LCAP Year (select from 2017-18, 2018-19, 2019-20)
2019-20
Local Control Accountability Plan and Annual Update (LCAP) Template

Local Control
Accountability Plan
and Annual Update
(LCAP) Template
LEA Name
Desert Sands Unified School
District

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

Contact Name and Title
Scott L. Bailey
Superintendent

Email and Phone
slbailey@desertsands.us
(760) 771-8501

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

Desert Sands Unified School District
Our Students
Located in the central area of Coachella Valley, Desert Sands Unified School District (DSUSD)
serves the socioeconomically and ethnically diverse populations from the cities of Bermuda Dunes,
Coachella, Indian Wells, Indio, La Quinta, Palm Desert, and Rancho Mirage. The District currently
operates eighteen elementary schools, six middle schools, four comprehensive high schools, two
continuation high schools and one alternative education school. In addition,10 Early Childhood
Programs which include our Head Start Program and State Pre-Schools spread across the district.
The district is the largest employer in the Coachella Valley (nearly 2,700 employees), covers more
than 752 square miles of Riverside County, and operates on a projected annual budget of
$342,000,000. The district’s fall 2018 enrollment for students in TK-12 was 28,610, of which 73.8%
are of Hispanic descent, 18.2% are white, 1.6% are African American, 1.9% Asian, and 2.7% other
ethnicity. The diversity among the population is evidenced by the 32 different home languages
reported; however, Spanish is the home language of 94.9% of the district's nearly 6,150 English
Learners. The district has an unduplicated pupil percentage of 71.66%; 23.5% are English Language
Learners, 70% are from low-income families eligible for free or reduced-priced meals, which includes
137 Foster Youth and 254 homeless students; and 11.1% are students with Individual Education
Plans (IEPs).
Outcomes
The Coachella Valley prides itself on its agricultural history and multi-generational families rich in
Hispanic culture. The warm and beautiful desert landscapes and famous resort cities provide a
quality of life that attracts seasonal residents known as “snowbirds", annual conventioneers, tourists,
and a growing population of “permanent” residents that work in the area's year-round agriculture,
resort hospitality industry, health industry, home construction, and remodeling, landscaping firms,
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 and retail sector. To expand the educational and workforce options in the valley, Desert Sands
partners with local post-secondary education institutions, California State University, San Bernardino
Palm Desert Campus and College of the Desert, industry, and a non-profit, One Future Coachella
Valley, to fulfill the goals within a Regional Plan for College and Career Success- A five-year
framework outlines how business and education will collaborate to achieve increased high school
graduation rates, college readiness, teacher and higher skills training completion, and numbers of
local students with higher wage jobs. Key to this is involvement from our region's employers, which
ensures that student preparation is aligned with local current and future workforce needs. College
attainment and an expansion of our district’s Career Technical Education (CTE) programs are
promoted by business community involvement. Desert Sands has built an impressive array of CTE
program choices over the past five years, with approximately 38% of 10-12 grade students enrolled
in a career or interest-themed program during the 2017-18 school year. Rigorous, A-G approved
coursework, fostering career and college readiness, is accessible at all high school campuses. The
51.4% of DSUSD’s 2017-18 graduates meeting the UC/CSU entrance requirements is nineteen
percentage points greater than the A-G completion rate just six years ago. Rigorous and engaging
academic options for all students are a high priority to ensure students graduate with the greatest
number of post-secondary choices from the widest array of options. The increasing successes in
high school student outcomes, including college enrollment and persistence, have positively
impacted elementary and middle school programs as well. According to the most recently available
data from the National Student Clearinghouse, 62% of DSUSD class of 2018 graduates have
enrolled in a two or four-year college within a year of receiving their high school diploma. In 2018-19,
one of our middle schools was honored as a re-designated School to Watch, for its sixth time. A
focus on college preparedness was an accolade noted at many schools becoming school-wide AVID
schools. Desert Sands holds the regional award for the high school with the highest FAFSA
completion rate of 90%. Expanding programs focused are on STEM (Science, Technology,
Engineering, and Mathematics), and career interest, early indicators of college readiness such as
the PSAT are given to all students at grades 8, 9, 10, and an SAT school-day for grade 11.
Advancement Via Individual Determination (AVID) programs are implemented at all middle and high
schools and three elementary schools. This program provides equitable opportunities, prioritized to
meet student needs of those whose educational journeys are more challenged by language and/or
economic barriers. Such preparatory work has translated to broader post-secondary opportunities.
Desert Sands is committed to continuous improvement by reducing the academic gaps and ensuring
equity for all students to access the opportunities, supports and tools needed to ensure college,
career, and life readiness.

Supported by an Engaged Community
The Desert Sands’ cities and schools work together to enhance both facilities and programs. A
locally elected five-member Board of Education governs our district and each trustee represents a
geographic area within our district’s boundary. A student board member is selected from each of the
Desert Sands' high schools and serves on the Board rotating throughout the year, providing student
voice in policy-making and input on engagement opportunities for students. Further evidence of
community support is a local schools’ general obligation bond approved by 70% vote in November
2014 to maintain classrooms and facilities specifically to prepare students for college and goodpaying jobs in math, science, engineering, technology and skilled trades. Local cities are a resource
to their schools through grants, student scholarships, and other donations and the involvement of
city officials and community volunteers in classrooms and at school events.
Desert Sands has informed, consulted and solicited feedback from school and community
stakeholders including District English Language Advisory Committee (DELAC), District Advisory
Committee (DAC), student groups, certificated and administrator groups, and the District LCAP
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 Advisory Committee for the annual update of the LCAP. Throughout the year, district officials met
monthly with parent groups in DAC and DELAC to educate them on the LCAP template and to
update them on the progress of the annual update. Additionally, they were provided opportunities to
have input on enhancing, removing or adding Actions and Services. District staff visited the four
comprehensive high schools to meet with students groups representing a cross section of the
student body. Students were provided opportunity to discuss current conditions and ideas for school
improvement. The 2018-19 LCAP survey was conducted in February and made available to
students in grades 3-12, all parents, teachers and community members. As a result, over 4,847
staff members, parent and community members and 13,410 students responded to the survey. More
impressive was over 9,838 written responses relating to the three LCAP goals. Written comments
provided insight and direction for LCAP advisory groups to consider during the annual update
process. The LCAP Advisory is composed of over 50 members representing students, teachers,
classified and certificated staff, and community members. The LCAP Advisory Committee met three
times over the year to review dashboard indicator data, survey results, and parent and student group
feedback. After reviewing data from multiple sources, The LCAP Advisory lifted up areas for
improvement or removal in Actions and Services.

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

The planned actions and strategies within the 2019-20 LCAP support TK-12 efforts to increase
early literacy, high levels of student engagement in 21st Century learning environments, and A-G
completion rates while maintaining a district-wide on-time graduation rate above 92.4%. Higher
expected outcomes for students, specifically directed at alternatives to suspension, will result in a
decrease in student discipline incidents leading to suspension while achieving attendance rates at
all schools above 95%. Inclusion of all school sites into the Scale-Up Multi-Tiered Statewide
(SUMS) grant-funded implementation of the Multi-tiered System of Supports (MTSS) will integrate
plans that address students’ academic, behavioral, social and emotional needs through early
identification of, and multiple avenues of intervention for, struggling students, including students
with disabilities, a group with higher than average chronic absentee and suspension rates. The
MTSS model, in concert with the professional development plan and embedded within each of our
LCAP goal areas are to support administrative, certificated, and classified staff in identifying and
addressing students' needs.
Desert Sands is committed to supporting teachers through professional development days, lesson
studies, and through site-based instructional rounds ensuring appropriate instructional strategies
are implemented addressing high need students including English Learners, Foster Youth, and
Students with Disabilities. The district’s professional development has focused on, and will continue
to focus on, best first instruction, to include differentiated instruction, inclusive practices,
strengthening Professional Learning Communities (PLC), and the Rigor/Relevance framework. The
use of the Rigor, Relevance Framework and Student Engagement rubrics, provides a common
structure for teachers to evaluate and plan lessons and instructional strategies. Specialized
supports through content, grade-level, early literacy, and language acquisition Project Facilitators
were provided as needed.
The annual LCAP survey, along with the climate online survey through Panorama, gave various
stakeholders the opportunity to provide input on and/or make suggestions for improvement to the
outcomes for student achievement, college and career readiness, and responsible citizenship. The
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 rated responses from parents, students, community members, and staff prioritized the following:
counselors, technology, AVID, CTE programs, and intervention/tutoring programs. The survey
response ratings from more than 9,838 written responses provided additional insight on strengths
and opportunities and highlighted LCAP actions in response to the written responses; it prioritized
the expansion of AVID, continued focus on Professional Learning Communities (PLC's), and the
expansion of CTE programs at the middle and elementary levels.

Review of Performance
Based on a review of performance on the state indicators and local performance indicators included in the
California School Dashboard, progress toward LCAP goals, local self-assessment tools, stakeholder input, or
other information, what progress is the LEA most proud of and how does the LEA plan to maintain or build
upon that success? This may include identifying any specific examples of how past increases or improvements
in services for low-income students, English learners, and foster youth have led to improved performance for
these students.

Greatest Progress
Creating a College and Career Ready Culture
With the graduating class of 2018, the established goal to reach a 90% four-year cohort, on-time
graduation rate was achieved (DSUSD 92.4%; State 83.5%). Significant progress was further made
by the class of 2018 graduates in the completion of A-G college entrance requirements. 51.4% met
the rigorous requirements, an increase of 2.2 percentage points over the previous year's cohort; the
fourth consecutive year exceeding the countywide rate, and for the second time exceeding the
statewide rate. The 2018 California Dashboard represents multiple accountability measures
reflecting the students served through the district's LCFF, the current graduation rate, status and
change from the prior year resulting in an all-students' performance level color of Green/Maintained.
To continue this progress and further the TK-12 college and career ready culture, LCAP actions
provided multi-tiered interventions at all grade spans, AVID at three elementary schools and all
middle and high schools, robust credit recovery and A-G grade validation opportunities at high
schools, training for counselors to conduct transcript audits, ongoing training for teachers of
Advanced Placement (AP) and International Baccalaureate (IB) coursework, and the administration
of the PSAT to all students in grades 8, 9, and 10, and the SAT for grade 11.
The California Assessment of Student Performance and Progress (CAASPP), which measures
college and career readiness, places Desert Sands above the county and state for the percent of
students at the met or exceeded standards achievement levels in ELA and above the county but
below the state achievement levels in mathematics. In ELA and math, there was a slight drop in the
student groups of English Learners, socioeconomically disadvantaged, and Foster Youth. English
Learners had the least amount of decrease in both ELA and mathematics performing in the color of
Orange. Professional development is used to assure full implementation of content standards,
training in the Rigor/Relevance Framework, and in PLC's as structures for staff to utilize with
instructional planning will continue to be supported in our LCAP. For students, K-2 use of early
literacy assessment, Dynamic Indicators of Basic Early Literacy Skills (DIBELS), best first
instruction, and interventions were provided. The College/Career Indicator, on CA Dashboard,
evidenced 43.5.% of the class of 2018 graduates having met the criteria as college and/or career
"prepared" with an additional 21.1% identified as "approaching prepared." An intensity of focus on
the multiple pathways to demonstrate preparedness will continue to be monitored including
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 measurements newly adopted by the State Board of Education for the alternative high schools on
the Dashboard Alternative School Status (DASS) dashboard.
The California Dashboard indicator which illustrates progress for English Learners in gaining
language proficiency proudly resulted in a performance color of Green in 2017. Data for 2018 is not
yet available until fall 2019 due to calculation changes. Integration of English Language
Development (ELD) through content was advanced through site-based Instructional Coach support
and the newly adopted ELA/ELD textbook. Analysis of district's performance on state indicators
reported in the Fall 2017 release of the California School Dashboard showed the district has
continued to make progress on outcomes for English Learners, with the rate of reclassification. Fall
2019 will have the release of our 2018 data for re-classification. A greater focus through our
Structured Academic Support Time (SAST) and site-based Professional Learning Communities
(PLC) to increase awareness of the unique challenges and methods to address long-term English
Learners will continue the successes achieved in the past. District Project Facilitators and site-based
Instructional Coaches continue with ELA/ELD Implementation Walks to identify areas of continuing
need for professional development, especially those for integrated and designated ELD. Proudly, the
class of 2018 graduates were the second highest in the county to be awarded the State Seal of Biliteracy to those meeting eligibility criteria. While the first year awarded 227 graduates with the State
Seal of Bi-literacy, over 300 such acknowledgments of this accomplishment were awarded this year.
We are confident Bi-literacy recognition upon high school graduation will increase as we continue to
launch work in 2019-20 with the California Association of Bilingual Educators (CABE) to develop a
strong and sustainable Dual Language Program (DLI), preparing students to succeed in the global
economy and valuing a world of cultures.
The fall 2018 California Dashboard Suspension Rate Indicator improved two performance colors
overall from Orange to Green. Eleven student groups made great gains moving out of a Red or
Orange performance color leaving only one student group in Red.
2018-19 saw a significant increase in parent engagement in committee and workshop attendance.
This was most-impressively highlighted through response to the school climate and LCAP input
surveys. Over 3,500 parent and community members participated in this year's Panorama survey,
increasing from last year's number of 1700. The accessibility of the online survey instrument and
ongoing district-to-home communication will continue the engagement trend.

