURED WORKERS' COMPENSATION CLAIMS Pursuant to EC Section 42141, if a county office of education is self-insured for workers' compensation claims, the county superintendent of schools annually shall provide information to the governing board of the county board of education regarding the estimated accrued but unfunded cost of those claims. The county board of education annually shall certify to the Superintendent of Public Instruction the amount of money, if any, that has been reserved in the budget of the county office of education for the cost of those claims. To the Superintendent of Public Instruction: (

) Our county office of education is self-insured for workers' compensation claims as defined in Education Code Section 42141(a): Total liabilities actuarially determined: Less: Amount of total liabilities reserved in budget: Estimated accrued but unfunded liabilities:

(

$ $ $

0.00

) This county office of education is self-insured for workers' compensation claims through a JPA, and offers the following information:

( X ) This county office of education is not self-insured for workers' compensation claims. Signed

Date of Meeting: May 22, 2018 Clerk/Secretary of the Governing Board (Original signature required)

For additional information on this certification, please contact:

Name:

DeCarlos A. Kaigler

Title:

Director III, Fiscal Services

Telephone: 510-670-4172 E-mail:

[email protected]

California Dept of Education SACS Financial Reporting Software - 2018.1.0 File: cc (Rev 02/14/2017)

Page 1 of 1

Printed: 5/30/2018 11:31 AM

July 1 Budget County School Service Fund Unrestricted and Restricted Expenditures by Object


01 10017 0000000 Form 01

2017-18 Estimated Actuals

Description

Resource Codes

Object Codes

Unrestricted (A)

2018-19 Budget Total Fund col. A + B (C)

Restricted (B)

Unrestricted (D)

Total Fund col. D + E (F)

Restricted (E)

% Diff Column C&F

A. REVENUES 1) LCFF Sources

8010-8099

19,179,792.00

14,422.00

19,194,214.00

18,827,139.00

14,422.00

18,841,561.00

-1.8%

2) Federal Revenue

8100-8299

92,634.00

4,923,313.00

5,015,947.00

25,000.00

2,179,764.00

2,204,764.00

-56.0%

3) Other State Revenue

8300-8599

465,318.00

13,268,157.00

13,733,475.00

2,171,514.00

5,177,460.00

7,348,974.00

-46.5%

4) Other Local Revenue

8600-8799

5,925,013.00

3,308,126.00

9,233,139.00

5,907,191.00

2,133,599.00

8,040,790.00

-12.9%

25,662,757.00

21,514,018.00

47,176,775.00

26,930,844.00

9,505,245.00

36,436,089.00

-22.8%

5) TOTAL, REVENUES B. EXPENDITURES 1) Certificated Salaries

1000-1999

5,438,308.00

2,471,083.00

7,909,391.00

5,180,365.00

1,754,603.00

6,934,968.00

-12.3%

2) Classified Salaries

2000-2999

10,374,384.00

3,499,486.00

13,873,870.00

10,975,307.00

2,972,773.00

13,948,080.00

0.5%

3) Employee Benefits

3000-3999

4,263,156.00

2,512,473.00

6,775,629.00

4,746,154.00

2,299,373.00

7,045,527.00

4.0%

4) Books and Supplies

4000-4999

628,261.00

830,741.00

1,459,002.00

266,499.00

186,933.00

453,432.00

-68.9%

5) Services and Other Operating Expenditures

5000-5999

6,027,281.00

11,490,354.00

17,517,635.00

5,353,677.00

2,522,089.00

7,875,766.00

-55.0%

6) Capital Outlay

6000-6999

468,623.00

10,000.00

478,623.00

281,300.00

0.00

281,300.00

-41.2%

7) Other Outgo (excluding Transfers of Indirect Costs)

7100-7299 7400-7499

224,154.00

236,954.00

6,800.00

-97.1%

8) Other Outgo - Transfers of Indirect Costs

7300-7399

9) TOTAL, EXPENDITURES C. EXCESS (DEFICIENCY) OF REVENUES OVER EXPENDITURES BEFORE OTHER FINANCING SOURCES AND USES (A5 - B9)

12,800.00 (1,272,808.00)

1,221,263.00

25,940,005.00

22,259,554.00

(277,248.00)

(745,536.00)

(51,545.00)

6,800.00 (888,507.00)

0.00 804,447.00

48,199,559.00

25,921,595.00

10,540,218.00

(1,022,784.00)

1,009,249.00

(1,034,973.00)

(84,060.00) 36,461,813.00

(25,724.00)

63.1% -24.4%

-97.5%

D. OTHER FINANCING SOURCES/USES 1) Interfund Transfers a) Transfers In

8900-8929

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

b) Transfers Out

7600-7629

51,473.00

0.00

51,473.00

63,097.00

0.00

63,097.00

22.6%

8930-8979

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

7630-7699

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

(10,625.00)

10,625.00

0.00

(941,174.00)

941,174.00

0.00

(62,098.00)

10,625.00

(1,004,271.00)

941,174.00

2) Other Sources/Uses a) Sources b) Uses 3) Contributions 4) TOTAL, OTHER FINANCING SOURCES/USES

California Dept of Education SACS Financial Reporting Software - 2018.1.0 File: fund-a (Rev 04/13/2018)

8980-8999

Page 1

(51,473.00)

(63,097.00)

0.0% 22.6%

Printed: 5/30/2018 11:20 AM



01 10017 0000000 Form 01


Description

Resource Codes

Object Codes

E. NET INCREASE (DECREASE) IN FUND BALANCE (C + D4)

Unrestricted (A) (339,346.00)


Restricted (B) (734,911.00)

(1,074,257.00)

Unrestricted (D) 4,978.00


Restricted (E) (93,799.00)

(88,821.00)

% Diff Column C&F -91.7%

F. FUND BALANCE, RESERVES 1) Beginning Fund Balance a) As of July 1 - Unaudited b) Audit Adjustments

9791

18,527,565.00

3,858,596.00

22,386,161.00

18,188,219.00

3,123,685.00

21,311,904.00

9793

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

18,527,565.00

3,858,596.00

22,386,161.00

18,188,219.00

3,123,685.00

21,311,904.00

-4.8%

c) As of July 1 - Audited (F1a + F1b) d) Other Restatements

9795

e) Adjusted Beginning Balance (F1c + F1d) 2) Ending Balance, June 30 (E + F1e) Components of Ending Fund Balance a) Nonspendable Revolving Cash

-4.8%

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

18,527,565.00

3,858,596.00

22,386,161.00

18,188,219.00

3,123,685.00

21,311,904.00

-4.8%

18,188,219.00

3,123,685.00

21,311,904.00

18,193,197.00

3,029,886.00

21,223,083.00

-0.4%

9711

35,000.00

0.00

35,000.00

35,000.00

0.00

35,000.00

0.0%

Stores

9712

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Prepaid Items

9713

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

All Others

9719

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

b) Restricted

9740

0.00

3,123,685.00

3,123,685.00

0.00

3,029,886.00

3,029,886.00

-3.0%

c) Committed Stabilization Arrangements

9750

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

9760

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

9780

16,703,387.00

0.00

16,703,387.00

17,062,397.00

0.00

17,062,397.00

2.1%

Reserve for Economic Uncertainties

9789

1,449,832.00

0.00

1,449,832.00

1,095,800.00

0.00

1,095,800.00

-24.4%

Unassigned/Unappropriated Amount

9790

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Other Commitments d) Assigned Other Assignments e) Unassigned/Unappropriated


Page 2

Printed: 5/30/2018 11:20 AM



01 10017 0000000 Form 01


Description

Resource Codes

Object Codes

Unrestricted (A)


Restricted (B)

Unrestricted (D)

Restricted (E)


% Diff Column C&F

G. ASSETS 1) Cash a) in County Treasury

9110

0.00

0.00

0.00

9111

0.00

0.00

0.00

b) in Banks

9120

0.00

0.00

0.00

c) in Revolving Cash Account

9130

0.00

0.00

0.00

d) with Fiscal Agent/Trustee

9135

0.00

0.00

0.00

e) Collections Awaiting Deposit

9140

0.00

0.00

0.00

2) Investments

9150

0.00

0.00

0.00

3) Accounts Receivable

9200

0.00

0.00

0.00

4) Due from Grantor Government

9290

0.00

0.00

0.00

5) Due from Other Funds

9310

0.00

0.00

0.00

6) Stores

9320

0.00

0.00

0.00

7) Prepaid Expenditures

9330

0.00

0.00

0.00

8) Other Current Assets

9340

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

1) Fair Value Adjustment to Cash in County Treasury

9) TOTAL, ASSETS H. DEFERRED OUTFLOWS OF RESOURCES 1) Deferred Outflows of Resources

9490

2) TOTAL, DEFERRED OUTFLOWS I. LIABILITIES 1) Accounts Payable

9500

0.00

0.00

0.00

2) Due to Grantor Governments

9590

0.00

0.00

0.00

3) Due to Other Funds

9610

0.00

0.00

0.00

4) Current Loans

9640

0.00

0.00

0.00

5) Unearned Revenue

9650

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

6) TOTAL, LIABILITIES J. DEFERRED INFLOWS OF RESOURCES 1) Deferred Inflows of Resources 2) TOTAL, DEFERRED INFLOWS

9690

K. FUND EQUITY Ending Fund Balance, June 30 (G9 + H2) - (I6 + J2)


Page 3

Printed: 5/30/2018 11:20 AM



01 10017 0000000 Form 01


Description

Resource Codes

Object Codes

Unrestricted (A)


Restricted (B)

Unrestricted (D)


Restricted (E)

% Diff Column C&F

LCFF SOURCES Principal Apportionment State Aid - Current Year

8011

3,207,370.00

0.00

3,207,370.00

2,854,717.00

0.00

2,854,717.00

-11.0%

Education Protection Account State Aid - Current Year

8012

56,962.00

0.00

56,962.00

56,962.00

0.00

56,962.00

0.0%

State Aid - Prior Years

8019

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Tax Relief Subventions Homeowners' Exemptions

8021

119,232.00

0.00

119,232.00

119,232.00

0.00

119,232.00

0.0%

Timber Yield Tax

8022

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Other Subventions/In-Lieu Taxes

8029

1,144.00

0.00

1,144.00

1,144.00

0.00

1,144.00

0.0%

County & District Taxes Secured Roll Taxes

8041

15,510,317.00

0.00

15,510,317.00

15,510,317.00

0.00

15,510,317.00

0.0%

Unsecured Roll Taxes

8042

1,126,994.00

0.00

1,126,994.00

1,126,994.00

0.00

1,126,994.00

0.0%

Prior Years' Taxes

8043

(160,368.00)

0.00

(160,368.00)

(160,368.00)

0.00

(160,368.00)

0.0%

Supplemental Taxes

8044

498,975.00

0.00

498,975.00

498,975.00

0.00

498,975.00

0.0%

Education Revenue Augmentation Fund (ERAF)

8045

10,338,054.00

0.00

10,338,054.00

10,338,054.00

0.00

10,338,054.00

0.0%

Community Redevelopment Funds (SB 617/699/1992)

8047

908,426.00

0.00

908,426.00

908,426.00

0.00

908,426.00

0.0%

Penalties and Interest from Delinquent Taxes

8048

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Receipt from Co. Board of Sups.

8070

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Miscellaneous Funds (EC 41604) Royalties and Bonuses

8081

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Other In-Lieu Taxes

8082

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Less: Non-LCFF (50%) Adjustment

8089

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

31,607,106.00

0.00

31,607,106.00

31,254,453.00

0.00

31,254,453.00

-1.1%

0.00

0.00

0.00

0.0%

Subtotal, LCFF Sources LCFF Transfers Unrestricted LCFF Transfers Current Year All Other LCFF Transfers Current Year

0000

8091

0.00

All Other

8091

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Transfers to Charter Schools in Lieu of Property Taxes

8096

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Property Taxes Transfers

8097

LCFF/Revenue Limit Transfers - Prior Years

8099

TOTAL, LCFF SOURCES

(12,427,314.00)

14,422.00

(12,412,892.00)

(12,427,314.00)

14,422.00

(12,412,892.00)

0.0%

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

19,179,792.00

14,422.00

19,194,214.00

18,827,139.00

14,422.00

18,841,561.00

-1.8%

FEDERAL REVENUE Maintenance and Operations

8110

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Special Education Entitlement

8181

0.00

165,549.00

165,549.00

0.00

146,423.00

146,423.00

-11.6%

Special Education Discretionary Grants

8182

0.00

49,048.00

49,048.00

0.00

48,481.00

48,481.00

-1.2%

Child Nutrition Programs

8220

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Donated Food Commodities

8221

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Flood Control Funds

8270

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Wildlife Reserve Funds

8280

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

FEMA

8281

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Interagency Contracts Between LEAs

8285

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

8287

0.00

0.00

Pass-Through Revenues from Federal Sources

224,154.00

224,154.00

0.00

0.00

-100.0%

Title I, Part A, Basic

3010

8290

559,615.00

559,615.00

559,615.00

559,615.00

0.0%

Title I, Part D, Local Delinquent Programs

3025

8290

661,785.00

661,785.00

564,650.00

564,650.00

-14.7%

Title II, Part A, Educator Quality

4035

8290

0.00

0.00

13,384.00

13,384.00

New

Title III, Part A, Immigrant Education Program

4201

8290

0.00

0.00

0.00

0.00

0.0%


Page 4

Printed: 5/30/2018 11:20 AM



01 10017 0000000 Form 01

2017-18 Estimated Actuals Restricted (B)

Unrestricted (D)


Restricted (E)

% Diff Column C&F

Resource Codes

Object Codes

Program

4203

8290

0.00

0.00

0.00

0.00

0.0%

Public Charter Schools Grant Program (PCSGP)

4610

8290

0.00

0.00

0.00

0.00

0.0%

8290

1,617,712.00

1,617,712.00

785,186.00

785,186.00

-51.5%

Description

Unrestricted (A)


Title III, Part A, English Learner

Other NCLB / Every Student Succeeds Act Career and Technical Education All Other Federal Revenue

3020, 3040, 3041, 3045, 3060, 3061, 3110, 3150, 3155, 3177, 3180, 3181, 3185, 4050, 4123, 4124, 4126,4127, 4204, 5510, 5630 3500-3599

8290

All Other

8290

TOTAL, FEDERAL REVENUE

0.00

0.00

0.00

0.00

0.0%

92,634.00

1,645,450.00

1,738,084.00

25,000.00

62,025.00

87,025.00

-95.0%

92,634.00

4,923,313.00

5,015,947.00

25,000.00

2,179,764.00

2,204,764.00

-56.0%

OTHER STATE REVENUE Other State Apportionments ROC/P Entitlement Prior Years

6360

8319

0.00

0.00

0.00

0.00

0.0%

Special Education Master Plan Current Year

6500

8311

0.00

0.00

0.00

0.00

0.0%

6500

8319

0.00

0.00

0.00

0.00

0.0%

All Other State Apportionments - Current Year

All Other

8311

0.00

700,145.00

700,145.00

0.00

699,837.00

699,837.00

0.0%

All Other State Apportionments - Prior Years

All Other

8319

0.00

0.00

0.00

0.00

0.00

0.00

0.0%


8520

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Mandated Costs Reimbursements

8550

355,250.00

0.00

355,250.00

78,742.00

0.00

78,742.00

-77.8%

Lottery - Unrestricted and Instructional Materials

8560

41,468.00

12,959.00

54,427.00

35,472.00

11,662.00

47,134.00

-13.4%

Homeowners' Exemptions

8575

0.00

0.00

0.00

0.00

0.00

0.00

0.0%


8576

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

8587

0.00

0.00

Prior Years

Tax Relief Subventions Restricted Levies - Other

Pass-Through Revenues from State Sources

0.00

0.00

0.00

0.00

0.0%

After School Education and Safety (ASES)

6010

8590

286,800.00

286,800.00

286,800.00

286,800.00

0.0%

Charter School Facility Grant

6030

8590

0.00

0.00

0.00

0.00

0.0%

Drug/Alcohol/Tobacco Funds

6650, 6680, 6685, 6690, 6695

8590

1,267,097.00

1,267,097.00

1,217,567.00

1,217,567.00

-3.9%

California Clean Energy Jobs Act

6230

8590

0.00

0.00

0.00

0.00

0.0%

Career Technical Education Incentive Grant Program

6387

8590

33,486.00

33,486.00

33,486.00

33,486.00

0.0%

American Indian Early Childhood Education

7210

8590

0.00

0.00

0.00

0.00

0.0%

Specialized Secondary

7370

8590

0.00

0.00

0.00

0.00

0.0%

Quality Education Investment Act

7400

8590

0.00

0.00

0.00

0.00

0.0%

7405

8590

All Other

8590

Common Core State Standards Implementation All Other State Revenue TOTAL, OTHER STATE REVENUE


0.00

0.00

0.00

0.00

0.0%

68,600.00

10,967,670.00

11,036,270.00

2,057,300.00

2,928,108.00

4,985,408.00

-54.8%

465,318.00

13,268,157.00

13,733,475.00

2,171,514.00

5,177,460.00

7,348,974.00

-46.5%

Page 5

Printed: 5/30/2018 11:20 AM



01 10017 0000000 Form 01


Description

Resource Codes

Object Codes

Unrestricted (A)


Restricted (B)

Unrestricted (D)


Restricted (E)

% Diff Column C&F

OTHER LOCAL REVENUE Other Local Revenue County and District Taxes Other Restricted Levies Secured Roll

8615

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Unsecured Roll

8616

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Prior Years' Taxes

8617

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Supplemental Taxes

8618

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Non-Ad Valorem Taxes Parcel Taxes

8621

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

8622

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Community Redevelopment Funds Not Subject to LCFF Deduction

8625

0.00

201,760.00

201,760.00

0.00

0.00

0.00

-100.0%

Penalties and Interest from Delinquent Non-LCFF Taxes

8629

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Sales Sale of Equipment/Supplies

Other

8631

3,950.00

0.00

3,950.00

0.00

0.00

0.00

-100.0%

Sale of Publications

8632

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Food Service Sales

8634

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

All Other Sales

8639

4,500.00

0.00

4,500.00

11,500.00

0.00

11,500.00

155.6%

Leases and Rentals

8650

140,000.00

0.00

140,000.00

136,000.00

0.00

136,000.00

-2.9%

Interest

8660

116,420.00

0.00

116,420.00

225,000.00

0.00

225,000.00

93.3%

Net Increase (Decrease) in the Fair Value of Investments

8662

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Fees and Contracts Adult Education Fees

8671

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Non-Resident Students

8672

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Transportation Fees From Individuals

8675

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Interagency Services

8677

3,866,348.00

425,000.00

4,291,348.00

4,337,297.00

109,074.00

4,446,371.00

3.6%

Mitigation/Developer Fees

8681

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

All Other Fees and Contracts

8689

769,827.00

600,507.00

1,370,334.00

373,325.00

428,128.00

801,453.00

-41.5%

8691

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Other Local Revenue Plus: Misc Funds Non-LCFF (50%) Adjustment Pass-Through Revenues From Local Sources

8697

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

All Other Local Revenue

8699

1,023,968.00

1,944,201.00

2,968,169.00

824,069.00

1,484,401.00

2,308,470.00

-22.2%

8710

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

8781-8783

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Tuition All Other Transfers In Transfers of Apportionments Special Education SELPA Transfers From Districts or Charter Schools

6500

8791

136,658.00

136,658.00

111,996.00

111,996.00

-18.0%

From County Offices

6500

8792

0.00

0.00

0.00

0.00

0.0%

From JPAs

6500

8793

0.00

0.00

0.00

0.00

0.0%

ROC/P Transfers From Districts or Charter Schools

6360

8791

0.00

0.00

0.00

0.00

0.0%

From County Offices

6360

8792

0.00

0.00

0.00

0.00

0.0%

From JPAs

6360

8793

0.00

0.00

0.00

0.00

0.0%

Other Transfers of Apportionments From Districts or Charter Schools

All Other

8791

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

From County Offices

All Other

8792

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

From JPAs

All Other

8793

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

8799

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

5,925,013.00

3,308,126.00

9,233,139.00

5,907,191.00

2,133,599.00

8,040,790.00

-12.9%

25,662,757.00

21,514,018.00

47,176,775.00

26,930,844.00

9,505,245.00

36,436,089.00

-22.8%

All Other Transfers In from All Others TOTAL, OTHER LOCAL REVENUE TOTAL, REVENUES


Page 6

Printed: 5/30/2018 11:20 AM



01 10017 0000000 Form 01


Description

Resource Codes

Object Codes

Unrestricted (A)


Restricted (B)

Unrestricted (D)


Restricted (E)

