Document 2397432

BOARD OF EDUCATION SPECIAL MEETING
Thursday, June 18, 2015 – Public Session: 5:00 p.m.
Location: Murrieta Valley Unified School District Support Center
41870 McAlby Court, Murrieta
Board of Education
Kenneth Dickson–President, Barbara Muir–Clerk, Robin Crist, Paul Diffley, Kris Thomasian
Superintendent/Secretary to the Board
Patrick Kelley
AGENDA
A. Opening Activities
1.
Call to Order (5:00 p.m.)
2.
Pledge of Allegiance
3.
Approval of Agenda
4.
Public Comments
Individuals wishing to address the Board are requested to complete a “Request to Address the
Board of Education” card located at the entrance to the Board Room and submit it to the Executive
Assistant to the Superintendent & Board. Speakers shall be first recognized by the Board President
at the designated time on the agenda. In accordance with Board Bylaw 9323, individual speakers
shall be allowed three minutes to address the Board on each agenda or non-agenda item. The
Governing Board shall limit the total time for public input on each item to 20 minutes. No action or
discussion shall be undertaken on any item not appearing on the posted agenda, except as
authorized by law (Education Code 35145.5, Government Code 54954.2.)
5.
Recognitions
B. Human Resources
1.
Approval of Promotion of Certificated Employees to Management/Confidential
Positions
2.
Approval of Employment of Certificated Applicants
3.
Approval of Employment of Management/Confidential Applicants
4.
Approval of the Revised 2014/15 Certificated and Classified Staffing Plans
5.
First Reading of New Job Descriptions for Elementary School Counselor,
Middle School Counselor, High School Counselor and Revised Job Descriptions
for Lead Child Care Worker and Director of Risk Management, Safety and Security
6.
Presentation regarding Assembly Bill 1522, Healthy Workplaces, Healthy Families Act
of 2014
7.
First Reading of Proposed Revision to Board Policy: BP 4121, Substitute Teachers
Murrieta Valley Unified School Board Agenda
June 18, 2015
8.
First Reading of Proposed Revision to Administrative Regulation: AR 4161.1/4361.1,
Certificated Personnel – Personal Illness and Injury Leave
9.
First Reading of Proposed Revision to Administrative Regulation: AR 4261.1,
Classified Personnel – Personal Illness and Injury Leave
C. Educational Services
1.
Public Hearing regarding the Local Control and Accountability Plan for Fiscal Year
2015/16
D. Business Services
1.
Public Hearing regarding the Proposed Murrieta Valley Unified School District Budget
for Fiscal Year 2015/16
Closed Session
CS-1 Conference with Labor Negotiators pursuant to Government Code 54957.6
Agency designated representatives: Patrick Kelley, Stacy Coleman, Darren Daniel,
Pamela Wilson and Stacy Matusek
CS-2 Public Employee Performance Evaluation pursuant to Government Code 54957
Title: District Superintendent
Public Session
Report Out of Closed Session
E. Adjournment
Agenda documents are available for public inspection at the District Support
Center located at 41870 McAlby Court and on the district’s website:
www.murrieta.k12.ca.us
Pursuant to the Americans with Disabilities Act, persons with a disability who require a
disability-related modification or accommodation in order to participate in a meeting,
including auxiliary aids or services, may request such modification or accommodation
from the Superintendent's Executive Assistant at 951-696-1601 (telephone) or 951-3041523 (facsimile). Notification 48 hours prior to the meeting will enable the district to
make reasonable arrangements to assure accessibility to the meeting.
Page 2 of 2
Murrieta Valley Unified School District
June 18, 2015 Board Meeting
RECOGNITIONS
MAP (Murrieta Admission Promise) Logo Winners ............................... Erica Bennett
∼
∼
∼
∼
Joanne Van Doorne, MVHS Teacher
Scott Arnold, MVHS Student
Tatum Blackman, MVHS Student
Michaela Reynaud, MVHS Student
$12,000 Contribution to Read 180 ................................................Pat Kelley & Sue Hall
∼ Rotary of Murrieta
Approval of Promotion of Certificated Employees to Management/Confidential Positions
Action:
Consent:
Information:
Presentation:
X
Agenda Item: B-1
June 18, 2015
Page 1 of 1
Prepared by: Darren Daniel, Assistant Superintendent, Human Resources
Leigh Lockwood, Director, Human Resources
Background Information
The following Certificated employees are recommended for promotion and/or transfer to a
Management/Confidential position:
ASSIGNMENT
TO
NAME
FROM
Lisa Amstutz
Teacher
Counselor
Jill Buschhausen
TOSA
Melinda Loera
Teacher
EFFECTIVE
DATE
SITE
FROM
TO
7/01/2015
Thompson
Middle
Murrieta Mesa
High
Assistant Principal,
Elementary
7/01/2015
Alta Murrieta
Elementary
Alta Murrieta
Elementary
Assistant Principal,
Elementary
7/01/2015
Murrieta
Elementary
Antelope Hills
Elementary
Educational Implications
Employees in these positions are appropriately credentialed and possess the experience to
serve in these designated roles. Their talents enhance the student instructional programs at our
schools.
Financial Implications
These changes will be incorporated into the 2015/16 Budget.
Recommendation
It is recommended that the Board of Education approve the promotion of the Certificated
employees to Management/Confidential positions as listed.
Approval of Employment of Certificated Applicants
Action:
Consent:
Information:
Presentation:
X
Agenda Item: B-2
June 18, 2015
Page 1 of 1
Prepared by: Darren Daniel, Assistant Superintendent, Human Resources
Leigh Lockwood, Director, Human Resources
Background Information
The following Certificated applicants are recommended for employment pending completion of
the hiring process and a criminal background investigation:
NAME
ASSIGNMENT
EFFECTIVE
DATE
LOCATION
Brian Blackwood
Teacher
7/01/2015
Creekside High
Sara Hogan
Teacher
7/01/2015
Shivela Middle
Daniel Kingman
Teacher
7/01/2015
Murrieta Valley High
Elizabeth Moten
Teacher – Temp.
7/01/2015
Tovashal Elementary
Danielle Phillips
Teacher – Temp.
7/01/2015
Cole Canyon Elementary
Meghan Romero
Teacher
7/01/2015
Murrieta Valley High
Heather Schoemaker
Teacher – Temp.
7/01/2015
E. Hale Curran Elementary
Kathryn Terrazas
Teacher – Temp.
7/01/2015
Vista Murrieta High
Educational Implications
These individuals are properly credentialed and have talents in areas that will add to the
district’s educational program.
Financial Implications
These positions will be included in the 2015/16 Certificated Staffing Plan when presented to the
Board of Education for approval.
Recommendation
It is recommended that the Board of Education approve employment of Certificated applicants
listed pending completion of the hiring process.
Approval of Employment of Management/Confidential Applicants
Action:
Consent:
Information:
Presentation:
X
Agenda Item: B-3
June 18, 2015
Page 1 of 1
Prepared by: Darren Daniel, Assistant Superintendent, Human Resources
Leigh Lockwood, Director, Human Resources
Background Information
The following Management/Confidential applicants are recommended for employment pending
completion of the hiring process:
ASSIGNMENT
EFFECTIVE
DATE
LOCATION
Ashley Kruger
Counselor – Temp.
7/01/2015
Student Support Services
Felipe Zanartu
Counselor
7/01/2015
Avaxat Elementary
NAME
Educational Implications
These applicants have experience and talents that will enhance the district’s instructional
programs.
Financial Implications
These positions will be included in the 2015/16 Certificated Staffing Plan when presented to the
Board of Education for approval.
Recommendation
It is recommended that the Board of Education approve the employment of the Management/
Confidential applicants listed.
Approval of the Revised 2014/15 Certificated and Classified Staffing Plans
Action:
Consent:
Information:
Presentation:
X
Agenda Item: B-4
June 18, 2015
Page 1 of 1
Attachment: 7 Pages
Prepared by: Darren Daniel, Assistant Superintendent, Human Resources
Leigh Lockwood, Director, Human Resources
Linda Diaz, Coordinator, Certificated Personnel
Susan Carlson, Coordinator, Classified Personnel
Background Information
The revised Certificated and Classified Staffing Plans for the 2014/15 school year are hereby
presented to the Board of Education for approval. These revisions are the result of changes
approved over the course of the school year. All changes to the 2014/15 staffing plans have
been highlighted in bold type. Page 2 of the Certificated Staffing Plan provides details of all
revisions to Certificated staffing, and Page 5 of the Classified Staffing Plan provides details for
all revisions to Classified staffing.
Educational Implications
Staffing plans are developed with classroom needs given first consideration. Other needs of the
district are examined to ensure that direct and indirect services of the district continue at an
appropriate and adequate level.
Financial Implications
Budgetary adjustments for these changes have been included in the First and Second Interim
Financial Reports.
Recommendation
It is recommended that the Board of Education approve the revised 2014/15 Certificated and
Classified Staffing Plans as presented.
MURRIETA VALLEY UNIFIED SCHOOL DISTRICT
2014/15 REVISED CERTIFICATED STAFFING PLAN
Submitted for Board Approval on June 18, 2015
NON-TEACHING POSITIONS:
Superintendent
Assistant Superintendent
Executive Director
Director
Principal
Principal on Special Assignment
Deputy Principal
Assistant Principal
High School Dean
In ratio admin subtotal *
Counselor
Counselor on Special Assignment, COSA
Psychologist
Student Support Social Worker
Nurse
Coordinators
Athletic Director
Speech Therapist
Senior Program Specialist
Program Specialist
Non ratio admin subtotal
14/15 APPROVED
STAFFING
6/26/2014
2014/15
RECOMMENDED
CHANGES
DIFFERENCE
1.0
2.0
3.0
1.0
19.0
2.0
1.0
19.0
3.0
1.0
2.0
3.0
2.0
19.0
1.0
0.0
19.0
3.0
0.0
0.0
0.0
1.0
0.0
-1.0
-1.0
0.0
0.0
51.0
50.0
-1.0
27.5
0.0
15.0
0.2
6.8
5.0
3.0
27.0
2.0
3.0
28.8
1.0
15.0
0.8
6.8
4.0
3.0
27.0
2.0
3.0
1.3
1.0
0.0
0.6
0.0
-1.0
0.0
0.0
0.0
0.0
89.5
91.4
1.9
49.5
67.0
1.0
3.0
15.0
53.0
67.68
1.17
3.0
16.0
135.5
140.9
5.35
7.0
1.0
3.0
8.18
4.5
2.0
7.0
1.0
3.0
9.85
5.5
2.17
0.0
0.0
0.0
1.67
1.0
0.17
25.68
28.52
2.84
306.0
164.0
268.83
12.17
751.00
912.18
1052.68
307.2
169.8
268.85
12.17
757.98
927.35
1068.75
1.20
5.76
0.02
0.00
TEACHING POSITIONS:
Other General Fund sources:
Resource Specialist
Special Day Class
Deaf & Hard-of-Hearing
Adaptive P. E.
Intervention Teachers
Total Other general fund
Other than Regular Classroom:
ROTC
Librarian
Music (5th Grade instrumental)
Education Services-Special Projects
Teachers on Special Assignment
Tower Bridge lnstitute (Exchange Sts.)
Total other than regular classroom
Regular Classroom
Elementary
Middle School
High School
Alternative Education
Total Regular Classroom**
Teachers subtotal
TOTAL CERTIFICATED STAFFING
3.5
0.68
0.17
0.0
1.0
6.98
15.17
16.07
*Positions above this line count against teacher/administrator ratio. In accordance with the unified district allocation of
8 administrators per 100 teachers, the maximum number of administrators allowable for 14/15 = 74.188. **14/15
teacher staffing based on TK/K-3 LCFF site specific target percentages, 32:1 grades 4 -5, 31:1 for grades 6-8, and 31:1
for grades 9-12 "core", 38:1 for grades 9-12 electives & 60:1 for grades 9-12 PE. Additionally, ratios in TK -3 may be
reduced in order to meet adequate progress towards GSA. District administration is authorized to hire additional teachers
when these district wide ratios are exceeded or when the continuation school reaches another small school plateau.
MURRIETA VALLEY UNIFIED SCHOOL DISTRICT
NOTES ON 2014/15 REVISED CERTIFICATED STAFFING PLAN
Submitted for Board Approval on June 18, 2015
FTE
NON TEACHING POSITIONS:
Increase:
Director, Human Resources
Counselor, Grant Funded
Counselor on Special Assignment
Student Support, Social Worker, Grant Funded
1.0
1.8
1.0
0.6
NON TEACHING POSITIONS:
Decrease:
Principal on Special Assignment,
-1.0
(St. Supp. Retirement)
Deputy Principal, unfilled
Counselor, DMMS
Coordinator, Assessment/Research/Special Projects
TEACHING POSITIONS:
Increase:
Regular Classroom Teacher
Elementary School
Antelope Hills
Avaxat
Middle School
Dorothy McElhinney
Shivela
Thompson
Warm Springs
High School
VMHS
-1.0
-0.5
-1.0
1.6
1.00
0.6
5.76
1.69
0.7
1.68
1.69
0.53
0.53
Decrease:
Regular Classroom Teacher
Elementary School
Rail Ranch
High School
MMHS
MVHS
-0.17
-0.34
Other than Regular Classroom
Increase:
Resource Speclst (VMHS)
Special Day Class (AMES, SMS, MMHS)
Deaf & Hard-of-Hearing
Intervention Teachers
3.5
0.68
0.17
1.0
-0.4
-0.4
-0.51
8.19
(AES & BES, 50% each)
Education Services-Special Projects
1.67
(Focus areas: Teacher Development Math, Student Support, TOK/MVHS)
Teachers on Special Assignments
(Evans @TES/AP)
Tower Bridge Institute (MVHS)
1.0
0.17
Total Teaching Adjustments
15.17
Total Certificated Adjustments
16.07
MURRIETA VALLEY UNIFIED SCHOOL DISTRICT
2014/15 REVISED CLASSIFIED STAFFING PLAN
Submitted for Board Approval on June 18, 2015
MANAGEMENT/CONFIDENTIAL
SITE/DIVISION
Assistant Superintendent, Business
Business Svcs
Director, Fiscal Services
Business Svcs
Director, Nutrition Services
Business Svcs
Director, Risk Mgmt, Safety & Security Business Svcs
Director, Transportation
Business Svcs
Supervisor, Accounting
Business Svcs
Supervisor, Nutrition Services
Business Svcs
Supervisor, Payroll
Business Svcs
Supervisor, Transportation
Business Svcs
Accountant/Budget Analyst
Business Svcs
Director, Family Services
Ed Svcs
Coordinator, Assessment/Research
Ed Svcs
Supervisor, Family Services
Ed Svcs
Assistant Superintendent, Facilities
Fac/Ops Svcs
Director, Educational Tech & Info System Fac/Ops Svcs
Director, Maintenance/Grounds
Fac/Ops Svcs
Director, Safe Schools
Fac/Ops Svcs
Senior Systems Engineer
Fac/Ops Svcs
Supervisor, Field Facilities (MOG)
Fac/Ops Svcs
Coordinator, Facilities Services
Fac/Ops Svcs
Coordinator, Student Info Systems
Fac/Ops Svcs
Assistant Superintendent Secretary
HR/Bus/Ed/Fac Svcs
Coordinator, Certificated Personnel
Human Resources
Coordinator, Classified Personnel
Human Resources
Certificated Analyst
Human Resources
Coordinator, Autism Services
Special Education
Occupational Therapist (FTE)
Special Education
Physical Therapist
Special Education
Supervisor, IBI Program
Special Education
Therapist
Special Education
Executive Asst to BOE & Superintendent Supt. Office
Media & Communications Specialist
Supt. Office
TOTAL
BARGAINING UNIT MEMBERS
Account Clerk II
Accounting Technician
Payroll Technician
Reprographics Technician
Purchasing Technician
Risk Management/Benefits Specialist
Delivery Driver
Shipping, Receiving & Delivery
Instructional Materials Technician
Secretary II
8 hrs (PAR)
Secretary III
6/27/2014
14/15
6/18/2015
14/15
APPROVED
PROPOSED
DIFFER-
CHANGES
CHANGES
ENCE
1
1
1
1
1
1
1
1
1
1
1
0
2
1
1
1
1
1
3
1
0
4
1
1
1
2
6
1
1
1
1
1
42
1
1
1
1
1
1
1
1
1
1
1
1
2
1
1
1
1
1
3
1
1
4
1
1
1
2
6
1
1
1
1
1
44
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
2
14/15
14/15
APPROVED
PROPOSED
DIFFER-
SITE/DIVISION
CHANGES
CHANGES
ENCE
Business Svcs
3
2
3
1
1
3
1
1
1
1
2
3
2.5
3
1
1
3
1
1
1
1
2
0
0.5
0
0
0
0
0
0
0
0
0
Business Svcs
Business Svcs
Business Svcs
Business Svcs
Business Svcs
Business Svcs
Business Svcs
Educational Svcs
Educational Svcs
Educational Svcs
Page 1
REASON
New position
REASON
Payroll/Aesop support
MURRIETA VALLEY UNIFIED SCHOOL DISTRICT
2014/15 REVISED CLASSIFIED STAFFING PLAN
Submitted for Board Approval on June 18, 2015
BARGAINING UNIT MEMBERS
Accounting Technician
Administrative Clerk
Secretary II
Secretary III
Custodian
Fulltime (8 hrs)
Custodian
Parttime (6hrs)
Custodian
Parttime (4 hrs)
Lead Custodian
Fulltime (8 hrs)
Head Custodian
Fulltime (8 hrs)
Custodial Crew Leader
Groundskeeper I
Groundskeeper II
Groundskeeper III
Groundskeeper, Senior
Irrigation Worker I
Irrigation Worker III
Irrigation, Senior
Integrated Pest Management Worker
Integrated Pest Management Senior
Maintenance Worker II
Maintenance Worker III
Maintenance Worker I, Skilled
Maintenance Worker III, Skilled
Electrician
HVAC/R Technician
Locksmith
Plumber
Maintenance Crew Leader
Building Plans & Records Specialist
Application Support Specialist
Student Info Systems Tech
Personnel Clerk I
Personnel Technician
Personnel, Senior
Substitute Services Clerk
CWA Technician
District Security Patrol (70 hrs/wk)
Secretary III
Student Info Systems Tech
Office Clerk II
SITE/DIVISION
Fac/Ops Svcs
Fac/Ops Svcs
Fac/Ops Svcs
Fac/Ops Svcs
Fac/Ops Svcs
Fac/Ops Svcs
Fac/Ops Svcs
Fac/Ops Svcs
Fac/Ops Svcs
Fac/Ops Svcs
Fac/Ops Svcs
Fac/Ops Svcs
Fac/Ops Svcs
Fac/Ops Svcs
Fac/Ops Svcs
Fac/Ops Svcs
Fac/Ops Svcs
Fac/Ops Svcs
Fac/Ops Svcs
Fac/Ops Svcs
Fac/Ops Svcs
Fac/Ops Svcs
Fac/Ops Svcs
Fac/Ops Svcs
Fac/Ops Svcs
Fac/Ops Svcs
Fac/Ops Svcs
Fac/Ops Svcs
Fac/Ops Svcs
Fac/Ops Svcs
Fac/Ops Svcs
Human Resources
Human Resources
Human Resources
Human Resources
Student Support
Student Support
Student Support
Student Support
Student Support
14/15
14/15
APPROVED
PROPOSED
DIFFER-
CHANGES
CHANGES
ENCE
1
1
1
1
54
1
11
15
3
2
3
2
3
2
2
1
1
1
1
1
3
3
6
1
2
1
1
3
1
0
0
1
2
1
1
1
3
1
1
0
1
1
1
1
54
1
12
15
3
2
5
2
3
1
2
1
1
1
1
0
3
4
6
1
2
1
1
3
1
1
1
2
2
1
1.5
1
3
1
0
1
0
0
0
0
0
0
1
0
0
0
2
0
0
-1
0
0
0
0
0
-1
0
1
0
0
0
0
0
0
0
1
1
1
0
0
0.5
0
0
0
-1
1
Page 2
REASON
AMES
2 from Senior Grds elim
Elim 1, to 2 Grounds I
Reclass to Skilled I
Reclassed from Maint II
from Technology
from Student Support
restored 1
added .5 afternoon
hold unfilled 14/15
to Facilities Svcs
Breakthrough support
MURRIETA VALLEY UNIFIED SCHOOL DISTRICT
2014/15 REVISED CLASSIFIED STAFFING PLAN
Submitted for Board Approval on June 18, 2015
BARGAINING UNIT MEMBERS
Special Education Clerk II
Special Education Clerk III
Secretary III
Administrative Clerk
Secretary III
Network Analyst
Technology Assistant (HOURS)
Computer Support Technician I/II
Field Support Technician
Infrastructure Analyst
infrastructure Specialist
Technology Crew Leader
Technology Support Technician
Crossing Guard (HOURS)
Theater Operations Technician
SITE
Special Education
Special Education
Special Education
Supt. Office
Technology Svcs
Technology Svcs
Technology Svcs
Technology Svcs
Technology Svcs
Technology Svcs
Technology Svcs
Technology Svcs
Technology Svcs
School Sites
various hours
14/15
14/15
APPROVED
PROPOSED
CHANGES
CHANGES
DIFFERENCE
3
1
1
1
1
1
72
6
0
0
0
0
0
103.25
3
3
1
1
1
1
0
40
3
2
2
1
1
1
102.5
3
0
0
0
0
0
-1
-32
-3
2
2
1
1
1
-0.75
0
200.5
4
2
3
1
1
1
-34
0
0
0
0
0
0
2
0
48
53
315
4
SBB
1
0
32
0
SBB
1
0.5
0.75
0
0
0
3
0
125.5
74.5
56
256
11.5
5
1
1
1
0
0
0
0
1
0
0
0
0
TRANSPORTATION:
Bus Driver (HOURS)
Transportation
234.5
Driver Instructor
4
Transportation
2
Dispatcher
Transportation
3
Mechanic II
Transportation
1
Lead Mechanic
Transportation
1
Office Clerk III
Transportation
1
Secretary III
Transportation
SPECIALLY FUNDED POSITIONS:
Job Developer
2
Special Education
Special Ed. Asst I/II* ( 6 hour FTE)
RSP
47
Special Education
SDC ( includes pre-school)
53
Special Education
DIS Pool (required by IEP) various hrs
283
Special Education
ELD (classified funding) HOURS
4
Educational Svcs
SIP (site based funding)
SBB
Schools
Adult Education
24 Class Personnel Hours
1
School Secretary, Alternative Ed
Adult Education
0.5
Office Clerk I
Adult Education
0.75
Office Clerk II
Adult Education
CHILDREN & FAMILY SERVICES: This is a self supporting program.
Lead Child Care Worker
SEED/CDC/SPS-KR
3
Child Care Worker I/II (HOURS) (separated into various programs)
Various hrs
Before/After Care (SEED)
125.5
Various hrs
SPS/KR Program
74.5
Various hrs
CDC program
56
TOTAL HOURS
256
Child Development Teacher
10.5
SPS/KR/CDC @ 8 hr
Child Development Assistant Teacher
5
SPS/KR @ 4 hrs
1
Account Technician
SEED/Parent Ctr
1
Secretary III
Family Svcs
1
Office Clerk III
SEED/KR program
Page 3
REASON
restructure
restructure
restructure
restructure
restructure
restructure
restructure
restructure
RRES minimized 3
route adjustments
VMHS
IEP driven
reopened rm 10 3 year olds
MURRIETA VALLEY UNIFIED SCHOOL DISTRICT
2014/15 REVISED CLASSIFIED STAFFING PLAN
Submitted for Board Approval on June 18, 2015
14/15
14/15
APPROVED
PROPOSED
DIFFER-
CHANGES
ENCE
1
1
1
1.563
330.5
97
52
24
0
0
0
0
8.75
0
0
0
BARGAINING UNIT MEMBERS
SITE
CHANGES
NUTRITION SERVICES: This is a self supporting program.
1
Accounting Technician, Nutrition Svcs
Nutrition Svcs
1
Accounting Specialist, Nutrition Svcs
Nutrition Svcs
1
Secretary III
Nutrition Svcs
Receipts Processor
1.563
Nutrition Svcs
Nutrition Services I HOURS
Nutrition Svcs
321.75
Nutrition Services II HOURS
97
Nutrition Svcs
52
Nutrition Services III HOURS
Nutrition Svcs
Nutrition Services IV HOURS
24
Nutrition Svcs
REASON
increase TMS, VMHS
SCHOOLS: CLASSIFIED EMPLOYEE PERSONNEL ALLOCATIONS: STAFFING PROCEDURE
Two staffing allocations have been developed to provide for site staffing:
1) Basic Staffing Ratio for clerical/office and
2) Supplemental Staffing Ratio for aides, security, and other.
The number of hours available for classified staffing purposes is based upon each site's enrollment figures.
The combined number of hours of the Basic Staffing and Supplemental Staffing Ratios provide the site
with the basic number of hours available for staffing. With several exceptions, the site has control of it's
staffing structure. (Those exceptions are Secretary - 8 hours, Attendance Clerk & Health Clerk - school day)
As adjustments to staffing are made by the sites, this document will reflect those changes.
SITE
ALTA MURRIETA
ANTELOPE HILLS
AVAXAT
BUCHANAN
COLE CANYON
E HALE CURRAN
LISA J MAILS
MONTE VISTA
MURRIETA
RAIL RANCH
TOVASHAL
D. McELHINNEY MS
SHIVELA MS
THOMPSON MS
WARM SPRINGS MS
MURRIETA MESA HS
MURRIETA VALLEY HS
VISTA MURRIETA HS
*CREEKSIDE HS
*TENAJA ACADEMY (IS
*ADULT EDUCATION
TOTAL
14/15
14/15
14/15
Basic
Staffing Ratio
Supplemental
Staffing Ratio
Projected &
Approved
Staffing
26.50
28.50
26.00
37.25
40.00
18.00
35.50
33.25
30.00
22.00
25.75
49.00
55.25
63.00
33.50
98.00
105.00
149.25
6.00
8.25
-
22.25
24.25
22.25
31.25
34.00
15.25
30.00
28.25
24.75
18.50
21.75
26.50
29.75
34.00
18.25
59.50
63.50
90.50
1.75
2.50
-
48.75
52.50
48.25
68.50
74.00
44.25
65.50
61.50
53.75
45.00
47.50
75.50
85.00
97.00
59.00
157.50
168.50
239.75
26.00
8.00
24.00
1549.75
14/15
14/15
Increase or
Year End
Decrease In
Total Staffing Staffing Hours
48.75
52.50
48.25
68.50
74.00
44.25
65.50
61.50
53.75
45.00
47.50
75.50
85.00
97.00
59.00
157.50
168.50
239.75
26.00
8.00
24.00
1549.75
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
REASON
Approved over ratio
Approved over ratio
Approved over ratio
* NOTE: Staffing for Creekside, Tenaja & Adult Education program are maintained at a higher level than their enrollments earn
due to necessity in meeting a minimum staffing level.
Page 4
MURRIETA VALLEY UNIFIED SCHOOL DISTRICT
2014/15 REVISED CLASSIFIED STAFFING PLAN
Submitted for Board Approval on June 18, 2015
The positions listed below are staffed from the previously stated hours.
Some of the following positions may also be fully or partially funded by SBB funds.
BARGAINING UNIT MEMBERS
Administrative Clerk
Attendance Clerk
Bookkeeper I/II/III
Cafeteria/Playground Supervisor
Campus Security
Campus Supervisor
Guidance Technician
Health Technician
Instructional Assistant I/II
Library/Media Technician I/II
Locker room Attendant
Office Clerk I
Office Clerk II
Office Clerk III
Receptionist
School Secretary
Elementary
School Secretary
Middle
School Secretary
High
School Secretary
Alternative Ed
Secretary I
SITE
8 hours
Various hours
Various hours
Various hours
Various hours/HS
Various hours/MS
Various hours
Various hours
Various hours
Various hours
8 hours
Various hours
Various hours
Various hours
Various hours
8 hours
8 hours
8 hours
8 hours
8 hours
7 hours
14/15
14/15
APPROVED
PROPOSED
DIFFER-
CHANGES
CHANGES
ENCE
7
23
8
21
18
22
13
18
62
19
6
15
1
3
3
11
4
3
3
9
2
7
23
8
20
18
22
13
18
63
20
6
14
1
3
4
11
4
3
3
9
2
0
0
0
-1
0
0
0
0
1
1
0
-1
0
0
1
0
0
0
0
0
0
REASON
correction
LJMES addition
VMHS 2nd position
- AES
DMMS 1 hr
Bargaining Unit
BUSINESS SERVICES:
Account Technician (4 hr) established to support Payroll/Aesop reconciliation
Account Clerk II - filled position vacant since 8/1/12
Asst. Superintendent's Secretary - 15/16 replacement began 5/20/15
FACILITIES:
Application Support Specialist - restructured from Technology Assistant and moved from Technology to Facilities
Groundskeeper I - 2 positions established to replace eliminated Senior Groundskeeper
Maintenance Worker II reclassified to Skilled Maintenance Worker I
Student Information Systems Technician - moved existing position from Student Support
FAMILY SERVICES: This is a self supporting program.
Child Development Teacher - reopened Child Development Center room 10
Human Resources
Personnel Clerk I - restored 1 previously eliminated position
Substitute Services Clerk - 4 hour position added for afternoon coverage for substitute/absence reporting
Student Support
Office Clerk I - 4 hour, Breakthrough support
Technology
Technology Crew Leader - restructured 1 Computer Technician
Infrastructure Analyst - restructured 1 Network Analyst and 1 Computer Technician
Infrastructure Specialist - restructured 1 Computer Technician
Technology Support Technician - restructured 1 Technology Assistant
Field Support Technician - restructured 2 Technology Assistants
SPECIALLY FUNDED POSITIONS:
DIS Pool Aide (required by IEP) various hrs
CLASSIFIED EMPLOYEE PERSONNEL ALLOCATIONS
Crossing Guard - RRES reduced 3 positions by .25 each
DIS Aide - IEP driven (6hr FTE)
Instructional Assistant - LMES addition
School Bus Driver hours - routine route adjustments
Special Education Assistant - VMHS addition
Receptionist - DMMS 1 hour
Page 5
First Reading of New Job Descriptions for Elementary School Counselor, Middle School
Counselor, High School Counselor and Revised Job Descriptions for Lead Child Care
Worker and Director of Risk Management, Safety and Security
Action:
Consent:
Information:
Presentation:
X
Agenda Item: B-5
June 18, 2015
Page 1 of 1
Attachment: 21 Pages
Prepared by: Darren Daniel, Assistant Superintendent, Human Resources
Leigh Lockwood, Director, Human Resources
Background Information
The above listed job descriptions are presented to the Board of Education for first reading.
−
The job descriptions for Elementary, Middle and High School Counselors have been
created to reflect the duties of different levels of counselors.
−
The job description for Lead Child Care Worker has been revised as a result of
restructuring the Family Services Program. A title change of the position to Family
Services Lead is being recommended. This will better reflect the duties and
responsibilities of the position.
−
The job description for Director of Risk Management, Safety and Security has been
revised to better reflect the duties and responsibilities of the position. Also, the job title is
being changed to Director of Risk Management and Employee Benefits.
Educational Implications
The employees in these positions will directly and indirectly provide support to the educational
program.
Financial Implications
None.
Recommendation
This is a first reading.
NEW – FIRST READING
MURRIETA VALLEY UNIFIED SCHOOL DISTRICT
JOB DESCRIPTION
First Reading: 6/18/2015
Page 1 of 4
TITLE:
ELEMENTARY SCHOOL COUNSELOR
Objective:
To promote student achievement and success by providing comprehensive
school counseling program that addresses academic, personal/social and
career/college development for all students.
Job Goal:
Under the direction of the principal, the counselor assumes responsibility for all
phases of pupil personnel services and coordination of student learning at the
school site.
QUALIFICATIONS
Knowledge of:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Academic, vocational and personal guidance.
Alternative educational programs.
Early adolescent developmental issues.
Eligibility and specialized programs participation.
Intake and registration procedures.
Master scheduling process.
Student Assistance Process and programs.
Student Information System.
Transcript evaluation, graduation requirements and college entrance requirements.
Safety rules and regulations for this position.
Ability to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Demonstrate effective instructional, organizational, and administrative leadership.
Set districtwide operational priorities and manage time effectively.
Work independently with little direction.
Analyze problems, identify potential solutions and make appropriate and effective
decisions.
Establish and maintain effective organizational and community relationships.
Work in a diverse socio-economic and multicultural community.
Communicate effectively both orally and in writing.
Effectively work in a demanding environment.
Interpret, apply and explain rules, regulations, policies and procedures.
Operate a computer and job-related equipment.
Maintain consistent, punctual and regular attendance.
Meet schedules and time lines.
Able to sit for sustained periods of time.
Able to operate a motor vehicle in a safe and effective manner.
Incorporated within one or more of the previously mentioned performance
responsibilities, which are essential functions of this job description, are the following
essential
physical,
mental
and
environmental
requirements
(reasonable
accommodations may be made to enable individuals with disabilities to perform the
essential job functions):
NEW – FIRST READING
Job Description: Elementary School Counselor
Page 2 of 4
Training and Experience
1.
2.
3.
4.
A Master’s Degree or higher from an accredited institution.
A minimum of three (3) years of classroom teaching experience desired.
Possession and maintenance of a Pupil Personnel Services Credential.
Possession and maintenance of a California Teaching Credential desired.
Reports to:
Site Administrator or Designee
ESSENTIAL FUNCTIONS
1.
Development and Management of a Comprehensive School Counseling Program
1.1
1.2
1.3
1.4
1.5
1.6
2.
Discusses the comprehensive school counseling program with the school
administrator.
Uses data to develop school counseling program goals, and shares the goals with
stakeholders (i.e., administrators, teachers, students, parents, and community and
business leaders).
Uses data to develop curriculum, small-group and closing-the-gap action plans for
effective delivery of the school counseling program.
Uses the majority of time providing direct and indirect student services through the
school counseling core curriculum, individual student planning and responsive
services and most of the remaining time in program management, system support
and accountability. (Approximately 80 percent or more of time in direct and indirect
services and 20 percent or less of time in program support.)
Uses data to develop comprehensive programs that meet student needs.
Develop and maintain a written plan for effective delivery of the school counseling
program that focuses on the ASCA National Model areas of: academic,
personal/social and college/career as well as the district core values.
Delivery of a Comprehensive School Counseling Program
Direct Services:
2.1
2.2
2.3
2.4
Provides direct student services (school counseling core curriculum, individual
student planning and responsive services).
2.1.a Assist administration with student orientation programs.
Delivers school counseling core curriculum lessons in classroom and large-group
settings.
Provides appraisal and advisement to assist all students with academic, career and
personal/social planning including referral to appropriate educational services.
Provides individual and group counseling to students with identified concerns and
needs.
Indirect Services:
2.5
Indirect student services are provided on behalf of identified students (504, IEP,
attendance concerns); strategies to include referrals, consultation and
collaboration.
NEW – FIRST READING
Job Description: Elementary School Counselor
2.6
2.7
2.8
2.9
2.10
2.11
2.12
2.13
2.14
2.15
2.16
2.17
2.18
3.
Page 3 of 4
Refers students and parents to appropriate school and community resources to
support student achievement and success.
Consults with parents and other educators to share strategies that support student
achievement and success.
Collaborates with parents, other educators and community resources to support
student achievement and success.
Provides elementary to middle school guidance and articulation.
Facilitates a college/career readiness pathway for each student.
Work collaboratively with administration and staff to promote school vision,
program and goals to stakeholder groups.
Provides school counselor related in-service training for staff as required.
Performs other related duties as directed..
Be visible at breaks and lunches in order to promote and develop positive student
relationships and behaviors.
Attends meetings as assigned by principal.
Attends parent-teacher conferences when necessary.
Conduct parent workshops on counselor related topics (i.e. bullying, positive
behavior supports).
Work collaboratively with school administration and staff to support students.
Accountability
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
Identifies and analyzes school data to inform the school counseling program and
measure program results.
Analyzes data on how time is used and adjusts program delivery to meet student
needs as demonstrated in school data.
Collects and analyzes results data of school counseling program activities to guide
program evaluation and improvement.
Monitors student academic performance, attendance and behavioral data to inform
school counseling program goals.
Conducts self-analysis to determine strengths and areas of improvement and plans
professional development accordingly.
Conducts a school counseling program assessment annually to review extent of
program implementation and effectiveness.
Shares school counseling program results data with relevant stakeholders.
Perform other duties as assigned.
PHYSICAL ABILITIES
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Visual ability to read handwritten or typed documents and the display screen of various
office equipment and machines.
Able to conduct verbal conversation in English or other designated language.
Ability to communicate so others will be able to clearly understand a normal conversation.
Ability to understand speech at normal levels
Able to sit, stand, stoop, kneel, bend, and walk.
Able to sit for sustained periods of time.
Able to climb slopes, stairs, steps, ramps, and ladders and push and pull objects.
Ability to push, pull, and transport instructional and/or presentation materials.
Able to demonstrate manual dexterity necessary to operate calculator, computer, and/or
computer keyboard at the required speed and accuracy in a safe and effective manner.
Able to operate a motor vehicle in a safe and effective manner.
NEW – FIRST READING
Job Description: Elementary School Counselor
TERMS OF EMPLOYMENT:
EVALUATION:
Approved by:
Page 4 of 4
185-day work year
Certificated Management
Performance of this job will be evaluated in accordance with Board of
Education policy on Evaluation of Professional Personnel. The Site Principal
in collaboration with the Director of Student Support or designee will give the
evaluation.
Board of Education
Date: ___________
MURRIETA VALLEY UNIFIED SCHOOL DISTRICT IS A
TOBACCO-FREE, DRUG-FREE WORKPLACE AND
AN EQUAL OPPORTUNITY EMPLOYER
NEW – FIRST READING
MURRIETA VALLEY UNIFIED SCHOOL DISTRICT
JOB DESCRIPTION
First Reading: 6/18/2015
Page 1 of 4
TITLE:
MIDDLE SCHOOL COUNSELOR
Objective:
To promote student achievement and success by providing comprehensive
school counseling program that addresses academic, personal/social and
career/college development for all students.
Job Goal:
Under the direction of the principal, the counselor assumes responsibility for all
phases of pupil personnel services and coordination of student learning at the
school site.
QUALIFICATIONS
Knowledge of:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Academic, vocational and personal guidance.
Alternative educational programs.
Early adolescent developmental issues.
Eligibility and specialized programs participation.
Intake and registration procedures.
Master scheduling process.
Student Assistance Process and programs.
Student Information System.
Transcript evaluation, graduation requirements and college entrance requirements.
Safety rules and regulations for this position.
Ability to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Demonstrate effective instructional, organizational, and administrative leadership.
Set district-wide operational priorities and manage time effectively.
Work independently with little direction.
Analyze problems, identify potential solutions and make appropriate and effective
decisions.
Establish and maintain effective organizational and community relationships.
Work in a diverse socio-economic and multicultural community.
Communicate effectively both orally and in writing.
Effectively work in a demanding environment.
Interpret, apply and explain rules, regulations, policies and procedures.
Operate a computer and job-related equipment.
Maintain consistent, punctual and regular attendance.
Meet schedules and time lines.
Able to sit for sustained periods of time.
Able to operate a motor vehicle in a safe and effective manner.
Incorporated within one or more of the previously mentioned performance responsibilities,
which are essential functions of this job description, are the following essential physical,
mental and environmental requirements (reasonable accommodations may be made to
enable individuals with disabilities to perform the essential job functions):
NEW – FIRST READING
Job Description: Middle School Counselor
Page 2 of 4
Training and Experience
1.
2.
3.
4.
A Master’s Degree or higher from an accredited institution.
A minimum of three (3) years of classroom teaching experience desired.
Possession and maintenance of a Pupil Personnel Services Credential.
Possession and maintenance of a California Teaching Credential desired.
Reports to: Site Administrator or Designee
ESSENTIAL FUNCTIONS
1.
Development and Management of a Comprehensive School Counseling Program
1.1
1.2
1.3
1.4
1.5
1.6
2.
Discusses the comprehensive school counseling program with the school
administrator.
Uses data to develop school counseling program goals, and shares the goals with
stakeholders (i.e., administrators, teachers, students, parents, and community and
business leaders).
Uses data to develop curriculum, small-group and closing-the-gap action plans for
effective delivery of the school counseling program.
Uses the majority of time providing direct and indirect student services through the
school counseling core curriculum, individual student planning and responsive
services and most of the remaining time in program management, system support
and accountability. (Approximately 80 percent or more of time in direct and indirect
services and 20 percent or less of time in program support.)
Uses data to develop comprehensive programs that meet student needs.
Develop and maintain a written plan for effective delivery of the school counseling
program that focuses on the ASCA National Model areas of: academic,
personal/social and college/career as well as the district core values.
Delivery of a Comprehensive School Counseling Program
Direct Services:
2.1
2.2
2.3
2.4
Provides direct student services (school counseling core curriculum, individual
student planning and responsive services).
2.1.a Assist administration with student orientation programs.
2.1.b Provides input for development and implementation of the master schedule
2.1.c Evaluates student transcripts and assessment data to assist students in the
development of an appropriate course of study to meet individual student’s
college and career goals
Delivers school counseling core curriculum lessons in classroom and large-group
settings.
Provides appraisal and advisement to assist all students with academic, career and
personal/social planning including referral to appropriate educational services.
Provides individual and group counseling to students with identified concerns and
needs.
NEW – FIRST READING
Job Description: Middle School Counselor
Page 3 of 4
ESSENTIAL FUNCTIONS (continued)
Indirect Services:
2.5
2.6
2.7
2.8
2.9
2.10
2.11
2.12
2.13
2.14
2.15
2.16
3.
Indirect student services are provided on behalf of identified students (504, IEP,
attendance concerns); strategies to include referrals, consultation and collaboration.
Refers students and parents to appropriate school and community resources to
support student achievement and success.
Consults with parents and other educators to share strategies that support student
achievement and success.
Collaborates with parents, other educators and community resources to support
student achievement and success.
Provides elementary to middle school and/or middle school to high school guidance
and articulation.
Facilitates a college/career readiness pathway for each student.
Work collaboratively with administration and staff to promote school vision, program
and goals to stakeholder groups.
Provides school counselor related in-service training for staff as required.
Performs other related duties as directed.
As a member of the site leadership team, provide supervision at after school events
as arranged with site principal.
Be visible at breaks and lunches in order to promote and develop positive student
relationships and behaviors.
Attends meetings as assigned by principal.
Accountability
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
Identifies and analyzes school data to inform the school counseling program and
measure program results.
Analyzes data on how time is used and adjusts program delivery to meet student
needs as demonstrated in school data.
Collects and analyzes results data of school counseling program activities to guide
program evaluation and improvement.
Monitors student academic performance, attendance and behavioral data to inform
school counseling program goals.
Conducts self-analysis to determine strengths and areas of improvement and plans
professional development accordingly.
Conducts a school counseling program assessment annually to review extent of
program implementation and effectiveness.
Shares school counseling program results data with relevant stakeholders.
Perform other duties as assigned.
PHYSICAL ABILITIES
1.
2.
3.
4.
Visual ability to read handwritten or typed documents and the display screen of various
office equipment and machines.
Able to conduct verbal conversation in English or other designated language.
Ability to communicate so others will be able to clearly understand a normal conversation.
Ability to understand speech at normal levels.
NEW – FIRST READING
Job Description: Middle School Counselor
Page 4 of 4
PHYSICAL ABILITIES (continued)
5.
6.
7.
8.
9.
Able to sit, stand, stoop, kneel, bend, and walk.
Able to sit for sustained periods of time.
Able to climb slopes, stairs, steps, ramps, and ladders and push and pull objects.
Ability to push, pull, and transport instructional and/or presentation materials.
Able to demonstrate manual dexterity necessary to operate calculator, computer, and/or
computer keyboard at the required speed and accuracy in a safe and effective manner.
10. Able to operate a motor vehicle in a safe and effective manner.
TERMS OF EMPLOYMENT:
200-day work year
Certificated Management
EVALUATION:
Performance of this job will be evaluated in accordance with Board of
Education policy on Evaluation of Professional Personnel. The Site Principal
in collaboration with the Director of Student Support will give the evaluation.
Approved by:
Board of Education
Date:
MURRIETA VALLEY UNIFIED SCHOOL DISTRICT IS A
TOBACCO-FREE, DRUG-FREE WORKPLACE AND
AN EQUAL OPPORTUNITY EMPLOYER
___________
NEW – FIRST READING
MURRIETA VALLEY UNIFIED SCHOOL DISTRICT
JOB DESCRIPTION
First Reading: 6/18/2015
Page 1 of 4
TITLE:
HIGH SCHOOL COUNSELOR
Objective:
To promote student achievement and success by providing comprehensive
school counseling program that addresses academic, personal/social and
career/college development for all students.
Job Goal:
Under the direction of the principal, the counselor assumes responsibility for all
phases of pupil personnel services and coordination of student learning at the
school site.
QUALIFICATIONS
Knowledge of:
1. Academic, vocational and personal guidance.
2. Alternative educational programs.
3. Early adolescent developmental issues.
4. Eligibility and specialized programs participation.
5. Intake and registration procedures.
6. Master scheduling process.
7. Student Assistance Process and programs.
8. Student Information System.
9. Transcript evaluation, graduation requirements and college entrance requirements.
10. Safety rules and regulations for this position.
Ability to:
1.
2.
3.
4.
Demonstrate effective instructional, organizational, and administrative leadership.
Set district-wide operational priorities and manage time effectively.
Work independently with little direction.
Analyze problems, identify potential solutions and make appropriate and effective
decisions.
5. Establish and maintain effective organizational and community relationships.
6. Work in a diverse socio-economic and multicultural community.
7. Communicate effectively both orally and in writing.
8. Effectively work in a demanding environment.
9. Interpret, apply and explain rules, regulations, policies and procedures.
10. Operate a computer and job-related equipment.
11. Maintain consistent, punctual and regular attendance.
12. Meet schedules and time lines.
13. Able to sit for sustained periods of time.
14. Able to operate a motor vehicle in a safe and effective manner.
15. Incorporated within one or more of the previously mentioned performance responsibilities,
which are essential functions of this job description, are the following essential physical,
mental and environmental requirements (reasonable accommodations may be made to
enable individuals with disabilities to perform the essential job functions):
NEW – FIRST READING
Job Description: High School Counselor
Page 2 of 4
Training and Experience
1.
2.
3.
4.
A Master’s Degree or higher from an accredited institution.
A minimum of three (3) years of classroom teaching experience desired.
Possession and maintenance of a Pupil Personnel Services Credential.
Possession and maintenance of a California Teaching Credential desired.
Reports to:
Site Administrator or Designee
ESSENTIAL FUNCTIONS
1.
Development and Management of a Comprehensive School Counseling Program
1.1
1.2
1.3
1.4
1.5
1.6
2.
Discusses the comprehensive school counseling program with the school
administrator.
Uses data to develop school counseling program goals, and shares the goals with
stakeholders (i.e., administrators, teachers, students, parents, and community and
business leaders).
Uses data to develop curriculum, small-group and closing-the-gap action plans for
effective delivery of the school counseling program.
Uses the majority of time providing direct and indirect student services through the
school counseling core curriculum, individual student planning and responsive
services and most of the remaining time in program management, system support
and accountability. (Approximately 80 percent or more of time in direct and indirect
services and 20 percent or less of time in program support.)
Uses data to develop comprehensive programs that meet student needs.
Develop and maintain a written plan for effective delivery of the school counseling
program that focuses on the ASCA National Model areas of: academic,
personal/social and college/career as well as the district core values.
Delivery of a Comprehensive School Counseling Program
Direct Services:
2.1
2.2
2.3
2.4
Provides direct student services (school counseling core curriculum, individual
student planning and responsive services).
2.1.a. Assist administration with student orientation programs.
2.1.b. Provides input for development and implementation of the master schedule
2.1.c. Evaluates student transcripts and assessment data to assist students in the
development of an appropriate course of study to meet individual student’s
college and career goals.
Delivers school counseling core curriculum lessons in classroom and large-group
settings.
Provides appraisal and advisement to assist all students with academic, career and
personal/social planning including appropriate course placement and referral to
appropriate educational intervention services (i.e.: SST’s, referral for special
education assessment) .
Provides individual and group counseling to students with identified concerns and
needs.
NEW – FIRST READING
Job Description: High School Counselor
Page 3 of 4
ESSENTIAL FUNCTIONS (continued)
Indirect Services:
2.5
2.6
2.7
2.8
2.9
2.10
2.11
2.12
2.13
2.14
2.15
2.16
2.17
2.18
3.
Facilitates college recruitment and placement, writes letters of recommendation,
reviews college applications as requested, facilitates exploration and development of
a post-secondary plan, reviews FAFSA submissions, and provides information
related to NCAA.
To review and evaluate student transcript for graduation requirements and A-G
Completion.
Indirect student services are provided on behalf of identified students (504, IEP,
attendance concerns); strategies to include referrals, consultation and collaboration.
Refers students and parents to appropriate school and community resources to
support student achievement and success.
Consults with parents and other educators to share strategies that support student
achievement and success.
Collaborates with parents, other educators and community resources to support
student achievement and success.
Provides elementary to middle school and/or middle school to high school guidance
and articulation.
Facilitates a college/career readiness pathway for each student.
Work collaboratively with administration and staff to promote school vision, program
and goals to stakeholder groups.
Provides school counselor related in-service training for staff as required.
Performs other related duties as directed.
As a member of the site leadership team, provide supervision at after school events
as arranged with site principal.
Be visible at breaks and lunches in order to promote and develop positive student
relationships and behaviors.
Attends meetings as assigned by principal.
Accountability
3.1
3.2
3.3
3.4
3.5
3.6
3.7
Identifies and analyzes school data to inform the school counseling program and
measure program results.
Analyzes data on how time is used and adjusts program delivery to meet student
needs as demonstrated in school data.
Collects and analyzes results data of school counseling program activities to guide
program evaluation and improvement.
Monitors student academic performance, attendance and behavioral data to inform
school counseling program goals.
Conducts self-analysis to determine strengths and areas of improvement and plans
professional development accordingly.
Conducts a school counseling program assessment annually to review extent of
program implementation and effectiveness.
Shares school counseling program results data with relevant stakeholders.
NEW – FIRST READING
Job Description: High School Counselor
Page 4 of 4
PHYSICAL ABILITIES
1. Visual ability to read handwritten or typed documents and the display screen of various
office equipment and machines.
2. Able to conduct verbal conversation in English or other designated language.
3. Ability to communicate so others will be able to clearly understand a normal conversation.
4. Ability to understand speech at normal levels.
5. Able to hear normal range verbal conversation (approximately 60 decibels.)
6. Able to sit, stand, stoop, kneel, bend, and walk.
7. Able to sit for sustained periods of time.
8. Able to climb slopes, stairs, steps, ramps, and ladders and push and pull objects.
9. Ability to push, pull, and transport instructional and/or presentation materials.
10. Able to exhibit full range of motion for shoulder external rotation and internal rotation,
shoulder abduction and adduction, elbow flexion and extension, shoulder extension and
flexion, back lateral flexion, hip flexion and extension, and knee flexion.
11. Able to demonstrate manual dexterity necessary to operate calculator, typewriter, and/or
computer keyboard at the required speed and accuracy in a safe and effective manner.
12. Able to operate a motor vehicle in a safe and effective manner.
TERMS OF EMPLOYMENT:
200-day work year
Certificated Management
EVALUATION:
Performance of this job will be evaluated in accordance with Board of
Education policy on Evaluation of Professional Personnel. The Site Principal
in collaboration with the Director of Student Support or designee will give the
evaluation.
Approved by:
Board of Education
Date: _________________
MURRIETA VALLEY UNIFIED SCHOOL DISSTRICT IS A
TOBACCO-FREE, DRUG-FREE WORKPLACE AND
AN EQUAL OPPORTUNITY EMPLOYER
REVISION – FIRST READING
MURRIETA VALLEY UNIFIED SCHOOL DISTRICT
JOB DESCRIPTION
First Reading: 6/18/15
Page 1 of 5
TITLE:
FAMILY SERVICES LEAD CHILD CARE WORKER
Job Goal:
To efficiently and effectively assist in the daily operation of the child care
program Family Services programs including: accounting, record keeping, health
and safety of children, program development and implementation, classroom
management, staff relations, and customer relations. To assist in future child
care Family Services program planning and development.
QUALIFICATIONS
Knowledge of
1.
General concepts of child growth and /development, family relations, and child behavioral
characteristics, early childhood education/school age administration, and early childhood
education/school age child care curriculum.
2. Appropriate Ttechniques used in controlling to positively influence and motivate children.
3. Competency and skills involving interpersonal/group dynamics, conflict resolution, and
appropriate positive and community relations.
4.
Computer skills.
4. Proper telephone techniques and etiquette.
5. Principles of child supervision and ability to training staff in principles.
6. Correct Strong skills in English usage, reading, writing, and math, and computer at a level
necessary to perform assigned tasks.
7. State laws and district policies and procedures governing child care programs.
7. Safety rules and regulations for this position.
8. Federal, state and local laws, codes, statutes and district policy related to early childhood
education and school age enrichment programs.
9. Interpersonal skills using tact, patience and courtesy.
10. Oral and written communication skills.
11. Written and/or spoken Spanish language desired.
Ability to
1.
2.
3.
4.
5.
6.
7.
Provide for the health, safety, and psychological social needs of children in accordance
with Family Services policies and procedures and district Board policy.
Provide guidance to program site staff for children’s routine activities.
When necessary, assume responsibility for supervision of children.
Develop and implement programs for children based on developmental needs and
individual interests.
Select,/develop and implement, and supervise instructional activities programs for children
based on developmental needs and individual interests in accordance with the child care
program and district policies and procedure Family Services policies and procedures and
district Board Policy.
Assist in the implementation of child and staff behavior standards established with the
Child Care Program Manager in accordance with Family Services policies and procedures
and district Board policy.
Monitor the work of other child care personnel; set work hour schedules, and assign work
with Child Care Program Manager approval. Facilitate the collaboration of program staff in
accordance with Family Services policies and procedures and district Board policy.
REVISION – FIRST READING
Job Description: Family Services Lead Child Care Worker
Page 2 of 5
Ability to (continued)
8.
9.
10.
11.
12.
13.
13.
14.
15.
15.
16.
17.
18.
19.
20.
Perform a variety of clerical and data entry work involving use of independent judgment
and requiring accuracy and speed.
Maintain program records, for equipment, and facilities in an effective and efficient
manner.
Maintain program staff work schedules in performing tasks.
Work without immediate supervision and monitor the work of others.
Under the direction of a Family Services administrator assist in directing, coordinating,
assigning, and scheduling the work of others.
Obtain and maintain a valid First Aid Certificate and CPR Certificate.
Use a computer and related software programs to include word processors, spreadsheets,
and data bases.
Maintain a variety of record keeping, reference, and data collection systems.
Type accurately at a rate of forty (40) words per minute.
Read, understand and carry out both verbal and written instructions, policies, and
procedures in an independent manner.
Communicate effectively and tactfully in both verbal and legible written form.
Handle all matters in a tactful, courteous, and confidential manner so as to maintain
and/or establish good public relations.
Establish and maintain effective work relationships with those contacted in the
performance of required duties and mMaintain flexibility with respect to assignments,
duties, and facilities location.
Effectively communicate and collaborate to promote and support Family Services
programs throughout the district in accordance with Family Services policies and
procedures and district Board Policy.
Effectively communicate with parents in accordance with Family Services policies and
procedures and district Board policy.
Training and Experience
1.
2.
Education equivalent to the completion of the twelfth (12th) grade.
Successful completion of twelve (12) or more Early Childhood Education units, including
three (3) units in School-Age curriculum.
1.
Current California Commission on Teacher Credentialing Master Teacher Permit or ability
to obtain California Commission on Teacher Credentialing Child Development Master
Teacher Permit which includes: completion of 24 semester units of course work in early
childhood education/child development including at least one course in each of the
following areas: child/human growth and development; child, family and community, or
child and family relations; and programs/curriculum. Completion of sixteen (16) semester
units in general education with at least one course in humanities and/or fine arts; social
science; math and /or science; and English/Language Arts. Six additional units in an area
of specialization applicable to child development. Completion of two semester units of
adult supervision course work and completion of 350 days of experience in an
instructional capacity in a child care/development program, working at least three hours
per day within the last four years. Experience must be documented by a letter from the
employer on the employer’s official letterhead.
REVISION – FIRST READING
Job Description: Family Services Lead Child Care Worker
Page 3 of 5
Training and Experience (continued)
2.
3.
3.
4.
Two (2) One (1) or more years experience in clerical work.
One (1) year of paid or volunteer experience working with children in an educational or
child care setting or any combination of training experience that could likely provide the
desired knowledge and abilities may be considered.
Good work history and attendance.
Current California Emergency Medical Authority approved First Aid Certificate and Cardio
Pulmonary Resuscitation (CPR) certification.
REPORTS TO:
Child Care Program Manager Family Services Supervisor
ESSENTIAL FUNCTIONS
1.
2.
3.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Prepares and maintains accurate accounting records related to the operation of Family
Services programs accounts receivable including but not limited to: collections, case file
management, filing, data entry, deposits attendance, and other documents required for
program operation. first contact to reconcile delinquent accounts on a scheduled basis.
Prepares and maintains accurate records and reports related to payroll for child
care Family Services employees including, but not limited to: timesheets, absence
requests and sub-finding reports, and delivers to Child Care Program Manager Family
Services Secretary or designee on a scheduled basis.
Prepares and maintains accurate records related to child care attendance and submits to
Child Care Program Manager or designee on a scheduled basis.
Troubleshoots and communicates problems and concerns, including maintenance, repair,
and program operations to the Child Care Program Manager the appropriate Family
Services Supervisor. Prepares and maintains accurate reports and records.
Receives and gives information over the telephone or in person in a courteous manner.
Prepares and maintains accurate records of phone inquiries and submits to Child Care
Program Manager Family Services Supervisor or designee on a scheduled basis.
Inventory, requisition, and distribute supplies and equipment with approval of Child Care
Program Manager Family Services Supervisor or designee. Prepares and maintains
accurate records related to purchasing and submits to the Program Manager Family
Services Supervisor or designee on a scheduled basis.
Inspects completed work for accuracy and compliance with instructions and established
standards.
Acts as information source to subordinate child care workers Family Services staff
working in the classroom, regarding work methods, procedures, problems, etc. under the
direction of the Child Care Program Manager Family Services Supervisor or Director.