Referring to the California School Dashboard, identify any state indicator or local performance indicator for
which overall performance was in the “Red” or “Orange” performance category or where the LEA received a
“Not Met” or “Not Met for Two or More Years” rating. Additionally, identify any areas that the LEA has
determined need significant improvement based on review of local performance indicators or other local
indicators. What steps is the LEA planning to take to address these areas with the greatest need for
improvement?

Greatest Needs
The California Dashboard Accountability Performance Indicators
The Desert Sands Unified School District's accountability indicators as represented on the California
Dashboard identified three metrics in greatest need of improvement. The Academic Indicators for
both English language arts and mathematics hold the Orange performance level color representing

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 a decline in students meeting standard but remained at the same performance color from the fall
2017 California Dashboard.
Our Foster Youth student group represents less than 1% of our enrollment and qualifying for
Differentiated Assistance in the areas of Priority 5 (Chronic Absenteeism) and Priority 6 (Suspension
Rate) both with a performance level color of "Red" makes this a priority in addressing the needs of
our Foster Youth to improve attendance and reducing their suspensions through targeted support.
Upon notification, management consultation occurred between the Riverside County Office of
Education (RCOE) and district leadership. The assistance from the Riverside County Office of
Education (RCOE) and WestEd continues to encourage building capacity, focusing on strengthening
systems and supports of continuous improvement. District divisions attended workshops
collaborating on root cause analysis at the district-level and continued this work with principals to
capture information from the site leadership. The strengths, areas of concern, and next steps
illuminated through this collaborative process have been incorporated into the Goals, Actions and
Services of the Desert Sands LCAP 2019-20 updates.
Reviewing the Dashboard’s Five-By-Five Placement Reports at the site-level highlighted a more
specific area of high need: achievement in ELA at the middle grades. Five of our six middle schools
have an ELA performance level color at Orange, and one achieved a Yellow performance level
color. We will continue professional development for the recent ELA/ELD textbook adoption as
outlined in the actions and strategies of Goal 1 through professional development and strengthen
planning for best first instruction through site-based Professional Learning Communities (PLC). We
will support the ELA metric with the new standards aligned social science textbook adoption.
Centralized support personnel including elementary, middle, and high, includes a Project Facilitator
for mathematics reported evidence of significantly increased instructional rigor and alignment to
grade level math standards. The results of the interim assessments were analyzed by our
centralized math facilitators and used to modify curriculum guides and assessments for the
upcoming year. High schools were funded for class size reduction beyond the formula by one and
will be provided an additional Full Time Equivalent (FTE) support for mathematics intervention. The
renewed investment in PLC work to ensure every staff member is connected through meaningful
collaboration is ongoing. Sites will continue to use weekly collaboration time to review, analyze and
monitor student data and examples of student work, create assessments, and plan interventions.
Acknowledging that our suspension rates declined, we must remain mindful to continue to support
effective alternatives to suspension through counseling and programs adopted for district-wide use.
Moving forward, Multi-Tiered System of Supports (MTSS) training and coaching, which began in
2017-18 at 15 school sites and the remaining sites joined in 2018-19, will be in effect at all of our
school sites. Positive Behavior Intervention Supports (PBIS), and analysis and response to Social
Emotional Learning competencies for both students and educators evidenced through an annual
survey through Panorama Education will continue to build on the successful work of the Student
Assistance Program and attendance facilitators in the monitoring and support provided to behavior
interventions by the Student Support Services Division. We will continue receiving support from
RCOE and California Department of Education (CDE) for professional development and district-wide
training in Inclusive Practices in alignment with the district MTSS initiative and the district mission,
vision, and values. Numerous trainings to staff on topics such as trauma-informed care, Mental
Health First Aid, and suicide risk assessment will further support both academic and behavioral
needs.
Students with Disabilities (SWD), representing approximately 11% of enrollment, is the district's
highest-need student group. Need is illustrated by a performance level color of Red in three
indicators, the College and Career Indicator (CCI) and the Academic Indicator for math and ELA.
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 Improvements to impact SWD outcomes include district staff work to fully implement MTSS and to
provide greater opportunities for full inclusion. With the SWD at Red in two different LCFF priority
areas: Priority 4 (ELA and mathematics achievement) and Priority 8 (College & Career), DSUSD
continues to qualify for Differentiated Assistance. Our Foster Youth student group represents less
than 1% of our enrollment and qualifying for Differentiated Assistance in the areas of Priority 5
(Chronic Absenteeism) and Priority 6 (Suspension Rate) both with a performance color of "Red"
makes this a priority in addressing the needs of our Foster Youth to focus on improving their
attendance and reducing their suspensions through targeted support. The System of Supports
through Differentiated Assistance is the second tier of assistance provided to districts that meet
certain eligibility criteria. In collaboration of efforts, our Student Support Services and Educational
Services departments, will continue work with WestEd. The Riverside County Office of Education
and ongoing participation in the CCEE PLN, will provide support to Desert Sands in building the
capacity to improve student outcomes. The Student Support Services Division through its staterequired Performance Indicator Review (PIR) of data and analysis of underlying causes receives
additional support from RCOE to improve the quality of education and improved college and career
readiness outcomes for all students, with an emphasis on students with disabilities.

Referring to the California School Dashboard, identify any state indicator for which performance for any student
group was two or more performance levels below the “all student” performance. What steps is the LEA
planning to take to address these performance gaps?

Performance Gaps
Performance Gaps: Supporting the Needs of Students With Disabilities, English Learners and Foster
Youth
Desert Sands strives to ensure equity for all students by closing gaps across the achievement
spectrum and strive for improvement. Student groups that have two or more performance levels
below the "all students" group are a priority. The College and Career Indicator (CCI) has a
performance gap for the "all student" group in the Medium performance level/Yellow, while our SWD
and English Learners are in the Very Low/Red. The Graduation Rate for our "all students" group is in
the Medium performance color of Green, while our Foster Youth are in the Very Low performance
color Red.
The district has met with school sites supporting the English Learners by reviewing The English
Learner Roadmap Self-Reflection Rubric. Part of the work included evaluating site master
schedules, each sites Single Plan for Student Achievement (SPSA), and appropriate placement of
English Learner students. Educational Services will provide support through professional
development with the ELD curriculum, the designated ELD supplement StudySync, and Project
Facilitators supporting site Instructional Coaches focusing on appropriate strategies for closing the
achievement gap.
Our Foster Youth liaison provides direct support to students, families and staff to meet the needs of
students identified as Foster Youth. The liaison regularly runs a report to share with school sites to
ensure they are aware of students who are identified as Foster Youth. In addition, the liaison
monitors key early warning indicators such as grades, attendance and behavioral incidents, to
identify students in need of increased assistance. Students identified as Foster Youth receive Tier III
counseling and mentoring support as needed. This year, DSUSD also added individualized virtual
tutoring support, providing 24 hour training supported by highly trained tutors. Students who are
Foster Youth also receive priority enrollment for after school programs. In order to better understand
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 and coordinate services to meet student needs, the Foster Youth liaison works closely with the
Department of Social Services both in an informal, ongoing manner, and by participating in more
formal activities such as Child Family Team meetings. Additionally, Foster Youth students were
engaged in empathy interviews and will also receive counseling for Social Emotional Learning
(SEL), academic placement and support, as well as priority enrollment for after school programs.
The additional Project Facilitator for Special Education will collaborate with other core content area
Project Facilitators, elementary and secondary, in providing strategic, impactful, data-driven
professional development and coaching to all teachers in using district adopted curriculum. This year
an implementation team was formed in order to create scaffolds for grade level curriculum at all
grade levels that could be accessed and used by all teachers for all students, regardless of their
academic weaknesses. This position also requires a high level of collaboration with the offices of
Educational Services, State and Federal Programs, and Assessment in delivering professional
development in regards to curriculum and instruction for English Language Learners who receive
Special Education services. Project Facilitators will function as a liaison and resource, identifying
training needs and/or coordinating professional services for all teachers in the district.
Within the Special Education department, the Project Facilitator position has played a vital role in
planning, creating and delivering corrective action training required by the CDE in regards to IEP
compliance and Educational Benefit. Training and support has been provided to special education
personnel as well as general education to ensure Special Education services are provided for SWD
in compliance with district, state, and federal requirements. The Project Facilitator also collaborates
with Educational Services Project Facilitators team, MTSS, Differentiated Assistance, EL/Sped
Reclassification, curriculum adoption teams and is the designated district support for two elementary
TRAC Leadership teams.
The role of the Project Facilitator also provides direct support to Special Education/general
education teachers who are working in collaborative classrooms through on site support, training off
campus, and Learning Academies. A main focus this year has been to coach and inspire all
teachers to accomplish goals in improving instructional practices through inclusive strategies that
meet the needs of all students.
Because our district has been identified for Differentiated Assistance, Goalbook will provide teachers
with the tools to design individualized and whole class instructional objectives and plan meaningful
classroom activities that challenge and support all learners. Goalbook is a five step comprehensive
instructional design process that unifies standards based instruction and Universal Design for
Learning (UDL) so that educators can ensure that all students will be college and/or career ready.

Comprehensive Support and Improvement
An LEA with a school or schools identified for comprehensive support and improvement (CSI) under the Every
Student Succeeds Act must respond to the following prompts.

Schools Identified
Identify the schools within the LEA that have been identified for CSI.

Schools that have been identified for Comprehensive Support and Improvement are Indio Middle
School, Thomas Jefferson Middle School and Summit High School.

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 Support for Identified Schools
Describe how the LEA supported the identified schools in developing CSI plans that included a school-level
needs assessment, evidence-based interventions, and the identification of any resource inequities to be
addressed through the implementation of the CSI plan.