% Diff Column C&F

CERTIFICATED SALARIES Certificated Teachers' Salaries

1100

2,999,012.00

748,943.00

3,747,955.00

2,504,052.00

701,128.00

3,205,180.00

-14.5%

Certificated Pupil Support Salaries

1200

79,454.00

60,192.00

139,646.00

79,454.00

40,931.00

120,385.00

-13.8%

Certificated Supervisors' and Administrators' Salaries

1300

2,253,634.00

1,661,948.00

3,915,582.00

2,519,169.00

1,012,544.00

3,531,713.00

-9.8%

Other Certificated Salaries

1900

106,208.00

0.00

106,208.00

77,690.00

0.00

77,690.00

-26.9%

5,438,308.00

2,471,083.00

7,909,391.00

5,180,365.00

1,754,603.00

6,934,968.00

-12.3%

TOTAL, CERTIFICATED SALARIES CLASSIFIED SALARIES Classified Instructional Salaries

2100

548,923.00

518,573.00

1,067,496.00

547,889.00

554,587.00

1,102,476.00

3.3%

Classified Support Salaries

2200

685,247.00

304,285.00

989,532.00

666,987.00

327,379.00

994,366.00

0.5%

Classified Supervisors' and Administrators' Salaries

2300

3,304,083.00

813,072.00

4,117,155.00

3,699,247.00

626,301.00

4,325,548.00

5.1%

Clerical, Technical and Office Salaries

2400

5,694,629.00

1,422,337.00

7,116,966.00

5,922,931.00

1,174,431.00

7,097,362.00

-0.3%

Other Classified Salaries

2900

TOTAL, CLASSIFIED SALARIES

141,502.00

441,219.00

582,721.00

138,253.00

290,075.00

428,328.00

-26.5%

10,374,384.00

3,499,486.00

13,873,870.00

10,975,307.00

2,972,773.00

13,948,080.00

0.5%

EMPLOYEE BENEFITS STRS

3101-3102

704,564.00

1,246,105.00

1,950,669.00

796,931.00

1,181,982.00

1,978,913.00

1.4%

PERS

3201-3202

1,423,193.00

492,014.00

1,915,207.00

1,763,703.00

484,972.00

2,248,675.00

17.4%

OASDI/Medicare/Alternative

3301-3302

814,995.00

296,764.00

1,111,759.00

859,545.00

253,985.00

1,113,530.00

0.2%

Health and Welfare Benefits

3401-3402

394,948.00

142,547.00

537,495.00

452,433.00

123,491.00

575,924.00

7.1%

Unemployment Insurance

3501-3502

19,000.00

7,033.00

26,033.00

19,363.00

5,644.00

25,007.00

-3.9%

Workers' Compensation

3601-3602

349,411.00

135,710.00

485,121.00

321,498.00

94,073.00

415,571.00

-14.3%

OPEB, Allocated

3701-3702

260,993.00

97,705.00

358,698.00

266,890.00

76,796.00

343,686.00

-4.2%

OPEB, Active Employees

3751-3752

254,201.00

94,595.00

348,796.00

265,791.00

78,430.00

344,221.00

-1.3%

Other Employee Benefits

3901-3902

41,851.00

0.00

41,851.00

0.00

0.00

0.00

-100.0%

4,263,156.00

2,512,473.00

6,775,629.00

4,746,154.00

2,299,373.00

7,045,527.00

4.0%

TOTAL, EMPLOYEE BENEFITS BOOKS AND SUPPLIES Approved Textbooks and Core Curricula Materials

4100

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Books and Other Reference Materials

4200

26,805.00

120,672.00

147,477.00

300.00

54,437.00

54,737.00

-62.9%

Materials and Supplies

4300

301,946.00

498,167.00

800,113.00

247,699.00

125,043.00

372,742.00

-53.4%

Noncapitalized Equipment

4400

299,510.00

211,902.00

511,412.00

18,500.00

7,453.00

25,953.00

-94.9%

Food

4700

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

628,261.00

830,741.00

1,459,002.00

266,499.00

186,933.00

453,432.00

-68.9%

TOTAL, BOOKS AND SUPPLIES SERVICES AND OTHER OPERATING EXPENDITURES Subagreements for Services

5100

209,550.00

7,224,318.00

7,433,868.00

113,350.00

700,619.00

813,969.00

-89.1%

Travel and Conferences

5200

296,562.00

412,305.00

708,867.00

271,777.00

173,184.00

444,961.00

-37.2%

Dues and Memberships

5300

82,868.00

31,678.00

114,546.00

86,170.00

700.00

86,870.00

-24.2%

5400 - 5450

56,100.00

0.00

56,100.00

70,000.00

0.00

70,000.00

24.8%

Operations and Housekeeping Services

5500

370,240.00

0.00

370,240.00

368,240.00

0.00

368,240.00

-0.5%

Rentals, Leases, Repairs, and Noncapitalized Improvements

5600

488,458.00

120,769.00

609,227.00

409,158.00

61,512.00

470,670.00

-22.7%

Transfers of Direct Costs

5710

(23,645.00)

23,645.00

0.00

7,716.00

0.00

0.0%

Transfers of Direct Costs - Interfund

5750

(10.00)

0.00

0.00

0.00

0.00

-100.0%

Professional/Consulting Services and Operating Expenditures

5800

4,135,345.00

3,667,149.00

7,802,494.00

3,660,868.00

1,574,858.00

5,235,726.00

-32.9%

Communications

5900

411,813.00

10,490.00

422,303.00

381,830.00

3,500.00

385,330.00

-8.8%

6,027,281.00

11,490,354.00

17,517,635.00

5,353,677.00

2,522,089.00

7,875,766.00

-55.0%

Insurance

TOTAL, SERVICES AND OTHER OPERATING EXPENDITURES


Page 7

(10.00)

(7,716.00)

Printed: 5/30/2018 11:20 AM



01 10017 0000000 Form 01


Description

Resource Codes

Object Codes

Unrestricted (A)


Restricted (B)

Unrestricted (D)


Restricted (E)

% Diff Column C&F

CAPITAL OUTLAY Land

6100

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Land Improvements

6170

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Buildings and Improvements of Buildings

6200

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Books and Media for New School Libraries or Major Expansion of School Libraries

6300

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Equipment

6400

468,623.00

10,000.00

478,623.00

281,300.00

0.00

281,300.00

-41.2%

Equipment Replacement

6500

TOTAL, CAPITAL OUTLAY

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

468,623.00

10,000.00

478,623.00

281,300.00

0.00

281,300.00

-41.2%

OTHER OUTGO (excluding Transfers of Indirect Costs) Tuition Tuition for Instruction Under Interdistrict Attendance Agreements

7110

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

State Special Schools

7130

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Tuition, Excess Costs, and/or Deficit Payments Payments to Districts or Charter Schools

7141

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Payments to County Offices

7142

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Payments to JPAs

7143

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Transfers of Pass-Through Revenues To Districts or Charter Schools

7211

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

To County Offices

7212

0.00

224,154.00

224,154.00

0.00

0.00

0.00

-100.0%

To JPAs

7213

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Special Education SELPA Transfers of Apportionments To Districts or Charter Schools 6500

7221

0.00

0.00

0.00

0.00

0.0%

To County Offices

6500

7222

0.00

0.00

0.00

0.00

0.0%

To JPAs

6500

7223

0.00

0.00

0.00

0.00

0.0%

ROC/P Transfers of Apportionments To Districts or Charter Schools

6360

7221

0.00

0.00

0.00

0.00

0.0%

To County Offices

6360

7222

0.00

0.00

0.00

0.00

0.0%

To JPAs

6360

7223

0.00

0.00

0.00

0.00

0.0%

All Other

7221-7223

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

7281-7283

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

7299

12,800.00

0.00

12,800.00

6,800.00

0.00

6,800.00

-46.9%

7438

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

7439

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

12,800.00

224,154.00

236,954.00

6,800.00

0.00

6,800.00

-97.1%

Other Transfers of Apportionments All Other Transfers All Other Transfers Out to All Others Debt Service Debt Service - Interest Other Debt Service - Principal

TOTAL, OTHER OUTGO (excluding Transfers of Indirect Costs) OTHER OUTGO - TRANSFERS OF INDIRECT COSTS Transfers of Indirect Costs

7310

(1,221,263.00)

1,221,263.00

(804,447.00)

804,447.00

Transfers of Indirect Costs - Interfund

7350

(51,545.00)

0.00

(51,545.00)

(84,060.00)

0.00

(84,060.00)

63.1%

(1,272,808.00)

1,221,263.00

(51,545.00)

(888,507.00)

804,447.00

(84,060.00)

63.1%

25,940,005.00

22,259,554.00

TOTAL, OTHER OUTGO - TRANSFERS OF INDIRECT COSTS TOTAL, EXPENDITURES


Page 8

0.00

48,199,559.00

25,921,595.00

10,540,218.00

0.00

36,461,813.00

0.0%

-24.4%

Printed: 5/30/2018 11:20 AM



01 10017 0000000 Form 01


Description

Resource Codes

Object Codes

Unrestricted (A)


Restricted (B)

Unrestricted (D)


Restricted (E)

% Diff Column C&F

INTERFUND TRANSFERS INTERFUND TRANSFERS IN From: Special Reserve Fund

8912

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Other Authorized Interfund Transfers In

8919

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

(a) TOTAL, INTERFUND TRANSFERS IN INTERFUND TRANSFERS OUT To: Child Development Fund

7611

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

To: Special Reserve Fund

7612

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

To: State School Building Fund/ County School Facilities Fund

7613

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

To: Cafeteria Fund

7616

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Other Authorized Interfund Transfers Out

7619

51,473.00

0.00

51,473.00

63,097.00

0.00

63,097.00

22.6%

51,473.00

0.00

51,473.00

63,097.00

0.00

63,097.00

22.6%

8931

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

8953

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

8961

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

8965

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

(b) TOTAL, INTERFUND TRANSFERS OUT OTHER SOURCES/USES SOURCES State Apportionments Emergency Apportionments Proceeds Proceeds from Sale/LeasePurchase of Land/Buildings Other Sources County School Bldg Aid Transfers from Funds of Lapsed/Reorganized LEAs Long-Term Debt Proceeds Proceeds from Certificates of Participation

8971

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Proceeds from Capital Leases

8972

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

Proceeds from Lease Revenue Bonds

8973

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

8979

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

All Other Financing Sources (c) TOTAL, SOURCES USES Transfers of Funds from Lapsed/Reorganized LEAs

7651

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

All Other Financing Uses

7699

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

0.00

0.00

0.00

0.00

0.00

0.00

0.0%

10,625.00

0.00

941,174.00

0.00

0.0%

0.00

0.00

0.00

0.00

0.0%

(10,625.00)

10,625.00

0.00

(941,174.00)

941,174.00

0.00

0.0%

(62,098.00)

10,625.00

(1,004,271.00)

941,174.00

(d) TOTAL, USES CONTRIBUTIONS Contributions from Unrestricted Revenues

8980

Contributions from Restricted Revenues

8990

(e) TOTAL, CONTRIBUTIONS TOTAL, OTHER FINANCING SOURCES/USES (a - b + c - d + e)


(10,625.00) 0.00

Page 9

(51,473.00)

(941,174.00) 0.00

(63,097.00)

22.6%

Printed: 5/30/2018 11:20 AM


Resource

July 1 Budget County School Service Fund Exhibit: Restricted Balance Detail

01 10017 0000000 Form 01


Description

2018-19 Budget

5640

Medi-Cal Billing Option

32,987.00

32,987.00

5810

Other Restricted Federal

17,404.00

17,404.00

6230


85,082.00

85,082.00

6300

Lottery: Instructional Materials

651.00

651.00

6510

Special Ed: Early Ed Individuals with Exceptional Needs (Infant Program)

780.00

0.00

6512

Special Ed: Mental Health Services

1,797.00

0.00

7338

College Readiness Block Grant

7400


9010

Other Restricted Local

Total, Restricted Balance


Page 1

75,000.00

0.00

187,170.00

187,170.00

2,722,814.00

2,706,592.00

3,123,685.00

3,029,886.00

Printed: 5/30/2018 11:20 AM


Description

July 1 Budget Charter Schools Special Revenue Fund Expenditures by Object

Resource Codes

Object Codes

01 10017 0000000 Form 09


2018-19 Budget

Percent Difference

A. REVENUES

1) LCFF Sources

8010-8099

363,835.00

571,769.00

57.2%

2) Federal Revenue

8100-8299

0.00

0.00

0.0%


8300-8599

0.00

0.00

0.0%


8600-8799

1,567.00

2,350.00

50.0%

365,402.00

574,119.00

57.1%

5) TOTAL, REVENUES B. EXPENDITURES

1) Certificated Salaries

1000-1999

263,834.00

387,326.00

46.8%


2000-2999

8,417.00

35,822.00

325.6%


3000-3999

64,040.00

109,083.00

70.3%


4000-4999

30,000.00

15,000.00

-50.0%


5000-5999

13,342.00

32,615.00

144.5%

6) Capital Outlay

6000-6999

0.00

0.00

0.0%


7100-7299, 7400-7499

0.00

0.00

0.0%


7300-7399

37,242.00

57,370.00

54.0%

416,875.00

637,216.00

52.9%

(51,473.00)

(63,097.00)

22.6%

9) TOTAL, EXPENDITURES C. EXCESS (DEFICIENCY) OF REVENUES OVER EXPENDITURES BEFORE OTHER FINANCING SOURCES AND USES (A5 - B9) D. OTHER FINANCING SOURCES/USES 1) Interfund Transfers a) Transfers In

8900-8929

51,473.00

63,097.00

22.6%

b) Transfers Out

7600-7629

0.00

0.00

0.0%

2) Other Sources/Uses a) Sources

8930-8979

0.00

0.00

0.0%

7630-7699

0.00

0.00

0.0%

8980-8999

0.00

0.00

0.0%

51,473.00

63,097.00

22.6%

b) Uses 3) Contributions 4) TOTAL, OTHER FINANCING SOURCES/USES

California Dept of Education SACS Financial Reporting Software - 2018.1.0 File: fund-b (Rev 04/10/2018)

Page 1

Printed: 5/30/2018 11:22 AM


Description


Resource Codes

Object Codes


01 10017 0000000 Form 09


2018-19 Budget

Percent Difference

0.00

0.00

0.0%

9791

0.00

0.00

0.0%

9793

0.00

0.00

0.0%

0.00

0.00

0.0%

0.00

0.00

0.0%

0.00

0.00

0.0%

0.00

0.00

0.0%

9711

0.00

0.00

0.0%

Stores

9712

0.00

0.00

0.0%

Prepaid Items

9713

0.00

0.00

0.0%

All Others

9719

0.00

0.00

0.0%

b) Restricted

9740

0.00

0.00

0.0%


9750

0.00

0.00

0.0%

9760

0.00

0.00

0.0%

d) Assigned Other Assignments

9780

0.00

0.00

0.0%

e) Unassigned/Unappropriated Reserve for Economic Uncertainties

9789

0.00

0.00

0.0%


9790

0.00

0.00

0.0%

F. FUND BALANCE, RESERVES 1) Beginning Fund Balance a) As of July 1 - Unaudited b) Audit Adjustments c) As of July 1 - Audited (F1a + F1b) d) Other Restatements

9795


Other Commitments


Page 2

Printed: 5/30/2018 11:22 AM


Description G. ASSETS 1) Cash a) in County Treasury


Resource Codes

Object Codes

01 10017 0000000 Form 09


9110

0.00

9111

0.00

b) in Banks

9120

0.00


9130

0.00


9135

0.00


9140

0.00

2) Investments

9150

0.00


9200

0.00


9290

0.00


9310

0.00

6) Stores

9320

0.00


9330

0.00


9340

0.00


9) TOTAL, ASSETS

2018-19 Budget

Percent Difference

0.00

H. DEFERRED OUTFLOWS OF RESOURCES 1) Deferred Outflows of Resources

9490

2) TOTAL, DEFERRED OUTFLOWS

0.00 0.00

I. LIABILITIES 1) Accounts Payable

9500

0.00


9590

0.00


9610

0.00

4) Current Loans

9640

0.00

5) Unearned Revenue

9650

0.00

6) TOTAL, LIABILITIES

0.00

J. DEFERRED INFLOWS OF RESOURCES 1) Deferred Inflows of Resources

9690

2) TOTAL, DEFERRED INFLOWS

0.00 0.00



0.00

Page 3

Printed: 5/30/2018 11:22 AM


Description


Resource Codes

Object Codes

01 10017 0000000 Form 09


2018-19 Budget

Percent Difference

LCFF SOURCES Principal Apportionment State Aid - Current Year

8011

334,658.00

538,003.00

60.8%

Education Protection Account State Aid - Current Year

8012

10,000.00

5,000.00

-50.0%

State Aid - Prior Years

8019

0.00

0.00

0.0%

0000

8091

0.00

0.00

0.0%

All Other

8091

0.00

0.00

0.0%

Transfers to Charter Schools in Lieu of Property Taxes

8096

19,177.00

28,766.00

50.0%

Property Taxes Transfers

8097

0.00

0.00

0.0%


8099

0.00

0.00

0.0%

363,835.00

571,769.00

57.2%

LCFF Transfers Unrestricted LCFF Transfers - Current Year All Other LCFF Transfers - Current Year

TOTAL, LCFF SOURCES FEDERAL REVENUE Maintenance and Operations

8110

0.00

0.00

0.0%

Special Education Entitlement

8181

0.00

0.00

0.0%

Special Education Discretionary Grants

8182

0.00

0.00

0.0%


8220

0.00

0.00

0.0%

Donated Food Commodities

8221

0.00

0.00

0.0%


8285

0.00

0.00

0.0%

Title I, Part A, Basic

3010

8290

0.00

0.00

0.0%

Title I, Part D, Local Delinquent Programs

3025

8290

0.00

0.00

0.0%

Title II, Part A, Educator Quality

4035

8290

0.00

0.00

0.0%

Title III, Part A, Immigrant Education Program

4201

8290

0.00

0.00

0.0%

Title III, Part A, English Learner Program

4203

8290

0.00

0.00

0.0%

Public Charter Schools Grant Program (PCSGP)

Other NCLB / Every Student Succeeds Act Career and Technical Education All Other Federal Revenue

4610

8290

0.00

0.00

0.0%

3020, 3040, 3041, 3045, 3060, 3061, 3150, 3155, 3180, 3181, 3185, 4124, 4126, 4127, 5510, 5630

8290

0.00

0.00

0.0%

3500-3599

8290

0.00

0.00

0.0%

All Other

8290

0.00

0.00

0.0%

0.00

0.00

0.0%

TOTAL, FEDERAL REVENUE


Page 4

Printed: 5/30/2018 11:22 AM


Description


01 10017 0000000 Form 09


2018-19 Budget

Percent Difference

Resource Codes

Object Codes

6500

8311

0.00

0.00

0.0%

6500

8319

0.00

0.00

0.0%

All Other State Apportionments - Current Year

All Other

8311

0.00

0.00

0.0%

All Other State Apportionments - Prior Years

All Other

8319

0.00

0.00

0.0%


8520

0.00

0.00

0.0%

Mandated Costs Reimbursements

8550

0.00

0.00

0.0%

Lottery - Unrestricted and Instructional Materials

8560

0.00

0.00

0.0%

OTHER STATE REVENUE Other State Apportionments Special Education Master Plan Current Year Prior Years

After School Education and Safety (ASES)

6010

8590

0.00

0.00

0.0%

Charter School Facility Grant

6030

8590

0.00

0.00

0.0%

Drug/Alcohol/Tobacco Funds

6690, 6695

8590

0.00

0.00

0.0%


6230

8590

0.00

0.00

0.0%

Career Technical Education Incentive Grant Program

6387

8590

0.00

0.00

0.0%

Specialized Secondary

7370

8590

0.00

0.00

0.0%


7400

8590

0.00

0.00

0.0%

Common Core State Standards Implementation Funds

7405

8590

0.00

0.00

0.0%

All Other

8590

0.00

0.00

0.0%

0.00

0.00

0.0%

All Other State Revenue TOTAL, OTHER STATE REVENUE


Page 5

Printed: 5/30/2018 11:22 AM


Description


Resource Codes

Object Codes

01 10017 0000000 Form 09


2018-19 Budget

Percent Difference

OTHER LOCAL REVENUE Sales Sale of Equipment/Supplies

8631

0.00

0.00

0.0%

Sale of Publications

8632

0.00

0.00

0.0%

Food Service Sales

8634

0.00

0.00

0.0%

All Other Sales

8639

0.00

0.00

0.0%

Leases and Rentals

8650

0.00

0.00

0.0%

Interest

8660

0.00

0.00

0.0%


8662

0.00

0.00

0.0%

Child Development Parent Fees

8673

0.00

0.00

0.0%

Transportation Fees From Individuals

8675

0.00

0.00

0.0%


8677

0.00

0.00

0.0%


8689

0.00

0.00

0.0%

All Other Local Revenue

8699

1,567.00

2,350.00

50.0%

8710

0.00

0.00

0.0%

8781-8783

0.00

0.00

0.0%

6500

8791

0.00

0.00

0.0%

From County Offices

6500

8792

0.00

0.00

0.0%

From JPAs

6500

8793

0.00

0.00

0.0%

All Other

8791

0.00

0.00

0.0%

From County Offices

All Other

8792

0.00

0.00

0.0%

From JPAs

All Other

8793

0.00

0.00

0.0%

8799

0.00

0.00

0.0%

1,567.00

2,350.00

50.0%

365,402.00

574,119.00

57.1%

Fees and Contracts

Tuition All Other Transfers In Transfers of Apportionments Special Education SELPA Transfers From Districts or Charter Schools