Assumes responsibility for site child care staff duties in the absence of regularly
assigned child care site staff.
Ensures security of child care Family Services facilities, locks and unlocks doors, sets
alarm systems, arranges for lock repairs, etc.
Ensures security of child care Family Services facilities, locks and unlocks doors, sets
alarm systems, arranges for lock repairs, etc.
Reports suspected child abuse and communicable diseases to appropriate offices.
Attends, presents, and participates in staff meetings and training programs required by
Family Services.
Maintains professional competence through appropriate professional growth activities.
Problem solves program concerns with assigned Family Services administrator.
REVISION – FIRST READING
Job Description: Family Services Lead Child Care Worker
Page 4 of 5
ESSENTIAL FUNCTIONS (continued)
14.
15.
16.
17.
18.
19.
20.
21.
22.
Administers first aid in conjunction with established district policies and procedures.
Follows Family Services policies and procedures and district Board policy.
Knows and understands the Mission and Core Values Family Services and the district.
Acts as information source to other Family Services site staff regarding work methods,
procedures, problems, etc. under the direction of the assigned Family Services
administrator.
Ensures security of Family Services facilities.
Operates computer to generate lists, update records, monitor expenditures, respond to
requests, etc.
Participates in district in-service training as required.
Knows and understands the Mission and Core Values of the district.
Performs other related duties as assigned.
OTHER FUNCTIONS
1.
2.
3.
4.
Monitors and assists students while using equipment, including computer terminals,
cassette recorders, audio-visual equipment, and other instructional media.
Reports suspected child abuse and communicable diseases to appropriate offices.
Tutors students individually or in small groups to reinforce and follow-up learning activities.
Administers first aid in conjunction with established district policies and procedures.
SPECIAL REQUIREMENTS
1.
2.
3.
Must use safety equipment and devices designated for this position.
Some positions in this class may require individuals who can read, write, and/or speak a
second language.
Possession and maintenance of a valid and appropriate State of California Driver’s
License and is insurable.
PHYSICAL ABILITIES
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Visual ability to read handwritten or typed documents and the display screen of various
office equipment and machines.
Able to conduct verbal conversation in English or other designated language.
Able to hear normal range verbal conversation (approximately 60 decibels.)
Able to sit, stand, stoop, kneel, bend, and walk.
Able to sit for sustained periods of time.
Able to kneel or squat for extended periods of time.
Able to climb slopes, stairs, steps, ramps, and ladders.
Able to lift up to twenty (20) pounds frequently, and fifty (50) pounds occasionally.
Able to carry up to twenty (20) pounds frequently, and fifty (50) pounds occasionally.
Able to push and pull objects weighing up to forty (40) pounds.
Able to sustain strenuous manual labor for four (4) hours.
Able to exhibit full range of motion for shoulder external rotation and internal rotation.
Able to exhibit full range of motion for shoulder abduction and adduction.
Able to exhibit full range of motion for elbow flexion and extension.
Able to exhibit full range of motion for shoulder extension and flexion.
REVISION – FIRST READING
Job Description: Family Services Lead Child Care Worker
Page 5 of 5
PHYSICAL ABILITIES (continued)
16.
17.
18.
19.
20.
21.
Able to exhibit full range of motion for back lateral flexion.
Able to exhibit full range of motion for hip flexion and extension.
Able to exhibit full range of motion for knee flexion.
Able to demonstrate manual dexterity necessary to operate calculator, typewriter, and/or
computer keyboard at the required speed and accuracy in a safe and effective manner.
Able to work with cleaning solutions, disinfectants and sanitizers in a safe and efficient
manner without allergic reaction.
Able to operate a motor vehicle in a safe and effective manner.
TERMS OF EMPLOYMENT:
220 Duty Days or 12-month work year
Classified Certificated bargaining unit member
EVALUATION:
Performance of this job will be evaluated in accordance with Board of
Education policy and provisions of the collective bargaining agreement. The
evaluation will be completed by the Child Care Program Manager Family
Services Supervisor, Director and/or Site Administrator.
Approved by:
Revised by:
Board of Education
Board of Education
Date:
Date:
August 14, 1997
_____________
MURRIETA VALLEY UNIFIED SCHOOL DISTRICT IS A
TOBACCO-FREE, DRUG-FREE WORKPLACE
MURRIETA VALLEY UNIFIED SCHOOL DISTRICT IS AN
AFFIRMATIVE ACTION, EQUAL OPPORTUNITY EMPLOYER
REVISION – FIRST READING
MURRIETA VALLEY UNIFIED SCHOOL DISTRICT
JOB DESCRIPTION
First Reading: 6/18/2015
Page 1 of 4
TITLE:
DIRECTOR OF RISK MANAGEMENT, SAFETY AND SECURITY AND
EMPLOYEE BENEFITS
Job Goal:
Under the direction and supervision of the Assistant Superintendent, the Director
of Risk Management, Safety and Security and Employee Benefits shall be
responsible for planning, organizing, and coordinating the District’s benefits and
loss control programs including workers’ compensation, property and liability
insurance, student accident insurance, disaster preparedness, security and
safety programs.
QUALIFICATIONS
Knowledge of
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Federal, state, and local laws, codes, and statutes related to all areas of benefits,
safety, security, loss prevention, risk management, insurance and self-insurance
programs.
Principals, trends, methods and procedures pertaining to benefits, security,
safety, disaster preparedness and claim procedures.
Legal mandates, policies, regulations and guidelines pertaining to work-related injury or
illness, school district liability, safety regulations (including Cal-OSHA), security and
disaster preparedness. and benefits (including the Affordable Care Act).
Research and analysis methods, procedures and techniques.
Information and data management.
Resources, both human and financial, that may be utilized to implement effective
safety and loss control security and disaster preparedness programs.
Standard First Aid and CPR techniques.
District organization, operations, policies, and objectives.
Interpersonal skills using tact, patience, and courtesy.
Budget preparation and control.
Effective public speaking techniques.
Oral and written communication skills.
Principles and practices of administration, supervision, and training.
Proper English, grammar, vocabulary and spelling.
Mathematical and statistical principles used in insurance and risk management analysis.
Ability to
1.
2.
3.
4.
5.
6.
Effectively and efficiently organize, coordinate and direct benefits, safety, security,
disaster preparedness and loss prevention programs.
Interpret, analyze and apply legal mandates, policies, regulations and guidelines
pertaining to safety, environmental compliance, hazardous materials, and hazardous
waste management.
Work effectively with local Police and Fire emergency service providers in the
development of programs, policies, or procedures to the mutual benefit of the district and
community.
Plan, organize and influence the action of others toward the improvement of health and
safety practices.
Work independently with minimum direction.
Analyze complex problems and develop effective and efficient solutions.
REVISION – FIRST READING
Job Description:
Director of Risk Management, Safety and Security and Employee Benefits
Page 2 of 4
Ability to (continued)
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
Develop policies and procedures related to risk safety, security, loss prevention,
insurance claims, and benefits. disaster preparedness programs.
Coordinate, develop, and/or conduct workshops and training seminars.
Meet schedules and timelines.
Efficiently and effectively plan and organize work.
Prepare narrative and statistical reports as required.
Analyze situations accurately and adopt an effective course of action.
Present and maintain a pleasant appearance and demeanor.
Perform the job functions in the job description.
Effectively and efficiently supervise a variety of personalities with a minimum of
disruption.
Work successfully with diverse groups of people.
Communicate effectively both in oral and written forms.
Establish and maintain cooperative working relationships.
Utilize current technology to communicate and interpret data effectively.
Collect, investigate and analyze data and prepare clear and concise reports related to
school district benefits, liability, safety, security and hazard communication matters.
Handle all matters in a tactful, courteous, and confidential manner so as to maintain
and/or establish good public relations.
Establish and maintain cooperative work relationships with those contacted in the
performance of required duties.
Assure timely communication between assigned office and district employees
Maintain the confidentiality of information used in personnel issues and/or district
functions.
Communicate with other administrators, personnel, and outside organizations to
coordinate activities and programs.
Coordinate professional growth activities.
Training and Experience
1.
2.
3.
4.
Graduation from a recognized college or university with a degree in Insurance/Risk
Management, Science/Engineering, Business Administration, Public Administration, or a
closely related field.
Six years experience in benefits, loss control, risk management, and/or safety, and/or
security preferably in a school district, supplemented by coursework, training or
workshops in safety engineering, employee benefits, risk management or related fields.
Attainment of or working toward one or more of the industry designations is highly
desirable: Associate in Loss Control Management (ALCM), Associate in Risk
Management (ARM or ARM-P), Certified Risk Manager (CRM), Certified Safety Specialist
(CSP), Certified School Risk Manager (CSRM), or Chartered Property Casualty
Underwriter (CPCU).
Any other combination of education and experience likely to achieve the skills,
knowledge, abilities and traits may be considered.
REPORTS TO:
Assistant Superintendent, Business Services
SUPERVISES:
Business office personnel as assigned
REVISION – FIRST READING
Job Descripton:
Director of Risk Management, Safety and Security and Employee Benefits
Page 3 of 4
ESSENTIAL FUNCTIONS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Plans,
organizes,
and
coordinates
the
District’s
insurance
programs
including employee benefits, workers’ compensation, property and liability, and student
accident insurance.
Compiles and analyzes data to develop and recommends policies and administrative
regulations regarding loss control, workers’ compensation, and self-insurance programs.
Negotiates settlements with claimants when appropriate within the member retained limit
or various deductibles that may apply to insurance programs currently in place.
Develops, negotiates, recommends, and/or alters benefits, property/liability and workers’
compensation insurance quotes and contracts when appropriate.
Assists in the development and design of medical insurance benefit quotes and
contracts.
Manages the Americans with Disabilities Act Program and Procedures.
Develops, implements, and monitors safety credit budgets.
Oversees the District’s hazardous materials and disaster preparedness programs.
Coordinates and/or conducts employee safety and training programs as well as new
employee orientation requirements relative to workplace safety.
Coordinates, monitors, oversees and tracks employee safety and training program
compliance, annually and ongoing.
Annually updates all employees on safety and risk information and notification
requirements through annual employee handbook.
Plans, organizes, and coordinates the functions `and activities of the Safety Committee
including site/facility safety inspections.
Investigates and analyzes accidents involving District employees and students injured
while using District equipment or facilities including the preparation of materials and
evidence for use in hearings, litigation and insurance claims.
Assists divisions, departments and school administrators in their accident reporting and
accident prevention responsibilities.
Analyzes the District’s claims, loss and accident history and identifies methods to
eliminate, minimize, or indemnify risks or possible losses.
Assures District compliance with and provides necessary leadership in all federal, state
and local codes, regulations and laws (including OSHA) pertaining to student, employee,
and environmental safety.
Supervises and evaluates the performance of assigned staff.
Prepares and maintains a variety of correspondence, reports, records and files related to
assigned activities and personnel.
Acts as liaison among insurance companies, Joint Powers Authorities, attorneys, district
staff, and appropriate local, state, and federal agencies.
Processes claims against the District according to established procedures.
Serves on a variety of risk management committees.
Collaborates with Human Resources Division regarding disability compliance and the
interactive process under the ADA (Americans with Disabilities Act) and California’s
FEHA (Fair Employment and housing Act).
Visits school sites regularly to collaborate with administration on safety issues.
Provides training, direction, technical and analytical support to professional staff, district
committees, principals, division and department heads.
Performs related duties as assigned.
REVISION – FIRST READING
Job Description
Director of Risk Management, Safety and Security and Employee Benefits
Page 4 of 4
PHYSICAL ABILITIES
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Visual ability to read handwritten or typed documents and the display screen of various
office equipment and machines.
Able to conduct verbal conversation in English or other designated language.
Able to hear normal range verbal conversation (approximately 60 decibels.)
Able to sit, stand, stoop, kneel, bend, and walk.
Able to sit for sustained periods of time.
Able to climb slopes, stairs, steps, ramps, and ladders.
Able to lift up to ten (10) pounds frequently, and thirty (30) pounds occasionally.
Able to carry up to ten (10) pounds frequently, and thirty (30) pounds occasionally.
Able to push and pull objects weighing up to thirty (30) pounds.
Able to exhibit full range of motion for shoulder external rotation and internal rotation.
Able to exhibit full range of motion for shoulder abduction and adduction.
Able to exhibit full range of motion for elbow flexion and extension.
Able to exhibit full range of motion for shoulder extension and flexion.
Able to exhibit full range of motion for back lateral flexion.
Able to exhibit full range of motion for hip flexion and extension.
Able to exhibit full range of motion for knee flexion.
Able to demonstrate manual dexterity necessary to operate calculator, typewriter, and/or
computer keyboard at the required speed and accuracy in a safe and effective manner.
Able to operate a motor vehicle in a safe and effective manner.
SPECIAL REQUIREMENTS
1.
2.
Possession and maintenance of a valid and appropriate California Driver’s License; have
an acceptable driving record; and be insurable at standard rates by the district’s
insurance carrier and maintain such insurability during the course of employment.
Must use safety equipment and devices designated for this position.
TERMS OF EMPLOYMENT:
Twelve-month work year
Classified Management
EVALUATION:
Performance of this job will be evaluated in accordance with Board of
Education policy on Evaluation of Professional Personnel. The Assistant
Superintendent, Business Services will complete the evaluation.
Approved by:
Revised by:
Board of Education
Board of Education
Date:
Date:
March 10, 2005
_____________
MURRIETA VALLEY UNIFIED SCHOOL DISTRICT IS A
TOBACCO-FREE, DRUG-FREE WORKPLACE AND
AN EQUAL OPPORTUNITY EMPLOYER
Presentation regarding Assembly Bill 1522: Healthy Workplaces, Healthy Families Act of
2014
Action:
Consent:
Information:
Presentation:
X
X
Agenda Item: B-6
June 18, 2015
Page 1 of 1
Prepared by: Darren Daniel, Assistant Superintendent, Human Resources
Background Information
AB 1522, Healthy Workplaces, Healthy Families Act of 2014, provides that an employee who,
on or after July 1, 2015, works in California for 30 or more days with in a year is entitled to sick
days. This presentation will update the Board on the impact that it will have on the district.
Educational Implications
None
Financial Implications
None
Recommendation
This is an information item.
First Reading of Proposed Revision to Board Policy: BP 4121, Substitute Teachers
Action:
Consent:
Information:
Presentation:
X
Agenda Item: B-7
June 18, 2015
Page 1 of 1
Attachment: 7 Pages
Prepared by: Darren Daniel, Assistant Superintendent, Human Resources
Leigh Lockwood, Director, Human Resources
Background Information
Board policies and administrative regulations are reviewed and updated regularly to comply with
current law(s). Revisions are based on the California School Boards Association's professional
guidance standards and CSBA policy update service.
The proposed revision to Board Policy 4121, Substitute Teachers (including a title change) is
presented for first reading. A second reading and adoption is scheduled for the regular Board of
Education meeting on June 25, 2015.
Educational Implications
Board policies and administrative regulations communicate the Board’s direction for the
operation of the school district.
Financial Implications
None.
Recommendation
This is an information item.
1st READING – PROPOSED REVISION
Certificated Personnel
BP 4121(a)
TEMPORARY/SUBSTITUTE PERSONNEL
The Governing Board recognizes that substitute and temporary personnel perform an
essential role in promoting student achievement and desires to employ highly qualified,
appropriately credentialed employees to fill such positions.
(cf. 4112.2 - Certification)
Hiring
The Superintendent or designee shall recommend candidates for substitute or temporary
positions for Board approval, and shall ensure that all substitute and temporary employees
are assigned in accordance with law and the authorizations specified in their credential.
(cf. 4113 - Assignment)
Substitute Personnel may be employed on an on-call, day-to-day basis
In addition, after August 1 of any school year, the Board may employ substitute personnel for
the remainder of the school year for positions for which no regular employee is available.
The district shall first demonstrate to the Commission on Teacher Credentialing the inability
to acquire the services of a qualified regular employee. (Education Code 44917)
Permanent or probationary certificated employees who were laid off pursuant to Education
Code 44955 and who have a preferred right of reappointment shall be given priority for
substitute service in the order of their original employment. (Education Code 44956,
44957)
(cf. 4117.3 - Personnel Reduction)
Classification
At the time of initial employment and each July thereafter, the Board shall classify substitute
and temporary employees as such. (Education Code 44915, 44916)
The Board may classify as substitute personnel a teacher hired to fill the position of a
regularly employed person who is absent from service. (Education Code 44917)
To address the need for additional certificated employees when regular district employees
are absent due to leaves or long-term illness, the Board may classify a teacher who is
employed for at least one semester and up to one complete school year as a temporary
employee. Any person whose service begins in the second semester and before March 15
may be classified as a temporary employee even if employed for less than a semester.
1st READING – PROPOSED REVISION
BP 4121(b)
TEMPORARY/SUBSTITUTE PERSONNEL (continued)
The Board shall determine the number of persons who shall be so employed, which shall not
exceed the identified need based on the absence of regular employees. (Education Code
44920)
The Board also shall classify as temporary employees those certificated persons, other than
substitute employees, who are employed to:
1. Serve from day to day during the first three months of any school term to teach
temporary classes which shall not exist after that time, or perform any other duties
which do not last longer than the first three months of any school term (Education
Code 44919)
2. Teach in special day and evening classes for adults or in schools of migratory
population for not more than four months of any school term (Education Code 44919)
(cf. 6200 - Adult Education)
3. Serve in a limited assignment supervising student athletic activities provided such
assignments have first been made available to teachers presently employed in the
district (Education Code 44919)
(cf. 4127/4227/4327 - Temporary Athletic Team Coaches)
4. Serve in a position for a period not to exceed 20 working days in order to prevent the
stoppage of district business during an emergency when persons are not immediately
available for probationary classification (Education Code 44919)
5. Serve only for the first semester because the district expects a reduction in student
enrollment during the second semester due to mid-year graduations (Education Code
44921)
For purposes of classifying employees pursuant to item #1 or #2 above, the school year
shall not be divided into more than two school terms. (Education Code 44919)
Any employee hired to provide services in a categorically funded program or project may be
employed for a period less than a full school year. He/she may be classified as a temporary
employee if the period of employment will end at the expiration of that program or project.
(Education Code 44909)
1st READING – PROPOSED REVISION
BP 4121(c)
TEMPORARY/SUBSTITUTE PERSONNEL (continued)
Salary and Benefits
The Board shall adopt and make public a salary schedule setting the daily or pay period
rate(s) for substitute employees for all categories or classes of certificated employees of the
district. (Education Code 44977, 45030)
Temporary contracted employees shall participate in the health and welfare plans or other
fringe benefits of the district.
Paid Sick Leave
Any temporary or substitute employee who works for 30 or more days within a year of his/her
employment shall be entitled to one hour of paid sick leave for every 30 hours worked.
Such employee may begin to use accrued paid sick days on the 90th day of his/her
employment, after which he/she may use the sick days as they are accrued. Accrued paid
sick days shall carry over to the following year of employment, up to a maximum of 48 hours.
(Labor Code 246) Accrued paid sick leave must carry over to the following year and will be
capped at 48 hours (or 6 days)
A substitute employee may use accrued sick leave for absences due to: (Labor Code 246.5)
1. The diagnosis, care, or treatment of an existing health condition of, or preventive care
for, the employee or his/her family member as defined in Labor Code 245.5
2. Need of the employee to obtain or seek any relief or medical attention specified in
Labor Code 230(c) and 230.1(a) for the health, safety, or welfare of the employee, or
his/her child, when the employee has been a victim of domestic violence, sexual
assault, or stalking.
(cf. 4161.1/4361.1 - Personal Illness and Injury Leave)
(cf. 4261.1 - Personal Illness and Injury Leave)
No employee shall be denied the right to use accrued sick days and the district shall not in
any manner discriminate or retaliate against any employee for using or attempting to use
sick leave, filing a complaint with the Labor Commissioner, or alleging district violation of
Labor Code 245-249. The Superintendent or designee shall display a poster containing
required information, provide notice to eligible employees of their sick leave rights, keep of
records of employees' use of sick leave for three years, and comply with other requirements
specified in Labor Code 245-249 and in AR 4161.1/4361.1 - Personal Illness/Injury Leave.
1st READING – PROPOSED REVISION
BP 4121(d)
TEMPORARY/SUBSTITUTE PERSONNEL (continued)
Release from Employment/Dismissal
The Board may dismiss a substitute employee at any time at its discretion. (Education
Code 44953)
The Board may release a temporary employee at its discretion if the employee has served
less than 75 percent of the number of days the regular schools of the district are maintained
during one school year. After serving 75 percent of the number of days that district schools
are maintained during one school year, a temporary employee may be released as long as
he/she is notified, before the last day of June, of the district's decision not to reelect him/her
for the following school year. (Education Code 37200, 44954)
Reemployment as a Probationary Employee
Unless released from employment pursuant to Education Code 44954, any person
employed for one complete school year as a temporary employee shall, if reemployed for
the following school year in a vacant position requiring certification qualifications, be
classified as a probationary employee. With the exception of on-call, day-to-day substitutes,
if a temporary or substitute employee performs the duties normally required of certificated
employees for at least 75 percent of the number of days the regular schools of the district
were maintained in that school year and is then employed as a probationary employee for
the following school year, his/her previous employment as a temporary or substitute
employee shall be credited as one year's employment as a probationary employee for
purposes of acquiring permanent status. (Education Code 44917, 44918, 44920)
(cf. 4116 - Probationary/Permanent Status)
Vacant position means a position in which the employee is qualified to serve and which is
not filled by a permanent or probationary employee. It shall not include a position which
would be filled by a permanent or probationary employee except for the fact that such
employee is on leave. (Education Code 44920, 44921)
A temporary employee hired pursuant to item #1 or #2 in the section "Classification" above
shall be classified as a probationary employee if the duties continue beyond the time limits of
the assignment. (Education Code 44919)
A person employed pursuant to item #5 in the section "Classification" above who is then
continued in employment beyond the first semester shall be classified as a probationary
employee for the entire school year and shall be reemployed to fill any vacant positions in
the district for which he/she is certified. Preference for available positions shall be
determined by the Board as prescribed by Education Code 44845 and 44846 (Education
Code 44921)
1st READING – PROPOSED REVISION
BP 4121(e)
TEMPORARY/SUBSTITUTE PERSONNEL (continued)
With the exception of on-call, day-to-day substitutes, any temporary or substitute employee
who was released pursuant to Education Code 44954 but who has nevertheless served in a
certificated position in the district for at least 75 percent of each of two consecutive school
years shall receive first priority if the district fills a vacant position for the subsequent school
year at the grade level at which the employee served during either year. In the case of a
departmentalized program, the employee shall have taught the subject matter in which the
vacant position occurs. (Education Code 44918)
Legal Reference:
EDUCATION CODE
22455.5 Provision of retirement plan information to potential members
22515 Irrevocable election to join retirement plan
37200 School calendar
44252.5 State basic skills assessment required for certificated personnel
44300 Emergency teaching or specialist permits
44830 Employment of certificated persons; requirements of proficiency in basic skills
44839.5 Employment of retirant
44845 Date of employment
44846 Criteria for reemployment preferences
44909 Employees providing services through categorically funded programs
44914 Substitute and probationary employment computation for classification as permanent employee
44915 Classification of probationary employees
44916 Time of classification; statement of employment status
44917 Classification of substitute employees
44918 Substitute or temporary employee deemed probationary employee; reemployment rights
44919 Classification of temporary employees
44920 Employment of certain temporary employees; classifications
44921 Employment of temporary employees; reemployment rights (unified and high school districts)
44953 Dismissal of substitute employees
44954 Release of temporary employees
44955 Layoff of permanent and probationary employees
44956 Rights of laid-off permanent employees to substitute positions
44957 Rights of laid-off probationary employees to substitute positions
44977 Salary schedule for substitute employees
45030 Substitutes
45041 Computation of salary
45042 Alternative method of computation for less than one school year
45043 Compensation for employment beginning in the second semester
56060-56063 Substitute teachers in special education
GOVERNMENT CODE
3540.1 Educational Employment Relations Act, definitions
LABOR CODE
220 Sections inapplicable to public employees
230 Jury duty; legal actions by domestic violence, sexual assault and stalking victims, right to time off
230.1 Employers with 25 or more employees; domestic violence, sexual assault and stalking victims,
right to time off
233 Illness of child, parent, spouse or domestic partner
234 Absence control policy
245-249 Healthy Workplaces, Healthy Families Act of 2014
1st READING – PROPOSED REVISION
BP 4121(f)
TEMPORARY/SUBSTITUTE PERSONNEL (continued)
Legal Reference: (continued)
CODE OF REGULATIONS, TITLE 5
5502 Filing of notice of physical examination for employment of retired person
5503 Physical examination for employment of retired persons
5590 Temporary athletic team coach
80025-80025.5 Emergency substitute teaching permits
COURT DECISIONS
McIntyre v. Sonoma Valley Unified School District (2012) 206 Cal.App.4th 170
Stockton Teachers Association CTA/NEA v. Stockton Unified School District (2012) 204
Cal.App.4th 446
Neily v. Manhattan Beach Unified School District, (2011) 192 Cal.App.4th 187
California Teachers Association v. Vallejo City Unified School District, (2007) 149 Cal.App.4th 135
Bakersfield Elementary Teachers Assn. v. Bakersfield City School District, (2006) 145 Cal.App.4th
1260, 1277
Kavanaugh v. West Sonoma Union High School District, (2003) 29 Cal.4th 911
Policy:
adopted:
revised:
May 2, 1990
________________
MURRIETA VALLEY USD
Murrieta, California
CURRENT
Certificated Personnel
BP 4121
SUBSTITUTE TEACHERS
Substitutes employed for short periods of time in the absence of regular teachers shall be
fully qualified and shall teach in the capacity designated in their teaching credentials.
Suitable programs for training, assigning, orienting and evaluating the work of substitute
teachers shall be provided by the certificated staff under the Superintendent's direction.
The Governing Board shall adopt and make public the rates of compensation for substitute
certificated staff. (Education Codes 44979 and 45030)
Substitute teachers shall not participate in the health and welfare plans or other fringe
benefits of the District.
Within the limits prescribed by law, retired teachers may be employed as substitutes
without jeopardizing their retirement salary.
Substitute Teacher Pool
The Superintendent or designee shall develop a pool of qualified substitute teachers. The
Superintendent or designee shall provide public notice of the basic skills proficiency test
requirements and the dates and locations of test administration. Individuals who are known
to be qualified as substitutes in other respects shall be encouraged to take the state basic
skills proficiency test at its earliest administration. (Education Code 44830)
Legal Reference:
EDUCATION CODE
23919 Retirant employed as substitute teacher
44252.5 State basic skills assessment required for certificated personnel
44830 Employment of certificated persons; requirements of proficiency in basic skills
44914 Substitute and probationary employment in computation for classification as permanent
employee
44917 Classification substitute employees
44953 Dismissal of substitute employees
44956, 44957 Rights of laid-off teachers to substitute positions
45030 Substitutes
CODE OF REGULATIONS TITLE 5
5502 Filing of notice of physical examination for employment of retired person
5503 Physical examination for employment of retired persons
Policy
adopted:
May 2, 1990
MURRIETA VALLEY USD
Murrieta, California
First Reading of Proposed Revision to Administrative Regulation: AR 4161.1/4361.1,
Certificated Personnel – Personal Illness and Injury Leave
Action:
Consent:
Information:
Presentation:
X
Agenda Item: B-8
June 18, 2015
Page 1 of 1
Attachment: 5 Pages
Prepared by: Darren Daniel, Assistant Superintendent, Human Resources
Leigh Lockwood, Director, Human Resources
Background Information
Board policies and administrative regulations are reviewed and updated regularly to comply with
current law(s). Revisions are based on the California School Boards Association's professional
guidance standards and CSBA policy update service.
The proposed revision to Administrative Regulation: AR 4161.1/4361.1, Certificated Personnel –
Personnel Illness and Injury Leave is presented for first reading. A second reading and adoption
is scheduled for the regular Board of Education meeting on June 25, 2015.
Educational Implications
Board policies and administrative regulations communicate the Board’s direction for the
operation of the school district.
Financial Implications
None.
Recommendation
This is an information item.
1st READING – PROPOSED REVISION
Certificated Personnel
AR 4161.1(a)
4361.1
PERSONAL ILLNESS AND INJURY LEAVE
Full-time certificated teacher employees are entitled to ten (10) days of leave of absence
for personal illness or injury (sick leave) per school year with full pay. Employees working
less than five (5) days per week shall be granted comparable sick leave in proportion to
the time they work. (Education Code 44978)
(cf. 4161.9 - Catastrophic Leave Program)
An permanent employee may take sick leave at any time during the school year, even if
credit for sick leave has not yet been accrued. (Education Code 44978)
An employee who does not complete a given year of service shall be charged for any
unearned sick leave used as of the date of termination.
Permanent employees shall be able to accumulated unused days of sick leave from year
to year without limitation. (Education Code 44978)
At the beginning of each school year, permanent and temporary employees shall be
notified of the amount of sick leave they have accumulated.
Any certificated employee who leaves the district after at least one year of employment
and accepts a certificated position in another district, county office of education or
community college district within one year shall have transferred with him/her the total
amount of accumulated sick leave. The district shall not require new employees to waive
their leave accumulated in a previous district. (Education Code 44979, 44980)
Sick leave may be used by a certificated employee for absences due to:
1.
Temporary inability to perform duties because of illness, accident or quarantine,
whether or not the cause of absence arises out of and in the course of
employment (Education Code 44964)
(cf. 4157 – Employee Safety)
2.
Pregnancy, miscarriage, childbirth and recovery (Education Code 44965, 44978)
(cf. 4161.8 – Family Care and Medical Leave)
3.
Personal necessity (Education Code 44981)
(cf. 4161.2 – Personal Leaves)
4.
Medical and dental appointments, in increments of not less than one hour
1st READING – PROPOSED REVISION
PERSONNEL ILLNESS AND INJURY LEAVE (continued)
5.
AR 4161.1(b)
4361.1
Industrial accidents or illnesses when leave granted specifically for that purpose
has been exhausted (Education Code 44984)
(cf. 4161.11/4361.11 - Industrial Accident/Illness Leave)
6.
Illness of the employee's child, parent, spouse, registered domestic partner or
domestic partner's child, in an amount not less than the sick leave that would be
accrued by the employee at his/her then current rate of entitlement. (Labor Code
233)
7.
Diagnosis, care, or treatment of an existing health condition of, or preventative car
for, the employee or his/her family member as defined in Labor Code 245.5 (Labor
Code 046.5)
8.
Need for the employee to obtain or seek any relief or medical attention specified in
Labor Code 203(c) and 230.1(a) for health, safety, or welfare of the employee, or
his/her child, when the employee has been a victim of domestic violence, sexual
assault, or stalking (Labor Code 246.5)
An employee shall notify the district of his/her need to be absent as soon as such need is
known, so that substitute services may be secured. This notification shall include an
estimate of the expected duration of absence. If the absence becomes longer than
estimated, the employee shall so notify the district. If the duration of absence becomes
shorter than estimated, the employee shall notify the district not later than 3 p.m. of the day
preceding the day on which he/she intends to return to work. If failure to so notify the
district results in a substitute being secured, the cost of the substitute shall be deducted
from the employee's pay.
Continued Absence After Available Sick Leave is Exhausted
During each school year when a certificated employee has exhausted all available sick
leave, including all accumulated sick leave, and, due to illness or injury, continues to be
absent from his/her duties for an additional period up to five school months, the employee
shall receive his/her regular salary minus the cost of a substitute to fill the position. If the
District has made every reasonable effort to secure the services of a substitute and has
been unable to do so, the amount that would have been paid to a substitute shall be
deducted from the employee’s salary. (Education Code 44977)
An employee shall not be provided more than one five-month period per illness or injury.
However, if the school year ends before the five-month period is exhausted, the employee
may take the balance of the five-month period in a subsequent school year. (Education
Code 44977)
1st READING – PROPOSED REVISION
PERSONNEL ILLNESS AND INJURY LEAVE (continued)
AR 4161.1(c)
4361.1
If a certificated employee is not medically able to resume his/her duties after the five month
period provided pursuant to Education Code 44977, the employee shall be placed either in
another position or on a reemployment list. Placement on the reemployment list shall be
for 24 months for probationary employees or 39 months for permanent employees and
shall begin at the expiration of the five-month period. If during this time the employee
becomes medically able, he/she shall be returned to employment in a position for which
he/she is credentialed and qualified. (Education Code 44978.1)
(cf. 4116 - Probationary/Permanent Status)
Verification Requirements
After any absence due to illness or injury, the employee shall verify the absence by
submitting a completed and signed district absence form to his/her immediate supervisor.
The Superintendent or designee may, at any time, require additional written verification by
the employee's physician or practitioner. Such verification shall be required whenever an
employee's absence record shows chronic absenteeism or a pattern of absences
immediately before or after weekends and/or holidays or whenever clear evidence
indicates that an absence is not related to illness or injury.
The Superintendent or designee may require an employee to visit a physician selected by
the district, and at district expense, in order to receive a report on the medical condition of
the employee. The report shall include a statement as to the employee's need for further
leave of absence and a prognosis as to when the employee will be able to return to work. If
the report concludes that the employee's condition does not warrant continued absence,
the Superintendent or designee may, after giving notice to the employee, deny further
leave.
Before returning to work, an employee who has been absent for surgery, hospitalization or
extended medical treatment may be asked to submit a letter from his/her physician stating
that he/she is able to return and stipulating any recommended restrictions or limitations.
(cf. 4032 - Reasonable Accommodation)
Healthy Workplaces, Healthy Families Act Requirements
No employee shall be denied the right to used accrued sick days and the district shall not
in any manner discriminate or retaliate against an employee for using or attempting to use
sick leave, filing a complaint with the Labor Commissioner, or alleging district violation of
Labor Code 245-249.
To ensure the district's compliance with Labor Code 245-249, the Superintendent or
designee shall:
1st READING – PROPOSED REVISION
PERSONNEL ILLNESS AND INJURY LEAVE (continued)
1.
AR 4161.1(d)
4361.1
At a conspicuous location in each workplace, display a poster on paid sick leave
that includes the following information:
a.
That an employee is entitled to accrue, request, and use paid sick days.
(Accrued paid sick leave must carry over to the following year and will be
capped at 48 hours (or 6 days).
b.
The amount of sick days provided by Labor Code 245-249. Employees may
use of paid sick leave benefits up to 24 hours or 3 days per year.
c.
The terms of use of paid sick days: Employees may use paid sick leave
benefits up to 24 hours or 3 days per year per incident.
d.
That discrimination or retaliation against an employee for requesting or using
sick leave is prohibited by law and an employee has the right to file a
complaint with the Labor Commissioner if the district discriminates or
retaliates against him/her
2.
Provide eligible employees written notice, on their pay stub or other document
issued with their pay check, of the amount of paid sick leave they have available.
3.
Keep a record documenting the hours worked and paid sick days accrued and used
by each eligible employee for three years
Legal Reference:
EDUCATION CODE
44964 Power to grant leave of absence in case of illness, accident or quarantine
44965 Granting of leaves of absence for pregnancy and childbirth
44976 Transfer of leave rights when school is transferred to another district
44977 Salary deduction during absence from duties up to five months after sick leave is exhausted
44978 Provisions for sick leave of certificated employees
44978.1 Inability to return to duty; placement in another position or on reemployment list
44979 Transfer of accumulated sick leave to another district
44980 Transfer of accumulated sick leave to a county office of education
44981 Leave of absence for personal necessity
44983 Exception to sick leave when district adopts specific rule
44984 Industrial accident or illness
44986 Leave of absence for disability allowance applicant
LABOR CODE
220 Sections inapplicable to public employees
230 Jury duty; legal actions by domestic violence, sexual assault and stalking victims, right to time off
230.1 Employers with 25 or more employees; domestic violence, sexual assault and stalking victims,
right to time off
233 Illness of child, parent, spouse or domestic partner
234 Absence control policy
1st READING – PROPOSED REVISION
PERSONNEL ILLNESS AND INJURY LEAVE (continued)
AR 4161.1(e)
4361.1
Legal Reference: (continued)
CODE OF REGULATIONS, TITLE 5
5601 Transfer of accumulated sick
leave UNITED STATES CODE, TITLE 42
2000FF-2000FF-11 Genetic Information Nondiscrimination Act of 2008
COURT DECISIONS
th
Veguez v. Governing Board of Long Beach Unified School District, (2005) Cal. App. 4 406
Regulation
approved:
revised:
revised:
revised:
September 11, 1997
November 2, 2009
September 21, 2010
_________________
MURRIETA VALLEY USD
Murrieta, California
First Reading of Proposed Revision to Administrative Regulation: AR 4261.1, Classified
Personnel – Personal Illness and Injury Leave
Action:
Consent:
Information:
Presentation:
X
Agenda Item: B-9
June 18, 2015
Page 1 of 1
Attachment: 7 Pages
Prepared by: Darren Daniel, Assistant Superintendent, Human Resources
Leigh Lockwood, Director, Human Resources
Background Information
Board policies and administrative regulations are reviewed and updated regularly to comply with
current law(s). Revisions are based on the California School Boards Association's professional
guidance standards and CSBA policy update service.
The proposed revision to Administrative Regulation 4261.1, Classified Personnel – Personnel
Illness and Injury Leave is presented for first reading. A second reading and adoption is
scheduled for the regular Board of Education meeting on June 25, 2015.
Educational Implications
Board policies and administrative regulations communicate the Board’s direction for the
operation of the school district.
Financial Implications
None.
Recommendation
This is an information item.
1ST READING – PROPOSED REVISION
Classified Personnel
AR 4261.1(a)
PERSONAL ILLNESS AND INJURY LEAVE
Classified employees employed five days per week are entitled to 12 days leave of
absence, with full pay, for personal illness or injury (sick leave) per fiscal year. Employees
who work less than a full fiscal year or fewer than five days a week (part-time employees)
shall be granted sick leave in proportion to the time they work, except when the sick leave
will be less than the district grants short-term or substitute employees pursuant to Labor
Code 246. (Education Code 45191; Labor Code 245-249)
(cf. 4161/4261/4361 – Leaves)
Classified employees may use sick leave for absences due to:
1.
Accident or illness, whether or not the absence arises out of or in the course of
employment, or by quarantine which results from contact with other persons
having a contagious disease during the employee's performance of his/her duties
(Education Code 45199)
2.
Pregnancy, childbirth, and recovery (Education Code 45193)
(cf. 4161.8/4261.8/4361.8 - Family Care and Medical Leave)
3.
Personal necessity as specified in Education Code 45207
(cf. 4161.2/4261.2/4361.2 - Personal Leaves)
4.
Medical or dental appointments, in increments of not less than one hour
5.
Industrial accident or illness when leave granted specifically for that purpose has
been exhausted (Education Code 45192)
(cf. 4261.11 - Industrial Accident/Illness Leave)
6.
Illness of the employee's child, parent, spouse, domestic partner, or domestic
partner's child for up to the amount of leave that would be accrued during six
months for personal illness or injury (Labor Code 233)
7.
Diagnosis, care, or treatment of an existing health condition of, or preventive care
for, the employee or his/her family member as defined in Labor Code 245.5
(Labor Code 246.5)
8.
Need of the employee to obtain or seek any relief or medical attention specified in
Labor Code 230(c) and 230.1(a) for the health, safety, or welfare of the employee,
or his/her child, when the employee has been a victim of domestic violence,
sexual assault, or stalking (Labor Code 246.5)
1ST READING – PROPOSED REVISION
AR 4261.1(b)
PERSONAL ILLNESS AND INJURY LEAVE (continued)
An employee may take leave for personal illness or injury at any time during the year, even
if credit for such leave has not yet been accrued. However, a new full-time classified
employee shall not be entitled to more than six days of sick leave until he/she has
completed six months of active service with the district. (Education Code 45191)
Unused days of sick leave shall be accumulated from year to year without limitation.
(Education Code 45191)
At the beginning of each school year, each classified employee shall be notified of the
amount of sick leave which he/she has accumulated. An employee shall reimburse the
district for any unearned sick leave used as of the date of his/her termination.
The Superintendent or designee shall notify any classified employee who leaves the
district after at least one school year of employment that if the employee accepts
employment in another district, county office of education, or community college district
within one year, he/she may request that the district transfer his/her accumulated sick
leave to the new employer. (Education Code 45202)
An employee shall notify the Superintendent or the designated manager or supervisor of
his/her need to be absent as soon as such need is known so that the services of a
substitute may be secured as necessary. This notification shall include an estimate of the
expected duration of absence. If the absence becomes longer than estimated, the
employee shall so notify the district. If the duration of absence becomes shorter than
estimated, the employee shall notify the district no later than one hour prior to the end of
their regular shift of the day preceding the day on which he/she intends to return to work. If
the employee fails to notify the district and the failure results in a substitute being secured,
the cost of the substitute shall be deducted from the employee's pay.
Continued Absence after Available Sick Leave Is Exhausted/50% Pay
After an employee has exhausted his/her sick leave, vacation, compensatory overtime and
other available paid leave, he/she shall receive 50% of his/her regular salary. The
employee is entitled to this 50% pay for a period of five months or less. The five-month
period shall begin on the first day of absence and shall run concurrently with any other
leaves of absence. (Education Code 45196)
The five-month period shall commence on the first day of the leave of absence and shall
run concurrently with any other paid leave.
1ST READING – PROPOSED REVISION
AR 4261.1(c)
PERSONAL ILLNESS AND INJURY LEAVE (continued)
Extension of Leave
A permanent employee who is absent because of a personal illness or injury and who has
exhausted all available sick leave, vacation, compensatory overtime, and any other paid
leave shall be so notified, in writing, and offered an opportunity to request additional leave.
The Board may grant the employee additional leave, paid or unpaid, for a period not to
exceed six months and may renew this leave for two additional six-month periods or for
lesser periods. The total additional leave granted shall not exceed 18 months. (Education
Code 45195)
(cf. 4216 - Probationary/Permanent Status)
If the employee is still unable to resume his/her duties after all available paid and unpaid
leaves have been exhausted, the employee shall be placed on a reemployment list for a
period of 39 months. If during this time the employee becomes able to resume the duties
of his/her position, he/she shall be offered reemployment in the first vacancy in the
classification of his/her previous assignment. During the 39 months, the employee's
reemployment shall take preference over all other applicants except those laid off for lack
of work or lack of funds, in which case the employee shall be ranked according to his/her
seniority. (Education Code 45195)
Verification Requirements
After any absence due to illness or injury, the employee shall submit a completed and
signed district absence form to his/her immediate supervisor.
As of the third (3rd) consecutive day of absence the Superintendent or designee may
require additional written verification by the employee's physician or medical practitioner
for any absence related injury or illness. Such verification shall be required whenever an
employee's absence record shows chronic absenteeism or a pattern of absences
immediately before or after weekends and/or holidays or whenever available evidence
clearly indicates that an absence is not related to illness or injury.
In addition, the Superintendent or designee may require an employee to visit a physician
selected by the district, at district expense, in order to receive a report on the medical
condition of the employee. The report shall include a statement as to the employee's need
for additional leave of absence and a prognosis as to when the employee will be able to
return to work. If the report concludes that the employee's condition does not warrant
continued absence, the Superintendent or designee may, after giving notice to the
employee, deny the request for additional leave.
1ST READING – PROPOSED REVISION
AR 4261.1(d)
PERSONAL ILLNESS AND INJURY LEAVE (continued)
Any district request for additional verification by an employee's physician or a districtselected physician shall be in writing and shall specify that the report to be submitted to the
district should not contain the employee's genetic information.
Any genetic information received by the district on behalf of an employee shall be treated
as a confidential medical record, maintained in a file separate from the employee's
personnel file, and shall not be disclosed except in accordance with 29 CFR 1635.9.
Before returning to work, an employee who has been absent for surgery, hospitalization, or
extended medical treatment may be asked to submit a letter from his/her physician stating
that he/she is able to return to work and stipulating any recommended restrictions or
limitations.
(cf. 4032 - Reasonable Accommodation)
Notifications
When available paid leave has been exhausted, the employee shall be so notified in
writing and shall be offered an opportunity to request additional leave. (Education Code
45195)
Healthy Workplaces, Healthy Families Act Requirements
No employee, including a short-term or substitute employee, shall be denied the right to
use accrued sick days and the district shall not in any manner discriminate or retaliate
against an employee for using or attempting to use sick leave, filing a complaint with the
Labor Commissioner, or alleging district violation of Labor Code 245-249.
To ensure the district's compliance with Labor Code 245-249, the Superintendent or
designee shall:
1.
At a conspicuous location in each workplace, display a poster on paid sick leave
that includes the following information:
a.
b.
c.
d.
That an employee is entitled to accrue, request, and use paid sick days
The amount of sick days provided by Labor Code 245-249
The terms of use of paid sick days- Accrued paid sick leave must carry over
to the following year and will be capped at 48 hours (or 6 days)
That discrimination or retaliation against an employee for requesting or using
sick leave is prohibited by law and an employee has the right to file a
complaint with the Labor Commissioner if the district discriminates or
retaliates against him/her
1ST READING – PROPOSED REVISION
AR 4261.1(e)
PERSONAL ILLNESS AND INJURY LEAVE (continued)
2.
Provide eligible employees written notice, on their pay stub or other document
issued with their pay check, of the amount of paid sick leave they have available
3.
Keep a record documenting the hours worked and paid sick days accrued and
used by each eligible employee for three years.
Short-Term and Substitute Employees
Any short-term or substitute employee who works for 30 or more days within a year of
his/her employment shall be entitled to one hour of paid sick leave for every 30 hours
worked. Such employee may begin to use accrued paid sick days on the 90th day of
his/her employment, after which he/she may use the sick days as they are accrued.
Accrued paid sick days shall carry over to the following year of employment, up to a
maximum of 48 hours. (Labor Code 246)
Legal Reference:
EDUCATION CODE
45103 Substitute employees
45190 Leaves of absence and vacations
45191 Leaves of absence for illness and injury
45193 Leave of absence for pregnancy (re use of sick leave under certain circumstances)
45195 Additional leave for nonindustrial accident or illness; reemployment preference
45196 Salary; deductions during sick leave
45202 Transfer of accumulated sick leave and other benefits
LABOR CODE:
230 Jury duty; legal actions by domestic violence, sexual assault and stalking victims, right to time off
230.1 Employers with 25 or more employees; domestic violence, sexual assault and stalking
victims, right to time off
233 Illness of child, parent, spouse or domestic partner
245-249 Healthy Workplaces, Healthy Families Act of 2014
COURT DECISIONS:
California School Employees Association v. Colton Joint Unified School District, (2009) 170
Cal.App.4th 957
California School Employees Association v. Tustin Unified School District, (2007) 148 Cal.App.4th 510
ATTORNEY GENERAL OPINIONS:
53 Ops.Cal.Atty.Gen. 111 (1970)
Regulation
approved:
revised:
September 11, 1997
_________________
MURRIETA VALLEY USD
Murrieta, California
CURRENT
Classified Personnel
AR 4261.1(a)
PERSONAL ILLNESS AND INJURY LEAVE
Each full-time classified employee is entitled to 12 days’ personal illness or injury leave of
absence per fiscal year, with full pay. Full-time employees who serve less than a full fiscal
year shall be granted a prorated share of the 12 days’ leave, and part-time employees
shall be granted comparable sick leave in proportion to the time employed. (Education
Code 45191)
Credit for sick leave does not have to be accrued before an employee takes a sick leave.
Such leave may be taken at any time during the year. However, new employees shall not
be entitled to more than six days of sick leave until they have completed six months of
active service with the District. (Education Code 45191)
Unused days of sick leave shall be accumulated from year to year, without limitation.
(Education Code 45191)
Upon request, employees who terminate service with the District may have their
accumulated sick leave transferred to their next district of employment. The District may
not require new employees to waive their leave accumulated in a previous district.
(Education Code 45202)
Sick leave shall be used for medical and dental appointments, in increments of not less
than one-quarter hour.
Employees shall notify the District of their need to be absent as soon as such need is
known, so that substitute services may be secured as necessary. This notification shall
include an estimate of the expected duration of absence. If the absence becomes longer
than estimated, the employee shall again notify the District. If the duration of absence is
unknown or becomes shorter than estimated, the employee shall notify the District of
his/her intent to return by at least 3 p.m. of the working day preceding the day he/she
returns. If failure to so notify the District results in a substitute being secured, the cost of
the substitute shall be deducted from the employee’s pay.
Sick Leave Beyond 12 Days
After an employee has exhausted his/her sick leave, vacation, compensatory overtime and
other available paid leave, he/she shall receive 50% of his/her regular salary. The
employee is entitled to this 50% pay for a period of five months or less. The five-month
period shall begin on the first day of absence and shall run concurrently with any other
leaves of absence. (Education Code 45196)
CURRENT
AR 4261.1(b)
PERSONAL ILLNESS AND INJURY LEAVE
After a permanent employee has exhausted all available sick leave, vacation,
compensatory overtime and any other paid leave, he/she may be granted a leave of
absence because of nonindustrial accident or illness for a period not to exceed six months.
The Governing Board may renew this leave for two additional six-month periods or for
lesser periods. Total leave so allowed shall not exceed 18 months. (Education Code
45195)
Verification Requirements
As of the third (3rd) consecutive day of absence, the District requires written verification by
the employee’s physician or practitioner for any absence due to illness or injury. Such
verification may be required whenever an employee’s absence record shows chronic
absenteeism or a pattern of absences immediately before or after weekends and/or
holidays or whenever clear evidence indicates that an absence is not related to illness or
injury.
At its expense the District may require an employee to visit a physician selected by the
District in order to receive a report on the nature and severity of an illness or injury. If the
report concludes that the employee’s condition does not warrant continued absence, the
Superintendent or designee, after giving notice to the employee, may deny further leave.
Before returning to work, an employee who has been absent for surgery, hospitalization or
extended medical treatment may be asked to submit a letter from his/her doctor stating
that he/she is able to return and stipulating any recommended restrictions or limitations.
The District may, at District’s expense, require the opinion of a physician chosen by the
District.
Notifications
When available paid leave has been exhausted, the employee shall be so notified in
writing and shall be offered an opportunity to request additional leave. (Education Code
49195)
Legal Reference:
EDUCATION CODE
45190 Leaves of absence and vacations
45191 Leaves of absence for illness and injury
45193 Leave of absence for pregnancy (re use of sick leave under certain circumstances)
45195 Additional leave for nonindustrial accident or illness; reemployment preference
45196 Salary; deductions during sick leave
45202 Transfer of accumulated sick leave and other benefits
Regulation
approved:
September 11, 1997
MURRIETA VALLEY USD
Murrieta, California
Public Hearing regarding the Local Control and Accountability Plan for Fiscal Year
2015/16
Action:
Consent:
Information:
Presentation:
X
Agenda Item: C-1
June 18, 2015
Page 1 of 1
Attachment: 186 Pages
Prepared by: Pamela Wilson, Assistant Superintendent, Educational Services
Background Information
Pursuant to Education Code § 42127(a) (1) and §52060-52077, prior to the approval of the
Local Control and Accountability Plan, a public hearing shall be set to:
−
Solicit recommendations and comments from the public regarding spending regulations
for supplemental and concentration grants,
−
To notify the public of the opportunity to submit written comments regarding the specific
actions and expenditures to be included in the Local Control and Accountability Plan,
−
To demonstrate to the public how the Murrieta Valley Unified School District intends to
meet annual goals for all pupils with specific activities to address state and local
priorities.
Educational Implications
Implementation of the Local Control Funding Formula (LCFF) and the Local Control and
Accountability Plan (LCAP) regulations require that each district’s LCAP public hearing be held
in advance and at a separate meeting from the adoption of the plan. The intent of the LCAP
hearing is to allow for public comment and recommendations regarding the specific actions and
expenditures proposed to be included in the LCAP plan. The regulation requires separate
public hearings for the LCAP and budget.
Further, the regulations require that the public hearing for the budget be held at the same
meeting as the public hearing for the LCAP. This requires a change to the process of holding
the budget public hearing and adoption at the same meeting as most districts have used in the
past and requires an earlier preparation of the budget and/or an additional board meeting
arranged.
Financial Implications
All LCAP expenditures will be included in the 2015/16 adopted budget and multiyear
projections.
Recommendation
This is a public hearing.
NOTICE OF PUBLIC HEARING REGARDING LOCAL CONTROL AND
ACCOUNTABLITY PLAN FOR FISCAL YEAR 2015/16
The Murrieta Valley Unified School District will hold a Public Hearing regarding the
Local Control Accountability Plan (LCAP) for Fiscal Year 2015/16.
Purpose of Public Hearing:
•
To solicit recommendations and comments from the public regarding spending
regulations for supplemental and concentration grants.
•
To notify the public of the opportunity to submit written comments regarding the
specific actions and expenditures to be included in the Local Control and
Accountability Plan.
•
To demonstrate to the public how the Murrieta Valley Unified School District
intends to meet annual goals for all pupils with specific activities to address state
and local priorities.
•
To comply with Education Code § 42127(a) (1) and §52060-52077.
Public testimony is invited.
Date and time of the Public Hearing:
June 18, 2015
Murrieta Valley Unified School District Support Center
41870 McAlby Court
Murrieta, CA 92562
5:00 p.m.
Page 1 of 150
Introduction:
LEA: Murrieta Valley Unified Scool District Contact (Name, Title, Email, Phone Number): Patrick Kelley, Superintendent, [email protected], (951) 696-1600 LCAP
Year: 2015-2016
Local Control and Accountability Plan and Annual Update Template
Murrieta Valley Unified School District educates 23,400 students from transitional kindergarten through high school with an excellent, comprehensive academic
program. Students participate in highly acclaimed visual and performing arts programs, championship interscholastic athletic programs and nationally
recognized student activities programs. The student-centered educational program emphasizes a commitment to the academic success of each and every
student. MVUSD is one of the highest performing districts in Riverside County with eleven California Distinguished Schools and a district Academic Performance
Index of 854. Eighteen out of twenty schools exceed 800 on the API, a mark of excellence in California’s accountability system. Highly qualified teachers and staff
provide a world-class education that integrates academic and vocational skills and prepares students for the challenges and opportunities of a competitive global
society.
Schools
11 K-5 Elementary Schools
4 6-8 Middle Schools
3 Comprehensive High Schools
1 Continuation High School
1 Independent Study Academy
The district also offers adult and community education, early childhood education, child care and a parent center.
Students
The student population is diverse, representing more than 8 ethnic groups and 39 languages and dialects. There are seven Title 1 schools in the district. Four
percent of the students are English Learners and 27% qualify for free or reduced lunches. About 80% of 2014 graduates planned to pursue higher education at
colleges and universities across the state and nation.
Ethnic/Racial Distribution:
American Indian or Alaska Native .4%
Asian 4.4%
Pacific Islander .6%
Filipino 3.9%
Hispanic or Latino 33.5%
African American 5.5%
White (not Hispanic) 46.8%
Multiple or No Response 5.2%
Page 2 of 150
Instructional Programs:
Alternative Education *After-school Enrichment Programs * Arts-Oriented Elementary and Middle School * Career Technical Education * Career Pathways and
Internships * Credit Recovery Opportunities * Dual Enrollment with local community colleges * English Language Development * English Language Acquisition
Program * Gifted and Talented Education (GATE) *Home/Hospital Instruction * Honors & Advanced Placement Courses * International Baccalaureate * Special
Education * Summer School * Vocal and Instrumental Music for Elementary - High School * Visual and Performing Arts
Technology
MVUSD has shifted from teaching and learning about technology to teaching and learning with technology. A district-wide wireless system provides technology
access at all schools. Technology is used extensively to improve student achievement through data assessment and computer-based intervention programs. A
district-wide Learning Management System enables teachers and students to access a full suite of cloud based digital tools. School libraries have also gone mobile
and students can search for books in their school library anytime, anywhere, from computers or their mobile device.
Communications
Multiple methods of communication are used to keep the public aware of educational programs and student achievement. School web sites and teacher pages
provide information on school events, contact information for administrators & teachers and class assignments. The district web site contains contact information
for administrators and a wealth of updated information for parents, students and staff. An online parent portal provides access to secondary school students’
grades. An automated parent notification system is used to keep parents informed about school news and emergency situations. Social media sites are regularly
utilized by the district and schools to provide timely updates.
Parent Engagement
Parents play an important role in the education of their children. Every child benefits from a strong partnership between home and school and research shows
when parents get involved, children do better in school. Parents can serve many different roles in the educational process: advocates, volunteers, fundraisers, and
boosters. Parents can even serve in decision-making and oversight roles for the school. Parents are encouraged to join PTA and attend school events and
activities.
Safety and Security
Student, staff & visitor safety is a primary concern at MVUSD. Prevention and response strategies include strong and effective school and law enforcement
partnerships. Murrieta Police officers assigned to schools are highly trained and qualified to respond to any crisis or threat to student safety. All schools have an
emergency plan, audible and silent alarm systems and video surveillance cameras. Students are encouraged to report any bullying, harassment, threats, and
illegal or suspicious activities to school administrators through Sprigeo or the anonymous We-Tip Line, 1-800-78-CRIME.
The Board of Education
Elected members of the Board of Education are residents and taxpayers in the community. The Board of Education represents the interests of district stakeholders
and they establish and oversee the District’s educational and operational policies. Regular meetings of the Board of Education are generally held on the second
Thursday of each month at 7:00 p.m. at the District Support Center. Board agendas and minutes are posted on the District web site.
Page 3 of 150
Location
Murrieta Valley Unified School District is located in Murrieta, California. According to the FBI in 2013 Murrieta was ranked the second safest city in the country
based on violent crime statistics among U.S. cities with a population of at least 100,000. On the southwestern edge of Riverside County, Murrieta is easily reached
via the I-15 and I-215 freeways and is in close proximity to San Diego and Orange Counties.
District Employees:
2014/15 2,012
Fiscal Information:
2014/2015 Adopted Budget
Revenue $177,988,282
Expenditures $180,951,197
District Leadership:
Patrick Kelley Superintendent
Assistant Superintendents
Stacy Coleman, Business Services
Bill Olien, Facilities & Operational Services
Pamela Wilson, Educational Services
Darren Daniel, Human Resources
The 2013-2014 California State Budget introduced a new methodology in the funding of public education with the Local Control Funding Formula (LCFF). The
LCFF eliminates mots categorical funding streams replacing them with a LCFF Supplemental allocation based on a District's student demographic profile. This
supplemental allocation is a per pupil allowance for every student who is low income, a foster youth, and/or an English learner.