Desert Sands Unified School District is committed to supporting our three schools identified for
Comprehensive Support and Improvement (CSI). Jefferson Middle School’s CA Dashboard shows
the Chronic Absenteeism indicator performance level color in Red, and ELA, mathematics and
Suspension Rate indicators performance level color in Orange. Indio Middle School’s Chronic
Absenteeism and mathematics indicators performance level colors are Red, and Suspension Rate
and ELA indicators have a performance level color in Orange. Summit High School has been
identified due to their Graduation Rate, defined by the state as having not met a 67% graduation
cohort rate average over a two year span, therefore their performance level color is Red.
A comprehensive school needs assessment was conducted and included reviewing Dashboard
data, administering school climate and social-emotional surveys to teachers, administrators,
students and parents. In addition, the Healthy Kids Survey was administered and site leadership
teams engaged in a continuous cycle of improvement through the School Plan for Student
Achievement (SPSA) and MTSS plan implementation and review.
The needs assessment results identified inequities in the distribution of human resources to provide
additional direct assistance, capacity building of current staff, and intervention programs for
students. Consequently, redistribution of district level human resources will result in additional
support at our CSI schools, the implementation of additional academic and socio-emotional
intervention programs for students, and professional development for site staff.
The Educational Services and Student Support Services Departments will make a concerted effort to
assist the three identified CSI schools by devoting more time and resources to ensure success at
these schools sites. The Assistant Superintendent of Educational Services, the Senior Director of
Secondary Education, the Director of Professional Development and Teacher Support, the
Coordinator of Assessment and Accountability, the Administrator of College and Career Readiness
and the Director of State and Federal Programs will work extensively with each site's principal.
Ensuring there is alignment of support, Educational Services administration will meet to discuss
identified areas of support (i.e., professional development, allocation of resources, etc.) for the CSI
schools.
Jefferson Middle School and Indio Middle School will develop and implement a Tier II Intervention
Center staffed by a Mental Health Specialist to address the students’ academic and socio-emotional
needs. This center will address the Suspension, Chronic Absenteeism and socio-emotional
concerns. At the high school, to address the Graduation Rate, a summer academy will be
implemented to address credit deficiencies.
All three sites have identified targeted areas of professional development. Staff will attend
conferences and workshops related to PLC's, collaborative structures to enhance student
engagement and parent outreach. In addition, there will be additional coaching provided to build the
teachers’ capacity in math and ELA content knowledge.
The CSI plans were developed through a multitude of planning sessions which included site
principals and district office leadership. Directors provided assistance in their area of expertise (e.g.
Director of Secondary Education-curriculum, Director of Professional Development and Teacher
Support-professional development support and Director of State and Federal Programs and LCAP
Coordinator-assistance with alignment of SPSA with LCAP, leveraging funding).
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 Monitoring and Evaluating Effectiveness
Describe how the LEA will monitor and evaluate the implementation and effectiveness of the CSI plan to
support student and school improvement.

Desert Sands Unified School District will support the CSI schools through a collaborative effort.
During site leadership days, Educational Services, along with the leadership team at the site, will
review their SPSA and specific data associated with intervention supports. We will monitor the
effectiveness of actions and strategies embedded in the CSI plan through several ways:
At the middle school level a comprehensive data tracking system and intervention program, iReady,
will support students in the areas of ELA and math. iReady will place students into a cycle of
instruction that will be taught in a blended model utilizing the intervention program and strategic
instruction by the teacher. Students will be assessed three times a year using a diagnostic
assessment to establish the baseline and monitor growth of standards mastery through the content
specific PLC process.
Through the implementation of the new data analytic system, Hoonuit, the district will monitor the
progress of high school students' toward graduation. The Hoonuit platform will provide data focusing
on daily attendance and participation in the summer academy. Additionally, through the Edgenuity
academic platform, monitoring of progress toward credit attainment will be reviewed at regular
intervals.
Educational Services met and will continue to meet with each site principal to discuss the needs for
their school and CSI plan implementation. District Project Facilitators will provide support to sites
through a lesson study model in ELA and math. Lesson studies will be facilitated through ELA and
math PLC collaboration. Both Educational Services and site principals will conduct Instructional
Walk-throughs to monitor progress of lesson study.
The District will monitor and evaluate the implementation and effectiveness of the Tier II Learning
Center through data monitoring at quarterly intervals. The data will include but not be limited to the
following: number of referrals, number of parent and student contacts, academic progress and
attendance.
The CSI plans were developed through a multitude of planning sessions which included site
principals and district office leadership. Directors provided assistance in their area of expertise (e.g.
Director of Secondary Education-Curriculum, Director of Professional Development and Teacher
Support-professional development support and Director of State and Federal Programs and LCAP
Coordinator-assistance with alignment of SPSA with LCAP, leveraging funding).

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 Annual Update
LCAP Year Reviewed: 2018-19
Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed.

Goal 1
ALL STUDENTS WILL DEMONSTRATE GROWTH AS MEASURED BY FEDERAL, STATE AND DISTRICT ASSESSMENTS

State and/or Local Priorities addressed by this goal:

State Priorities:

X
X
X
X
X

Priority 1: Basic (Conditions of Learning)
Priority 2: State Standards (Conditions of Learning)
Priority 3: Parental Involvement (Engagement)
Priority 4: Pupil Achievement (Pupil Outcomes)
Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities:

Annual Measurable Outcomes
Expected

Actual
1-A EAMO: Met
100% of core classroom teachers were appropriately assigned and fully
credentialed.

Metric/Indicator
All core classroom teachers are appropriately assigned and fully
credentialed.
Annual Williams/SARC Report
18-19
1-A
Continue to have 100% of all core classroom teachers appropriately
assigned and fully credentialed.
Baseline
99% of all core classroom teachers (2016-17) are appropriately assigned
and fully credentialed.
Metric/Indicator

1-B EAMO: Met
Page 11 of 191

 Expected

Actual
100% of district pupils continued to have sufficient access to the standards
aligned textbooks and instructional materials as evidenced by the Fall 2018
Williams Report.

All district pupils have sufficient access to the standards-aligned
instructional materials.
Annual Williams/SARC Report
18-19
1-B
Continue to have 100% of all students with access to textbooks and
instructional materials.
Baseline
100% of all students have access to textbooks and instructional materials.
Metric/Indicator
Districtwide achievement in grade-level standards for ELA will result in a
performance category of Green. EL, SED, and SWD student group
achievement in grade-level standards for ELA will result in a performance
category of Yellow or Green.
California Dashboard: Academic Indicators
18-19
1-C
Increase student achievement levels and scale scores to close the gap in
distance from level 3 (standard met) districtwide and for each student group
in ELA.
Increase the districtwide performance category from Orange (Fall 2017
Actual) to Yellow, reducing the gap in distance from level 3 by at least 5
points.

1-C EAMO: Not Met
2017-18 California Dashboard results for ELA based on student performance
on the Smarter Balanced Summative Assessment:
Districtwide: Declined 5.8 points, Performance Level Orange
EL: Declined 4.5 points, Low/Declined, Performance Level Orange
SED: Declined 7.1 points, Low/Declined, Performance Level Orange
SWD: Declined 2.8 points, Very Low/Maintained, Performance Level Red

Baseline
California Dashboard Academic Indicator for ELA (2015-16):
Districtwide: 13.3 points below level 3 (Standard Met); Performance
Category is Yellow.
EL: 34.9 points below (Yellow)
SED: 28.8 points below (Yellow)
SWD: 107.9 points below (Red)
Metric/Indicator
Districtwide achievement in grade-level standards for mathematics will result
in a performance category of Green. EL, SED, and SWD student group
achievement in grade-level standards for mathematics will result in a
performance category of Yellow.
California Dashboard: Academic Indicators

1-D EAMO Not Met
2017-18 California Dashboard results for Math based on student performance
on the Smarter Balanced Summative Assessment:
Districtwide: Declined 4.8 points, Performance Level Orange
EL: Declined 3.8 points, Low/Declined, Performance Level Orange

Page 12 of 191

 Expected

Actual
SED: Declined 7.1 points, Low/Declined, Performance Level Orange
SWD: Declined 2.8 points, Very Low/Maintained, Performance Level Red

18-19
1-D
Increase student achievement levels and scale scores to close the gap in
distance from level 3 (standard met) districtwide and for each student group
in Mathematics.
Increase the districtwide performance category from Orange (Fall 2017
Actual) to Yellow, reducing the gap in distance from level 3 by at least 7
points.
Baseline
California Dashboard Academic Indicator for Mathematics (2015-16):
Districtwide: 44.2 points below level 3 (Standard Met); Performance
Category is Yellow.
EL: 65.2 points below (Yellow)
SED: 59.7 points below (Yellow)
SWD: 132 points below (Orange)
ELPI indicator: Status will be released in the 2019 Dashboard in mid to late
October;
Change will not be included in the calculation until the 2020 Dashboard
release.

Metric/Indicator
English learners will make annual progress toward English proficiency to
maintain an ELPI performance category of Green.
California Dashboard: English Learner Progress Indicator
18-19
1-E
Increase the percent of English learners demonstrating annual progress in
English Language Proficiency by 2% and maintain an ELPI performance
category of Green.
Baseline
California Dashboard English Learner Progress Indicator (2015-16): 69.7%
of ELs in 2014-15 evidenced progress in acquiring English fluency or were
reclassified as fluent. Performance Category is Green.
Metric/Indicator
English learners will meet criteria for reclassification.
CALPADS Fall I Report
18-19
1-F

1-F EAMO: Not Met
For 2018-19, the average number of years students were identified as
English Learners in grades 5 and above decreased by 0.4% to 7.3 years.
The 2017-18 English Learners Reclassification rate was 12.2%, the 2018-19
English Learner Reclassification rate = 9.2%

Page 13 of 191

 Expected

Actual

Reduce average number of years English Learners in grades 5 and above
spend as identified English Learners by 1/2% per year until an average of
six years is reached. Annual reclassification rate will be at/above 11%.
Baseline
English Learners in grades 5 and above spend 7.6 years as English
learners prior to reclassification. Reclassification rate for 2016-17 is 10.7%.
1-G EAMO: TBD for June Results
DIBELS Next results:

Metric/Indicator
All students are readers by 3rd grade.
DIBELS Assessment of Early Literacy

June 2017-18: K, 26%; 1st, 37%; 2nd, 30%
Fall 2018-19: K, 23%; 1st, 27%; 2nd, 31%
June 2017-18: K, 26%; 1st, 37%; 2nd, 30%
Winter 2018-19: K, 21%; 1st, 40%; 2nd, 29%
June 2018-19: K, %; 1st, %; 2nd, %

18-19
1-G
By June 2019, 50% of K-2 students will meet or exceed end-of-year
benchmark goals as assessed by DIBELS Next.

Baseline
Grade 1 (June 2017) at/above benchmark: 37%
Grade 2 (June 2017) at/above benchmark: 31%
Metric/Indicator
All staff will have Professional Development that will provide them with the
skills and tools necessary to fully implement State-adopted standards in
ELA and Math, ELD, and Science (NGSS). This will include specialized PD
for Special Education teachers.
Professional Development Needs Survey

1-H EAMO: Met
In response to the Spring 2019 Professional Development Survey, teachers
reported at full implementation of the California standards in the core content
areas of ELA and mathematics under their responsibility.

18-19
1-H
80% of teachers reporting at full implementation of CA Standards and
Frameworks based on annual Professional Development Survey (Spring
2019).
Baseline
70% of teachers reported at full implementation of CA Standards and
Frameworks.
• 100% of ELA, math, and science Modules are aligned to the CA
Standards/Next Generation Science Standards.
• 100% of ELA Modules have ELD standards embedded.
Page 14 of 191

 Expected
•
•

•
•

Actual

100% of teachers in grades K-5 and grades 6-12 (core content
teachers) were provided training in integrated/designated ELD
during 2016-17.
100% of teachers in grades K-5 received Professional
Development in the implementation of CA Standards in ELA, ELD
and the Next Generation Science Standards (NGSS) during
2016-17.
39% of teachers in grades K-5 received Professional
Development in the implementation of CA Standards in
Mathematics.
100% of Core Content teachers in grades 6-12 (ELA,
Mathematics, Science) received Professional Development in the
CA Standards in ELA, ELD, Mathematics and the Next
Generation Science Standards (NGSS) during 2016-17.