Other Transfers of Apportionments From Districts or Charter Schools

All Other Transfers In from All Others TOTAL, OTHER LOCAL REVENUE TOTAL, REVENUES


Page 6

Printed: 5/30/2018 11:22 AM


Description


Resource Codes

Object Codes

01 10017 0000000 Form 09


2018-19 Budget

Percent Difference

CERTIFICATED SALARIES

Certificated Teachers' Salaries

1100

263,834.00

387,326.00

46.8%


1200

0.00

0.00

0.0%


1300

0.00

0.00

0.0%


1900

0.00

0.00

0.0%

263,834.00

387,326.00

46.8%

TOTAL, CERTIFICATED SALARIES CLASSIFIED SALARIES

Classified Instructional Salaries

2100

0.00

0.00

0.0%


2200

0.00

0.00

0.0%


2300

0.00

0.00

0.0%


2400

8,417.00

35,822.00

325.6%


2900

0.00

0.00

0.0%

8,417.00

35,822.00

325.6%

TOTAL, CLASSIFIED SALARIES EMPLOYEE BENEFITS

STRS

3101-3102

37,418.00

62,243.00

66.3%

PERS

3201-3202

1,003.00

4,792.00

377.8%


3301-3302

4,350.00

8,140.00

87.1%


3401-3402

5,629.00

9,966.00

77.0%


3501-3502

328.00

508.00

54.9%


3601-3602

5,937.00

8,421.00

41.8%

OPEB, Allocated

3701-3702

4,844.00

7,408.00

52.9%


3751-3752

4,531.00

7,605.00

67.8%


3901-3902

0.00

0.00

0.0%

64,040.00

109,083.00

70.3%

TOTAL, EMPLOYEE BENEFITS BOOKS AND SUPPLIES

Approved Textbooks and Core Curricula Materials

4100

0.00

0.00

0.0%


4200

10,000.00

5,000.00

-50.0%


4300

17,000.00

10,000.00

-41.2%


4400

3,000.00

0.00

-100.0%

Food

4700

0.00

0.00

0.0%

30,000.00

15,000.00

-50.0%

TOTAL, BOOKS AND SUPPLIES


Page 7

Printed: 5/30/2018 11:22 AM


Description


Resource Codes

Object Codes

01 10017 0000000 Form 09


2018-19 Budget

Percent Difference

SERVICES AND OTHER OPERATING EXPENDITURES Subagreements for Services

5100

0.00

0.00

0.0%


5200

0.00

0.00

0.0%


5300

0.00

0.00

0.0%

2,611.00

2,615.00

0.2%

Insurance

5400-5450


5500

0.00

0.00

0.0%


5600

0.00

0.00

0.0%


5710

0.00

0.00

0.0%


5750

0.00

0.00

0.0%


5800

10,731.00

30,000.00

179.6%

Communications

5900

0.00

0.00

0.0%

13,342.00

32,615.00

144.5%

TOTAL, SERVICES AND OTHER OPERATING EXPENDITURES CAPITAL OUTLAY Land

6100

0.00

0.00

0.0%

Land Improvements

6170

0.00

0.00

0.0%


6200

0.00

0.00

0.0%


6300

0.00

0.00

0.0%

Equipment

6400

0.00

0.00

0.0%


6500

0.00

0.00

0.0%

0.00

0.00

0.0%

TOTAL, CAPITAL OUTLAY


Page 8

Printed: 5/30/2018 11:22 AM


Description


Resource Codes

Object Codes

01 10017 0000000 Form 09


2018-19 Budget

Percent Difference

OTHER OUTGO (excluding Transfers of Indirect Costs) Tuition Tuition for Instruction Under Interdistrict Attendance Agreements

7110

0.00

0.00

0.0%

7141

0.00

0.00

0.0%

Payments to County Offices

7142

0.00

0.00

0.0%

Payments to JPAs

7143

0.00

0.00

0.0%

7281-7283

0.00

0.00

0.0%

7299

0.00

0.00

0.0%

Debt Service - Interest

7438

0.00

0.00

0.0%

Other Debt Service - Principal

7439

0.00

0.00

0.0%

0.00

0.00

0.0%

Tuition, Excess Costs, and/or Deficit Payments Payments to Districts or Charter Schools

Other Transfers Out All Other Transfers All Other Transfers Out to All Others Debt Service

TOTAL, OTHER OUTGO (excluding Transfers of Indirect Costs) OTHER OUTGO - TRANSFERS OF INDIRECT COSTS Transfers of Indirect Costs

7310

0.00

0.00

0.0%

Transfers of Indirect Costs - Interfund

7350

37,242.00

57,370.00

54.0%

37,242.00

57,370.00

54.0%

416,875.00

637,216.00

52.9%

TOTAL, OTHER OUTGO - TRANSFERS OF INDIRECT COSTS

TOTAL, EXPENDITURES


Page 9

Printed: 5/30/2018 11:22 AM


Description


Resource Codes

Object Codes

01 10017 0000000 Form 09


2018-19 Budget

Percent Difference

INTERFUND TRANSFERS

INTERFUND TRANSFERS IN


8919

51,473.00

63,097.00

22.6%

51,473.00

63,097.00

22.6%

0.00

0.00

0.0%

0.00

0.00

0.0%

8965

0.00

0.00

0.0%

8972

0.00

0.00

0.0%

8979

0.00

0.00

0.0%

0.00

0.00

0.0%

(a) TOTAL, INTERFUND TRANSFERS IN INTERFUND TRANSFERS OUT


7619

(b) TOTAL, INTERFUND TRANSFERS OUT OTHER SOURCES/USES SOURCES Other Sources Transfers from Funds of Lapsed/Reorganized LEAs Long-Term Debt Proceeds Proceeds from Capital Leases All Other Financing Sources (c) TOTAL, SOURCES USES

Transfers of Funds from Lapsed/Reorganized LEAs

7651

0.00

0.00

0.0%


7699

0.00

0.00

0.0%

0.00

0.00

0.0%

(d) TOTAL, USES CONTRIBUTIONS

Contributions from Unrestricted Revenues

8980

0.00

0.00

0.0%


8990

0.00

0.00

0.0%

0.00

0.00

0.0%

51,473.00

63,097.00

22.6%

(e) TOTAL, CONTRIBUTIONS

TOTAL, OTHER FINANCING SOURCES/USES (a - b + c - d + e)


Page 10

Printed: 5/30/2018 11:22 AM


Description

July 1 Budget Child Development Fund Expenditures by Object

Resource Codes

Object Codes

01 10017 0000000 Form 12


2018-19 Budget

Percent Difference

A. REVENUES

1) LCFF Sources

8010-8099

0.00

0.00

0.0%

2) Federal Revenue

8100-8299

0.00

0.00

0.0%


8300-8599

1,994,978.00

2,018,009.00

1.2%


8600-8799

0.00

0.00

0.0%

1,994,978.00

2,018,009.00

1.2%



1000-1999

112,516.00

112,516.00

0.0%


2000-2999

0.00

0.00

0.0%


3000-3999

37,698.00

40,303.00

6.9%


4000-4999

0.00

0.00

0.0%


5000-5999

10.00

7,161.00

71510.0%

6) Capital Outlay

6000-6999

0.00

0.00

0.0%


7100-7299, 7400-7499

1,830,451.00

1,831,339.00

0.0%


7300-7399

14,303.00

26,690.00

86.6%

1,994,978.00

2,018,009.00

1.2%

0.00

0.00

0.0%


8900-8929

0.00

0.00

0.0%

b) Transfers Out

7600-7629

0.00

0.00

0.0%


8930-8979

0.00

0.00

0.0%

7630-7699

0.00

0.00

0.0%

8980-8999

0.00

0.00

0.0%

0.00

0.00

0.0%



Page 1

Printed: 5/30/2018 11:26 AM


Description


Resource Codes

Object Codes


01 10017 0000000 Form 12


2018-19 Budget

Percent Difference

0.00

0.00

0.0%

9791

0.00

0.00

0.0%

9793

0.00

0.00

0.0%

0.00

0.00

0.0%

0.00

0.00

0.0%

0.00

0.00

0.0%

0.00

0.00

0.0%

9711

0.00

0.00

0.0%

Stores

9712

0.00

0.00

0.0%

Prepaid Items

9713

0.00

0.00

0.0%

All Others

9719

0.00

0.00

0.0%

b) Restricted

9740

0.00

0.00

0.0%


9750

0.00

0.00

0.0%

9760

0.00

0.00

0.0%


9780

0.00

0.00

0.0%


9789

0.00

0.00

0.0%


9790

0.00

0.00

0.0%


9795


Other Commitments


Page 2

Printed: 5/30/2018 11:26 AM




Resource Codes

Object Codes

01 10017 0000000 Form 12


9110

0.00

9111

0.00

b) in Banks

9120

0.00


9130

0.00


9135

0.00


9140

0.00

2) Investments

9150

0.00


9200

0.00


9290

0.00


9310

0.00

6) Stores

9320

0.00


9330

0.00


9340

0.00


9) TOTAL, ASSETS

2018-19 Budget

Percent Difference

0.00


9490


0.00 0.00


9500

0.00


9590

0.00


9610

0.00

4) Current Loans

9640

5) Unearned Revenue

9650


0.00 0.00


9690


0.00 0.00



0.00

Page 3

Printed: 5/30/2018 11:26 AM


Description


Resource Codes

Object Codes

01 10017 0000000 Form 12


2018-19 Budget

Percent Difference

FEDERAL REVENUE Child Nutrition Programs

8220

0.00

0.00

0.0%


8285

0.00

0.00

0.0%

3010

8290

0.00

0.00

0.0%

All Other

8290

0.00

0.00

0.0%

0.00

0.00

0.0%

Title I, Part A, Basic All Other Federal Revenue TOTAL, FEDERAL REVENUE OTHER STATE REVENUE Child Nutrition Programs

8520

0.00

0.00

0.0%

Child Development Apportionments

8530

0.00

0.00

0.0%

Pass-Through Revenues from State Sources

8587

1,820,511.00

1,831,339.00

0.6%

6105

8590

0.00

0.00

0.0%

All Other

8590

174,467.00

186,670.00

7.0%

1,994,978.00

2,018,009.00

1.2%

8631

0.00

0.00

0.0%

8634

0.00

0.00

0.0%

Interest

8660

0.00

0.00

0.0%


8662

0.00

0.00

0.0%

Child Development Parent Fees

8673

0.00

0.00

0.0%


8677

0.00

0.00

0.0%


8689

0.00

0.00

0.0%

8699

0.00

0.00

0.0%

8799

0.00

0.00

0.0%

0.00

0.00

0.0%

1,994,978.00

2,018,009.00

1.2%

State Preschool All Other State Revenue TOTAL, OTHER STATE REVENUE OTHER LOCAL REVENUE Other Local Revenue Sales Sale of Equipment/Supplies Food Service Sales

Fees and Contracts

Other Local Revenue All Other Local Revenue All Other Transfers In from All Others TOTAL, OTHER LOCAL REVENUE TOTAL, REVENUES


Page 4

Printed: 5/30/2018 11:26 AM


Description


Resource Codes

Object Codes

01 10017 0000000 Form 12


2018-19 Budget

Percent Difference


Certificated Teachers' Salaries

1100

0.00

0.00

0.0%


1200

0.00

0.00

0.0%


1300

112,516.00

112,516.00

0.0%


1900

0.00

0.00

0.0%

112,516.00

112,516.00

0.0%


Classified Instructional Salaries

2100

0.00

0.00

0.0%


2200

0.00

0.00

0.0%


2300

0.00

0.00

0.0%


2400

0.00

0.00

0.0%


2900

0.00

0.00

0.0%

0.00

0.00

0.0%


STRS

3101-3102

0.00

0.00

0.0%

PERS

3201-3202

17,475.00

20,323.00

16.3%


3301-3302

7,528.00

7,498.00

-0.4%


3401-3402

6,000.00

6,000.00

0.0%


3501-3502

135.00

135.00

0.0%


3601-3602

2,453.00

2,239.00

-8.7%

OPEB, Allocated

3701-3702

2,014.00

2,015.00

0.0%


3751-3752

2,093.00

2,093.00

0.0%


3901-3902

0.00

0.00

0.0%

37,698.00

40,303.00

6.9%


Approved Textbooks and Core Curricula Materials

4100

0.00

0.00

0.0%


4200

0.00

0.00

0.0%


4300

0.00

0.00

0.0%


4400

0.00

0.00

0.0%

Food

4700

0.00

0.00

0.0%

0.00

0.00

0.0%



Page 5

Printed: 5/30/2018 11:26 AM



Description

Resource Codes

Object Codes

01 10017 0000000 Form 12


2018-19 Budget

Percent Difference


5100

0.00

0.00

0.0%


5200

0.00

7,161.00

New


5300

0.00

0.00

0.0%

5400-5450

0.00

0.00

0.0%


5500

0.00

0.00

0.0%


5600

0.00

0.00

0.0%


5710

0.00

0.00

0.0%


5750

10.00

0.00

-100.0%


5800

0.00

0.00

0.0%

Communications

5900

0.00

0.00

0.0%

10.00

7,161.00

71510.0%

Insurance


6100

0.00

0.00

0.0%

Land Improvements

6170

0.00

0.00

0.0%


6200

0.00

0.00

0.0%

Equipment

6400

0.00

0.00

0.0%


6500

0.00

0.00

0.0%

0.00

0.00

0.0%

7299

1,830,451.00

1,831,339.00

0.0%


7438

0.00

0.00

0.0%


7439

0.00

0.00

0.0%

1,830,451.00

1,831,339.00

0.0%

14,303.00

26,690.00

86.6%

14,303.00

26,690.00

86.6%

1,994,978.00

2,018,009.00

1.2%

TOTAL, CAPITAL OUTLAY OTHER OUTGO (excluding Transfers of Indirect Costs) Other Transfers Out All Other Transfers Out to All Others Debt Service

TOTAL, OTHER OUTGO (excluding Transfers of Indirect Costs) OTHER OUTGO - TRANSFERS OF INDIRECT COSTS Transfers of Indirect Costs - Interfund

7350

TOTAL, OTHER OUTGO - TRANSFERS OF INDIRECT COSTS

TOTAL, EXPENDITURES


Page 6

Printed: 5/30/2018 11:26 AM


Description


Resource Codes

Object Codes

01 10017 0000000 Form 12


2018-19 Budget

Percent Difference

INTERFUND TRANSFERS

INTERFUND TRANSFERS IN From: General Fund

8911

0.00

0.00

0.0%


8919

0.00

0.00

0.0%

0.00

0.00

0.0%

0.00

0.00

0.0%

0.00

0.00

0.0%



7619

(b) TOTAL, INTERFUND TRANSFERS OUT OTHER SOURCES/USES SOURCES Long-Term Debt Proceeds Proceeds from Certificates of Participation

8971

0.00

0.00

0.0%


8972

0.00

0.00

0.0%

8979

0.00

0.00

0.0%

0.00

0.00

0.0%

0.00

0.00

0.0%

0.00

0.00

0.0%

All Other Financing Sources (c) TOTAL, SOURCES USES


7699



8980

0.00

0.00

0.0%


8990

0.00

0.00

0.0%

0.00

0.00

0.0%

0.00

0.00

0.0%




Page 7

Printed: 5/30/2018 11:26 AM


Description

July 1 Budget Deferred Maintenance Fund Expenditures by Object

Resource Codes

Object Codes

01 10017 0000000 Form 14


2018-19 Budget

Percent Difference

A. REVENUES

1) LCFF Sources

8010-8099

0.00

0.00

0.0%

2) Federal Revenue

8100-8299

0.00

0.00

0.0%


8300-8599

0.00

0.00

0.0%


8600-8799

10,000.00

12,000.00

20.0%

10,000.00

12,000.00

20.0%



1000-1999

0.00

0.00

0.0%


2000-2999

0.00

0.00

0.0%


3000-3999

0.00

0.00

0.0%


4000-4999

0.00

0.00

0.0%


5000-5999

818,500.00

4,000.00

-99.5%

6) Capital Outlay

6000-6999

50,000.00

0.00

-100.0%


7100-7299, 7400-7499

0.00

0.00

0.0%


7300-7399

0.00

0.00

0.0%

868,500.00

4,000.00

-99.5%

(858,500.00)

8,000.00

-100.9%


8900-8929

0.00

0.00

0.0%

b) Transfers Out

7600-7629

0.00

0.00

0.0%


8930-8979

0.00

0.00

0.0%

7630-7699

0.00

0.00

0.0%

8980-8999

0.00

0.00

0.0%

0.00

0.00

0.0%



Page 1

Printed: 5/30/2018 11:27 AM


Description


Resource Codes

Object Codes


01 10017 0000000 Form 14


(858,500.00)

2018-19 Budget

Percent Difference

8,000.00

-100.9%

F. FUND BALANCE, RESERVES 1) Beginning Fund Balance a) As of July 1 - Unaudited

9791

2,524,490.00

1,665,990.00

-34.0%

9793

0.00

0.00

0.0%

2,524,490.00

1,665,990.00

-34.0%

0.00

0.00

0.0%

2,524,490.00

1,665,990.00

-34.0%

1,665,990.00

1,673,990.00

0.5%

9711

0.00

0.00

0.0%

Stores

9712

0.00

0.00

0.0%

Prepaid Items

9713

0.00

0.00

0.0%

All Others

9719

0.00

0.00

0.0%

b) Restricted

9740

0.00

0.00

0.0%


9750

0.00

0.00

0.0%

9760

0.00

0.00

0.0%


9780

1,665,990.00

1,673,990.00

0.5%


9789

0.00

0.00

0.0%


9790

0.00

0.00

0.0%

b) Audit Adjustments c) As of July 1 - Audited (F1a + F1b) d) Other Restatements

9795


Other Commitments


Page 2

Printed: 5/30/2018 11:27 AM




Resource Codes

Object Codes

01 10017 0000000 Form 14


9110

0.00

9111

0.00

b) in Banks

9120

0.00


9130

0.00


9135

0.00


9140

0.00

2) Investments

9150

0.00


9200

0.00


9290

0.00


9310

0.00

6) Stores

9320

0.00


9330

0.00


9340

0.00


9) TOTAL, ASSETS

2018-19 Budget

Percent Difference

0.00


9490


0.00 0.00


9500

0.00


9590

0.00


9610

0.00

4) Current Loans

9640

5) Unearned Revenue

9650


0.00 0.00


9690


0.00 0.00



0.00

Page 3

Printed: 5/30/2018 11:27 AM


Description


Resource Codes

Object Codes

01 10017 0000000 Form 14


2018-19 Budget

Percent Difference

LCFF SOURCES LCFF Transfers LCFF Transfers - Current Year

8091

0.00

0.00

0.0%


8099

0.00

0.00

0.0%

0.00

0.00

0.0%

0.00

0.00

0.0%

0.00

0.00

0.0%

8625

0.00

0.00

0.0%


8631

0.00

0.00

0.0%

Interest

8660

10,000.00

12,000.00

20.0%


8662

0.00

0.00

0.0%

8699

0.00

0.00

0.0%

8799

0.00

0.00

0.0%

10,000.00

12,000.00

20.0%

10,000.00

12,000.00

20.0%

TOTAL, LCFF SOURCES OTHER STATE REVENUE

All Other State Revenue

8590

TOTAL, OTHER STATE REVENUE OTHER LOCAL REVENUE Other Local Revenue Community Redevelopment Funds Not Subject to LCFF Deduction



Page 4

Printed: 5/30/2018 11:27 AM


Description


Resource Codes

Object Codes

01 10017 0000000 Form 14


2018-19 Budget

Percent Difference

CLASSIFIED SALARIES


2200

0.00

0.00

0.0%


2900

0.00

0.00

0.0%

0.00

0.00

0.0%


STRS

3101-3102

0.00

0.00

0.0%

PERS

3201-3202

0.00

0.00

0.0%


3301-3302

0.00

0.00

0.0%


3401-3402

0.00

0.00

0.0%


3501-3502

0.00

0.00

0.0%


3601-3602

0.00

0.00

0.0%

OPEB, Allocated

3701-3702

0.00

0.00

0.0%


3751-3752

0.00

0.00

0.0%


3901-3902

0.00

0.00

0.0%

0.00

0.00

0.0%



4200

0.00

0.00

0.0%


4300

0.00

0.00

0.0%


4400

0.00

0.00

0.0%

0.00

0.00

0.0%



Page 5

Printed: 5/30/2018 11:27 AM



Description

Resource Codes

Object Codes

01 10017 0000000 Form 14


2018-19 Budget

Percent Difference


5100

0.00

0.00

0.0%


5200

0.00

0.00

0.0%


5600

810,000.00

0.00

-100.0%


5710

0.00

0.00

0.0%


5750

0.00

0.00

0.0%


5800

8,500.00

4,000.00

-52.9%

818,500.00

4,000.00

-99.5%

TOTAL, SERVICES AND OTHER OPERATING EXPENDITURES CAPITAL OUTLAY Land Improvements

6170

0.00

0.00

0.0%


6200

50,000.00

0.00

-100.0%

Equipment

6400

0.00

0.00

0.0%


6500

0.00

0.00

0.0%

50,000.00

0.00

-100.0%

TOTAL, CAPITAL OUTLAY OTHER OUTGO (excluding Transfers of Indirect Costs) Debt Service Debt Service - Interest