In order to access the supplemental revenue, every school district must engage parents, staff and community to create a Local Control and Accountability Plan
(LCAP). The LCAP is intended to be a comprehensive plan with:
District-wide and school-wide goals, as well as specific actions to be taken to achieve the goals for all students, including specific subgroups of students, in each of
the eight state priority areas, plus any locally identified priority areas.
Expected progress toward meeting the goals by describing actual progress made towards meeting the goals and adjustments to be made on an annual basis.
Expenditures required for the actions and services including a description of how additional funds provided for low-income students, English learners and foster
youth will be used to increase or improve services for these students.
Page 4 of 150
The process used must involve parents, students, community members, school employees and other stakeholders in developing, reviewing, and supporting
implementation of the LCAP.
The LCAP and district budget must be adopted and submitted to the County Office of Education prior to July 1. As a next level of oversight, county offices of
education are required to review and approve each school district's plan.
In Murrieta Valley Unified, our plan is scheduled to be reviewed at a public hearing on June 18th, and will be presented for approval to the Riverside County
Office of Education by June 25th
School districts then review progress and update their plans annually.
Page 5 of 150
The Local Control and Accountability Plan (LCAP) and Annual Update Template shall be used to provide details regarding local educational agencies’ (LEAs)
actions and expenditures to support pupil outcomes and overall performance pursuant to Education Code sections 52060, 52066, 47605, 47605.5, and 47606.5.
The LCAP and Annual Update Template must be completed by all LEAs each year.
For school districts, pursuant to Education Code section 52060, the LCAP must describe, for the school district and each school within the district, goals and
specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for
each of the state priorities and any locally identified priorities.
For county offices of education, pursuant to Education Code section 52066, the LCAP must describe, for each county office of education-operated school and
program, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils
with disabilities, who are funded through the county office of education Local Control Funding Formula as identified in Education Code section 2574 (pupils
attending juvenile court schools, on probation or parole, or mandatorily expelled) 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 provided to pupils funded by a school district but
attending county-operated schools and programs, including special education programs.
Charter schools, pursuant to Education Code sections 47605, 47605.5, and 47606.5, must describe goals and specific actions to achieve those goals for all pupils
and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities as applicable 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
Education Code.
The LCAP is intended to be a comprehensive planning tool. Accordingly, in developing goals, specific actions, and expenditures, LEAs should carefully consider how
to reflect the services and related expenses for their basic instructional program in relationship to the state priorities. LEAs may reference and describe actions
and expenditures in other plans and funded by a variety of other fund sources when detailing goals, actions, and expenditures related to the state and local
priorities. LCAPs must be consistent with school plans submitted pursuant to Education Code section 64001. The information contained in the LCAP, or annual
update, may be supplemented by information contained in other plans (including the LEA plan pursuant to Section 1112 of Subpart 1 of Part A of Title I of Public
Law 107-110) that are incorporated or referenced as relevant in this document.
For each section of the template, LEAs shall comply with instructions and should use the guiding questions as prompts (but not limits) for completing the
information as required by statute. Guiding questions do not require separate narrative responses. However, the narrative response and goals and actions should
demonstrate each guiding question was considered during the development of the plan. Data referenced in the LCAP must be consistent with the school
accountability report card where appropriate. LEAs may resize pages or attach additional pages as necessary to facilitate completion of the LCAP.
Page 6 of 150
State Priorities
The state priorities listed in Education Code sections 52060 and 52066 can be categorized as specified below for planning purposes, however, school districts and county offices of
education must address each of the state priorities in their LCAP. Charter schools must address the priorities in Education Code section 52060(d) that apply to the grade levels
served, or the nature of the program operated, by the charter school.
A. Conditions of Learning:
Basic: degree to which teachers are appropriately assigned pursuant to Education Code section 44258.9, and fully credentialed in the subject areas and for the pupils they are
teaching; pupils have access to standards-aligned instructional materials pursuant to Education Code section 60119; and school facilities are maintained in good repair pursuant
to Education Code section 17002(d). (Priority 1)
Implementation of State Standards: implementation of academic content and performance standards and English language development standards adopted by the state board
for all pupils, including English learners. (Priority 2)
Course access: pupil enrollment in a broad course of study that includes all of the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of
Section 51220, as applicable. (Priority 7)
Expelled pupils (for county offices of education only): coordination of instruction of expelled pupils pursuant to Education Code section 48926. (Priority 9)
Foster youth (for county offices of education only): coordination of services, including working with the county child welfare agency to share information, responding to the
needs of the juvenile court system, and ensuring transfer of health and education records. (Priority 10)
B. Pupil Outcomes:
Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready, share of English learners that
become English proficient, English learner reclassification rate, share of pupils that pass Advanced Placement exams with 3 or higher, share of pupils determined prepared for
college by the Early Assessment Program. (Priority 4)
Other pupil outcomes: pupil outcomes in the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Education Code section 51220, as
applicable. (Priority 8)
C. Engagement:
Parental involvement: efforts to seek parent input in decision making at the district and each schoolsite, promotion of parent participation in programs for unduplicated pupils
and special need subgroups. (Priority 3)
Pupil engagement: school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school graduations rates. (Priority 5)
School climate: pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the sense of safety and school
connectedness. (Priority 6)
Page 7 of 150
Section 1: Stakeholder Engagement
Meaningful engagement of parents, pupils, and other stakeholders, including those representing the subgroups identified in Education Code section 52052, is
critical to the LCAP and budget process. Education Code sections 52060(g), 52062 and 52063 specify the minimum requirements for school districts; Education
Code sections 52066(g), 52068 and 52069 specify the minimum requirements for county offices of education, and Education Code section 47606.5 specifies the
minimum requirements for charter schools. In addition, Education Code section 48985 specifies the requirements for translation of documents.
Instructions: Describe the process used to consult with parents, pupils, school personnel, local bargaining units as applicable, and the community and how this
consultation contributed to development of the LCAP or annual update. Note that the LEA’s goals, actions, services and expenditures related to the state priority
of parental involvement are to be described separately in Section 2. In the annual update boxes, describe the stakeholder involvement process for the review,
and describe its impact on, the development of the annual update to LCAP goals, actions, services, and expenditures.
Guiding Questions:
1) How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated pupils and unduplicated pupils identified in Education
Code 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?
2) How have stakeholders been included in the LEA’s process in a timely manner to allow for engagement in the development of the LCAP?
3) 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?
4) 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?
5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections 52062, 52068, and
47606.5, including engagement with representatives of parents and guardians of pupils identified in Education Code section 42238.01?
6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR 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?
Involvement Process
Impact on LCAP
1. The Stakeholder Advisory Council consisted of a total of 10 parent
1. It was determined that we needed to extend the participation of
representatives. These parents represented the following stakeholder groups: stakeholders to include more student representatives and families of diverse
English Learners Advisory, Title 1, Foster Youth and advocates, Special
backgrounds.
Education, PTA, Community College Dean, President of the Chamber of
 During the reflection process and annual review, staff determined that
Commerce, Military. The LCAP advisory also included 5 student
the targeted parent group to engage in 2015-2016 will be English
representatives and 21 representatives from: Site Administration (3), District
Learner parents/community members and students. The district will
administration (8), Classified staff (4), CSEA (1), Teachers from preschool, K-5,
re-establish the District English Language Advisory Council.
middle, and high school (4), and Teachers Bargaining Unit (1).
Page 8 of 150
Stakeholder feedback indicated the need to continue the Actions and Services
outlined in the 2014-2015 LCAP.
 Maintain support for all thirteen Actions and Services outlined in the
2014-25 LCAP
The feedback from the Stakeholder Survey indicated an interest to afford a
focus on the Arts, Career-Technical Education, enhanced counseling services,
and support for Early Childhood Education
 Hire a TOSA – District Arts Coordinator
 Provide student access to arts curriculum and enhanced visual and
performing arts opportunities (81.0% interested or very interested)
 Provide student access to internships, continuing education, certificate
programs, and trade schools (85.6% interested or very interested)
 Provide support to CTE programs that do not qualify for Perkins funds
 Add a counselor to each comprehensive high school, investigate the
opportunity to grow elementary counseling services
 Provide resources to Pre-School Program for teacher training,
materials and support
 Expand Arts, IB, STEM, and AVID site-based programs to identified
schools
A review of the thirteen initiatives indicated the need to establish one to four
goals that would capture the Actions and Services provided within the thirteen
initiatives.
 Established four goal areas to include: achievement,
prevention/intervention/acceleration, professional development and
school culture/climate.
2. Senior Cabinet, Cabinet, Administrative Council, Principals Focus Groups,
and Assistant Principals Council met weekly or monthly between August 2014
and May 2015. Both qualitative and quantitative data were reviewed in these
settings through PowerPoint presentations. This data included: Review of a-g
rates, EAP/SAT/ACT/AP data, K-5 reading and math proficiency rates, College
Bound Program presentation, Stakeholder Feedback Survey Results, CollegeGoing rates, Attendance Report and GPA Report MS/HS, Suspension/Expulsion
2. It was determined that the student achievement and attendance/discipline
data shared with internal stakeholder groups should be shared within the
Stakeholder Advisory Council. It was additionally determined, that we need to
revise the structure and design of the Stakeholder Survey in order to receive
better participation and feedback from stakeholders. It finally determined that
we need to review the analysis of achievement/attendance/discipline of all
students and specifically the under-performing/unduplicated students. As a
result:
Page 9 of 150
rates, Actions/Services Priorities and SWOT Analysis, SED Student Population
and Systems Discussion and RCOE Presentation - Leading/Lagging Indicators.


Agenda items would include but not be limited to: review of data, solicitation
of ideas on how to better engage stakeholders, updates on changes to the
LCAP development process, opportunities to "dig deeper" into an LCAP action
or service using strategies such as the "Reflection Protocol" to assist with
establishing goals for the 2015-2016 school year. The "Reflection Protocol"
process was used with several internal stakeholder groups as well.
Established four goal areas to include: achievement,
prevention/intervention/acceleration, professional development and
school culture/climate.
Established baseline metrics in achievement, a-g completion,
suspension, chronic absenteeism, site-based program participation by
Subgroups, CTE participation and completion rates
Offered opportunity to use the Reflection Protocol with stakeholder groups as
part of the Annual Review Process. These activities occurred over a period of
five sessions in March. The sessions focused on: Elementary Intervention,
Elementary STEM - EHC, Middle School Transformation, AVID Demo WSM,
High School Intervention and College Career Readiness and Dual Enrollment.
 Continue the implementation of Actions and Services noted above
 Establish participation/enrollment baseline data for unduplicated
students for Actions and Services noted above
 Provide resources to sites for parent stakeholder engagement
activities


Middle Schools will receive up to six (6) sections to offer mathematics
intervention and acceleration classes to students.
High schools will maintain sections provided for intervention and
acceleration program use.

Maintain the Coordinator of Assessment Accountability and Special
Projects

Maintain the PBIS program within the district and provide anti-bullying
training for staff

Hire a Behavior Intervention Aide to work with Foster Youth and
students with chronic absenteeism rates.

Purchase student licenses for I Read and provide teachers training in
the use of the program.
Employ the "Reading by Nine" progress monitoring system.

Page 10 of 150
3. Parent Initiated Small Group Discussions: African-American parents met
with the district and RCOE representatives to discuss the college-readiness of
African-American students, specifically young men.
3. Small Group Stakeholders meetings were held with the following agenda
topics: College going rates for under-represented student populations.
 To this end, senior staff identified African-American families as the
targeted stakeholder group to better engage in 2014 - 2015 and
beyond. Two meetings were held with a small group of parents who
expressed interest on preparation of their students (particularly their
male students) for college readiness. These parents brought to the
district's attention a program called, College Bound. The district
engaged RCOE in the conversation and from that small group meeting
RCOE forged a partnership with College Bound and later provided
information about the program to school districts throughout the
county. The district held a parent information night for the College
Bound presentation. Over fifty families were in attendance. The
district will provide "scholarships" to families who apply for and meet
criteria.
4. During weekly meetings with Association Leaders (MTA and CSEA), Senior 4. Stakeholder Survey Data indicated the continued support of Actions and
Educational Services and Human Resource Services staff provided updates and Services currently offered.
solicited input on the progress of Actions and Services as well as planning
 Maintain support of site program coordination provided by identified
considerations for the 2015-2016 school year. The updates were provided
teachers and the required training for those teachers.
through discussions regarding the progress of teacher training related
 Maintain support of the Beginning Teacher Induction Program and
activities to implementation of new standards and teaching strategies, training
related training for providers
related the use of data to inform instructional practices, progress of teacher
 Ensure that LCAP related activities become a standing agenda item on
math and ELA curriculum development and vetting teams, expansion of
each Weekly Meeting Agenda
actions and services, the creation of district benchmark assessments, and the
adoption of mathematics textbooks and materials for grades 6-9.
Teacher Professional Development surveys were conducted to guide planning
for staff development activities.
Based upon the needs identified through the Teacher Professional
Development Surveys (Include classified instructional staff members):
 Training in district created ELA units and adopted Mathematics
curriculums were planned for June 2015, August 2015 and at various
times during the school year.
 Training in proven instructional strategies for identified disciplines:
ELA and Mathematics (at times indicated above)
 Training in the Learning Management Systems used by the District:
Haiku and EADMS (at times indicated above)
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Teacher Instructional Coaches (TOSAs), Teacher Work Teams (Curriculum
Based upon input provided by TOSAs and Curriculum Work Teams:
Developers) and Steering Committees (Unit Vetting Teams) indicated the need
 Benchmark Performance Assessment Scoring Teams will be trained
for district scoring teams for benchmark examinations.
and paid to score exams
 Maintain support of costs related to Junior Reflective Essay scoring
teams will be trained and paid to score exams
 Continue the process to provide school site-based instructional coach
release time to ensure implementation of new standards aligned
curriculums/strategies
5. Secondary School Site Student/Parent Surveys were provided. These
5. The feedback from the school site Stakeholder Surveys indicated the
surveys focused on the implementation of school-based site specific programs continued support of Actions and Services currently offered.
such as AVID, Dual Enrollment, STEM, Zero-Period at the Middle Schools and
 Maintain zero period options at the middle school level
Intermurals at the Middle Schools. The results of the data from these surveys
 Maintain intermural sports programs at the middle school level
were shared in principal focus group meetings, school site council meetings
 Expand STEM program opportunities to the feeder middle school (EHC
and Board of Education meetings. The results were delivered by PowerPoint
to SMS)
presentations.
Based upon the interest and the desire to better engage students in the
Although student representation exists on the LCAP Advisory Council,
interviews with selected student representative groups were not conducted in development of our LCAP
 Student Consultation Groups will be formed in 2015-2016 using RCOE
2014-2015. However, survey feedback indicates an interest on the part of high
outreach services
school students to participate in small group consultation settings.
6. Parents were involved in the development of the District LCAP through
6. The feedback from School Site Council Meetings indicated the continued
discussions held in School Site Council meetings. In these settings the LCAP
support of Actions and Services currently offered.
Process was explained as well as the site based related programs. Stakeholder
• Make efforts to better engage with site ELAC parent groups
survey results, quantitative and qualitative data were shared and reviewed.
• Provide training to principals on how to better engage parent and
This information was shared through discussion and PowerPoint presentations.
community stakeholder groups
• Ensure that LCAP related activities become a standing agenda item at
all parent and community stakeholder meetings: Coffee with the
Principals, PTA/PTSA
7. School-site Leadership teams were involved in the development of the
District LCAP through discussion held in Leadership Team Meetings. In these
settings the LCAP Process was explained as well as the site based related
7. The feedback from School Site Leadership Meetings indicated the
continued support of Actions and Services currently offered.
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programs. Stakeholder survey results, quantitative and qualitative data were
shared and reviewed. This information was shared through discussion and
PowerPoint presentations.
•
Ensure that LCAP related activities become a standing agenda item on
all site Leadership Team meeting agendas.
-------Annual Update:
1. The Stakeholder Advisory Council met four times this year from December
2014 through May 2015. Staff, parents, students and community
representatives reviewed qualitative and quantitative data through
PowerPoint presentations. Examples of qualitative data included: a review of
the 2014-2015 LCAP and Thirteen Initiatives; budget review of LCFF;
Governor’s Budget Proposal and Gap Funding Percentages; the LCAP process
and changes to the process; a review of the Stakeholder Survey instrument;
review of the 2015 LCAP Survey Results; School Site-Parent/Student Survey
results; identified barriers and accelerators to implementation of actions and
services and discussion of the 2015 LCAP Four Goal areas.
Annual Update:
1. Stakeholders suggested the following additions/changes at the various
meetings held from December 2014 through May 2015.
• Revision of stakeholder survey
• Development of Four Goals: Place Thirteen Initiatives from 2014-2015
LCAP appropriately under new goals.
• Based upon Stakeholder feedback, add three (3) FTEs Counseling
positions, one to each comprehensive high school in order to increase
services to targeted sub-group student populations with a focus on a-g
completion, attendance, D/F grades, FASFA completion, participation
and pass rates in site specific prevention/intervention and
acceleration programs/courses.
The quantitative data reviewed included: a-g completion rates; suspension and
• Based upon Stakeholder feedback, add one (1) FTE Counselor on
expulsion rates; 2013-2014 Early Assessment Program (EAP) results; 2013Special Assignment to serve as liaison to Middle and High School
2014 California High School Exit Exam (CAHSEE) results; 2013-2014 Truancy
Counseling Services; A-G/CTE completion rates; EAP college readiness
Rate; 2013 College Attendance rate; 2013-2014 Attendance Report; 2013-2014
rates; Graduation Rates; AP/IB/DE enrollment and pass rates; and
Grade Reports for Middle School and High School; 2013-2014 Grade Point
liaison to English Learner families.
Average Reports; RCOE Leading and Lagging Indicators Presentation; and
• Based upon Stakeholder feedback, add one (1) FTE Teacher on Special
Academic Achievement Goals for 2015-2016.
Assignment, Arts Focus to serve as the coordinator of K-12 Arts
Integration efforts.
• Based upon Stakeholder feedback, add resources to support
Outsourced Special Programs for targeted sub-group student
populations.
• Provide an electronic comprehensive guidance program (California
Colleges) in grades 6-12 to provide students with career and college
interests inventories, create a resume (brag sheet), and create a plan
of study based upon their skill strengths.
• Based upon Stakeholder feedback, provide a comprehensive
professional development plan for teachers, instructional support staff
and administrators.
• Based upon CELDT data increase staff development on ELD instruction
through the new ELA/ELD framework/standards.
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•
•
•
•
Maintain 2014-2015 implementation levels of all actions and services.
Establish baseline metrics for student achievement and school culture
and climate based upon quantitative data analysis outcomes.
Provide school sites with additional resources to better engage
parents.
Establish organized student focus groups to gather feedback on
actions and services outlined in the LCAP.
2. School District Administrative Forums meet weekly and monthly depending 2. School District Stakeholders: Senior Staff, School Principals and Board of
on the group. In these settings throughout the school year, the LCAP process Education
and related information is placed as a standing agenda item. Staff, parents,
• Based upon the data analysis, staff identified the need to create a
students and community representatives reviewed qualitative and quantitative
Secondary Mathematics Pathway which will allow for intervention and
data through PowerPoint presentations. Examples of qualitative data
acceleration options for students grades 6-12. Staff engaged parent,
included: a review of the 2014-2015 LCAP and Thirteen Initiatives; budget
teacher and community stakeholders in the design of the mathematics
review of LCFF; Governor’s Budget Proposal and Gap Funding Percentages; the
pathways.
LCAP process and changes to the process; a review of the Stakeholder Survey
instrument; review of the 2015 LCAP Survey Results; School Site• Based upon the data analysis, staff determined the need to create
Parent/Student Survey results; identified barriers and accelerators to
systems to tag students participating in Actions and Services, upload
implementation of actions and services and discussion of the 2015 LCAP Four
data related to student progress within those Actions and Services,
Goal areas.
and identify key points within the system to pull data to progress
monitor student performance.
The quantitative data reviewed included: a-g completion rates; suspension and
expulsion rates; 2013-2014 Early Assessment Program (EAP) results; 2013• Based upon the data analysis, staff determined the need to continue
2014 California High School Exit Exam (CAHSEE) results; 2013-2014 Truancy
Positive Behavior Intervention efforts as suspension and expulsion
Rate; 2013 College Attendance rate; 2013-2014 Attendance Report; 2013-2014
rates were lower. However the data indicates the need to focus on
Grade Reports for Middle School and High School; 2013-2014 Grade Point
suspension and expulsion rates of subgroups.
Average Reports; RCOE Leading and Lagging Indicators Presentation; and
Academic Achievement Goals for 2015-2016.
• Based upon the data analysis, staff determined the need to
strategically address the leading indicators of chronic absenteeism by
developing systems to input, review and address chronic absenteeism
in grades K-3.
•
--------
Based upon the data analysis, staff determined the need to develop
systemic progress monitoring efforts in grades K-3, with 3rd grade
being the capstone grade to achieve reading proficiency for all
students.
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Section 2: Goals, Actions, Expenditures, and Progress Indicators
Instructions:
All LEAs must complete the LCAP and Annual Update Template each year. The LCAP is a three-year plan for the upcoming school year and the two years that
follow. In this way, the program and goals contained in the LCAP align with the term of a school district and county office of education budget and multiyear
budget projections. The Annual Update section of the template reviews progress made for each stated goal in the school year that is coming to a close, assesses
the effectiveness of actions and services provided, and describes the changes made in the LCAP for the next three years that are based on this review and
assessment.
Charter schools may adjust the table below to align with the term of the charter school’s budget that is submitted to the school’s authorizer pursuant to
Education Code section 47604.33.
For school districts, Education Code sections 52060 and 52061, for county offices of education, Education Code sections 52066 and 52067, and for charter
schools, Education Code section 47606.5 require(s) the LCAP to include a description of the annual goals, for all pupils and each subgroup of pupils, to be
achieved for each state priority as defined in 5 CCR 15495(i) and any local priorities; a description of the specific actions an LEA will take to meet the identified
goals; a description of the expenditures required to implement the specific actions; and an annual update to include a review of progress towards the goals and
describe any changes to the goals.
To facilitate alignment between the LCAP and school plans, the LCAP shall identify and incorporate school-specific goals related to the state and local priorities
from the school plans submitted pursuant to Education Code section 64001. Furthermore, the LCAP should be shared with, and input requested from,
schoolsite-level advisory groups, as applicable (e.g., schoolsite councils, English Learner Advisory Councils, pupil 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
the goal.
Using the following instructions and guiding questions, complete a goal table (see below) for each of the LEA’s goals. Duplicate and expand the fields as
necessary.
Goal: Describe the goal:
When completing the goal tables, include goals for all pupils and specific goals for schoolsites and specific subgroups, including pupils with disabilities,
both at the LEA level and, where applicable, at the schoolsite level. The LEA may identify which schoolsites and subgroups have the same goals, and
group and describe those goals together. The LEA may also indicate those goals that are not applicable to a specific subgroup or schoolsite.
Page 15 of 150
Related State and/or Local Priorities: Identify the state and/or local priorities addressed by the goal by placing a check mark next to the applicable priority or
priorities. The LCAP must include goals that address each of the state priorities, as defined in 5 CCR 15495(i), and any additional local priorities; however, one
goal may address multiple priorities.
Identified Need: Describe the need(s) identified by the LEA that this goal addresses, including a description of the supporting data used to identify the need(s).
Schools: Identify the schoolsites to which the goal applies. LEAs may indicate “all” for all schools, specify an individual school or a subset of schools, or specify
grade spans (e.g., all high schools or grades K-5).
Applicable Pupil Subgroups: Identify the pupil subgroups as defined in Education Code section 52052 to which the goal applies, or indicate “all” for all pupils.
Expected Annual Measurable Outcomes: For each LCAP year, identify and describe specific expected measurable outcomes for all pupils using, at minimum, the
applicable required metrics for the related state priorities. Where applicable, include descriptions of specific expected measurable outcomes for schoolsites and
specific subgroups, including pupils with disabilities, both at the LEA level and at the schoolsite level.
The metrics used to describe the expected measurable outcomes may be quantitative or qualitative, although the goal tables must address all required
metrics for every state priority in each LCAP year. The required metrics are the specified measures and objectives for each state priority as set forth in
Education Code sections 52060(d) and 52066(d). For the pupil engagement priority metrics, LEAs must calculate the rates specified in Education Code
sections 52060(d)(5)(B), (C), (D) and (E) as described in the Local Control Accountability Plan and Annual Update Template Appendix, sections (a) through
(d).
Action/Services: For each LCAP year, identify all annual actions to be performed and services provided to meet the described goal. Actions may describe a
group of services that are implemented to achieve the identified goal.
Scope of Service: Describe the scope of each action/service by identifying the schoolsites covered. LEAs may indicate “all” for all schools, specify an individual
school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5). If supplemental and concentration funds are used to support the
action/service, the LEA must identify if the scope of service is districtwide, schoolwide, countywide, or charterwide.
Pupils to be served within identified scope of service: For each action/service, identify the pupils to be served within the identified scope of service. If the action
to be performed or the service to be provided is for all pupils, place a check mark next to “ALL.”
For each action and/or service to be provided above what is being provided for all pupils, place a check mark next to the applicable unduplicated pupil
subgroup(s) and/or other pupil subgroup(s) that will benefit from the additional action, and/or will receive the additional service. Identify, as applicable,
additional actions and services for unduplicated pupil subgroup(s) as defined in Education Code section 42238.01, pupils redesignated fluent English
proficient, and/or pupils subgroup(s) as defined in Education Code section 52052.
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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 Education Code sections 52061, 52067, and 47606.5.
Guiding Questions:
1) What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”?
2) What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”?
3) What are the LEA’s goal(s) to address state priorities related to parent and pupil “Engagement” (e.g., parent involvement, pupil engagement, and school
climate)?
4) What are the LEA’s goal(s) to address any locally-identified priorities?
5) How have the unique needs of individual schoolsites been evaluated to inform the development of meaningful district and/or individual schoolsite 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 Education Code sections 42238.01 and subgroups as defined in 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 schoolsites?
10) What information was considered/reviewed for subgroups identified in Education Code section 52052?
11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to Education Code section 52052, to specific schoolsites,
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?
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Student Achievement: Ensure all students learn through access to high quality actions and services that increase
school readiness, academic achievement, and civic/career/college readiness.
GOAL 1:
Related State and/or Local Priorities:
1X 2X 3 4 5X 6X 7X 8X
8
COE only: 9
10
0
Local : Specify
Identified Need :
Through the analysis of our academic achievement data such as local assessments of student performance, high stakes test results (CST results
13-14), a-g completion rates, Advanced Placement enrollment in grades 11 and 12 and pass rates (AP), graduation rates, Early Assessment
Program (EAP) results, attendance, and other metrics; our district has identified the need to increase school readiness, academic achievement,
and civic, career and college readiness particularly with our underperforming student populations. Local assessment results help drive
instruction. Although 94.4% of students are graduating, only 46.7% of students completed a-g requirements in 2013-14. With the latest 2014-15
projected data, 65% students are on track to complete a-g requirements. In 2013-2014, 54% of students were ready or conditionally ready in
ELA while math dropped from 65% of students ready or conditionally ready to 54% of students ready or conditionally ready; English Learner
Reclassification rate in 2013-2014 was 15.9% while the 2014-2015 English Learner reclassification rate is 5.4%; English Language Proficiency
rates in 2013-2014 were 37%; AP participation rates in 2013-2014 were 25.6% of students; IB participation rates in 2013-2014 were 3.28% of
secondary students enrolled; Dual Enrollment participation rates in 2013-2014 were 3.9% of students enrolled . In all areas, the dis-aggregated
data indicates the need to focus specifically on the progress and participation rates of our SED, EL, Foster Youth, and students of ethnic
backgrounds.
Participation Rates
• Advanced Placement identified need is English Learners and Foster Youth
• Dual Enrollment identified need includes Subgroups: English Learner, Foster Youth, SED, African-American, and Hispanic
• International Baccalaureate and Middle Years Program identified need includes Subgroups: English Learner, Foster Youth, SED,
African-American
• Elementary STEM, IB and Arts programs identified need is to develop baseline proficiency rates in reading and math by all Subgroups
• Middle School STEM and Arts programs identified need is to develop baseline proficiency rates in reading and math by all Subgroups
• AVID Demo identified need includes Subgroups: Foster Youth, SED and American Indian
• AVID Non-Demo identified need includes Subgroups: English Learner, Foster Youth, SED, African-American, American Indian and
Hispanic
• CTE
Achievement Rates
• a-g identified need includes Subgroups: English Learner, Foster Youth, SED, African-American, American Indian and Hispanic
Goal Applies to:
Schools: All Schools Pre/K-12
Applicable Pupil
All Students with a focus on ELL, SED, Foster Youth, Special Education, Identified Ethnic Student Groups (African
Subgroups:
American, Hispanic and American Indian)
Page 18 of 150
LCAP Year 1: 2015-2016
Expected Annual 1) Program participation rates: (Refer to appendix chart for specific data)
Measurable
Outcomes:
A. Increase total AP, IB, and Dual Enrollment participation rate from 31% in 2014-15 to 34% in 2015-16.
B. Increase AP enrollment from 23.7% in 2014-15 to at least 25% in 2015-16 at all high schools while ensuring an emphasis on equal or greater
proportional representation for targeted subgroups
SED AP enrollment: Increase 19% in 2014-15 to 22% in 2015-16
EL AP enrollment: Increase 8.9% in 2014-15 to 12% in 2015-16
Foster Youth AP enrollment: Increase 0% in 2014-15 to 9% (11 total students)
African American AP enrollment from 21.8% in 2014-15 to 25% in 2015-16.
Hispanic AP enrollment from 20.3% in 2014-15 to 23% in 2015-16.
American Indian AP enrollment from 40% in 2014-15 to 43% in 2015-16 (40 total students).
C. Increase VMHS Dual Enrollment participation from 9.14% in 2014-15 to 12% in 2015-2016 while ensuring an emphasis on equal or greater
proportional representation for targeted subgroups
SED DE enrollment: Increase 5.8% in 2014-15 to 9% in 2015-16
EL DE enrollment: Increase 0% in 2014-15 to 2% in 2015-16
Foster Youth DE enrollment: Increase 0% in 2014-15 to 25% (4 total students)
African American DE enrollment from 6.3% in 2014-15 to 9.3% in 2015-16.
Hispanic DE enrollment from 7.1% in 2014-15 to 10% in 2015-16.
American Indian DE enrollment from 14.3% in 2014-15 to 21% in 2015-16 (14 total students).
D. Increase MVHS International Baccalaureate (IB) diploma program participation from 10.9% in 2014-15 to 13% in 2015-16 while ensuring an
emphasis on equal or greater proportional representation for targeted subgroups
SED IB enrollment: Increase 6.7% in 2014-15 to 10% in 2015-16
EL IB enrollment: Increase 0% in 2014-15 to 3% in 2015-16
Foster Youth IB enrollment: Increase 0% in 2014-15 to 25% (4 total students)
African American IB enrollment from 8% in 2014-15 to 11% in 2015-16.
Hispanic IB enrollment from 9.7% in 2014-15 to 13% in 2015-16.
American Indian IB enrollment from 20% in 2014-15 to 30% in 2015-16 (10 total students).
E. Continue full-school participation in STEM program at E. Hale Curran.
F. Determine the baseline participation in STEM at Shivela Middle in STEM related projects and programs
G. Continue the full-school participation in Arts program at Lisa J. Mails Elementary School and Dorothy McElhinney Middle School.
H. CTE Pathway Participation: 2013-14 12th grade from 777 to 800 in 2014-15 and to 830 in 2015-16
I. Begin school-wide implementation of International Baccalaureate program at Cole Canyon Elementary School with participation of all
students.
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J. Increase MMHS/ WSMS AVID Demo School participation while ensuring an emphasis on equal or greater proportional representation for
targeted subgroups
All Student AVID participation: Increase from 20% in 2014-15 to 25% in 2015-16
SED AVID participation: Increase 15.7% in 2014-15 to 20% in 2015-16
EL AVID participation: Increase 43% in 2014-15 to 50% in 2015-16
Foster Youth AVID participation: Increase 16.7% in 2014-15 to 20% in 2015-16(6 total students)
African American AVID participation from 48.2% in 2014-15 to 53% in 2015-16.
Hispanic AVID participation from 25% in 2014-15 to 30% in 2015-16.
American Indian AVID participation from 18.2% in 2014-15 to 25% in 2015-16.
K. Increase AVID participation at all participating non-demonstration schools while ensuring an emphasis on equal or greater proportional
representation for targeted subgroups
All Student AVID participation: Increase from 8.4% in 2014-15 to 10% in 2015-16
SED AVID participation: Increase 12.3% in 2014-15 to 15% in 2015-16
EL AVID participation: Increase 12.5% in 2014-15 to 15% in 2015-16
Foster Youth AVID participation: Increase 0% in 2014-15 to 10% in 2015-16(10 total students)
African American AVID participation from 13.6% in 2014-15 to 20% in 2015-16.
Hispanic AVID participation from 12.8% in 2014-15 to 20% in 2015-16.
American Indian AVID participation from 9.4% in 2014-15 to 15% in 2015-16.
2) Student achievement rates: (Refer to appendix for additional data)
A. Will set goals as new API is defined.
B. By 2017-2018, 70% or more of English Learners will demonstrate at least one year of progress annually toward English fluency as measured
by the state English proficiency test. (CELDT)
EL Reclassification rate to increase: 5.4% in 2014-15 to 12% in 2015-16
English Language Proficiency increase: 37% in 2014-15 to 42% in 2015-16
C. All Student a-g completion: Increase from 51.7% in 2013-14 to 55.0% in 2014-15
SED a-g Completion: Increase 42.1% in 2013-14 to 47.0% in 2014-15
EL a-g Completion: Increase 2/15 students in 2013-14 to 6/22 students in 2014-15 completing a-g requirements
Foster Youth a-g Completion to be calculated when available
African American a-g Completion: Increase 39.5% in 2013-14 to 45% in 2014-15
Hispanic a-g Completion: Increase 42.7% in 2013-14 to 47.0% in 2014-15
American Indian a-g Completion: Increase 0% in 2013-14 to 30% in 2014-15 (9 total graduating students)
D. CTE Pathway Completer: 2013-14 12th grade from 143 to 155 in 2014-15
CTE Pathway Concentrator and Completer: 2013-14 12th grade from 388 to 400 in 2014-15
E. AP pass rate: Incremental increases from 68.6% in 2013-14 to 70% in 2014-15 to 73% in 2015-16.
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F. EAP ELA College Readiness: Increase 51% ready or conditionally ready to 56% ready or conditionally ready
SED EAP ELA ready/conditional rate: Increase from 41% in 2013-14 to 49% in 2014-15
EL EAP ELA ready/conditional rate: Increase from 6% in 2013-14 to 15% in 2014-15
Foster Youth EAP ELA ready/conditional rate to be calculated when available
African American EAP ELA ready/conditional rate: Increase from 42% in 2013-14 to 48% in 2014-15
Hispanic EAP ELA ready/conditional rate: Increase from 42% in 2013-14 to 49% in 2014-15
American Indian EAP ELA ready/conditional rate: Increase from 54% in 2013-14 to 56% in 2014-15 (40 total students)
EAP Math College Readiness: Increase 54% ready or conditionally ready to 59% ready or conditionally ready
SED EAP Math ready/conditional rate: Increase from 48% in 2013-14 to 55% in 2014-15
EL EAP Math ready/conditional rate: Increase from 0% in 2013-14 to 15% in 2014-15
Foster Youth EAP Math ready/conditional rate to be calculated when available
African American EAP Math ready/conditional rate: Increase from 42% in 2013-14 to 48% in 2014-15
Hispanic EAP Math ready/conditional rate: Increase from 48% in 2013-14 to 54% in 2014-15
American Indian EAP Math ready/conditional rate: Increase from 0% in 2013-14 to 20% in 2014-15 (40 total students).
G. PSAT Scores: Baseline and target to be established during the 2015-16 school year
H. FAFSA Completion: increase from 67% in 2014-15 to 75% in 2015-16
I. Graduation rate from 94.03% in 2013-14, 95% in 2014-15 to 96% in 2015-16
SED graduation rate: Increase from 91.6% in 2013-14, 93% in 2014-15 to 94% in 2015-16
EL graduation rate: Increase from 89.2% in 2013-14, 92%% in 2014-15 to 93% in 2015-16
Foster Youth graduation rate to be calculated when available
African American graduation rate: Increase from 94.9% in 2013-14, 95% in 2014-15 to 96% in 2015-16
Hispanic graduation rate: Increase from 93.3% in 2013-14, 94.3% in 2014-15 to 95% in 2015-16
American Indian graduation rate: Increase from 81.8% in 2013-14, 85% in 2014-15 to 90% in 2015-16
J. Dropout rate from 4.4% in 2013-14 to 4.0% in 2014-15 to 3.5% in 2015-16
SED dropout rate: Decrease from 6.1% in 2013-14 to 5% in 2014-15 to 4.5% in 2015-16
EL dropout rate: Decrease from 8.4% in 2013-14 to 7% in 2014-15 to 6.5% in 2015-16
Foster Youth dropout rate to be calculated when available
African American dropout rate: Decrease from 1.5% in 2013-14 to 1% in 2014-15 and continue at 1% in 2015-16
Hispanic graduation dropout rate: Decrease from 5.7% in 2013-14 to 4.5% in 2014-15 to 4% in 2015-16
American Indian dropout rate: Decrease from 18.2% in 2013-14 to 14% in 2014-15 to 12% in 2015-16 (11 total students)
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K. Decrease the percentage of students in Grades 6-8 failing two or more classes (by subgroups): 14.24% in 2014-15 reduced to 12% in 201516
SED students failing two or more classes: 24.6% in 2014-15 reduced to 21% or lower in 2015-16.
EL students failing two or more classes: 22.73% in 2014-15 reduced to 17% or lower in 2015-16.
Foster Youth students failing two or more classes: 30.77% in 2014-15 reduced to 25% or lower in 2015-16.
African American students failing two or more classes: 12.1% in 2014-15 to 10% or lower in 2015-16.
Hispanic students failing two or more classes: 19.7% in 2014-15 to 17% or lower in 2015-16.
American Indian students failing two or more classes: 46.7% in 2014-15 to 40% or lower in 2015-16 (15 students).
L. Decrease the percentage of students in Grades 9-12 failing two or more classes (by subgroups): 22.9% in 2014-15 reduced to 20% or lower
in 2015-16
SED students failing two or more classes: 33.3% in 2014-15 reduced to 30% or lower in 2015-16.
EL students failing two or more classes: 29.8% in 2014-15 reduced to 27% or lower in 2015-16.
Foster Youth students failing two or more classes: 58.3% in 2014-15 reduced to 50% or lower in 2015-16 (12 students)
African American students failing two or more classes: 32.3% in 2014-15 to 29% or lower in 2015-16.
Hispanic students failing two or more classes: 27.4% in 2014-15 to 23% or lower in 2015-16.
American Indian students failing two or more classes: 48.8% in 2014-15 to 45% or lower in 2015-16 (43 students).
Literacy Targets:
Students will demonstrate grade level proficiency in literacy with Third Grade performance serving as the district indicator of progress toward this
goal. (State and Local Assessments) The percentage of Third Graders scoring at proficiency on the SRI will increase annually by 5% or more
for all students and by 7% or more for identified sub-groups.
M. K - 2 literacy will be monitored using the iRead program. End of year 2014 - 2015 school year data will be used to develop a benchmark for
proficiency based on completion of applicable iRead level. Growth targets will be developed from there.
N. Increase the percentage of students in Grades 3 - 5 meeting proficiency targets in SRI to be determined based on end of 2014 - 2015 school
year data.
O. Increase Grades 6-8 proficiency rates in SRI to be determined based on end of the 2014 - 2015 school year data.
Math Targets:
Students will demonstrate grade level proficiency in math with Eighth Grade performance serving as the district indicator of progress toward this
goal. (State and Local Assessments) The percentage of Eighth Graders scoring at proficiency on the SMI will increase annually by 5% or more
for all students and by 7% or more for identified sub-groups.
Page 22 of 150
P. Increase the percentage of students in Grades 3 - 5 meeting proficiency targets in SMI to be determined based on end of 2014 - 2015 school
year data.
Q. Increase Grades 6-8 proficiency rates in SMI to be determined based on end of 2014 - 2015 school year data.
Actions/Services
1 A) Maintain site-based programs. Site based programs
offer priority registration to students from the targeted
populations (Hispanic, African-American, SWDs, EL,
and LI students). The programs are designed to ensure
student achievement, civic, college, and career
readiness.
EAMO: 1) A, B, C, D, E, F, G, K and 2) A, B, C, D, E,
F, G, H, I, J, K, L, M, N, P, Q
Scope of
Service
Cole Canyon
Elementary,
E. Hale
Curran, Lisa
J. Mails
Elementary,
Avaxat
Elementary,
Shivela
Middle,
Warm
Springs
Middle,
Murrieta
Mesa, Vista
Murrieta
High,
Murrieta
Valley High
Pupils to be served within
identified scope of
service
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Budgeted
Expenditures
E. Hale Curran/Shivela STEM professional development
1000-1999: Certificated Personnel Salaries LCFF $14,369
E. Hale Curran/Shivela STEM supplies 4000-4999: Books
And Supplies LCFF $5,000
International Baccalaureate (IB) program textbooks (restricted
lottery) 4000-4999: Books And Supplies Lottery $15,000
Turn-It-In, Questia, IB test fees (restricted lottery) 5000-5999:
Services And Other Operating Expenditures Lottery $21,835
Six (6) additional sections per high school to offer intervention
and acceleration programs: MVHS International
Baccalaureate, VMHS Dual Enrollment, MMHS Intervention
1000-1999: Certificated Personnel Salaries LCFF $230,214
LJM/DMMS Integrated Arts Program 1000-1999: Certificated
Personnel Salaries LCFF $8,709
Avaxat Elementary AVID Program 1000-1999: Certificated
Personnel Salaries LCFF $4,354
Cole Canyon International Baccalaureate Program (one-time
unrestricted) 1000-1999: Certificated Personnel Salaries
Other $36,000
VMHS Dual Enrollment and Junior Reflective Essay 40004999: Books And Supplies Lottery $15,000
MVHS Middle Years Program (Restricted Lottery) 4000-4999:
Books And Supplies Lottery $15,000
2) Continue implementation efforts Advancement Via
Individual Determination (AVID) and AVID strategies.
Offer priority registration to students from the targeted
populations (Hispanic, African-American, SWDs, EL,
and LI students).
EAMO: 1) J, K and 2) B, C, D, E, F, G, H, I, J, K, L, M,
N, P, Q
All Middle
and High
Schools
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
All Schools - All conference and travel to include: Summer
Institute, Path Training, Site Team Training and AVID
Coordinator Meetings 5000-5999: Services And Other
Operating Expenditures LCFF $62,081
All Schools - AVID Tutors 2000-2999: Classified Personnel
Salaries LCFF $121,920
Page 23 of 150
X Other Subgroups:
(Specify)
African American; Latino
American; Native
American
All Schools - College Field Trips 5000-5999: Services And
Other Operating Expenditures LCFF $28,000
All Schools - Supplies 4000-4999: Books And Supplies LCFF
$11,928
All Schools - AVID Licenses 5000-5999: Services And Other
Operating Expenditures LCFF $13,570
All Schools - All conference and travel to include: Summer
Institute, Path Training, Site Team Training and AVID
Coordinator Meetings 1000-1999: Certificated Personnel
Salaries LCFF $31,489
All Schools - All conference and travel to include: Summer
Institute, Path Training, Site Team Training and AVID
Coordinator Meetings 3000-3999: Employee Benefits LCFF
$4,667
All Schools - AVID Tutors 3000-3999: Employee Benefits
LCFF $27,004
3) Provide Counselor on Special Assignment at the
District Office to assist with the design and oversight of
completion rates: A-G, FAFSA, CTE, and Outsourced
Programs for targeted student populations, College
Board Related Efforts etc...
All Middle
Schools
EAMO: 1) A, B, C, D, E, F, G, K and 2) A, B, C, D, E,
F, G, H, I, J, K, L, M, N, P, Q
4) Provide additional counseling support services. Offer
priority services to students from the targeted
populations (Hispanic, African-American, SWDs, EL,
and LI students) to ensure academic achievement,
college, and career readiness.
EAMO: 1) A, B, C, D, E, F, G, K and 2) A, B, C, D, E,
F, G, H, I, J, K, L, M, N, P, Q
All High
Schools
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African American; Latino
American; Native
American
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African American; Latino
American and Native
American
50% of salary for Counselor on Special Assignment 10001999: Certificated Personnel Salaries LCFF $48,664
50% of salary for Counselor on Special Assignment (Grant
Funded) 1000-1999: Certificated Personnel Salaries California
Career Pathways Trust $48,664
50% of benefits for Counselor on Special Assignment 30003999: Employee Benefits LCFF $8,127
50% of benefits for Counselor on Special Assignment 30003999: Employee Benefits California Career Pathways Trust
$8,127
One additional counselor at each comprehensive high school
1000-1999: Certificated Personnel Salaries LCFF $291,984
Benefits for one additional counselor at each comprehensive
high school 3000-3999: Employee Benefits LCFF $71,126
Page 24 of 150
5) Provide support Early Childhood Education: Focus on
participation and proficiency rates of students from the
targeted populations (Hispanic, African-American,
SWDs, EL, and LI students) to ensure kindergarten
readiness.
Early
Childhood
Education
Programs
EAMO: 2) M, P
6) Provide outsourced/supplemental special programs.
Offer priority participation to students from the
underrepresented targeted populations to ensure
academic achievement, civic, college, and career
readiness.
All Middle
and High
Schools
EAMO: 1) A, B, C, D, F, H, J, K and 2) A, C, D, E, F, G,
H, I, J, K, L, O, Q
7) Adopt high quality middle school math textbooks,
middle school manipulative materials, and high school
supplemental materials.
All
Secondary
School Sites
EAMO: 1) A, B, C, D, F, H, J, K, and 2) A, B, C, D, E, F,
G, H, I, J, K, L, O, Q
8). Principals share trends monthly at Administrative
Council to report on progress monitoring of all students
and by identified targeted students.
EAMO: 1) A, B, C, D, E, F, G, K and 2) A, B, C, D, E, F,
G, H, I, J, K, L, M, N, O P, Q
All School
Sites
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African American, Latino
American and Native
American
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American, Latino
American; Pacific
Islander; Native
American, and Latino
males
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Professional development in the use of early childhood
programs and assessments (onetime unrestricted) 10001999: Certificated Personnel Salaries Other $9,940
Employee Benefits (onetime unrestricted) 3000-3999:
Employee Benefits Other $1,474
TK Textbooks Big Day 2 sets (one-time unrestricted) 40004999: Books And Supplies Other $7,000
College Bound Program; CSU San Marcos Alliance, Arts
related programs 5000-5999: Services And Other Operating
Expenditures LCFF $25,000
Middle school math textbooks, middle school manipulative
materials, and high school supplemental materials (One-time
unrestricted) 4000-4999: Books And Supplies Other
$1,000,000
Page 25 of 150
9). Maintain support of District Library Plan
EAMO: 2) B, F, I, J, M, N, O, P, Q
10). Maintain support of costs associated with
Assessment: State Exams, Pre-ID Services, A/P and
I/B Test Fees and Exam Rooms
EAMO: 1) A, B, C, D, E, F, G, K and 2) A, B, C, D, E,
F, G, H, I, J, K, L, M, N, O P, Q
11). Provide support for Career Technical Education
Implementation at all high schools.
EAMO: 1) H and 2) D, H, I, J, L
12). Provide resources for costs associated with
implementation of District-wide PSAT at grades 8 and
10.
Other Subgroups:
(Specify)
All School
X All
Sites
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
All School
X All
Sites and all OR:------High Schools
Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
All High
Schools and
Alternative
Education
Middle
Schools,
Highs and
Alternative
EAMO: 1) A, B, C, D, H, J, K and 2) A, B, C, D, E, F, G, Ed.
H, I, J, K, L
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic/Latino,
American Indian
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Implementation of Year 2 of District Library Plan: Includes
Cost for Over Drive in support of New Standards Implantation
4000-4999: Books And Supplies LCFF $96,000
Implementation of Year 2 of District Library Plan: Includes
Cost for Over Drive in support of New Standards Implantation
5000-5999: Services And Other Operating Expenditures LCFF
$1,500
Assessment Related Costs: Proctors 1000-1999: Certificated
Personnel Salaries LCFF $8,709
Assessment Related Costs: State Assessments Pre-ID 50005999: Services And Other Operating Expenditures LCFF
$8,500
Assessment Related Costs: Proctors 3000-3999: Employee
Benefits LCFF $1,291
A/P and I/B Test Fees and Exam Rooms (Unrestricted
Lottery) 5000-5999: Services And Other Operating
Expenditures Lottery $20,000
Program Support for Career Technical Education (one-time
unrestricted) 4000-4999: Books And Supplies Other $115,407
Program Support for Career Technical Education (one-time
unrestricted) 1000-1999: Certificated Personnel Salaries
Other $3,520
Program Support for Career Technical Education (one-time
unrestricted) 3000-3999: Employee Benefits Other $523
Program Support for Career Technical Education (one-time
unrestricted) 5000-5999: Services And Other Operating
Expenditures Other $3,000
PSAT Implementation at 8th and 10th Grades 5000-5999:
Services And Other Operating Expenditures LCFF $38,000
Page 26 of 150
13). Coordinator of Assessment, Accountability and
Special Projects
All School
Sites
EAMO: 1) A, B, C, D, E, F, G, K and 2) A, B, C, D, E,
F, G, H, I, J, K, L, M, N, O P, Q
14). Maintain Reproduction Support of Print Level
Readers/ELA-Math Benchmarks K-12
All School
Sites
EAMO: 2) B, F, I, J, K, L, M, N. O, P, Q
15). Provide Site LCFF Allocations tied to SPSA's
EAMO: 1) A, B, C, D, E, F, G, K and 2) A, B, C, D, E,
F, G, H, I, J, K, L, M, N, O P, Q
1 B). Maintain site-based programs. Site based
programs offer priority registration to students from the
targeted populations (Hispanic, African-American,
SWDs, EL, and LI students). The programs are
designed to ensure student achievement, civic, college,
and career readiness.
EAMO: 1) A, B, C, D, E, F, G, K and 2) A, B, C, D, E,
F, G, H, I, J, K, L, M, N, P, Q
All School
Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Coordinator of Assessment, Accountability and Special
Projects 2000-2999: Classified Personnel Salaries LCFF
$81,501
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Reprographic Costs (Restricted Lottery) 5000-5999: Services
And Other Operating Expenditures Lottery $150,000
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African American,
Latino/Hispanic and
Native American
Cole Canyon X All
Elementary, OR:------E. Hale
Low Income pupils
Curran, Lisa
English Learners
J. Mails
Foster Youth
Elementary,
Redesignated fluent
Avaxat
English proficient
Elementary,
Other Subgroups:
Shivela
(Specify)
Middle,
Coordinator of Assessment, Accountability and Special
Projects 3000-3999: Employee Benefits LCFF $18,512
Site LCFF Allocations based upon Unduplicated Student
Numbers 5000-5999: Services And Other Operating
Expenditures LCFF $185,168
Site LCFF Allocations based upon Unduplicated Student
Numbers 4000-4999: Books And Supplies LCFF $1,000,000
Site LCFF Allocations based upon Unduplicated Student
Numbers 2000-2999: Classified Personnel Salaries LCFF
$29,336
Site LCFF Allocations based upon Unduplicated Student
Numbers 3000-3999: Employee Benefits LCFF $10,496
E. Hale Curran/Shivela STEM professional development
3000-3999: Employee Benefits LCFF $2,132
Six (6) additional sections per high school to offer intervention
and acceleration programs: MVHS International
Baccalaureate, VMHS Dual Enrollment, MMHS Intervention
3000-3999: Employee Benefits LCFF $58,310
LJM/DMMS Integrated Arts Program 3000-3999: Employee
Benefits LCFF $1,291
Page 27 of 150
Warm
Springs
Middle,
Murrieta
Mesa, Vista
Murrieta
High,
Murrieta
Valley High
Avaxat Elementary AVID Program 3000-3999: Employee
Benefits LCFF $646
Cole Canyon International Baccalaureate Program (one-time
unrestricted) 3000-3999: Employee Benefits Other $5,339
Page 28 of 150
LCAP Year 2: 2016-2017
Expected Annual 1) Program participation rates: (Refer to appendix chart for specific data)
Measurable
Outcomes:
A. Increase total AP, IB, and Dual Enrollment participation rate from 34% in 2015-16 to 37% in 2016-17.
B. Increase AP enrollment from 25% in 2015-16 to at least 28% in 2016-17 at all high schools while ensuring an emphasis on equal or greater
proportional representation for targeted subgroups
SED AP enrollment: Increase from 22% in 2015-16 to 25% in 2016-17
EL AP enrollment: Increase from 12% in 2015-16 to 15% in 2016-17
Foster Youth AP enrollment: Increase 9% in 2015-16 to 12% in 2016-17 (11 total students)
African American AP enrollment from 25% in 2015-16 to 28% in 2016-17.
Hispanic AP enrollment from 23% in 2015-16 to 26% in 2016-17.
American Indian AP enrollment from 43% in 2015-16 to 46% in 2016-17 (40 total students).
C. Increase VMHS Dual Enrollment participation from 12% in 2015-16 to 15% in 2016-17 while ensuring an emphasis on equal or greater
proportional representation for targeted subgroups
SED DE enrollment: Increase 9% in 2015-16 to 12% in 2016-17
EL DE enrollment: Increase 2% in 2015-16 to 5% in 2016-17
Foster Youth DE enrollment: Increase 25% in 2015-16 to 25% in 2016-17 (4 total students)
African American DE enrollment from 9.3% in 2015-16 to 12% in 2016-17.
Hispanic DE enrollment from 10% in 2015-16 to 13% in 2016-17.
American Indian DE enrollment from 21% in 2015-16 to 24% in 2016-17 (14 total students).
D. Increase MVHS International Baccalaureate (IB) participation from 12% in 2015-16 to 15% in 2016-17 while ensuring an emphasis on equal
or greater proportional representation for targeted subgroups
SED IB enrollment: Increase 10% in 2015-16 to 13% in 2016-17
EL IB enrollment: Increase 3% in 2015-16 to 6% in 2016-17
Foster Youth IB enrollment: Increase 25% in 2015-16 to 25% in 2016-17(4 total students)
African American IB enrollment from 11% in 2015-16 to 14% in 2016-17.
Hispanic IB enrollment from 13% in 2015-16 to 16% in 2016-17.
American Indian IB enrollment from 30% in 2015-16 to 30% in 2016-17 (10 total students).
E. Increase participation in STEM at E. Hale Curran Elementary as determined by the baseline data from the 2014-15 school year while ensuring
an emphasis on equal or greater proportional representation for targeted subgroups
H. CTE Pathway Participation: Increase from 830 12th grade students in 2015-16 to 860 12th grade student in 2016-17
Page 29 of 150
I. Set base line achievement data of International Baccalaureate program at Cole Canyon Elementary School with participation of all students.
J. Increase MMHS/ WSMS AVID Demo School participation while ensuring an emphasis on equal or greater proportional representation for
targeted subgroups
All Student AVID participation: Increase from 25% in 2015-16 to 28% in 2016-17.
SED AVID participation: Increase 20% in 2015-16 to 23% in 2016-17.
EL AVID participation: Increase 50% in 2015-16 to 53% in 2016-17.
Foster Youth AVID participation: Increase 20% in 2015-16 to 23% in 2016-17 (6 total students)
African American AVID participation from 53% in 2015-16 to 56% in 2016-17.
Hispanic AVID participation from 30% in 2015-16 to 33% in 2016-17.
American Indian AVID participation from 25% in 2015-16 to 28% in 2016-17.
K. Increase AVID participation at all participating non-demonstration schools while ensuring an emphasis on equal or greater proportional
representation for targeted subgroups
All Student AVID participation: Increase from 10% in 2015-16 to 13% in 2016-17.
SED AVID participation: Increase 15% in 2015-16 to 18% in 2016-17.
EL AVID participation: Increase 15% in 2015-16 to 18% in 2016-17.
Foster Youth AVID participation: Increase 10% in 2015-16 to 15% in 2016-17 (10 total students)
African American AVID participation from 20% in 2015-16 to 23% in 2016-17.
Hispanic AVID participation from 20% in 2015-16 to 23% in 2016-17.
American Indian AVID participation from 15% in 2015-16 to 18% in 2016-17.
2) Student achievement rates: (Refer to appendix chart for specific data)
A. Will set goals as new API is defined.
B. By 2017-2018, 70% or more of English Learners will demonstrate at least one year of progress annually toward English fluency as measured
by the state English proficiency test. (CELDT)
EL Reclassification rate to increase: 12% in 2015-16 to 15% in 2016-17
English Language Proficiency increase: 42% in 2015-16 to 45% in 2016-17
C. All Student A-G completion: Increase from 55% in 2015-16 to 58.0% in 2016-17
SED A-G Completion: Increase 47% in 2015-16 to 50.0% in 2016-17
EL A-G Completion: Increase 6/22 students in 2015-16 to 30% in 2016-17
Foster Youth A-G Completion: to be calculated when available
African American A-G Completion: Increase 45% in 2015-16 to 48% in 2016-17
Hispanic A-G Completion: Increase 47% in 2015-16 to 50% in 2016-17
American Indian A-G Completion: Increase 30% in 2015-16 to 40% in 2016-17 (9 total graduating students)
D. CTE Pathway Completer: Increase from 155 12th grade students in 2015-16 to 170 in 2016-17
CTE Pathway Concentrator and Completer: Increase from 400 12th grade students in 2015-16 to 420 in 2016-17
E. AP pass rate: Incremental increases from 73% in 2015-16 to 75% in 2016-17
Page 30 of 150
F. EAP ELA College Readiness: Increase 51% ready or conditionally ready to 56% ready or conditionally ready
EAP math College Readiness: Increase 54% ready or conditionally ready to 59% ready or conditionally ready
G. PSAT Scores: Needs to be reported
H. FAFSA Completion: increase from 67% to 75%
I. Graduation rate: Increase from 96% in 2015-16 to 97% in 2016-17
SED graduation rate: Increase from 94% in 2015-16 to 95% in 2016-17
EL graduation rate: Increase from 93% in 2015-16 to 94% in 2016-17
Foster Youth graduation rate: to be calculated when available
African American graduation rate: Increase from 96% in 2015-16 to 97% in 2016-17
Hispanic graduation rate: Increase from 95% in 2015-16 to 96% in 2016-17
American Indian graduation rate: Increase from 90% in 2015-16 to 91% in 2016-17
J. Dropout rate: Decrease from 3.5% in 2015-16 to 3% in 2016-17
SED dropout rate: Decrease from 4.5 % in 2015-16 to 4% in 2016-17
EL dropout rate: Decrease from 6.5% in 2015-16 to 6% in 2016-17
Foster Youth dropout rate: to be calculated when available
African American dropout rate: Maintain from 1% in 2015-16 to 1% in 2016-17
Hispanic graduation dropout rate: Decrease from 4% in 2015-16 to 3.5% in 2016-17
American Indian dropout rate: Decrease from 12% in 2015-16 to 10% in 2016-17 (11 total students)
K. Decrease % of students in Grades 6-8 failing two or more classes (by subgroups): 12% in 2015-16 reduced to 10% in 2016-17.