Metric/Indicator
The district will seek parent input in making decisions for the school district
and each individual school site, will promote parental participation in
programs for unduplicated pupils, and will promote parental participation in
programs for individuals with exceptional needs.
District LCAP Survey

1-I EAMO: Partially Met
2017-18: Nearly 1800 parent and community responses, 2017-18:
Unduplicated Pupil Parents: 50.5% (842 of 1,666)
2018-19 Actual: 3056 parent and community responses
2018-19 Actual Unduplicated Pupil Parents: 39.5% (707 of 1790)
Maintained representation of parents responding to annual Surveys; Met.
Increase by 10% the number of parents of unduplicated pupil; Not Met.

18-19
1-I
Maintain representation of parents responding to annual survey(s) equal to
or above the unduplicated pupil percentage. Increase by 10% the number of
parents/guardians of unduplicated pupils providing input through annual
survey(s) and/or attending parent engagement activities.
Baseline
76% of parents responding to the 2016-17 LCAP Survey represented the
unduplicated pupil population. 2% districtwide parents of unduplicated pupil
count (UPC) responded to the survey.

Actions / Services
Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed.
startcollapse

Action 1
Planned

Actual

Budgeted
Page 15 of 191

Estimated Actual

 Actions/Services

Actions/Services

Action Area 1: Highly Qualified
Staff

Action Area 1: Highly Qualified
Staff

1-1.1

1-1.1





Continue to increase
efforts to recruit, select
and maintain highly
qualified staff.
 Maintain compensation
for direct services to
students. (California
Code of RegulationsCCR 15496 (a)- funding
shall be used to increase
or improve services for
unduplicated pupils).

Continue to increase
efforts to recruit, select
and maintain highly
qualified staff.
 Maintain compensation
for direct services to
students. (California
Code of RegulationsCCR 15496 (a)- funding
shall be used to increase
or improve services for
unduplicated pupils).

1-1.2

1-1.2

Continue the Peer Assistance
Review/Induction program.

Continue the Peer Assistance
Review/Induction program.

1-1.3

1-1.3

Maintain position: Director of
Personnel for Leadership
Development

Maintain position: Director of
Personnel for Leadership
Development

1-1.4

1-1.4

Expenditures

Expenditures

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Supplemental and
Concentration Grant $12,720,184

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Supplemental and
Concentration Grant $12,443,103

1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Base $724,198

1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Base $724,198

Provide Office Specialist position
Provide Office Specialist position
to support Director of Personnel for to support Director of Personnel for
Leadership Development.
Leadership Development.
1-1.5

1-1.5

Establish the Desert Sands
Leadership Academy for School
Leaders. Conduct cohort 1 yearlong training to increase the

Continue the Desert Sands
Leadership Academy for School
Leaders. Conduct cohort 2 yearlong training to increase the
Page 16 of 191

 capacity for instructional leadership capacity for instructional
from within the district.
leadership from within the district.
1-1.6

1-1.6

Upgrade the online employee
evaluation system to more
efficiently conduct reviews, provide
feedback and warehouse forms.

Upgrade employee evaluation
system to more efficiently conduct
reviews, provide feedback and
warehouse forms.

Action 2
Planned
Actions/Services

Actual
Actions/Services

Action Area 2: Professional
Development

Action Area 2: Professional
Development

Provide a structure and culture for
continuous improvement by
implementing best practices and
providing professional
development, especially designed
to meet the needs of ELs, lowincome and students with
exceptional needs, for teachers
and support staff.

Provide a structure and culture for
continuous improvement by
implementing best practices and
providing professional
development, especially designed
to meet the needs of ELs, lowincome and students with
exceptional needs, for teachers
and support staff.

1-2.1

1-2.1

Provide continuous professional
development in all core content
area standards, English Language
Development Framework and
Standards, curriculum, and
instructional strategies through
grade level and content level
trainings. Provide support to
administrators, instructional
coaches and teachers from the
International Center for Leadership

Provide continuous professional
development in all core content
area standards, English Language
Development Framework and
Standards, curriculum, and
instructional strategies through
grade level and content level
trainings. Provide support to
administrators, instructional
coaches and teachers from the
International Center for Leadership

Budgeted
Expenditures

Estimated Actual
Expenditures

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Supplemental and
Concentration Grant $4,963,233

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Supplemental and
Concentration Grant $5,061,584

1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Base $105,926

1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Base $145,371

1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
Title I $1,645,083

1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
Title I $1,696,562

Page 17 of 191

 in Education (ICLE) for
implementation of the
Rigor/Relevance Framework to
improve student engagement and
learning.

in Education (ICLE) for
implementation of the
Rigor/Relevance Framework to
improve student engagement and
learning.

1-2.2

1-2.2

Continue to provide after-school
academies to teachers in
ELA/ELD, Mathematics,
History/Social Studies, Science,
Special Education.

Continue to provide after-school
academies to teachers in
ELA/ELD, Mathematics,
History/Social Studies, Science,
Special Education.

1-2.3

1-2.3

Maintain Educational Services,
State and Federal Programs, and
Technology support staff.

Maintain Educational Services,
State and Federal Programs, and
Technology support staff.

Personnel include:

Personnel include:



Project Facilitator- Next
Generation Science

Standards
 Project Facilitator- Early
Literacy
 Project FacilitatorSpecial Education
 Project FacilitatorProfessional
Development
 Project Facilitator- State
and Federal Programs
 Middle school Math
Instructional Coach
 Data Assessment
Specialist
 Extra Duty for Next
Generation Science



1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
5000-5999 Services and Other
Operating Expenditures
Title II $673,571

1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
5000-5999 Services and Other
Operating Expenditures
Title II $778,847

1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
Title III $559,781

1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
Title III $713,451

Not Applicable Not Applicable 0

Not Applicable

Project Facilitator- Next
Generation Science

Standards
 Project Facilitator- Early
Literacy
 Project FacilitatorSpecial Education
 Project FacilitatorProfessional
Development
 Project Facilitator- State
and Federal Programs
 Middle school Math
Instructional Coach
 Data Assessment
Specialist
 Extra Duty for Next
Generation Science
Page 18 of 191

 





Standards- (2)
elementary teachers
Extra Duty for Induction
Support Personnel
.5 Instructional Coach at
each school site (29)
.5 Instructional Coach at
all continuing Title I
school sites (20)
Technology (4) Teachers
on Special Assignment
(TOSA)







Standards- (2)
elementary teachers
Extra Duty for Induction
Support Personnel
.5 Instructional Coach at
each school site (29)
.5 Instructional Coach at
all continuing Title I
school sites (20)
Technology (4) Teachers
on Special Assignment
(TOSA)

The additional Technology TOSA
will also support the coding project
at the new elementary school to
open in fall 2018.

The additional Technology TOSA
supported the coding project at the
new elementary school that
opened the in fall of 2018.

1-2.4

1-2.4

Continue to provide professional
development for Special Education
para-educators on strategies for
working collaboratively in
supporting instructional practices
and classroom management.

Continue to provide professional
development for Special Education
para-educators on strategies for
working collaboratively in
supporting instructional practices
and classroom management.

1-2.5

1-2.5

Continue to provide professional
development for Guest Teachers
on effective instructional strategies,
classroom management, common
core standards, curriculum and
technology.

Continue to provide professional
development for Guest Teachers
on effective instructional
strategies, classroom
management, common core
standards, curriculum and
technology.

Action 3
Planned
Actions/Services

Actual
Actions/Services

Budgeted
Expenditures
Page 19 of 191

Estimated Actual
Expenditures

 Action Area 3: Instructional
Materials/Assessments

Action Area 3: Instructional
Materials/Assessments

4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
1-3.1
1-3.1
LCFF Supplemental and
Continue to provide for annual cost Continue to provide for annual cost Concentration Grant $20,000
of consumable student materials
of consumable student materials
4000-4999 Books and Supplies
and reasonable replacements of
and reasonable replacements of
5000-5999 Services and Other
lost core materials.
lost core materials.
Operating Expenditures
Lottery $1,406,303
1-3.2
1-3.2
Implement adopted 6-12 ELA/ELD Determine intervention
1000-1999 Certificated Personnel
Program.
programs/materials to support the
Salaries
Determine intervention
learning of EL's in grades 6-12
3000-3999 Employee Benefits
programs/materials to support the ELA/ELD Program.
4000-4999 Books and Supplies
Determine intervention
learning for grades TK-5 ELs and
5000-5999 Services and Other
programs/materials to support the
under-performing, high-needs
Operating
Expenditures
students.
learning for grades TK-5 ELs and
LCFF
Base
$2,033,216
under-performing, high-needs
1-3.3
students.
Implement adopted 6-12 NGSS
Science Program.
1-3.3
Adopt TK-5 NGSS Science
Implement adopted 6-12 NGSS
Program; implement 2019-2020.
Science Program.
Adopt TK-5 NGSS Science
1-3.4
Program; implement 2019-2020.
Continue to provide district
benchmark assessments in core
1-3.4
content areas.
Continue to provide district
benchmark assessments in core
content areas.

4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Supplemental and
Concentration Grant $20,000
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
Lottery $1,634,308
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Base $2,033,216

Action 4
Planned
Actions/Services

Actual
Actions/Services

Action Area 4: Technology

Action Area 4: Technology

1-4.1
Continue to provide a 21st century
learning environment for students
and teachers by promoting and

1-4.1
Continue to provide a 21st century
learning environment for students
and teachers by promoting and

Budgeted
Expenditures

Estimated Actual
Expenditures

1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
LCFF Supplemental and
Concentration Grant $2,520,575

1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
LCFF Supplemental and
Concentration Grant $3,258,434

Page 20 of 191

 investing in the use of instructional
technology as a means to deliver a
rigorous and relevant curriculum
aligned to the core content
standards, taught through 21st
Century learning skills. Students at
secondary schools and pilot
elementary schools will be
provided a Chromebook for home
use. Teachers will each be
provided a Chromebook to support
planning and instructional
technology integration. The district
will maintain a robust technology
network and student information
system infrastructure to support
the learning environment.

investing in the use of instructional
technology as a means to deliver a
rigorous and relevant curriculum
aligned to the core content
standards, taught through 21st
Century learning skills. Students in
grades 2-12 will be provided a
Chromebook for home use.
Teachers will each be provided a
Chromebook to support planning
and instructional technology
integration. The district will
maintain a robust technology
network and student information
system infrastructure to support
the learning environment.

2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Base $3,989,629

2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Base $4,123,127

2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
Lottery $964,500

2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
Lottery $964,500

4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
6000-6999 Capital Outlay Capital
Outlay
Other Restricted Redevelopment Pass Thru
$723,076

4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
6000-6999 Capital Outlay Capital
Outlay
Other Restricted Redevelopment Pass Thru
$857,617

Budgeted
Expenditures

Estimated Actual
Expenditures

Action 5
Planned
Actions/Services
Action Area 5: Interventions

Actual
Actions/Services
Action Area 5: Interventions

1000-1999 Certificated Personnel
Salaries
1-5.1
1-5.1
2000-2999 Classified Personnel
Salaries
Continue to provide full-day
Continue to provide full-day
3000-3999 Employee Benefits
kindergarten at all elementary sites kindergarten at all elementary sites 4000-4999 Books and Supplies
maintaining a ratio of 24:1. Analyze maintaining a ratio of 24:1.
5000-5999 Services and Other
achievement and attendance data Analyze achievement and
Operating Expenditures
of students as they advance in
attendance data of students as
LCFF Supplemental and
grade levels to evaluate the
they advance in grade levels to
Concentration Grant $2,035,085
effectiveness of the program.
evaluate the effectiveness of the
1000-1999 Certificated Personnel
program.
Salaries
1-5.2
Page 21 of 191

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Supplemental and
Concentration Grant $2,064,358
1000-1999 Certificated Personnel
Salaries

 1-5.2
Continue to evaluate K-2 student
assessment data and provide
intervention support on reading
readiness based on DIBELS and
ESGI data.