7438

0.00

0.00

0.0%


7439

0.00

0.00

0.0%

0.00

0.00

0.0%

868,500.00

4,000.00

-99.5%

TOTAL, OTHER OUTGO (excluding Transfers of Indirect Costs)

TOTAL, EXPENDITURES


Page 6

Printed: 5/30/2018 11:27 AM


Description


Resource Codes

Object Codes

01 10017 0000000 Form 14


2018-19 Budget

Percent Difference

INTERFUND TRANSFERS



8919

0.00

0.00

0.0%

0.00

0.00

0.0%

0.00

0.00

0.0%

0.00

0.00

0.0%

8972

0.00

0.00

0.0%

8979

0.00

0.00

0.0%

0.00

0.00

0.0%

0.00

0.00

0.0%

0.00

0.00

0.0%



7619

(b) TOTAL, INTERFUND TRANSFERS OUT OTHER SOURCES/USES SOURCES Long-Term Debt Proceeds Proceeds from Capital Leases All Other Financing Sources (c) TOTAL, SOURCES USES


7699



8980

0.00

0.00

0.0%


8990

0.00

0.00

0.0%

0.00

0.00

0.0%

0.00

0.00

0.0%




Page 7

Printed: 5/30/2018 11:27 AM


July 1 Budget Special Reserve Fund for Other Than Capital Outlay Projects Expenditures by Object

Description

Resource Codes

Object Codes


01 10017 0000000 Form 17

2018-19 Budget

Percent Difference

A. REVENUES

1) LCFF Sources

8010-8099

0.00

0.00

0.0%

2) Federal Revenue

8100-8299

0.00

0.00

0.0%


8300-8599

0.00

0.00

0.0%


8600-8799

17,500.00

22,000.00

25.7%

17,500.00

22,000.00

25.7%



1000-1999

0.00

0.00

0.0%


2000-2999

0.00

0.00

0.0%


3000-3999

0.00

0.00

0.0%


4000-4999

0.00

0.00

0.0%


5000-5999

0.00

0.00

0.0%

6) Capital Outlay

6000-6999

0.00

0.00

0.0%


7100-7299, 7400-7499

0.00

0.00

0.0%


7300-7399

0.00

0.00

0.0%

0.00

0.00

0.0%

17,500.00

22,000.00

25.7%


8900-8929

0.00

0.00

0.0%

b) Transfers Out

7600-7629

0.00

0.00

0.0%


8930-8979

0.00

0.00

0.0%

7630-7699

0.00

0.00

0.0%

8980-8999

0.00

0.00

0.0%

0.00

0.00

0.0%



Page 1

Printed: 5/30/2018 11:28 AM



Description

Resource Codes

Object Codes



01 10017 0000000 Form 17

2018-19 Budget

Percent Difference

17,500.00

22,000.00

25.7%

9791

4,044,358.00

4,061,858.00

0.4%

9793

0.00

0.00

0.0%

4,044,358.00

4,061,858.00

0.4%

0.00

0.00

0.0%

4,044,358.00

4,061,858.00

0.4%

4,061,858.00

4,083,858.00

0.5%

9711

0.00

0.00

0.0%

Stores

9712

0.00

0.00

0.0%

Prepaid Items

9713

0.00

0.00

0.0%

All Others

9719

0.00

0.00

0.0%

b) Restricted

9740

0.00

0.00

0.0%


9750

0.00

0.00

0.0%

9760

0.00

0.00

0.0%


9780

4,061,858.00

4,083,858.00

0.5%


9789

0.00

0.00

0.0%


9790

0.00

0.00

0.0%


9795


Other Commitments


Page 2

Printed: 5/30/2018 11:28 AM




Resource Codes

Object Codes


9110

0.00

9111

0.00

b) in Banks

9120

0.00


9130

0.00


9135

0.00


9140

0.00

2) Investments

9150

0.00


9200

0.00


9290

0.00


9310

0.00

6) Stores

9320

0.00


9330

0.00


9340

0.00


9) TOTAL, ASSETS

01 10017 0000000 Form 17

2018-19 Budget

Percent Difference

0.00


9490


0.00 0.00


9500

0.00


9590

0.00


9610

0.00

4) Current Loans

9640

5) Unearned Revenue

9650


0.00 0.00


9690


0.00 0.00



0.00

Page 3

Printed: 5/30/2018 11:28 AM



Description

Resource Codes

Object Codes


01 10017 0000000 Form 17

2018-19 Budget

Percent Difference

OTHER LOCAL REVENUE Other Local Revenue Sales Sale of Equipment/Supplies

8631

0.00

0.00

0.0%

Interest

8660

17,500.00

22,000.00

25.7%


8662

0.00

0.00

0.0%

17,500.00

22,000.00

25.7%

17,500.00

22,000.00

25.7%

TOTAL, OTHER LOCAL REVENUE TOTAL, REVENUES


Page 4

Printed: 5/30/2018 11:28 AM



Description

Resource Codes

Object Codes


01 10017 0000000 Form 17

2018-19 Budget

Percent Difference

INTERFUND TRANSFERS


From: General Fund/CSSF

8912

0.00

0.00

0.0%


8919

0.00

0.00

0.0%

0.00

0.00

0.0%


To: General Fund/CSSF

7612

0.00

0.00

0.0%


7613

0.00

0.00

0.0%


7619

0.00

0.00

0.0%

0.00

0.00

0.0%

0.00

0.00

0.0%

0.00

0.00

0.0%

0.00

0.00

0.0%

(b) TOTAL, INTERFUND TRANSFERS OUT CONTRIBUTIONS


8990


TOTAL, OTHER FINANCING SOURCES/USES (a-b+e)


Page 5

Printed: 5/30/2018 11:28 AM


Description

July 1 Budget Building Fund Expenditures by Object

Resource Codes

Object Codes

01 10017 0000000 Form 21


2018-19 Budget

Percent Difference

A. REVENUES

1) LCFF Sources

8010-8099

0.00

0.00

0.0%

2) Federal Revenue

8100-8299

0.00

0.00

0.0%


8300-8599

0.00

0.00

0.0%


8600-8799

10,000.00

16,000.00

60.0%

10,000.00

16,000.00

60.0%



1000-1999

0.00

0.00

0.0%


2000-2999

0.00

0.00

0.0%


3000-3999

0.00

0.00

0.0%


4000-4999

0.00

0.00

0.0%


5000-5999

2,800.00

3,000.00

7.1%

6) Capital Outlay

6000-6999

0.00

0.00

0.0%


7100-7299, 7400-7499

0.00

0.00

0.0%


7300-7399

0.00

0.00

0.0%

2,800.00

3,000.00

7.1%

7,200.00

13,000.00

80.6%


8900-8929

0.00

0.00

0.0%

b) Transfers Out

7600-7629

0.00

0.00

0.0%


8930-8979

0.00

0.00

0.0%

7630-7699

0.00

0.00

0.0%

8980-8999

0.00

0.00

0.0%

0.00

0.00

0.0%


California Dept of Education SACS Financial Reporting Software - 2018.1.0 File: fund-d (Rev 03/27/2018)

Page 1

Printed: 5/30/2018 11:28 AM


Description


Resource Codes

Object Codes


01 10017 0000000 Form 21


2018-19 Budget

Percent Difference

7,200.00

13,000.00

80.6%

9791

2,355,206.00

2,362,406.00

0.3%

9793

0.00

0.00

0.0%

2,355,206.00

2,362,406.00

0.3%

0.00

0.00

0.0%

2,355,206.00

2,362,406.00

0.3%

2,362,406.00

2,375,406.00

0.6%

9711

0.00

0.00

0.0%

Stores

9712

0.00

0.00

0.0%

Prepaid Items

9713

0.00

0.00

0.0%

All Others

9719

0.00

0.00

0.0%

b) Restricted

9740

0.00

0.00

0.0%


9750

0.00

0.00

0.0%

9760

0.00

0.00

0.0%


9780

2,362,406.00

2,375,406.00

0.6%


9789

0.00

0.00

0.0%


9790

0.00

0.00

0.0%


9795


Other Commitments


Page 2

Printed: 5/30/2018 11:28 AM




Resource Codes

Object Codes

01 10017 0000000 Form 21


9110

0.00

9111

0.00

b) in Banks

9120

0.00


9130

0.00


9135

0.00


9140

0.00

2) Investments

9150

0.00


9200

0.00


9290

0.00


9310

0.00

6) Stores

9320

0.00


9330

0.00


9340

0.00


9) TOTAL, ASSETS

2018-19 Budget

Percent Difference

0.00


9490


0.00 0.00


9500

0.00


9590

0.00


9610

0.00

4) Current Loans

9640

0.00

5) Unearned Revenue

9650

0.00


0.00


9690


0.00 0.00



0.00

Page 3

Printed: 5/30/2018 11:28 AM


Description


Resource Codes

Object Codes

01 10017 0000000 Form 21


2018-19 Budget

Percent Difference

FEDERAL REVENUE FEMA

8281

0.00

0.00

0.0%

All Other Federal Revenue

8290

0.00

0.00

0.0%

0.00

0.00

0.0%

TOTAL, FEDERAL REVENUE OTHER STATE REVENUE Tax Relief Subventions Restricted Levies - Other Homeowners' Exemptions

8575

0.00

0.00

0.0%


8576

0.00

0.00

0.0%

8590

0.00

0.00

0.0%

0.00

0.00

0.0%

8615

0.00

0.00

0.0%

Unsecured Roll

8616

0.00

0.00

0.0%

Prior Years' Taxes

8617

0.00

0.00

0.0%

Supplemental Taxes

8618

0.00

0.00

0.0%

Non-Ad Valorem Taxes Parcel Taxes

8621

0.00

0.00

0.0%

8622

0.00

0.00

0.0%

Community Redevelopment Funds Not Subject to LCFF Deduction

8625

0.00

0.00

0.0%

Penalties and Interest from Delinquent Non-LCFF Taxes

8629

0.00

0.00

0.0%


8631

0.00

0.00

0.0%

Leases and Rentals

8650

0.00

0.00

0.0%

Interest

8660

10,000.00

16,000.00

60.0%


8662

0.00

0.00

0.0%

8699

0.00

0.00

0.0%

8799

0.00

0.00

0.0%

10,000.00

16,000.00

60.0%

10,000.00

16,000.00

60.0%

All Other State Revenue TOTAL, OTHER STATE REVENUE OTHER LOCAL REVENUE Other Local Revenue County and District Taxes Other Restricted Levies Secured Roll

Other



Page 4

Printed: 5/30/2018 11:28 AM



Description

Resource Codes

Object Codes

01 10017 0000000 Form 21


2018-19 Budget

Percent Difference

CLASSIFIED SALARIES


2200

0.00

0.00

0.0%


2300

0.00

0.00

0.0%


2400

0.00

0.00

0.0%


2900

0.00

0.00

0.0%

0.00

0.00

0.0%


STRS

3101-3102

0.00

0.00

0.0%

PERS

3201-3202

0.00

0.00

0.0%


3301-3302

0.00

0.00

0.0%


3401-3402

0.00

0.00

0.0%


3501-3502

0.00

0.00

0.0%


3601-3602

0.00

0.00

0.0%

OPEB, Allocated

3701-3702

0.00

0.00

0.0%


3751-3752

0.00

0.00

0.0%


3901-3902

0.00

0.00

0.0%

0.00

0.00

0.0%



4200

0.00

0.00

0.0%


4300

0.00

0.00

0.0%


4400

0.00

0.00

0.0%

0.00

0.00

0.0%

TOTAL, BOOKS AND SUPPLIES SERVICES AND OTHER OPERATING EXPENDITURES Subagreements for Services

5100

0.00

0.00

0.0%


5200

0.00

0.00

0.0%

5400-5450

0.00

0.00

0.0%


5500

0.00

0.00

0.0%


5600

0.00

0.00

0.0%


5710

0.00

0.00

0.0%


5750

0.00

0.00

0.0%

Insurance


Page 5

Printed: 5/30/2018 11:28 AM



Description

Resource Codes

Object Codes

01 10017 0000000 Form 21


2018-19 Budget

Percent Difference


5800

2,800.00

3,000.00

7.1%

Communications

5900

0.00

0.00

0.0%

2,800.00

3,000.00

7.1%


6100

0.00

0.00

0.0%

Land Improvements

6170

0.00

0.00

0.0%


6200

0.00

0.00

0.0%


6300

0.00

0.00

0.0%

Equipment

6400

0.00

0.00

0.0%


6500

0.00

0.00

0.0%

0.00

0.00

0.0%

7299

0.00

0.00

0.0%

Repayment of State School Building Fund Aid - Proceeds from Bonds

7435

0.00

0.00

0.0%


7438

0.00

0.00

0.0%


7439

0.00

0.00

0.0%

0.00

0.00

0.0%

2,800.00

3,000.00

7.1%

TOTAL, CAPITAL OUTLAY OTHER OUTGO (excluding Transfers of Indirect Costs) Other Transfers Out All Other Transfers Out to All Others Debt Service


TOTAL, EXPENDITURES


Page 6

Printed: 5/30/2018 11:28 AM


Description


Resource Codes

Object Codes

01 10017 0000000 Form 21


2018-19 Budget

Percent Difference

INTERFUND TRANSFERS



8919

(a) TOTAL, INTERFUND TRANSFERS IN

0.00

0.00

0.0%

0.00

0.00

0.0%

INTERFUND TRANSFERS OUT


7613

0.00

0.00

0.0%


7619

0.00

0.00

0.0%

0.00

0.00

0.0%

(b) TOTAL, INTERFUND TRANSFERS OUT


Page 7

Printed: 5/30/2018 11:28 AM


Description


Resource Codes

Object Codes

01 10017 0000000 Form 21


2018-19 Budget

Percent Difference

OTHER SOURCES/USES SOURCES Proceeds Proceeds from Sale of Bonds

8951

0.00

0.00

0.0%

Proceeds from Sale/LeasePurchase of Land/Buildings

8953

0.00

0.00

0.0%

8961

0.00

0.00

0.0%

Proceeds from Certificates of Participation

8971

0.00

0.00

0.0%


8972

0.00

0.00

0.0%


8973

0.00

0.00

0.0%

8979

0.00

0.00

0.0%

0.00

0.00

0.0%

0.00

0.00

0.0%

0.00

0.00

0.0%

Other Sources County School Bldg Aid Long-Term Debt Proceeds



7699



8980

0.00

0.00

0.0%


8990

0.00

0.00

0.0%

0.00

0.00

0.0%

0.00

0.00

0.0%




Page 8

Printed: 5/30/2018 11:28 AM


Description

July 1 Budget Special Reserve Fund for Capital Outlay Projects Expenditures by Object

Resource Codes

Object Codes


01 10017 0000000 Form 40

2018-19 Budget

Percent Difference

A. REVENUES

1) LCFF Sources

8010-8099

0.00

0.00

0.0%

2) Federal Revenue

8100-8299

0.00

0.00

0.0%


8300-8599

0.00

0.00

0.0%


8600-8799

3,500.00

5,000.00

42.9%

3,500.00

5,000.00

42.9%



1000-1999

0.00

0.00

0.0%


2000-2999

0.00

0.00

0.0%


3000-3999

0.00

0.00

0.0%


4000-4999

0.00

0.00

0.0%


5000-5999

1,000.00

1,000.00

0.0%

6) Capital Outlay

6000-6999

0.00

0.00

0.0%


7100-7299, 7400-7499

0.00

0.00

0.0%


7300-7399

0.00

0.00

0.0%

1,000.00

1,000.00

0.0%

2,500.00

4,000.00

60.0%


8900-8929

0.00

0.00

0.0%

b) Transfers Out

7600-7629

0.00

0.00

0.0%


8930-8979

0.00

0.00

0.0%

7630-7699

0.00

0.00

0.0%

8980-8999

0.00

0.00

0.0%

0.00

0.00

0.0%



Page 1

Printed: 5/30/2018 11:29 AM


Description


Resource Codes

Object Codes



01 10017 0000000 Form 40

2018-19 Budget

Percent Difference

2,500.00

4,000.00

60.0%

9791

817,057.00

819,557.00

0.3%

9793

0.00

0.00

0.0%

817,057.00

819,557.00

0.3%

0.00

0.00

0.0%

817,057.00

819,557.00

0.3%

819,557.00

823,557.00

0.5%

9711

0.00

0.00

0.0%

Stores

9712

0.00

0.00

0.0%

Prepaid Items

9713

0.00

0.00

0.0%

All Others

9719

0.00

0.00

0.0%

b) Restricted

9740

0.00

0.00

0.0%


9750

0.00

0.00

0.0%

9760

0.00

0.00

0.0%


9780

819,557.00

823,557.00

0.5%


9789

0.00

0.00

0.0%


9790

0.00

0.00

0.0%


9795


Other Commitments


Page 2

Printed: 5/30/2018 11:29 AM




Resource Codes

Object Codes


9110

0.00

9111

0.00

b) in Banks

9120

0.00


9130

0.00


9135

0.00


9140

0.00

2) Investments

9150

0.00


9200

0.00


9290

0.00


9310

0.00

6) Stores

9320

0.00


9330

0.00


9340

0.00


9) TOTAL, ASSETS

01 10017 0000000 Form 40

2018-19 Budget

Percent Difference

0.00


9490


0.00 0.00


9500

0.00


9590

0.00


9610

0.00

4) Current Loans

9640

0.00

5) Unearned Revenue

9650

0.00


0.00


9690


0.00 0.00



0.00

Page 3

Printed: 5/30/2018 11:29 AM



Description

Resource Codes

Object Codes


01 10017 0000000 Form 40

2018-19 Budget

Percent Difference

FEDERAL REVENUE FEMA

8281

0.00

0.00

0.0%

All Other Federal Revenue

8290

0.00

0.00

0.0%

0.00

0.00

0.0%

8587

0.00

0.00

0.0%

6230

8590

0.00

0.00

0.0%

All Other

8590

0.00

0.00

0.0%

0.00

0.00

0.0%

8625

0.00

0.00

0.0%


8631

0.00

0.00

0.0%

Leases and Rentals

8650

0.00

0.00

0.0%

Interest

8660

3,500.00

5,000.00

42.9%


8662

0.00

0.00

0.0%

8699

0.00

0.00

0.0%

8799

0.00

0.00

0.0%

3,500.00

5,000.00

42.9%

3,500.00

5,000.00

42.9%

TOTAL, FEDERAL REVENUE OTHER STATE REVENUE Pass-Through Revenues from State Sources California Clean Energy Jobs Act All Other State Revenue TOTAL, OTHER STATE REVENUE OTHER LOCAL REVENUE Other Local Revenue Community Redevelopment Funds Not Subject to LCFF Deduction



Page 4

Printed: 5/30/2018 11:29 AM


Description


Resource Codes

Object Codes


01 10017 0000000 Form 40

2018-19 Budget

Percent Difference

CLASSIFIED SALARIES


2200

0.00

0.00

0.0%


2300

0.00

0.00

0.0%


2400

0.00

0.00

0.0%


2900

0.00

0.00

0.0%

0.00

0.00

0.0%


STRS

3101-3102

0.00

0.00

0.0%

PERS

3201-3202

0.00

0.00

0.0%


3301-3302

0.00

0.00

0.0%


3401-3402

0.00

0.00

0.0%


3501-3502

0.00

0.00

0.0%


3601-3602

0.00

0.00

0.0%

OPEB, Allocated

3701-3702

0.00

0.00

0.0%


3751-3752

0.00

0.00

0.0%


3901-3902

0.00

0.00

0.0%

0.00

0.00

0.0%



4200

0.00

0.00

0.0%


4300

0.00

0.00

0.0%


4400

0.00

0.00

0.0%

0.00

0.00

0.0%



Page 5

Printed: 5/30/2018 11:29 AM



Description

Resource Codes

Object Codes


01 10017 0000000 Form 40

2018-19 Budget

Percent Difference


5100

0.00

0.00

0.0%


5200

0.00

0.00

0.0%

5400-5450

0.00

0.00

0.0%


5500

0.00

0.00

0.0%


5600

0.00

0.00

0.0%


5710

0.00

0.00

0.0%


5750

0.00

0.00

0.0%


5800

1,000.00

1,000.00

0.0%

Communications

5900

0.00

0.00

0.0%

1,000.00

1,000.00

0.0%

Insurance


6100

0.00

0.00

0.0%

Land Improvements

6170

0.00

0.00

0.0%


6200

0.00

0.00

0.0%


6300

0.00

0.00

0.0%

Equipment

6400

0.00

0.00

0.0%


6500

0.00

0.00

0.0%

0.00

0.00

0.0%

7211

0.00

0.00

0.0%

To County Offices

7212

0.00

0.00

0.0%

To JPAs

7213

0.00

0.00

0.0%

7299

0.00

0.00

0.0%


7438

0.00

0.00

0.0%


7439

0.00

0.00

0.0%

0.00

0.00

0.0%

1,000.00

1,000.00

0.0%

TOTAL, CAPITAL OUTLAY OTHER OUTGO (excluding Transfers of Indirect Costs) Other Transfers Out Transfers of Pass-Through Revenues To Districts or Charter Schools