SED students failing two or more classes: 21% in 2015-16 reduced to 19% or lower in 2016-17.
EL students failing two or more classes: 17% in 2015-16 reduced to 15% or lower in 2016-17.
Foster Youth students failing two or more classes: 25% in 2015-16 reduced to 23% or lower in 2016-17.
African American students failing two or more classes:10% in 2015-16 to 10% or lower in 2016-17.
Hispanic students failing two or more classes:17% in 2015-16 to 15% or lower in 2016-17.
American Indian students failing two or more classes:40% in 2015-16 to 37% or lower in 2016-17 (15 students).
L. Decrease % of students in Grades 9-12 failing two or more classes (by subgroups):20% in 2015-16 reduced to 17% or lower in 2016-17.
SED students failing two or more classes: 30% in 2015-16 reduced to 27% or lower in 2016-17.
EL students failing two or more classes: 27% in 2015-16 reduced to 24% or lower in 2016-17.
Foster Youth students failing two or more classes: 50% in 2015-16 reduced to 45% or lower in 2016-17 (12 students).
African American students failing two or more classes: 29% in 2015-16 to 26% or lower in 2016-17.
Hispanic students failing two or more classes: 23% in 2015-16 to 20% or lower in 2016-17.
American Indian students failing two or more classes: 45% in 2015-16 to 40% or lower in 2016-17 (43 students).
Page 31 of 150
Literacy Targets:
Students will demonstrate grade level proficiency in literacy with Third Grade performance serving as the district indicator of progress toward this
goal. (State and Local Assessments) The percentage of Third Graders scoring at proficiency on the SRI will increase annually by 5% or more
for all students and by 7% or more for identified sub-groups.
M. K - 2 literacy will be monitored using the iRead program. End of year 2014 - 2015 school year data will be used to develop a benchmark for
proficiency based on completion of applicable iRead level. Growth targets for 2015 - 2016 and 2016 2017 will be developed from there.
N. Increase the percentage of students in Grades 3 - 5 meeting proficiency targets in SRI to be determined based on end of 2014 - 2015 school
year data and targets for 2015 - 2016.
O. Increase Grades 6-8 proficiency rates in SRI to be determined based on end of the 2014 - 2015 school year data and targets for 2015 - 2016.
Math Targets:
Students will demonstrate grade level proficiency in math with Eighth Grade performance serving as the district indicator of progress toward this
goal. (State and Local Assessments) The percentage of Eighth Graders scoring at proficiency on the SMI will increase annually by 5% or more
for all students and by 7% or more for identified sub-groups.
P. Increase the percentage of students in Grades 3 - 5 meeting proficiency targets in SMI to be determined based on end of 2014 - 2015 school
year data and targets for 2015 - 2016.
Q. Increase Grades 6-8 proficiency rates in SMI to be determined based on end of 2014 - 2015 school year data and targets for 2015 - 2016.
Page 32 of 150
Actions/Services
1) Maintain site-based programs. Site based programs
offer priority registration to students from the targeted
populations (Hispanic, African-American, SWDs, EL,
and LI students). The programs are designed to ensure
student achievement, civic, college, and career
readiness.
EAMO: 1) A, B, C, D, E, F, G, K and 2) A, B, C, D, E,
F, G, H, I, J, K, L, M, N, P, Q
2) Continue implementation efforts Advancement Via
Individual Determination (AVID) and AVID strategies.
Offer priority registration to students from the targeted
populations (Hispanic, African-American, SWDs, EL,
and LI students).
EAMO: 1) J, K and 2) B, C, D, E, F, G, H, I, J, K, L, M,
N, P, Q
Scope of
Service
Pupils to be served within
identified scope of
service
Budgeted
Expenditures
E. Hale
Curran, Lisa
J. Mails
Elementary,
Avaxat
Elementary,
Shivela
Middle,
Warm
Springs
Middle,
Murrieta
Mesa, Vista
Murrieta
High,
Murrieta
Valley High
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
E. Hale Curran/Shivela STEM professional development
1000-1999: Certificated Personnel Salaries LCFF $14,369
E. Hale Curran/Shivela STEM supplies 4000-4999: Books
And Supplies LCFF $5,000
International Baccalaureate (IB) program textbooks (restricted
lottery) 4000-4999: Books And Supplies Other $15,000
Turn-It-In, Questia, IB test fees (restricted lottery) 5000-5999:
Services And Other Operating Expenditures Other $21,835
Increase up to nine (9) additional sections per high school to
offer intervention and acceleration programs: MVHS
International Baccalaureate, VMHS Dual Enrollment, MMHS
Intervention 1000-1999: Certificated Personnel Salaries LCFF
$386,760
LJM/DMMS Integrated Arts Program 1000-1999: Certificated
Personnel Salaries LCFF $8,709
Avaxat Elementary AVID Program 1000-1999: Certificated
Personnel Salaries LCFF $15,387
Cole Canyon International Baccalaureate Program (one-time
unrestricted) 1000-1999: Certificated Personnel Salaries
Other $43,927
VMHS Dual Enrollment and Junior Reflective Essay
(Restricted Lottery) 1000-1999: Certificated Personnel
Salaries Other $15,000.00
MVHS Middle Years Program (Restricted Lottery) 4000-4999:
Books And Supplies Other $15,000
All Middle
and High
Schools
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African American; Latino
American; Native
American
All Schools - Summer Institute and Path Training 5000-5999:
Services And Other Operating Expenditures LCFF $62,081
All Schools - AVID Tutors 2000-2999: Classified Personnel
Salaries LCFF $121,920
All Schools - College Field Trips 5000-5999: Services And
Other Operating Expenditures LCFF $28,000
All Schools AVID - Supplies 4000-4999: Books And Supplies
LCFF $11,928
All Schools - Licenses 5000-5999: Services And Other
Operating Expenditures LCFF $13,570
Page 33 of 150
All Schools - AVID Tutors 3000-3999: Employee Benefits
LCFF $27,004
All Schools - Summer Institute and Path Training 1000-1999:
Certificated Personnel Salaries LCFF $31,489
All Schools - Summer Institute and Path Training 3000-3999:
Employee Benefits LCFF $4,667
3) Maintain Counselor on Special Assignment at the
District Office to assist with the design and oversight of
completion rates: A-G, FAFSA, CTE, and Outsourced
Programs for targeted student populations, College
Board Related Efforts etc...
All Middle
Schools
EAMO: 1) A, B, C, D, E, F, G, K and 2) A, B, C, D, E,
F, G, H, I, J, K, L, M, N, P, Q
4) Maintain additional counseling support services. Offer All High
priority services to students from the targeted
Schools
populations (Hispanic, African-American, SWDs, EL,
and LI students) to ensure academic achievement,
college, and career readiness.
EAMO: 1) A, B, C, D, E, F, G, K and 2) A, B, C, D, E,
F, G, H, I, J, K, L, M, N, P, Q
5) Maintain support Early Childhood Education: Focus
on participation and proficiency rates of students from
the targeted populations (Hispanic, African-American,
SWDs, EL, and LI students) to ensure kindergarten
readiness.
EAMO: 2) M, P
Early
Childhood
Education
Programs
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
50% of salary for Counselor on Special Assignment 10001999: Certificated Personnel Salaries LCFF $48,664
50% of salary for Counselor on Special Assignment (Grant
Funded) 1000-1999: Certificated Personnel Salaries California
Career Pathways Trust $48,664
Benefits for Counselor on Special Assignment 3000-3999:
Employee Benefits LCFF $8,127
Benefits for Counselor on Special Assignment (Grant Funded)
3000-3999: Employee Benefits California Career Pathways
Trust $8,127
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African American; Latino
American and Native
American
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African American, Latino
American and Native
American
One additional counselor at each comprehensive high school
1000-1999: Certificated Personnel Salaries LCFF $291,984
One additional counselor at each comprehensive high school
3000-3999: Employee Benefits LCFF $71,126
Professional development in the use of early childhood
programs and assessments (onetime unrestricted) 10001999: Certificated Personnel Salaries Other $9,940
Benefits (onetime unrestricted) 3000-3999: Employee Benefits
Other $1,474
TK Textbooks Big Day 2 sets (one-time unrestricted) 40004999: Books And Supplies Other $7,000
Page 34 of 150
6) Maintain outsourced/supplemental special programs.
Offer priority participation to students from the
underrepresented targeted populations to ensure
academic achievement, civic, college, and career
readiness.
All Middle
and High
Schools
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American, Latino
American; Pacific
Islander; Native
American, and Latino
males
College Bound Program; CSU San Marcos Alliance, Arts
related programs 5000-5999: Services And Other Operating
Expenditures LCFF $30,000.00
All
Secondary
School Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
High school math textbooks and related materials. Begin
adoption process for ELA textbooks and related materials.
(one-time unrestricted)
EAMO: 1) A, B, C, D, F, H, J, K and 2) A, C, D, E, F, G,
H, I, J, K, L, O, Q
7) Adopt high quality high school math textbooks and
related materials. Begin adoption process for ELA
textbooks and related materials
EAMO: 1) A, B, C, D, F, H, J, K, and 2) A, B, C, D, E, F,
G, H, I, J, K, L, O, Q
8). Principals share trends monthly at Administrative
Council to report on progress monitoring of all students
and by identified targeted students.
All School
Sites
EAMO: 1) A, B, C, D, E, F, G, K and 2) A, B, C, D, E, F,
G, H, I, J, K, L, M, N, O P, Q
9). Maintain support of District Library Plan
EAMO: 2) B, F, I, J, M, N, O, P, Q
All School
Sites
4000-4999: Books And Supplies Other $1,000,000
Implementation of Year 2 of District Library Plan: Includes
Cost for Over Drive in support of New Standards Implantation
4000-4999: Books And Supplies LCFF $96,000
Implementation of Year 2 of District Library Plan: Includes
Cost for Over Drive in support of New Standards Implantation
5000-5999: Services And Other Operating Expenditures LCFF
$1,500
Page 35 of 150
10). Maintain support of costs associated with
Assessment: State Exams, Pre-ID Services, A/P and
I/B Test Fees and Exam Rooms
EAMO: 1) A, B, C, D, E, F, G, K and 2) A, B, C, D, E,
F, G, H, I, J, K, L, M, N, O P, Q
11). Maintain support for Career Technical Education
Implementation at all high schools.
All School
X All
Sites and
OR:------High Schools
Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Assessment Related Costs: Proctors 1000-1999: Certificated
Personnel Salaries LCFF $8,709
All High
Schools and
Alternative
Education
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic Latino, Native
American
Maintain program support for Career Technical Education
(one-time unrestricted) 4000-4999: Books And Supplies Other
$115,407
Maintain program support for Career Technical Education
(one-time unrestricted) 1000-1999: Certificated Personnel
Salaries Other $3,520
Maintain program support for Career Technical Education
(one-time unrestricted) 3000-3999: Employee Benefits Other
$523
Maintain program support for Career Technical Education
(one-time unrestricted) 5000-5999: Services And Other
Operating Expenditures Other $3,000
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
PSAT Implementation at 8th and 10th Grades 5000-5999:
Services And Other Operating Expenditures LCFF $38,000
EAMO: 1) H and 2) D, H, I, J, L
12). Maintain resources for costs associated with
implementation of District-wide PSAT at grades 8 and
10.
Middle
Schools,
Highs and
Alternative
EAMO: 1) A, B, C, D, H, J, K and 2) A, B, C, D, E, F, G, Ed
H, I, J, K, L
13). Coordinator of Assessment, Accountability and
Special Projects
EAMO: 1) A, B, C, D, E, F, G, K and 2) A, B, C, D, E,
F, G, H, I, J, K, L, M, N, O P, Q
All Sites
Assessment Related Costs: State Assessments Pre-ID 50005999: Services And Other Operating Expenditures LCFF
$8,500
Employee Benefits 3000-3999: Employee Benefits LCFF
$1,291
A/P and I/B Test Fees and Exam Rooms (Unrestricted
Lottery) 5000-5999: Services And Other Operating
Expenditures Lottery $20,000
Coordinator of Assessment, Accountability and Special
Projects 2000-2999: Classified Personnel Salaries LCFF
$81,501
Employee Benefits 3000-3999: Employee Benefits LCFF
$18,512
Page 36 of 150
14). Maintain Reproduction Support of Print Level
Readers/ELA-Math Benchmarks K-12
All Sites
EAMO: 2) B, F, I, J, K, L, M, N. O, P, Q
15). Maintain Site LCFF Allocations tied to SPSA's
EAMO: 1) A, B, C, D, E, F, G, K and 2) A, B, C, D, E,
F, G, H, I, J, K, L, M, N, O P, Q
1 B). Maintain site-based programs. Site based
programs offer priority registration to students from the
targeted populations (Hispanic, African-American,
SWDs, EL, and LI students). The programs are
designed to ensure student achievement, civic, college,
and career readiness.
EAMO: 1) A, B, C, D, E, F, G, K and 2) A, B, C, D, E,
F, G, H, I, J, K, L, M, N, P, Q
All School
Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic/Latino,
American Indian
Cole Canyon X All
Elementary, OR:------E. Hale
Low Income pupils
Curran, Lisa
English Learners
J. Mails
Foster Youth
Elementary,
Redesignated fluent
Avaxat
English proficient
Elementary,
Other Subgroups:
Shivela
(Specify)
Middle,
Warm
Springs
Middle,
Murrieta
Mesa, Vista
Murrieta
High,
Murrieta
Valley High
Reprographic Costs (Restricted Lottery) 5000-5999: Services
And Other Operating Expenditures Lottery $150,000
Site LCFF Allocations based upon Unduplicated Student
Numbers 5000-5999: Services And Other Operating
Expenditures LCFF $185,168
Site LCFF Allocations based upon Unduplicated Student
Numbers 4000-4999: Books And Supplies LCFF $1,000,000
Site LCFF Allocations based upon Unduplicated Student
Numbers 2000-2999: Classified Personnel Salaries LCFF
$29,336
Site LCFF Allocations based upon Unduplicated Student
Numbers 3000-3999: Employee Benefits LCFF $10,496
E. Hale Curran/Shivela STEM professional development
3000-3999: Employee Benefits LCFF $2,132
Six (6) additional sections per high school to offer intervention
and acceleration programs: MVHS International
Baccalaureate, VMHS Dual Enrollment, MMHS Intervention
3000-3999: Employee Benefits LCFF $84,422
LJM/DMMS Integrated Arts Programs 3000-3999: Employee
Benefits LCFF $1,291
Avaxat Elementary School AVID Program 3000-3999:
Employee Benefits LCFF $2,503
Cole Canyon International Baccalaureate (one-time
unrestricted) 3000-3999: Employee Benefits Other $6,673
Page 37 of 150
LCAP Year 3: 2017-2018
Expected Annual 1) Program participation rates: (Refer to appendix chart for specific data)
Measurable
Increase total AP, IB, and Dual Enrollment participation rate from 37% in 2016-17 to 40% in 2017-18.
Outcomes:
A. Increase AP enrollment from 28% in 2016-17 to at least 31% in 2017-18 at all high schools while ensuring an emphasis on equal or greater
proportional representation for targeted subgroups
SED AP enrollment: Increase from 25% in 2016-17 to 28% in 2017-18
EL AP enrollment: Increase from 15% in 2016-17 to 18% in 2017-18
Foster Youth AP enrollment: Increase 12% in 2016-17 to 15% in 2017-18 (11 total students)
African American AP enrollment from 28% in 2016-17 to 31% in 2017-18.
Hispanic AP enrollment from 26% in 2016-17 to 29% in 2017-18.
American Indian AP enrollment from 46% in 2016-17 to 49% in 201-18 (40 total students).
B. Increase VMHS Dual Enrollment participation from 15% in 2016-17 to 18% in 2017-18 while ensuring an emphasis on equal or greater
proportional representation for targeted subgroups
SED DE enrollment: Increase 12% in 2016-17 to 15% in 2017-18
EL DE enrollment: Increase 5% in 2016-17 to 8% in 2017-18
Foster Youth DE enrollment: Increase 25% in 201-17 to 50% in 2017-18 (4 total students)
African American DE enrollment from 12% in 2016-17 to 15% in 2017-18.
Hispanic DE enrollment from 13% in 2016-17 to 16% in 2017-18.
American Indian DE enrollment from 24% in 2016-17 to 27% in 2017-18 (14 total students).
C. Increase MVHS International Baccalaureate (IB) participation from 15% in 2016-17 to 18% in 2017-18 while ensuring an emphasis on equal or
greater proportional representation for targeted subgroups
SED IB enrollment: Increase 13% in 2016-17 to 16% in 2017-18
EL IB enrollment: Increase 6% in 2016-17 to 9% in 2017-18
Foster Youth IB enrollment: Increase 25% in 2016-17 to 50% in 2017-18(4 total students)
African American IB enrollment from 14% in 2016-17 to 17% in 2017-18.
Hispanic IB enrollment from 16% in 2016-17 to 19% in 2017-18.
American Indian IB enrollment from 30% in 2016-17 to 33% in 2017-18 (10 total students).
D. Increase participation in STEM at E. Hale Curran Elementary as determined by the baseline data from the 2014-15 school year while
ensuring an emphasis on equal or greater proportional representation for targeted subgroups
E. Determine the baseline participation in STEM at Shivela Middle in STEM related projects and programs
F. Determine the baseline participation rate in arts programs at DMMS and Lisa J. Mails while ensuring an emphasis on equal or greater
proportional representation for targeted subgroups
G. CTE Pathway Participation: Increase from 860 12th grade students in 2016-17 to 890 12th grade student in 2017-18
Page 38 of 150
H
Set growth achievement targets of International Baccalaureate program at Cole Canyon Elementary School.
I. Increase MMHS/ WSMS AVID Demo School participation while ensuring an emphasis on equal or greater proportional representation for
targeted subgroups
All Student AVID participation: Increase from 28% in 2016-17 to 31% in 2017-18.
SED AVID participation: Increase 23% in 2016-17 to 26% in 2017-18.
EL AVID participation: Increase 53% in 2016-17 to 56% in 2017-18.
Foster Youth AVID participation: Increase 23% in 2016-17 to 26% in 2017-18 (6 total students)
African American AVID participation from 56% in 2016-17 to 59% in 2017-18.
Hispanic AVID participation from 33% in 2016-17 to 36% in 2017-18.
American Indian AVID participation from 28% in 2016-17 to 31% in 2017-18.
J. Increase AVID participation at all participating non-demonstration schools while ensuring an emphasis on equal or greater proportional
representation for targeted subgroups
All Student AVID participation: Increase from 13% in 2016-17 to 16% in 2017-18.
SED AVID participation: Increase 18% in 2016-17 to 21% in 2017-18.
EL AVID participation: Increase 18% in 2016-17 to 21% in 2017-18.
Foster Youth AVID participation: Increase 15% in 2016-17 to 18% in 2017-18 (10 total students)
African American AVID participation from 23% in 2016-17 to 26% in 2017-18.
Hispanic AVID participation from 23% in 2016-17 to 26% in 2017-18.
American Indian AVID participation from 18% in 2016-17 to 21% in 2017-18.
2) Student achievement rates: (Refer to appendix chart for specific data)
A. Will set goals as new API is defined.
B. EL Reclassification rate to increase: 5.4% to 10%
English Language Proficiency increase:
C. All Student A-G completion: Increase from 58% in 2016-17 to 61% in 2017-18
SED A-G Completion: Increase 50% in 2016-17 to 53% in 2017-18
EL A-G Completion: Increase 30% students in 2016-17 to 40% in 2017-18
Foster Youth A-G Completion: to be calculated when available
African American A-G Completion: Increase 48% in 2016-17 to 51% in 2017-18
Hispanic A-G Completion: Increase 50% in 2016-17 to 53% in 2017-18
American Indian A-G Completion: Increase 40% in 2016-17 to 50% in 2017-18 (9 total graduating students)
D CTE Pathway Completer: Increase from 170 12th grade students in 2016-17 to 190 in 2017-18
CTE Pathway Concentrator and Completer: Increase from 420 12th grade students in 2016-17 to 440 in 2017-18
E. AP pass rate: Incremental increases from 75% in 2016-17 to 77% in 2017-18
Page 39 of 150
F. EAP ELA College Readiness: Increase 51% ready or conditionally ready to 56% ready or conditionally ready
EAP math College Readiness: Increase 54% ready or conditionally ready to 59% ready or conditionally ready
G. PSAT Scores: Needs to be reported
H. FAFSA Completion: increase from 67% to 75%
I. Graduation rate: Increase from 97% in 2016-17 to 98% in 2017-18
SED graduation rate: Increase from 95% in 2016-17 to 96% in 2017-18
EL graduation rate: Increase from 94% in 2016-17 to 95% in 2017-18
Foster Youth graduation rate: to be calculated when available
African American graduation rate: Increase from 97% in 2016-17 to 98% in 2017-18
Hispanic graduation rate: Increase from 96% in 2016-17 to 97% in 2017-18
American Indian graduation rate: Increase from 91% in 2016-17 to 92% in 2017-18
J. Dropout rate: Decrease from 3% in 2016-17 to 2.5% in 2017-18
SED dropout rate: Decrease from 4% in 2016-17 to 3.5% in 2017-18
EL dropout rate: Decrease from 6% in 2016-17 to 5.5% in 2017-18
Foster Youth dropout rate: to be calculated when available
African American dropout rate: Maintain 1% in 2016-17 to 1% in 2017-18
Hispanic graduation dropout rate: Decrease from 3.5% in 2016-17 to 3% in 2017-18
American Indian dropout rate: Decrease from 10% in 2016-17 to 8% in 2017-18 (11 total students)
K Decrease % of students in Grades 6-8 failing two or more classes (by subgroups): 10% in 2016-17 reduced to 8% in 2017-18.
SED students failing two or more classes: 19% in 2016-17 reduced to 16% or lower in 2017-18.
EL students failing two or more classes: 15% in 2016-17 reduced to 12% or lower in 2017-18.
Foster Youth students failing two or more classes: 23% in 2016-17 reduced to 20% or lower in 2017-18.
African American students failing two or more classes:10% in 2016-17 to 8% or lower in 2017-18.
Hispanic students failing two or more classes:15% in 2016-17 to 12% or lower in 2017-18.
American Indian students failing two or more classes: 37% in 2016-17 to 34% or lower in 2017-18 (15 students).
L. Decrease % of students in Grades 9-12 failing two or more classes (by subgroups): 17% in 2016-17 reduced to 14% or lower in 2017-18.
SED students failing two or more classes: 27% in 2016-17 reduced to 24% or lower in 2017-18.
EL students failing two or more classes: 24% in 2016-17 reduced to 21% or lower in 2017-18.
Foster Youth students failing two or more classes: 45% in 2016-17 reduced to 40% or lower in 2017-18 (12 students).
African American students failing two or more classes: 26% in 2016-17 to 23% or lower in 2017-18.
Hispanic students failing two or more classes: 20% in 2016-17 to 17% or lower in 2017-18.
American Indian students failing two or more classes: 40% in 2016-17 to 35% or lower in 2017-18 (43 students).
Page 40 of 150
Literacy Targets:
Students will demonstrate grade level proficiency in literacy with Third Grade performance serving as the district indicator of progress toward this
goal. (State and Local Assessments) The percentage of Third Graders scoring at proficiency on the SRI will increase annually by 5% or more
for all students and by 7% or more for identified sub-groups.
M. K - 2 literacy will be monitored using the iRead program. End of year 2014 - 2015 school year data will be used to develop a benchmark for
proficiency based on completion of applicable iRead level. Growth targets for 2015 - 2016, 2016 - 2017, and 2017 - 18 will be developed from
there.
N. Increase the percentage of students in Grades 3 - 5 meeting proficiency targets in SRI to be determined based on end of 2014 - 2015 school
year data and targets for 2015 - 2016 and 2016 - 2017.
O. Increase Grades 6-8 proficiency rates in SRI to be determined based on end of the 2014 - 2015 school year data and targets for 2015 - 2016
and 2016 - 2017.
Math Targets:
Students will demonstrate grade level proficiency in math with Eighth Grade performance serving as the district indicator of progress toward this
goal. (State and Local Assessments) The percentage of Eighth Graders scoring at proficiency on the SMI will increase annually by 5% or more
for all students and by 7% or more for identified sub-groups.
P. Increase the percentage of students in Grades 3 - 5 meeting proficiency targets in SMI to be determined based on end of 2014 - 2015 school
year data and targets for 2015 - 2016 and 2016 - 2017.
Q. Increase Grades 6-8 proficiency rates in SMI to be determined based on end of 2014 - 2015 school year data and targets for 2015 - 2016 and
2016 - 2017.
Actions/Services
1) Maintian site-based programs. Site based programs
offer priority registration to students from the targeted
populations (Hispanic, African-American, SWDs, EL,
and LI students). The programs are designed to ensure
student achievement, civic, college, and career
readiness.
Scope of
Service
E. Hale
Curran, Lisa
J. Mails
Elementary,
Avaxat
Elementary,
Cole Canyon
Elementary,
Shivela
Middle,
Warm
Springs
Pupils to be served within
identified scope of
service
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Budgeted
Expenditures
E. Hale Curran/Shivela STEM professional development
1000-1999: Certificated Personnel Salaries LCFF $14,369
E. Hale Curran/Shivela STEM supplies 4000-4999: Books
And Supplies LCFF $5,000
International Baccalaureate (IB) program textbooks (restricted
lottery) 4000-4999: Books And Supplies Other $15,000
Turn-It-In, Questia, IB test fees (restricted lottery) 5000-5999:
Services And Other Operating Expenditures Other $21,835
Maintain up to nine (9) additional sections per high school to
offer intervention and acceleration programs: MVHS
International Baccalaureate, VMHS Dual Enrollment, MMHS
Page 41 of 150
EAMO: 1) A, B, C, D, E, F, G, K and 2) A, B, C, D, E,
F, G, H, I, J, K, L, M, N, P, Q
Middle,
Murrieta
Mesa, Vista
Murrieta
High,
Murrieta
Valley High
2) Continue implementation efforts Advancement Via
Individual Determination (AVID) and AVID strategies.
Offer priority registration to students from the targeted
populations (Hispanic, African-American, SWDs, EL,
and LI students).
All Middle
and High
Schools
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African American; Latino
American; Native
American
All Schools - Summer Institute and Path Training 5000-5999:
Services And Other Operating Expenditures LCFF $62,081
All Schools - AVID Tutors 2000-2999: Classified Personnel
Salaries LCFF $121,920
All Schools - College Field Trips 5000-5999: Services And
Other Operating Expenditures LCFF $28,000
All Schools - Supplies 4000-4999: Books And Supplies LCFF
$11,928
All Schools - AVID Licenses 5000-5999: Services And Other
Operating Expenditures LCFF $13,570
All Schools - Summer Institute and Path Training 1000-1999:
Certificated Personnel Salaries LCFF $31,489
All Schools - Summer Institute and Path Training 3000-3999:
Employee Benefits LCFF $4,667
All Schools - AVID Tutors 3000-3999: Employee Benefits
LCFF $27,004
All Middle
Schools
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
50% of salary for Counselor on Special Assignment 10001999: Certificated Personnel Salaries LCFF $48,664
50% of salary for Counselor on Special Assignment (Grant
Funded) 1000-1999: Certificated Personnel Salaries California
Career Pathways Trust $48,664
EAMO: 1) J, K and 2) B, C, D, E, F, G, H, I, J, K, L, M,
N, P, Q
3) Maintain Counselor on Special Assignment at the
District Office to assist with the design and oversight of
completion rates: A-G, FAFSA, CTE, and Outsourced
Programs for targeted student populations, College
Board Related Efforts etc...
EAMO: 1) A, B, C, D, E, F, G, K and 2) A, B, C, D, E,
F, G, H, I, J, K, L, M, N, P, Q
Intervention 1000-1999: Certificated Personnel Salaries LCFF
$386,760
LJM/DMMS Integrated Arts Program 1000-1999: Certificated
Personnel Salaries LCFF $8,709
Avaxat Elementary AVID Program 1000-1999: Certificated
Personnel Salaries LCFF $10,194
Cole Canyon International Baccalaureate Program (one-time
unrestricted) 1000-1999: Certificated Personnel Salaries
Other $25,952
VMHS Dual Enrollment and Junior Reflective Essay
(Restricted Lottery) 1000-1999: Certificated Personnel
Salaries Other $15,000
MVHS Middle Years Program (Restricted Lottery) 4000-4999:
Books And Supplies Other $15,000
50% of benefits for Counselor on Special Assignment 30003999: Employee Benefits LCFF $8,127
Page 42 of 150
50% of benefits for Counselor on Special Assignment 30003999: Employee Benefits California Career Pathways Trust
$8,127
4) Maintain additional counseling support services. Offer All High
priority services to students from the targeted
Schools
populations (Hispanic, African-American, SWDs, EL,
and LI students) to ensure academic achievement,
college, and career readiness.
EAMO: 1) A, B, C, D, E, F, G, K and 2) A, B, C, D, E,
F, G, H, I, J, K, L, M, N, P, Q
5) Maintain support Early Childhood Education: Focus
on participation and proficiency rates of students from
the targeted populations (Hispanic, African-American,
SWDs, EL, and LI students) to ensure kindergarten
readiness.
Early
Childhood
Education
Programs
EAMO: 2) M, P
6) Maintain outsourced/supplemental special programs.
Offer priority participation to students from the
underrepresented targeted populations to ensure
academic achievement, civic, college, and career
readiness.
EAMO: 1) A, B, C, D, F, H, J, K and 2) A, C, D, E, F, G,
H, I, J, K, L, O, Q
All Middle
and High
Schools
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African American; Latino
American and Native
American
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African American, Latino
American and Native
American
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American, Latino
American; Pacific
Islander; Native
American, and Latino
males
One additional counselor at each comprehensive high school
1000-1999: Certificated Personnel Salaries LCFF $291,984
One additional counselor at each comprehensive high school
3000-3999: Employee Benefits LCFF $71,126
Professional development in the use of early childhood
programs and assessments (onetime unrestricted) 10001999: Certificated Personnel Salaries Other $9,940
Professional development in the use of early childhood
programs and assessments (onetime unrestricted) 30003999: Employee Benefits Other $1,474
TK Textbooks Big Day 2 sets (one-time unrestricted) 40004999: Books And Supplies Other $7,000.00
College Bound Program; CSU San Marcos Alliance, Arts
related programs 5000-5999: Services And Other Operating
Expenditures LCFF $30,000
Page 43 of 150
7) Adopt high quality ELA textbooks and related
materials.
All
Secondary
School Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
All School
Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
All School
Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
EAMO: 1) A, B, C, D, F, H, J, K, and 2) A, B, C, D, E, F,
G, H, I, J, K, L, O, Q
8). Principals share trends monthly at Administrative
Council to report on progress monitoring of all students
and by identified targeted students.
EAMO: 1) A, B, C, D, E, F, G, K and 2) A, B, C, D, E, F,
G, H, I, J, K, L, M, N, O P, Q
9). Maintain support of District Library Plan
EAMO: 2) B, F, I, J, M, N, O, P, Q
10). Maintain support of costs associated with
Assessment: State Exams, Pre-ID Services, A/P and
I/B Test Fees and Exam Rooms
EAMO: 1) A, B, C, D, E, F, G, K and 2) A, B, C, D, E,
F, G, H, I, J, K, L, M, N, O P, Q
All School
X All
Sites and
OR:------High Schools
Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
ELA textbooks and related materials (one-time unrestricted)
4000-4999: Books And Supplies Other $2,000,000
Implementation of Year 3 of District Library Plan: Includes
Cost for Over Drive in support of New Standards
implementation. 4000-4999: Books And Supplies LCFF
$96,000
Implementation of Year 3 of District Library Plan: Includes
Cost for Over Drive in support of New Standards
implementation. 5000-5999: Services And Other Operating
Expenditures LCFF $1,500
Assessment Related Costs: Proctors 1000-1999: Certificated
Personnel Salaries LCFF $8,709
Assessment Related Costs: State Assessments Pre-ID 50005999: Services And Other Operating Expenditures LCFF
$8,500
Assessment Related Costs: Proctors 3000-3999: Employee
Benefits LCFF $1,291
A/P and I/B Test Fees and Exam Rooms (Unrestricted
Lottery) 4000-4999: Books And Supplies Lottery $20,000
Page 44 of 150
11). Provide support for Career Technical Education
Implementation at all high schools.
All High
Schools and
Alternative
Education
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African American, Latino
American and Native
American
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Program Support for Career Technical Education (one-time
unrestricted) 4000-4999: Books And Supplies Other $115,407
All Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Coordinator of Assessment, Accountability and Special
Projects 2000-2999: Classified Personnel Salaries LCFF
$81,501
Coordinator of Assessment, Accountability and Special
Projects 3000-3999: Employee Benefits LCFF $18,512
All School
Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Reprographic Costs (Restricted Lottery) 5000-5999: Services
And Other Operating Expenditures Lottery $150,000
EAMO: 1) H and 2) D, H, I, J, L
12). Provide resources for costs associated with
implementation of District-wide PSAT at grades 8 and
10.
Middle
Schools,
Highs and
Alternative
EAMO: 1) A, B, C, D, H, J, K and 2) A, B, C, D, E, F, G, Ed
H, I, J, K, L
13). Coordinator of Assessment, Accountability and
Special Projects
EAMO: 1) A, B, C, D, E, F, G, K and 2) A, B, C, D, E,
F, G, H, I, J, K, L, M, N, O P, Q
14). Maintain Reproduction Support of Print Level
Readers/ELA-Math Benchmarks K-12
EAMO: 2) B, F, I, J, K, L, M, N. O, P, Q
Maintain program support for Career Technical Education
(one-time unrestricted) 1000-1999: Certificated Personnel
Salaries Other $3,520
Maintain program support for Career Technical Education
(one-time unrestricted) 3000-3999: Employee Benefits Other
$523
Maintain program support for Career Technical Education
(one-time unrestricted) 5000-5999: Services And Other
Operating Expenditures Other $3,000
PSAT Implementation at 8th and 10th Grades 5000-5999:
Services And Other Operating Expenditures LCFF $38,000
Page 45 of 150
15). Provide Site LCFF Allocations tied to SPSA's
EAMO: 1) A, B, C, D, E, F, G, K and 2) A, B, C, D, E,
F, G, H, I, J, K, L, M, N, O P, Q
1 B). Maintain site-based programs. Site based
programs offer priority registration to students from the
targeted populations (Hispanic, African-American,
SWDs, EL, and LI students). The programs are
designed to ensure student achievement, civic, college,
and career readiness.
EAMO: 1) A, B, C, D, E, F, G, K and 2) A, B, C, D, E,
F, G, H, I, J, K, L, M, N, P, Q
All School
Sites
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African American,
Hispanic, American
Indian
E. Hale
X All
Curran, Lisa OR:------J. Mails
Low Income pupils
Elementary,
English Learners
Avaxat
Foster Youth
Elementary,
Redesignated fluent
Cole Canyon English proficient
Elementary,
Other Subgroups:
Shivela
(Specify)
Middle,
Warm
Springs
Middle,
Murrieta
Mesa, Vista
Murrieta
High,
Murrieta
Valley High
Site LCFF Allocations based upon Unduplicated Student
Numbers 4000-4999: Books And Supplies LCFF $1,000,000
Site LCFF Allocations based upon Unduplicated Student
Numbers 4000-4999: Books And Supplies LCFF $185,168
Site LCFF Allocations based upon Unduplicated Student
Numbers 2000-2999: Classified Personnel Salaries LCFF
$29,336
Site LCFF Allocations based upon Unduplicated Student
Numbers 3000-3999: Employee Benefits LCFF $10,496
E. Hale Curran/Shivela STEM professional development
3000-3999: Employee Benefits LCFF $2,132
Maintain up to nine (9) additional sections per high school to
offer intervention and acceleration programs: MVHS
International Baccalaureate, VMHS Dual Enrollment, MMHS
Intervention 3000-3999: Employee Benefits LCFF $84,422
LJM/DMMS Integrated Arts Program 3000-3999: Employee
Benefits LCFF $1,291
Avaxat Elementary AVID Program 3000-3999: Employee
Benefits LCFF $1,716
Cole Canyon International Baccalaureate Program (one-time
unrestricted) 3000-3999: Employee Benefits Other $3,648
Page 46 of 150
Prevention/Intervention/Acceleration: Provide high quality prevention/intervention/acceleration actions and
services to eliminate barriers to student access to required and desired areas of study.
GOAL 2:
Related State and/or Local Priorities:
1X 2X 3X 4 5 6 7 8 8
COE only: 9
10
0
Local : Specify
Identified Need :
Through the analysis of our academic achievement data such as local assessments of student performance, high stakes test results, a-g
completion rates, Advanced Placement, graduation rates, Early Assessment Program results, attendance, and other metrics, our district has
identified the need to provide prevention, intervention, and acceleration services to close the achievement gap and ensure success for all
students. While graduation rates and attendance data indicate high performance for all subgroups, more rigorous metrics such as a-g
completion rates and Early Assessment Program results indicate a significant difference for targeted subgroups such as African-American,
Hispanic, Socioeconomically Disadvantaged (SED), Students With Disabilities (SWDs), and English Learners. Particularly, the AfricanAmerican subgroup a-g completion rates lag behind at 39.5% while compared to the 55.0% of White students. Socioeconomically
disadvantaged students also lagged behind at 41.2% compared to the total average of 51.7%. In particular, the data analysis indicated the need
to strategically address the underperformance of targeted subgroups, while ensuring opportunities of acceleration for students prepared to do
so. In addition, our analysis has revealed the need for the district to be intentional and prescriptive in its effort with English Learners (ELs) due to
a decrease from 13.2% to 5.6% in English Fluency Reclassification Rates. To help remedy this, the district will establish clear criteria for when
students have the English language skills necessary to be successful in a rigorous academic program. With the implementation of the new
California State Standards in mathematics, the district developed pathways which include targeted intervention for grades 6-9 to ensure
proficiency in mathematics to allow students to complete college entrance math requirements. These math pathways also provide for
acceleration to allow students to take two years of AP/IB/DE courses to allow students the ability to increase their competitiveness through the
college admission process. The data analysis indicates the need for preschool and elementary prevention and intervention actions and services
to ensure students are proficient before entrance into middle school.
Goal Applies to:
Schools: All Schools Pre/K-12
Applicable Pupil
All students with a focus on ELL, SED, Foster Youth, Special Education, Identified Ethnic Student Groups (African
Subgroups:
American, Hispanic and American Indian)
Page 47 of 150
LCAP Year 1: 2015-2016
Expected Annual 1) Program Participation Rates
Measurable
Outcomes:
A. Ensure that all students in targeted student populations who qualify for academic intervention programs in Grades K - 9 are given priority of
inclusion in these programs.
B. Determine district-wide (3-9) cut-off Lexile score for students in need of Read 180/System 44 intervention and create base-line data in regard
to the percentage of qualified students who are able to participate in program.
C. Increase acceleration program (Dual Enrollment, IB, Advanced Classes) participation rates for targeted student populations as indicated in
Goal #1
2) Improved student achievement rates of students accessing intervention actions and services
A. Create baseline data for the percentage of Kinder - 2nd graders receiving intervention who make one or more years of growth in the iRead
program as measured by benchmarks and program levels. Disaggregate data to identify percentages for targeted subgroups.
B. Create baseline data for the percentage of 3rd - 9th graders receiving intervention (Read 180/System 44) who meet their growth goal at the
end of the school year. Disaggregate data to identify percentages for targeted subgroups. Create baseline data for the percentage of these
students working on System 44 who meet the minimum progress goal of 10 series by the end of the school year. Disaggregate data to identify
percentages for targeted subgroups.
C. Create baseline data for the percentage of 6th - 9th graders receiving intervention (Math Intervention/Academic Seminar) who make growth
as determined by assessment data and grades. Disaggregate data to identify percentages for targeted subgroups.
Actions/Services
Scope of
Service
1). Add up to four (4) sections to each middle school to All Middle
offer math intervention/acceleration classes as identified Schools
on the Mathematics Pathway Plan.
EAMO: 1) A, C and 2) C
Pupils to be served within
identified scope of
service
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African American; Latino
American; Native
American
Budgeted
Expenditures
Up to four (4) sections to each middle school for intervention
and acceleration math classes 1000-1999: Certificated
Personnel Salaries LCFF $155,212
Up to four (4) sections to each middle school for intervention
and acceleration math classes 3000-3999: Employee Benefits
LCFF $41,569
Page 48 of 150
2). Maintain up to six (6) sections for
intervention/acceleration classes in math and ELA at
each comprehensive high school.
Refer to Goal #1
All High
Schools
EAMO: 1) A, B, C and 2) B, C
3). Maintain a 50% Intervention Teacher at each
elementary school.
All
Elementary
Schools
EAMO: 1) A, B and 2) A, B
4). Maintain support for intervention materials: Math 180 All Schools
and Read 180.
EAMO: 1) A, B and 2) A, B, C
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African American; Latino
American; Native
American
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African American; Latino
American; Native
American
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African American; Latino
American; Native
American
Intervention Teachers at Elementary Schools 1000-1999:
Certificated Personnel Salaries LCFF $392,690
Intervention Teachers Training: Mindset Focus/Data Analysis
(one-time unrestricted) 1000-1999: Certificated Personnel
Salaries Other $11,000.00
Intervention Teachers at Elementary Schools 3000-3999:
Employee Benefits LCFF $88,780
Intervention Teachers Training: Mindset Focus/Data Analysis
(one-time unrestricted) 3000-3999: Employee Benefits Other
$1,632
Math 180 and Read 180 (one-time restricted) 5000-5999:
Services And Other Operating Expenditures Other $75,000.00
iRead (one-time unrestricted) 5000-5999: Services And Other
Operating Expenditures Other $96,288.00
Parent Training for Intervention Programs - Title I School Sites
4000-4999: Books And Supplies Title I $16,800
Parent Training for Intervention Programs - Non-Title I School
Sites (one-time unrestricted) 4000-4999: Books And
Supplies Other $20,000.00
Page 49 of 150
5). Purchase additional licenses for middle and high
school intervention/acceleration programs: Think
Through Math, APEX and Brain Honey
All Middle
and High
Schools
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Think Through Math 5000-5999: Services And Other
Operating Expenditures LCFF $79,980.00
All Middle
Schools
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic/Latino,
American Indian
Middle School Afterschool Computer Lab Access 1000-1999:
Certificated Personnel Salaries LCFF $27,796
Middle School Afterschool Computer Lab Access 3000-3999:
Employee Benefits LCFF $4,124
EAMO: 1) A, B, C and 2) B, C
6). Provide Afterschool Computer Lab Access to Middle
School Students
EAMO: 1) A, B and 2) B, C
Tutorial program for acceleration (Shmoop) (restricted lottery)
5000-5999: Services And Other Operating Expenditures
Lottery $45,000
Apex licenses (restricted lottery) 5000-5999: Services And
Other Operating Expenditures Lottery $51,600
Expert 21 (one-time unrestricted) 5000-5999: Services And
Other Operating Expenditures Other $50,000
Brain Honey (restricted lottery) 5000-5999: Services And
Other Operating Expenditures Lottery $7,500.00
Page 50 of 150
LCAP Year 2: 2016-2017
Expected Annual 1) Program Participation Rates
Measurable
Outcomes:
A. Ensure that all students in targeted student populations who qualify for academic intervention programs in Grades K - 9 are given priority of
inclusion in these programs.
B. Using the district determined cut-off Lexile score, increase percentage of qualified students (3-9) who are able to participate in the Read
180/System 44 programs, based on 2015 - 2016 baseline data.
C. Increase acceleration program (Dual Enrollment, IB, Advanced Classes) participation rates for targeted student populations as indicated in
Goal #1
2) Improved student achievement rates of students accessing intervention actions and services
A. Increase the percentage of Kinder - 2nd graders receiving intervention who make one or more years growth in the iRead program as
measured by benchmarks and program levels. Disaggregate data to identify percentages for targeted subgroups. Determine intended increase
based on 2015 - 2016 baseline data.
B. Increase the percentage of 3rd - 9th graders receiving intervention (Read 180/System44) who meet their growth goal. Increase the
percentage of students working on System 44 who meet the minimum progress goal of 10 series by the end of the school year. Disaggregate
data for both goals to identify percentages for targeted subgroups. Determine intended increase based on 2015 - 2016 baseline data.
C. Increase the percentage of 6th - 9th graders receiving intervention (Math Intervention/Academic Seminar) who make growth as determined
by assessment data and grades. Disaggregate data to identify percentages for targeted subgroups. Identify adequate growth and intended
increase based on 2015 - 2016 baseline data.
Actions/Services
Scope of
Service
1). Maintain up to four (4) sections to each middle
All Middle
school to offer math intervention/acceleration classes as Schools
identified on the Mathematics Pathway Plan. In
addition, sections may be used for intervention efforts
for ELA.
EAMO: 1) A, C and 2) C
Pupils to be served within
identified scope of
service
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Budgeted
Expenditures
Up to four (4) sections to each middle school for intervention
and acceleration math and ELA classes 1000-1999:
Certificated Personnel Salaries LCFF $155,212
Up to four (4) sections to each middle school for intervention
and acceleration math and ELA classes 3000-3999:
Employee Benefits LCFF $41,569
Page 51 of 150
2). Increase up to nine (9) sections for
intervention/acceleration classes in math and ELA at
each comprehensive high school.
Refer to Goal #1
All High
Schools
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic/Latino,
American-Indian
All
Elementary
Schools
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic/Latino,
American-Indian
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic/Latino,
American-Indian
EAMO: 1) A, B, C and 2) B, C
3). Increase Intervention Teacher Services at each
elementary school from 50% to 80%
EAMO: 1) A, B and 2) A, B
4). Maintain support for intervention materials: Math
180, Read 180, and iRead
EAMO: 1) A, B and 2) A, B, C
All Schools
80% Intervention Teachers at Elementary Schools 10001999: Certificated Personnel Salaries LCFF $628,304
Intervention Teachers Training: Data Analysis (One-time
Unrestricted) 1000-1999: Certificated Personnel Salaries
Other $11,000.00
Employee Benefits Intervention Teachers 3000-3999:
Employee Benefits LCFF $164,131
Benefits/Sub- Costs for Training (One-time Unrestricted)
3000-3999: Employee Benefits Other $1,632
Maintain Math 180 and Read 180 (one-time unrestricted)
5000-5999: Services And Other Operating Expenditures Other
$75,000.00
Maintain iRead (one-time unrestricted) 5000-5999: Services
And Other Operating Expenditures Other $96,288.00
Parent Training for Intervention Programs 5000-5999:
Services And Other Operating Expenditures Title I $16,800
Parent Training for Intervention Programs (one-time
unrestricted) 4000-4999: Books And Supplies Other
$20,000.00
Page 52 of 150
5). Maintain additional licenses for middle and high
school intervention/acceleration programs: Think
Through Math, APEX and Brain Honey
All Middle
and High
Schools
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Think Through Math 5000-5999: Services And Other
Operating Expenditures LCFF $79,980.00
All Middle
Schools
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic/Latino,
Middle School Afterschool Computer Lab Access 1000-1999:
Certificated Personnel Salaries LCFF $27,796
Middle School Afterschool Computer Lab Access 3000-3999:
Employee Benefits LCFF $4,124
EAMO: 1) A, B, C and 2) B, C
6). Maintain Afterschool Computer Lab Access for
Middle School Students
EAMO: 1) A, B and 2) B, C
Tutorial program for acceleration (Shmoop) (restricted lottery)
5000-5999: Services And Other Operating Expenditures Other
$45,000
Apex licenses (restricted lottery) 5000-5999: Services And
Other Operating Expenditures Lottery $51,600
Expert 21 (one-time unrestricted) 5000-5999: Services And
Other Operating Expenditures Other $50,000
Brain Honey (restricted lottery) 5000-5999: Services And
Other Operating Expenditures Other $7,500.00
Page 53 of 150
LCAP Year 3: 2017-2018
Expected Annual 1) Program Participation Rates
Measurable
Outcomes:
A. Ensure that all students in targeted student populations who qualify for academic intervention programs in Grades K - 9 are given priority of
inclusion in these programs.
B. Using the district determined cut-off lexile score, increase percentage of qualified students (3-9) who are able to participate in the Read
180/System 44 programs, based on 2015 - 2016 baseline data and 2016 - 2017 growth targets.
C. Increase acceleration program (Dual Enrollment, IB, Advanced Classes) participation rates for targeted student populations as indicated in
Goal #1
2) Improved student achievement rates of students accessing intervention actions and services
A. Increase the percentage of Kinder - 2nd graders receiving intervention who make one or more years growth in the iRead program as
measured by benchmarks and program levels. Disaggregate data to identify percentages for targeted subgroups. Determine intended increase
based on 2015 - 2016 baseline data and 2016 - 2017 growth targets.
B. Increase the percentage of 3rd - 9th graders receiving intervention (Read 180/System44) who meet their growth goal. Increase the
percentage of students working on System 44 who meet the minimum progress goal of 10 series by the end of the school year. Disaggregate
data for both goals to identify percentages for targeted subgroups. Determine intended increase based on 2015 - 2016 baseline data and 2016 2017 growth targets.
C. Increase the percentage of 6th - 9th graders receiving intervention (Math Intervention/Academic Seminar) who make growth as determined
by assessment data and grades. Disaggregate data to identify percentages for targeted subgroups. Identify adequate growth and intended
increase based on 2015 - 2016 baseline data and 2016 - 2017 growth targets.
Actions/Services
Scope of
Service
1). Maintain up to four (4) sections to each middle
All Middle
school to offer math intervention/acceleration classes as Schools
identified on the Mathematics Pathway Plan. Additional
sections may be used for ELA Intervention classes.
EAMO: 1) A, C and 2) C
Pupils to be served within
identified scope of
service
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Budgeted
Expenditures
Up to four (4) sections to each middle school for intervention
and acceleration math/ELA classes 1000-1999: Certificated
Personnel Salaries LCFF $155,212
Up to four (4) sections to each middle school for intervention
and acceleration math/ELA classes 3000-3999: Employee
Benefits LCFF $41,569
Page 54 of 150
2). Add up to nine (9) sections for
intervention/acceleration classes in math and ELA at
each comprehensive high school.
Refer to Goal #1
All High
Schools
EAMO: 1) A, B, C and 2) B, C
3). Increase a 80% to 100% Intervention Teacher at
each elementary school.
All
Elementary
Schools
EAMO: 1) A, B and 2) A, B
4). Maintain support for intervention materials: Math
180, Read 180 and iRead.
EAMO: 1) A, B and 2) A, B, C
All Schools
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic/Latino,
American-Indian
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic/Latino,
American-Indian
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic/Latino,
American-Indian
100% Intervention Teachers at Elementary Schools 10001999: Certificated Personnel Salaries LCFF $785,380
Intervention Teachers Training: Data Analysis (One-time
Restricted) 1000-1999: Certificated Personnel Salaries Other
$11,000.00
Intervention Teachers at Elementary Schools 3000-3999:
Employee Benefits LCFF $204,861
Intervention Teachers Training Data Analysis (One-time
Restricted) 3000-3999: Employee Benefits LCFF $1,632
Maintain Math 180 and Read 180 (one-time unrestricted)
5000-5999: Services And Other Operating Expenditures Other
$75,000.00
Maintain iRead (one-time unrestricted) 5000-5999: Services
And Other Operating Expenditures Other $96,288.00
Parent Training for Intervention Programs 5000-5999:
Services And Other Operating Expenditures Title I $16,800
Parent Training for Intervention Programs (one-time
unrestricted) 4000-4999: Books And Supplies Other
$20,000.00
Page 55 of 150
5). Purchase licenses for middle and high school
intervention/acceleration programs: Think Through
Math, APEX and Brain Honey
All Middle
and High
Schools
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Think Through Math 5000-5999: Services And Other
Operating Expenditures LCFF $79,980.00
All Middle
Schools
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic/Latino,
American-Indian
Middle School Afterschool Computer Lab Access 1000-1999:
Certificated Personnel Salaries LCFF $27,796
Middle School Afterschool Computer Lab Access 3000-3999:
Employee Benefits LCFF $4,124
EAMO: 1) A, B, C and 2) B, C
6). Maintain Afterschool Computer Lab Access for
Middle School Students
EAMO: 1) A, B and 2) B, C
Tutorial program for acceleration (Shmoop) (restricted lottery)
5000-5999: Services And Other Operating Expenditures Other
$45,000
Apex licenses (restricted lottery) 5000-5999: Services And
Other Operating Expenditures Lottery $51,600
Expert 21 (one-time unrestricted) 5000-5999: Services And
Other Operating Expenditures Other $50,000
Brain Honey 5000-5999: Services And Other Operating
Expenditures LCFF $7,500
Page 56 of 150
Professional Development: Ensure classroom teachers, instructional support staff, and school administrators are Related State and/or Local Priorities:
trained in the state standards, the standards aligned curriculums, proven researched-based instructional
1 2X 3 4 5 6X 7 8 8
strategies, effective instructional technologies, instructional resources/assessments, and the collection and use
GOAL 3: of data in professional discussions to inform instruction and enhance student learning.
COE only: 9 10 0
Local : Specify
Identified Need :
Through the implementation of the new California State Standards, the district has identified the need to provide professional development to all
teachers to ensure they have the knowledge and skills necessary to provide quality instruction and services to all students. The CDE audit of
compliance matters in Special Education (SE) identified the need to train SE teachers and service providers in IEP development and
implementation. With the use of the latest technology and associated programs, the need has been identified for teachers to have training in
technology and associated programs. Such training will ensure that teachers have the necessary knowledge and skills to provide a rich
instructional environment to prepare students to be competitive in a global work environment. A review of teacher professional development
surveys validated the focus areas named above. Survey data from principals and teachers have indicated the need to continue with the
successful implementation of the induction programs that resulted in a positive impact on assisting new teachers effectively implement the new
standards and curriculum to meet the full range of learners in the classroom. Finally, the LCAP stakeholder survey and the Board of Education
LCAP Workshop have indicated the need to develop a district-wide integrated Arts program.
Goal Applies to:
Schools: All Schools Pre/K-12
Applicable Pupil
Subgroups:
All students with a focus on ELL, SED, Foster Youth, Special Education, Identified Ethnic Student Groups (African
American, Hispanic and American Indian)
Page 57 of 150
LCAP Year 1: 2015-2016
Expected Annual A. 85% participation in professional development program participation for identified teachers, administrators, and instructional classified staff as
Measurable
measured by sign-in sheets and post training surveys that evaluate the effectiveness of training.
Outcomes:
B. 90% designated AVID teacher involvement in AVID program planning meetings organized by AVID Coordinator as verified by sign-in sheets,
time cards,
C. 90% designated IB teacher involvement in IB program planning meetings organized by IB Coordinator as verified by sign-in sheets, time
cards, etc.
D. 100% of year-two teachers in the Induction Program will complete the requirements to achieve a clear credential.
E. 85% participation of designated teacher teams in lesson study project to offer professional growth through observations and collaboration as
measured by sign-in sheets, reflection within PLC notes and surveys that evaluate the effectiveness of the lesson study experience.
F. A baseline for academic growth expected in 2016-17 will be set after scoring Benchmark Performance Assessments used to inform
instruction and further professional development as measured by student assessment score reports.
G. 100% access of EADMS and ESGI to teachers and administrators K - 12 to inform instruction and further professional development as
measured by usage reports.
H. 85% enrollment/participation in California Colleges for students in grades 6 - 12 for the purpose of assisting students' exploration into college
and career options as measured by user reports.
I. 100 % Assessment Coordinator or designee participation in identified local and state assessment-related meetings as verified by calendar and
sign-in sheets.
Actions/Services
1). Provide a Coordinator of Programs/Standards
Implementation.
Scope of
Service
All School
Sites
EAMO: A, B, C, D, E, F, G, H, I
2). Provide TOSA for Arts Integration.
EAMO: A, E
All School
Sites
Pupils to be served within
identified scope of
service
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
X All
OR:------Low Income pupils
English Learners
Foster Youth
Budgeted
Expenditures
Provide a Coordinator of Programs/Standards Implementation
1000-1999: Certificated Personnel Salaries Base $107,495
Coordinator of Programs/Standards Implementation 30003999: Employee Benefits Base $25,217
Provide TOSA for Arts Integration (one time unrestricted)
1000-1999: Certificated Personnel Salaries Other $75,589
TOSA for Arts Integration (one-time unrestricted) 3000-3999:
Employee Benefits Other $23,930
Page 58 of 150
3). Maintain TOSA AVID Coordinator.
EAMO: A, B, F, G, H, I
4). Provide International Baccalaureate/Dual
Enrollment program coordination and support.