Continue to evaluate K-2 student
assessment data and provide
intervention support on reading
readiness based on DIBELS and
ESGI data.

1-5.3
1-5.3
Continue to provide Targeted High
School Supplemental Instructional
Support based on evaluation of
program from 2017-2018.

Continue to provide Targeted High
School Supplemental Instructional
Support based on evaluation of
program from 2018-2019.

3000-3999 Employee Benefits
Title I $1,115,455

3000-3999 Employee Benefits
Title I $1,115,455

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
After School Education and
Safety (ASES) $421,267

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
Educator Effectiveness
$371,196

1-5.4
1-5.4
Continue to provide Summer
School Programs:
 High School- Focus on
credit recovery,
validation of grades, and
acceleration to support a
rigorous course of study
(districtwide)
 Summer Bridge Program
- incoming 9th graders in
Mathematics
(districtwide)
 Middle School - Focus on
ELA and Mathematics for
at risk students
(districtwide)
 Elementary SchoolFocus on ELA and
mathematics for at-risk
students and English
Learners (site-based)
 Migrant Education
Summer School- K-8

Continue to provide Summer
School Programs:
 High School- Focus on
credit recovery,
validation of grades, and
acceleration to support a
rigorous course of study
(district-wide)
 Summer Bridge Program
- incoming 9th graders in
mathematics (districtwide)
 Middle School - Focus on
ELA and mathematics for
at risk students (districtwide)
 Elementary SchoolFocus on ELA and
mathematics for at-risk
students and English
Learners (site-based)
 Migrant Education
Summer School- K-8

1-5.5
1-5.5
Page 22 of 191

 Continue to provide site-based
before/after school intervention
programs focusing on closing the
achievement gap for at-risk
students.

Continue to provide site-based
before/after school intervention
programs focusing on closing the
achievement gap for at-risk
students.

Action 6
Planned
Actions/Services

Actual
Actions/Services

Budgeted
Expenditures

Estimated Actual
Expenditures

Action Area 6: School Site Staffing

Action Area 6: School Site Staffing

1-6.1
Continue to reduce K-3 class size
averages by grade span to meet
target of 24:1 by 2021.

1-6.1
Continue to reduce K-3 class size
averages by grade span to meet
target of 24:1 by 2021.

1-6.2
Maintain grades 4-8 staffing to
achieve district-wide average class
size of 29:1.

1-6.2
Maintain grades 4-8 staffing to
achieve district-wide average class
size of 29:1.

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
LCFF Supplemental and
Concentration Grant $5,495,177

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
LCFF Supplemental and
Concentration Grant $5,585,865

1-6.3
Maintain high school staffing ratio
at 31:1.

1-6.3
Maintain high school staffing ratio
at 31:1.

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
LCFF Base $129,044,365

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
LCFF Base $129,044,365

1-6.4
Maintain reduced class size in
Special Education settings.

1-6.4
Maintain reduced class size in
Special Education settings.

1-6.5
Maintain Special Education paraeducators at 6.5 hours per day.

1-6.5
Maintain Special Education paraeducators at 6.5 hours per day.

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
7300-7399 Indirect costs
Special Ed IDEA Basic Local
Assistance $7,779,063

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
7300-7399 Indirect costs

1-6.6
Classified salaries beyond the
formula to support student
learning.

1-6.6
Classified salaries beyond the
formula to support student
learning.

1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
7300-7399 Indirect costs

1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
7300-7399 Indirect costs

Page 23 of 191

Special Ed IDEA Basic Local
Assistance $7,779,063

 Special Ed IDEA Preschool
Grants Part B $92,570

Special Ed IDEA Preschool
Grants Part B $96,854

Not Applicable Not Applicable $0
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
Special Education $24,413,239

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
Special Education $26,056,163

Budgeted
Expenditures

Estimated Actual
Expenditures

Action 7
Planned
Actions/Services

Actual
Actions/Services

Action Area 7: Parent Engagement Action Area 7: Parent Engagement
1-7.1
Maintain existing District Advisory
Committee (DAC) and District
English Learner Advisory
Committee (DELAC) to educate
parents and solicit input to best
meet the needs of low-income
students and English learners.

1-7.1
Maintain existing District Advisory
Committee (DAC) and District
English Learner Advisory
Committee (DELAC) to educate
parents and solicit input to best
meet the needs of low-income
students and English learners.

1-7.3
Continue to provide Parent
Institute for Quality Education
(PIQE) -a nine week parent
academy for parents of English
learners at four sites.

1-7.3
Continue to provide Parent
Institute for Quality Education
(PIQE) -a nine week parent
academy for parents of English
learners at four sites.

2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Other Operating
Expenditures
LCFF Supplemental and
Concentration Grant $101,625

2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Other Operating
Expenditures
LCFF Supplemental and
Concentration Grant $77,496

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
1-7.2
1-7.2
Salaries
Continue to provide increased
Continue to provide increased
3000-3999 Employee Benefits
opportunities for parents to learn
opportunities for parents to learn
4000-4999 Books and Supplies
about the California content
about the California content
standards and the CAASPP, with a standards and the CAASPP, with a 5000-5999 Services and Other
Operating Expenditures
greater emphasis on interpreting
greater emphasis on interpreting
Title I $15,163
assessment results.
assessment results.

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
Title I $16,850

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other

Page 24 of 191

 1-7.4
Continue to provide
translation/interpretation for
Spanish-speaking families for
access school and district
information and community
resources.

1-7.4
Continue to provide
translation/interpretation for
Spanish-speaking families to
access school and district
information and community
resources.

1-7.5
Make program decisions based on
effectiveness of (2) Community
Bilingual Techs for special
education.

1-7.5
Make program decisions based on
effectiveness of (2) Community
Bilingual Techs for special
education.

Operating Expenditures
Title III -Immigrant $29,125

Operating Expenditures
Title III -Immigrant $25,000

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
Title III -Limited English
Proficiency $27,538

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
Title III $38,943

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
5000-5999 Services and Other
Operating Expenditures
Indian Education $5,790

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
5000-5999 Services and Other
Operating Expenditures
Indian Education $6,340

Budgeted
Expenditures

Estimated Actual
Expenditures

Action 8
Planned
Actions/Services

Actual
Actions/Services

Action Area 8: Site Based Student Action Area 8: Site Based Student
Achievement Support
Achievement Support

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Continue to provide additional
Continue to provide additional
Salaries
funding to all school sites to
funding to all school sites to
3000-3999 Employee Benefits
support the Single Plan for Student support the Single Plan for Student 4000-4999 Books and Supplies
Achievement (SPSA). Schools
Achievement (SPSA). Schools
5000-5999 Services and Other
receive an allocation to provide for receive an allocation to provide for Operating Expenditures
local-decision making on how to
local-decision making on how to
LCFF Supplemental and
provide support to unduplicated
provide support to unduplicated
Concentration Grant $4,566,417
students. Funds are distributed
students. Funds are distributed
utilizing a formula based on the
utilizing a formula based on the
number of unduplicated students at number of unduplicated students
each site.
at each site.
Page 25 of 191

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Supplemental and
Concentration Grant $4,726,890

 1-8.1
Actions and Services are reflected
in the Single Plan for Student
Achievement (SPSA) and are
reviewed, evaluated and revised
annually by parents representing
unduplicated students, staff and
students.

1-8.1
Goals, Actions and Services are
reflected in the Single Plan for
Student Achievement (SPSA) and
are reviewed, evaluated and
revised annually by parents
representing unduplicated
students, staff and students.

Action 9
Planned
Actions/Services

Actual
Actions/Services

Action Area 9: Early Childhood
Educational Programs

Action Area 9: Early Childhood
Educational Programs

1-9.1
Continue to maintain opportunities
for low-income students and
English learners to attend a highquality preschool program at
selected sites within DSUSD.

1-9.1
Continue to maintain opportunities
for low-income students and
English learners to attend a highquality preschool programs at
selected sites within DSUSD.

1-9.2
Continue to provide appropriate
parent education engagement
opportunities to enhance readiness
for and transition to kindergarten.

1-9.2
Continue to provide appropriate
parent education engagement
opportunities to enhance readiness
and transition to kindergarten.

1-9.3
Maintain Early Childhood Learning
Center (ECLC); investigate
expanding Early Childhood
Learning Center based on need.

1-9.3
Maintain Early Childhood Learning
Center (ECLC); investigate
expanding Early Childhood
Learning Center based on need.

Budgeted
Expenditures

Estimated Actual
Expenditures

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
7000-7999
LCFF Supplemental and
Concentration Grant $481,877

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
7000-7999
LCFF Supplemental and
Concentration Grant $625,017

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
Title I $207,185

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
Title I $214,965

5000-5999 Services and Other
Operating Expenditures LCFF
Base $51,508

5000-5999 Services and Other
Operating Expenditures LCFF
Base $50,108

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other

Page 26 of 191

 Operating Expenditures
Head Start $2,259,753

Operating Expenditures
Head Start $2,259,753

Analysis
Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual
measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.
Describe the overall implementation of the actions/services to achieve the articulated goal.

Desert Sands strives to maintain fully credentialed and appropriately assigned teachers in all classrooms. District staff attended
nationwide recruitment fairs to fill high need positions in Special Education, math, and science. To support the staff in best first
instruction, the professional development team in Educational Services, which included Project Facilitators with content expertise in
ELA, ELD, math, science, history/social science, early literacy, AVID and Special Education, provided learning opportunities for all
supported teaches through modeling, co-teaching, and collaborative lesson development focused on rigorous implementation of
standards through strategies designed to engage all learners. Targeted multi-tiered supports for English Learners, Students with
Disabilities, and students not meeting rigorous grade-level standards continued as the focus for professional development.
Structured Academic Support Time (SAST) a district-wide structure for Professional Learning Communities (PLC) negotiated along
with a 2% salary increase in 2017, was designed to improve instructional services for all students. Teachers utilized the IO Education
data system and online assessment platform to create formative assessments, administer benchmark tests, and analyze data. The
Special Education Project Facilitator provided specifically designed professional development for teaching and support staff working
with students of exceptional needs. The Special Education Project Facilitator is challenged to impact instruction for students with
disabilities at all grade spans and content areas by planning and teaming with the Educational Services Project Facilitators to provide
professional development for more inclusive practices. Teachers and administrators also had many opportunities during the year to
attend conferences outside the district on topics such as PLC, NGSS implementation, CTE pathways, 21st Century learning, AVID, the
exploration of Dual Language Immersion Programs and the English Learner Roadmap, and California Association for Bilingual
Education (CABE). As 2018-19 implementation for secondary ELA/ELD textbooks, Desert Sands involved all grades 6-11 teachers,
including ELD and Special Education teachers. In the systematic review of published materials, special attention was placed on the
language and cultural assets of English Learner's, Foster Youth students, and low-income students.
Implementation of 1:1 devices for classroom use was completed for 2-12 grade levels. To further support engaging instruction, the sixyear technology plan provided for additional purchases of classroom technology, Large Format Displays (LFDs), in selected
classrooms at all schools. Cloud technicians were deployed equitably throughout the district to support staff with technical issues;
three technology Teachers on Special Assignment (TOSA) positions, one for each grade span, provided training and support for
implementation. Technology training was delivered alongside curriculum training, including the full-day implementation training of the
TK-5 ELA/ELD adopted materials, and the selection process of the technology-dependent ELA/ELD adoption StudySync for grades 611. The need to equip 21st Century learning environment is transforming pedagogy leading to a greater impact on student
achievement. Two TOSAs have been provided to support the 18 elementary schools with technology integration.
Page 27 of 191

 An Early Childhood Learning Center, to support low-income families and pre-school students with exceptional needs continues to
have a need for a principal for its third year of operation. Full-day kindergarten continued at all elementary schools. Also, in support of
our youngest learners, an Early Literacy Project Facilitator continues to oversee the assessment of early literacy skills to K-2 students
using DIBELS. Data provides early warning to ensure the acquisition of literacy skills and to direct the professional development for
primary grade teachers. Interventions continued at the secondary level with a highly successful summer program for credit recovery
and the validation of grades for A-G coursework, support classes for all levels of mathematics, and some opportunities to accelerate.

Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.

The actions within Goal 1 supported high quality best, first instruction. Professional development, designed for all staff in response to
needs assessments to address student outcomes were unified across the district by intensive focus on developing Professional
Learning Communities (PLC) at every school and a phased district-wide implementation of Multi-Tiered System of Supports (MTSS).
Added time in the planning for professional development to support students at highest risk, including our Students with Disabilities
and English Learners was a priority and articulated across the Educational Services and Student Support Services Divisions. The new
position of Director, Leadership Development provided support to new principals and prepared the plan to begin a Desert Sands
Leadership Academy to strengthen the leadership capacity and identify future leaders. The first cohort of twenty-five have completed
approximately 80% of the program and will complete the remaining 20% in 2019-2020. Additionally, a new cohort of future leaders will
participate in the academy.
Classrooms have been equipped with one-to-one devices and were supported in the use of the instructional technology through
centralized Project Facilitators representing each division. Large format displays (LFD), 1:1 chrome-books, digital curriculum, and
teacher trainings expanded greatly to support 21st Century Learning.
Use of the ELA program, StudySync, provides grades 6-11 English teachers with materials supporting the integrated and designated
instructional design. At grades TK-5, ELD was woven into the Next Generation Science Standards (NGSS), focused on natural inquiry
through science content standards, and English proficiency. Materials were provided to all TK-5 teachers to support this work with the
three (3) units in Benchmark Advance. Also, Mystery Science a supplemental program was purchased for all TK-5 teachers to support
the integration of NGSS until a new textbook adoption takes place.
The integration of the English Language Development (ELD) standards throughout professional development was highly effective in
focusing on the needs for all English Learners, especially Long-Term English Learners (LTEL) or those at risk of becoming LTELs. A
similar focus began, but is in need of strengthening, for Specialized Academic Instruction (SAI) to support inclusive practices at all
grades and content coursework for Students with Disabilities.
Pre-school opportunities and support for full day kindergarten at all elementary schools are proactive measures to support historically
disadvantaged children, particularly unduplicated pupils. These LCAP supported initiatives continued to receive highest ratings of
impact on student learning from the quantitative and qualitative responses provided through the fall and spring LCAP surveys. All
Page 28 of 191

 students, including those in Special Education settings, have class sizes that met the established ratios. High schools were funded for
class size reduction beyond the formula by one and will be provided an additional FTE support for mathematics intervention. Student
to teacher ratios continues to be a concern from both staff and community responding to the LCAP Survey.
Desert Sands has continued an online intervention program (DreamBox) at all elementary grades, a middle school math coach making
weekly visits to sites to support rigorous and engaging instruction, and five additional class periods at each high school to be devoted
to math support. Centralized support personnel including an elementary, middle, and high school Project Facilitator for mathematics
reported evidence of significantly increased instructional rigor and alignment to grade level math standards. The results of the interim
assessments were analyzed by our centralized math facilitators and used to modify curriculum guides and assessments for the
upcoming year.
Opportunities for quality parent engagements have increased at school sites and those hosted centrally. Bilingual positions supported
the parent needs in removing barriers to understanding the educational system and supporting their children's education. SPSA
allocations continued to support Supplemental and Concentration funds allowing targeted intervention and enrichment opportunities
for access to college, career, and life preparedness programs at every grade span.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

For actions and services in Goal 1, there were minimal additions to material differences between Budgeted Expenditures and
Estimated Actual Expenditures. Minimal additional funds budgeted for actions but not expended were redirected towards those where
a budget shortfall was incurred.
Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and
analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.

Goal 1 will remain unchanged: All students will demonstrate growth measured by federal, state, and district assessments.
Professional development opportunities will continue to be reviewed to ensure they are in alignment to the data collected from our
stakeholder groups and support the district status in differentiated assistance by strengthening the training's for all Specialized
Academic Instruction through the collaboration efforts of Educational Services and Student Support Services teams.
EAMO 1-C was adjusted to show growth in 2018-19 and 2019-20 based on the CA Dashboard Fall 2017 actual for English language
arts.
EAMO 1-D was adjusted to show growth in 2018-19 and 2019-20 based on the CA Dashboard Fall 2017 actual for mathematics.
EAMO 1-F was adjusted to maintain the English Learner reclassification rate of 11% in 2018-19 and 2019-20.
EAMO 1-G was adjusted for years 2018-19 and 2019-20 to a target of 50% of K-2 students meeting or exceeding end of year DIBELS
benchmark goals.
Page 29 of 191

 Added Supplemental Support Materials and Assessments, DBQ materials for 4th and 5th grades. (Goal 1, Action 3)
Support all DSUSD divisions with data projects to better monitor the effectiveness of LCAP actions & strategies, district programs, and
student achievement. Hoonuit point person. (Goal 1, Action 2)
Funds to supplement the cost of science consumables which supports the continued implementation of the Next Generation Science
Standards at the elementary level. Goal 1, Action 3)
Increase Coding initiative to middle schools (Goal 1, Action 4)
Add Chromebook cases for middle school students to decrease replacements and costs of repair (Goal 1, Action 4)
Goalbook is a platform that uses Universal Design to develop linguistically appropriate goals for SWD who are English learners. (Goal
1, Action 4)
Purchase of CatchON, provides a more effective use of data and technology by capturing and showing which technologies are being
used throughout the district and sharing insights on those that might truly be effective. In addition, it will help ensure a safer and more
secure digital learning environment for our students. (Goal 1, Action 4)
Google Bootcamps will certify 90 teachers in levels 1 and 2. Provides teachers with the confidence and skills to use Google tools in
the classroom enhancing curriculum. (Goal 1, Action 4)
Middle School Computer Science supplemental program to be incorporated into existing math and science courses. (Goal 1, Action 4)
BrightBytes will be used for two primary purposes: as a survey instrument to get detailed feedback on district technology initiatives;
and, for making comparisons on student achievement between district assessment results and time spent on identified software
programs. (Goal 1, Action 4)

Page 30 of 191

 Annual Update
LCAP Year Reviewed: 2018-19
Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed.

Goal 2
ALL STUDENTS WILL GRADUATE AND BE PREPARED TO MAKE A SUCCESSFUL TRANSITION TO FURTHER EDUCATION
AND/OR CAREER OPPORTUNITIES
State and/or Local Priorities addressed by this goal:

State Priorities:

X
X
X
X

Priority 4: Pupil Achievement (Pupil Outcomes)
Priority 5: Pupil Engagement (Engagement)
Priority 7: Course Access (Conditions of Learning)
Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities:

Annual Measurable Outcomes
Expected

Actual

Metric/Indicator
All students will graduate from high school prepared for college and career.
Four-year cohort graduation rate will increase, and four-year cohort and
middle school dropout rates will decrease.

2-A EAMO: Partially Met
DSUSD Adjusted Cohort Grad Rate
2017-18: 92.4%, Target: Met
County: Excluded
Overall State: 83.5%

18-19
2-A
High school cohort graduation rate will remain above 90% and will meet or
exceed the county and state graduation rates.
Graduation Indicator will remain at Blue or Green for all students and all
student groups.

2017-18 CA Dashboard results for Graduation:

2-B
Cohort High School Dropout rate will decrease by .5% from 2016-17. Middle
school dropouts will decrease by 2.

All Students: Green; Met
Student Groups Target: Blue or Green; Not Met
EL: Yellow
White: Yellow
Homeless: Orange
2-B EAMO: Not Met
2017-18 Cohort Target: 4.9% Actual: 4.8% Not Met
2017-18 MS Target: 6 Actual 7 Not Met

Page 31 of 191

 Expected

Actual

Baseline


2016 Cohort Graduation Rate is 91.0%.

CA Dashboard Graduation Indicator performance category on is Blue for all
students and all student groups except SWD at Yellow.


2016 Cohort Dropout Rate is 5.5%.



10 middle school dropouts in 2016.

Metric/Indicator
An increasing percent of seniors will enroll in a rigorous math course.
18-19
2-C
Seniors enrolled in a rigorous math course will increase 2% over 2017-2018
data.

2-C EAMO: Met
2017-18 60.9%
2018-19 Target: 62.9%
2018-19: Actual 63% Met

Baseline
• 61% of 2016-17 high school seniors were enrolled in a rigorous math
course.
Metric/Indicator
Districtwide participation in a career or interest-based program will increase
toward a goal of 30%.
English Learner and Students With Disabilities participation in a career or
interest-based program will increase.
Cohort Outcome Report; California School Dashboard: Indicators for
Graduation Rate, College/Career Readiness
CALPADS Fall II Submission: Student Course Enrollments
CALPADS End-of-Year 1: Course Completion, CTE participants,
concentrators, completers
18-19
2-D
Percentage of students participating in career or interest-theme based
pathways will increase by 1% over 2016-2017 data.
Percent of EL and SWD represented in the career or interest-theme based
pathway participants will increase by 1% for each group.

2-D EAMO: Partially Met
2016-17: 30%
2017-18 Target: 31%
2017-18: Actual 39%, Met
EL 2016-17: 5.6%
2017-18 Target: 6.6%
2017-18: Actual 6%, Not Met
SWD 2016-17: 5.3%
2017-18 Target: 6.3%
2017-18: Actual 7%, Met
Count of Completer's
2016-17: 37.6%
2017-18 Target: 39.6%
2017-18: Actual 35.7%, Not Met

Page 32 of 191

 Expected

Actual

Increase by 2% the CTE students completing CTE concentrator and
capstone sequence of courses.
Baseline
 27% of 2015-16 grades 10-12 students participated in career or
interest based programs.
 English learners represent 10.2% of 2015-16 grades 10-12
students participating in career or interest-based programs.
 Students with Disabilities represent 6% of 2015-16 grades 10-12
students participating in career or interest-based programs.


47.7% of CTE students completed a CTE concentrator and
capstone sequence of courses.
2-E EAMO: Met
2016-17: 49.2%
2017-18: Target: 51.2%
2017-18: Actual: 51.4% Met

Metric/Indicator
Graduates will meet the UC/CSU entrance requirement (A-G).
Cohort Outcome Report
18-19
2-E
Increase the percent of graduates meeting A-G requirements by 2% over
2016-2017 data.
Baseline
44.8% of 2016 graduates met A-G college entrance requirements.

Metric/Indicator
Students will earn a score of 3 or higher on Advanced Placement (AP)
exams.
College Board: Advanced Placement Results

2-F EAMO: Met
2016-17: 47%
2017-18: Target: 49%
2017-18: Actual: 50%, Met

18-19
2-F
Qualifying scores of 3 or above on Advanced Placement (AP) exams will
increase by 2% over 2016-2017 data.

Page 33 of 191

 Expected

Actual

Baseline
41% of 2015-16 AP exam takers met a qualifying score of 3 or above.
Metric/Indicator
Students will earn an Early Assessment Program (EAP) status of College
Ready or College Ready-Conditional on the EAP/ELA and Mathematics
CAASPP Results: Percent Standard Met and Standard Exceeded
18-19
2-G
Increase the % of 11th graders "Conditionally Ready" and/or "Ready" on the
EAP/ELA by 3% over 2016-17 data.