All Other Transfers Out to All Others Debt Service


TOTAL, EXPENDITURES


Page 6

Printed: 5/30/2018 11:29 AM


Description


Resource Codes

Object Codes


01 10017 0000000 Form 40

2018-19 Budget

Percent Difference

INTERFUND TRANSFERS


From: General Fund/CSSF

8912

0.00

0.00

0.0%


8919

0.00

0.00

0.0%

0.00

0.00

0.0%


To: General Fund/CSSF

7612

0.00

0.00

0.0%


7613

0.00

0.00

0.0%


7619

0.00

0.00

0.0%

0.00

0.00

0.0%

(b) TOTAL, INTERFUND TRANSFERS OUT


Page 7

Printed: 5/30/2018 11:29 AM


Description


Resource Codes

Object Codes


01 10017 0000000 Form 40

2018-19 Budget

Percent Difference

OTHER SOURCES/USES SOURCES Proceeds Proceeds from Sale/LeasePurchase of Land/Buildings

8953

0.00

0.00

0.0%

Proceeds from Certificates of Participation

8971

0.00

0.00

0.0%


8972

0.00

0.00

0.0%


8973

0.00

0.00

0.0%

8979

0.00

0.00

0.0%

0.00

0.00

0.0%

0.00

0.00

0.0%

0.00

0.00

0.0%

Other Sources Long-Term Debt Proceeds



7699



8980

0.00

0.00

0.0%


8990

0.00

0.00

0.0%

0.00

0.00

0.0%

0.00

0.00

0.0%




Page 8

Printed: 5/30/2018 11:29 AM


Description

July 1 Budget Self-Insurance Fund Expenses by Object

Resource Codes

Object Codes

01 10017 0000000 Form 67


2018-19 Budget

Percent Difference

A. REVENUES

1) LCFF Sources

8010-8099

0.00

0.00

0.0%

2) Federal Revenue

8100-8299

0.00

0.00

0.0%


8300-8599

0.00

0.00

0.0%


8600-8799

560,401.00

726,268.00

29.6%

560,401.00

726,268.00

29.6%

5) TOTAL, REVENUES B. EXPENSES


1000-1999

0.00

0.00

0.0%


2000-2999

0.00

0.00

0.0%


3000-3999

25,000.00

39,965.00

59.9%


4000-4999

0.00

0.00

0.0%

5) Services and Other Operating Expenses

5000-5999

147,823.00

220,553.00

49.2%

6) Depreciation

6000-6999

0.00

0.00

0.0%


7100-7299, 7400-7499

0.00

0.00

0.0%


7300-7399

0.00

0.00

0.0%

172,823.00

260,518.00

50.7%

387,578.00

465,750.00

20.2%

9) TOTAL, EXPENSES C. EXCESS (DEFICIENCY) OF REVENUES OVER EXPENSES BEFORE OTHER FINANCING SOURCES AND USES (A5 - B9) D. OTHER FINANCING SOURCES/USES 1) Interfund Transfers a) Transfers In

8900-8929

0.00

0.00

0.0%

b) Transfers Out

7600-7629

0.00

0.00

0.0%


8930-8979

0.00

0.00

0.0%

7630-7699

0.00

0.00

0.0%

8980-8999

0.00

0.00

0.0%

0.00

0.00

0.0%


California Dept of Education SACS Financial Reporting Software - 2018.1.0 File: fund-e (Rev 03/27/2018)

Page 1

Printed: 5/30/2018 11:30 AM


Description


Resource Codes

Object Codes

E. NET INCREASE (DECREASE) IN NET POSITION (C + D4)

01 10017 0000000 Form 67


2018-19 Budget

Percent Difference

387,578.00

465,750.00

20.2%

9791

1,834,153.00

2,221,731.00

21.1%

9793

0.00

0.00

0.0%

1,834,153.00

2,221,731.00

21.1%

0.00

0.00

0.0%

1,834,153.00

2,221,731.00

21.1%

2,221,731.00

2,687,481.00

21.0%

F. NET POSITION 1) Beginning Net Position a) As of July 1 - Unaudited b) Audit Adjustments c) As of July 1 - Audited (F1a + F1b) d) Other Restatements

9795

e) Adjusted Beginning Net Position (F1c + F1d) 2) Ending Net Position, June 30 (E + F1e) Components of Ending Net Position a) Net Investment in Capital Assets

9796

0.00

0.00

0.0%

b) Restricted Net Position

9797

0.00

0.00

0.0%

c) Unrestricted Net Position

9790

2,221,731.00

2,687,481.00

21.0%


Page 2

Printed: 5/30/2018 11:30 AM




Resource Codes

Object Codes

01 10017 0000000 Form 67


9110

0.00

9111

0.00

b) in Banks

9120

0.00


9130

0.00


9135

0.00


9140

0.00

2) Investments

9150

0.00


9200

0.00


9290

0.00


9310

0.00

6) Stores

9320

0.00


9330

0.00


9340

0.00

9) Fixed Assets a) Land

9410

0.00

b) Land Improvements

9420

0.00

c) Accumulated Depreciation - Land Improvements

9425

0.00

d) Buildings

9430

0.00

e) Accumulated Depreciation - Buildings

9435

0.00

f) Equipment

9440

0.00

g) Accumulated Depreciation - Equipment

9445

0.00

h) Work in Progress

9450

0.00


10) TOTAL, ASSETS

2018-19 Budget

Percent Difference

0.00


9490



0.00 0.00

Page 3

Printed: 5/30/2018 11:30 AM


Description


Resource Codes

Object Codes

01 10017 0000000 Form 67


2018-19 Budget

Percent Difference


9500

0.00


9590

0.00


9610

0.00

4) Current Loans

9640

5) Unearned Revenue

9650

0.00

6) Long-Term Liabilities a) Net Pension Liability

9663

0.00

b) Total/Net OPEB Liability

9664

0.00

c) Compensated Absences

9665

0.00

d) COPs Payable

9666

0.00

e) Capital Leases Payable

9667

0.00

f) Lease Revenue Bonds Payable

9668

0.00

g) Other General Long-Term Liabilities

9669

0.00


0.00


9690


0.00 0.00

K. NET POSITION Net Position, June 30 (G10 + H2) - (I7 + J2)


0.00

Page 4

Printed: 5/30/2018 11:30 AM



Description

01 10017 0000000 Form 67


2018-19 Budget

Percent Difference

Resource Codes

Object Codes

7690

8590

0.00

0.00

0.0%

All Other

8590

0.00

0.00

0.0%

0.00

0.00

0.0%

OTHER STATE REVENUE STRS On-Behalf Pension Contributions All Other State Revenue TOTAL, OTHER STATE REVENUE OTHER LOCAL REVENUE Other Local Revenue Sales Sale of Equipment/Supplies

8631

0.00

0.00

0.0%

Interest

8660

0.00

16,000.00

New


8662

0.00

0.00

0.0%

In-District Premiums/ Contributions

8674

560,401.00

710,268.00

26.7%


8689

0.00

0.00

0.0%

8699

0.00

0.00

0.0%

8799

0.00

0.00

0.0%

560,401.00

726,268.00

29.6%

560,401.00

726,268.00

29.6%

Fees and Contracts



Page 5

Printed: 5/30/2018 11:30 AM


Description


Resource Codes

Object Codes

01 10017 0000000 Form 67


2018-19 Budget

Percent Difference



1200

0.00

0.00

0.0%


1300

0.00

0.00

0.0%

0.00

0.00

0.0%



2200

0.00

0.00

0.0%


2300

0.00

0.00

0.0%


2400

0.00

0.00

0.0%


2900

0.00

0.00

0.0%

0.00

0.00

0.0%


STRS

3101-3102

0.00

0.00

0.0%

PERS

3201-3202

0.00

0.00

0.0%


3301-3302

0.00

0.00

0.0%


3401-3402

0.00

15,365.00

New


3501-3502

0.00

0.00

0.0%


3601-3602

0.00

0.00

0.0%

OPEB, Allocated

3701-3702

0.00

0.00

0.0%


3751-3752

0.00

0.00

0.0%


3901-3902

25,000.00

24,600.00

-1.6%

25,000.00

39,965.00

59.9%



4200

0.00

0.00

0.0%


4300

0.00

0.00

0.0%


4400

0.00

0.00

0.0%

0.00

0.00

0.0%



Page 6

Printed: 5/30/2018 11:30 AM



Description

Resource Codes

Object Codes

01 10017 0000000 Form 67


2018-19 Budget

Percent Difference

SERVICES AND OTHER OPERATING EXPENSES Subagreements for Services

5100

0.00

0.00

0.0%


5200

0.00

0.00

0.0%


5300

0.00

0.00

0.0%

5400-5450

0.00

0.00

0.0%


5500

0.00

0.00

0.0%


5600

0.00

0.00

0.0%


5750

0.00

0.00

0.0%


5800

147,823.00

220,553.00

49.2%

Communications

5900

0.00

0.00

0.0%

147,823.00

220,553.00

49.2%

0.00

0.00

0.0%

0.00

0.00

0.0%

172,823.00

260,518.00

50.7%

Insurance

TOTAL, SERVICES AND OTHER OPERATING EXPENSES DEPRECIATION Depreciation Expense

6900

TOTAL, DEPRECIATION

TOTAL, EXPENSES


Page 7

Printed: 5/30/2018 11:30 AM


Description


Resource Codes

Object Codes

01 10017 0000000 Form 67


2018-19 Budget

Percent Difference

INTERFUND TRANSFERS



8919

(a) TOTAL, INTERFUND TRANSFERS IN

0.00

0.00

0.0%

0.00

0.00

0.0%

0.00

0.00

0.0%

0.00

0.00

0.0%

INTERFUND TRANSFERS OUT


7619

(b) TOTAL, INTERFUND TRANSFERS OUT CONTRIBUTIONS


8980

0.00

0.00

0.0%


8990

0.00

0.00

0.0%

0.00

0.00

0.0%

0.00

0.00

0.0%


TOTAL, OTHER FINANCING SOURCES/USES (a-b+e)


Page 8

Printed: 5/30/2018 11:30 AM


2018-19 July 1 Budget AVERAGE DAILY ATTENDANCE

01 10017 0000000 Form A

2017-18 Estimated Actuals Description A. DISTRICT 1. Total District Regular ADA Includes Opportunity Classes, Home & Hospital, Special Day Class, Continuation Education, Special Education NPS/LCI and Extended Year, and Community Day School (includes Necessary Small School ADA) 2. Total Basic Aid Choice/Court Ordered Voluntary Pupil Transfer Regular ADA Includes Opportunity Classes, Home & Hospital, Special Day Class, Continuation Education, Special Education NPS/LCI and Extended Year, and Community Day School (ADA not included in Line A1 above) 3. Total Basic Aid Open Enrollment Regular ADA Includes Opportunity Classes, Home & Hospital, Special Day Class, Continuation Education, Special Education NPS/LCI and Extended Year, and Community Day School (ADA not included in Line A1 above) 4. Total, District Regular ADA (Sum of Lines A1 through A3) 5. District Funded County Program ADA a. County Community Schools b. Special Education-Special Day Class c. Special Education-NPS/LCI d. Special Education Extended Year e. Other County Operated Programs: Opportunity Schools and Full Day Opportunity Classes, Specialized Secondary Schools f. County School Tuition Fund (Out of State Tuition) [EC 2000 and 46380] g. Total, District Funded County Program ADA (Sum of Lines A5a through A5f) 6. TOTAL DISTRICT ADA (Sum of Line A4 and Line A5g) 7. Adults in Correctional Facilities 8. Charter School ADA (Enter Charter School ADA using Tab C. Charter School ADA)

California Dept of Education SACS Financial Reporting Software - 2018.1.0 File: ada (Rev 03/27/2018)

2018-19 Budget

Annual ADA

Funded ADA

Estimated P-2 ADA

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

P-2 ADA

Page 1 of 1

Estimated Annual ADA

Estimated Funded ADA

Printed: 5/30/2018 11:30 AM



01 10017 0000000 Form A

2017-18 Estimated Actuals Description B. COUNTY OFFICE OF EDUCATION 1. County Program Alternative Education ADA a. County Group Home and Institution Pupils b. Juvenile Halls, Homes, and Camps c. Probation Referred, On Probation or Parole, Expelled per EC 48915(a) or (c) [EC 2574(c)(4)(A)] d. Total, County Program Alternative Education ADA (Sum of Lines B1a through B1c) 2. District Funded County Program ADA a. County Community Schools b. Special Education-Special Day Class c. Special Education-NPS/LCI d. Special Education Extended Year e. Other County Operated Programs: Opportunity Schools and Full Day Opportunity Classes, Specialized Secondary Schools f. County School Tuition Fund (Out of State Tuition) [EC 2000 and 46380] g. Total, District Funded County Program ADA (Sum of Lines B2a through B2f) 3. TOTAL COUNTY OFFICE ADA (Sum of Lines B1d and B2g) 4. Adults in Correctional Facilities 5. County Operations Grant ADA 6. Charter School ADA (Enter Charter School ADA using Tab C. Charter School ADA)


P-2 ADA

Annual ADA

2018-19 Budget

Estimated P-2 Funded ADA ADA



102.00

102.00

102.00

102.27

102.27

102.27

140.70

140.70

140.70

126.63

126.63

126.63

242.70

242.70

242.70

228.90

228.90

228.90

0.00

0.00

0.00

0.00

0.00

0.00

242.70

242.70

242.70

228.90

228.90

228.90

219,812.80

219,812.80

219,813.00

219,813.00

219,813.00

219,813.00

Page 1 of 1

Printed: 5/30/2018 11:30 AM



01 10017 0000000 Form A

2017-18 Estimated Actuals Description

P-2 ADA

Annual ADA

2018-19 Budget

Funded ADA

Estimated P-2 ADA



C. CHARTER SCHOOL ADA Authorizing LEAs reporting charter school SACS financial data in their Fund 01, 09, or 62 use this worksheet to report ADA for those charter schools. Charter schools reporting SACS financial data separately from their authorizing LEAs in Fund 01 or Fund 62 use this worksheet to report their ADA. FUND 01: Charter School ADA corresponding to SACS financial data reported in Fund 01. 1. Total Charter School Regular ADA 2. Charter School County Program Alternative Education ADA a. County Group Home and Institution Pupils b. Juvenile Halls, Homes, and Camps c. Probation Referred, On Probation or Parole, Expelled per EC 48915(a) or (c) [EC 2574(c)(4)(A)] d. Total, Charter School County Program Alternative Education ADA (Sum of Lines C2a through C2c) 3. Charter School Funded County Program ADA a. County Community Schools b. Special Education-Special Day Class c. Special Education-NPS/LCI d. Special Education Extended Year e. Other County Operated Programs: Opportunity Schools and Full Day Opportunity Classes, Specialized Secondary Schools f. Total, Charter School Funded County Program ADA (Sum of Lines C3a through C3e) 4. TOTAL CHARTER SCHOOL ADA (Sum of Lines C1, C2d, and C3f)

30.00

30.00

21.45

45.00

45.00

45.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

30.00

30.00

21.45

45.00

45.00

45.00

FUND 09 or 62: Charter School ADA corresponding to SACS financial data reported in Fund 09 or Fund 62. 5. Total Charter School Regular ADA 6. Charter School County Program Alternative Education ADA a. County Group Home and Institution Pupils b. Juvenile Halls, Homes, and Camps c. Probation Referred, On Probation or Parole, Expelled per EC 48915(a) or (c) [EC 2574(c)(4)(A)] d. Total, Charter School County Program Alternative Education ADA (Sum of Lines C6a through C6c) 7. Charter School Funded County Program ADA a. County Community Schools b. Special Education-Special Day Class c. Special Education-NPS/LCI d. Special Education Extended Year e. Other County Operated Programs: Opportunity Schools and Full Day Opportunity Classes, Specialized Secondary Schools f. Total, Charter School Funded County Program ADA (Sum of Lines C7a through C7e) 8. TOTAL CHARTER SCHOOL ADA (Sum of Lines C5, C6d, and C7f) 9. TOTAL CHARTER SCHOOL ADA Reported in Fund 01, 09, or 62 (Sum of Lines C4 and C8)


0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

30.00

30.00

21.45

45.00

45.00

45.00

Page 1 of 1

Printed: 5/30/2018 11:30 AM

July 1 Budget Alameda County Office of Education 2017-18 Estimated Actuals Alameda County Every Student Succeeds Act Maintenance of Effort Expenditures

01 10017 0000000 Form ESMOE

2017-18 Expenditures

Funds 01, 09, and 62

Section I - Expenditures

Goals

Functions

Objects

A. Total state, federal, and local expenditures (all resources)

All

All

1000-7999

48,667,907.00

B. Less all federal expenditures not allowed for MOE (Resources 3000-5999, except 3385)

All

All

1000-7999

4,887,425.00

All

5000-5999

1000-7999

465,236.00

All except 7100-7199

All except 5000-5999

6000-6999

478,623.00

C. Less state and local expenditures not allowed for MOE: (All resources, except federal as identified in Line B) 1. Community Services 2.

Capital Outlay

3.

Debt Service

All

9100

5400-5450, 5800, 74307439

4.

Other Transfers Out

All

9200

7200-7299

12,800.00

5.

Interfund Transfers Out

All

9300

7600-7629

51,473.00

9100

7699

6.


All

9200

7651

7100-7199

All except 5000-5999, 9000-9999

1000-7999

All

All

8710

7.

Nonagency

8.

Tuition (Revenue, in lieu of expenditures, to approximate costs of services for which tuition is received)

9.

Supplemental expenditures made as a result of a Presidentially declared disaster

0.00

0.00 242,231.00

0.00

Manually entered. Must not include expenditures in lines B, C1-C8, D1, or D2.

10. Total state and local expenditures not allowed for MOE calculation (Sum lines C1 through C9)

1,250,363.00 1000-7143,

D. Plus additional MOE expenditures: 1. Expenditures to cover deficits for food services (Funds 13 and 61) (If negative, then zero) 2.

7300-7439 All

Expenditures to cover deficits for student body activities

E. Total expenditures subject to MOE (Line A minus lines B and C10, plus lines D1 and D2)

California Dept of Education SACS Financial Reporting Software - 2018.1.0 File: esmoe (Rev 03/01/2018)

All

minus 8000-8699

0.00

Manually entered. Must not include expenditures in lines A or D1.

42,530,119.00

Page 1

Printed: 5/30/2018 11:31 AM


01 10017 0000000 Form ESMOE 2017-18 Annual ADA/ Exps. Per ADA

Section II - Expenditures Per ADA A. Average Daily Attendance (Form A, Annual ADA column, sum of lines B1d and C9)

272.70 155,959.37

B. Expenditures per ADA (Line I.E divided by Line II.A) Section III - MOE Calculation (For data collection only. Final determination will be done by CDE)

Total

Per ADA

A. Base expenditures (Preloaded expenditures from prior year official CDE MOE calculation). (Note: If the prior year MOE was not met, CDE has adjusted the prior year base to 90 percent of the preceding prior year amount rather than the actual prior year expenditure amount.) 1. 2.

Adjustment to base expenditure and expenditure per ADA amounts for LEAs failing prior year MOE calculation (From Section IV) Total adjusted base expenditure amounts (Line A plus Line A.1)

35,726,478.17

116,940.45

0.00

0.00

35,726,478.17

116,940.45

B. Required effort (Line A.2 times 90%)

32,153,830.35

105,246.41

C. Current year expenditures (Line I.E and Line II.B)

42,530,119.00

155,959.37

0.00

0.00

D. MOE deficiency amount, if any (Line B minus Line C) (If negative, then zero) E. MOE determination (If one or both of the amounts in line D are zero, the MOE requirement is met; if both amounts are positive, the MOE requirement is not met. If either column in Line A.2 or Line C equals zero, the MOE calculation is incomplete.) F. MOE deficiency percentage, if MOE not met; otherwise, zero (Line D divided by Line B) (Funding under ESSA covered programs in FY 2019-20 may be reduced by the lower of the two percentages)


Page 2

MOE Met

0.00%

0.00%

Printed: 5/30/2018 11:31 AM


01 10017 0000000 Form ESMOE

SECTION IV - Detail of Adjustments to Base Expenditures (used in Section III, Line A.1) Total Description of Adjustments Expenditures

Total adjustments to base expenditures


Expenditures Per ADA

0.00

Page 3

0.00

Printed: 5/30/2018 11:31 AM

July 1 Budget 2017-18 Estimated Actuals LOTTERY REPORT Revenues, Expenditures and Ending Balances - All Funds


Description

Object Codes

A. AMOUNT AVAILABLE FOR THIS FISCAL YEAR 1. Adjusted Beginning Fund Balance 9791-9795 2. State Lottery Revenue 8560 3. Other Local Revenue 8600-8799 4. Transfers from Funds of Lapsed/Reorganized Districts 8965 5. Contributions from Unrestricted Resources (Total must be zero) 8980 6. Total Available (Sum Lines A1 through A5) B. EXPENDITURES AND OTHER FINANCING USES 1. Certificated Salaries 1000-1999 2. Classified Salaries 2000-2999 3. Employee Benefits 3000-3999 4. Books and Supplies 4000-4999 5. a. Services and Other Operating Expenditures (Resource 1100) 5000-5999 b. Services and Other Operating 5000-5999, except Expenditures (Resource 6300) 5100, 5710, 5800 c. Duplicating Costs for Instructional Materials (Resource 6300) 6. Capital Outlay 7. Tuition 8. Interagency Transfers Out a. To Other Districts, County Offices, and Charter Schools b. To JPAs and All Others 9. 10. 11. 12.