All School
Sites with
AVID
programs
Murrieta
Valley High
School
EAMO: A, C, E, F, G, H, I
5). Maintain teacher support through Instructional
TOSA - Coaches
EAMO: A, B, C, D, E, F, G, H, I
All School
Sites
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African American; Latino
American; Native
American
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African American; Latino
American; Native
American
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Maintain TOSA AVID Coordinator (one time unrestricted)
1000-1999: Certificated Personnel Salaries Other $51,719
Provide sub release time for AVID Coordinator meetings
1000-1999: Certificated Personnel Salaries LCFF $4,500
TOSA AVID Coordinator (one-time unrestricted) 3000-3999:
Employee Benefits Other $12,307
Certificated sub release time for AVID Coordinator meetings
3000-3999: Employee Benefits LCFF $667
Maintain two sections of IB to MVHS 1000-1999: Certificated
Personnel Salaries LCFF $59,133
DE Teacher Release Time for Grading Student Essays 10001999: Certificated Personnel Salaries LCFF $4,354
Maintain IB Middle Years Staff Development 1000-1999:
Certificated Personnel Salaries LCFF $9,579
Maintain dual enrollment training 1000-1999: Certificated
Personnel Salaries LCFF $13,063
Maintain two sections of IB at MVHS 3000-3999: Employee
Benefits LCFF $14,984
Maintain IB Middle Years Staff Development 3000-3999:
Employee Benefits LCFF $1,421
DE Teacher Release Time for Grading Student Essays 30003999: Employee Benefits LCFF $646
Maintain dual enrollment training 3000-3999: Employee
Benefits LCFF $1,937
Maintain TOSA Instructional Coaches (one time unrestricted)
1000-1999: Certificated Personnel Salaries Other $349,836
Provide a TOSA Instructional Coach (.5) (One year only) (one
time unrestricted) 1000-1999: Certificated Personnel Salaries
Other $28,532
Maintain professional development for TOSAs (one time
unrestricted) 5000-5999: Services And Other Operating
Expenditures Other $12,000
Page 59 of 150
TOSA materials, supplies, and mileage (one time unrestricted)
5000-5999: Services And Other Operating Expenditures Other
$16,000.00
Maintain TOSA Instructional Coaches (one-time unrestricted)
3000-3999: Employee Benefits Other $88,980
Provide a TOSA Instructional Coach (.5) (One year only)
(one-time unrestricted) 3000-3999: Employee Benefits Other
$4,231
6). Maintain instructional coaches to new and existing
teachers.
All School
Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Maintain induction programs for new teachers through
MVUSD Induction and provide support to teachers through
PAR. 1000-1999: Certificated Personnel Salaries LCFF
$364,980
Training and coaching materials 4000-4999: Books And
Supplies LCFF $24,360
Maintain induction programs for new teachers through
MVUSD Induction and provide support to teachers through
PAR. 3000-3999: Employee Benefits LCFF $63,402
All School
Sites
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African American; Latino
American; Native
American
Provide an Elements of Effective Instruction workshop to 170
teachers (100 GE and 75 SE) (one time unrestricted) 10001999: Certificated Personnel Salaries Other $129,530
Provide an Elements of Effective Instruction workshops to 50
GE and 38 SE teachers) using the after school training
module (one time unrestricted) 1000-1999: Certificated
Personnel Salaries Other $49,660
X All
OR:------Low Income pupils
English Learners
Foster Youth
Provide teacher training to English and Math teachers (August
training 2015) (one-time unrestricted) 1000-1999: Certificated
Personnel Salaries Other $60,960
Provide teacher training to English, Math and Science
teachers in 15-16 for 120 teachers @ 4 days & 125.00 rate)
EAMO: A, D, E, F, G, H, I
7). Provide professional development to teachers.by
reinstating the Elements of Effective Instruction training
and Special Education Implementation.
EAMO: A, D, E, F, G, H, I
8). Maintain teacher training on adopted and developed All School
curriculums.
Sites
EAMO: A, B, C, D, E, F, G, H, I
Provide 12 teacher trainers (8 GE and 4 SE) at the c-5 rate to
provide the trainings (one-time unrestricted) 1000-1999:
Certificated Personnel Salaries Other $21,945
Materials and supplies (one-time unrestricted) 4000-4999:
Books And Supplies Other $300
Provide Elements of Effective Instruction Workshop (one-time
unrestricted) 3000-3999: Employee Benefits Other $26,584
Provide Teacher Trainers (one-time unrestricted) 3000-3999:
Employee Benefits Other $3,255
Page 60 of 150
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
(one-time unrestricted) 1000-1999: Certificated Personnel
Salaries Other $130,628
Supplemental curriculum - MVP Training for Math (one-time
unrestricted) 4000-4999: Books And Supplies Other $12,500
Teacher Training to ELA and Math (August training 2015)
(one-time unrestricted) 3000-3999: Employee Benefits Other
$9,040
Teacher Training to ELA, Math and Science in 15-16 (onetime unrestricted) 3000-3999: Employee Benefits Other
$19,372
9). Provide Lesson Study Project Training.
All School
Sites
EAMO: A, D, E, F, G, H, I
10). Develop curriculum and assessments aligned with All
the New State Standards. Maintain Secondary Work
Secondary
Teams.
Schools
EAMO: A, B, C, D, E, F, G, H, I
11). Provide training, assessment, and support to
teachers.
EAMO: A, B, C, D, E, F, G, H, I
All
Secondary
Schools
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Provide Lesson Study Project training to 120 teachers. (onetime unrestricted) 1000-1999: Certificated Personnel Salaries
Other $13,063
Provide Lesson Study Project training to 72 teachers through
an after school training module (one-time unrestricted) 10001999: Certificated Personnel Salaries Other $3,386
Provide Lesson Study Project training (one-time unrestricted)
3000-3999: Employee Benefits Other $1,937
Provide Lesson Study Project training (one-time unrestricted)
3000-3999: Employee Benefits Other $502
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Maintain release time to Curriculum Work Teams for Math and
English in 2015-16. (one-time unrestricted) 1000-1999:
Certificated Personnel Salaries Other $100,975
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
Maintain release time for 90 Scoring Team Members for two
days. 1000-1999: Certificated Personnel Salaries LCFF
$19,594
Maintain release time for 23 Jr.Reflective Scoring Team
Members for one day @ 125.00 rate. 1000-1999: Certificated
Personnel Salaries LCFF $2,504
Maintain release time for Math/English/Science Steering
Vetting Teams. (one-time unrestricted) 1000-1999:
Certificated Personnel Salaries Other $78,376
Curriculum Work Teams ELA and Math (one-time
unrestricted) 3000-3999: Employee Benefits Other $14,975
Curriculum Steering Vetting Teams (one-time unrestricted)
3000-3999: Employee Benefits Other $11,624
Page 61 of 150
African American; Latino
American; Native
American
Fund clerical subs for one day to enter data during the Jr.
Reflective Scoring Team session. 2000-2999: Classified
Personnel Salaries LCFF $506
Benchmark Scoring Team Members 3000-3999: Employee
Benefits LCFF $2,906
Jr. Reflective Essay Scoring Team Members 3000-3999:
Employee Benefits LCFF $371
Clerical Support for Scoring Teams (Classified) 3000-3999:
Employee Benefits LCFF $75
RCOE Contracted Services 5000-5999: Services And Other
Operating Expenditures Other $40,000
12). Provide literacy training to teachers.
EAMO: A, B, C, D, E, F, G, H, I
13). Maintain the district-wide information and learning
management systems.
Title I
All
School Sites OR:------X Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Maintain training to Title I school teachers. 1000-1999:
Certificated Personnel Salaries Title I $26,127
Maintain training to Title I school teachers. 3000-3999:
Employee Benefits Title I $3,874
All School
Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Continue to maintain existing information and learning
management systems (restricted lottery) 5000-5999: Services
And Other Operating Expenditures Lottery $94,050
All School
Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Formative Benchmark Progress Monitoring Data Systems EADMS and ESGI 5000-5999: Services And Other Operating
Expenditures LCFF $86,500
Adrylan Communications - Inspect Data Analysis (one-time
unrestricted) 5000-5999: Services And Other Operating
Expenditures Other $40,000
EAMO: A, B, C, D, E, F, G, I
14). Maintain Data Management Systems
EAMO: A, D, E, F, G, H, I
Page 62 of 150
15). APEX Training of Staff
EAMO: A, F, G, I
16). California Colleges
EAMO: C
17). Assessment Related Support
All High
Schools
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Middle
X All
Schools and OR:------High
Low Income pupils
Schools
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Costs Associated with the training of staff to oversee the
implementation of APEX 5000-5999: Services And Other
Operating Expenditures Other $2,200
All School
Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
CDELT Subs 1000-1999: Certificated Personnel Salaries
LCFF $5,661
CDELT Subs 3000-3999: Employee Benefits LCFF $839
Coordinator of Assessment County and State LCAP and
Assessment Related Meetings 5000-5999: Services And
Other Operating Expenditures LCFF $3,500
All Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Library Tech Subs 2000-2999: Classified Personnel Salaries
LCFF $350
Library Tech Subs 3000-3999: Employee Benefits LCFF $77
All Sites
X All
OR:------Low Income pupils
Stakeholder Engagement (Parents) (one-time unrestricted)
4000-4999: Books And Supplies Other $10,000
EAMO: A, B, C, D, E, F, G, I
18). Library Technicians Staff Development
EAMO: A
19). Stakeholder Engagement (Parents)
EAMO: A
Provides online college counseling program access to all
students grades 6-12 5000-5999: Services And Other
Operating Expenditures LCFF $17,750
Page 63 of 150
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
20). Administrator Training
EAMO: A, D, E, F, G, H, I
All Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Administrator Training: Pre-K through 12th grade ICLE/Scholastic PD (one-time unrestricted) 5000-5999:
Services And Other Operating Expenditures Other $82,000
Page 64 of 150
LCAP Year 2: 2016-2017
Expected Annual A. 85% participation in professional development program participation for identified teachers, administrators, and instructional classified staff as
Measurable
measured by sign-in sheets and post training surveys that evaluate the effectiveness of training.
Outcomes:
B. 90% designated AVID teacher involvement in AVID program planning meetings organized by AVID Coordinator as verified by sign-in sheets,
time cards,
C. 90% designated IB teacher involvement in IB program planning meetings organized by IB Coordinator as verified by sign-in sheets, time
cards, etc.
D. 100% of year-two teachers in the Induction Program will complete the requirements to achieve a clear credential.
E. 85% participation of designated teacher teams in lesson study project to offer professional growth through observations and collaboration as
measured by sign-in sheets, reflection within PLC notes and surveys that evaluate the effectiveness of the lesson study experience.
F. A baseline for academic growth expected in 2016-17 will be set after scoring Benchmark Performance Assessments used to inform
instruction and further professional development as measured by student assessment score reports.
G. 100% access of EADMS and ESGI to teachers and administrators K - 12 to inform instruction and further professional development as
measured by usage reports.
H. 85% enrollment/participation in California Colleges for students in grades 6 - 12 for the purpose of assisting students' exploration into college
and career options as measured by user reports.
I. 100 % Assessment Coordinator or designee participation in identified local and state assessment-related meetings as verified by calendar and sign-in sheets.
Actions/Services
1. Maintain a Coordinator of Programs/Standards
Implementation.
Scope of
Service
EAMO: A, E
Budgeted
Expenditures
All School
Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Provide a Coordinator of Programs/Standards Implementation
1000-1999: Certificated Personnel Salaries Base $107,495
Provide Coordinator of Programs/Standards Implementation
3000-3999: Employee Benefits Base $25,217
All School
Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
MaintainTOSA for Arts Integration (one-time unrestricted)
1000-1999: Certificated Personnel Salaries Other $75,589
Maintain TOSA for Arts Integration (one-time unrestricted)
3000-3999: Employee Benefits Other $23,930
EAMO: A, B, C, D, E, F, G, H, I
2. Maintain TOSA for Arts Integration.
Pupils to be served within
identified scope of
service
Page 65 of 150
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
3. Maintain TOSA AVID Coordinator.
All School
Sites with
AVID
programs
All
OR:------EAMO: A, B, F, G, H, I
X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
Identified ethnic student
groups
4. Increase International Baccalaureate/Dual Enrollment Murrieta
All
program coordination and support.
Valley High OR:------School and X Low Income pupils
Vista
X English Learners
EAMO: A, C, E, F, G, H, I
Murrieta
X Foster Youth
High School X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic/Latino,
American Indian
Maintain TOSA AVID Coordinator (one-time unrestricted)
1000-1999: Certificated Personnel Salaries Other $51,719
5. Maintain teachers with instructional support.
Maintain TOSA Instructional Coaches (one time unrestricted)
1000-1999: Certificated Personnel Salaries Other $349,836
EAMO: A, B, C, D, E, F, G, H, I
All School
Sites
X All
OR:------Low Income pupils
English Learners
Provide sub release time for AVID Coordinator meetings
1000-1999: Certificated Personnel Salaries LCFF $4,500
Maintain TOSA AVID Coordinator (one-time unrestricted)
3000-3999: Employee Benefits Other $12,307
Provide sub release time for AVID Coordinator meetings
3000-3999: Employee Benefits LCFF $667
Increase to three sections to IB at MV 1000-1999: Certificated
Personnel Salaries LCFF $102,391
DE Teacher Release Time for Grading Student Essays 10001999: Certificated Personnel Salaries LCFF $4,354
Maintain IB Middle Year Staff Development 1000-1999:
Certificated Personnel Salaries LCFF $9,579
Maintain Dual Enrollment training 1000-1999: Certificated
Personnel Salaries LCFF $13,063
Increase to three (3) sections at MV 3000-3999: Employee
Benefits LCFF $22,199
DE Teacher Release Time for Grading Student Essays 30003999: Employee Benefits LCFF $646
IB Middle Year Staff Development 3000-3999: Employee
Benefits LCFF $1,421
Dual Enrollment Training 3000-3999: Employee Benefits
LCFF $1,937
Page 66 of 150
6. Maintain instructional coaching to new and existing
teachers.
All School
Sites
EAMO: A, D, E, F, G, H, I
7. Maintain professional development to
teachers.through the reinstating the Elements of
Effective Instruction training and Special Education
Implementation.
EAMO: A, D, E, F, G, H, I
All School
Sites
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Maintain a TOSA Instructional Coach (.5) (One year only)
(one time unrestricted) 1000-1999: Certificated Personnel
Salaries Other $28,532
Provide professional development for TOSAs (one time
unrestricted) 5000-5999: Services And Other Operating
Expenditures Other $12,000
TOSA materials, supplies, and mileage (one time unrestricted)
5000-5999: Services And Other Operating Expenditures Other
$16,000
Maintain TOSA Instructional Coaches (one time unrestricted)
3000-3999: Employee Benefits Other $88,980
Maintain a TOSA Instructional Coach (.5) (One year only)
(one time unrestricted) 4000-4999: Books And Supplies Other
$4,231
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic/Latino,
American Indian
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic/Latino,
American Indian
Maintain induction programs for new teachers through
MVUSD Induction and provide support to teachers through
PAR. 1000-1999: Certificated Personnel Salaries LCFF
$364,980
Training and coaching materials 4000-4999: Books And
Supplies LCFF $24,360
Maintain induction programs for new teachers through
MVUSD Induction and provide support to teachers through
PAR. 3000-3999: Employee Benefits LCFF $63,402
Maintain an Elements of Effective Instruction workshop to 170
teachers (100 GE and 75 SE) (one time unrestricted) 10001999: Certificated Personnel Salaries Other $129,530
Maintain an Elements of Effective Instruction workshops to 50
GE and 38 SE teachers) using the after school training
module (one time unrestricted) 1000-1999: Certificated
Personnel Salaries Other $49,660
Maintain 12 teacher trainers (8 GE and 4 SE) at the c-5 rate to
provide the trainings 1000-1999: Certificated Personnel
Salaries Other $21,945
Materials and supplies 4000-4999: Books And Supplies Other
$300
Maintain an Elements of Effective Instruction workshop to 170
teachers (100 GE and 75 SE) (one time unrestricted) 30003999: Employee Benefits Other $26,584
Page 67 of 150
Maintain an Elements of Effective Instruction workshops to 50
GE and 38 SE teachers) using the after school training
module (one time unrestricted) 3000-3999: Employee Benefits
Other $3,255
8. Provide teacher training on adopted curriculum.
EAMO: A, B, C, D, E, F, G, H, I
9. Maintain Lesson Study Project Training.
All
Secondary
Schools
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Maintain teacher training to English, Math and Science
teachers (August training 2016) 1000-1999: Certificated
Personnel Salaries Other $60,960
Maintain teacher training to English, Math and Science
teachers in 15-16 for 120 teachers @ 4 days & 125.00 rate)
1000-1999: Certificated Personnel Salaries Other $130,628
Supplemental curriculum such as MVP 4000-4999: Books
And Supplies Other $12,500
Teacher training to English, Math and Science teachers
(August training 201) 3000-3999: Employee Benefits Other
$9,040
Teacher training to English, Math and Science teachers in
15-16 for 120 teachers @ 4 days & 125.00 rate) 3000-3999:
Employee Benefits Other $19,372
All School
Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Maintain Lesson Study Project training to 120 more teachers.
1000-1999: Certificated Personnel Salaries Other $13,063
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Maintain release time to Curriculum Work Teams for Science
and English in 2016-17. (one-time unrestricted) 1000-1999:
Certificated Personnel Salaries Other $100,975
Maintain release time for English/Science Steering Vetting
Teams. (one-time unrestricted) 1000-1999: Certificated
Personnel Salaries Other $78,376
Release time to Curriculum Work Teams for Science and
English in 2016-2017. (one-time unrestricted) 3000-3999:
Employee Benefits Other $14,975
EAMO: A, D, E, F, G, H, I
10. Develop curriculum and assessment aligned with the All
New State Standards.
Secondary
Schools
EAMO: A, B, C, D, E, F, G, H, I
Maintain Lesson Study Project training to 72 more teachers
through an after school training module 1000-1999:
Certificated Personnel Salaries Other $3,386
Lesson Study Project training to 120 more teachers. 30003999: Employee Benefits Other $1,937
Lesson Study Project training to 72 more teachers through an
after school training module 3000-3999: Employee Benefits
Other $502
Page 68 of 150
Release time for English/Science Steering Vetting Teams.
(one-time unrestricted) 3000-3999: Employee Benefits Other
$11,624
11. Provide training, assessment, and support to
teachers.
All
Secondary
Schools
EAMO: A, B, C, D, E, F, G, H, I
12. Provide literacy training to teachers.
EAMO: A, B, C, D, E, F, G, H, I
13. Maintain the district-wide information and learning
management systems.
EAMO: A, B, C, D, E, F, G, I
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic/Latino,
American Indian
Maintain release time for 90 Scoring Team Members for two
days. 1000-1999: Certificated Personnel Salaries LCFF
$19,594
Maintain release time for 23 Jr.Reflective Scoring Team
Members for one day @ 125.00 rate. 1000-1999: Certificated
Personnel Salaries LCFF $2,504
Fund clerical subs for one day to enter data during the Jr.
Reflective Scoring Team session. 2000-2999: Classified
Personnel Salaries LCFF $506
Release time for 180 Scoring Team Members for two days.
3000-3999: Employee Benefits LCFF $2,906
Release time for 23 Jr. Reflective Scoring Team Members for
one day 3000-3999: Employee Benefits LCFF $371
Clerical subs for one day to enter data during the Jr.
Reflective Scoring Team session. 3000-3999: Employee
Benefits LCFF $75
RCOE Contracted Services 5000-5999: Services And Other
Operating Expenditures Other $40,000
Title I
All
School Sites OR:------X Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Maintain training to Title I school teachers. 1000-1999:
Certificated Personnel Salaries Title I $26,127
Training to Title I school teachers. 3000-3999: Employee
Benefits Title I $3,874
All School
Sites
Continue to maintain existing information and learning
management systems: Haiku (restricted lottery) 5000-5999:
Services And Other Operating Expenditures Lottery $94,050
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Page 69 of 150
14). Maintain Data Management Systems
All School
Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Formative Benchmark Progress Monitoring Data Systems EADMS and ESGI 5000-5999: Services And Other Operating
Expenditures LCFF $86,500
Adrylan Communications - Inspect Data Analysis (one-time
unrestricted) 5000-5999: Services And Other Operating
Expenditures Other $40,000
All High
Schools
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Costs Associated with the training of staff to oversee the
implementation of APEX 5000-5999: Services And Other
Operating Expenditures Other $2,200
All Middle
and High
Schools
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Provides online college counseling program access to all
students grades 6-12 5000-5999: Services And Other
Operating Expenditures LCFF $17,750
All School
Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
CDELT Subs 1000-1999: Certificated Personnel Salaries
LCFF $5,661
CDELT Subs 3000-3999: Employee Benefits LCFF $839
EAMO: A, D, E, F, G, H, I
15). APEX Training of Staff
EAMO: A, F, G, I
16). California Colleges
EAMO: C
17). Assessment Related Support
EAMO: A, B, C, D, E, F, G, I
Coordinator of Assessment County and State LCAP and
Assessment Related Meetings 5000-5999: Services And
Other Operating Expenditures LCFF $3,500
Page 70 of 150
18). Library Technicians Staff Development
All School
Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Library Tech Subs 2000-2999: Classified Personnel Salaries
LCFF $350
All School
Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Stakeholder Engagement (Parents) (one-time unrestricted)
4000-4999: Books And Supplies Other $10,000
All School
Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Administrator Training: Pre-K through 12th grade ICLE/Scholastic PD (one-time unrestricted) 5000-5999:
Services And Other Operating Expenditures Other $82,000
EAMO: A
19). Stakeholder Engagement (Parents)
EAMO: A
20). Administrator Training
EAMO: A, D, E, F, G, H, I
Library Tech Subs 3000-3999: Employee Benefits LCFF $77
Page 71 of 150
LCAP Year 3: 2017-2018
Expected Annual Professional development program participation for teachers, administrators, and instructional classified staff as measured by sign-in sheets and
Measurable
post training surveys that evaluate the effectiveness of training.
Outcomes:
100% AVID teacher involvement in AVID program planning meetings organized by AVID Coordinator as verified by sign-in sheets, time cards,
100% IB teacher involvement in IB program planning meetings organized by IB Coordinator as verified by sign-in sheets, time cards, etc.
100% of year-two teacher in the Induction Program will complete the requirements to achieve a clear credential.
Participation of identified teacher teams in lesson study project to offer professional growth through observations and collaboration as measured
by sign-in sheets and reflection within PLC notes.
Scored Benchmark Performance Assessments which are used to inform instruction and further professional development as measured by
student assessment score reports.
Access of EADMS and ESGI to teachers and administrators K - 12 to inform instruction and further professional development as measured by
usage reports.
100% enrollment and participation in California Colleges for all students grades 6 - 12 to assist students' exploration into college and career
options as measured by user reports.
Assessment Coordinator participation in local and state assessment-related meetings as verified by calendar and sign-in sheets.
Actions/Services
1. Maintain a Coordinator of Programs/Standards
Implementation.
Scope of
Service
EAMO: A, E
Budgeted
Expenditures
All School
Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Maintain a Coordinator of Programs/Standards
Implementation 1000-1999: Certificated Personnel Salaries
Base $107,495
Maintain a Coordinator of Programs/Standards
Implementation 3000-3999: Employee Benefits Base $25,217
All School
Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Provide TOSA for Arts Integration (one time unrestricted)
1000-1999: Certificated Personnel Salaries Other $75,589
EAMO: A, B, C, D, E, F, G, H, I
2. Maintain TOSA for Arts Integration.
Pupils to be served within
identified scope of
service
Provide TOSA for Arts Integration (one time unrestricted)
3000-3999: Employee Benefits Other $23,930
Page 72 of 150
3. Maintain TOSA AVID Coordinator.
EAMO: A, B, F, G, H, I
All School
Sites with
AVID
programs
4. Maintain International Baccalaureate/Dual Enrollment Murrieta
program coordination and support.
Valley High
School
EAMO: A, C, E, F, G, H, I
5. Maintain teachers with instructional support.
EAMO: A, B, C, D, E, F, G, H, I
All School
Sites
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic-Latino,
American Indian
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic/Latino,
American Indian
Maintain TOSA AVID Coordinator (one time unrestricted)
1000-1999: Certificated Personnel Salaries Other $51,719
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Maintain TOSA Instructional Coaches (one time unrestricted)
1000-1999: Certificated Personnel Salaries Other $349,836
Maintain a TOSA Instructional Coach (.5) (One year only)
(one time unrestricted) 1000-1999: Certificated Personnel
Salaries Other $28,532
Provide professional development for TOSAs (one time
unrestricted) 5000-5999: Services And Other Operating
Expenditures Other $12,000
Provide sub release time for AVID Coordinator meetings
1000-1999: Certificated Personnel Salaries LCFF $4,500
Maintain TOSA AVID Coordinator (one-time unrestricted)
3000-3999: Employee Benefits Other $12,307
Provide sub release time for AVID Coordinator meetings
3000-3999: Employee Benefits LCFF $667
Maintain three sections of IB to MVHS 1000-1999: Certificated
Personnel Salaries LCFF $102,391
DE - ELA Teachers Sub-Release Time to grade papers at
VMHS 1000-1999: Certificated Personnel Salaries LCFF
$4,354
Provide IB Middle Year Staff Development 1000-1999:
Certificated Personnel Salaries LCFF $9,579
Provide DE training at VMHS 1000-1999: Certificated
Personnel Salaries LCFF $13,063
Maintain three sections of IB to MVHS 3000-3999: Employee
Benefits LCFF $22,199
DE - ELA Teachers Sub-Release to grade papers at VMHS
3000-3999: Employee Benefits LCFF $1,421
Provide DE training at VMHS 3000-3999: Employee Benefits
LCFF $646
Provide IB Middle Years Staff Development 3000-3999:
Employee Benefits LCFF $1,937
Page 73 of 150
TOSA materials, supplies, and mileage (one time unrestricted)
5000-5999: Services And Other Operating Expenditures Other
$16,000
Maintain TOSA Instructional Coaches (one time unrestricted)
3000-3999: Employee Benefits Other $88,980
Maintain a TOSA Instructional Coach (.5) (One year only)
(one time unrestricted) 3000-3999: Employee Benefits Other
$4,231
6. Maintain instructional coaching to new and existing
teachers.
All School
Sites
EAMO: A, D, E, F, G, H, I
7. Maintain professional development to teachers
through the reinstating the Elements of Effective
Instruction training and Special Education
Implementation.
EAMO: A, D, E, F, G, H, I
All School
Sites
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
Identified ethnic student
groups
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic/Latino,
American Indian
Maintain induction programs for new teachers through
MVUSD Induction and provide support to teachers through
PAR. 1000-1999: Certificated Personnel Salaries LCFF
$364,980
Training and coaching materials 4000-4999: Books And
Supplies LCFF $24,360
Maintain induction programs for new teachers through
MVUSD Induction and provide support to teachers through
PAR 3000-3999: Employee Benefits LCFF $63,402
Provide an Elements of Effective Instruction workshop to 170
teachers (100 GE and 75 SE) (one time unrestricted) 10001999: Certificated Personnel Salaries Other $129,530
Provide an Elements of Effective Instruction workshops to 50
GE and 38 SE teachers) using the after school training
module (one time unrestricted) 1000-1999: Certificated
Personnel Salaries Other $49,660
Provide 12 teacher trainers (8 GE and 4 SE) at the c-5 rate to
provide the trainings (one-time unrestricted) 1000-1999:
Certificated Personnel Salaries Other $21,945
Materials and supplies (one-time unrestricted) 4000-4999:
Books And Supplies Other $300
Provide an Elements of Effective Instruction workshop to 170
teachers (100 GE and 75 SE) (one time unrestricted) 30003999: Employee Benefits Other $26,584
Provide 12 teacher trainers (8 GE and 4 SE) at the c-5 rate to
provide the trainings (one-time unrestricted) 3000-3999:
Employee Benefits Other $3,255
Page 74 of 150
8. Maintain teacher training on adopted curriculum.
All School
Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Provide teacher training to English and Science teachers
(August training 2017) (one-time unrestricted) 1000-1999:
Certificated Personnel Salaries Other $60,960
Provide teacher training to English, Math and Science
teachers in 15-16 for 120 teachers @ 4 days & 125.00 rate)
(one-time unrestricted) 1000-1999: Certificated Personnel
Salaries Other $130,628
Supplemental curriculum such as MVP (one-time unrestricted)
4000-4999: Books And Supplies Other $12,500
Provide teacher training to English and Science teachers
(August training 2017) (one-time unrestricted) 3000-3999:
Employee Benefits Other $9,040
Provide teacher training to English, Math and Science
teachers in 15-16 for 120 teachers @ 4 days & 125.00 rate)
(one-time unrestricted) 3000-3999: Employee Benefits Other
$19,372
All School
Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Provide Lesson Study Project training to 120 more teachers.
(one-time unrestricted) 1000-1999: Certificated Personnel
Salaries Other $13,063
Provide Lesson Study Project training to 72 more teachers
through an after school training module. (one-time
unrestricted) 1000-1999: Certificated Personnel Salaries
Other $3,386
Provide Lesson Study Project training to 120 more teachers.
(one-time unrestricted) 3000-3999: Employee Benefits Other
$1,937
Provide Lesson Study Project training to 72 more teachers
through an after school training module. (one-time
unrestricted) 3000-3999: Employee Benefits Other $502
EAMO: A, B, C, D, E, F, G, H, I
9. Maintain Lesson Study Project Training.
EAMO: A, D, E, F, G, H, I
Page 75 of 150
10. Develop curriculum and assessment aligned with the All School
New State Standards.
Sites
EAMO: A, B, C, D, E, F, G, H, I
11. Maintain training, assessment, and support to
teachers.
EAMO: A, B, C, D, E, F, G, H, I
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Provide release time to Curriculum Work Teams in 2017-18.
(one-time unrestricted) 1000-1999: Certificated Personnel
Salaries Other $100,975
Provide release time for Steering Vetting Teams. (one-time
unrestricted) 1000-1999: Certificated Personnel Salaries
Other $78,376
Provide release time to Curriculum Work Teams in 2017-18.
(one-time unrestricted) 3000-3999: Employee Benefits Other
$14,975
Provide release time for Steering Vetting Teams. (one-time
unrestricted) 3000-3999: Employee Benefits Other $11,624
All
All
Secondary OR:------School Sites X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
Maintain release time for 90 Scoring Team Members for two
days. 1000-1999: Certificated Personnel Salaries LCFF
$19,594
Maintain release time for 23 Jr.Reflective Scoring Team
Members for one day @ 125.00 rate. 1000-1999: Certificated
Personnel Salaries LCFF $2,504
Fund clerical subs for one day to enter data during the Jr.
Reflective Scoring Team session. 2000-2999: Classified
Personnel Salaries LCFF $506
Maintain release time for 180 Scoring Team Members for two
days. 3000-3999: Employee Benefits LCFF $2,906
Maintain release time for 23 Jr. Reflective Scoring Team
Members for one day @ 125.00 rate. 3000-3999: Employee
Benefits LCFF $371
Fund clerical subs for one day to enter data during the Jr.
Reflective Scoring Team session. 3000-3999: Employee
Benefits LCFF $75
RCOE Contracted Services (one-time unrestricted) 50005999: Services And Other Operating Expenditures Other
$40,000
Page 76 of 150
12. Provide literacy training to teachers.
EAMO: A, B, C, D, E, F, G, H, I
13. Maintain the district-wide information and learning
management systems.
Title I
All
School Sites OR:------X Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Provide training to Title I school teachers. 1000-1999:
Certificated Personnel Salaries Title I $26,127
All School
Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Continue to maintain existing information and learning
management systems: Haiku (restricted lottery) 5000-5999:
Services And Other Operating Expenditures Lottery $94,050
All School
Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Formative Benchmark Progress Monitoring Data Systems EADMS and ESGI 5000-5999: Services And Other Operating
Expenditures LCFF $86,500
Adrylan Communications - Inspect Data Analysis (one-time
unrestricted) 5000-5999: Services And Other Operating
Expenditures Other $40,000
All
Secondary
Schools
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Costs Associated with the training of staff to oversee the
implementation of APEX (one-time unrestricted) 5000-5999:
Services And Other Operating Expenditures Other $2,200
EAMO: A, B, C, D, E, F, G, I
14). Maintain Data Management Systems
EAMO: A, D, E, F, G, H, I
15). APEX Training of Staff
EAMO: A, F, G, I
Provide training to Title I school teachers. 3000-3999:
Employee Benefits Title I $3,874
Page 77 of 150
16). California Colleges
EAMO: C
17). Assessment Related Support
All
Secondary
Schools
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Provides online college counseling program access to all
students grades 6-12 5000-5999: Services And Other
Operating Expenditures LCFF $17,750
All Schools
Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
CDELT Subs 1000-1999: Certificated Personnel Salaries
LCFF $5,661
All School
Sites
All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Library Tech Subs (one-time unrestricted) 2000-2999:
Classified Personnel Salaries Other $350
Library Tech Subs (one-time unrestricted) 3000-3999:
Employee Benefits Other $77
All School
Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Stakeholder Engagement (Parents) (one-time unrestricted)
4000-4999: Books And Supplies Other $10,000
EAMO: A, B, C, D, E, F, G, I
18). Library Technicians Staff Development
EAMO: A
19). Stakeholder Engagement (Parents)
EAMO: A
CDELT Subs 3000-3999: Employee Benefits LCFF $839
Coordinator of Assessment County and State LCAP and
Assessment Related Meetings 5000-5999: Services And
Other Operating Expenditures LCFF $3,500
Page 78 of 150
20). Administrator Training
EAMO: A, D, E, F, G, H, I
All School
Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Administrator Training: Pre-K through 12th grade ICLE/Scholastic PD (one-time unrestricted) 5000-5999:
Services And Other Operating Expenditures Other $82,000
Page 79 of 150
Engagement: Ensure all school sites have safe, welcoming, inspiring, and inclusive climates for all students
and their families, so that all students are behaviorally and academically engaged in school and ready to learn.
GOAL 4:
Related State and/or Local Priorities:
1 2 3 4X 5X 6X 7 8X 8
COE only: 9
10
0
Local : Specify
Identified Need :
The district is committed to provide students with a safe and nurturing environment. The attendance data indicates that while overall ADA
rates exceed 95% and most subgroups exceeding or being extremely near 95%, there needs to be a focus on chronic absenteeism. For
chronic absenteeism, Students with Disabilities (SWDs), Socioeconomically disadvantaged students, and American Indian students show the
greatest need, while a grade level analysis shows us a need to focus on Pre-K, Kindergarten, and twelfth grade. In our analysis of truancy
rates, it was discovered that consistent protocols for establishing truant status for students needs to be determined. Despite data concerns,
similar patterns from chronic absenteeism rates appear where there is a need to monitor our SWDs and American Indian students; however,
the Hispanic and EL subgroups indicate a larger need than they do in chronic absenteeism. Suspension and expulsion rates are low overall;
however, the African American and SWD subgroup tend to have higher rates of suspensions overall. Expulsions are low enough to where
each case can be monitored on an individual basis. Additionally, data review at the middle schools that included parent/student surveys,
CHKS, and West Ed school climate survey indicated that while our middle schools are doing well in most cases, there is a need for focused
attention on improving student connectedness and engagement to their school environment. Additional survey and participation in intramural
data indicated a significant number of students participating in what individuals believe to be valuable programs. Therefore, participation in
these programs will continue to be monitored to ensure targeted student populations have every opportunity to participate. The PBIS
professional development survey drew attention to the need for the development of district-wide common behavioral expectation and
research-based social skills instruction.
Goal Applies to:
Schools: All Schools Pre/K-12
Applicable Pupil
All students with a focus on ELL, SED, Foster Youth, Special Education, Identified Ethnic Student Groups (African
Subgroups:
American, Hispanic and American Indian)
Page 80 of 150
LCAP Year 1: 2015-2016
Expected Annual A. Increase attendance rates from 95.3% in 2014-15 to 95.5% in 2015-16.
Measurable
SED attendance rates from 95.25% in 2014-15 to 95.5% in 2015-16.
Outcomes:
EL attendance rates from 95.53% in 2014-15 to 95.75% in 2015-16.
Foster youth attendance rates to be calculated when available
Students with disabilities attendance rates from 94.40% in 2014-15 to 94.75% in 2015-16.
African American attendance rates maintained from 96.08% in 2014-15 and 2015-16.
Hispanic attendance rates from 95.32% in 2014-15 to 95.5% in 2015-16.
American Indian attendance rates from 94.35% in 2014-15 to 94.5% in 2015-16.
B. Decrease truancy rates from 20.4% in 2014-15 to 18.4% in 2015-16.
SED truancy rates from 20.45% in 2014-15 to 18% in 2015-16.
EL truancy rates from 28.65% in 2014-15 to 24% in 2015-16.
Foster youth truancy rates to be calculated upon availability.
Students with disabilities truancy rates from 26.68% in 2014-15 to 22% in 2015-16.
African American truancy rates from 22.24% in 2014-15 to 20% in 2015-16.
Hispanic truancy rates from 23.97% in 2014-15 to 21% in 2015-16.
American Indian truancy rates from 26.37% in 2014-15 to 22% in 2015-16.
C. Decrease chronic absenteeism rates from 10.3% in 2014-15 to 8% in 2015-16.
SED chronic absenteeism rates from 11.8% in 2014-15 to 10% in 2015-16.
EL chronic absenteeism rates from 10.9% in 2014-15 to 9% in 2015-16.
Foster youth chronic absenteeism rates to be calculated when available.
Students with disabilities chronic absenteeism rates from 15.8% in 2014-15 to 13% in 2015-16.
African American chronic absenteeism rates from 9.7% in 2014-15 to 8% in 2015-16.
Hispanic chronic absenteeism rates from 11.6% in 2014-15 to 10% in 2015-16.
American Indian chronic absenteeism rates from 18.7% in 2014-15 to 15% in 2015-16.
D. The suspensions were 599 in 2013-14. Decrease the suspensions to 534 in 2014-15 to 517 in 2015-16 and disaggregate student data to
ensure targeted subgroups are
not disproportionally represented to determine baseline data and goals.
E. Determine the baseline number of referrals for 2014 and disaggregate student data to ensure targeted subgroups are not disproportionally
represented and to determine
baseline data and goal.
F. The number of expulsions was 20 in 2013-14.
Currently, the number of expulsion in 2014-15 is 5 students as of April 15, 2015.
Monitor the number of expulsion annually to disaggregate student data to ensure targeted subgroups are not disproportionally represented.
Page 81 of 150
G. Increase Zero Period participation at all middle schools while ensuring an emphasis on equal or greater proportional representation for
targeted subgroups
All Student Middle School Zero Period participation: Increase from 19.3% in 2014-15 to 22% in 2015-16.
SED Middle School Zero Period participation: Increase 20% in 2014-15 to 23% in 2015-16.
EL Middle School Zero Period participation: Increase 8.5% in 2014-15 to 11% in 2015-16.
Foster Youth Middle School Zero Period participation: Increase 11.8% in 2014-15 to 15% in 2015-16 (17 total students).
SP ED Middle School Zero Period participation: Increase 29.3% in 2014-15 to 32% in 2015-16.
African American Middle School Zero Period participation from 28.1% in 2014-15 to 31% in 2015-16.
Hispanic Middle School Zero Period participation from 21.5% in 2014-15 to 24% in 2015-16.
American Indian Middle School Zero Period participation from 33.3% in 2014-15 to 36% in 2015-16 (15 total students).
H. Determine Intra/Intermural participation at all middle schools while ensuring an emphasis on equal or greater proportional representation
for targeted subgroups to determine
baseline data and goals.
I. The PBIS team will train an additional 75 staff in PBIS and Boys Town Social Skills verified by sign-in sheets and post-training surveys.
J. The District PBIS team will continue to implement district-wide PBIS with common behavioral expectations and research based social
skills. The District team will conduct random walk-throughs and conduct an annual survey to determine baseline effectiveness.
K. The district administers the bi-annual California Healthy Kids Survey and annual school site parent/student surveys.
School sites review and disaggregate data from these surveys to inform school programs and activities.
L. The Safe Schools staff with the SRO will conduct an unannounced safety drill each semester and complete an after action report (19
reports per semester).
M. The Safe Schools staff with the SRO will conduct a safety/bullying prevention workshop at each school site annually (19 total workshops).
N. The Safe Schools staff with the SRO will review and revise each site's safety plan annually and place the plan in Document Tracker (19
Safety Plans).
O. Family Partnership: Beginning with 2015-2016, the percentage of students and families who are English Learners, African-American
and/or Latino/Hispanic reporting connectedness to schools and access to school resources will be at 75% or more.
The percentage of collaborative connections with families of identified student subgroups will increase by 5% annually as logged confidentially
in the data-management system. (CHKS School Connectedness Survey, Family Engagement Counselor Intervention Logs, Family
Connectedness Survey)
Page 82 of 150
Actions/Services
Scope of
Service
Pupils to be served within
identified scope of
service
Budgeted
Expenditures
1. Ensure school safety through the services of Murrieta All School X All
Police Department School Resource Officers.
Sites
OR:------Low Income pupils
EAMO: A, B, C, D, E, F, K, L, M, N
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
2. Provide mental health services.
All High
X All
School
OR:------EAMO: A, B, C, D, E, F, K, O
Sites
Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
SRO Salaries 5000-5999: Services And Other Operating
Expenditures LCFF $340,000
3. Provide behavioral intervention and supports.
Lead Intensive Behavioral Interventions Aide (Foster Youth)
2000-2999: Classified Personnel Salaries LCFF $36,444
Lead Intensive Behavioral Interventions Aide (Foster Youth)
3000-3999: Employee Benefits LCFF $8,073
EAMO: A, B, C, D, E, F, I, J, K, M, N, O
4. Provide safety/bullying/violence prevention training
for staff.
EAMO: A, B, C, D, E, F, I, J, K, M, N, O
All School
All
Sites
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic/Latino,
American Indian
All School X All
Sites
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Mental Health Therapist (Mental Health Funds) 1000-1999:
Certificated Personnel Salaries Other $92,806
Mental Health Therapist (Mental Health Funds) 3000-3999:
Employee Benefits Other $23,038
Anti-Bullying workshop materials 4000-4999: Books And
Supplies LCFF $5,000
Safety and anti-bullying workshops and training 5000-5999:
Services And Other Operating Expenditures LCFF $10,000
Page 83 of 150
5. Improve middle school culture and climate through
intra/intermural programs.
All Middle
School
Sites
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic/Latino,
American Indian
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic/Latino,
American Indian
Stipends for intra/intermural programs 1000-1999: Certificated
Personnel Salaries LCFF $13,934
7. Provide training, data collection and support for PBIS All School
All
implementation
Sites
OR:------X Low Income pupils
EAMO: A, B, C, D, E, F, I, J, K, M, N, O
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic/Latino,
American Indian
.5 Data Clerk 2000-2999: Classified Personnel Salaries LCFF
$8,727
PBIS Training Substitute costs 1000-1999: Certificated
Personnel Salaries LCFF $24,558
PBIS Conferences and Workshops 5000-5999: Services And
Other Operating Expenditures LCFF $4,000
Books and Materials 4000-4999: Books And Supplies LCFF
$5,300
.5 Data Clerk 3000-3999: Employee Benefits LCFF $1,933
PBIS Training Substitute costs 3000-3999: Employee Benefits
LCFF $3,642
EAMO: A, B, C,D, E, F, G, H, K, O
6. Improve middle school culture and climate through
the offering of additional opportunities for students to
participate in meaningful electives.
EAMO: A, B, C, D, E, F, G, K, O
All Middle
School
Sites
Intermural Coach Substitute costs 1000-1999: Certificated
Personnel Salaries LCFF $4,354
Transportation 5000-5999: Services And Other Operating
Expenditures LCFF $12,000
Stipends for intra/intermural programs 3000-3999: Employee
Benefits LCFF $2,066
Intermural Coach Sub-Costs 3000-3999: Employee Benefits
LCFF $646
Zero Period Substitutes 1000-1999: Certificated Personnel
Salaries LCFF $8,708
Materials and Supplies 4000-4999: Books And Supplies LCFF
$25,000
Zero Period Substitutes 3000-3999: Employee Benefits LCFF
$1,292
MS Collaborative Substitutes 1000-1999: Certificated
Personnel Salaries LCFF $8,708
MS Collaborative Materials and Supplies 4000-4999: Books
And Supplies LCFF $1,700
MS Collaborative Subsitutes 3000-3999: Employee Benefits
LCFF $1,292
Page 84 of 150
8. Maintain purposeful elective opportunities in the arts, All Middle
STEM and other programs that connect students to
Schools
school through the use of zero period sections.
EAMO: A, B, C, D, E, F, G, H, J, O
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic/Latino,
American Indian
Maintain up to four (4) sections of zero-period course offerings
1000-1999: Certificated Personnel Salaries LCFF $152,804
Maintain up to four (4) sections of zero-period course offerings
3000-3999: Employee Benefits LCFF $53,640
Page 85 of 150
LCAP Year 2: 2016-2017
Expected Annual A. Increase attendance rates from 95.5% in 2015-16 to 95.75% in 2016-17.
Measurable
SED attendance rates from 95.5% in 2015-16 to 95.75% in 2016-17.
Outcomes:
EL attendance rates from 95.75% in 2015-16 to 95.9% in 2016-17.
Foster youth attendance rates to be calculated when available
Students with disabilities attendance rates from 94.75% in 2015-16 to 95% in 2016-17.
African American attendance rates maintained from 96.08% in 2015-16 and 2016-17.
Hispanic attendance rates from 95.5% in 2015-16 to 95.75% in 2016-17.
American Indian attendance rates from 94.5% in 2015-16 to 94.75% in 2016-17.
B. Decrease truancy rates from 18.4% in 2015-16 to 17% in 2016-17.
SED truancy rates from 18% in 2015-16 to 16% in 2016-17.
EL truancy rates from 24% in 2015-16 to 22% in 2016-17.
Foster youth truancy rates to be calculated upon availability.
Students with disabilities truancy rates from 22% in 2015-16 to 20% in 2016-17.
African American truancy rates from 20% in 2015-16 to 18% in 2016-17.
Hispanic truancy rates from 21% in 2015-16 to 19% in 2016-17.
American Indian truancy rates from 22% in 2015-16 to 20% in 2016-17.
C. Decrease chronic absenteeism rates from 8% in 2015-16 to 7% in 2016-17..
SED chronic absenteeism rates from 10% in 2015-16 to 9% in 2016-17.
EL chronic absenteeism rates from 9% in 2015-16 to 8% in 2016-17.
Foster youth chronic absenteeism rates to be calculated when available.
Students with disabilities chronic absenteeism rates from 13% in 2015-16 to 11% in 2016-17.
African American chronic absenteeism rates from 8% in 2015-16 to 7% in 2016-17.
Hispanic chronic absenteeism rates from 10% in 2015-16 to 9% in 2016-17.
American Indian chronic absenteeism rates from 15% in 2015-16 to 13% in 2016-17.
D. Decrease the suspensions from 517 in 2015-16 to 500 in 2016-17 and disaggregate student data to ensure targeted subgroups are
not disproportionally represented to determine baseline data and goals.
E. Determine the baseline number of referrals for 2014 and disaggregate student data to ensure targeted subgroups are not disproportionally
represented and to determine baseline data and goals for 2016-17.
F. The number of expulsions was 20 in 2013-14.
Currently, the number of expulsion in 2014-15 is 5 students as of April 15, 2015.
Monitor the number of expulsion annually to disaggregate student data to ensure targeted subgroups are not disproportionally represented.
Page 86 of 150
G. Increase Zero Period participation at all middle schools while ensuring an emphasis on equal or greater proportional representation for
targeted subgroups
All Student Middle School Zero Period participation: Increase from 22% in 2015-16 to 25% in 2016-17.
SED Middle School Zero Period participation: Increase 23% in 2015-16 to 26% in 2016-17.
EL Middle School Zero Period participation: Increase 11% in 2015-16 to 14% in 2016-17.
Foster Youth Middle School Zero Period participation: Increase 15% in 2015-16 to 18% in 2016-17 (17 total students).
SP ED Middle School Zero Period participation: Increase 32% in 2015-16 to 35% in 2016-17.
African American Middle School Zero Period participation from 31% in 2015-16 to 34% in 2016-17.
Hispanic Middle School Zero Period participation from 24% in 2015-16 to 27% in 2016-17.
American Indian Middle School Zero Period participation from 36% in 2015-16 to 40% in 2016-17 (15 total students).
H. Increase Intra/Intermural participation at all middle schools while ensuring an emphasis on equal or greater proportional representation for
targeted subgroups to determine
baseline data and goals.
I. The PBIS team will train an additional 75 staff in PBIS and Boys Town Social Skills.
J. The District PBIS team will continue to implement district-wide PBIS with common behavioral expectations and research based social
skills. The District team will conduct random walk-throughs and conduct an annual survey to determine baseline effectiveness.
K. The district administers the bi-annual California Healthy Kids Survey and annual school site parent/student surveys.
School sites review and disaggregate data from these surveys to inform school programs and activities.
L. The Safe Schools Director with the SRO will conduct an unannounced safety drill each semester and complete an after action report (19
reports per semester).
M. The Safe Schools Director with the SRO will conduct a safety/bullying prevention workshop at each school site annually (19 total
workshops).
N. The Safe Schools Director with the SRO will review and revise each site's safety plan annually and place the plan in Document Tracker
(19 Safety Plans).
O. Family Partnership: Beginning with 2015-2016, the percentage of students and families who are English Learners, African-American
and/or Latino/Hispanic reporting connectedness to schools and access to school resources will be at 75% or more.
The percentage of collaborative connections with families of identified student subgroups will increase by 5% annually as logged confidentially
in the data-management system. (CHKS School Connectedness Survey, Family Engagement Counselor Intervention Logs, Family
Connectedness Survey)
Page 87 of 150
Actions/Services
Scope of
Service
Pupils to be served within
identified scope of
service
Budgeted
Expenditures
1. Ensure school safety through the services of Murrieta All School X All
Police Department School Resource Officers.
Sites
OR:------Low Income pupils
EAMO: A, B, C, D, E, F, K, L, M, N
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
SRO Salaries 5000-5999: Services And Other Operating
Expenditures LCFF $340,000
2. Provide mental health services.
Mental Health Therapist (Mental Health Funds) 1000-1999:
Certificated Personnel Salaries Other $92,806
Mental Health Therapist (Mental Health Funds) 3000-3999:
Employee Benefits Other $23,038
EAMO: A, B, C, D, E, F, K, O
3. Provide behavioral intervention and supports.
EAMO: A, B, C, D, E, F, I, J, K, M, N, O
4. Provide safety/bullying/violence prevention training
for staff.
EAMO: A, B, C, D, E, F, I, J, K, M, N, O
High
School
Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
All School
All
Sites
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic/Latino,
American Indian
All School X All
Sites
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Lead Intensive Behavioral Interventions Aide (Foster Youth)
2000-2999: Classified Personnel Salaries LCFF $36,444
Lead Intensive Behavioral Interventions Aide (Foster Youth)
3000-3999: Employee Benefits LCFF $8,073
Anti-Bullying workshop materials 4000-4999: Books And
Supplies LCFF $5,000
Safety and anti-bullying workshops and training 5000-5999:
Services And Other Operating Expenditures LCFF $10,000
Page 88 of 150
5. Improve middle school culture and climate through
intra/intermural programs.
All Middle
School
Sites
EAMO: A, B, C,D, E, F, G, H, K, O
6. Improve middle school culture and climate through
the offering of additional opportunities for students to
participate in meaningful electives.
EAMO: A, B, C, D, E, F, G, K, O
All Middle
School
Sites
Other Subgroups:
(Specify)
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic/Latino,
American Indian
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic/Latino,
American Indian
7. Provide training, data collection and support for PBIS All School
All
implementation
Sites
OR:------X Low Income pupils
EAMO: A, B, C, D, E, F, I, J, K, M, N, O
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic/Latino,
American Indian
Stipends for Intra/intermural programs 1000-1999: Certificated
Personnel Salaries LCFF $13,934
Intermural Coach Substitute costs 1000-1999: Certificated
Personnel Salaries LCFF $4,354
Transportation 5000-5999: Services And Other Operating
Expenditures LCFF $12,000
Stipends for Intra/intermural programs 3000-3999: Employee
Benefits LCFF $2,066
Intermural Coach Substitute costs 3000-3999: Employee
Benefits LCFF $646
Zero Period Substitutes 1000-1999: Certificated Personnel
Salaries LCFF $8,708
Materials and Supplies 4000-4999: Books And Supplies LCFF
$25,000
Zero Period Substitutes 3000-3999: Employee Benefits LCFF
$1,292
MS Collaborative Substitutes 1000-1999: Certificated
Personnel Salaries LCFF $8,708
MS Collaborative Materials 4000-4999: Books And Supplies
LCFF $1,700
MS Collaborative Substitutes 3000-3999: Employee Benefits
LCFF $1,292
.5 Data Clerk 2000-2999: Classified Personnel Salaries LCFF
$8,727
PBIS Training Substitute costs 1000-1999: Certificated
Personnel Salaries LCFF $24,558
PBIS Conferences and Workshops 5000-5999: Services And
Other Operating Expenditures LCFF $4,000
Books and Materials 4000-4999: Books And Supplies LCFF
$5,300
.5 Data Clerk 3000-3999: Employee Benefits LCFF $1,933
PBIS Training Substitute costs 3000-3999: Employee Benefits
LCFF $3,642
Page 89 of 150
8. Maintain purposeful elective opportunities in the arts, All Middle
STEM and other programs that connect students to
Schools
school through the use of zero period sections.
EAMO: A, B, C, D, E, F, G, H, J, O
9. Elementary School Counselor
EAMO: A, B, C, D, E, F, O
E. Hale
Curran
and Rail
Ranch
Elementar
y School
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic-Latino,
American Indian
Increase up to eight (8) sections of zero period course
offerings 1000-1999: Certificated Personnel Salaries LCFF
$305,608
Up to eight (8) sections of zero period course offerings 30003999: Employee Benefits LCFF $107,208
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic-Latino,
American Indian
Elementary School Counselor 1000-1999: Certificated
Personnel Salaries LCFF $97,328
Elementary School Counselor 3000-3999: Employee Benefits
LCFF $25,509
Page 90 of 150
LCAP Year 3: 2017-2018
Expected Annual A. Increase attendance rates from 95.75% in 2016-17 to 96% in 2017-18.
Measurable
SED attendance rates from 95.75% in 2016-17 to 96% in 2017-18.
Outcomes:
EL attendance rates from 95.9% in 2016-17 to 96% in 2017-18.
Foster youth attendance rates to be calculated when available
Students with disabilities attendance rates from 95% in 2016-17 to 95.25% in 2017-18.
African American attendance rates maintained from 96.08% in 2016-17 and 2017-18.
Hispanic attendance rates from 95.75% in 2016-17 to 96% in 2017-18.
American Indian attendance rates from 94.75% in 2016-17 to 95% in 2017-18.
B. Decrease truancy rates from 17% in 2016-17 to 15% in 2017-18.
SED truancy rates from 16% in 2016-17 to 14% in 2017-18.
EL truancy rates from 22% in 2016-17 to 20% in 2017-18.
Foster youth truancy rates to be calculated upon availability.
Students with disabilities truancy rates from 20% in 2016-17 to 18% in 2017-18.
African American truancy rates from 18% in 2016-17 to 16% in 2017-18.
Hispanic truancy rates from 19% in 2016-17 to 17% in 2017-18.
American Indian truancy rates from 20% in 2016-17 to 18% in 2017-18.
C. Decrease chronic absenteeism rates from 7% in 2016-17 to 6% in 2017-18.
SED chronic absenteeism rates from 9% in 2016-17 to 8% in 2017-18.
EL chronic absenteeism rates from 8% in 2016-17 to 7% in 2017-18.
Foster youth chronic absenteeism rates to be calculated when available.
Students with disabilities chronic absenteeism rates from 11% in 2016-17 to 10% in 2017-18.
African American chronic absenteeism rates from 7% in 2016-17 to 6% in 2017-18.
Hispanic chronic absenteeism rates from 9% in 2016-17 to 8% in 2017-18.
American Indian chronic absenteeism rates from 13% in 2016-17 to 11% in 2017-18.
D. Decrease the suspensions from 500 in 2016-17 to 480 in 2017-18 and disaggregate student data to ensure targeted subgroups are
not disproportionally represented to determine baseline data and goals.
E. Determine the baseline number of referrals for 2014 and disaggregate student data to ensure targeted subgroups are not disproportionally
represented and to determine
baseline data and goals for 2017-18.
F. The number of expulsions was 20 in 2013-14.
Currently, the number of expulsion in 2014-15 is 5 students as of April 15, 2015.
Monitor the number of expulsion annually to disaggregate student data to ensure targeted subgroups are not disproportionally represented.
Page 91 of 150
G. Increase Zero Period participation at all middle schools while ensuring an emphasis on equal or greater proportional representation for
targeted subgroups
All Student Middle School Zero Period participation: Increase from 25% in 2016-17 to 28% in 2017-18.
SED Middle School Zero Period participation: Increase 26% in 2016-17 to 29% in 2017-18.
EL Middle School Zero Period participation: Increase 14% in 2016-17 to 17% in 2017-18.
Foster Youth Middle School Zero Period participation: Increase 18% in 2016-17 to 21% in 2017-18 (17 total students).
SP ED Middle School Zero Period participation: Increase 35% in 2016-17 to 38% in 2017-18.
African American Middle School Zero Period participation from 34% in 2016-17 to 37% in 2017-18.
Hispanic Middle School Zero Period participation from 27% in 2016-17 to 30% in 2017-18.
American Indian Middle School Zero Period participation from 40% in 2016-17 to 43% in 2017-18 (15 total students).
H. Increase Intra/Intermural participation at all middle schools while ensuring an emphasis on equal or greater proportional representation for
targeted subgroups to determine
baseline data and goals.
I. The PBIS team will train an additional 75 staff in PBIS and Boys Town Social Skills.
J. The District PBIS team will continue to implement district-wide PBIS with common behavioral expectations and research based social
skills. The District team will conduct random walk-throughs and conduct an annual survey to determine baseline effectiveness.
K. The district administers the bi-annual California Healthy Kids Survey and annual school site parent/student surveys.
School sites review and disaggregate data from these surveys to inform school programs and activities.
L. The Safe Schools Director with the SRO will conduct an unannounced safety drill each semester and complete an after action report (19
reports per semester).
M. The Safe Schools Director with the SRO will conduct a safety/bullying prevention workshop at each school site annually (19 total
workshops).
N. The Safe Schools Director with the SRO will review and revise each site's safety plan annually and place the plan in Document Tracker
(19 Safety Plans).
O. Family Partnership: Beginning with 2015-2016, the percentage of students and families who are English Learners, African-American
and/or Latino/Hispanic reporting connectedness to schools and access to school resources will be at 75% or more.
The percentage of collaborative connections with families of identified student subgroups will increase by 5% annually as logged confidentially
in the data-management system. (CHKS School Connectedness Survey, Family Engagement Counselor Intervention Logs, Family
Connectedness Survey)
Page 92 of 150
Actions/Services
1. Ensure school safety through the services of
Murrieta Police Department School Resource Officers.