2-G EAMO: Not Met
2016-17: 64%
2017-18: Target: 66%
2017-18: Actual: 54.43%, Not Met
2016-17: 24%
2017-18: Target: 26%
2017-18: Actual: 20.57%, Not Met

Increase the % of 11th graders "Conditionally Ready" and/or "Ready" on the
EAP/ Mathematics by 4% over 2016-17 data.
Baseline
62% of 2015-16 grade 11 students scored "Conditionally Ready" or "Ready"
on the EAP/ ELA.
27% of 2015-16 grade 11 students "Conditionally Ready" or "Ready" on the
EAP/ Mathematics.
Metric/Indicator
Grade 12 students will complete the Free Application for Federal Student
Aid (FAFSA)
California Student Aid Commission Report: Completed FAFSA by March
2nd.

2-H EAMO: Met
2017-18: 66.35%
2018-19 Target: 69.35%
2018-19 Actual: 72.91%, Met

18-19
2-H
Increase the number of 12th graders completing the Free Application for
Federal Student Aid (FAFSA) by 3% over 2017-2018 data.
Baseline
69% of 2016-17 grade 12 students completed the Free Application for
Federal Student Aid (FAFSA) by March 2nd.
Metric/Indicator
AVID Program participants will sustain year to year enrollment and pursue
rigorous high school coursework.
CALPADS Fall II Submission: Student Course Enrollments

2-I EAMO: Partially Met
2017-18: 58%
2018-19 Target: 61%
2018-19 Actual: 69%, Met

Page 34 of 191

 Expected

Actual

18-19
2-I
Increase the number of AVID grades 7-8 students enrolled in at least their
second year of AVID by 3%.
Increase the number of AVID grades 9-12 students enrolled in at least their
third year of AVID by 3%.

2017-18: 50%
2018-19 Target: 53%
2018-19 Actual: 61%, Met
2017-18: 41%
2018-19 Target: 44%
2018-19 Actual: 31%, Not Met

Increase the number of AVID students enrolled in AP/IB courses by 3%.
Baseline
53% of AVID middle school students are enrolled in at least their second
year of AVID (16-17 data).
39.2% of AVID high school students are enrolled in at least their third year
of AVID (16-17 data).
18% of 10th grade AVID students are enrolled in an AP or IB Course (16-17
data).
31% of 11th grade AVID students are enrolled in an AP or IB Course (16-17
data).
84% of 12th grade AVID students are enrolled in an AP or IB Course (16-17
data).
2-J EAMO: Not Met
2016 Grad. Cohort CCI Ready: 44.2%
2017 Grad. Cohort CCI Ready: 44.4%, Met.
2018 Grad. Cohort CCI Ready: 43.5%, Not Met.

Metric/Indicator
Graduates will meet State accountability criteria to be reported as
"Prepared" on the College and Career Indicator (CCI).
California School Dashboard: College/Career Readiness
18-19
2-J
Increase the percent of students determined to be college and career
prepared as reported on the CA Dashboard CCI.
Baseline
• 30.6% of the 2013-14 cohort were reported Prepared for the College and
Career Indicator (CCI).

Actions / Services
Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed.

Page 35 of 191

 startcollapse

Action 1
Planned
Actions/Services

Actual
Actions/Services

Action Area 1: Course
Access/Advanced Programs

Action Area 1: Course
Access/Advanced Programs

2-1.1

2-1.1

AP

AP











Continue to provide
training for AP teachers.
Continue to provide AP
course textbooks/support
materials.
Continue to provide
support for AP teachers
to meet collaboratively
for program alignment
and improvement.
Continue to fund and
administer the PSAT for
8th, 9th, and 10th grade
students.
Continue to provide for
the cost of AP exam fee
waivers for eligible low
income students.









Continue to provide
training for AP teachers.
Continue to provide AP
course textbooks/support
materials.
Continue to provide
support for AP teachers
to meet collaboratively
for program alignment
and improvement.
Continue to fund and
administer the PSAT for
8th, 9th, and 10th grade
students and SAT day
for grade 11.
Continue to provide for
the cost of AP exam fee
waivers for eligible low
income students.

Budgeted
Expenditures

Estimated Actual
Expenditures

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Supplemental and
Concentration Grant $1,602,812

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Supplemental and
Concentration Grant $1,494,049

1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
LCFF Base $109,812

1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
LCFF Base $91,082

5000-5999 Services and Other
Operating Expenditures Lottery
$20,000

5000-5999 Services and Other
Operating Expenditures Lottery
$20,000

5000-5999 Services and Other
Operating Expenditures
Advanced Placement Fees
$100,000

5000-5999 Services and Other
Operating Expenditures
Advanced Placement Fees
$100,000

2-1.2
2-1.2
IB


Continue to provide
training for IB teachers.
 Continue to fund annual
IB fees.
 Continue to provide
support staff at LQHS,
JGMS, Franklin and

IB


Continue to provide
training for IB teachers.
 Continue to fund annual
IB fees.
 Continue to provide
support staff at LQHS,
JGMS, Franklin and
Page 36 of 191

 Earhart. (.5) IB
Facilitator.
 Continue to provide
World Language teacher
(Spanish) at
Franklin/Earhart.
 Continue to provide
current textbooks and
supporting materials for
IB courses.
 Continue to provide for
the cost of IB exam fee
waivers for eligible low
income students.

Earhart. (.5) IB
Facilitator.
 Continue to provide
World Language teacher
(Spanish) at
Franklin/Earhart.
 Continue to provide
current textbooks and
supporting materials for
IB courses.
 Continue to provide for
the cost of IB exam fee
waivers for eligible low
income students.

2-1.3

2-1.3

Continue to provide support for
collaboration/articulation with postsecondary education on
dual/concurrent enrollment and
articulated courses.

Continue to provide support for
collaboration/articulation with postsecondary education on
dual/concurrent enrollment and
articulated courses.

2-1.4

2-1.4

GATE

GATE



Continue to provide
professional
development for GATE
teachers.
 Continue to provide
GATE testing for all 2nd
grade students.
 Continue to fund special
projects at school sites.
 Continue to provide
enrichment experiences
for GATE students.
2-1.5



Continue to provide
professional
development for GATE
teachers.
 Continue to provide
GATE testing for all 2nd
grade students.
 Continue to fund special
projects at school sites.
 Continue to provide
enrichment experiences
for GATE students.
2-1.5

Page 37 of 191

 District Student Based Enrichment
Activities:
 Continue to provide
teacher extra duty,
transportation, use of
facilities, student
acknowledgement.
 Continue to provide
support to middle school
and high school music
programs.
 Expand elementary
choral music program to
an additional two to four
volunteer schools.

District Student Based Enrichment
Activities:
 Continue to provide
teacher extra duty,
transportation, use of
facilities, student
acknowledgement.
 Continue to provide
support for middle school
and high school music
programs.
 Maintain elementary
choral music program at
all volunteer schools.

Activities include but are not
Activities include but are not limited limited to:
to:
 Math Field Day
 Math Field Day
(Elementary, Middle
(Elementary, Middle
School), Battle of the
School), Battle of the
Books, District Spelling
Books, District Spelling
Bee (grades 4-8),
Bee (grades 4-8),
Science Fair.
Science Fair.
2-1.6
2-1.6
Innovative Projects
Innovative Projects
 Continue to support
 Continue to support
action research projects
action research projects
and current or new
and current or new
innovative initiatives at
innovative initiatives at
the school or district
the school or district
level.
level.
2-1.7
2-1.7
New position: LCAP Coordinator
New position: Instructional
Support/Leadership Development: 2-1.8
Page 38 of 191

 Performance and Strategy
Coordinator

New position: LCAP Budget
Technician

Action 2
Planned
Actions/Services

Actual
Actions/Services

Budgeted
Expenditures

Action Area 2: Opportunities
Outside of Traditional Program

Action Area 2: Opportunities
Outside of Traditional Program

2-2.2
Continue to provide support for
digital learning opportunities (e.g.,
Opportunity school, home hospital,
etc).

2-2.2
Continue to provide support for
digital learning opportunities (e.g.,
Opportunity school, home hospital,
etc).

Not Applicable Not Applicable 0

Estimated Actual
Expenditures
Not Applicable

Action 3
Planned
Actions/Services

Actual
Actions/Services

Action Area 3: Career Technical
Education

Action Area 3: Career Technical
Education

2-3.1
Continue to provide training and
support to CTE and academy
teachers on based on needs
assessments.

2-3.1
Continue to provide training and
support to CTE and academy
teachers based on needs
assessments.

2-3.2
Continue to train teachers and
CTE administrators on procedures
of career-based learning for
students at the middle and high
school levels.

2-3.2
Continue to train teachers and
CTE administrators on procedures
of career-based learning for
students at the middle and high
school levels.

2-3.3
Continue to fund CTE District
Administrator.

2-3.3
Continue to fund CTE District
Administrator.

Budgeted
Expenditures

Estimated Actual
Expenditures

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Supplemental and
Concentration Grant $1,864,208

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Supplemental and
Concentration Grant $1,785,305

1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
7300-7399 Transfers of Indirect

1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
7300-7399 Transfers of Indirect

Page 39 of 191

 2-3.4
Continue to provide office
technician paid from CTE incentive
grant to provide support on budget
and CTE-related data.

2-3.4
Continue to provide office
technician paid from CTE incentive
grant to provide support on budget
and CTE-related data.

2-3.5
Continue to provide one CTE
Assistant Principal at each of the
four traditional high schools.

2-3.5
Continue to provide one CTE
Assistant Principal at each of the
four traditional high schools.

2-3.6
Continue to provide one office tech
to support the CTE AP at each of
the four traditional high schools.

2-3.6
Continue to provide one office tech
to support the CTE AP at each of
the four traditional high schools.

2-3.7
Continue to implement and support
career-based learning activities for
each grade span. Initiate coding
project at a new elementary school
to open fall 2018.

2-3.7
Continue to implement and support
career-based learning activities for
each grade span. Continue coding
project at Richard Oliphant
Elementary School.

2-3.8
Continue to provide opportunities
for CTE and academy teachers to
participate in faculty externships.

2-3.8
Continue to provide opportunities
for CTE and academy teachers to
participate in faculty internships.

2-3.9
Continue to fund participation
costs, training and materials for
Project Lead The Way.

2-3.9
Continue to fund participation
costs, training and materials for
Project Lead The Way.

2-3.10
Provide training and support for
DigiCom, digital storytelling across
the curriculum.

2-3.10
Provide training and support for
DigiCom, digital storytelling across
the curriculum.

Costs
Carl D. Perkins Career and
Technical Education $229,613

Costs
Carl D. Perkins Career and
Technical Education $229,613

1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
6000-6999 Capital Outlay
7300-7399 Transfers of Indirect
Costs
Career Technical Education
Incentive Grant $762,786

1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
6000-6999 Capital Outlay
7300-7399 Transfers of Indirect
Costs
Career Technical Education
Incentive Grant $1,606,822

Page 40 of 191

 Action 4
Planned
Actions/Services

Actual
Actions/Services

Action Area 4: College-Going
Culture/Broad Course of Study

Action Area 4: College-Going
Culture/Broad Course of Study

2-4.1
Continue to implement the
electronic College and Career
Ready Dashboard to middle and
high school students, including
training for counselors. (CCGI).

2-4.1
Continue to implement the
electronic College and Career
Ready Dashboard to middle and
high school students, including
training for counselors. (CCGI).

2-4.2
Students will continue to monitor
course of study, college and career
exploration/searches through an
electronic dashboard environment
and complete individual
lessons/modules.

2-4.2
Students will continue to monitor
course of study, college and career
exploration/searches through an
electronic dashboard environment
and complete individual
lessons/modules.

2-4.3
Continue to provide academic
support for students to complete
the "A-G" sequence of courses,
that include opportunities to
validate grades lower than a C.