Lottery: Instructional Materials (Resource 6300)*

Totals

9,651.00 12,959.00 0.00

233,240.00 54,427.00 0.00

0.00

0.00

0.00

0.00 265,057.00

0.00 0.00

0.00 0.00 0.00 40,150.00

22,610.00

287,667.00

21,959.00

0.00 0.00 0.00 62,109.00

16,118.00

16,118.00

0.00 0.00

0.00 0.00

0.00

0.00

0.00

0.00

0.00 0.00

0.00 0.00

7211,7212,7221, 7222,7281,7282 7213,7223, 7283,7299

979Z

Transferred to Other Resources for Expenditure

223,589.00 41,468.00 0.00

5100, 5710, 5800 6000-6999 7100-7199

Transfers of Indirect Costs 7300-7399 Debt Service 7400-7499 All Other Financing Uses 7630-7699 Total Expenditures and Other Financing Uses (Sum Lines B1 through B11 )

C. ENDING BALANCE (Must equal Line A6 minus Line B12) D. COMMENTS:

Lottery: Unrestricted (Resource 1100)

01 10017 0000000 Form L

56,268.00

0.00

21,959.00

78,227.00

208,789.00

0.00

651.00

209,440.00

Data from this report will be used to prepare a report to the Legislature as required by Control Section 24.60 of the Budget Act. *Pursuant to Government Code Section 8880.4(a)(2)(B) and the definition in Education Code Section 60010(h), Resource 6300 funds are to be used for the purchase of instructional materials only. Any amounts in the shaded cells of this column should be reviewed for appropriateness.

California Dept of Education SACS Financial Reporting Software - 2018.1.0 File: lot (Rev 02/24/2016)

Page 1 of 1

Printed: 5/30/2018 11:32 AM

July 1 Budget County School Service Fund Multiyear Projections Unrestricted


Object Description Codes County Operations Grant ADA (Enter projections for subsequent years 1 and 2 in Columns C and E; current year - Column A - is extracted from Form A, Line B5) (Enter projections for subsequent years 1 and 2 in Columns C and E; current year - Column A - is extracted) A. REVENUES AND OTHER FINANCING SOURCES 1. LCFF/Revenue Limit Sources 2. Federal Revenues 3. Other State Revenues 4. Other Local Revenues 5. Other Financing Sources a. Transfers In b. Other Sources c. Contributions 6. Total (Sum lines A1 thru A5c)

2018-19 Budget (Form 01) (A)

01 10017 0000000 Form MYP

% Change (Cols. C-A/A) (B)

2019-20 Projection (C)

% Change (Cols. E-C/C) (D)

2020-21 Projection (E)

219,813.00

0.00%

219,813.00

0.00%

219,813.00

8010-8099 8100-8299 8300-8599 8600-8799

18,827,139.00 25,000.00 2,171,514.00 5,907,191.00

2.41% 2.41% 2.41% 2.41%

19,280,873.00 25,603.00 2,223,847.00 6,049,555.00

2.80% 2.80% 2.80% 2.80%

19,820,738.00 26,319.00 2,286,115.00 6,218,942.00

8900-8929 8930-8979 8980-8999

0.00 0.00 (941,174.00) 25,989,670.00

(750,000.00) 26,829,878.00

0.00% 0.00% 0.00% 2.88%

(750,000.00) 27,602,114.00

0.00% 0.00% -20.31% 3.23%

B. EXPENDITURES AND OTHER FINANCING USES 1. Certificated Salaries a. Base Salaries b. Step & Column Adjustment

5,180,365.00

5,234,365.00

54,000.00

54,500.00

c. Cost-of-Living Adjustment d. Other Adjustments e. Total Certificated Salaries (Sum lines B1a thru B1d) 2. Classified Salaries a. Base Salaries

1000-1999

5,180,365.00

1.04%

b. Step & Column Adjustment c. Cost-of-Living Adjustment

5,234,365.00

1.04%

5,288,865.00

10,975,307.00

11,089,398.00

114,091.00

115,000.00

d. Other Adjustments e. Total Classified Salaries (Sum lines B2a thru B2d) 3. Employee Benefits

2000-2999 3000-3999

10,975,307.00 4,746,154.00

1.04% 5.61%

11,089,398.00 5,012,594.00

1.04% 5.00%

11,204,398.00 5,263,224.00

4. Books and Supplies 5. Services and Other Operating Expenditures 6. Capital Outlay

4000-4999 5000-5999 6000-6999

266,499.00 5,353,677.00 281,300.00

-0.56% 0.30% -0.46%

265,000.00 5,370,000.00 280,000.00

-1.89% 0.00% 0.00%

260,000.00 5,370,000.00 280,000.00

7. Other Outgo (excluding Transfers of Indirect Costs) 8. Other Outgo - Transfers of Indirect Costs 9. Other Financing Uses a. Transfers Out b. Other Uses 10. Other Adjustments (Explain in Section F below) 11. Total (Sum lines B1 thru B10) C. NET INCREASE (DECREASE) IN FUND BALANCE

7100-7299, 7400-7499 7300-7399

6,800.00 (888,507.00)

7600-7629 7630-7699

63,097.00 0.00

-100.00% 0.00%

0.00

0.00% 0.00%

0.00

25,984,692.00

1.54%

26,384,657.00

1.57%

26,799,787.00

(Line A6 minus line B11)

0.00% -1.69%

6,800.00 (873,500.00)

0.00% 0.00%

6,800.00 (873,500.00)

4,978.00

445,221.00

802,327.00

1. Net Beginning Fund Balance (Form 01, line F1e)

18,188,219.00

18,193,197.00

18,638,418.00

2. Ending Fund Balance (Sum lines C and D1)

18,193,197.00

18,638,418.00

19,440,745.00

35,000.00

35,000.00

35,000.00

9750 9760 9780

0.00 0.00 17,062,397.00

17,353,418.00

18,155,745.00

9789 9790

1,095,800.00 0.00

1,250,000.00 0.00

1,250,000.00 0.00

18,193,197.00

18,638,418.00

19,440,745.00

D. FUND BALANCE

3. Components of Ending Fund Balance a. Nonspendable b. Restricted c. Committed 1. Stabilization Arrangements 2. Other Commitments d. Assigned e. Unassigned/Unappropriated 1. Reserve for Economic Uncertainties 2. Unassigned/Unappropriated f. Total Components of Ending Fund Balance (Line D3f must agree with line D2)

California Dept of Education SACS Financial Reporting Software - 2018.1.0 File: myp (Rev 03/30/2015)

9710-9719 9740

Page 1

Printed: 5/30/2018 11:32 AM



Description

Object Codes

2018-19 Budget (Form 01) (A)

01 10017 0000000 Form MYP





E. AVAILABLE RESERVES 1. County School Service Fund a. Stabilization Arrangements b. Reserve for Economic Uncertainties c. Unassigned/Unappropriated (Enter reserve projections for subsequent years 1 and 2 in Columns C and E; current year - Column A - is extracted.) 2. Special Reserve Fund - Noncapital Outlay (Fund 17) a. Stabilization Arrangements b. Reserve for Economic Uncertainties c. Unassigned/Unappropriated 3. Total Available Reserves (Sum lines E1a thru E2c)

9750

0.00

0.00

0.00

9789 9790

1,095,800.00 0.00

1,250,000.00 0.00

1,250,000.00 0.00

1,250,000.00

1,250,000.00

9750 9789 9790

0.00 1,095,800.00

F. ASSUMPTIONS Please provide below or on a separate attachment, the assumptions used to determine the projections for the first and second subsequent fiscal years. Further, please include an explanation for any significant expenditure adjustments projected in lines B1d, B2d, and B10. For additional information, please refer to the Budget Assumptions section of the SACS Financial Reporting Software User Guide.


Page 2

Printed: 5/30/2018 11:32 AM



Object Codes

2018-19 Budget (Form 01) (A)

01 10017 0000000 Form MYP


Description Revenue: ¢ADA - Projected ADA is flat based on historical trends - This projected ADA is factored into our Interim Projections ¢Local Control Funding Formula oThe COE's GAP funding has been met. No additional GAP funds "0% 2018-19 "0% 2019le Count - Community Schools and 100% Unduplicated FRPM/EL Eligible Count - Court Schools ¢Assume COLA/growth on Federal and State Categorical programs o2.71% 2018-19 o2.41% 2019-20 o2.80% 2020-21




¢Assume no change in Interest Earning (2018/19 & 2019/20) ¢Assume New AB99 Revenue of 336,546 ¢Assume Lottery Funding o$146 per annual ADA (Unrestricted) o$48 per annual ADA (Restricted) ¢Assume contribution to Special Education Between 150k to 200K ( 2018-19) ¢Assume increase in Restricted Routine Maintenance in 2018-19 of $51,500 ¢Other Local Revenues oAssume no change in Unrestricted Local Revenues oAssume no change in Restricted Local Grants at this time. If funding changes, or is reduced/eliminated, expenditures will be adjusted accordingly oCPT2 Funding will expire at the end of FY 2018-19 Expenditures: ¢Assume step & column for both certificated and classified personnel at approximately 1.04% (2019-20 & 2020-21) ¢Assume reduction of workers comp rates in FY 18-19 of =32,000.00 ¢Assume moderate decrease in one-time Materials & Supplies expenditures supported by carryover, Federal & State deferred revenue, and increase of 2% CPI growth (2018-19 & 2019-20) ¢Reduce Services & Other Operating Expenditures supported by carryover, Federal & State deferred revenue, and increase of 2% CPI growth (2018-19 & 2019-20) ¢Assume Capital Outlay expenditures to be reduced by .46% for 19/20. ¢Assume change in indirect cost rate for FY 2017-18 from 9.81% to 9.98% ¢Assume ongoing contributions to Deferred Maintenance ¢Assume decrease in books and supplies expense as a result of SPaS declining enrollment ¢Projected increase to Object 3XXX of 5% each respective fiscal year to cover rising cost of STRS/PERS


Page 3

Printed: 5/30/2018 11:32 AM


July 1 Budget County School Service Fund Multiyear Projections Restricted

Object Description Codes County Operations Grant ADA (Enter projections for subsequent years 1 and 2 in Columns C and E; current year - Column A - is extracted from Form A, Line B5) (Enter projections for subsequent years 1 and 2 in Columns C and E; current year - Column A - is extracted) A. REVENUES AND OTHER FINANCING SOURCES 1. LCFF/Revenue Limit Sources 2. Federal Revenues 3. Other State Revenues 4. Other Local Revenues 5. Other Financing Sources a. Transfers In b. Other Sources c. Contributions 6. Total (Sum lines A1 thru A5c)

2018-19 Budget (Form 01) (A)

01 10017 0000000 Form MYP


8010-8099 8100-8299 8300-8599 8600-8799

14,422.00 2,179,764.00 5,177,460.00 2,133,599.00

2.41% 2.41% 2.41% 2.41%

8900-8929 8930-8979 8980-8999

0.00 0.00 941,174.00 10,446,419.00

0.00% 0.00% -20.31% 0.36%




14,770.00 2,232,296.00 5,302,237.00 2,185,019.00

2.81% 2.80% 2.80% 2.80%

15,185.00 2,294,801.00 5,450,699.00 2,246,199.00

750,000.00 10,484,322.00

0.00% 0.00% 0.00% 2.60%

750,000.00 10,756,884.00

B. EXPENDITURES AND OTHER FINANCING USES 1. Certificated Salaries a. Base Salaries b. Step & Column Adjustment

1,754,603.00

1,772,851.00

18,248.00

18,438.00

c. Cost-of-Living Adjustment d. Other Adjustments e. Total Certificated Salaries (Sum lines B1a thru B1d) 2. Classified Salaries a. Base Salaries

1000-1999

1,754,603.00

1.04%

b. Step & Column Adjustment c. Cost-of-Living Adjustment

1,772,851.00

1.04%

1,791,289.00

2,972,773.00

3,003,690.00

30,917.00

31,239.00

d. Other Adjustments e. Total Classified Salaries (Sum lines B2a thru B2d) 3. Employee Benefits

2000-2999 3000-3999

2,972,773.00 2,299,373.00

1.04% 5.00%

3,003,690.00 2,414,342.00

1.04% 5.00%

3,034,929.00 2,535,059.00

4. Books and Supplies 5. Services and Other Operating Expenditures 6. Capital Outlay

4000-4999 5000-5999 6000-6999

186,933.00 2,522,089.00 0.00

-1.03% -14.75% 0.00%

185,000.00 2,150,000.00

-2.70% 0.00% 0.00%

180,000.00 2,150,000.00

0.00 804,447.00

0.00% 0.07%

805,000.00

0.00% 0.00%

7. Other Outgo (excluding Transfers of Indirect Costs) 8. Other Outgo - Transfers of Indirect Costs 9. Other Financing Uses a. Transfers Out

7100-7299, 7400-7499 7300-7399 7600-7629

0.00

0.00%

0.00

0.00%

b. Other Uses 10. Other Adjustments (Explain in Section F below) 11. Total (Sum lines B1 thru B10) C. NET INCREASE (DECREASE) IN FUND BALANCE

7630-7699

0.00

0.00%

0.00

0.00%

10,540,218.00

-1.99%

10,330,883.00

1.60%

(Line A6 minus line B11)

(93,799.00)

805,000.00

10,496,277.00

153,439.00

260,607.00

D. FUND BALANCE 1. Net Beginning Fund Balance (Form 01, line F1e)

3,123,685.00

3,029,886.00

3,183,325.00

2. Ending Fund Balance (Sum lines C and D1) 3. Components of Ending Fund Balance a. Nonspendable b. Restricted c. Committed 1. Stabilization Arrangements 2. Other Commitments d. Assigned e. Unassigned/Unappropriated 1. Reserve for Economic Uncertainties 2. Unassigned/Unappropriated f. Total Components of Ending Fund Balance (Line D3f must agree with line D2)

3,029,886.00

3,183,325.00

3,443,932.00

0.00 3,029,886.00

3,183,325.00

3,443,932.00

0.00

0.00

0.00

3,029,886.00

3,183,325.00

3,443,932.00


9710-9719 9740 9750 9760 9780 9789 9790

Page 1

Printed: 5/30/2018 11:33 AM


Description

July 1 Budget County School Service Fund Multiyear Projections Restricted

Object Codes

2018-19 Budget (Form 01) (A)

01 10017 0000000 Form MYP





E. AVAILABLE RESERVES 1. County School Service Fund a. Stabilization Arrangements b. Reserve for Economic Uncertainties c. Unassigned/Unappropriated (Enter reserve projections for subsequent years 1 and 2 in Columns C and E; current year - Column A - is extracted.) 2. Special Reserve Fund - Noncapital Outlay (Fund 17) a. Stabilization Arrangements b. Reserve for Economic Uncertainties

9750 9789 9790

9750 9789

c. Unassigned/Unappropriated 9790 3. Total Available Reserves (Sum lines E1a thru E2c) F. ASSUMPTIONS Please provide below or on a separate attachment, the assumptions used to determine the projections for the first and second subsequent fiscal years. Further, please include an explanation for any significant expenditure adjustments projected in lines B1d, B2d, and B10. For additional information, please refer to the Budget Assumptions section of the SACS Financial Reporting Software User Guide.


Page 2

Printed: 5/30/2018 11:33 AM


July 1 Budget County School Service Fund Multiyear Projections Unrestricted/Restricted

Object Codes

Description County Operations Grant ADA (Enter projections for subsequent years 1 and 2 in Columns C and E; current year - Column A - is extracted from Form A, Line B5) (Enter projections for subsequent years 1 and 2 in Columns C and E; current year - Column A - is extracted) A. REVENUES AND OTHER FINANCING SOURCES 1. LCFF/Revenue Limit Sources 8010-8099 2. Federal Revenues 8100-8299 3. Other State Revenues 8300-8599 4. Other Local Revenues 8600-8799 5. Other Financing Sources a. Transfers In 8900-8929 b. Other Sources 8930-8979 c. Contributions 8980-8999 6. Total (Sum lines A1 thru A5c) B. EXPENDITURES AND OTHER FINANCING USES 1. Certificated Salaries a. Base Salaries b. Step & Column Adjustment c. Cost-of-Living Adjustment d. Other Adjustments e. Total Certificated Salaries (Sum lines B1a thru B1d) 1000-1999 2. Classified Salaries a. Base Salaries b. Step & Column Adjustment c. Cost-of-Living Adjustment d. Other Adjustments e. Total Classified Salaries (Sum lines B2a thru B2d) 2000-2999 3. Employee Benefits 3000-3999 4. Books and Supplies 4000-4999 5. Services and Other Operating Expenditures 5000-5999 6. Capital Outlay 6000-6999 7. Other Outgo (excluding Transfers of Indirect Costs) 7100-7299, 7400-7499 8. Other Outgo - Transfers of Indirect Costs 7300-7399 9. Other Financing Uses a. Transfers Out 7600-7629 b. Other Uses 7630-7699 10. Other Adjustments 11. Total (Sum lines B1 thru B10) C. NET INCREASE (DECREASE) IN FUND BALANCE (Line A6 minus line B11) D. FUND BALANCE 1. Net Beginning Fund Balance (Form 01, line F1e) 2. Ending Fund Balance (Sum lines C and D1) 3. Components of Ending Fund Balance a. Nonspendable 9710-9719 b. Restricted 9740 c. Committed 1. Stabilization Arrangements 9750 2. Other Commitments 9760 d. Assigned 9780 e. Unassigned/Unappropriated 1. Reserve for Economic Uncertainties 9789 2. Unassigned/Unappropriated 9790 f. Total Components of Ending Fund Balance (Line D3f must agree with line D2)


2018-19 Budget (Form 01) (A)

01 10017 0000000 Form MYP





219,813.00

0.00%

219,813.00

0.00%

219,813.00

18,841,561.00 2,204,764.00 7,348,974.00 8,040,790.00

2.41% 2.41% 2.41% 2.41%

19,295,643.00 2,257,899.00 7,526,084.00 8,234,574.00

2.80% 2.80% 2.80% 2.80%

19,835,923.00 2,321,120.00 7,736,814.00 8,465,141.00

0.00 0.00 0.00 36,436,089.00

0.00% 0.00% 0.00% 2.41%

0.00 0.00 0.00 37,314,200.00

0.00% 0.00% 0.00% 2.80%

0.00 0.00 0.00 38,358,998.00

1.04%

6,934,968.00 72,248.00 0.00 0.00 7,007,216.00

1.04%

7,007,216.00 72,938.00 0.00 0.00 7,080,154.00

1.04% 5.00% -2.22% 0.00% 0.00% 0.00% 0.00%

14,093,088.00 146,239.00 0.00 0.00 14,239,327.00 7,798,283.00 440,000.00 7,520,000.00 280,000.00 6,800.00 (68,500.00)

6,934,968.00

13,948,080.00 7,045,527.00 453,432.00 7,875,766.00 281,300.00 6,800.00 (84,060.00)

1.04% 5.41% -0.76% -4.52% -0.46% 0.00% -18.51%

63,097.00 0.00

-100.00% 0.00%

36,524,910.00

0.52%

(88,821.00)

13,948,080.00 145,008.00 0.00 0.00 14,093,088.00 7,426,936.00 450,000.00 7,520,000.00 280,000.00 6,800.00 (68,500.00) 0.00 0.00 0.00 36,715,540.00

0.00% 0.00% 1.58%

0.00 0.00 0.00 37,296,064.00

598,660.00

1,062,934.00

21,311,904.00 21,223,083.00

21,223,083.00 21,821,743.00

21,821,743.00 22,884,677.00

35,000.00 3,029,886.00

35,000.00 3,183,325.00

35,000.00 3,443,932.00

0.00 0.00 17,062,397.00

0.00 0.00 17,353,418.00

0.00 0.00 18,155,745.00

1,095,800.00 0.00

1,250,000.00 0.00

1,250,000.00 0.00

21,223,083.00

21,821,743.00

22,884,677.00

Page 1

Printed: 5/30/2018 11:33 AM


Description E. AVAILABLE RESERVES 1. County School Service Fund a. Stabilization Arrangements b. Reserve for Economic Uncertainties c. Unassigned/Unappropriated d. Negative Restricted Ending Balances (Negative resources 2000-9999) 2. Special Reserve Fund - Noncapital Outlay (Fund 17) a. Stabilization Arrangements b. Reserve for Economic Uncertainties c. Unassigned/Unappropriated 3. Total Available Reserves - by Amount (Sum lines E1a thru E2c) 4. Total Available Reserves - by Percent (Line E3 divided by Line F3c)

July 1 Budget County School Service Fund Multiyear Projections Unrestricted/Restricted 2018-19 Budget (Form 01) (A)

Object Codes

9750 9789 9790

01 10017 0000000 Form MYP


0.00 1,095,800.00 0.00

979Z 9750 9789 9790



0.00 0.00 0.00 1,095,800.00 3.00%


0.00 1,250,000.00 0.00

0.00 1,250,000.00 0.00

0.00

0.00

0.00 0.00 0.00 1,250,000.00 3.40%

0.00 0.00 0.00 1,250,000.00 3.35%

F. RECOMMENDED RESERVES 1. Special Education Pass-through Exclusions For counties that serve as the administrative unit (AU) of a special education local plan area (SELPA): a. Do you choose to exclude from the reserve calculation the pass-through funds distributed to SELPA members?