Scope of
Service
EAMO: A, B, C, D, E, F, K, O
3. Provide behavioral intervention and supports.
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
SRO Salaries 5000-5999: Services And Other Operating
Expenditures LCFF $340,000
All High
School
Sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic/Latino,
American Indian
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent
English proficient
Other Subgroups:
(Specify)
Mental Health Therapist (Mental Health Funds) 1000-1999:
Certificated Personnel Salaries Other $92,806
Mental Health Therapist (Mental Health Funds) 3000-3999:
Employee Benefits Other $23,038
All School
Sites
EAMO: A, B, C, D, E, F, I, J, K, M, N, O
4. Provide safety/bullying/violence prevention training
for staff.
EAMO: A, B, C, D, E, F, I, J, K, M, N, O
Budgeted
Expenditures
All School
Sites
EAMO: A, B, C, D, E, F, K, L, M, N
2. Provide mental health services.
Pupils to be served within
identified scope of
service
All School
Sites
Lead Intensive Behavioral Interventions Aide 2000-2999:
Classified Personnel Salaries LCFF $36,444
Lead Intensive Behavioral Interventions Aide 3000-3999:
Employee Benefits LCFF $8,073
Anti-Bullying workshop materials 4000-4999: Books And
Supplies LCFF $5,000
Safety and anti-bullying workshops and training 5000-5999:
Services And Other Operating Expenditures LCFF $10,000
Page 93 of 150
5. Improve middle school culture and climate through
intra/intermural programs.
All Middle
School
Sites
EAMO: A, B, C,D, E, F, G, H, K, O
6. Improve middle school culture and climate through
the offering of additional opportunities for students to
participate in meaningful electives.
All Middle
School
Sites
EAMO: A, B, C, D, E, F, G, K, O
7. Maintain training, data collection and support for
PBIS implementation
EAMO: A, B, C, D, E, F, I, J, K, M, N, O
All School
Sites
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic/Latino,
American Indian
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic/Latino,
American Indian
Stipends for Intramural/intermural programs 1000-1999:
Certificated Personnel Salaries LCFF $13,934
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic/Latino,
American Indian
.5 Data Clerk 2000-2999: Classified Personnel Salaries LCFF
$8,727
PBIS Training Substitute costs 1000-1999: Certificated
Personnel Salaries LCFF $24,558
PBIS Conferences and Workshops 5000-5999: Services And
Other Operating Expenditures LCFF $4,000
Books and Materials 4000-4999: Books And Supplies LCFF
$5,300
.5 Data Clerk 3000-3999: Employee Benefits LCFF $1,933
PBIS Training Substitute costs 3000-3999: Employee Benefits
LCFF $3,642
Intermural Coach Substitute costs 1000-1999: Certificated
Personnel Salaries LCFF $4,354
Transportation 5000-5999: Services And Other Operating
Expenditures LCFF $12,000
Stipends for Intramural/intermural programs 3000-3999:
Employee Benefits LCFF $2,066
Intermural Coach Substitute costs 3000-3999: Employee
Benefits LCFF $646
Zero Period Substitutes 1000-1999: Certificated Personnel
Salaries LCFF $8,708
Materials and Supplies 4000-4999: Books And Supplies LCFF
$25,000
Zero Period Substitutes 3000-3999: Employee Benefits LCFF
$1,292
MS Collaborative Substitutes 1000-1999: Certificated
Personnel Salaries LCFF $8,708
MS Collaborative Materials 4000-4999: Books And Supplies
LCFF $1,700.00
MS Collaborative Substitutes 3000-3999: Employee Benefits
LCFF $1,292
Page 94 of 150
8. Maintain purposeful elective opportunities in the
arts, STEM and other programs that connect students
to school through the use of zero period sections.
All Middle
Schools
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic/Latino,
American Indian
Maintain up to eight (8) sections for zero-period course
offerings 1000-1999: Certificated Personnel Salaries LCFF
$305,608
Maintain up to eight (8) sections for zero-period course
offerings 3000-3999: Employee Benefits LCFF $107,208
E. Hale
Curran and
Rail Ranch
Elementary
Schools
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent
English proficient
X Other Subgroups:
(Specify)
African-American,
Hispanic-Latino,
American Indian
Two (2) Elementary School Counselors 1000-1999:
Certificated Personnel Salaries LCFF $194,656
Two (2) Elementary School Counselors 3000-3999: Employee
Benefits LCFF $51,018
EAMO: A, B, C, D, E, F, G, H, J, O
9. Elementary School Counselors
EAMO: A, B, C, D, E, F, O
Page 95 of 150
Annual Update
Annual Update Instructions: For each goal in the prior year LCAP, review the progress toward the expected annual outcome(s) based on, at a minimum, the
required metrics pursuant to Education Code sections 52060 and 52066. The review must include an assessment of the effectiveness of the specific actions.
Describe any changes to the actions or goals the LEA will take as a result of the review and assessment. In addition, review the applicability of each goal in the
LCAP.
Guiding Questions:
1) How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes?
2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to Education Code 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?
3) How have the actions/services addressed the identified needs and goals of specific schoolsites and were these actions/services effective in achieving the
desired outcomes?
4) What information (e.g., quantitative and qualitative data/metrics) was examined to review progress toward goals in the annual update?
5) 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?
6) What differences are there between budgeted expenditures and estimated actual annual expenditures? What were the reasons for any differences?
Page 96 of 150
.
Original 1. Train core academic teachers in AVID strategies
GOAL 1
from prior 2. Institute AVID Strategies in Core Academic Courses
year
LCAP: 3. Schedule AVID coordination meetings to plan
Related State and/or Local Priorities:
1 2 3 4X 5X 6X 7X 8X
8
COE only: 9
4. Validate that AVID Strategies are being implemented in Core Academic Courses
Goal Applies to:
10
0
Local : Specify
Schools: Vista Murrieta HS, McElhinney MS, Shivela MS, Thompson MS, Murrieta Valley HS
Applicable Pupil
Subgroups:
All Students with a focus on ELL, SED, Foster Youth, Special Education, Identified Ethnic Student Groups (African
American, Hispanic and American Indian)
Expected AVID strategies will be implemented as an instructional tool in 5
Annual
core academic classrooms at each site at the HS level.
Measurable
Outcomes: AVID strategies will be implemented as an instructional tool in 4
core academic classrooms at each site the MS level.
A minimum of 65% of freshman students will fulfill A-G
requirements in English, math, and science
AVID requirements for training, tutors, path training coordination,
licensing and field trips will be budgeted and met
Actual
Annual
Measurable
Outcomes:
Site
MVHS
VMHS
DMMS
SMS
TMS
Goal
5
5
4
4
4
AVID Strategies Used
Actual
6
15
20
20
41
Percent of students enrolled in and expected to complete A-G
courses with a grade of C- or above: MVHS - 68.04%, VMHS 59.88% and MMHS 51.06%.
Budgets were developed and all sites received budget
allocations for designated services in training, coordination, field
trips, supplies, and licensing.
Page 97 of 150
LCAP Year: 2014-2015
Planned Actions/Services
Actual Actions/Services
Budgeted Expenditures
Estimated Actual Annual Expenditures
1. Provide summer Institute and
Teachers trained in AVID (PATH):
HS/MS: Summer Institute 5000HS/MS: Summer Institute 5000-5999:
PATH training for selected middle and 5999: Services And Other Operating Site
Staff
Goal Trained Usage Services And Other Operating
high school staff; train selected
DMMS 52
4
8
20
Expenditures LCFF $20243
Expenditures LCFF $20000
elementary teachers at selected Title
SMS
54
4
5
20
HS/MS: Path training 1000-1999:
HS/MS Path Training 5000-5999:
1 sites for future expansion of AVID in
TMS
50
4
10
41
Certificated Personnel Salaries
Services And Other Operating
the elementary grades.
MVHS
97
5
10
6
LCFF $4480
Expenditures LCFF $4000
VMHS
138
5
100
15
$
Scope of
Service
Vista Murrieta HS,
McElhinney MS, Shivela
MS, Thompson MS,
Murrieta Valley HS
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
Redesignated fluent English
proficient
X Other Subgroups: (Specify)
African-American, Hispanic/Latino,
American Indian
2. AVID Coordinator meetings to be
held monthly for all middle and high
schools with County AVID
Coordinator.
Scope of
Service
Vista Murrieta HS,
McElhinney MS, Shivela
MS, Thompson MS,
Murrieta Valley HS
All
OR:
X Low Income pupils
X English Learners
X Foster Youth
Redesignated fluent English proficient
X Other Subgroups: (Specify)
African-American, Hispanic/Latino,
American Indian
Sub release for meetings 10001999: Certificated Personnel
Salaries LCFF $3600
AVID coordinator meetings are held
monthly
Sub release for meetings 1000-1999:
Certificated Personnel Salaries LCFF
$10000
Sub release for meetings 3000-3999:
Employee Benefits LCFF $1300
Page 98 of 150
Scope of
Service
Vista Murrieta HS,
McElhinney MS, Shivela
MS, Thompson MS,
Murrieta Valley HS
Scope of
Service
X All
OR:
X Low Income pupils
X English Learners
X Foster Youth
Redesignated fluent English proficient
X Other Subgroups: (Specify)
African-American, Hispanic/Latino,
American Indian
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
Redesignated fluent English
proficient
X Other Subgroups: (Specify)
African-American, Hispanic/Latino,
American Indian
3. Students will have first opportunity
to have all personal academic data
analyzed to determine correct services
and programs to provide to close the
achievement gap and placement into
AVID. Students will also participate in
Field trips and have access to core
academic classes using AVID
strategies.
Scope of
Service
Vista Murrieta HS,
McElhinney MS, Shivela
MS, Thompson MS,
Murrieta Valley HS Core
Academic subjects
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent English
proficient
X Other Subgroups: (Specify)
African-American, Hispanic/Latino,
American Indian
Tutors provided for AVID students,
field trips, access to AVID core
classes 2000-2999: Classified
Personnel Salaries LCFF $81360
Tutors provided for AVID students, field
trips, access to AVID core classes
College field trips 5000-5999:
Services And Other Operating
Expenditures LCFF $16140
Tutors provided for AVID students
2000-2999: Classified Personnel
Salaries LCFF $32000
College field trips 5000-5999: Services
And Other Operating Expenditures
LCFF $12000
Tutors provided for AVID students
3000-3999: Employee Benefits LCFF
$2850
Scope of
Service
All
OR:
X Low Income pupils
X English Learners
X Foster Youth
Redesignated fluent English proficient
X Other Subgroups: (Specify)
Page 99 of 150
4. Subgroups will have first
opportunity for enrollment into AVID.
Scope of
Service
Vista Murrieta HS,
McElhinney MS, Shivela
MS, Thompson MS,
Murrieta Valley HS
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent English
proficient
X Other Subgroups: (Specify)
African-American, Hispanic/Latino,
American Indian
5. Administration and AVID coaches
will use an AVID walk through tool in
Google Docs to validate AVID
strategies.
Scope of
Service
No Cost
Vista Murrieta HS,
McElhinney MS, Shivela
MS, Thompson MS,
Murrieta Valley HS
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
Redesignated fluent English
proficient
X Other Subgroups: African-American,
Hispanic/Latino, American Indian
AVID Enrollment Demographics
Site
SED
EL
Foster
TMS
3.8%
15%
NA
SMS
13%
0%
0%
14.84%
DMMS
65%
0%
MVHS 19%
8%
0%
VMHS 11%
4%
0%
Scope of
Service
No Cost
Vista Murrieta HS,
McElhinney MS, Shivela
MS, Thompson MS,
Murrieta Valley HS
All
OR:
X Low Income pupils
X English Learners
X Foster Youth
Redesignated fluent English proficient
X Other Subgroups: (Specify)
African-American, Hispanic/Latino,
American Indian
No Cost
Coaches and coordinators used google
docs to collect and validate AVISD
strategies in classes and found that a
wide range of strategies were in place
in core academic classes and electives.
Data was collected in Google Docs and
reviewed.
Scope of
Service
Vista Murrieta HS,
McElhinney MS, Shivela
MS, Thompson MS,
Murrieta Valley HS
All
OR:
X Low Income pupils
X English Learners
X Foster Youth
Redesignated fluent English proficient
X Other Subgroups: (Specify)
African-American, Hispanic/Latino,
American Indian
No Cost
Page 100 of 150
6. Support AVID training and classes
with adequate materials and licensing.
Materials 4000-4999: Books And
Supplies LCFF $31333
Support AVID training and classes with
adequate materials and licensing
AVID Licensing (County) 5800:
Professional/Consulting Services
And Operating Expenditures LCFF
$13000
Scope of
Service
Vista Murrieta HS,
McElhinney MS, Shivela
MS, Thompson MS,
Murrieta Valley HS
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
Redesignated fluent English
proficient
X Other Subgroups: (Specify)
African-American, Hispanic/Latino,
American Indian
What changes in actions,
services, and expenditures will be
made as a result of reviewing
past progress and/or changes to
goals?
Materials 4000-4999: Books And
Supplies LCFF $600
AVID Licensing (County) 5800:
Professional/Consulting Services And
Operating Expenditures LCFF $18102
Scope of
Service
Vista Murrieta HS,
McElhinney MS, Shivela
MS, Thompson MS,
Murrieta Valley HS
All
OR:
X Low Income pupils
X English Learners
X Foster Youth
Redesignated fluent English proficient
X Other Subgroups: (Specify)
African-American, Hispanic/Latino,
American Indian
The primary change for 2015-16 will be to hold sites accountable to providing AVID access to the targeted populations and
continue to fund training for staff. To set metrics for next year that is disaggregated by sub groups. To set specific minimum
number of freshman students who will fulfill a-g requirements in English, math and science. To set a minimum number of
sophomore students who will fulfill a-g requirements in English, math, science and history. Establish baseline AVID freshman
and sophomore minimum GPA. Establish baseline AVID junior and senior minimum GPA. Establish baseline AVID middle
school students at each grade level minimum GPA. Begin exploration to expand AVID to the elementary level in our schools
with the greatest unduplicated student percentages.
Page 101 of 150
Original 1. Provide Beginning Teacher Support through a CCTC accredited program for all 1st and 2nd year teachers
GOAL 2 and PAR support for veteran teachers.
from prior
2. Expand offerings of online and onsite professional development workshops targeting district initiatives.
year
LCAP:
3. Enhance training of Consulting Teachers and Support Providers
Related State and/or Local Priorities:
1X 2X 3 4X 5 6 7 8 8
COE only: 9
10
0
Local : Specify
4. Improve participation in online and onsite professional development opportunities
5. Improve teacher use of student information to identify student subgroups, including foster youth, English
Learners and socio-economically disadvantaged students
6. Enhance follow up of online and onsite professional development to ensure implementation of new
strategies.
Goal Applies to:
Schools: All District Schools K-12
Applicable Pupil
Subgroups:
All students with a focus on ELL, SED, Foster Youth, Special Education, Identified Ethnic Student Groups (African
American, Hispanic and American Indian)
Expected Provide staff coordination of BTSA/PAR
Annual
Measurable All first and Second year teachers including special education
Outcomes: teachers will participate in a District supported BTSA/PAR
program that is fully accredited and is no charge to participating
teachers.
All PAR and BTSA participants will have participated in at least
one online or onsite professional development experiences that
targets a district or site initiative that supports an academic
culture of promoting student engagement in learning.
All PAR and BTSA participants use student information data to
identify student subgroups, including foster youth, English
Learners and socio-economically disadvantaged students, as the
basis for selecting and participating in online or onsite
professional development experiences.
Actual
Coordination of the BTSA PAR program was provided with a
Annual
coordinator, TOSA, Secretary, and a cadre of support providers
Measurable
Outcomes: All first and second year teachers requiring BTSA participated in
the BTSA program to support an academic culture supporting
student engagement in learning.
All participants accessed and engaged in at least 1 online or
onsite professional development that supported an academic
culture supporting student engagement in learning.
All participants used student data and were able to identify
special and target populations and participated in staff
development on serving foster youth, English Learners and
socio-economically disadvantaged students
Page 102 of 150
LCAP Year: 2014-2015
Planned Actions/Services
Actual Actions/Services
Budgeted Expenditures
Estimated Actual Annual Expenditures
1. Fund adequate support staff
BTSA/PAR coordinator, secretary,
BTSA/PAR Support Providers and
Salaries and Benefits Coordinator
including a BTSA/PAR coordinator,
Teacher on Special Assignment
coordination, release time,
1000-1999: Certificated Personnel
secretary, Teacher on Special
(TOSA). stipend support providers, and Salaries LCFF 189933
salary/benefits 1000-1999:
Assignment (TOSA). stipend support
release time for participants, training
Certificated Personnel Salaries
BTSA Secretary 2000-2999: Classified
providers, and release time for
and meetings were funded. Additional
LCFF $243,188
Personnel Salaries LCFF
participants, training and meetings.
funds became necessary due to the
BTSA Secretary 2000-2999:
Salaries and Benefits Coordinator
unexpected hiring of new teachers
Classified Personnel Salaries LCFF
3000-3999: Employee Benefits LCFF
requiring BTSA support.
31591
Scope of
Service
LEA Wide
Scope of
Service
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
2. Provide adequate supplies and
materials for BTSA training including
Thinking maps, Haiku licensing for
professional development, and
training on the implementation of the
academic standards, engagement in
meaningful learning, and interventions
to close the gaps in student
achievement with the targeted
subgroups.
LEA Wide
X All
OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
Materials and supplies, release time
4000-4999: Books And Supplies
LCFF $29,650
All support materials and release time
were provided for training
Materials and supplies 4000-4999:
Books And Supplies LCFF $8,000
Services and Other Operating
Expenses 5000-5999: Services And
Other Operating Expenditures LCFF
$16,187
Page 103 of 150
Scope of
Service
LEA wide
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
What changes in actions,
services, and expenditures will be
made as a result of reviewing
past progress and/or changes to
goals?
Scope of
Service
LEA Wide
X All
OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
The 2015-16 school year will present new challenges in meeting the needs of new teachers as we will be hiring a substantial
number of new teachers due to retirements in our district. It is anticipated that support will need to be provided for nearly 70
new teachers, nearly doubling the current size of our candidate pool, who will need to participate in our Induction Program to
clear their credential, requiring an increase in funds through LCFF supplemental funds. In addition, we will have additional
new staff members who will not need to clear their credential but who will be new to the district, or new to their school and/or
position. These teachers will require intensive baseline training and follow up support in the new standards and in essential
district instructional strategies and instructional technologies central to helping students access the curriculum and achieve
the new standards.
Page 104 of 150
Original Provide a STEM Elementary School of Emphasis as an option for parents
GOAL 3
from prior Provide professional development opportunities to teachers to impact STEM education school wide
year
LCAP: Provide students with technology tools to facilitate learning across all subject areas
Provide students and teachers with instructional resources and programs to support and enhance STEM
across all grades
Goal Applies to:
Related State and/or Local Priorities:
1 2X 3X 4X 5X 6X 7 8
8
COE only: 9
10
0
Local : Specify
Schools: E. Hale Curran
Applicable Pupil
Subgroups:
All students with a focus on ELL, SED, Foster Youth, Special Education, Identified Ethnic Student Groups (African
American, Hispanic and American Indian)
Expected Offer a STEM Elementary School of Emphasis as an option for
Actual
All teachers were trained in Next Generation Science Standards,
Annual
parents.
Annual
Mindset and Professional Learning Communities - 100% trained
Measurable
Measurable in NGSS; 100% Mindset; 100% PLC; one grade level to Doug
Outcomes: All teachers will be trained in Next Generation Science Standards, Outcomes: Fisher PLC conference
Mindset and Professional Learning Communities
Students are engaged in technology during small group learning
Students will be engaged in technology during small group
experiences at least 3 times per week - 100% of classes
learning experiences at least 3 times per week
engaged
All K-3 students will participate in Lego Robotics Education
programs
All 4-5 students will participate in the Hummingbird Robotics
program
All teachers will receive the Mindset book for participation in a
book study with a focus on growth mindset
All teachers will receive a Reading A-Z and Science A-Z license
to access teacher and student materials
All K-3 students will participate in Lego Robotics Education
programs - this will be completed by end of year; currently 3rd
grade has completed
All 4-5 students will participate in the Hummingbird Robotics
program - this will be complete by end of year; currently 4th
grade has completed
All teachers received the Mindset book for participation in a book
study with a focus on growth mindset - 100% received book and
participated in monthly Mindset PD
All teachers received a Reading A-Z and Science A-Z license to
access teacher and student materials - 100% of students have
Reading A-Z; 100% of teachers have Science A-Z
Page 105 of 150
LCAP Year: 2014-2015
Planned Actions/Services
Actual Actions/Services
Budgeted Expenditures
Estimated Actual Annual Expenditures
Hold parent information meetings
Parent night and information meetings
No cost
No Cost
regarding STEM School of Emphasis
were held at no cost
Scope of
Service
School-wide (E H
Curran)
Scope of
Service
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
Train teachers in Next Generation
Science, Thinking maps, and
Professional Learning Communities
Scope of
Service
School-wide (E H
Curran)
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
Extra duty and release time 10001999: Certificated Personnel
Salaries Other $7500
School-wide (E H
Curran)
All
OR:
X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent English
proficient
X Other Subgroups: (Specify)
Identified Ethnic Student Groups
Training completed on Next Generation
Science, Thinking maps, and
Professional Learning Communities
Scope of
Service
School-wide (E H
Curran)
All
OR:
X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent English
proficient
X Other Subgroups: (Specify)
Identified Ethnic Student Groups
Extra duty and release time 10001999: Certificated Personnel Salaries
Other $7500
Page 106 of 150
Provide grade span activities in Lego
Robotics, Hummingbird Robotics for
students
Scope of
Service
Materials and supplies for Robotics
4000-4999: Books And Supplies
Supplemental $3500
School-wide (E H
Curran)
Scope of
Service
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
All teachers will receive licenses for AZ Reading and Science to provide
access and use of teacher and
student materials
Scope of
Service
School-wide (E H
Curran)
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
What changes in actions,
services, and expenditures will be
made as a result of reviewing
past progress and/or changes to
goals?
Robotics supplies purchased and
implemented
Software license 4000-4999: Books
And Supplies Supplemental $3500
School-wide (E H
Curran)
All
OR:
X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent English
proficient
X Other Subgroups: (Specify)
Identified Ethnic Student Groups
All teachers received licenses for A-Z
Reading and Science to provide access
and use of teacher and student
materials
Scope of
Service
Materials and supplies for Robotics
4000-4999: Books And Supplies
Supplemental $3500
Software License 4000-4999: Books
And Supplies Supplemental $3500
School-wide (E H
Curran)
All
OR:
X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent English
proficient
X Other Subgroups: (Specify)
Identified Ethnic Student Groups
EH Curran's STEM program will be incorporated into the K-12 LCAP goal #1 to support academic achievement. The primary
change for 2015 - 16 will be to develop systems to progress monitor the impact on targeted populations' achievement levels.
This will include setting applicable metrics and establishing baseline data points by subgroup.
Funding will ensure professional development for educators to develop and improve their craft of pedagogy and content with
STEM
• Defined STEM training – UbD unit planning
• STEM Teacher Focused Walk-Throughs
• STEM/Project Based Learning School Visits and Observations
• STEM extended learning opportunities outside of the school day
• STEM (Discovery) Classes after school for 4 weeks in each quarter of the school year.
Page 107 of 150
Original Hire adequate office staff to research and provide group data of students in need of correct academic
GOAL 4 placement
from prior
Train counselors and staff in Positive Behavior Intervention and Support and Boys Town Social Skills
year
LCAP:
Provide necessary resources for implementation
Hire counselors and psychologists to create 3 multi-disciplinary intervention teams for elementary and middle
school students, and support for alternative education
Goal Applies to:
Related State and/or Local Priorities:
1 2 3X 4X 5X 6X 7 8
8
COE only: 9
10
0
Local : Specify
Schools: All elementary and middle schools
Applicable Pupil
Subgroups:
All students with a focus on ELL, SED, Foster Youth, Special Education, Identified Ethnic Student Groups (African
American, Hispanic and American Indian)
Expected Students in need of support services will be identified through
Annual
improved process of data input and analysis by employing a part
Measurable time office clerk to establish baseline data
Outcomes:
Train 75 staff on strategies to reduce discipline issues through
universal expectations and development of social skills (PBIS and
Boys Town)
Actual
Students in need of support services were identified through
Annual
improved process of data input and analysis by a part time office
Measurable clerk
Outcomes:
100 staff were trained on strategies to reduce discipline issues
through universal expectations and development of social skills
(PBIS and Boys Town)
Establish baseline proficiency rate in ELA and math using CAASP
Baseline proficiency rates in ELA and math using CAASP will be
completed in June
Reduce the number of student referrals and suspension and
expulsion rates by 1%
The number of student referrals and suspension and expulsion
rates will be evaluated in June
Page 108 of 150
LCAP Year: 2014-2015
Planned Actions/Services
Actual Actions/Services
Budgeted Expenditures
Estimated Actual Annual Expenditures
A part time clerk will be hired to assist Part-time clerk 2000-2999:
A part time clerk was hired and assists
Part-time clerk 2000-2999: Classified
in generating the data needed to
in generating the data needed to
Classified Personnel Salaries
Personnel Salaries Supplemental $
identify target population at risk and
identify target population at risk and
Supplemental $10,660
schedule intake and counseling
schedule intake and counseling
sessions to identify services, counsel
sessions to identify services, counsel
and guide in course selection to meet
and guide in course selection to meet
college or career ready requirements
college or career ready requirements
Scope of
Service
All elementary and
middle schools
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent English
proficient
Other Subgroups: (Specify)
Train 75 staff on strategies to reduce
discipline issues through universal
expectations and development of
social skills (PBIS and Boys Town)
Scope of
Service
All elementary and middle
schools
All
OR:
X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent English
proficient
Other Subgroups: (Specify)
Substitute release for training 1000- By December 11, 2014 100 teachers,
classified and counselors were trained
1999: Certificated Personnel
on PBIS/Boy's Town )
Salaries Supplemental $20,000
Training supplies 4000-4999: Books
And Supplies Supplemental $10,500
Conference 5000-5999: Services
And Other Operating Expenditures
Supplemental $4000
Personal Services Agreement 5800:
Professional/Consulting Services
And Operating Expenditures
Supplemental $5000
Substitute release for training 10001999: Certificated Personnel Salaries
Supplemental $20,000
Training supplies 4000-4999: Books
And Supplies Supplemental $4,268
Conference 5000-5999: Services And
Other Operating Expenditures
Supplemental $9,342
Personal Services Agreement for
PBIS (Consultants) 5000-5999:
Services And Other Operating
Expenditures Supplemental $0
Substitute release for training 30003999: Employee Benefits
Supplemental $4,600
Classified Substitute 2000-2999:
Classified Personnel Salaries
Supplemental $6,500
Page 109 of 150
Scope of
Service
All elementary and
middle schools
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
Reduce the number of student
referrals and suspension and
expulsion rates by 1%
Scope of
Service
All elementary and middle
schools
X All
OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
No cost
Total K-12 suspension and expulsion
offenses committed for 2013-2014
were:
No cost
Expulsions = 20
Suspensions = 599
Total K-12 suspension and expulsion
offenses committed as of April 2015
were:
Expulsions = 5
Suspensions = 325 (Students not
incidents as of 5/4)
Scope of
Service
All elementary and
middle schools
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
Establish baseline proficiency rate in
ELA and math using CAASP
Scope of
Service
All elementary and middle
schools
X All
OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
No cost in analysis
CAASP assessments (SBAC) will begin
in April and will be reviewed in July to
establish a baseline on proficiency
using the Achievement Level
Descriptors (ALD)
No cost in analysis
Page 110 of 150
Scope of
Service
All elementary and
middle schools
X All
OR:------X Low Income pupils
X English Learners
X Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
Provide advanced training (Tier 2)
PBIS to selected staff
Scope of
Service
All elementary and
middle schools
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
What changes in actions,
services, and expenditures will be
made as a result of reviewing
past progress and/or changes to
goals?
Scope of
Service
All elementary and middle
schools
X All
OR:
X Low Income pupils
X English Learners
X Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
Substitute release 1000-1999:
Certificated Personnel Salaries
Supplemental $5000
Training Tier 2 is on hold until June
2015
Scope of
Service
No expenditure to date 0
All elementary and middle
schools
X All
OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
The 2015-16 LCAP will need to continue funding the clerk and training of PBIS for certificated and classified staff. Future
plans will be developed to address elementary counseling needs. Suspension and Expulsion data indicates the
implementation efforts of PBIS are positively impacting student behavioral readiness. Next year, the disaggregation of
students by target group will be a focus to address any possible disproportionality. Chronic Absentee rates by grade level
and subgroup will be monitored, responded to and disaggregated.
Page 111 of 150
Original Institute AVID Strategies School wide as an AVID demonstration school
GOAL 5
from prior Provide staff for AVID coordination ensuring all requirements to become an AVID demonstration school are
met.
year
LCAP:
Murrieta Mesa HS and Warm Springs MS will become AVID Demonstration schools over a 3 year period
Related State and/or Local Priorities:
1 2X 3X 4X 5X 6X 7X 8
8
COE only: 9
10
0
Local : Specify
Goal Applies to:
Schools: Murrieta Mesa HS (MMHS) and Warm Springs MS
Applicable Pupil
Subgroups:
Expected AVID strategies will be implemented as an instructional tool in 15
Annual
core academic classrooms at MMHS
Measurable
Outcomes: AVID strategies will be implemented as an instructional tool in 14
core academic classrooms at WSMS
A minimum of 65% of freshman students will fulfill A-G
requirements in English, math, and science
AVID requirements for training, tutors, path training coordination,
licensing and field trips will be budgeted and met by MMHS and
WSMS as evidenced by County review and certification
Actual
Number of Teachers Trained and participated in Pathways:
Annual
MMHS:
Measurable WSM:
Outcomes:
AVID Strategies used at MMHS: Goal was 15, actual = 83
AVID Strategies used at WSMS: Goal was14, actual = 27
Percent of MMHS grade 9 students enrolled in and expected to
complete A-G courses: 51.06%
Budgets were developed and all sites received budget
allocations for designated services in training, coordination, field
trips, supplies, and licensing.
Page 112 of 150
LCAP Year: 2014-2015
Planned Actions/Services
Actual Actions/Services
Budgeted Expenditures
Estimated Actual Annual Expenditures
AVID students will be provided with
AVID students are being provided with
Murrieta Mesa HS: Tutors provided
Murrieta Mesa HS: Tutors provided for
AVID tutors and field trips to local
AVID tutors and field trips to local CSU MMHS AVID students 2000-2999:
for MMHS AVID students 2000CSU and UC systems
2999: Classified Personnel Salaries and UC systems
Classified Personnel Salaries
Supplemental $88400
Supplemental $73,341
College field trips for MMHS 5700College field trips for MMHS 57005799: Transfers Of Direct Costs
5799: Transfers Of Direct Costs
Supplemental $18160
Supplemental $
Warm Springs MS: Tutors provided
for WSMS AVID students 20002999: Classified Personnel Salaries
Supplemental $21760
College Field trips for WSMS 57005799: Transfers Of Direct Costs
Supplemental $3720
Warm Springs MS: Tutors provided for
WSMS AVID students 2000-2999:
Classified Personnel Salaries
Supplemental $15000
College Field trips for WSMS 57005799: Transfers Of Direct Costs
Supplemental $3000
Murrieta Mesa HS: Tutors provided for
MMHS AVID students 3000-3999:
Employee Benefits Supplemental
$7,451
Certificated Substitute Teachers 10001999: Certificated Personnel Salaries
Supplemental 13000
Certificated Substitute Teachers 30003999: Employee Benefits
Supplemental 2172
Materials & Supplies 4000-4999:
Books And Supplies Supplemental
10898
Warm Springs MS: Tutors provided for
WSMS AVID students 3000-3999:
Employee Benefits Supplemental
2250
Page 113 of 150
Scope of
Service
School wide at Murrieta
Mesa HS and Warm
Springs MS
Scope of
Service
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
MMHS and WSMS AVID Coordinators
will meet monthly with RCOE AVID
coordinator and the District Office
Scope of
Service
All
OR:
X Low Income pupils
X English Learners
X Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
AVID Coordinator meetings will be
held monthly Districtwide and with
County representation per site 10001999: Certificated Personnel
Salaries Supplemental $720
School wide at Murrieta
Mesa HS and Warm
Springs MS
MMHS and WSMS AVID Coordinators
are meeting monthly with RCOE AVID
coordinator and the District Office.
Dates met to date are:
Scope of
Service
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
Free and reduced, English Learners,
and Foster Youth will have first
opportunity for enrollment into AVID
School wide at Murrieta
Mesa HS and Warm
Springs MS
AVID Coordinator meetings will be
held monthly Districtwide and with
County representation per site 10001999: Certificated Personnel Salaries
Supplemental $0
School wide at
Murrieta Mesa HS and
Warm Springs MS
X All
OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
Subgroup data reviewed and target
youth are counseled into AVID: No
Cost
Total targeted youth enrolled into AVID:
WSMS
SED = 97/332 (29%)
EL = 8/37 (21.6%)
Foster Youth = 1/1 (100%)
MMHS
SED = 52/620 (8%)
EL =37/57 (55%)
Foster Youth = 0/5 (0%)
Subgroup data reviewed and target
youth are counseled into AVID: No
Cost
Page 114 of 150
Scope of
Service
School wide at Murrieta
Mesa HS and Warm
Springs MS
Scope of
Service
School wide at Murrieta
Mesa HS and Warm
Springs MS
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
Riverside County Office of Education
AVID Licensing at MMHS and
will certify compliance with all AVID
WSMS 5700-5799: Transfers Of
requirements and designate MMHS an Direct Costs Supplemental $2600
AVID Demonstration School
All
OR:
X Low Income pupils
X English Learners
X Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
Scope of
Service
Scope of
Service
School wide at Murrieta
Mesa HS and Warm
Springs MS
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
AVID Training (summer institute),
PATH training and supplies will be
provided for staff
Riverside County Office of Education is
monitoring efforts and will hopefully
certify compliance with all AVID
requirements and designate MMHS an
AVID Demonstration Schools in June
2015.
AVID Licensing at MMHS and WSMS
5700-5799: Transfers Of Direct Costs
Supplemental 5200
School wide at Murrieta
Mesa HS and Warm
Springs MS
X All
OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
Extra duty WSMS Summer Institute
1000-1999: Certificated Personnel
Salaries Supplemental $11762
Supplies for training 4000-4999:
Books And Supplies Supplemental
$1500
WSMS PATH Training 1000-1999:
Certificated Personnel Salaries
Supplemental $5200
AVID Training (summer institute),
PATH training and supplies were
provided for staff. Total staff trained
are:
MMHS:
AVID SI/Path = 29
RIMS AVID Coach trained = 71
WSMS:
AVID SI/Path = 13
RIMS AVID Coach trained = 12
Extra duty 1000-1999: Certificated
Personnel Salaries Supplemental
$12000
Supplies for training 4000-4999:
Books And Supplies Supplemental
$1500
PATH Training 1000-1999:
Certificated Personnel Salaries
Supplemental $
Page 115 of 150
Scope of
Service
MMHS Summer Institute 5000-5999:
Services And Other Operating
Expenditures Supplemental $18774
MMHS Summer Institute 5000-5999:
Services And Other Operating
Expenditures Supplemental $18774
MMHS Path Training 5000-5999:
Services And Other Operating
Expenditures Supplemental $6240
MMHS Path Training 5000-5999:
Services And Other Operating
Expenditures Supplemental $6240
School wide at Murrieta
Mesa HS and Warm
Springs MS
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
Fund a .67 FTE for Coordination of
AVID at MMHS and support AVID
coordinators Districtwide
Scope of
Service
.67 FTE 1000-1999: Certificated
Personnel Salaries Supplemental
$50250
School wide at Murrieta
Mesa HS and Warm
Springs MS
X All
OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
A .67 FTE was funded for Coordination
of AVID at MMHS and support AVID
coordinators Districtwide
.67 FTE 1000-1999: Certificated
Personnel Salaries Supplemental
$51,582
.67 FTE 3000-3999: Employee
Benefits Supplemental $11,239
Scope of
Service
School wide at Murrieta
Mesa HS and Warm
Springs MS
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
What changes in actions,
services, and expenditures will be
made as a result of reviewing
past progress and/or changes to
goals?
Scope of
Service
School wide at Murrieta
Mesa HS and Warm
Springs MS
X All
OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
The primary change for 2015-16 will be to hold sites accountable to providing AVID access to the targeted populations and
continue to fund training for staff. To set metrics for next year that is disaggregated by sub groups. To set specific minimum
number of freshman students who will fulfill a-g requirements in English, math and science. To set a minimum number of
sophomore students who will fulfill a-g requirements in English, math, science and history. Establish baseline AVID freshman
and sophomore minimum GPA. Establish baseline AVID junior and senior minimum GPA. Establish baseline AVID middle
school students at each grade level minimum GPA. Begin exploration to expand AVID to the elementary level in our schools
with the greatest unduplicated student percentages.
Page 116 of 150
Original Provide data driven early intervention systems at the high school level to increase student academic
GOAL 6 performance for those who are underperforming in the core content areas.
from prior
Invest in an asynchronous web-based online credit recovery system for high school students
year
LCAP:
Invest in an asynchronous web-based online intervention system including CAHSEE intervention for high
school students
Related State and/or Local Priorities:
1 2X 3 4X 5X 6X 7X 8
8
COE only: 9
10
0
Local : Specify
Invest in an asynchronous web-based online AP preparation program for high school students.
Invest in a math support system to increase math performance at the middle and high school level
Goal Applies to:
Schools: All middle and high schools including alternative education
Applicable Pupil
Subgroups:
Expected Add six additional sections at the high school level for academic
Annual
intervention, support for signature practices, or credit recovery
Measurable
Outcomes: Decrease the number of D and F grades in all core academic
subjects including math, grades 6-12 (7.5% decrease in targeted
subgroups and 5% overall)
Increase CAHSEE pass rates ((2.5% increase in targeted
subgroups and 1.5% overall)
Actual
Added six additional sections at the high school level for
Annual
academic intervention, support for signature practices, or credit
Measurable recovery
Outcomes:
District to establish progress monitoring system for the purposes
of actively tracking students D and F grades in all core academic
classes
Maintained CAHSEE pass rates: 93% ELA; 94% Math
Increase AP pass rates((2.5% increase in targeted subgroups
and 1.5% overall)
Increased AP pass rates to 68.6%
Monitor and maintain CTE course sequence
Monitored and maintained CTE course sequence with 388
students
Maintain the 2013/14 graduation rate
Maintain the 2013/14 dropout rate decrease as a baseline
Maintained the 2013/14 graduation rate (94.03%)
Maintained the 2013/14 dropout rate decrease as a baseline
(4.4%)
Page 117 of 150
LCAP Year: 2014-2015
Planned Actions/Services
Actual Actions/Services
Budgeted Expenditures
Estimated Actual Annual Expenditures
Add six additional sections at the high Six sections for each high school
Added six additional sections at the
Six sections for each high school
school level for academic intervention, 1000-1999: Certificated Personnel
high school level for academic
1000-1999: Certificated Personnel
support for signature practices, or
intervention, support for signature
Salaries Supplemental $225,000
Salaries Supplemental 253214
credit recovery.
practices, or credit recovery.
700 APEX licenses 5000-5999:
700 APEX licenses 5000-5999:
Services And Other Operating
Services And Other Operating
Expenditures Other $35,000
Expenditures Other
Shmoop for Acceleration! 5000Shmoop for Acceleration! 5000-5999:
5999: Services And Other Operating
Services And Other Operating
Expenditures Other $40,000
Expenditures Other $40,000
Six sections for each high school
3000-3999: Employee Benefits
Supplemental 50241
Scope of
Service
School wide – all District
middle and high schools
including alternative
education
Scope of
Service
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent English
proficient
Other Subgroups: (Specify)
Invest in a math support system to
increase math performance at the
middle and high school level.
School wide – all District
middle and high schools
including alternative
education
All
OR:
X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent English
proficient
Other Subgroups: (Specify)
Middle schools: Think Through Math
4000-4999: Books And Supplies
Supplemental $20,000
Invested in a math support system to
increase math performance at the
middle and high school level.
Middle schools: Think Through Math
4000-4999: Books And Supplies
Supplemental $20,000
Page 118 of 150
Scope of
Service
School wide – all District
middle and elementary
schools.
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
What changes in actions,
services, and expenditures will be
made as a result of reviewing
past progress and/or changes to
goals?
Scope of
Service
School wide – all District
middle and elementary
schools.
X All
OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
The focus for intervention is on the targeted populations to ensure the students are career and college ready upon graduation
from high school. The goal is to continue and expand intervention in math and other areas for 6th grade through high school.
This will allow the middle schools to include 4 sections for math intervention and acceleration opportunities to ensure
students receive timely and appropriate math intervention that allows students to transition out of intervention courses and
attain success in math. This targeted intervention and credit recovery will allow students to take appropriate courses to be
career and college ready upon graduation from high school. The intervention programs will prepare students for local and
state assessments.
Page 119 of 150
Original Employ school resource officers for each high school site and feeder schools
GOAL 7
from prior Conduct , twice annually, school audits on emergency response protocols to natural disasters and school
violence including intruder on campus
year
LCAP:
Conduct training and response with City police and SWAT to school shooter on campus (to be conducted at a
selected site during student break)
Related State and/or Local Priorities:
1X 2 3 4 5 6X 7 8 8
COE only: 9
10
0
Local : Specify
Meet quarterly with Murrieta Police Department to review incidences in the schools and community that may
impact school safety including incidences of gang activity, drug use and sales, and graffiti
Reach 90% effectiveness on Bullying Training Survey results
Remain compliant with Williams requirements i.e. sufficient instructional materials and school facilities in good
repair
Goal Applies to:
Schools: District wide
Applicable Pupil
Subgroups:
Expected Fund full time school resource officers
Actual
The district funded approximately 2.5 full time officers and the
Annual
Annual
City paid for the other 2.5 officers for a total of 5 officers. The
Measurable Safe Schools Director and SROs will complete 19 after action
Measurable City also pays for the Sergeant to oversee and assist the
Outcomes: reports to improve emergency response and create a safer school Outcomes: program and one YAT officer is provided through funding from
environment during emergency
probation.
School staff, Safe Schools Director and SROs will immediately
respond to severe discipline issues to protect the integrity of the
learning environment
Safe Schools Director will facilitate open and complete
communication as measured by an annual survey of site
administration
Safe Schools Director will conduct 5 Bullying prevention
workshops
Maintain student access to safe and clean school facilities and
required instructional material as measured by the Williams report
To date we have generated 95 after action reports. By the end
of the year we will have generated approximately 19 additional
after action and corrective action reports.
City police and SWAT training and "active shooter" response
was conducted on May 18, 2015. Medical response agencies
and other agencies will participate.
GRIP (Quarterly) meetings have been held with Murrieta Police
Department to review incidences in the schools and community
that may impact school safety including incidences of gang
activity, drug use and sales, and graffiti.
Four bullying trainings were complete: 09/17 – Warm Springs;
09/23 – Buchanan; 10/21 – Alta Murrieta; and 11/19 – E. Hale
Curran. Staff will try to get one or two more in before the end of
the year.
No Williams Complaints filed
Page 120 of 150
LCAP Year: 2014-2015
Planned Actions/Services
Actual Actions/Services
Budgeted Expenditures
Estimated Actual Annual Expenditures
Provide funding for three full time
Fund salaries for 3 School Resource The district funded approximately 2.5
Fund salaries for 3 School Resource
School Resource officers to provide
full time officers and the City paid for
Officers 5800:
Officers 5800: Professional/Consulting
school safety services and enhance
the other 2.5 officers for a total of 5
Professional/Consulting Services
Services And Operating Expenditures
student relationships with law
officers. The City also pays for the
And Operating Expenditures
Supplemental $310,000
enforcement.
Sergeant to oversee and assist the
Supplemental $340,000
program and one YAT officer is
provided through funding from
probation.
Scope of
Service
High schools and middle
schools
Scope of
Service
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
Complete19 audits of emergency drills
Districtwide and complete after action
reports to improve emergency
response and create a safer school
environment during emergency
Scope of
Service
LEA Wide
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
High schools and middle
schools
X All
OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
School audits on emergency
response protocols to natural
disasters and school violence
including intruder on campus: no
cost
To date we have generated 95 after
action reports. By the end of the year
we will have generated approximately
19 additional after action and corrective
action reports.
Scope of
Service
LEA Wide
X All
OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
School audits on emergency response
protocols to natural disasters and
school violence including intruder on
campus: no cost
Page 121 of 150
Conduct training and response with
City police and SWAT to school
shooter on campus (to be conducted
at a selected site during student
break)
Scope of
Service
Training and response with City
police and SWAT: no cost
LEA Wide
Scope of
Service
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
Meet quarterly with Murrieta Police
Department to review incidences in
the schools and community that may
impact school safety including
incidences of gang activity, drug use
and sales, and graffiti
Scope of
Service
Training and response with City police
and SWAT: no cost
LEA Wide
X All
OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
GRIP Meetings held at MPD: no
cost
LEA Wide
GRIP (Quarterly) meetings have been
held with Murrieta Police Department to
review incidences in the schools and
community that may impact school
safety including incidences of gang
activity, drug use and sales, and graffiti
Scope of
Service
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
Conduct 5 Bullying prevention
workshops with 90% effectiveness on
Bullying Training Survey results
City police and SWAT training and
"active shooter" response was
conducted during vacation
GRIP Meetings held at MPD: no cost
LEA Wide
X All
OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
training supplies for anti-bullying
workshops 4000-4999: Books And
Supplies Supplemental $20,000
Four bullying trainings were complete:
09/17 – Warm Springs; 09/23 –
Buchanan; 10/21 – Alta Murrieta; and
11/19 – E. Hale Curran. Staff will try to
get one or two more in before the end
of the year.
training supplies for anti-bullying
workshops 4000-4999: Books And
Supplies Supplemental $5,000
Page 122 of 150
Scope of
Service
LEA Wide
Scope of
Service
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
Remain compliant with Williams
requirements i.e. sufficient
instructional materials and school
facilities in good repair
LEA Wide
X All
OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
Williams complaints were not filed:
No cost
No Williams Complaints filed
Scope of
Service
Scope of
Service
All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
All
OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
What changes in actions,
services, and expenditures will be
made as a result of reviewing
past progress and/or changes to
goals?
The goal for the 2015-16 school year is to continue funding SRO's, Emergency response audits, GRIP meetings, and bullying
training. Furthermore, the district has identified parent engagement as an area of focus for the upcoming school year. To
meet this identified need, it’s recommended that the district survey a representative group of parents to gather feedback in
particular areas of interest and need. Training opportunities for parents will be offered throughout the school year based on
the highest interest and need. The engagement of parents representing the targeted student populations will be of particular
focus.
Page 123 of 150
Original Provide Library support with a credentialed librarian at all District schools
GOAL 8
from prior Implement year 1 of the District Library Plan to upgrade school libraries to support common core
year
LCAP: Provide regular calendared library tech meetings and training to improve library services
Provide and implement Standards aligned math materials
Related State and/or Local Priorities:
1X 2X 3 4X 5X 6 7X 8
8
COE only: 9
10
0
Local : Specify
Conduct a WASC directed needs analysis of library services at the alternative education site and write a site
plan to improve library services for students
Goal Applies to:
Schools: All LEA Sites
Applicable Pupil
Subgroups:
Expected Providing a District librarian to train and monitor all sites will
Annual
improve library services and align systems throughout the District
Measurable
Outcomes: Implementation of the Library plan will “weed” old and obsolete
library selections and replace with current resources including
digital resources for student research.
Regular training and meetings will improve library services and
align systems throughout the District.
Implement a standards based math program in grades 3-5 math
A needs analysis of library services for alternative education will
guide us in improving library services to alternative education
students
Actual
The District designated a credentialed librarian to train and
Annual
monitor all sites and sites improved library services and aligned
Measurable systems throughout the District
Outcomes:
The sites implemented the Library plan and was able to “weed”
old and obsolete library selections and replace with current
resources including digital resources for student research. The
average copyright date for books within the district improved
from 1996 to 1998 in two years. The goal is to improve to an
average copyright date of 2000 by the end of the 2015-2016
school year.
Regular training and meetings to improve library services and
align systems throughout the District were held quarterly,
focusing on transitioning to and maintaining digital content within
the libraries.
A standards based math program in grades 3-5 math was
implemented using Go Math
A needs analysis of library services for alternative education for
alternative education students was completed. The
recommendation included increasing the library tech position
currently at four (4) hours per day to a minimum of six (6) hours
per day.
Page 124 of 150
LCAP Year: 2014-2015
Planned Actions/Services
Actual Actions/Services
Budgeted Expenditures
Estimated Actual Annual Expenditures
Hire Library technician and designate
The District hired a Library technician
Hire a classified library technician
Hire a classified library technician
the credentialed librarian as the
and designate the credentialed librarian 2000-2999: Classified Personnel
2000-2999: Classified Personnel
District Librarian to provide Library
as the District Librarian to provide
Salaries Supplemental $56,500
Salaries Supplemental $19,320
support to meet the goal to have a
Library support to meet the goal to have
Hire a classified library technician
credentialed librarian at all District
a credentialed librarian at all District
3000-3999: Employee Benefits
schools
schools
$1,230
Scope of
Service
All LEA sites
Scope of
Service
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
Provide and implement Standards
aligned math materials including
materials specific to subgroup
interventions (i.e. ELD materials)
Scope of
Service
All LEA Sites
X All
OR:------Low Income pupils
X English Learners
Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
All LEA sites
X All
OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
Grade 3-5 Go Math adoption 40004999: Books And Supplies
Supplemental $815,684
Provide and implement Standards
aligned math materials (GoMath!)
including materials specific to subgroup
interventions (i.e. ELD materials) for
grades K-5
Scope of
Service
All LEA sites
X All
OR:
Low Income pupils
X English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
Grade 3-5 Go Math adoption 40004999: Books And Supplies
Supplemental $815,684
Page 125 of 150
Provide sub release or hourly rate for
library tech meetings
Scope of
Service
sub and hourly rate 2000-2999:
Classified Personnel Salaries
Supplemental $350
All LEA sites
Scope of
Service
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
Implement year 1 of the District
Library Plan to upgrade school
libraries to support common core
Scope of
Service
All LEA sites
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
sub and hourly rate provided for
meetings
sub and hourly rate 2000-2999:
Classified Personnel Salaries
Supplemental 1513
All LEA sites
X All
OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
Purchase texts (hard and online
copies), core novels, digital media
4000-4999: Books And Supplies
Supplemental $97,500
Year 1 of the District Library Plan to
upgrade school libraries to support
common core was implemented
Scope of
Service
All LEA sites
X All
OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
Purchase texts (hard and online
copies), core novels, digital media
5000-5999: Services And Other
Operating Expenditures Supplemental
31985
Purchase texts (hard and online
copies), core novels, digital media
4000-4999: Books And Supplies
Supplemental 60450
Page 126 of 150
Complete a needs analysis of library
services for alternative education will
guide us in improving library services
to alternative education students
Scope of
Service
Creekside HS
All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent English
proficient
X Other Subgroups: (Specify)
HS At-risk
What changes in actions,
services, and expenditures will be
made as a result of reviewing
past progress and/or changes to
goals?
Needs analysis completed at no
cost
A needs analysis of library services for
alternative education will guide us in
improving library services to alternative
education students was completed and
submitted for consideration in the 2015
LCAP
Scope of
Service
Needs analysis completed at no cost
Creekside HS
All
OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
X Other Subgroups: (Specify)
HS at-risk
2014-2015 will complete the term on the current Three-Year Library Plan. In 2015-2016, we will begin working on a new
Three-Year Plan to further improve MVUSD library services to all students. The 2015-2016 LCAP will need to continue
support of New Standards Implementation, including setting aside funding to complete the MS and HS math adoption, and
consider funding the improvement activities for Creekside HS.
Page 127 of 150
Original
GOAL 9
from prior
year
LCAP:
By July , 2014 select a Coordinator or administrator on Special assignment for Assessment and Academic
Projects
Provide a District wide data management system to house state and local assessment data with demographic
disaggregation
Related State and/or Local Priorities:
1X 2X 3X 4X 5 6 7X 8
8
COE only: 9
10
0
Sites will receive site determined support for proctoring state exams
Local : Specify
District will readily use Pre ID services and all state required processes in State exams
Contracted services will be used to assist in the development, tracking, and analysis of data required in the
LCAP Analysis of Progress
Assessment staff will attend County and state LCAP and assessment meetings and workshops
Goal Applies to:
Schools: All schools in the LEA
Applicable Pupil
Subgroups:
Expected Schools sites and District will receive improved data management
Annual
and formative exam data for interventions
Measurable
Outcomes: EADMS and ESGI data management system will be provided for
data analysis by all sites
Provide 45 days of sub release time to assist in proctoring
statewide assessments.
Pre ID and other required services will be provided for all state
exams including EAP, CAPA, Fitnessgram CAHSEE, remaining
CST’s and SBAC
Contracted services will be secured for the tracking and analysis
of metrics and data required in the LCAP
Increase English proficiency as measured by CELDT
performance level improvement by 5% from 37% to 42% the first
year
Establish Lexile cut points as an academic criteria for English
reclassification
To establish a baseline data on EAP participation and pass rate in
ELA and math per CAASP
Actual
Annual
Measurable
Outcomes:
Schools sites and District have received improved data
management and formative exam data for interventions such as
training using INSPECT and district-wide use of local
assessments.
EADMS and ESGI data management system were provided.
EADMS training to all math teachers and site data coordinators.
Forty-five days of sub release time to assist in proctoring
statewide assessments were provided including CELDT and
CAHSEE
Pre ID and other required services were provided for all state
exams including EAP, CAPA, Fitnessgram, and remaining CST’s
and SBAC.
Contracted services for data tracking were not necessary due to
in-house staff.
Increase English proficiency as measured by CELDT
performance level improvement by 5% the first year (data to be
collected for 2014-15)
Lexile cut points were established as an academic criteria for
English reclassification (posted on reclassification form).
A baseline data on EAP participation and pass rate will be
established for ELA and math per CAASP in May.
Page 128 of 150
LCAP Year: 2014-2015
Planned Actions/Services
Actual Actions/Services
Budgeted Expenditures
Estimated Actual Annual Expenditures
Hire a Coordinator of Assessment,
Hired a Coordinator of Assessment,
Coordinator Salary 2000-2999:
Coordinator Salary 2000-2999:
Research, and Academic Projects
Research, and Academic Projects
Classified Personnel Salaries
Classified Personnel Salaries
Supplemental $110,000
Supplemental 70044
Materials, supplies, computer for
Materials, supplies, computer for
coordinator 4000-4999: Books And
coordinator 4000-4999: Books And
Supplies Supplemental $18,500
Supplies Supplemental
Coordinator Salary 3000-3999:
Employee Benefits Supplemental
15235
Scope of
Service
LEA Wide
Scope of
Service
X All
OR:------Low Income pupils
X English Learners
X Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
EADMS and ESGI data management
system will be provided for data
analysis by all sites
Scope of
Service
LEA Wide
X All
OR:------Low Income pupils
X English Learners
Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
LEA Wide
X All
OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
EADMS/ESGI contracted service
5800: Professional/Consulting
Services And Operating
Expenditures Supplemental
$86,500
EADMS and ESGI data management
system has been provided for data
analysis by all sites
Scope of
Service
LEA Wide
X All
OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
EADMS/ESGI contracted service
purchased 5800:
Professional/Consulting Services And
Operating Expenditures Supplemental
$86,500
Page 129 of 150
Sites will receive site determined
support for proctoring state exams
Scope of
Service
Substitute and extra duty 10001999: Certificated Personnel
Salaries Supplemental $5,000
LEA Wide
Scope of
Service
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
LEA Wide
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
What changes in actions,
services, and expenditures will be
made as a result of reviewing
past progress and/or changes to
goals?
Substitute and extra duty 1000-1999:
Certificated Personnel Salaries
Supplemental
LEA Wide
X All
OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
Contracted services will be used to
assist in the development of
assessments, tracking, and analysis of
student progress.
Scope of
Service
Sites have received site determined
support for proctoring state exams
Contracted service for INSPECT
5800: Professional/Consulting
Services And Operating
Expenditures Supplemental $40,000
Substitutes for INSPECT training
1000-1999: Certificated Personnel
Salaries Supplemental $2,500
Contracted services has been
purchased to assist in the development
of assessments, tracking, and analysis
of student progress.
Scope of
Service
Contracted service for INSPECT
5800: Professional/Consulting
Services And Operating Expenditures
Supplemental $40,000
Substitutes for INSPECT training
1000-1999: Certificated Personnel
Salaries Supplemental
LEA Wide
X All
OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
Combine assessment with new standards and continue funding at the same level of support for current services to support
student achievement (goal #1). Continue to build proficiency with assessment systems and analysis of data to inform
instruction and planning activities by providing professional development opportunities with EADMS, ESGI, and other data
systems. Investigate further resources for the development of local assessment instruments. Conduct research utilizing data
from latest round of assessment results to modify metrics to match the latest research-based approaches. Create network of
educators oriented towards assessment and learning outcomes and building district-wide proficiency in state and local
assessments.
Page 130 of 150
Original Expand Dual enrollment as an AP option to foster a college-going culture.
GOAL 10
from prior Provide early college access for students to increase a college going culture amongst students who are
underrepresented at college.
year
LCAP:
Provide students access to college coursework to build a transferable college transcript.
Related State and/or Local Priorities:
1X 2X 3 4X 5X 6X 7X 8
8
COE only: 9
10
0
Local : Specify
Goal Applies to:
Schools: Vista Murrieta HS
Applicable Pupil
Subgroups:
Expected Increase dual enrollment options to include one section of college
Annual
Science allowing 25 students to complete 1 year of college
Measurable Science
Outcomes:
Add additional sections of College English courses to the master
schedule allowing 50 additional students to participate in the
Dual Enrollment
Provide teacher staff development from college instructors
Support required lower class size with up to 2 additional sections
Provide 3 days release time for grading and increased student
feedback
Actual
Annual
Measurable
Outcomes:
Increased dual enrollment options to include four sections of
college Science including two Biology 115 and two College
Chemistry courses serving 106 students allowing one to two
years of science credit to be completed.
Added 4 additional sections of College English courses (4
English Comp 101 first semester and 4 Critical Thinking 103
classes second semester) to the master schedule serving 106
students.
Provided teacher staff development from college instructors
through 16 meetings.
Supported required lower class size with up to 2 additional
sections
Provided 8 days of release time for grading and increased
student feedback
Page 131 of 150
LCAP Year: 2014-2015
Planned Actions/Services
Actual Actions/Services
Budgeted Expenditures
Estimated Actual Annual Expenditures
Increase dual enrollment options to
Increased dual enrollment options to
Provide sectional support for Dual
Provide sectional support for Dual
include one section of college Science Enrollment ( see intervention page)
include four sections of college Science Enrollment ( see intervention page)
allowing 25 students to complete 1
including two Biology 115 and two
Dual enrollment textbook and
Dual enrollment textbook and
year of college Science
College Chemistry courses serving 106
reprographic support 4000-4999:
reprographic support 4000-4999:
students allowing one to two years of
Books And Supplies Supplemental
Books And Supplies Supplemental
science credit to be completed.
$30,000
$30,000
Provide anti- plagiarism service for
Provide anti- plagiarism service for
Added 4 additional sections of College
Dual enrollment 5000-5999:
Dual enrollment 5000-5999: Services
English courses (4 English Comp 101
Services And Other Operating
And Other Operating Expenditures
first semester and 4 Critical Thinking
Expenditures Supplemental $8355
Supplemental $8355
103 classes second semester) to the
master schedule serving 106 students.
Scope of
Service
School wide at Vista
Murrieta HS
X All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent English
proficient
Other Subgroups: (Specify)
Provide teacher staff development
from college instructors. Provide 3
days release time for grading and
increased student feedback.
Scope of
Service
School wide at Vista
Murrieta HS
X All
OR:
X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent English
proficient
Other Subgroups: (Specify)
Release time for training 1000-1999: Provided teacher staff development
from college instructors. Provided 3
Certificated Personnel Salaries
days release time for grading and
Supplemental $15,000
increased student feedback.
Release time for training 1000-1999:
Certificated Personnel Salaries
Supplemental $2000
Release time for training 3000-3999:
Employee Benefits Supplemental 260
Materials & Supplies 4000-4999:
Books And Supplies Supplemental
12056
Page 132 of 150
Scope of
Service
Vista Murrieta H.S.
X All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
What changes in actions,
services, and expenditures will be
made as a result of reviewing
past progress and/or changes to
goals?
Scope of
Service
Vista Murrieta H.S.
X All
OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
The goal is to develop baseline data including the targeted populations in the Dual Enrollment program and expand the
participation in Dual Enrollment to those target population students to ensure students are career and college ready upon
graduation from high school. The number of sections and support for dual enrollment will be maintained, but there will be
data collected to measure participation and impact for targeted subgroups.
Page 133 of 150
Original Implement consistent interventions at all elementary schools by providing each site with a 50% intervention
GOAL 11 teacher.
from prior
Provide teacher training on all intervention materials
year
LCAP:
Conduct parent trainings
Purchase intervention materials that will be used consistently across the District
Goal Applies to:
Related State and/or Local Priorities:
1X 2X 3X 4X 5X 6X 7X 8
8
COE only: 9
10
0
Local : Specify
Schools: All Elementary Sites - 50% teachers
Applicable Pupil
Subgroups:
Expected Hire 50% Intervention teachers for all (11) elementary schools
Annual
Measurable Train all intervention teachers in the use of specific programs as
Outcomes: validated by sign in sheets
Actual
Hired 50% Intervention teachers for all (11) elementary schools
Annual
Measurable Trained all intervention teachers in the use of specific programs
Outcomes: as validated by sign in sheets
Intervention programs will be delivered with fidelity as validated
by observation and checklists
Provided Intervention program training to deliver instruction with
fidelity as validated by observation and checklists
Parent training will occur at least once per title 1 site with
invitations sent to all parents at all elementary schools
Parent training occurred at least once per title 1 site with
invitations sent to all parents at all elementary schools
Purchase complete intervention programs for all elementary and
middle school sites
Purchased complete intervention programs for all elementary
and middle school sites
Improve reading levels by moving students from the baseline
Lexile level to the stretch goal in 1 year
Grade
2-3
4-5
6-8
Base
450-725
645-845
860-1010
Goal
450-790
770-980
955-1155
Individual schools and grade levels monitored Lexile growth of
students and results were used to inform instruction and
intervention.
Page 134 of 150
LCAP Year: 2014-2015
Planned Actions/Services
Actual Actions/Services
Budgeted Expenditures
Estimated Actual Annual Expenditures
Hire 50% Intervention teachers for all
Hired 50% Intervention teachers for all
50% teacher salaries and benefits
50% teacher salaries and benefits
(11) elementary schools. Additional
(11) elementary schools.
1000-1999: Certificated Personnel
1000-1999: Certificated Personnel
actions and services were provided for Salaries Supplemental $550,000
Salaries Supplemental $332,210
Title I schools and schools in program
Title I $15,000
50% teacher salaries and benefits
improvement year 3.
3000-3999: Employee Benefits
Intervention materials: Math 180
Supplemental $69,436
Other $50,000
I Read (PI Year 3) $90,000
Read 180 Title I $203,315
Read 180 upgrade (PI Year 3)
$110,000
Scope of
Service
All Elementary Sites
Scope of
Service
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent English
proficient
Other Subgroups: (Specify)
Train all intervention teachers in the
use of specific programs as validated
by sign in sheets
All Elementary Sites
All
OR:
X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent English
proficient
Other Subgroups: (Specify)
Substitute and team meeting days:
Training (10 x 10 x 110) 1000-1999:
Certificated Personnel Salaries Title
I $11,000
Trained all intervention teachers in the
use of specific programs as validated
by sign in sheets. Title I funding was
not used to fund general education
intervention teachers. This training was
funded from Title II.
Substitute and team meeting days:
Training (10 x 10 x 110) 1000-1999:
Certificated Personnel Salaries Title I
$11,000
Page 135 of 150
Scope of
Service
All Elementary Sites
Scope of
Service
All Elementary Sites
All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent English
proficient
Other Subgroups: (Specify)
All
OR:
X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent English
proficient
Other Subgroups: (Specify)
Parent training will occur at least once Materials and supplies for parent
per title 1 site with invitations sent to all trainings 4000-4999: Books And
parents at all elementary schools
Supplies Title I $15,000
Parent training will occur at least once
per title 1 site with invitations sent to all
parents at all elementary schools.
$15,000 is for the use of Title I schools
only. All other schools must use their
supplemental dollars to fund this
training.
Scope of
Service
Scope of
Service
All elementary sites
All
OR:------X Low Income pupils
X English Learners
Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
Purchase complete intervention
programs for all elementary and
middle school sites. Provide additional
intervention action and services at Title
I schools.
Materials and supplies for parent
trainings 4000-4999: Books And
Supplies Title I $15,000
All elementary sites
All
OR:
X Low Income pupils
X English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
Licenses for Read 180 and Math
180 5000-5999: Services And Other
Operating Expenditures Title I
$203,000
iRead 5000-5999: Services And
Other Operating Expenditures Other
$90,000
Purchased complete intervention
programs for all elementary and middle
school sites with one-time PI funding
which is justified because MVUSD is in
Year 3 Program Improvement.
Licenses for Read 180 and Math 180
5000-5999: Services And Other
Operating Expenditures Title I
$203,000
iRead 5000-5999: Services And Other
Operating Expenditures Other
$90,000
Page 136 of 150
Scope of
Service
All elementary sites
All
OR:------X Low Income pupils
X English Learners
Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
What changes in actions,
services, and expenditures will be
made as a result of reviewing
past progress and/or changes to
goals?
.
Scope of
Service
All elementary sites
All
OR:
X Low Income pupils
X English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
The primary change for 2015 - 2016 will be to ensure that sites are providing priority access of intervention programs to
students in targeted populations. Additionally, we will establish baseline data points of students accessing the intervention
support, by sub-group, using iRead and SRI data, and develop a system of progress monitoring that will focus on
disaggregated data for our sub-groups both at the site and district levels.
Page 137 of 150
Original Institute the International Baccalaureate Middle Years Program and utilize IB strategies in all site scheduled
GOAL 12 Advanced Placement and IB courses
from prior
Train core academic teachers in the IB Middle Years Program
year
LCAP:
Provide release for IB coordination
Provide materials and supplies for IB implementation
Related State and/or Local Priorities:
1X 2X 3X 4X 5X 6X 7X 8
8
COE only: 9
10
0
Local : Specify
Provide funding for IB exams
Goal Applies to:
Schools: School wide - Murrieta Valley High School
Applicable Pupil
Subgroups:
Expected Train 10 core academic staff to be strategically aligned with the IB
Annual
and the MYP program to build a culture of rigor that is aligned
Measurable with the ideals of the IB program.
Outcomes:
Increase program student participation rates by 10% over the
2013-14 baselines.
Increase the number of students who earn an IB Diploma by 5
students over the 2013-14 baseline
Actual
Trained 8 core academic staff to be strategically aligned with the
Annual
IB and all staff in the MYP program to build a culture of rigor that
Measurable is aligned with the ideals of the IB program.
Outcomes:
Increased program student participation rates by 13.4% over the
2013-14 baselines (231 to 262).
Increased the number of students who earn an IB Diploma by 5
students over the 2013-14 baseline
Year
Completed
Earned
2013-14
19
17
2014-15
25
TBD
Page 138 of 150
LCAP Year: 2014-2015
Planned Actions/Services
Actual Actions/Services
Budgeted Expenditures
Estimated Actual Annual Expenditures
Train 10 core academic teachers in IB Training teachers - Sub release
Trained 8 teachers in IB and all staff in
Training teachers sub release 5000and MYP
MYP
1000-1999: Certificated Personnel
5999: Services And Other Operating
Salaries Supplemental $11000
Expenditures Supplemental $11,000
Scope of
Service
School wide - Murrieta
Valley High School
Scope of
Service
X All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent English
proficient
Other Subgroups: (Specify)
Provide additional sections to support
IB Program and provide Coordination
Scope of
Service
School wide - Murrieta
Valley HS
X All
OR:------X Low Income pupils
X English Learners
X Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
School wide - Murrieta
Valley HS
X All
OR:
X Low Income pupils
X English Learners
X Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
(see intervention section for
sections)
6 additional period sections were
provided for IB courses and
coordination
Scope of
Service
School wide Murrieta
Valley HS
X All
OR:
X Low Income pupils
X English Learners
X Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
(see intervention section for sections)
Page 139 of 150
Provide support for IB program materials, textbooks, supplies, and
required technology services such as
Questia and Turn it in
Scope of
Service
School wide Murrieta
Valley HS
X All
OR:------X Low Income pupils
X English Learners
X Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
What changes in actions,
services, and expenditures will be
made as a result of reviewing
past progress and/or changes to
goals?
Purchase Questia software 50005999: Services And Other Operating
Expenditures Other $6000
Purchase Turn it in software 50005999: Services And Other Operating
Expenditures Other $8335
Purchase IB textbooks 4000-4999:
Books And Supplies Other $15000
Provide for IB test fees 5000-5999:
Services And Other Operating
Expenditures Other $7500
All materials and supplies were
provided
Scope of
Service
Questia software purchased 50005999: Services And Other Operating
Expenditures Other $6000
Purchased Turn it in software 50005999: Services And Other Operating
Expenditures Other $8335
Purchased IB textbooks 4000-4999:
Books And Supplies Other $15000
Funding IB test fees 5000-5999:
Services And Other Operating
Expenditures Other $7500
School wide Murrieta
Valley HS
X All
OR:
X Low Income pupils
X English Learners
X Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
The goal is to develop baseline data including the targeted populations in the IB/MYP program and expand the participation
in IB/MYP to those target population students to ensure students are career and college ready upon graduation from high
school. The number of sections and support for IB will be maintained, but there will be data collected to measure
participation and impact for targeted subgroups.
Page 140 of 150
Original Increase middle school purposeful elective opportunities in the arts, STEM and other programs that connect
GOAL 13 students to school through the use of zero period sections
from prior
Create a three season middle school intermural sports program
year
LCAP:
Meet with middle school staff (Middle School Collaborative) to continue planning middle school transformation
activities
Goal Applies to:
Related State and/or Local Priorities:
1X 2X 3X 4X 5X 6X 7X 8
8
COE only: 9
10
0
Local : Specify
Schools: Warm Springs MS
Shivela MS
Thompson MS
Dorothy
McElHinney MS
Applicable Pupil
Subgroups:
Expected Add a minimum of four zero period sections for middle school
Annual
students
Measurable
Outcomes: Initiate a middle school intermural program.
10% of the middle school population will participate in zero period
offerings
10% of the middle school population will have participated in
intermural programs
10% of the target population will have participated in intermural
programs
Create a parent and student survey to determine purposeful
programs and services
Actual
District added four zero period sections to each middle school
Annual
Measurable All District middle schools participated in the middle school
Outcomes: intermural programs
19.26% of students participated in zero period sections
Percentage of middle school population participating in
intermural programs. TBD
Percentage of the middle school target populations participating
in intermural programs. TBD
Parent and student surveys were conducted that included
feedback on zero period and intermurals.
Satisfaction rate for zero period:
parent satisfactions: 82%
Student satisfaction: 74%
Page 141 of 150
LCAP Year: 2014-2015
Planned Actions/Services
Actual Actions/Services
Budgeted Expenditures
Estimated Actual Annual Expenditures
Provide funding for 4 zero period
Provided funding for all zero period
Zero period pay 1000-1999:
Zero period pay 1000-1999:
sections at each middle school and
sections and required materials and
Certificated Personnel Salaries
Certificated Personnel Salaries
the materials and supplies needed to
supplies for classes developed
Supplemental $225,000
Supplemental $219448
support courses and interventions
Sub release time 1000-1999:
Sub release time provided 1000-1999:
developed
Certificated Personnel Salaries
Certificated Personnel Salaries
Supplemental $35,000
Supplemental $
Materials and supplies (including
Materials and supplies provided 4000intermural) 4000-4999: Books And
4999: Books And Supplies
Supplies Supplemental $25,300
Supplemental $
other supplies - after school
other supplies provided - after school
program 4000-4999: Books And
program 4000-4999: Books And
Supplies Supplemental $1,000
Supplies Supplemental $1000
Zero period pay 3000-3999: Employee
Benefits Supplemental 30756
Scope of
Service
LEA Wide at Middle
School level
Scope of
Service
X All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent English
proficient
Other Subgroups: (Specify)
Fund stipends and transportation for
Inter mural program
LEA wide at Middle
School Level
X All
OR:
X Low Income pupils
X English Learners
X Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
Teacher Stipends 1000-1999:
Certificated Personnel Salaries
Supplemental $13,000
Bus transportation 5800:
Professional/Consulting Services
And Operating Expenditures
Supplemental $15000
Mileage 5000-5999: Services And
Other Operating Expenditures
Supplemental $1000
Stipends and transportation funded for
inter mural program
Teacher stipends provided 1000-1999:
Certificated Personnel Salaries
Supplemental $13,000
Bus transportation 1000-1999:
Certificated Personnel Salaries
Supplemental $15,000
Mileage for staff 1000-1999:
Certificated Personnel Salaries
Supplemental $1000
Page 142 of 150
Scope of
Service
LEA Wide at Middle
School level
Scope of
Service
X All
OR:------X Low Income pupils
X English Learners
X Foster Youth
X Redesignated fluent English
proficient
Other Subgroups: (Specify)
LEA wide at Middle
Schools
X All
OR:
X Low Income pupils
X English Learners
X Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
All students needs will be addressed
Teacher Stipends Supplemental
$1,200
Materials and supplies
Supplemental $500
Professional Development
Supplemental $10,000
Scope of
Service
LEA Wide at Middle
School level
All
OR:------Low Income pupils
English Learners
Foster Youth
Redesignated fluent English
proficient
Other Subgroups: (Specify)
What changes in actions,
services, and expenditures will be
made as a result of reviewing
past progress and/or changes to
goals?
Scope of
Service
All
OR:
Low Income pupils
English Learners
Foster Youth
Redesignated fluent English proficient
Other Subgroups: (Specify)
As a result of the student and parent survey results, the middle school collaborative group will develop the 2015-16 work plan
with a focus on the targeted subgroups to enhance and expand zero period offerings, intermurals and activities to increase
student engagement and participation. As a result of the high interest from both students and parents regarding CTE
courses, the middle schools and the middle school collaborative will incorporate CTE efforts in their work plans.
Page 143 of 150
Section 3: Use of Supplemental and Concentration Grant funds and Proportionality
A. In the box below, 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
pupils as determined pursuant to 5 CCR 15496(a)(5).
Describe how the LEA is expending these funds in the LCAP year. Include a description of, and justification for, the use of any funds in a districtwide, schoolwide,
countywide, or charterwide manner as specified in 5 CCR 15496.
For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of unduplicated pupils at a schoolsite in the
LCAP year, when using supplemental and concentration funds in a districtwide or schoolwide manner, the school district must additionally describe how the services
provided are the most effective use of funds to meet the district’s goals for unduplicated pupils in the state and any local priority areas. (See 5 CCR 15496(b) for guidance.)
Total amount of Supplemental and Concentration grant funds calculated:
$$6,918,594
• Providing 180 days of instruction for students: Impacts all students, including unduplicated funded (General fund)
• Decreasing class size for students: Impacts all students, including unduplicated. (General fund)
• Professional development for all teachers and paraprofessionals: Emphasis on providing high quality instruction, including Tier 1 interventions for all students,
including unduplicated students. (LCFF funds)
• Student access to interventions (academic, behavioral, and social): Through a multi-tiered system of support, all students, including unduplicated students will benefit
from academic supports, and related interventions. (LCFF funds)
• Preparation for College and Career through successful completion of a broad course of study: All students, including unduplicated, will benefit from a systematic
process focused on meeting graduation requirements, entry requirements for college, and a broad course of study supported by STEM, AVID, International
Baccalaureate, online courses, and Dual enrollment. (General fund and LCFF funds)
• Enhanced parent communications and opportunities for engagement in school and district training, workshops, and activities for all parents (LCFF funds and Title 1)
The justification for using funds district wide is for the alignment of common practices, interventions, and consistency in the delivery of programs and services for the
unduplicated students. This is necessary due to unduplicated students being distributed equally throughout the district.
Justification for using school-wide funds is to promote signature programs that have been justified through self-studies, stakeholder surveys, and career and college readiness
indictors.
Page 144 of 150
B.
In the box below, identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all pupils in the
LCAP year as calculated pursuant to 5 CCR 15496(a).
Consistent with the requirements of 5 CCR 15496, demonstrate how the services provided in the LCAP year for low income pupils, foster youth, and English learners provide
for increased or improved services for these pupils in proportion to the increase in funding provided for such pupils in that year as calculated pursuant to 5 CCR 15496(a)(7).
An LEA shall describe how the proportionality percentage is met using a quantitative and/or qualitative description of the increased and/or improved services for
unduplicated pupils as compared to the services provided to all pupils.
4.31 %
Murrieta Valley Unified School District has developed a plan to utilize LCFF Supplemental Funds specifically to increase the actions and services in order to meet the needs of
English Learners, Low Income, Foster Youth and identified ethnic student groups by:
• Maintaining targeted intervention programs designed to support unduplicated students' achievement in literacy and math with specific consideration to language and
other needs. Providing strategic math intervention opportunities at grades 6-9.
• Providing additional counseling support at the secondary level in order to fortify a-g completion, CTE participation and completion, ensure academic achievement, and
to ensure college and career readiness.
• Providing additional counseling support at the elementary level in order to curb chronic absenteeism and promote regular attendance in grades K-3.
• Providing additional mental health services through a mental health therapist to focus specifically on underrepresented and targeted student populations
• Providing outsourced and supplemental special programs to underrepresented and targeted populations to ensure academic achievement, civic, career, and college
readiness
• Increasing participation rates in acceleration programs such as Advanced Placement, Dual Enrollment, STEM, and the Arts of unduplicated students' and identified
ethnic student groups.
• Increased support in assessment by providing a system of support to analyze and progress monitor students using local assessments.
• Providing support to unduplicated students through AVID, online courses, and Academic Seminar.
• Investing in the on-going professional development of teachers, instructional support staff and administrators to provide students access to highly trained, fully
credentialed teachers in their subject areas.
Page 145 of 150
Section 4: Expenditure Summary
Total Expenditures by Funding Source
Annual
Update
Budgeted
Funding Source
All Funding Sources
Annual
Update
Actual
Year 1
Year 2
Year 3
Year 1-3
Total
4,219,779.00 3,559,962.00 8,526,421.00 9,426,877.00 10,720,540.0 28,673,838.0
0
0
0.00
0.00
0.00
0.00
0.00
0.00
Base
0.00
0.00
132,712.00
132,712.00
132,712.00
398,136.00
California Career Pathways Trust
0.00
0.00
56,791.00
56,791.00
56,791.00
170,373.00
442,994.00
346,563.00
Lottery
0.00
0.00
Other
259,335.00
174,335.00
LCFF
Supplemental
4,777,229.00 5,668,424.00 5,991,792.00 16,437,445.0
0
434,985.00
447,315.00
315,650.00
1,066,285.00
3,077,903.00 3,206,499.00 4,176,794.00 10,461,196.0
0
3,070,135.00 2,810,064.00
Title I
315,650.00
229,000.00
0.00
0.00
0.00
0.00
46,801.00
46,801.00
46,801.00
140,403.00
Year 2
Year 3
Year 1-3
Total
Total Expenditures by Object Type
Annual
Update
Budgeted
Object Type
All Expenditure Types
Annual
Update
Actual
Year 1
3,939,764.00 3,559,962.00 8,526,421.00 9,426,877.00 10,720,540.0 28,673,838.0
0
0
0.00
0.00
0.00
0.00
0.00
0.00
1000-1999: Certificated Personnel Salaries 1,444,200.00 1,150,887.00 3,340,375.00 4,059,885.00 4,291,121.00 11,691,381.0
0
2000-2999: Classified Personnel Salaries
369,030.00
217,718.00
278,784.00
278,784.00
0.00
229,381.00
783,945.00
970,660.00
3000-3999: Employee Benefits
4000-4999: Books And Supplies
278,784.00
836,352.00
1,037,318.00 2,791,923.00
1,137,967.00 1,006,456.00 2,401,295.00 2,373,726.00 3,574,663.00 8,349,684.00
5000-5999: Services And Other Operating
Expenditures
464,587.00
492,718.00
1,722,022.00 1,743,822.00 1,538,654.00 5,004,498.00
5700-5799: Transfers Of Direct Costs
24,480.00
8,200.00
0.00
0.00
0.00
0.00
5800: Professional/Consulting Services
And Operating Expenditures
499,500.00
454,602.00
0.00
0.00
0.00
0.00
Total Expenditures by Object Type and Funding Source
Object Type
All Expenditure Types
Funding Source
All Funding Sources
Annual
Update
Budgeted
Annual
Update
Actual
Year 1
Year 2
Year 3
Year 1-3
Total
3,939,764.0 3,559,962.0 8,526,421.0 9,426,877.0 10,720,540. 28,673,838.
0
0
0
0
00
00
0.00
0.00
0.00
0.00
1000-1999: Certificated Base
Personnel Salaries
0.00
0.00
107,495.00 107,495.00 107,495.00 322,485.00
1000-1999: Certificated California Career
Personnel Salaries
Pathways Trust
0.00
0.00
48,664.00
48,664.00
0.00
48,664.00
0.00
145,992.00
Page 146 of 150
Total Expenditures by Object Type and Funding Source
Object Type
Funding Source
1000-1999: Certificated LCFF
Personnel Salaries
1000-1999: Certificated Other
Personnel Salaries
1000-1999: Certificated Supplemental
Personnel Salaries
Annual
Update
Budgeted
Annual
Update
Actual
Year 1
Year 2
Year 3
Year 1-3
Total
251,268.00 199,933.00 1,910,624.0 2,607,207.0 2,856,418.0 7,374,249.0
0
0
0
0
7,500.00
7,500.00
1,174,432.0 932,454.00
0
1,247,465.0 1,270,392.0 1,252,417.0 3,770,274.0
0
0
0
0
0.00
0.00
0.00
0.00
26,127.00
26,127.00
78,381.00
1000-1999: Certificated Title I
Personnel Salaries
11,000.00
11,000.00
26,127.00
2000-2999: Classified
Personnel Salaries
LCFF
81,360.00
32,000.00
278,784.00 278,784.00 278,434.00 836,002.00
2000-2999: Classified
Personnel Salaries
Other
0.00
0.00
2000-2999: Classified
Personnel Salaries
Supplemental
3000-3999: Employee
Benefits
Base
0.00
3000-3999: Employee
Benefits
California Career
Pathways Trust
3000-3999: Employee
Benefits
0.00
0.00
350.00
350.00
0.00
0.00
0.00
0.00
0.00
25,217.00
25,217.00
25,217.00
75,651.00
0.00
0.00
8,127.00
8,127.00
8,127.00
24,381.00
LCFF
0.00
35,741.00
497,984.00 687,596.00 754,603.00 1,940,183.0
0
3000-3999: Employee
Benefits
Other
0.00
0.00
248,743.00 245,846.00 245,497.00 740,086.00
3000-3999: Employee
Benefits
Supplemental
0.00
193,640.00
0.00
0.00
0.00
0.00
3000-3999: Employee
Benefits
Title I
0.00
0.00
3,874.00
3,874.00
3,874.00
11,622.00
4000-4999: Books And
Supplies
LCFF
60,983.00
8,600.00
4000-4999: Books And
Supplies
Lottery
0.00
0.00
4000-4999: Books And
Supplies
Other
15,000.00
15,000.00
4000-4999: Books And
Supplies
Supplemental
4000-4999: Books And
Supplies
Title I
15,000.00
5000-5999: Services
And Other Operating
Expenditures
LCFF
5000-5999: Services
And Other Operating
Expenditures
Lottery
5000-5999: Services
And Other Operating
Expenditures
Other
287,670.00 185,718.00
1,046,984.0 967,856.00
0
1,174,288.0 1,174,288.0 1,359,456.0 3,708,032.0
0
0
0
0
45,000.00
0.00
20,000.00
65,000.00
1,165,207.0 1,199,438.0 2,195,207.0 4,559,852.0
0
0
0
0
0.00
0.00
0.00
0.00
15,000.00
16,800.00
0.00
0.00
16,800.00
36,383.00
52,187.00
915,549.00 920,549.00 742,881.00 2,578,979.0
0
0.00
0.00
389,985.00 315,650.00 295,650.00 1,001,285.0
0
186,835.00 151,835.00 416,488.00 490,823.00 483,323.00 1,390,634.0
0
Page 147 of 150
Total Expenditures by Object Type and Funding Source
Object Type
Funding Source
Annual
Update
Budgeted
Annual
Update
Actual
Year 1
Year 2
Year 3
Year 1-3
Total
5000-5999: Services
And Other Operating
Expenditures
Supplemental
38,369.00
85,696.00
0.00
0.00
0.00
0.00
5000-5999: Services
And Other Operating
Expenditures
Title I
203,000.00 203,000.00
0.00
16,800.00
16,800.00
33,600.00
5700-5799: Transfers Of Supplemental
Direct Costs
24,480.00
8,200.00
0.00
0.00
0.00
0.00
5800:
LCFF
Professional/Consulting
Services And Operating
Expenditures
13,000.00
18,102.00
0.00
0.00
0.00
0.00
5800:
Supplemental
Professional/Consulting
Services And Operating
Expenditures
486,500.00 436,500.00
0.00
0.00
0.00
0.00
Page 148 of 150
LOCAL CONTROL AND ACCOUNTABILITY PLAN AND ANNUAL UPDATE APPENDIX
For the purposes of completing the LCAP in reference to the state priorities under Education Code sections 52060 and 52066, 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 California Code of Regulations, title 5, 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 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).
Page 149 of 150
(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).
01-13-15 [California Department of Education]
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
MURRIETA VALLEY UNIFIED LOCAL
CONTROL AND ACCOUNTABILITY PLAN
DATA REVIEW 2015-16
Murrieta Valley Unified School District
1
Mitch Aulakh, Coordinator
of Assessment, Research,
and Academic Projects
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
Contents
District Overview ...................................................................................................................................................................................................................................... 4
Conditions of Learning ............................................................................................................................................................................................................................. 6
Basic Services: Priority 1 ..................................................................................................................................................................................................................... 6
Highly Qualified Teacher Rates .................................................................................................................................................................................................. 6
Teacher Misassignment Rates.................................................................................................................................................................................................... 6
Facilities in Good Repair ............................................................................................................................................................................................................. 6
Implementation of State Standards: Priority 2 ..................................................................................................................................................................................... 7
Implementation of State Standards ............................................................................................................................................................................................. 7
Course Access: Priority 7 .................................................................................................................................................................................................................... 8
Enrolled in Broad Course of Study .............................................................................................................................................................................................. 8
Pupil Outcomes ........................................................................................................................................................................................................................................ 9
Pupil Achievement: Priority 4 ............................................................................................................................................................................................................... 9
Performance on Standardized Tests .......................................................................................................................................................................................... 9
Academic Performance Index ................................................................................................................................................................................................... 15
a-g Completion Rates ............................................................................................................................................................................................................... 17
English Learner Reclassification Rates .................................................................................................................................................................................... 20
English Learner Proficiency Rates ............................................................................................................................................................................................ 20
Advanced Placement (AP) Exam Performance ........................................................................................................................................................................ 21
Early Assessment Program Results ......................................................................................................................................................................................... 23
Other Pupil Outcomes: Priority 8 ....................................................................................................................................................................................................... 25
Other Outcomes ........................................................................................................................................................................................................................ 25
Engagement ........................................................................................................................................................................................................................................... 26
Parental Involvement: Priority 3 ......................................................................................................................................................................................................... 26
Efforts to Seek Parental Involvement ........................................................................................................................................................................................ 26
Promotion of Parent Participation in Programs ......................................................................................................................................................................... 26
Pupil Engagement: Priority 5 ............................................................................................................................................................................................................. 27
Attendance Rates ...................................................................................................................................................................................................................... 27
Chronic Absenteeism ................................................................................................................................................................................................................ 28
Middle School Dropout Rates ................................................................................................................................................................................................... 31
High School Dropout and Graduation Rates ............................................................................................................................................................................. 32
Murrieta Valley Unified School District
2
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
School Climate: Priority 6 .................................................................................................................................................................................................................. 34
Suspension and Expulsion Rates ............................................................................................................................................................................................. 34
Local Surveys ............................................................................................................................................................................................................................ 36
Murrieta Valley Unified School District
3
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
District Overview
Murrieta Valley Unified School District educates close to 23,000
students. Located in Murrieta, CA, Murrieta Valley Unified is on the
southern side of Riverside County near San Diego County.
Approximately 30% of students are considered socioeconomically
disadvantaged, with nearly 33% of students counting towards the
unduplicated count (low income, FRPM eligible students and English
learner students counted only once each).
Subgroup
Count
Percent
Socioeconomically Disadvantaged
6888
30.3%
English Learner
1261
5.6%
Students with Disabilities
2800
12.3%
Unduplicated Count (SED & EL)
7422
32.7%
Much of the following data is comprised from the Needs Analaysis Tool (NAT) developed by the Riverside County Office of Education, local data collected from our
student information sis and other data management systems, and public data sources provided by the California Department of Education and other agencies
such as College Board whenever available.
Overall, Murrieta Valley Unified performs well in relation to the rest of Riverside County for nearly every metric. Less rigorous metrics such as graduation rates,
dropout rates, attendance rates, and CAHSEE pass rates indicate relatively similar high achievement gains for all subgroups; however, when we look at more
rigorous metrics such a-g completion rates, chronic absenteeism rates, and Early Assessment Program results, discrepencies between subgroups tend to appear.
Furthermore, for many metrics, there is a particular need to focus on our English Learners (ELs), American Indians, African Americans, Students With Disabilities
(SWDs), and Socioeconomically Disadvantaged (SED).
Murrieta Valley Unified School District
4
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
Murrieta Valley Unified School District
5
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
Conditions of Learning
Basic Services: Priority 1
Highly Qualified Teacher Rates
With the closing of the 2014-15 school year, a large number of teachers will be retiring across the district. Furthermore, because the district is offering a
Supplemental Early Retirement Plan (SERP), many teachers will be retiring. As a result, we anticipate a larger influx of new teachers that the district will need to
ensure is highly qualified. Furthermore, the Murrieta Valley Unified Beginning Teacher Induction Program is unique in that we as a district have control over our
own program.
With the changing landscape of pedagogical requirements for our middle schools, middle school teachers will be required to have a single subject credential.
Furthermore, our special education teachers also require further subject matter compliance. In order to ensure our special education teachers meet all minimum
requirements in core academic areas, Murrieta Valley Unified will continue to work with additional agencies to provide support for programs that prepare educators
to meet these requirements such as Verification Process for Special Settings (VPSS).
Also, professional development is a large focus for Murrieta Valley Unified. While we believe it is important that our teachers have the necessary requirements
satisfied, we also want our teachers to be leading educators. As a result, teachers undergo continuous professional development throughout the year.
Teacher Misassignment Rates
Every teacher must be qualified to teach the subject area in their respective field. On a site by site basis, human resources and site personnel work together to
monitor compliance of each individual teacher to their subject area assignment. Every teacher is legally assigned; however, there are a small number of cases in
which the teachers are not deemed highly qualified.
This issue is particularly important as middle school teachers’ transition from multiple subject credentials to single subject credentials. Many middle school
teachers were previously compliant by teacher multiple subjects; however, with the transition to departmentalized settings in which teachers specialize in a single
subject, teachers will need to acquire subject matter compliance for that specific subject in addition to an appropriate credential. As a result, the district is exploring
the General Education Limited Assignment Permit (GELAP) as a potential pathway for middle school teachers to meet these requirements.
Facilities in Good Repair
Each year, the district conducts the Fitness Inspection Tool (FIT) process to determine any areas of need as far as facilities and services. Based on our last round
of results from the FIT report, all facilities were found to be in good repair. In addition to completing the FIT report, an additional needs analysis was conducted in
order to determine how additional dollars as a result of Measure BB, a 98 million dollar general obligation bond for technology and facilities. As a result, a large
number of resources will be dedicated to upgrading the technology in our schools and classrooms come fall of 2015. Each school site was tasked with creating a
technology plan to incorporate these additional resources.
The district will continue to maintain facilities in good repair and address any major concerns as they appear.
Murrieta Valley Unified School District
6
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
Implementation of State Standards: Priority 2
Implementation of State Standards
Across the district, implementation efforts have varied depending on the school level. At the elementary level, a multi-year approach with focused attention on each
subject area from year to year was utilized, while at the secondary level a multi-year approach is also being utilized, but both English and math training are
provided on an incremental basis. While both approaches varied in the content they addressed, the approach utilized was similar.
For middle schools and high schools in English Language Arts, curriculum work teams were created for the purposes of designing standards-based units based on
Understanding by Design principles. Teams met multiple times over the course of the year to discuss how to meet the rigorous demands of the new state
standards. Teams were facilitated by Teachers on Special Assignment tasked with designing units. Additional training and work meetings were held to develop
district benchmarks that are aligned with the standards and curriculum. Teams met to discuss the standards and learning expectations of students as in concert
with the new state assessments. Test and question specifications were shared and discussed and used as a basis for developing local assessments. Following the
creation of these assessments, steering committees evaluated and provided feedback regarding the units of study and assessments. A cyclical process of
development and review was used to ensure that assessments meet the increased expectations of the new standards and assessments. Further teacher trainings
included technology integration with English Language Arts standards, ELA and English Language Development (ELD) frameworks including the development of
performance tasks that are aligned with CAASPP, and standards unpacking activities. A series of trainings involving every ELA teacher was conducted in January.
Pedagogy trainings were also held. Three Web 2.0 technology trainings, as well as 3 pedagogy trainings, were attended by participating teachers. Previous
years efforts include additional unpacking activities in conjunction with trainings held by the Riverside County Office of Education.
For middle and high school math, a series of trainings over ten different days involving pedagogy, standards unpacking, curriculum, assessment development, and
math pathways development were held over the year. Similar to the ELA setup, a Curriculum Work Team developed and organized materials and assessments for
developing units of study, while a Steering Committee helped vet and reviewed the work. Teams also worked in conjunction with the Riverside County Office of
Education to provide training on topics such as the foundational shifts in mathematics and effective math pedagogy for meeting the increased demands of the new
state standards. Work teams were also trained in assessment design by analyzing standards progressions, blueprints for state exams, and question specifications
from the new exams to ensure that locally developed benchmarks contained the highest degree of quality. Many of these trainings are an extension of previous
efforts from years before.
A critical area of development for Murrieta Valley Unified in mathematics involves the transition from a traditional Algebra 1 to Geometry to Algebra II pathway to
an integrated approach. While investigating the new standards, it was determined that an integrated pathway for math would be the most desirable due to the way
the standards were developed and sequenced. As a result, a number of considerations had to be made in order to transition to this new system. Students in the
traditional math pathway needed to have the option to finish that pathway, and new high school students would begin on the integrated approach. The district has
a plan in place to ensure that all students are able to take a rigorous set of courses for math.
For elementary ELA and math, training was focused on math to begin with, and then transitioned to English Language Arts. A series of trainings held by the
Riverside County Office of Education (RCOE) in English and math were held over a two year period of time. To start, teachers attended multiple trainings on the
fundamental shifts in mathematics and teaching the new state standards to ensure deeper levels of understanding (depth of knowledge). For English Language
Arts, RCOE also provided multiple workshops to help facilitate the instruction of writing in the new state standards. In addition, a series of assessment trainings are
planned at the primary level to develop local benchmarks and protocols for analyzing assessment data.
While a number of professional development activities have been conducted already, additional training will continue to be held in order to ensure that our students
receive the highest fidelity educational program possible. This includes a summer series of optional trainings, as well as universal training on assessment and the
use of assessment data to help drive instruction district-wide.
Murrieta Valley Unified School District
7
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
Course Access: Priority 7
Advanced Placement (AP), Dual Enrollment, and International Baccalureate Enrollment
Enrolled in Broad Course of Study
Total ENR
SPED
EL
Foster
SED
African American Hispanic American Indian
The following table outlines Murrieta Valley
ENR
8350
838
165
12
2154
534
2671
46
Unified’s Zero Period and Intramural program
DUAL ENR 326 | 3.90% 8 | 0.95% 0 | 0.00% 0 | 0.00% 58 | 2.69%
18 | 3.37%
82 | 3.07%
2 | 4.35%
participation rates. Zero period is an optional
IB
274
|
3.28%
5
|
0.60%
0
|
0.00%
0
|
0.00%
34
|
1.58%
8
|
1.50%
67
|
2.51%
2 | 4.35%
program students can attend that starts before
AP
1936 | 23.19% 48 | 5.73% 14 | 8.48% 0 | 0.00% 400 | 18.57% 114 | 21.35% 532 | 19.92%
16 | 34.78%
regular classes start in the morning. Tenaja
Canyon Academy rates exceed 100% because
Combined 2536 | 30.37% 61 | 7.28% 14 | 8.48% 0 | 0.00% 492 | 22.84% 140 | 26.22% 681 | 25.50%
20 | 43.48%
they are an independent study program in
which students can have secondary enrollments. At our middle schools, Warm Springs has the highest zero period participation.
A further consideration for course access is our math pathways. As part of the implementation of the new state standards, an integrated approach to math was
chosen. As a result, a lot of research and consideration was given to the way our math pathways are setup in order to ensure that students have access to the
highest level of math possible. Because we know students have increased chances of success in post-secondary opportunities with higher levels of math courses
completed, we want to give every student the opportunity to excel with success to our highest math offerings. The district will monitor the enrollment rates of
students in higher math classes to ensure students have the proper access.
Zero Peroid and Intramural Participation
Total
Shivela MS
Thompson MS
Warm Springs MS
Dorothy McElhinney MS
Murrieta Valley HS
Vista Murrieta HS
Tenaja Canyon Academy
Murrieta Mesa HS
MS Totals
HS Totals
SPED
EL
277 | 1443 | 19.20% 52 | 214 | 24.30% 4 | 63 | 6.35%
207 | 1665 | 12.43% 23 | 149 | 15.44% 2 | 55 | 3.64%
313 | 891 | 35.13% 64 | 128 | 50.00% 5 | 37 | 13.51%
225 | 1308 | 17.20% 48 | 146 | 32.88% 4 | 21 | 19.05%
215 | 2440 | 8.81% 180 | 202 | 89.11% 5 | 37 | 13.51%
51 | 3456 | 1.48%
1 | 350 | 0.29%
0 | 52 | 0.00%
195 | 121 | 161.16% 16 | 14 | 114.29%
0
147 | 2198 | 6.69%
11 | 249 | 4.42% 0 | 69 | 0.00%
Foster
SED
97 | 562 | 17.26%
37 | 421 | 8.79%
148 | 391 | 37.85%
60 | 336 | 17.86%
69 | 494 | 13.97%
8 | 925 | 0.86%
28 | 15 | 186.67%
39 | 670 | 5.82%
African American Hispanic
35 | 86 | 40.70%
7 | 52 | 13.46%
16 | 47 | 34.04%
14 | 71 | 19.72%
15 | 87 | 17.24%
8 | 268 | 2.99%
11 | 7 | 157.14%
28 | 164 | 17.07%
American Indian
106 | 575 | 18.43%
69 | 503 | 13.72%
147 | 365 | 40.27%
71 | 388 | 18.30%
57 | 681 | 8.37%
13 | 1114 | 1.17%
54 | 33 | 163.64%
49 | 784 | 6.25%
1 | 4 | 25.00%
1 | 7 | 14.29%
1 | 1 | 100.00%
2 | 3 | 66.67%
2 | 10 | 20.00%
0 | 14 | 0.00%
2 | 3 | 66.67%
1 | 16 | 6.25%
1022 | 5307 | 19.26% 187 | 637 | 29.36% 15 | 176 | 8.52% 2 | 17 | 11.76% 342 | 1710 | 20.00% 72 | 256 | 28.13% 393 | 1831 | 21.46%
608 | 8215 | 7.40% 208 | 815 | 25.52% 6 | 158 | 3.80% 2 | 12 | 16.67% 144 | 2104 | 6.84% 62 | 526 | 11.79% 173 | 2612 | 6.62%
5 | 15 | 33.33%
5 | 43 | 11.63%
Murrieta Valley Unified School District
0 | 2 | 0.00%
0 | 4 | 0.00%
2 | 6 | 33.33%
0 | 5 | 0.00%
2 | 4 | 50.00%
0 | 4 | 0.00%
0 | 1 | 0.00%
0 | 3 | 0.00%
8
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
Pupil Outcomes
Pupil Achievement: Priority 4
Performance on Standardized Tests
With the suspension of testing and no scores available from the 2013-14 field test of the Smarter Balanced system, only historic data from 2012-13 and prior are
available for English Language Arts and Math. Overall, English language Arts maintained an upward trend until the 2012-13 year. Math was able to maintain
positive trends all three years. Historically, our English Learners and Students With Disabilities have had the highest need in both English Language Arts and
math. African-American and Hispanic students are also subgroups to focus on. With the completion of 2014-15 testing, additional data for student performance on
English Language Arts and Math will be made available (see charts on following pages).
CAHSEE rates are also available, and reveal similar patterns with less rigorous metrics. Overall, 93-94% of students pass CAHSEE ELA and Math the first time
around, and 72% of students score proficient on each exam. Subgroup rates for CAHSEE passing rates indicate similar patterns with African Americans, English
Learners, and Students With Disabilities having the highest need, while the proficient rates reveal the same pattern only to a more extreme degree. It is worth
noting that English Learners in particular struggle to reach a proficient status on CAHSE English Language Arts. Similar to other achievement related metrics,
these subgroups will continue to be an area of focus.
As a temporary measure while state scores are developed, we as a district opted to utilize our local assessments to determine proficiency. These rates are also
analyzed on a continual basis. When CAASPP scores become available, these data will also be part of the needs analysis for Murrieta Valley Unified
Murrieta Valley Unified School District
9
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
Murrieta Valley Unified School District
10
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
Murrieta Valley Unified School District
11
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
Murrieta Valley Unified School District
12
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
Murrieta Valley Unified School District
13
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
Murrieta Valley Unified 2013-14 CAHSEE ELA Pass Rate
100
90
80
70
60
50
40
30
20
10
0
83
93
86
95
93
92
96
91
Murrieta Valley Unified 2013-14 CAHSEE ELA
Proficient & Above Rate
89
53
57
100
90
80
70
60
50
40
30
20
10
0
94
88
97
92
92
96
Murrieta Valley Unified School District
76
77
63
19
CAHSEE ELA Proficient & Above Rate
94
Murrieta Valley Unified 2013-14 CAHSEE Math
Proficient & Above Rate
90
69
CAHSEE Math Pass Rate
66
15
Murrieta Valley Unfified 2013-14 CAHSEE Math Pass
Rate
85
81
57
56
CAHSEE ELA Pass Rate
100
80
60
40
20
0
77
72
59
100
80
60
40
20
0
62
72
82
59
83
65
77
73
63
36
CAHSEE Math Proficient & Above Rate
14
19
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
Academic Performance Index
With the suspension of the API in 201314 and 2014-15, a state accountability
index for academic performance is not
available. To the right shows the last
API received by the district at 852, two
points less from the year before. Most
student groups performed closely to
each other with the exception of the
English Learner and SWD subgroups.
As state accountability metrics are
worked out, Murrieta Valley Unified will
want to pay close attention to these
subgroups to ensure they perform in
line with the rest of the student
population.
The following chart outlines federal
accountability requirements. With field
testing occurring in 2013-14, AYP was
suspended with the exception of high
school only districts and high schools.
The following table outlines AYP
outcomes from 2010-11, to 2012-13 in
English Language Arts and math.
Murrieta Valley Unified School District
15
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
Murrieta Valley Unified School District
16
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
a-g Completion Rates
While graduation and dropout metrics look favorable for almost all subgroups, a-g completion rates show us a slightly different picture. Because completing a-g
requirements is more rigorous than just graduating, we tend to see greater differences between these subgroups: the American Indian, African American, English
Learner, and Socioeconomically Disadvantaged (SED) subgroups. Students With Disabilities are not available from the state at this time; however, we as a district
are making a concerted effort to ensure that students remain on a pipeline from ninth grade to twelfth to complete a-g requirements. As part of this, we are also
reviewing data on a grade level basis. Furthermore, historical analyses of our previous students’ course enrollment patterns have also revealed to us that many
students are very close to completing the requirements, and may need only a few interventions in order to do so. Utilizing this laser-like focus, we hope to
dramatically increase our a-g completion rates.
Total 9th
Murrita Valley (536)
Vista Murrieta (546)
Murrieta Mesa (556)
Murrieta Valley Unified 2014-15 Semester 2 Ninth Grade Student a-g On-Track Rates
Total Passing All A - G % Passing all A - G SPED EL Foster AF AM M AF AM F HIS M HIS F AM IND M AM IND F
632
855
566
333
413
257
52.69%
48.30%
45.41%
15%
18%
15%
14%
15%
10%
5%
0%
Murrieta
Murrieta
Mesa High Valley High
School
School
Vista High
School
Murrieta Valley Unified School District
1
6
2
0
1
0
4
6
7
9
20
17
17
56
32
60
45
48
1
6
2
2
4
0
Murrieta Valley Unified C/O 2014
Highest Rate of Occurence by Subject
Area of Students Missing 1-3 Courses
Murrieta Valley Unified C/O 2014
Percent of Gruduating Seniors that Missed
a-g by 1-3 classes
20%
26
43
31
35.0%
30.0%
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%
30.8%
21.3%
25.2%
13.1%
7.4%
2.1%
0.0%
District
17
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
Murrieta Valley Unified 2011-12 to 2013-14 a-g Completion by Ethnicity
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
201112
201213
201314
201112
Total
201213
201314
201112
American Indian
201213
201314
201112
Asian
201213
201314
Hispanic
201112
201213
201314
201112
African American
201213
201314
White
District 45.5%
46.7%
51.7%
27.3%
25.0%
0.0%
61.3%
62.7%
69.5%
33.6%
42.9%
42.7%
39.2%
32.2%
39.5%
51.5%
47.9%
55.0%
County 32.5%
35.1%
38.0%
23.8%
27.1%
31.1%
67.0%
64.8%
70.1%
26.3%
29.3%
31.7%
27.4%
31.3%
32.9%
39.4%
41.9%
45.7%
State
39.4%
41.9%
24.9%
26.2%
26.9%
66.8%
26.2%
70.9%
28.0%
29.1%
32.4%
38.6%
29.2%
31.2%
45.5%
47.1%
48.7%
38.3%
Murrieta Valley Unified School District
18
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
Murrieta Valley Unified 2011-12 to 2013-14 a-g Completion by Program
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
2011-12
2012-13
2013-14
2011-12
2012-13
District
45.5%
County
State
2013-14
2011-12
2012-13
46.7%
51.7%
31.7%
37.6%
42.1%
20.4%
7.1%
13.3%
32.5%
35.1%
38.0%
25.6%
28.1%
30.9%
16.5%
5.3%
6.5%
38.3%
39.4%
41.9%
29.6%
30.0%
32.7%
22.7%
8.9%
9.9%
Total
Murrieta Valley Unified School District
SED
2013-14
EL
19
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
English Learner Reclassification Rates
Recently, with the no scores available from the CSTs, the district investigated the use of Lexile cut points for reclassification purposes. A series of bands were
created that served as the academic performance in English Language Arts criteria. However, the criteria used may be too rigorous. In 2014-15, the district
dropped 10 percentage points, reclassifying 80 less students as proficient in English than in 2013-14. Therefore, a recommendation is to conduct research on
appropriate cut points utilizing CAASPP scores when they become available. Other services towards English Learners also need to be established such as
advisory councils at school and district levels for English learners.
2012-13
2013-14
2014-15
Students Redesignated
Students Redesignated
Students Redesignated
District
English Learners
FEP
English Learners
FEP
English Learners
FEP
Murrieta Valley Unified
989 ( 4.3 %)
131 ( 14.1 %)
1,060 ( 4.6 %)
137 ( 15.9 %)
1,302 ( 5.7 %)
57 ( 5.4 %)
County Total:
85,783 ( 20.1 %)
9,432 ( 10.7 %)
89,256 ( 20.9 %)
9,520 ( 10.5 %)
89,137 ( 20.9 %)
8,480 ( 9.5 %)
State Totals:
1,346,333 (21.6%)
168,960 (12.2%)
1,413,549 (22.7%)
169,573 (12.0%)
1,392,263 (22.3%)
154,959 (11.0%)
English Learner Proficiency Rates
As a measure of English proficiency, the California English Language Development Test (CELDT) is used to
Percent of Students Overall Meeting Criterion
measure students’ abilities in English. Proficiency on this exam translates into the student having the
2011-12 2012-13 2013-14
necessary skills in English in order to complete a rigorous course of study in English Language Arts. Over the
528
470
468
# Students
past three years, the percentage of students meeting the CELDT criterion has dropped by 3 percentage points
41
38
37
from 41% to 37% (see table to the right). On a grade level basis, Kindergarten follows a typical pattern with
% Students
the lowest percentage of students making the criterion, but grade 1 does not follow the normal pattern with
1,291
1,239
1,279
Number Tested
50% of our grade 1 students meeting the CELDT criterion. This warrants further analysis into the grade 1
English language development strategies to see if these can be utilized in other grade levels. Furthermore, English Learners are of particular interest to the district
as a higher area of need due to the relative lower performance of this subgroup on a variety of other metrics.
Murrieta Valley Unified Number and Percent of Students Meeting CELDT Criterion by Grade 2013-14
K
1
2
3
4
5
6
7
8
9
10
11
12
# Students
49
86
58
58
50
31
18
28
30
18
18
14
10
% Students
Number
Tested
Murrieta Valley Unified School District
All
468
18
50
32
33
48
35
34
51
57
43
38
64
63
37
267
172
181
178
104
88
53
55
53
42
48
22
16
1,279
20
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
Murrieta Valley Unified School District 2013-14
District (D136036)
California
Subgroup
Number of Test Takers Number of Tests Passing Tests Passing Rate
Total Participation
1281
2263
1553
68.6%
American Indian
10
15
12
80.0%
African American
62
106
61
57.5%
Hispanic
305
509
344
67.6%
White
569
970
683
70.4%
United States
Global
% on Total
Score
Total Exams*
Advanced Placement (AP) Exam Performance
The Advanced Placement (AP) program offers students the opportunity to take a college levelrigor class that is designed to prepare them for an assessment that gives a student the
opportunity to earn college credit in a particular subject area. Scores of 3, 4, or 5 on the exam
indicates a passing score for most colleges. AP data are not available by program yet, but
ethnicity and school values are available.
When analyzing AP data, it is critical to ensure that we’re incentivizing participation and
performance on the exams, and not one at the detriment of other. As a district, the number of
exams and the percentage of students passing exams have increased over the years.
However, if you analyze individual schools, there is some fluctuation. We as a district will want
to continually monitor the status of our AP students at each school to ensure that as many
students as possible have access and are successful on AP exams. Murrieta Mesa also has
lower numbers of AP students in 2010 due to the school having recently opened.
5
316
13.9%
4
540
23.8%
3
699
30.8%
2
511
22.5%
1
203
8.9%
Total Num ber of Exam s
2,269
5
99,257
14.8%
4
134,701
20.1%
3
165,612
24.8%
2
146,218
21.9%
1
122,728
18.4%
Total Num ber of Exam s
668,516
5
554,578
13.6%
4
814,920
20.0%
3
1,027,254
25.1%
2
916,598
22.4%
1
771,416
18.9%
5
590,646
14.1%
4
842,335
20.1%
3
1,050,124
25.0%
2
931,458
22.2%
1
785,118
18.7%
Total Num ber of Exam s
4,199,681
Comparable Group
Total Schools Total Students Unknown
No Longer in High School
12th Grade 11th Grade 10th Grade 9th Grade <9th Grade
Murrieta Valley Unified School District
3
1,284
13
516
493
248
14
California
1773
354,226
10,032
167
129,350
135,646
69,773
9,014
244
United States
17827
2,294,119
56,737
784
849,438
841,033
420,789
119,265
6,073
Global
19333
2,352,083
58,220
2,518
878,585
860,169
426,535
119,955
6,101
Murrieta Valley Unified School District
21
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
Murrieta Valley Unified
2010
2011
2012
2013
2014
1,085
1,769
688
63.41
1,294
2,167
803
62.06
1,277
2,083
857
67.11
1,283
2,268
928
72.33
Vista Murrieta High School (053004)
2010
2011
2012
Total AP Students
Number of Exams
AP Students with Scores 3+
% of Total AP Students with Scores 3+
2013
2014
557
568
512
536
555
942
944
877
873
953
348
350
355
360
391
62.5
61.6
69.3
67.2
70.5
Murrieta Valley High School (052073)
2010
2011
2012
Total AP Students
Number of Exams
AP Students with Scores 3+
% of Total AP Students with Scores 3+
2013
2014
495
406
410
398
426
794
619
663
610
754
324
272
259
285
322
65.5
67.0
63.2
71.6
75.6
Murrieta Mesa High School (054357)
2010
2011
2012
Total AP Students
Number of Exams
AP Students with Scores 3+
% of Total AP Students with Scores 3+
Total AP Students
Number of Exams
AP Students with Scores 3+
% of Total AP Students with Scores 3+
Murrieta Valley Unified School District
1,182
1,863
728
61.59
2013
2014
33
208
372
343
302
33
300
627
600
561
16
106
189
212
215
48.5
51.0
50.8
61.8
71.2
22
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
Early Assessment Program Results
The Early Assessment Program is a
program started by the California
State University system to determine
whether or not students are ready to
enter credit-bearing college courses.
Overall, the district has about 51% of
students scoring either ready or
conditionally ready in English
Language Arts, and 54% of students
scoring either ready or conditionally
ready in math. When we look at
subgroup rates, the African-American
and Hispanic subgroups lag behind
the overall by about 10 percentage
points ay ~42% for each subgroup
respectively. However, the greatest
concern is with our English Learner
students, with only 6% of students
scoring ready or conditionally ready in
ELA, and no English Learner students
scoring ready or conditionally ready in
math.
Murrieta Valley Unified School District
23
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
Murrieta Valley Unified EAP Math and ELA Subgroup Ready Rates
Comparison 2013-14
100
90
80
EAP Ready Status Rates
70
60
50
40
30
20
10
0
American
Black or
Indian or
African
Alaska
American
Native
State
District
EAP ELA College Ready Rate
24.8
33.9
23.3
EAP Math College Ready Rate
10.5
8.6
3.2
Murrieta Valley Unified School District
SocioReclassifi
Students
economic
ed as
English
with
ally
Fluent
Learners Disabilitie
Disadvant
English
s
aged
Proficient
Asian
Hispanic
or Latino
White
45.5
46.3
25.7
39.5
24.4
0.0
5.2
21.9
0.0
22.9
8.0
7.9
6.7
0.0
4.3
11.9
24
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
Other Pupil Outcomes: Priority 8
Other Outcomes
While Murrieta Valley Unified tracks a number of other metrics, all of them fall underneath one of the already-identified priorities for the state. When applicable,
additional data elements and metrics are tracked to ensure that students in the targeted student populations are receiving the services they need. Analyses on the
effectiveness of individual programs will be conducted to provide an evaluation of the program. These evaluations will be used in a variety of planning purposes,
not just for the LCAP, in order to put in place the necessary personnel, resources, and plans to ensure the continued effectiveness.
Murrieta Valley Unified School District
25
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
Engagement
Parental Involvement: Priority 3
Efforts to Seek Parental Involvement
Each school site is required to hold a number of meetings involving parents including but not limited to parent teacher meetings, parent nights, school site councils,
and other organizations to help facilitate parent involvement in our schools. At a district level, a number of surveys are administered for parents to deliver feedback
to specific areas of interest and in generalized open-ended responses. This includes a survey specific to elementary, middle, and high school. Around 750 parents
responded to the middle school, and nearly 200 parents responded to the high school survey, and the elementary survey is currently in the process of being
administered. Data collected was specific to overall school satisfaction, the effectiveness of resources provided to parents, what additional resources parents want
from our schools, and open ended prompts that allowed parents to respond generally.
Despite current efforts for involving parents, this is an additional area Murrieta Valley Unified would like to investigate and improve upon. To aid in this effort, the
district is applying for admission into the Riverside County Office of Education’s Parent Engagement Leadership initiative. The focus of the initiative is to increase
parent engagement, which is key to student success, promote positive parenting in public education, and enhance communicating, volunteering, and learning at
home.