Yes

b. If you are the SELPA AU and are excluding special education pass-through funds: 1. Enter the name(s) of the SELPA(s):

2. Special education pass-through funds (Column A: Fund 10, resources 3300-3499 and 6500-6540, objects 7211-7213 and 7221-7223; enter projections for subsequent years 1 and 2 in Columns C and E)

0.00

2. County Office's Total Expenditures and Other Financing Uses Used to determine the reserve standard percentage level on line F3d (Line B11, plus line F1b2 if line F1a is No) 3. Calculating the Reserves a. Expenditures and Other Financing Uses (Line B11) b. Plus: Special Education Pass-through Funds (Line F1b2, if Line F1a is No) c. Total Expenditures and Other Financing Uses (Line F3a plus line F3b)

36,524,910.00

36,715,540.00

37,296,064.00

36,524,910.00

36,715,540.00

37,296,064.00

0.00

0.00

0.00

36,524,910.00

36,715,540.00

37,296,064.00

d. Reserve Standard Percentage Level (Refer to Form 01CS, Criterion 8 for calculation details)

3%

e. Reserve Standard - By Percent (Line F3c times F3d)

3%

1,095,747.30

3%

1,101,466.20

1,118,881.92

f. Reserve Standard - By Amount (Refer to Form 01CS, Criterion 8 for calculation details) g. Reserve Standard (Greater of Line F3e or F3f) h. Available Reserves (Line E3) Meet Reserve Standard (Line F3g)


596,000.00

596,000.00

596,000.00

1,095,747.30

1,101,466.20

1,118,881.92

YES

Page 2

YES

YES

Printed: 5/30/2018 11:33 AM

July 1 Budget 2017-18 Estimated Actuals SUMMARY OF INTERFUND ACTIVITIES FOR ALL FUNDS


Description 01 COUNTY SCHOOL SERVICE FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 09 CHARTER SCHOOLS SPECIAL REVENUE FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 10 SPECIAL EDUCATION PASS-THROUGH FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 11 ADULT EDUCATION FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 12 CHILD DEVELOPMENT FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 13 CAFETERIA SPECIAL REVENUE FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 14 DEFERRED MAINTENANCE FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 15 PUPIL TRANSPORTATION EQUIPMENT FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 16 FOREST RESERVE FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation

Direct Costs - Interfund Transfers In Transfers Out 5750 5750 0.00

(10.00)

01 10017 0000000 Form SIAA

Indirect Costs - Interfund Transfers In Transfers Out 7350 7350 0.00

Interfund Transfers In 8900-8929

0.00

37,242.00

0.00

0.00

0.00

14,303.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00 0.00

0.00

0.00

0.00 0.00

0.00

0.00

0.00 0.00

0.00

51,473.00

0.00 0.00

10.00

Due To Other Funds 9610

0.00 51,473.00

0.00

Due From Other Funds 9310

(51,545.00) 0.00

0.00

Interfund Transfers Out 7600-7629

0.00

0.00 0.00

0.00

0.00

0.00

17 SPECIAL RESERVE FUND FOR OTHER THAN CAPITAL OUTLAY

Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 18 SCHOOL BUS EMISSIONS REDUCTION FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 19 FOUNDATION SPECIAL REVENUE FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation

0.00

0.00

0.00 0.00

0.00

0.00

0.00

0.00

0.00

0.00 0.00

20 SPECIAL RESERVE FUND FOR POSTEMPLOYMENT BENEFITS

Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 21 BUILDING FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 25 CAPITAL FACILITIES FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation

0.00

0.00

0.00 0.00

0.00

0.00

0.00

0.00 0.00

0.00

30 STATE SCHOOL BUILDING LEASE/PURCHASE FUND

Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 35 COUNTY SCHOOL FACILITIES FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation

0.00

0.00 0.00

0.00

0.00

0.00 0.00

0.00

40 SPECIAL RESERVE FUND FOR CAPITAL OUTLAY PROJECTS

53

56

57

61

Expenditure Detail Other Sources/Uses Detail Fund Reconciliation TAX OVERRIDE FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation DEBT SERVICE FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation FOUNDATION PERMANENT FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation CAFETERIA ENTERPRISE FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation

California Dept of Education SACS Financial Reporting Software - 2018.1.0 File: siaa (Rev 05/16/2016)

0.00

0.00 0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00 0.00

0.00

0.00

0.00

0.00 0.00

Page 1 of 2

0.00

Printed: 5/30/2018 11:33 AM

July 1 Budget 2017-18 Estimated Actuals SUMMARY OF INTERFUND ACTIVITIES FOR ALL FUNDS


Description 62 CHARTER SCHOOLS ENTERPRISE FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 63 OTHER ENTERPRISE FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 66 WAREHOUSE REVOLVING FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 67 SELF-INSURANCE FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 71 RETIREE BENEFIT FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 73 FOUNDATION PRIVATE-PURPOSE TRUST FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 76 WARRANT/PASS-THROUGH FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 95 STUDENT BODY FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation TOTALS

California Dept of Education SACS Financial Reporting Software - 2018.1.0 File: siaa (Rev 05/16/2016)


0.00

01 10017 0000000 Form SIAA



0.00 0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00 0.00

0.00 0.00

0.00

0.00 0.00

0.00


0.00 0.00

0.00


0.00 0.00

0.00


0.00

0.00 0.00

0.00

0.00

0.00

0.00 0.00

10.00

(10.00)

51,545.00

Page 2 of 2

(51,545.00)

51,473.00

51,473.00

Printed: 5/30/2018 11:34 AM

July 1 Budget 2018-19 Budget SUMMARY OF INTERFUND ACTIVITIES FOR ALL FUNDS


Description 01 COUNTY SCHOOL SERVICE FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 09 CHARTER SCHOOLS SPECIAL REVENUE FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 10 SPECIAL EDUCATION PASS-THROUGH FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 11 ADULT EDUCATION FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 12 CHILD DEVELOPMENT FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 13 CAFETERIA SPECIAL REVENUE FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 14 DEFERRED MAINTENANCE FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 15 PUPIL TRANSPORTATION EQUIPMENT FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 16 FOREST RESERVE FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation


0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

01 10017 0000000 Form SIAB


57,370.00

0.00

26,690.00

0.00





(84,060.00) 0.00

63,097.00

63,097.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

17 SPECIAL RESERVE FUND FOR OTHER THAN CAPITAL OUTLAY

Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 18 SCHOOL BUS EMISSIONS REDUCTION FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 19 FOUNDATION SPECIAL REVENUE FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation

0.00

0.00

0.00

0.00

0.00

0.00 0.00

20 SPECIAL RESERVE FUND FOR POSTEMPLOYMENT BENEFITS

Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 21 BUILDING FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 25 CAPITAL FACILITIES FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

30 STATE SCHOOL BUILDING LEASE/PURCHASE FUND

Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 35 COUNTY SCHOOL FACILITIES FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation

0.00

0.00

0.00

0.00

40 SPECIAL RESERVE FUND FOR CAPITAL OUTLAY PROJECTS

53

56

57

61

Expenditure Detail Other Sources/Uses Detail Fund Reconciliation TAX OVERRIDE FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation DEBT SERVICE FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation FOUNDATION PERMANENT FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation CAFETERIA ENTERPRISE FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation

California Dept of Education SACS Financial Reporting Software - 2018.1.0 File: siab (Rev 05/16/2016)

0.00

0.00

0.00

0.00

0.00

0.00 0.00

0.00

0.00

0.00

0.00 0.00

Page 1 of 2

0.00

Printed: 5/30/2018 11:34 AM

July 1 Budget 2018-19 Budget SUMMARY OF INTERFUND ACTIVITIES FOR ALL FUNDS


Description 62 CHARTER SCHOOLS ENTERPRISE FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 63 OTHER ENTERPRISE FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 66 WAREHOUSE REVOLVING FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 67 SELF-INSURANCE FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 71 RETIREE BENEFIT FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 73 FOUNDATION PRIVATE-PURPOSE TRUST FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 76 WARRANT/PASS-THROUGH FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation 95 STUDENT BODY FUND Expenditure Detail Other Sources/Uses Detail Fund Reconciliation TOTALS

California Dept of Education SACS Financial Reporting Software - 2018.1.0 File: siab (Rev 05/16/2016)


0.00

0.00

0.00

0.00

01 10017 0000000 Form SIAB






0.00 0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00 0.00

0.00

0.00

84,060.00

Page 2 of 2

(84,060.00)

63,097.00

63,097.00

Printed: 5/30/2018 11:34 AM

2018-19 July 1 Budget County School Service Fund County Office of Education Criteria and Standards Review


01 10017 0000000 Form 01CS

Provide methodology and assumptions used to estimate ADA, enrollment, revenues, expenditures, reserves and fund balance, and multiyear commitments (including cost-of-living adjustments). Deviations from the standards must be explained and may affect the approval of the budget.

CRITERIA AND STANDARDS 1.

CRITERION: Average Daily Attendance

A. STANDARD: Projected County Operations Grant average daily attendance (ADA) has not been overestimated in 1) the first prior fiscal year OR in 2) two or more of the previous three fiscal years by more than the following percentage levels: Percentage Level 3.0% 2.0% 1.0% County Office ADA (Form A, Estimated Funded ADA column, Line B5):

County Operations Grant ADA 0 to 6,999 7,000 to 59,999 60,000 and over

219,813

County Office County Operations Grant ADA Standard Percentage Level:

1.0%

1A-1. Calculating the County Office's County Operations Grant ADA Variances

DATA ENTRY: Enter the County Operations Grant Funded ADA in the Original Budget column for all fiscal years. All other data are extracted or calculated

County Operations Grant Funded ADA

Fiscal Year Third Prior Year (2015-16) Second Prior Year (2016-17) First Prior Year (2017-18)

Original Budget Estimated/Unaudited Actuals (Form A, Line B5) 215,742.42 215,742.42 214,838.12 218,083.38 218,083.38 219,813.00

ADA Variance Level (If Budget is greater than Actuals, else N/A) N/A N/A N/A

Status Met Met Met

1A-2. Comparison of County Office County Operations Grant ADA to the Standard DATA ENTRY: Enter an explanation if the standard is not met. 1a.

STANDARD MET - Projected County Operations Grant ADA has not been overestimated by more than the standard percentage level for the first prior year.

Explanation: (required if NOT met)

1b.

STANDARD MET - Projected County Operations Grant ADA has not been overestimated by more than the standard percentage level for two or more of the previous three years.


California Dept of Education SACS Financial Reporting Software - 2018.1.0 File: cs-b (Rev 04/19/2018)

Page 1 of 28

Printed: 5/30/2018 11:35 AM



1.

01 10017 0000000 Form 01CS

CRITERION: Average Daily Attendance (continued)

B. STANDARD: Projected ADA for county operated programs for any of the budget year or two subsequent fiscal years has not increased from the historical average from the three prior fiscal years by more than two percent (2%) each year. 1B-1. Calculating the County Office's Historical Average Projected ADA for County Operated Programs DATA ENTRY: All data are extracted or calculated. Average Daily Attendance (Form A, Estimated Actuals, Funded ADA)

0.00 0.00

County Operations Grant ADA (Form A, Line B5) 215,742.42 218,083.38 219,813.00 217,879.60

Charter School ADA and Charter Schoo Funded County Program ADA (Form A, Lines C1 and C3f) 2,260.00 2,401.00 21.45 1,560.82

314.69

0.00

222,237.19

1,592.04

320.86

0.00

226,594.78

1,623.25

327.03

0.00

230,952.38

1,654.47

County and Charter School Alternative Education Grant ADA Fiscal Year (Form A, Lines B1d and C2d) Third Prior Year (2015-16) 377.34 Second Prior Year (2016-17) 305.51 First Prior Year (2017-18) 242.70 Historical Average: 308.52

County Office's County Operated Programs ADA Standard: Budget Year (2018-19) (historical average plus 2%): 1st Subsequent Year (2019-20) (historical average plus 4%): 2nd Subsequent year (2020-21) (historical average plus 6%):

District Funded County Program ADA (Form A, Line B2g)

1B-2. Calculating the County Office's Projected ADA for County Operated Programs DATA ENTRY: Budget year data will be extracted from Form A. Enter the remaining data in each of the 1st and 2nd Subsequent Years. If Form MYP exists, County Operations Grant ADA will be extracted for the two subsequent fiscal years. Average Daily Attendance (Form A, Estimated Funded ADA)

Fiscal Year Budget Year (2018-19) 1st Subsequent Year (2019-20) 2nd Subsequent Year (2020-21)

County and Charter School Alternative Education Grant ADA (Form A, Lines B1d and C2d) 228.90 235.00 234.00

District Funded County Program ADA

Met

Met

Status:

(Form A, Line B2g)

0.00 0.00 0.00

County Operations Grant ADA (Form A, Line B5) 219,813.00 219,813.00 219,813.00 Met

Charter School ADA and Charter School Funded County Program ADA (Form A, Lines C1 and C3f) 45.00 45.00 45.00 Met

1B-3. Comparison of County Office Projected County Operated Programs ADA to the Standard DATA ENTRY: Enter an explanation if the standard is not met. 1a.

STANDARD MET - Projected ADA for county operated programs has not exceeded the standard for the budget and two subsequent fiscal years.



Page 2 of 28

Printed: 5/30/2018 11:35 AM



2.

01 10017 0000000 Form 01CS

CRITERION: LCFF Revenue STANDARD: Projected local control funding formula (LCFF) revenue for any of the budget year or two subsequent fiscal years has not changed from the prior fiscal year by more than the change in population, plus its cost-of-living adjustment (COLA)¹ plus or minus one percent. For excess property tax counties, projected LCFF revenue has not changed from the prior fiscal year by more than the percent change in property tax revenues plus or minus one percent. ¹ County offices that are already at or above their LCFF target funding level receive no gap funding. These county offices have a COLA applied to their LCFF target, but their year-over-year revenue increase might be less than the statutory COLA due to certain local factors and components of the funding formula.

2A. County Office's LCFF Revenue Standard Indicate which standard applies: LCFF Revenue Excess Property Tax/Minimum State Aid The County office must select which LCFF revenue standard applies. LCFF Revenue Standard selected: LCFF Revenue

2A-1. Calculating the County Office's LCFF Revenue Standard DATA ENTRY: Section I, enter applicable data for all fiscal years. Section I-a is completed by a county office funded at Target, and Section I-b is completed by a county office funded at Hold Harmless. Section II, enter data in Step 2b1 for all fiscal years. Section III, all data are extracted or calculated. Section IV, enter data in Step 1a for the two subsequent fiscal years, Step 2b1, Step 2b3, and Step 2b4 for all fiscal years. All other data are extracted or calculated. NOTE: Enter data in Section I, Line c1 and Section IV only if the county office has charter school funded county program ADA corresponding to financial data reported in Fund 01. Regardless of the standard selected, criterion 2A-1 must be completed to obtain the total change in population and funding level. Projected LCFF Revenue Select County Office's LCFF revenue funding status: At Target

If status is at target, then COLA amount in Step 2b2 is used in Step 2c in Sections II and III.

Hold Harmless

If status is hold harmless, then amount in Step 2c is zero in Sections II and III.

Status:

I. LCFF Funding a. COE funded at Target LCFF a1. COE Operations Grant a2. COE Alternative Education Grant b.

COE funded at Hold Harmless LCFF

c.

Charter Funded County Program

c1.

Transition Entitlement

d.

Total LCFF (Sum of a or b, and c)

At Target Prior Year (2017-18)

Budget Year (2018-19)

N/A

N/A

0.00

II. County Operations Grant Step 1 - Change in Population a. ADA (Funded) (Form A, line B5 and Criterion 1B-2) 219,813.00 b. Prior Year ADA (Funded) c. Difference (Step 1a minus Step 1b (At Target) or 0 (Hold Harmless)) d. Percent Change Due to Population (Step 1c divided by Step 1b)

1st Subsequent Year (2019-20)

2nd Subsequent Year (2020-21)

N/A

N/A

0.00

0.00

0.00

219,813.00 219,813.00 0.00

219,813.00 219,813.00 0.00

219,813.00 219,813.00 0.00

0.00%

0.00%

0.00%

Step 2 - Change in Funding Level a. Prior Year LCFF Funding

b1. b2. c. d.

(Section I-a1 (At Target) or Section I-b (Hold Harmless), prior year column) COLA percentage (if COE is at target) COLA amount (proxy for purposes of this criterion) Total Change (Step 2b2 (At Target) or 0 (Hold Harmless)) Percent Change Due to Funding Level (Step 2c divided by Step 2a)


0.00%

Page 3 of 28

0.00

0.00

0.00

0.00 0.00

0.00 0.00

0.00 0.00

0.00%

0.00%

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Step 3 - Weighted Change in Population and Funding Level a. Percent change in population and funding level (Step 1d plus Step 2d) b. LCFF Percent allocation (Section I-a1 divided by Section I-d (At Target) or Section I-b divided by Section I-d (Hold Harmless)) c. Weighted Percent change (Step 3a x Step 3b)

III. Alternative Education Grant Step 1 - Change in Population a. ADA (Funded) (Form A, lines B1d, C2d, and Criterion 1B-2) b. Prior Year ADA (Funded) c. Difference (Step 1a minus Step 1b) d. Percent Change Due to Population (Step 1c divided by Step 1b)

Prior Year (2017-18)

01 10017 0000000 Form 01CS

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%




242.70

228.90 242.70 (13.80) -5.69%

235.00 228.90 6.10 2.66%

234.00 235.00 (1.00) -0.43%

Step 2 - Change in Funding Level a. Prior Year LCFF Funding b1. b2. c. d.

(Section I-a2 (At Target) or Section I-b (Hold Harmless), prior year column) COLA percentage (if COE is at target) (Section II-Step 2b1) COLA amount (proxy for purposes of this criterion) Total Change (Step 2b2 (At Target) or 0 (Hold Harmless)) Percent Change Due to Funding Level (Step 2c divided by Step 2a)

Step 3 - Weighted Change in Population and Funding Level a. Percent change in population and funding level (Step 1d plus Step 2d) b. LCFF Percent allocation (Section I-a2 divided by Section I-d (At Target) or Section I-b divided by Section I-d (Hold Harmless)) c. Weighted Percent change (Step 3a x Step 3b) IV. Charter Funded County Program Step 1 - Change in Population a. ADA (Funded) (Form A, line C3f) b. Prior Year ADA (Funded) c. Difference (Step 1a minus Step 1b) d. Percent Change Due to Population (Step 1c divided by Step 1b)

Prior Year (2017-18)

Step 3 - Weighted Change in Population and Funding Level a. Percent change in population and funding level (Step 1d plus Step 2d) b. LCFF Percent allocation (Section I-c1 divided by Section I-d) c. Weighted Percent change (Step 3a x Step 3b)

LCFF Revenue Standard (line V-a, plus/minus 1%):


0.00 0.00%

0.00 0.00

0.00 0.00%

0.00 0.00

0.00 0.00

0.00%

0.00%

0.00%

-5.69%

2.66%

-0.43%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%




0.00

Step 2 - Change in Funding Level a. Prior Year LCFF Funding (Section I-c1, prior year column) b1. COLA percentage (if COE charter schools are at target) b2. COLA amount (proxy for purposes of this criterion) b3. Gap Funding (if COE charter schools are not at target) b4. Economic Recovery Target Funding (current year increment) c Total (Step 2b2, Step 2b3, as applicable, plus Step 2b4) d Percent Change Due to Funding Level (Step 2c divided by Step 2a)

V. Weighted Change a. Total weighted percent change (Step 3c in sections II, III and IV)

0.00 0.00%

0.00 0.00 0.00 0.00%

0.00 0.00 0.00%

0.00 0.00 0.00%

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00%

0.00%

0.00%

0.00% 0.00%

0.00% 0.00%

0.00% 0.00%

0.00%

0.00%

0.00%

Budget Year (2018-19) 0.00%

1st Subsequent Year (2019-20) 0.00%

2nd Subsequent Year (2020-21) 0.00%

-1.00% to 1.00%

-1.00% to 1.00%

-1.00% to 1.00%

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01 10017 0000000 Form 01CS

2B. Alternate LCFF Revenue Standard - Excess Property Tax / Minimum State Aid DATA ENTRY: If applicable to your county office, input data in the 1st and 2nd Subsequent Years for projected local property taxes; all other data are extracted or calculated. Excess Property Tax or Minimum State Aid County Office Projected LCFF Revenue Prior Year (2017-18) Projected local property taxes (Form 01, Objects 8021 - 8089) 28,342,774.00 Excess Property Tax/Minimum State Aid Standard (Percent change over previous year, plus/minus 1%):


1st Subsequent Year (2019-20) 28,344,500.00

28,342,774.00

N/A

2nd Subsequent Year (2020-21) 28,500,500.00

N/A

N/A



2C. Calculating the County Office's Projected Change in LCFF Revenue DATA ENTRY: Enter data in the 1st and 2nd Subsequent Years for LCFF Revenue; all other data are extracted or calculated. Prior Year (2017-18) 1.


LCFF Revenue (Fund 01, Objects 8011, 8012, 8020-8089) 31,607,106.00 County Office's Projected Change in LCFF Revenue: Standard: Status:

31,254,453.00 -1.12% -1.00% to 1.00% Not Met

31,650,000.00 1.27% -1.00% to 1.00% Not Met

31,850,250.00 0.63% -1.00% to 1.00% Met

2D. Comparison of County Office LCFF Revenue to the Standard DATA ENTRY: Enter an explanation if the standard is not met. 1a.

STANDARD NOT MET - Projected change in LCFF revenue is outside the standard in one or more of the budget or two subsequent fiscal years. Provide reasons why the projection(s) exceed the standard(s) and a description of the methods and assumptions used in projecting LCFF revenue. Explanation: (required if NOT met)

Change in LCFF revenue is slightly above allowable percentage as a result of declining enrollment at our SPaS sites.


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3.


01 10017 0000000 Form 01CS

CRITERION: Salaries and Benefits STANDARD: Projected total salaries and benefits for any of the budget year or two subsequent fiscal years has not changed from the prior fiscal year amount by more than the change in funded COLA plus or minus five percent.

3A. Calculating the County Office's Salaries and Benefits Standard Percentages DATA ENTRY: All data are extracted or calculated.

1. County Office's Change in Funding Level (Criterion 2C): 2. County Office's Salaries and Benefits Standard (Line 1, plus/minus 5%):




-1.12%

1.27%

0.63%

-6.12% to 3.88%

-3.73% to 6.27%

-4.37% to 5.63%

3B. Calculating the County Office's Projected Change in Salaries and Benefits DATA ENTRY: If Form MYP exists, Salaries and Benefits for the 1st and 2nd Subsequent Years will be extracted; if not, enter data for the two subsequent years. All other data are extracted or calculated.

Fiscal Year

Salaries and Benefits (Form 01, Objects 1000-3999) (Form MYP, Lines B1-B3)

First Prior Year (2017-18) Budget Year (2018-19) 1st Subsequent Year (2019-20) 2nd Subsequent Year (2020-21)

28,558,890.00 27,928,575.00 28,527,240.00 29,117,764.00

Percent Change Over Previous Year

Status

-2.21% 2.14% 2.07%

Met Met Met

3C. Comparison of County Office Change in Salaries and Benefits to the Standard DATA ENTRY: Enter an explanation if the standard is not met. 1a.

STANDARD MET - Ratio of total salaries and benefits to total expenditures has met the standard for the budget and two subsequent fiscal years.



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4.

01 10017 0000000 Form 01CS

CRITERION: Other Revenues and Expenditures STANDARD: Projected operating revenues (including federal, other state, and other local) or expenditures (including books and supplies, and services and other operating), for any of the budget year or two subsequent fiscal years, have not changed from the prior fiscal year amount by more than the change in funded COLA plus or minus ten percent. For each major object category, changes that exceed the percentage change in the funded COLA plus or minus five percent must be explained.

4A. Calculating the County Office's Other Revenues and Expenditures Standard Percentage Ranges DATA ENTRY: All data are extracted or calculated.

1. County Office's Change in Funding Level (Criterion 2C): 2. County Office's Other Revenues and Expenditures Standard Percentage Range (Line 1, plus/minus 10%): 3. County Office's Other Revenues and Expenditures Explanation Percentage Range (Line 1, plus/minus 5%):




-1.12%

1.27%

0.63%

-11.12% to 8.88%

-8.73% to 11.27%

-9.37% to 10.63%

-6.12% to 3.88%

-3.73% to 6.27%

-4.37% to 5.63%

4B. Calculating the County Office's Change by Major Object Category and Comparison to the Explanation Percentage Range (Section 4A, Line 3) DATA ENTRY: If Form MYP exists, the 1st and 2nd Subsequent Year data for each revenue and expenditure section will be extracted; if not, enter data for the two subsequent years. All other data are extracted or calculated. Explanations must be entered for each category if the percent change for any year exceeds the county office's explanation percentage range. Percent Change Object Range / Fiscal Year Amount Over Previous Year Federal Revenue (Fund 01, Objects 8100-8299) (Form MYP, Line A2) First Prior Year (2017-18) Budget Year (2018-19) 1st Subsequent Year (2019-20) 2nd Subsequent Year (2020-21) Explanation: (required if Yes)

13,733,475.00 7,348,974.00 7,526,084.00 7,736,814.00

-46.49% 2.41% 2.80%

Yes No No

9,233,139.00 8,040,790.00 8,234,574.00 8,465,141.00

-12.91% 2.41% 2.80%

Yes No No

Local Revenue is down as a result of the COE not budgeting carryover and other possible funding sources that have not been fully realized. Although we do anticipate carry over in several restricted and unrestricted programs alike; we will revise thebudget at 1st interim to include carry over and all secured grants that were not captured in the original budget.

Books and Supplies (Fund 01, Objects 4000-4999) (Form MYP, Line B4) First Prior Year (2017-18) Budget Year (2018-19) 1st Subsequent Year (2019-20) 2nd Subsequent Year (2020-21) Explanation: (required if Yes)

Yes No No

Other State Revenue is down as a result of the COE not budgeting carryover and other possible funding sources that have not been fully realized. Although we do anticipate carry over in several restricted and unrestricted programs alike; we will revise the budget at 1st interim to include carry over and all secured grants that were not captured in the original budget.

Other Local Revenue (Fund 01, Objects 8600-8799) (Form MYP, Line A4) First Prior Year (2017-18) Budget Year (2018-19) 1st Subsequent Year (2019-20) 2nd Subsequent Year (2020-21) Explanation: (required if Yes)

-56.04% 2.41% 2.80%

Federal Revenue is down as a result of the COE not budgeting carryover and other possible funding sources that have not been fully realized. Although we do anticipate carry over in several restricted and unrestricted programs alike; we will revise the budget at 1st interim to include carry over and all secured grants that were not captured in the original budget.

Other State Revenue (Fund 01, Objects 8300-8599) (Form MYP, Line A3) First Prior Year (2017-18) Budget Year (2018-19) 1st Subsequent Year (2019-20) 2nd Subsequent Year (2020-21) Explanation: (required if Yes)

5,015,947.00 2,204,764.00 2,257,899.00 2,321,120.00

Change Is Outside Explanation Range

1,459,002.00 453,432.00 450,000.00 440,000.00

-68.92% -0.76% -2.22%

Yes No No

Books and supplies cost are down as a result of several restricted programs expiring and or being phased out. As the grants are spend down the associated expense columns decrease year to year until fully expended. Its normal for the COE to have lower expenses at budget adoption, however this will most certainly be revised as we book carry over funds and post new grant dollars.


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01 10017 0000000 Form 01CS

Services and Other Operating Expenditures (Fund 01, Objects 5000-5999) (Form MYP, Line B5) First Prior Year (2017-18) 17,517,635.00 Budget Year (2018-19) 7,875,766.00 1st Subsequent Year (2019-20) 7,520,000.00 2nd Subsequent Year (2020-21) 7,520,000.00 Explanation: (required if Yes)

-55.04% -4.52% 0.00%

Yes Yes No

Services & Other Operating cost are down as a result of several restricted programs expiring and or being phased out. As the grants are spend down the associated expense columns decrease year to year until fully expended. Its normal for the COE tohave lower expenses at budget adoption, however this will most certainly be revised as we book carry over funds and post new grant dollars.

4C. Calculating the County Office's Change in Total Operating Revenues and Expenditures (Section 4A, Line 2) DATA ENTRY: All data are extracted or calculated. Percent Change Over Previous Year

Status

27,982,561.00 17,594,528.00 18,018,557.00 18,523,075.00

-37.12% 2.41% 2.80%

Not Met Met Met

Total Books and Supplies, and Services and Other Operating Expenditures (Section 4B) First Prior Year (2017-18) 18,976,637.00 Budget Year (2018-19) 8,329,198.00 1st Subsequent Year (2019-20) 7,970,000.00 2nd Subsequent Year (2020-21) 7,960,000.00

-56.11% -4.31% -0.13%

Not Met Met Met

Object Range / Fiscal Year

Amount

Total Federal, Other State, and Other Local Revenue (Section 4B) First Prior Year (2017-18) Budget Year (2018-19) 1st Subsequent Year (2019-20) 2nd Subsequent Year (2020-21)

4D. Comparison of County Office Total Operating Revenues and Expenditures to the Standard Percentage Range DATA ENTRY: Explanations are linked from Section 4B if the status in Section 4C is not met; no entry is allowed below. 1a.

STANDARD NOT MET - Projected total operating revenues have changed by more than the standard in one or more of the budget or two subsequent fiscal years. Reasons for the projected change, descriptions of the methods and assumptions used in the projections, and what changes, if any, will be made to bring the projected operating revenues within the standard must be entered in Section 4B above and will also display in the explanation box below. Explanation: Federal Revenue (linked from 4B if NOT met)

1b.

Federal Revenue is down as a result of the COE not budgeting carryover and other possible funding sources that have not been fully realized. Although we do anticipate carry over in several restricted and unrestricted programs alike; we will revise the budget at 1st interim to include carry over and all secured grants that were not captured in the original budget.

Explanation: Other State Revenue (linked from 4B if NOT met)

Other State Revenue is down as a result of the COE not budgeting carryover and other possible funding sources that have not been fully realized. Although we do anticipate carry over in several restricted and unrestricted programs alike; we will revise the budget at 1st interim to include carry over and all secured grants that were not captured in the original budget.

Explanation: Other Local Revenue (linked from 4B if NOT met)

Local Revenue is down as a result of the COE not budgeting carryover and other possible funding sources that have not been fully realized. Although we do anticipate carry over in several restricted and unrestricted programs alike; we will revise thebudget at 1st interim to include carry over and all secured grants that were not captured in the original budget.

STANDARD NOT MET - Projected total operating expenditures changed by more than the standard in one or more of the budget or two subsequent fiscal years. Reasons for the projected change, descriptions of the methods and assumptions used in the projections, and what changes, if any, will be made to bring the projected operating expenditures within the standard must be entered in Section 4B above and will also display in explanation box below. Explanation: Books and Supplies (linked from 4B if NOT met)

Books and supplies cost are down as a result of several restricted programs expiring and or being phased out. As the grants are spend down the associated expense columns decrease year to year until fully expended. Its normal for the COE to have lower expenses at budget adoption, however this will most certainly be revised as we book carry over funds and post new grant dollars.

Explanation: Services and Other Exps (linked from 4B if NOT met)

Services & Other Operating cost are down as a result of several restricted programs expiring and or being phased out. As the grants are spend down the associated expense columns decrease year to year until fully expended. Its normal for the COE tohave lower expenses at budget adoption, however this will most certainly be revised as we book carry over funds and post new grant dollars.


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5.

01 10017 0000000 Form 01CS

CRITERION: Facilities Maintenance STANDARD: Confirm that the annual contribution for facilities maintenance funding is not less than the amount required pursuant to Education Code Section 17070.75, if applicable, and that the county office is providing adequately to preserve the functionality of its facilities for their normal life in accordance with Education Code sections 52066(d)(1) and 17002(d)(1).

Determining the County Office's Compliance with the Contribution Requirement for EC Section 17070.75 - Ongoing and Major Maintenance/Restricted Maintenance Account (OMMA/RMA) NOTE: The Proposition 51 school facility program requires the county office to deposit a minimum amount equal to or greater than three percent of the total unrestricted general fund expenditures and other financing uses for that fiscal year (as EC Section 17070.75 read on January 1, 2015). For all other school facility programs, AB 104 (Chapter 13, Statutes of 2015, effective January 1, 2016) requires the county office to deposit into the account, for the 2017-18 to 2019-20 fiscal years, a minimum that is the greater of the following amounts:

A. The lesser of three percent of the total unrestricted general fund expenditures and other financing uses for that fiscal year or the amount that the county office deposited into the account for the 2014-15 fiscal year; or B. Two percent of the total unrestricted general fund expenditures and other financing uses for that fiscal year. 5A. County Office's School Facility Program Funding

Indicate which School Facility Program funding applies:

Proposition 51 Only

Proposition 51 and All Other School Facility Programs

All Other School Facility Programs Only

Funding Selection:

All Other School Facility Programs Only

5B. Calculating the County Office's Required Minimum Contribution DATA ENTRY: All data are extracted or calculated. If standard is not met, enter an X in the appropriate box and enter an explanation, if applicable. Note: If "Proposition 51 and All Other School Facility Programs" is selected, then Line 1 will be used to calculate the required minimum contribution.

Budgeted Unrestricted Expenditures and Other Financing Uses (Form 01, Resources 0000-1999,

Objects 1000-7999) 1.

Proposition 51 Required Minimum Contribution

25,984,692.00

Budgeted Unrestricted Expenditures and Other Financing Uses (Form 01, Resources 0000-1999,

Objects 1000-7999) 2.

All Other School Facility Programs Required Minimum Contribution

3% Required Minimum Contribution (Unrestricted Budget times 3%)

Budgeted Contribution ¹ to the Ongoing and Major Maintenance Account

779,540.76

3% of Total Current Year General Fund Expenditures and Other Financing Uses (Unrestricted Budget times 3%)

25,984,692.00

Status 0.00

Amount Deposited¹ for 2014-15 Fiscal Year

779,540.76

N/A

Lesser of: 3% or 2014-15 amount 0.00

2% of Total Current Year General Fund Expenditures and Other Financing Uses (Unrestricted Budget times 2%)

0.00 Required Minimum Contribution/ Greater of: Lesser of 3% or 2014-15 amount or 2%

519,693.84

519,693.84

Budgeted Contribution ¹ to the Ongoing and Major Maintenance Account

Status 0.00

Not Met

¹ Fund 01, Resource 8150, Objects 8900-8999

3.

Required Minimum Contribution


519,693.84

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01 10017 0000000 Form 01CS

If standard is not met, enter an X in the box that best describes why the minimum required contribution was not made: X

Not applicable (county office does not participate in the Leroy F. Greene School Facilities Act of 1998) Other (explanation must be provided)

Explanation: (required if NOT met and Other is marked)


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6.

01 10017 0000000 Form 01CS

CRITERION: Deficit Spending STANDARD: Unrestricted deficit spending (total unrestricted expenditures and other financing uses is greater than total unrestricted revenues and other financing sources), as a percentage of total unrestricted expenditures and other financing uses, has not exceeded one-third of the county office's available reserves¹ as a percentage of total expenditures and other financing uses², in two out of three prior fiscal years.

6A. Calculating the County Office's Deficit Spending Standard Percentage Levels DATA ENTRY: All data are extracted or calculated. Third Prior Year (2015-16) 1.

2.

3.

County Office's Available Reserve Amounts (resources 0000-1999) a. Stabilization Arrangements (Funds 01 and 17, Object 9750) b. Reserve for Economic Uncertainties (Funds 01 and 17, Object 9789) c. Unassigned/Unappropriated (Funds 01 and 17, Object 9790) d. Negative County School Service Fund Ending Balances in Restricted Resources (Fund 01, Object 979Z, if negative, for each of resources 2000-9999) e. Available Reserves (Lines 1a through 1d) Expenditures and Other Financing Uses a. County Office's Total Expenditures and Other Financing Uses (Fund 01, objects 1000-7999) b. Plus: Special Education Pass-through Funds (Fund 10, resources 3300-3499 and 6500-6540, objects 7211-7213 and 7221-7223) c. Total Expenditures and Other Financing Uses (Line 2a plus Line 2b) County Office's Available Reserve Percentage (Line 1e divided by Line 2c) County Office's Deficit Spending Standard Percentage Levels (Line 3 times 1/3):

Second Prior Year (2016-17)

First Prior Year (2017-18)

0.00

0.00

0.00

1,450,222.90

1,256,265.07

1,449,832.00

0.00

0.00

0.00

0.00 1,450,222.90

0.00 1,256,265.07

0.00 1,449,832.00

47,632,017.10

43,699,068.44

48,251,032.00

0.00

0.00

0.00

47,632,017.10

43,699,068.44

48,251,032.00

3.0%

2.9%

3.0%

1.0%

1.0%

1.0%

¹Available reserves are the unrestricted amounts in the Stabilization Arrangements, Reserve for Economic Uncertainties, and Unassigned/Unappropriated accounts in the County School Service Fund and the Special Reserve Fund for Other Than Capital Outlay Projects. Available reserves will be reduced by any negative ending balances in restricted resources in the County School Service Fund. ² A county office of education that is the Administrative Unit (AU) of a Special Education Local Plan Area (SELPA) may exclude from its expenditures the distribution of funds to its participating members.

6B. Calculating the County Office's Deficit Spending Percentages DATA ENTRY: All data are extracted or calculated.

Fiscal Year Third Prior Year (2015-16) Second Prior Year (2016-17) First Prior Year (2017-18) Budget Year (2018-19) (Information only)

Net Change in Total Unrestricted Expenditures Unrestricted Fund Balance and Other Financing Uses (Form 01, Section E) (Form 01, Objects 1000-7999) (883,734.23) 28,098,887.14 (1,916,507.07) 26,265,527.57 (339,346.00) 25,991,478.00 4,978.00 25,984,692.00

Deficit Spending Level (If Net Change in Unrestricted Fund Balance is negative, else N/A) 3.1% 7.3% 1.3%

Status Not Met Not Met Not Met

6C. Comparison of County Office Deficit Spending to the Standard DATA ENTRY: Enter an explanation if the standard is not met. 1a.

STANDARD NOT MET - Unrestricted deficit spending has exceeded the standard percentage levels for two or more of the previous three fiscal years. Provide reasons for the deficit spending, a description of the methods and assumptions used in balancing the unrestricted budgets, and what change, if any, will be made to ensure that the subsequent budgets are balanced within the standard. Explanation: (required if NOT met)

The COE has implemented programs to assist in reducing the deficit over the next (3) fiscal years. Our MYP reflects this reduction to the deficit as planned.


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7.

01 10017 0000000 Form 01CS

CRITERION: Fund Balance STANDARD: Budgeted beginning unrestricted county school service fund balance has not been overestimated for two out of three prior fiscal years by more than the following percentage levels: County Office Total Expenditures Percentage Level ¹ and Other Financing Uses ² 1.7% 0 to $5,957,999 1.3% $5,958,000 to $14,891,999 1.0% $14,892,000 to $67,018,000 0.7% $67,018,001 and over ¹ Percentage levels equate to a rate of deficit spending which would eliminate recommended reserves for economic uncertainties over a three year period. ² A county office of education that is the Administrative Unit of a Special Education Local Plan Area may exclude from its expenditures the distribution of funds to its participating members. County Office's Expenditures and Other Financing Uses (Criterion 8A1), plus SELPA Pass-through (Criterion 7A2b) if Criterion 7A, Line 1 is No:

36,524,910

County Office's Fund Balance Standard Percentage Level:

1.0%

7A. Calculating the County Office's Special Education Pass-through Exclusions (only for county offices that serve as the AU of a SELPA) DATA ENTRY: For SELPA AUs, if Form MYP exists, all data will be extracted including the Yes/No button selection. If not, click the appropriate Yes or No button for item 1 and, if Yes, enter data for item 2a and for the two subsequent years in item 2b; Budget Year data are extracted. For county offices that serve as the AU of a SELPA (Form MYP, Lines F1a, F1b1, and F1b2): 1. 2.

Do you choose to exclude pass-through funds distributed to SELPA members from the calculations for fund balance and reserves? If you are the SELPA AU and are excluding special education pass-through funds: a. Enter the name(s) of the SELPA(s):

Yes

Budget Year (2018-19) b. Special Education Pass-through Funds (Fund 10, resources 3300-3499 and 6500-6540, objects 7211-7213 and 7221-7223):

1st