Promotion of Parent Participation in Programs
Each school site runs a number of unique programs in which they are encouraged to have parents participate. Some of these things include volunteering to help
work with students, promotion of parent involvement in school related activities such as career, college, art, and science fairs, music, sports, performing arts, and
other school specific functions such as Science Technology Engineering and Mathematics programs. Furthermore, parents are given access to a parent portal in
which they can monitor the progress of their student(s). This portal will contain important information regarding the progress of their students and upcoming events.
Parents are offered a series of trainings to take advantage of these resources among other resources.
As part of our interest in ensuring that parents have every opportunity to be involved in their child’s education, Murrieta Valley Unified would like to explore
consistent methods at a district of ensuring that parents receive the resources and authentic engagement required to give their child every chance to succeed.
Murrieta Valley Unified School District
26
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
Pupil Engagement: Priority 5
Attendance Rates
Murrieta Valley Unified has maintained at least a 95% attendance rate for a number of years.
While overall ADA rates may be good, chronic absenteeism is more of an area of focus.
Furthermore, it’s at the K-2 grades where we are most interested in making sure kids are
showing up to school. In these grade levels, the precedent for the student’s academic career is
set and research has shown that if a student is chronically absent in the early grades, they are
highly predicted to have increased chances for dropping out later on (cite).
To further differentiate our attendance efforts, the following table shows each grade level with
satisfactory attendance which is defined by missing less than 5% of the total school days.
Utilizing this metric, we see similar trends that are found in chronic absenteeism where a need
for increased attention to attendance is present in grades TK-K and 12th grade.
Murrieta Valley Unified 2015-16 Attendance
Race/ Ethnicity
Attendance Percentage
Overall
95.38%
African American
96.08%
American Indian
94.35%
Asian
97.16%
Hispanic
95.32%
Multiple Races
95.98%
Pacific Islander
95.68%
White
95.43%
SED
95.25%
EL
95.53%
SWD
95.36%
Murrieta Valley Unified Number of Percent of Students with Less than 5% of Days Missed
NUMBER
PERCENT
GRADE
satisfactory attendance
Satisfactory Attendance
Grade TK
143
52.4%
Grade K
732
55.9%
Grade 1
1,018
66.6%
Grade 2
1,034
67.3%
Grade 3
1,164
70.5%
Grade 4
1,179
71.0%
Grade 5
1,237
72.9%
Grade 6
1,343
74.2%
Grade 7
1,272
69.8%
Grade 8
1,351
69.2%
Grade 9
1,617
72.4%
Grade 10
1,571
70.5%
Grade 11
1,448
67.3%
Grade 12
1,148
56.5%
Total- All Grades
16,257
68.1%
Murrieta Valley Unified School District
27
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
Chronic Absenteeism
Chronic absenteeism for a student is defined as missing 10% or more of enrolled school days, whether excused or not. In grades TK, K, and 12th grade, we see
the highest levels of chronic absenteeism. It is especially important for us to make sure that our younger students have good attendance.
Our Hispanic, American Indian, SED, and SWD students are of particular interest with chronic absenteeism.
Murrieta Valley Unified School District
28
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
Murrieta Valley Unified School District
29
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
Murrieta Valley Unified School District
30
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
Middle School Dropout Rates
Middle school dropout rates have been an area of focus for the state of California but have been unable to produce a reliable way of estimating the rates. As a
result, the data below reflects the number of dropouts in grades 8 and 9 divided by the enrollment in these grades to produce a comparable rate to the state and
county. With a total of 8 students between 8th and 9th grade, it makes distinguishing between subgroups difficult. Still, it is important to monitor each and every
individual student to ensure that they are able to successfully matriculate to high school and graduate on time.
Murrieta Valley Unified 2013-14 Middle School Dropout Rates Comparison
Adjusted
Grade 8
Dropouts
Grade 8+9
Total
Adjusted
Dropout
Adjusted
Grade 9
Dropouts
Grade 8
Enrollment
Grade 9
Enrollment
Grade 8 + 9
Enrollment
Adjusted
Rate
District Total
3
5
8
1895
2106
4001
0.20%
County Total
61
131
192
33264
33194
66458
0.29%
1282
5917
7199
472381
491493
963874
0.75%
Statewide Total
Murrieta Valley Unified School District
31
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
High School Dropout and Graduation Rates
The following table details school districts within Riverside County that had a significant number of graduates to be included. In relation to Murrieta Valley’s
performance, Murrieta Valley started out at 86.04% of students graduating total, and increased to 94.03%. Overall, Murrieta Valley Unified ranks 3rd for graduation
rates in 2013-14 (Nuview is #1, but has very few seniors graduating in comparison to other districts).
201213
Riverside
2009-10 2009-10 2010-11
2010-11
2011=12
2011-12
2012-13 Cohort 2013-14 2013-14
Four Year
County
Cohort
Cohort
Cohort
Cohort
Cohort
Cohort
Cohort
Dropo
Cohort
Cohort
Four Year
Dropout
2013-14
Grad
Dropou
Grad
Dropout
Grad
Dropout
Grad
ut
Grad
Dropou Grad Rate
Rate
Grad
Name
Rate
t Rate
Rate
Rate
Rate
Rate
Rate
Rate
Rate
t Rate
Difference Difference
Rank
Statewide
74.72
16.6
77.14
14.7
78.87
13.1
80.4
80.78
11.6
6.06
-5 NA
Riverside County
77.72
15.1
79.95
13.5
82.51
11.1
84.4
85.13
9.4
7.41
-5.7 NA
Alvord Unified
77.01
15.2
76.95
15.5
78.52
11.2
80.2
10.0
83.91
8.6
6.9
-6.6
12
Banning Unified
80.65
16.8
82.41
13.1
80.15
14
83.7
13.0
78.57
15.7
-2.08
-1.1
17
Beaumont Unified
77.2
12.2
85.91
8
86.93
9.4
88.9
7.2
84.86
9.9
7.66
-2.3
11
Coachella Valley
79.1
14.2
Unified
72.67
22.3
74.39
22.7
77.78
19.6
78.47
16.3
5.8
-6
18
Corona-Norco Unified
87.51
7.4
88.57
7.6
90.96
5.1
91.9
4.5
92.32
4.4
4.81
-3
4
Desert Sands Unified
84.04
11.4
83.79
10
85.91
8.8
85.6
8.6
87.52
7.8
3.48
-3.6
7
Hemet Unified
76.29
15.1
80.77
11.8
79.64
12.8
79.0
12.8
81.42
11.5
5.13
-3.6
16
Jurupa Unified
77.65
16.5
81.05
12.8
82.13
11.6
82.0
12.1
82.35
11.7
4.7
-4.8
15
Lake Elsinore Unified
88.82
6
89.75
6.4
89.77
4.8
88.8
5.4
88.67
6.7
-0.15
0.7
6
Moreno Valley
81.5
11.9
Unified
65.73
21.9
69.94
20
74.74
16.9
82.81
11.3
17.08
-10.6
13
Murrieta Valley
86.04
11.2
89.73
7.1
92.07
5.5
94.4
3.7
94.03
4.4
7.99
-6.8
3
Nuview Union
98.44
0
98.78
1.2
100
0
100
0
100
0
1.56
0
1
Palm Springs Unified
81.2
11.9
80.19
11.6
83.71
10.5
87.2
8.6
87.19
9
5.99
-2.9
9
Palo Verde Unified
72.8
24.3
78.63
18.4
70.47
22.4
81.7
13.1
71.38
23.2
-1.42
-1.1
19
Perris Union High
80.19
15.8
83.05
12.6
83.87
11.8
84.4
11.8
82.68
12.4
2.49
-3.4
14
Riverside Unified
81.85
9.9
80.96
11.4
81.84
10.5
85.5
8.0
87.25
6.5
5.4
-3.4
8
San Jacinto Unified
72.75
11.4
79.27
6.8
78.75
8.2
81.6
5.6
85.97
5
13.22
-6.4
10
Temecula Valley
94.0
2.7
Unified
91.73
4.3
92.42
4.2
93.28
3.3
94.22
3.2
2.49
-1.1
2
Val Verde Unified
78.22
16.7
81.92
12.9
89.52
7.6
91.18
5.3
12.96
-11.4
5
Murrieta Valley Unified School District
32
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
Subgroup
Overall
American
Indian
Asian
Pacific Islander
Filipino
Hispanic
African
American
White
Two or More
SED
EL
SWD
2009-10
Cohort
Grad
Rate
86.04
100
90.14
71.43
92.52
85.33
81.15
Gap
Difference
2009-10
-0.14
13.82
3.96
-14.75
6.34
-0.85
-5.03
86.18
0
91.18
65.33
59.09
71.43
5
-20.85
-27.09
-14.75
2012-13
Cohort
Grad
Rate
Gap
Differenc
e 201213
94.4
-1.4
100
4.2
100
4.2
100
4.2
2.91
95.1
-0.7
-3.37
93.1
2010-11
Cohort
Grad Rate
Gap
Difference
2010-11
2011-12
Cohort
Grad Rate
Gap
Differenc
e 201112
89.73
-2.55
92.07
-1.69
66.67
91.43
100
92.63
87.69
81.65
92.28
95.71
84.94
76.81
77.91
-25.61
-0.85
7.72
0.35
-4.59
-10.63
0
3.43
-7.34
-15.47
-14.37
91.67
98.75
87.5
96.67
90.39
81.74
93.76
94.87
88.75
78.48
79.14
-2.09
4.99
-6.26
-2.7
2013-14
Cohort
Grad
Rate
Achievement
Gap Difference
2013-14
94.03
0.32
0.46
81.82
-11.89
-25.71
94.19
0.48
-3.48
100
6.29
21.04
100
6.29
-0.05
91
93.34
-0.37
0.48
661
Four Year
Gap
Difference
Total
Number
in 2014
Cohort
2010
*Under
11
86
*Under
11
91.0
-4.8
94.85
1.14
6.17
136
0
95.8
0
93.71
0
0
922
1.11
93.9
-1.9
95.92
2.21
-2.79
98
-5.01
91.0
-4.8
91.57
-2.14
18.71
771
-15.28
81.5
-14.3
89.16
-4.55
22.54
83
-14.62
83.7
-12.1
81.86
-11.85
2.9
204
-12.02
Note: *Subgroup numbers with less than 11 students are hidden due to privacy rules. Conditional formatting left off for subgroups less than 11
At first glance, one might have concerns for the Asian and Filipino subgroups; however, these subgroups are above the white subgroup to begin with, so their
negative achievement gap shows the white subgroup getting closer to their rates of achievement. The clear successes from above are the SED and EL subgroups,
and the African American subgroup increased at such a significant rate, they are now above the white subgroup in terms of achievement gap.
Despite great gains, some subgroups are not meeting the state goal of 90% such as the EL and SWD subgroup. The EL subgroup is very close at 89.16%, and
the SWD subgroup warrants a caveat since many students may receive a certificate (and thus would be excluded from the graduation rate calculation).
Murrieta Valley Unified School District
33
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
School Climate: Priority 6
Suspension and Expulsion Rates
A good indicator of positive school climate is low rates of behavior incidents. In comparison with county, state, and other district rates, Murrieta Valley Unified has
very low rates of suspension and expulsion. Expulsions calculated on a rate are difficult to analyze because the numbers are so small. Therefore, moving forward,
we have opted to look at the individual number of expulsions and evaluate them on a case-by-case basis. Furthermore, it is important that our policies and
procedures do not inappropriately target certain student populations. Despite low suspension and expulsion rates, the most identifiable need in our behavior
metrics would be the increased suspension rates for African Americans and Students With Disabilities. Looking across the school year, on average, the district
experiences the most behavior related incidents in October and May, with May being the highest. Behavior related issues will continue to be closely monitored.
Students
Average
Average
Cumulative
% of
Students
Suspension Number of Students Expulsion
Total
Total Days
Subgroup
Suspended
Incidents
Days
Enrollment
Population Suspended
Rate
Incidents Expelled
Rate
Suspensions Suspended
or Expelled
Per Student
Suspended
Overall
24340
512
2.00%
473
1.94%
688
20
0.08%
1.34
599
1685
2.81
African American
1411
65
5.00%
57
4.04%
90
3
0.21%
1.38
79
184
2.33
American Indian
104
3
3.00%
3
2.88%
6
2.00
6
14
2.33
Asian
1046
6
1.00%
5
0.48%
9
1.50
8
23
2.88
Filipino
819
8
1.00%
7
0.85%
10
1
0.12%
1.25
9
25
2.78
Hispanic
8390
173
2.00%
161
1.92%
236
5
0.06%
1.36
202
605
3
Pacific Islander
158
2
1.00%
2
1.27%
3
1.50
3
11
3.67
White
11190
224
2.00%
210
1.88%
296
9
0.08%
1.32
254
720
2.83
Two or More
1347
30
2.00%
27
2.00%
45
2
0.15%
1.50
37
98
2.65
SED
8222
235
3.00%
221
2.69%
339
9
0.11%
1.44
291
821
2.82
SWD
3257
169
5.00%
138
4.24%
284
4
0.12%
1.68
203
514
2.53
EL
1157
12
1.00%
11
0.95%
18
0
0.00%
1.50
15
44
2.93
Murrieta Valley Unified School District
34
4.04%
0.95%
Suspension
Rate
Expulsion Rate
0.00%
0.12%
2.00%
0.15%
1.88%
1.27%
1.92%
0.08%
0.50%
0.21%
1.00%
0.48%
1.50%
0.06%
2.00%
0.85%
0.12%
2.50%
2.69%
2.88%
3.00%
1.94%
3.50%
4.24%
2013-14 Subgroup Suspension and Expulsion Rates
4.00%
0.11%
4.50%
0.08%
Suspension and Expulsion Rates
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
0.00%
Number of Discipline Incidents 2013-14
94
100
90
82
80
80
68
70
60
49
47
50
68
66
55
44
35
40
Number of
Incidents
30
20
10
0
July
August
September
Murrieta Valley Unified School District
October
November December
January
February
March
April
May
June
35
Murrieta Valley Unified Local Control and Accountability Plan Data Review 2015-16
Local Surveys
To collect data on a number of various efforts, the district conducts a number of surveys. The middle school and high school surveys are a comprehensive survey
designed to collect data on student and parent perceptions of school effectiveness, as well as data specific to programs offered at individual school sites such as
Advancement Via Individual Determination (AVID) or International Baccalaureate (IB). While middle school response rates were excellent, an area of focus for the
district is to gather additional parent and student feedback at the high school level. Examples of survey questions and responses are provided below. A
comprehensive review of the data is conducted with each school.
District Survey Response Rates
School Level
83.7%
64.2%
38.3%
79.5%
High School
156
601
Middle School
776
2688
Which zero period type did your student
take?
78.7%
47, 26%
55.0%
60.6%
30.0%
52.8%
54.1%
23.1%
25.0%
26.6%
24.6%
Dorothy
McElhinney
Middle
Shivela
Middle
Thompson
Middle
Warm
Springs
Middle
District
Murrieta Valley Unified School District
Academic
5
25.8%
Student Responses
District Middle School Parent Survey 2014-15
District Middle School Student Survey 2014-15
How satisfied were you with the intramural sports
program?
100.0%
80.0%
60.0%
40.0%
20.0%
0.0%
Parent Responses
Academic Support
4
9, 5%
Elective or PE
126, 69%
36
Public Hearing regarding the Proposed Murrieta Valley Unified School District Budget for
Fiscal Year 2015/16
Action:
Consent:
Information:
Presentation:
Agenda Item: D-1
June 18, 2015
Page 1 of 2
Attachment: 12 Pages
X
Prepared by: Stacy Coleman, Assistant Superintendent, Business Services
Stacy Matusek, Director, Fiscal Services
Background Information
Per Education Code Section 42103, the governing board of each school district shall hold a
public hearing on the proposed budget in a district facility or some other place conveniently
accessible to the residents of the district.
Commencing with budgets adopted for the 2015/16 fiscal year, Education Code 42127(B) states
that school districts must provide the following additional information at the public hearing:
•
•
•
The minimum recommended reserve for economic uncertainties for each fiscal year
identified in the budget
The combined assigned and unassigned ending fund balance that is in excess of the
minimum recommended reserve for economic uncertainties in each fiscal year
Statement of reasons that substantiates the need for an assigned and unassigned
ending fund balances that is in excess of the minimum recommended reserve for
economic uncertainties in each fiscal year
As a prelude to this public hearing, and in accordance with Education Code 42127, the
Business Services Division established the following schedule in order to inform the public
regarding the proposed budget for fiscal year 2015/16.
Date
Description
6/08/15
Publication of Budget Information and Notice of Public Hearing in the
following two newspapers: The Press Enterprise and The UT San Diego.
6/15/16 - 6/18/15
The budget is available in the Business Services Office for public
inspection.
6/18/15
The Public Hearing of the budget for fiscal year 2015/16.
6/25/15
Adoption of the 2015/16 Proposed Budget
7/01/15
The adopted budget will be forwarded to the Riverside County Office of
Education for review.
Agenda Item: D-1
June 18, 2015
Page 2 of 2
2015/16 Ending Balance
• Minimum reserve for economic uncertainties 3% equal to $5,689,776
• Total Assigned/Unassigned Ending Balance above 3% reserve for economic
uncertainties $18,804,436
2016/17 Ending Balance
• Minimum reserve for economic uncertainties 3% equal to $5,921,341
• Total Assigned/Unassigned Ending Balance above 3% reserve for economic
uncertainties $20,180,619
2017/18 Ending Balance
• Minimum reserve for economic uncertainties 3% equal to $6,157,971
• Total Assigned/Unassigned Ending Balance above 3% reserve for economic
uncertainties $20,159,282
Statement of
2017/18:
o
o
o
o
o
reasons for Unassigned Ending Balances in Fiscal Years 2015/16, 2016/17 and
Negotiations for 2015/16 and future years not yet settled
Future textbook adoptions
Staff development related to new state standards
Potential fluctuations in Local Control Funding Formula gap funding percentages
Prudent to maintain a district reserve above the state’s minimum recommended
requirement
Educational Implication
The fiscal year 2015/16 budget establishes the district's educational priorities.
Fiscal Implication
The fiscal year 2015/16 proposed budget sets forth the projected revenues and expenditures to
meet the annual needs for district operations.
Recommendation
This is a public hearing.
July 1 Budget
General Fund
Unrestricted and Restricted
Exp€nditur€s by Object
Muri€ta Valley Unified
Riverside County
33 75200 0000000
Fom
Fund
col.D+E
(FI
Total Fund
Description
A
Rasource
Codes
Object
Codes
Unrestricted
tAt
Total
col.A+B
(cl
Restricted
(Bl
Restricted
Unrestricted
lD)
lEt
01
YoDrff
Column
C&F
REVENUES
'l) LCFF Soures
8010-8099
2) Federal Revenug
8'100-8299
3) Other State Revenue
830G8599
4) Other
Lo€l Revenue
5) TOTAL.
8600-8799
0.00'rs0,543,732.00 -_-167,090,793.00
112.008.00
_
.
REVENUES
.,_
7,900.109.00, 8,012,117.00 _._308210.00 _]l91p4.S9.__7,763.135.00
I
751.00
,
7,405,543.00
2-J14091.Q0=_ 18,840,251.00
-3.1%
154.49q
{ql!,671.9!. 11,039,'165.00 15,054,836.0q_ 3,236,469.00 11,282,979.00 15,019,448.00
160,000,203.00 21,016,025.00 181,016,228.00 187,821,072.00 20,892,555.00 208,713,627.00
-0.2o/o
15.3%
B. EXPENOITURES
1)
3) Employee Benefits
4) Books and Supplies
5) Seryi@s and Other Operating Expenditur€s
6) Capital Outlay
7) Other Outgo (excluding
Costs)
TEnsfe6 ol lndirect
8) Other Outgo - Transfe6 of lndirect Costs
9) TOTAL.
1000-1999 80,00as7_9.09, rc,19q8?6.qq_ s6,18s,695-00
s6,496,791.0Q
200G2999
33,9/t4,699-0!
80,43s,748-!g I
16,061,0 !.00
_ 1_9,829p94-0_ 11,880-04190. !1,21O,02s.00 21.312,68J.q0 12,612plq.oo
300G3ses _ -4-a19Jqs.0s_ 8,05q,9!8-0!_ 33,L0.5,299.0Q_ 27,949 Q1.09r 4
Certifi@ted Salaries
2) Classified Salaries
E-XPENDITURES
.
0.97q.
l.o.h.
_ _q35-
4000-4999 4,142-683.00. 2,s93,373.00. 6,736,q!0.0q_ 5,063,996.00 1,414,732.00 6,478,729.00. -38%
s00G5999 11,58q,302.00. 3,858,065.00 15_.143,367.00 13,206,629.00 4,038,942.00 . 17,245,571.00 11,7yo
6000€999 420,632.00 -___A!Jl_7=q.-_
.00 -4a.O1o
,997.00
7100-72W :
740G7499 874,193.@ ____
0.0O
874,193.00 I
771,763.@ _
0.0O.
21,763.00 -11.7%l
730G7399 (796,395.0O1 241,188.00 (ss5,207.00), O19,010.0OI 215,954.@,
14'1,108,438.00 43,028,118 oO 184.'136,555.00 147,271,468.00 42,687,730.00 189,959,198.00 3 2%
.
c. ExcEss (oEFrcrENcy) oF
REVENUES
OVER EXPENDITURES BEFORE OTHER
FINANCING SOURCES AND USES (A5 -
89)
18,891,765.00
(22,012,093
00)
(3.120,328.00)
40.549,604
OO
(21,79s,175
OO)
18.754,429
OO
-7Ol
Oolo
O. OTHER FINANCING SOURCEgUSES
'1)
lnterfund Transfers
a) Transfe6 ln
b) Transfers Out
890G8929
760G7629
2) Other Soures/uses
a) Sour@s
893G8979
o.OO
O.OO
25.77g.@ Oarr*0.00
0.00
0.OO
507.Z6.00
0.00
O.q)
O.OO
o.o%l
0.00
0.00
0.00
qlo
b) Uses
0.0%
0.0v"
3) Contributions
4) TOTAL, OTHER FINANCING
-100.0%i
SOURCES/USES
California Dept of Edu€tion
SACS Financial Reporting Software - 2015.1.0
File: fund-a (Rev 01/13/2015)
898G8999 (19,994,717.00). 19,994,717.00
0.00 (?3,!32,159.00). 23,337,159.00 _
(20,020,493.00) 19,512.717.00 (507,776.00) (23,337,159.00) 23,337,159.00
Page
1
.
0.00
A.qg
0.0yo
-100.0yo
Pnntedt 6h2l2o15 9:27 AM
July'l Budget
G€neral Fund
unrestricled end R€stricted
Expenditures by Object
l\rurrieta Valley Unified
Riverside County
201+15 Estimated
Descriotion
Resourca
Object
Codes Codes
Unrestricted
fAl
t1 l)e72AOO\
33 75200 0000000
Form 0'1
Actuals
2015-16 Budget
Fund
col.D+E
Total Fund
lBl
/2/qq?7AOO\
o/oDlfr
Total
col.A+B
Restricted
rlA2Arnlnnl
1711)AAqnn
1q4,qtunO
Column
1A7qAAUq0n
-AlAqo/^
FUND BALANCE, RESERVES
1) Beginning Fund Balane
a) As of July I - Unaudited
979
b) Audit Adjustments
1
0.00
lqqlqgzqqq
9793
c) As of July 'l - Audit€d (F'la + F'lb)
o.oo
d) Other Rgstatements
s.0!.
o.oo
i
o.oo
I
o-q)
0.0%l
-2s.1%l
o.oo
o.o%
0-Q96
e) Adjusted B€ginning Balance (F1c + F1d)
2) Ending Balan@, June 30 (E + Fle)
Components of Ending Fund Balan@
a) Nonspendable
R€volving Cash
9711
19,qq0.q0
Stor6s
9712
000
00%
Prepaid Expendilures
9713
0.00
9-%
0.00
0.00
L
0.00
0.00
0.00 __
0.00
o.m
AllOthers
9719
b) Restricted
9740
c) Committed
Stabilization Arang€ments
9750
0
9760
0.00
Olher Commitrnents
0.00
0.0%
00
0
0olo
0.0%
d) Assigned
Other Assignments
OneTime UnBstricled Funds
Med-Cal Administrativ6 Activities
Oonations
Siie Safety Awards
GBen Team Schools
Site Supplemental Discretionary
Msdi-Cal Administrativ6 Activities
Donaiions
Site Safety Awards
GrEen Team Schools
Non Resident Stud€nt Fe€s
Site Supplemental Discretionary
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
9780
9780
9780
9780
9780
9780
9780
9780
9780
9780
9780
9780
9780
1
m3
AOO
nn
o
oo
1n 99s
,ac
oo
94370h
10.018,940.00
334,000.00
19,349.00
334,000.00
19,349.00
e) Unassigned/unappropriated
Roserue for E@nomic Uncerlainties
Califomia Dept of Edu€tion
SACS Financial Reporting Software - 20'15.1.0
File: fund-a (Rev 01/13/2015)
2e$
Pinled: 6112120'15 9:27 AM
July 1 Budget
Goneral Fund
unrestrictod and Restricted
Expendituros by Object
lrurieta Valley Unified
Rive6ide County
tJ n
a) in County Treasury
1) Fair Value Adjustment to Cash in County Treasury
restricted
33 75200 0000000
Fom
UnEstricted
Restricted
01
Restricted
91 10
9111
b) in Banks
9120
c) in Revolving Fund
9130
d) wilh Fis@l Agent
9135 _, -
e) @llections awaiting deposit
9140
2) lnvestments
9150
3) Accounts Receivable
9200
4) Due from Grantor Govemment
9290
5) Due from Other Funds
93'10
6) Stores
9320
7) Prepaid Expenditures
9330
0.00,
0.00
0.00
..00_
0.m
o-m
0.00
DEFERREO OUTFLOWS OF RESOURCES
1) Defered Outflows of Resources
I. LIABILITIES
1)
Ac@unts Payable
2) Du6 lo Grantor Govemments
9590
3) Du6 lo Oth6r Funds
9610
4)
Curent Loans
5) tJneamed Revenue
o.m
9&10
9650
DEFERRED INFLOWS OF RESOURCES
1)
Defered lnflows of Resources
K. FUND EQUITY
Ending Fund Balan@, June 30
+H2)-(16+
Califomia Dept of Eduetion
SACS Financial Roponing Software - 2015.1.0
File: fund-a (Rev 01/13/2015)
7 305 766
00
3 510 rOA
Pags 3
OO
10 A1s C7a
OO
Pintedt
611212015 9127 AM
July 1 Budget
General Fund
Unrestricted and Restricted
Expenditures by Object
Murieta Valley Unified
Riv€6ide County
Object
33 75200 0000000
Fom
col.A+B
tcl
Rsstricted
yo
Total Fund
Total Fund
Unrestricted
Unrestricted
col.D+E
Restricted
01
Dill
Column
LCFF SOURCES
Principal Apportionment
State Aid - Curent Year
8011
Edu€tion Prctection Ac@unt State Aid . Curent Year
8012
State Aid - Prior Years
8019
Tax Ralief Subventions
HomeMers' Exemplions
8022
Other Subv€ntions/ln-Lieu Taes
8029
County & Districl Taes
Secured Roll Taes
8041
Tiles
8042
Prior
(1
M
o
oo
c3,
83
173
00
100 442 n60 00
o
oo
100 442 450
00
19
(104.329 00)
04.329.00)
70/6
-10q.07o
8021
Timber Yieid Tax
Unsecured Roll
a3 E32 173
YeaE Tiles
I
t)
ooo
ar 3ql c73 00
141 e7a 60
l, iql
473 00
o
oo
0.00
0.0%
0.00
q-s9q
a) 391 973
00
0
00/"
0-qZ"l
0.0%
8043
751.443.00
751.443.00 751.443.00
0.00
0.00
751,443.00
0.0%
SupplemEntal Taxes
8044
Eduetion Revenue Augmentation
Fund (EMF)
8045
Communily Redevelopment Funds
(sB 017/699/1992)
8447
Penalties and lnterest from
Delinquent Taxes
8048
o.oo/o
Misellaneous Funds (EC 41604)
Royalties and Bonuses
a
rTa a)7
nn
o
m
1
r77 a)7
00
I
277
I )77 3)7
at1 no
00
8081
0.Q9!.
Other ln-Li6u Taxes
8082
o.q%l
Lessi Non-LCFF
(50%) Adjustment
8089
ono
om
o0%
11.lvo
LCFF
T6nsf€6
Unrestricted LCFF Transfers Curent Ygar
0000
8091
All Other
8091
(210J!ir.0ql
q.qb
All Othor LCFF Transfe6 -
Curent Year
Transte6 to Chaner Schools in Lieu of Property Taxes
Property
8096
Taes Transters
0.0%
(rA nn7 nn\
8097
LCFF/Rov€nue Limit Transfers - Prior Years
0.oo
I
o.oo
o.oo
I
8099
159,4f32.OO 167,090,79!pq_
0.00,
0.00 .
o.oo
i
o.o%
0.00 - 0.0%
11.Oro
tL67-090,793 00
FEDERAL REVENUE
Maint€nan@ and Op€rations
81 10
Special Edu€tion Entiilemont
8'181
Speial Edu€tion Dismtionary Grants
8182
Child Nutdtion Prog€ms
4220
Forest Reserye Funds
8260
Fled
8270
Control Funds
86,068.00
0.00
0.00
8280
FEMA
8281
lnteragency Contlacts Between LEAS
8285
0.00
o.oo
o.oo
PaslThrcugh Revenues f rcm
FedEEl Sou@s
8287
0.00.
onn
noo
3010
8290
Prcgrams
3025
8290
NCLB: Titl€ ll, Part A, Teachor Quality
4035
8290
,
iAc i2A
NCLB: TiUo I, Pari D, Lo@l Delinquent
NCLB: Titl€ lll, lmmigEnt
q-qo
0
on
00
2 36R 324
OO
0.00
o.oo
i
0.0%l
0.00 0 s%r
o.oq,,_ _ o.oo ! !%l
0.00
2i141,018.00 2,141,018.qq
0.00
0.00
0.0%
-9.67e
0.0olo
-3.7Yo
Edu€tion
0.00
Califomia Dept of Eduction
SACS Financial Reporting Sottware - 2015.1.0
File: fund-a (Rev 0'l/13/20'15)
-100.0%
q,ovo
Wildlife Re$N€ Funds
NCLB; Title l, Part A, Basic GEnts Lowln@m€ and Neglected
0.00.
86,068.00
Page 4
*_
0.0%
Ptinted: 6112/2015 9:27 AM
July 1 Budget
General Fund
unrestricted and RestrictEd
Expenditures by Object
Murieia Vall€y Unified
Riverside County
33 75200 0000000
Fom
2Ot4-,5 Fstih.ied Aduals
2Ol 5-16
Total Fund
Descriotion
Resource
NCLB: Title lll, Limited English Proficient
(LEP) Student Prcgram
Codes
Object
Codes
4203
8290
4610
8290
3026.
3199,403&.4126,
5510
8290
V@tional and Applied
Technology Edu€tion
350G3699
8290
Safe and Drug Free Schools
370G3799
8290
All Other
8290
NCLB: Title V, Part B, Public Charter
Schools Grant Program (PCSGP)
UnEstricted
Restricted
col.A+B
Unrestricted
tal
tBl
tc)
lDt
01
Buddet
Restricted
aE)
Fund
col.D+E
IFI
Dill
o'/o
Total
Column
C&F
0.00_
301 1-3020,
Other No Child Left Behind
All Other Federal Revenue
o.oo.
0.00
13,940.00
I
70S,639.00
722,579.00
2%211.@
)
-100.0%
.
701,019.00
|
0.00
997,229.00
.
38.0%i
7.454.925.00 7.763,135.00
-3 1v"
OTHER STATE REVENUE
Other Stat6 Apportionmenls
ROC/P Entitlemont
Cur6nt Year
6360
831
PriorYea6
6360
8319
6500
831
6500
8319
Spocial Edu@tion Master Plan
Curent Year
Prior
Yea6
All Other State Apportionments AII
Curent Year
Othor State Apportionments - Prior Yoars
1
om
I
AllOther
831
All Other
8319
ooo
0.00
0.00
0.00
0.00
0.07o
0.00n
0.0%
q.s%_
__
1
-__
o.oo
s@
__o.q!0.00
0.091
0.0%,
0.070
Child Nutrition Prog€ms
8520
Mandated Costs Roimbure6ments
8550
2,3o6,4eo.oo
Lottery - Unrestricled and lnstructional Mat€rials
8560
q 016 657
0.00
00
mr
o.oo
5q7
I
00
[email protected]
3 a7c
2s oo
s,.!r
824,600.00
2 a74 355
00
Td
763.504.00
!?L0ss.00
I
€4.2%l
3.637.860.00
-6.210
-_
Relief Subventions
Reslricted Levios - Other
8575
HomeomeG' Exemptions
Other SubventionYln-Li6u
0.o0
0.00
Taes
8576
Pass-Thrcugh Revenues frcm
Siate Soures
School Based Coordination Pogram
Atter School Edu€tion and Safety (ASES)
Charter Sch@l Facility G€nt
Drug/Al@hol/Toba@ Funds
Califomia Cl€an Energy Jobs Acl
Healthy Start
Amerien lndian Early Childhmd Edu@tion
Specialized Se@ndary
o.o0
o.oo
o.oo
o.oo
o.oo
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00/0
0.oo/o
8587
7250
6010
6030
6650,6690
6230
6240
7210
7370
_
8590
0.00r
8590
o.oo
o.oo
0.0%
8590
0.00
0.00
O.ovo
0.00
0.00
OO\
0 00
0.00
-100.070
0.00
0.00
0.00
!
0.00
0.0%
oo
o.oo
0.00
0.00
0.0%
o.m
0.00
0.0%
o.oo
8590
o.oo
/205 61q
8590
o.ook
8590
8590
o
8590
ScJ]@l Community Violen@
PEvention GEnt
7391
8590
Quality Eduetion Investment Acl
7400
8590
7405
8590
oo
o
0
00/o
Common Core Stat6 Standards
lmplemontation
All Other Statg Ravenue
TOTAL, OTHER STATE
REVENUE
Califomia Dept of Edu€tion
SACS Financial Reporting Software - 2015.1.0
File: fund-a (Rov 01/13/2015)
0.00
All Other
5,328.792.00
I
2,076,751.0O
Page 5
7,405,543.00
i
16,685,600.00 2,154,651.00
18,840,2s1
00
154.4%
Printed: 6/1212015 9:27 AM
July'l Budget
Murieta Valley Unified
Riverside County
33 75200 0000000
General Fund
Unrestricted and Restricted
Expenditures by Object
201+15 Estim.ted
Fom
Actuals
UnEstricted R$ticted
Obj.ct
2015-16
Tot l Fund
Budset
,
Fund
col.D+E
oloDifi
Total
UnE3irictod Restric'td
col.A+B
01
Column
LOCAL REVENUE
Other Lo€l Revenue
County and Oisticl Tiles
oth€r Restriclod Levies
Secured Roll
8615
Un$cured Roll
86'16
Prior
Yea6'Taxes
Supplemental
o.oo
o,oxl
0.00
0.00,
0.0%
o.oo,
0.m
0.0%
00
0.00
0.0%
0.00
0.0%r
o.oo
I
86'17
Taes
8618
Non-Ad Valorem Taxes
Paml Tiles
8621
oth6r
ffi22
Community Redevelopment Funds
Not Subioct to LCFF Deduclion
ooo
o.m
I
o.oo
o.oo.
0
505 AsC
8625
OO
P€nalties and lnterest frcm
Delinquent Non-LCFF
Tass
8629
Sales
Sale ot Equipmenusupplies
Sale of
F@d
q00
8631
Publi€tions
Seilie
_+,
8632
8634
Sales
0.00
8639
All Other Sales
Leases and Rentals
8650
lnterest
8660
i
0.00
0.q)
.
1q0,000.00
0.00
100,0qq.00
8662
Fees and Contracts
Adu[ Eduetion Fes
8671
0.m
Non-Rssident Students
8672
679-738.00
TEnsportation Fees Frcm Individuals
8675
lnterag€ncy SeNi6s
san
MitigatiorvDeveloper
All Other Fees and
Fss
8881
283.OOO.m
O.OO
i
283.OOO.OO 283,OOO.OO
O.OO
o.o%.
0.00
0.070
0.00,
0.0%,
283,000.00
o.O%
oo
o o%
o.oo
qQs-
a.o%.
L
0.00,-
0.0%l
0.00
0,0%
o.oo
o.oo
o.oo
o.oo
o
0.00
0.00
o.oo
0.00
oo
0.00
o
L@l
+
8691
_-_
0.00
PassThrcugh R€venues Frcm
All olher Lo€l R€venue
-.
0.00
0.m
8697
Lo€l Sou@s
0.0%
8699
8710
Tuition
8781-8783
All Oth6r Transfers ln
Transters ot Apporlionments
Special Edu€tion SELPA TransfeE
Frcm Dishicts or Charter Schools
From County Offi@s
From JPAs
ROC/P Transfe6
Frcm Districts or Charter Schools
Frcm County O{ti@s
From
J
PAs
Other TransfeE of Apportionments
From Districts or Chartsr Schools
Frcm County
Offies
FDm JPAs
All Other Transfers ln from All Others
TOTAL.
,
515,129-00. -242%
8689
Confacts
Revonue
Plus: Mis Funds Non-LCFF
(50%) Adjustmont
Other
-
0.09q
_
.
Net lnqoase (Deqease) in the Fair Value
of lnvestments
0.00/"
0.00
0.00
300,000.00
1OO-O!0.00
-100.0&
0.00
9.00.
0.00
REVENUES
Caliromia Dept of Edu€tion
SACS Financial Reporting Software - 2015.'1.0
Fil€: tund-a (Rev 01/'13/2015)
6500
6s00
6500
6360
6360
6360
rn 51a qm
879'r
no
8792
0.00
8793
6ff)
879'r
0.00
1n A33
qm
oo
10
765.522.00 10.765.522.00
__0.00
0.00
0.00,
0.0%
_
s.0.__
a.s9q
0.00/o
0 00
8792
0.00.
8793
o.oo
All Other
8791
All Other
8792
All Other
8793
8799
22%
_
._
0.00_
-,
q!9_
__q.o%
0,@1
00
0.00
o.oo
o.m i
o.oo
o.m ,
o
r
0.00
0.00
i
0.00 r
o.oo
o.oo
o.oo
q.o%l
o.0%
0.00
o.oo
0.q0
o.oo-
',t6o,ooo,2o3.oo 21,016,025.00 181,916,228.00, 187,821,O72L 20,892,59990 209,71?,627.00
Page 5
0-o&
0.0%i
o.o%,
15.3%
Printed: 6/1212015 9:27AM
July 1 Budget
General Fund
Unrestricted and Restricted
Expenditures by Object
Munieta Valley Unified
Riv66ide County
33 75200 0000000
Fom
201516 Budqet
2014-15 Estimated Actuals
% Diff
Column
Total Fund
Unrestricted
01
Restricted
lJnrestricted
col.D+E
R6stricted
c&F
SALARIES
certifi@tedTeache6'salaries
Coriifi€tadPupilsupportsalaries
1100
Classified lnstructional Salaries
2100
Classifi6d Support Salaries
22OO
69,291-292.QQ__ l!15!gJzq.0q+ 82,895,070.00_ 68,696.087.00 1?-pl!.5!g!q. g?3lz_gg...qQ1 -QJx:
6,021,851.00] 191%l
,- 3,791,253.00 .1,512,654.00
certifietedsupeNisoc'andAdminisfatoG'salariEs 13oo -, 6,661,458.m -.-552,483.00 ?,213,941.00 6,74
545,597.00 72a9l57.q 1.O%
oth€rconifiet6d salari€s
1900 _
258,57q@_ _ s_l{Jll,.!q* _ 772,687.00 640,865.00 202,322.@ 843,187.!q 9.1%
TOTAL. CERTTFTCATEO SALARIES
80,002,579.00 16,183,026.00 96,18s,605.00 80,435,748.00 _ 16,061,043.00 96,496,791.00 0.3%,ct-AsstFtED sAt-AR,ts.
12OO
I
1,932,787.00 8,456,063.00 't0,388,850.00 2,109,725.00 8,868,930.00 10,978,655.00
9,577,139.00 2,562,338.00 '12,13g,477.OOi-. 10,147,g74.OO: 2]96,922i0 _12p442$.OOi
2,s33,411.Oq
Classifi 6d SuperuisoB' and Adminiskato6' Salaries
Cleri€|, Techni€l and Offie Salaries
Salaries
Otherolassified
5.7%
6.6%
240D :
29OO
7.O%
6,2A9.588.@ 344,906.00 8.6'14,494.00 6,852,383.00 415.944.00 7,268,327.00 9.9%
163.800.00 36.432.00 2OO.212.OO 191.693.00 28.317.00 22O.O1O.OO 9.9%
ETPLOYEE BENEFIS
STRS
310't-3102
PERS
3201-3202
OASDUMedi€re/Altemative
3301-3302
Health and Welfare Benefits
uo1-uo2
!
9,301,160.00
i
2,753,106.00 _.
3501-3502
r
so,soz.oo
i
14,204.00
Unemployment
lnsurance
Workers' Compensation
3601-3602
Allo€ted
3701-3702
OPEB, Active Employees
3751-3752
OPEB.
Other Employee Benefits
r@!.EUELOYEEBE
r,rEF
3,138,426.00 2,645,988.00 745,509.00
28A.OT7.N,
o--*
0.m;
3,391.4-9,2.0S_ 9.1t,
280,077.00
0.00
390't-3902
rrs
25.049.,160.00
8,056,308.00
864,21.(x)
1.,133.732.00
33.105.768.00 27.048.664.00 8.145.041.00
0.0%
35.193.705.00
6.370
BOOKS AND SUPPLIES
Approved Textbooks and Core Cunicula Materials
4100
Books and Other Referen@ Materials
4200
Materials and Supplies
4300
Non€pitalized Equipment
4400
Food
4700
25o.OO 100.927.00 39.0%
100.677.00
788,094.00 3,647,652.00 43.91L
oo
.. 1,347,980.00 -26J$.
17.
_
1,216,236.00
4 1A)
Aqann
6'!3,652.00
'
6q3 37?
OO
A 73A 056
00
5 063 006
00
I t1473)
-.-S.S%l
OO
AND OTHER OPERATING EXPENDITURES
Subagre€ments
f or
Seryi@s
Travel and Conferences
Du€s and Membe6hips
lnsurane
Operauons and Housekeeping
Seruices
51oO
155.000.00 1.763.706.00 1.918.706.00 170,000.00
5200
)26,008.00
5300
5400 -
5450
55m
1,084,334.00
i
-_
4.1fi.A72.6
0.00
1,084,334.00
1,256,280.00
o.oo
o.OO
4:tfifll2,oo
4.444.ilOO.OO
0.00
Rentals, Leases, Repairs, and
Nonepilalized lmprovements
i
I
5710
Transfets of Direct Costs - lnterfund
5750
Prclossionauconsulting S€rui@s and
OpoEting ExpendituEs
5800
Communi€tions
5900
TOTAL, SERVICES ANO OTHER
OPERATING EXPENDITURES
Califomia Dept of Edu€tion
SACS Financial Reporting Software - 20'15.1.0
File: tund-a (Rev 0'l/13/2015)
_ 1,961,706.00
374,289-00
I
2-2%
-16.01!l
62.790.00
._-
1,2s6,280.00
-9.8%
._:tE.gh
4.444.800.00
7.10/o
390,000.00 1,475,49.00 .- 9.41
(119.467.00) 119.467.00
0.00 0.0%
o.oo rro.arg.oor r.o*
*rr.oo,
5600
Transfe6 of DiEct Costs
1,79r,706.00
445,403.00 2s9.5?s.00 _111f,9!49 I
1
67.444.@ 2.200.00 69.644.00 62.790.00
0.00
1l!39!.0S
_
4,107,87't.OO 1612,942.q9_-_
413.916.00
i
t.Sm.m
6.020,813.00___.
415.416.00
i
384.458.00
9.mO.OO 393.458.00
-5.3%
l
Page 7
Printed: 6/1212015 9:27AM
July 1 Budget
General Fund
Unrestricted and Restricted
Expenditures by Object
Murieta Valley LJnified
Rivecide County
33 75200 0000000
Fom
2O1
5-r6 Rud6.t
Fund
col.D+E
Totsl Fund
Object
Unrestricted
col.A+B
Restricted
o/oDiff
Total
UnEstricted
01
Restricted
Column
CAPITAL OUTLAY
Land
6100
Land lmprcvements
6170
Buildings and lmprovements of Buildings
6200
Books and Medra for New School Libraries
or Major Expansion of School Libranes
6300
ooo
zJ2.&.N
6s00
Equipment Replacment
TOTAL, CAPITAL OUTLAY
OTHER OUTGO (excluding
-r*.orr,
O.OO
O.OO
I
O.OO
O.OO
O.OO
158,166.00 77,427.OO 235,593.00 't30,997.00. 2oO,OOO.OO
6400 _
Equipment
on%
--
o
oo
S
420,632.00
o.oo
SS+__
636,749.00
I
2'16,117.00
o.oo
L
130,997.00
O.oo 0.0%r
_ lSlgL
330,997.00
0.00 I
_ aolBqq.oq_ !
0.00
,__
o.ob
_.:19.9-%.
TransfeE of lndirect Costs)
Tuition
Tuition for lnstruction Under lnterdistrict
Attondane Agreements
7110
State Special Schools
7130
Tuition, Ex@ss Costs, and/or Deficit Payments
Payments to Disticls or Charter Sch@ls
7141
Payments to County Offi@s
7142
Payments to JPAS
7143
Transters o, Pass-Thrcugh Revenues
To Districts or Charter Schools
To County
Schools
Otfics
To JPAS
ROC/P Transfe6 of Apportionments
To Districts or Charter Scrl@ls
141,463.00
0.00.
141,1163.00
'147,000.00
0.oo
0.00
0.0%
72,t3
o.oo
o.oo
0.00
0.00
0.00
722,1
0.00
6500
7222
0.00
6500
7223
0.00
6360
7221
0.00
To County Offi@s
6360
7222
o.qc
To JPAS
6360
7223
AllOther
7221-7223
Other Transfe6 of Apportionmonts
Transfec
72A1-72A3
All Other Transfers Out to All Others
Debt
0.0%l
7212
Special Edu€tion SELPA Transfors of Apportionments
To Districts or Charter
6500
All Other
o.ml
7211
Otfies
To JPA8
To County
o.ml
7,e@-gq.
-'
o.o%.
0.0%
0.0%
0.0%
0.00
0.00
q. 0
0.00
I
000
000
O.OO
0.00
O.0O r
I
0.00
000
0.00
o.m
0.0%
00%
0.0%
o.o%
Seryie
Debi Servi@ - lnteest
7434
231.523.00
231.523.00
214.763.00
o.m
214.769.N
-7.2%
Other Debt Seryice - Principal
OTHER OUTGO - TRANSFERS OF INOIRECT COSTS
TransfeE of lndirect Costs
TransfeG of lndilect Costs - lnterfund
(241,188.00) 241.188.00
O.OO (2t5.954.00) 2,t5.954.00
(555.207.@)
O.OO (555.207.m) (503.056.00)
O.OO
(796,39s.00) _
241,188.00, (5ss,2O7.OO) (719,O1O.OO) 21s,954.00
7310
7350
TOTAL,OTHEROUTGO-TMNSFERSOFTNOTRECTCOSTS
141
Califomia Dept of Edu€tion
SACS Financial Reporting Software - 2015.'t.0
File: fund-a (R€v 01/13/2015)
10ad3AOO AaO)R11enn 1tu1G5SOO
Page
I
1A7271
l6Rnn
O.OO
O.O%
1503.056.00)
-9.4%
1rAA77?Onn rAqqqqlq8On
1)q^
Printed: 6/'1212015 9:27 Al,l
July 1 Budget
Genaral Fund
Unrestricted and Restricted
Expenditures by Object
Muni€ta Valley Unified
RivE6ide County
201+15 Btimatod
D6scriotion
Resource
Codes
Fom
ActuaE
Fund
col.A+B
tcl
Restrictod
rBt
01
2015-16 Budsst
Total
UnGstrict€d
(At
Objeqt
Codes
33 75200 0000000
Unrestricted
(Dt
Fund
col.O+E
(F)
Total
Restricted
(E)
% Difr
Column
C&F
INTERFUND TRANSFERS
INTERFUND TRANSFERS IN
From; Special REserye Fund
8912
Frcm: Bond lnterest and
Rgdemption Fund
8914
Othar Authorized lnterfund Transfets ln
8919
(a) TOTAL. INTERFUND TRANSFERS lN
0.00
I
0.0%
0.00
0.(x)
I
0.0%
0.00
0.00
0.Q%
0.00
0.m.
0.@
0.00
0.00
0.m
0.00
0.00
o.oo
0.m
o.oo
o.oo
o.oo
o.oo
0.0%
0.00
0.00
0.00
0.00
0.00
0.0%
O.OO
o.oo
O.o0
0.00
,
INTERFUND TRANSFERS OUT
To: Child D€velopment Fund
7611
To: Speial Re*rye Fund
76't2
To: Stab Sch@l Building Fund/
County Sch@l Facilities Fund
76'13
To: Cafetoria Fund
7616
Oth€r Authorized lntsrfund Transters Out
7619
25,776.OO
0.00
o.oo
O.OO
0.00
O.OO
482,000.00
O.OO
482,000.00 I
i_]U-IOTAL, INTERFUND TRAN
i
0.00
0.00
0.00
0.0%l
0.0%r
-100.0%,
-100.0%
OTHER SOURCEgUSES
SOURCES
Stat€ Apponionments
Emergency Apportionments
8931
0.00
0,00
I
0.00
0.00
I
0.00
0.0q1
Q.jvo
ProGeds
Procods frcm Sale/Leas+
Purchase of Land/Buildings
o.m
8953
|
0.0961
Other Sou@s
Transfots from Funds of
Lapsed/Rsorganized LEAs
Long-Tem Debt Proceeds
PD€eds trom C€rtif i€tes
of Panicipation
0.00
8972
Pro@eds from Lease Revenue Bonds
8973
All Other Financing Sources
o.oo
8971
Pro€ods frcm Capital L€ases
8979
o.oo
o.oo
0-0%l
o.oo
I
,-T-;
o.m
0.00
0.00
0.00
0.00
0.00
0.00
0-096l
0.0Yq
o.9vt
Transters ol Funds from
Lapsed/Reorganized LEAs
7651
All Other Financing Uses
7699
(d) ToTAL.
USES
|
0.00
o-m
o.oo.
0.00
0.00
0.00
0.00
|
0.0%l
0.0%1
0.00
CONTRIBUTIONS
Conlributions trom Unrestricied Revenues
8980
Conlibutions from Resticted Revenues
8990
(19.9e4.717.00)
19.991.717.00:
O.OO
0.00
0.0%L
i
o.o%l
o.oo
TOTAL, OTHER FINANCING SOURCEgUSES
(a-b+c-d+e)
(20,020,493.00)
19,512,717.00 (507,776.00) (23,337.159.00) 23,337,159.00
0.00
-100.0olo
-
Califomia Dept of Edu€tion
SACS Financial Reporting Software - 2015.1.0
File: fund-a (R6v 01/1312015)
Page 9
Pnnted: 611212015 9:27 AM
July 1 Budget
General Fund
Unrestricted and Restricted
Expenditures by Function
Murieta Valley Unified
Riverside County
33 75200 0000000
Form 01
Total Fund
Total Fund
col.D+E
col.A+B
REVENUES
1) LCFF Sources
8010-8099
2) Federal Revenue
81oG,8299 112,008.00 7.900.109.00, 8,012.117.m 308,210.00 7,454,925.m 7.763,135.00
3) Other State Revenue
830G8599
Loel Revenu6
860G.8799
4) Other
-3.1%
-o.20h
B. EXPENOITURES (Ob,iects'1000-7999)
100G't999
2) lnstruction - Related Seryi@s
3) Pupil
Seryics
4) Ancillary Servi@s
200G2999
41AA,72O.OO 15,s00,544.00
3000.3999
)lUr5'6
4000-4999
5) Community Seryi@s
5000-5999
6) Enterprise
600G6999
7) GeneralAdministration
700G7999
8) Plant Seryies
800G8999
9) Other Outgo
900G9999
500
0n
,
1aL
7a)
nn
)
7
Ook
11t 57a no
Ex@pt
760G.7699
810,645.00
1) lnterfund Transfers
a) Transfe6 ln
890G8929
o
b) Transfers Out
7600-7629
-30.9%
EXCESS (DEFICIENCY) OF REVENUES
OVER EXPENDITURES BEFORE OTHER
2) Other Sour@s/Uses
a) Sources
b) Uses
3) Contributions
4)TOT
06q"
893G8979
0.00
7630-7699
898G.8999 ('19.994,717.00) '19.991,717.00;
L.OTHERFTNANCTNGSOURCEgUSES
Califomie Oept of Edu€tion
SACS Financial Reporting Softwars - 20'15.1.0
File: fund-a (Rev 04/0212015)
00
(20,020.493.00)
0.00
0.00
0.00
(23,337,159.00)1
19,512,717.00 (507,776.00) (23,337,159.00)
Page
1
0.00
23.337,159.00,
23,337,159.00
0.00
0.00
0.0%
-100.0%
Ptinled: 6l'1212015 9t27 AM
July 'l Budget
General Fund
unrestrictod and Restricted
Expenditures by Function
Munieta Valley Unified
Riverside County
2014-15 Estimated
,hEcription
Function
ObFct
codss codes
E. NET INCREASE (OECREASE) IN FUND
BALANCE (C +
D4)
Unrestricted
(A)
33 75200 0000000
Fom
Actuals
2015-16 Budgot
Fund
col. A + B
(cl
Tottl
icted
(B)
Rest
01
Fund
E
(F)
(1,128,728.00). (2,499,376.00) (3.628.104.00). 17,212,445.00:
% Ditr
Column
c&F
Total
col. D +
Rsstricted
(E)
Uncstricted
(D)
1,91,984.00 18.79,429.00
-616.970
F. FUND BALANCE, RESERVES
1) B6ginning Fund Balan@
a) As of July 1 - Unauditod
9791
9793
b) Audit Adjustrnents
c) As of July 1 - Audited (F1a + F1b)
9795 i
d) Oth€r Rastatoments
I 14.444,079.00 7,305,767.00 3,510,208.00 10.815,975.00 -25.1%
O.O-O
O.OO
O.OO O.OO
SAO,
- -9.0%
-2s.1vo
1q8159/s.00
3,510,2q8.00.
7,3q5,767-90.
14,44!p79.09
6,009,584.00
9.434,4qq.0q_
.
0.m
8.434,495.00
O.OO
6,009.584.00
L
2) Ending Balane, June 30 (E + F1e)
2q570,404.00
173.4o/o
00
0.0%
Compononts of Ending Fund Balan@
a) Nonspendable
Cash
Stores
Prepaid Exponditures
All OtheE
b) Restrictod
9711
R€volving
c) Committed
stabilization
9712
q00_
9719
Resource/Object)
Resource/Object)
oooo
Funds
oooo
Med-Cal Administrative Activities
OOOO
Donatrons
oooo
Site Safety Awards
OtherAssignments (by
one-Time unrestricted
9750
o'oo-
9760
O.OO
9780
9780
9780
9780
9780
1,063,690.00
-
-_-._
Donataons
9780
9780 11i'OOO.OO
9780 334,OOqo0
Schools
Fees
Discretionary
Site Suoolemental
Supplemental Dascretronary
oo00
OOOO
0000
OOOO
9780 9o'ooo.oo
9780 e7341'0Q
490,000.00
9780 490'000.00
Activities
Green Team
Non Resident Student
ReseilsrorE@nomicunsrtainti6s
UnassiqnecuunapprcDriatod Amount
Califomia Dept of Edu€tion
SACS Financial Reporting Software - 2015 1.0
File: fund-a (R€v 04/0212015)
o
oo
o'qq
0 q0
O.OO
O.OO
-.-,..
s789 L
9790
0
o.0o
q'0!
-
-9!9.
10,Q18,940.00
133,ooo Q9
334-9OO.OO i
19,349'oo
i
5,052,192.00 5,052,192.00
-
ooE ,ao n^ 1u,eq5,zuv.uu,1,063,690.qo r^
,
- 1
o.m
o.oo -
O.OO
o.
43.90k
0
00
q'0%
0
00
0'0o/o
qqs 249 00
n oo
10
ru'rvo,rcv'vu
V.!{9-
---
4oo,ooo'09
veorl
/o
10,018p40.00
. a$'000
00
i334,00900
00
-'
.-
!Qo'00000
133,OOO'O?
-
,$4'q0O'00
'90 9Qq 00
-87'341'00
-+4uu'ooo'uu
-+400,090'00
e) Unassigned/unaPProPnated
,
l
*-o-SS-
0.0O.
-__
oooo
OOOO
oOOO
lredi-Cal Administrative
o.oo
o.0o
d) Assigned
SitesupplementalDiscretionary
o,oo
9740
Arangements
Other Commitments (by
o.@
o.oo
o.oo
9713
5-!C9-gqSoOf----,,---O OO
687.747 00
Page 2
-19'349
l
1
5'539'330'00 5'q9gJ]q!S1------- !
O OO
7 809 147 00
687 747 00
l'699JZq'09' 2'9ve
7'809"147 00 1035 5%
Pi.aled. 611212015 9:27 AM
Murrieta Valley Unified
Riverside County
Resource
July 1 Budget
General Fund
33 7s200 0000000
Form 01
Exhibit: Restricted Balance Detail
2014-15
Estimated Actuals
Description
2015-16
Budqet
5640
Medi-Cal Billing Option
496,611.00
496,611.00
6230
California Clean Energy Jobs Act
138,978.00
138,978.00
6500
Special Education
6512
Special Ed: Mental Health Services
81
s0
9010
Ongoing & Major Maintenance Account (RMA: Education Code Secti
Other Restricted Local
Total, Restricted Balance
California Dept of Education
SACS Financial Reporting Software -2015.1.0
File: fund-a (Rev 04/06/201 1)
Page
1
27,460.00
27,460.00
1,253,460.00
1,174,438.00
0.00
1,s93,699.00
1,318,549.00
'1,896,156.00
3,510,208.00
5,052,192.00
Printed: 611212015 9:27 AM