2-4.3
Continue to provide academic
support for students to complete
the "A-G" sequence of courses,
that include opportunities to
validate grades lower than a C.

Budgeted
Expenditures

Estimated Actual
Expenditures

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Supplemental and
Concentration Grant $1,287,129

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Supplemental and
Concentration Grant $1,023,396

1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
LCFF Base $118,851

1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
LCFF Base $123,982

2-4.4
2-4.4
Continue to support AVID program Continue to support AVID program
at middle and high schools.
at middle and high schools.
2-4.5
Continue to provide a district
AVID/GATE Project Facilitator.

2-4.5
Continue to provide a district
AVID/GATE Project Facilitator.

2-4.6
Expand AVID to include three
additional elementary school sites
for a total of four elementary
school AVID programs.

2-4.6
Expand AVID to include three
additional elementary school sites
for a total of six elementary school
AVID programs.
Page 41 of 191

 2-4.7
Explore expansion of AVID at an
additional two to four elementary
schools in 2018-19.

2-4.7
Explore expansion of AVID at an
additional two to four elementary
schools in 2019-20.

2-4.8
Continue to provide additional
supports that may include nontraditional programs, online
programs such as APEX,
Edmentum, Edgenuity, and
Dreambox. Sites will determine
specific student needs and design
appropriate supports.

2-4.8
Continue to provide additional
supports that may include nontraditional programs, online
programs such as APEX,
Edmentum, Edgenuity, and
Dreambox. Sites will determine
specific student needs and design
appropriate supports.

2-4.9
Continue to provide fee waiver
option to support qualifying
students for graduation-payment of
transcripts, caps and gowns, etc.

2-4.9
Continue to provide fee waiver
option to support qualifying
students for graduation-payment of
transcripts, caps and gowns, etc.

Analysis
Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual
measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.
Describe the overall implementation of the actions/services to achieve the articulated goal.

LCFF funds continued to fully support AVID at all secondary schools and have successfully implemented AVID school-wide at three
additional elementary schools, bringing the total to four. The centralized Project Facilitator overseeing AVID provided trainings for
teachers, materials for students, and field trips to colleges through California. Career Technical Education, now with 19 pathways,
continued to provide opportunities for student as they prepare for careers after graduation. These programs continued to expand as
students demonstrate interest in industry sectors with a full implementation goal of 30% of grades 10-12 students in a career or
interest-themed program. AVID and CTE programs are principally directed to reach at risk student populations. Additional supports for
a college and career readiness culture such as PSAT for grades 8-11 students and trainings, materials, and student fee support for
the AP and IB programs have resulted in increased access and success rates for the accompanying exams. More rigorous
coursework, especially in upper level mathematics, was accessed by students while the expansion of STEM-focused opportunities
Page 42 of 191

 increased at elementary and middle schools. Supported additional programs included the District Spelling Bee, Math Field Day
competitions, Battle of the Books, the Science Fair, and robust participation in instrumental music programs, and elementary choral
music programs.
Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.

Actions and services creating a college-going culture have been highly effective not only in the four-year graduation rate but also in
the factors that prepare students for persistence in pursuits of continuing education. 2017-18 AP exams meeting the qualifying score
of 3 or above are at 50%, representing a 3% increase from the prior year. The 2017-18 A-G completion rate made another impressive
gain of 2.2% to 51.4% exceeding the statewide rate for the first time. Every student group, made gains including a .2% gain in A-G
course completion by English Learners, a 1.3% gain by economically disadvantaged students, and a most celebrated 6.8% gain by
our African American student group. Activities in Action Areas 1 and 2, such as internal transcript audits and monthly counselor
meetings were noted as most effective contributors. Supports for the PSAT and other means to identify students with advanced
coursework and AP potential continued to advance a culture of college awareness which supported A-G completion rates as entrance
requirements into the UC/CSU system. Using the results of the PSAT, students were supported in deficit areas through the no-cost
access to the online Khan Academy.
Leadership guidance from the Senior Director, Curriculum, Instruction, and Assessment supported the design of master schedule to
put equity of access to the broad range of coursework for both English Learner and Students with Disabilities, student groups at the
forefront. To that end, CTE program participation and completion rates are expected to increase for these groups.
While there was an increase in the district-wide completion of the FAFSA prior to the March 2nd checkpoint, the rate remains over
72.91% with one high school earning a regional award with greater than 90% FAFSA completion by its graduating seniors. The goal to
increase the number of dual and concurrent enrollment offerings in partnership with College of the Desert continues to expand; new
courses include Earth Science, Chemistry, and College English.
To support innovation, the Superintendent's Goldfish Bowl featured innovative projects "pitched" by students and staff to a team of
community leaders who adjudicated and determined funding for the project. Multiple unique projects were funded at a maximum of
$4,000.00 per project.
Expanding Career Technical Education programs has cultivated student leadership. The LCAP provided for fees associated with
affiliation, competitions, and field trips.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

For actions and services in Goal 2, there were no material differences between Budgeted Expenditures and Estimated Actual
Expenditures. Minimal additional funds budgeted for actions but not expended were redirected towards those where a budget shortfall
was incurred.
Page 43 of 191

 Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and
analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.

Goal 2 will remain unchanged: All students will graduate and be prepared to make a successful transition to further education and/or
career opportunities.
EAMO 2-E was adjusted to show appropriate one-year growth (A-G completion rates) in the prior year,. 2018-19 was adjusted to read
"over 2016-17 data" and 2019-20 was adjusted to read "over 2018-19 data."
EAMO 2-F was adjusted to show appropriate one-year growth (AP qualifying scores) in the prior year. 2018-19 was adjusted to read
"over 2016-17 data" and 2019-20 was adjusted to read "over 2018-19 data."
Expand choral music programs to an additional two to four schools. School sites have been challenged to fill the choral music teacher
positions. (Goal 2, Action 1)
Added new position: LCAP Coordinator (Goal 2, Action 1)
Added new position: LCAP Budget Technician (Goal 2, Action 1)
Opportunities expand for enhancement of media through training and support for DigiCom, digital storytelling across the curriculum.
(Goal 2, Action 3)
Expand AVID to include three additional elementary school sites for a total of four elementary school AVID programs. Funds
prohibited the greater expansion in 2018-19. (Goal 2, Action 4)
Add Dual Language Immersion Program (Goal 2, Action 2)

Page 44 of 191

 Annual Update
LCAP Year Reviewed: 2018-19
Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed.

Goal 3
ALL STUDENTS WILL DEVELOP AND CONSISTENTLY DEMONSTRATE RESPONSIBLE, RESPECTFUL AND ETHICAL
BEHAVIOR IN A SAFE, CLEAN AND ORDERLY LEARNING ENVIRONMENT
State and/or Local Priorities addressed by this goal:

State Priorities:

X
X
X
X
X

Priority 1: Basic (Conditions of Learning)
Priority 3: Parental Involvement (Engagement)
Priority 5: Pupil Engagement (Engagement)
Priority 6: School Climate (Engagement)
Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities:

Annual Measurable Outcomes
Expected
Metric/Indicator
School facilities will be maintained in good repair.
Williams Case Settlement Report

Actual
3-A EAMO: Met
100% of schools have an overall summary score of Exemplary or Very Good
for clean and efficient environment per the 2018-19 Williams Report

18-19
3-A
100% of schools will continue to have an overall summary score of
Exemplary or Very Good for clean and efficient environment.
Baseline
100% of schools have an overall summary score of Exemplary or Very
Good for clean and efficient environment per 2016 Williams Report.
Metric/Indicator
Students will demonstrate respectful and responsible behavior.

3-B EAMO: Not Met
Month 8 ADA report has 12 of 33 schools at less then 95% Average Daily
Attendance; Not Met
Page 45 of 191

 Expected


Actual

All schools will attain an ADA at or above 95%.

18-19
3-B


All schools will attain/maintain a minimum of 95% ADA.

Baseline
87% of schools (2016) attained ADA at or above 95%.
Suspension Rate: EAMO: Partially Met
2016-17: 4.7%,
2017-18 Target: 4.3%
2017-18 Actual: 4.2%, Green; Met

Metric/Indicator
• Districtwide suspension rate will decrease and attain a performance
category of Green.
18-19


District student suspension rate will decrease by .4% to achieve a
performance category of Green with no student group at Red
performance category.

Baseline
Districtwide suspension rate (2015-16) is 4.9% with a CA Dashboard
Indicator performance category of Yellow.
(Hisp., 5.3% Yellow; White, 3.8% Yellow; AA, 5.6% Yellow; EL, 6.1%
Orange; SED, 5.6% Yellow; SWD, 10.2% Orange)
Metric/Indicator
• All schools will maintain expulsion rates less than .5%.
18-19
• District student expulsion rate will maintain 2015-16 rates in line with
County rates. Schools with expulsion rate >0.5% of the County average will
decrease the number of students expelled from previous year.

CA Dashboard Student Group Performance Levels:
Filipino, Blue; Met
Hispanic, White, English Learners, Two or more races all performed in
Green; Met
African American, American Indian, Asian, Homeless performed in Yellow;
Met
Foster Youth performed in Red; Not Met.

Expulsion Rate: EAMO: Not Met
2017-18 DSUSD Expulsion Rate: 0.10%.
33 out of 34 district schools have expulsion rates less than 0.5%
Amistad High School was at 0.55%, Not Met

Baseline
Districtwide expulsion rate (2014-15) is 0.2%.
Five schools had expulsion rates >0.5%.
Metric/Indicator

Chronic Absentees: EAMO: Partially Met
2016-17: Chronic Absentee Rate: 13.8%
2016-17: SED: 15.4%, SWD: 21.1%, Foster Youth: 23.6%
2017-18 Target: 12.8% Actual: 12.5% Met
Page 46 of 191

 Expected



18-19



Actual
2017-18 SED: 14.2%, SWD: 18.0%, Foster Youth: 21.3%; Not Met.

Districtwide rate of chronic absentees will be less than 10%
districtwide and at each grade span, elementary, middle, and
high school.
Districtwide rate of chronic absentees will be less than 10%
districtwide for at-risk student groups.

Decrease the districtwide and each grade span's rate of chronic
absenteeism by 1%.
Decrease the districtwide rate of chronic absenteeism for each atrisk student group by 1.5%.

Baseline
2015-16 Chronic Absentee Rate:
Districtwide, 12.96%
Grades TK-5, 11.89%
Grades 6-8, 11.78%
Grades 9-12, 15.19%
Student Groups
English Learners, 12.32%
Socioeconomically Disadvantaged, 13.04%
Students With Disabilities, 19.38%
Truancy Rate: No Current Data
2016-17 County Truancy Tate:0.0%
2017-18 DSUSD 0.0%

Metric/Indicator


Districtwide truancy rate will be at or below Riverside County
average.

CALPADS End-of-Year 3: Student Discipline, Student Absence Summary;
CA Dashboard: Chronic Absenteeism (fall 2017)
18-19
• District truancy rate will remain below that of the county rate.
Baseline
Desert Sands' 2014-15 truancy rate 38.9% was above county average of
34.0%.
Metric/Indicator
Student will maintain physical fitness.
Physical Fitness Test (Grades 5, 7, 9) Results

3-C EAMO: Not Met
2016-17 Actual: 5th Grade 57%, 7th Grade 56%, 9th Grade 55%. Not Met
2017-18 Actual: 5th Grade 59%, 7th Grade 57%, 9th Grade 54%. Not Met
Page 47 of 191

 Expected

Actual

18-19
3-C
Increase the percent of students scoring in the HFZ in 2017-18 on the
Physical Fitness Test by 2% in grades 5, 7 and 9.
Baseline
Percent of students scoring at the Healthy Fitness Zone (HFZ) in 2015-16:
Grade 5: 60%
Grade 7: 61%
Grade 9: 54%
Metric/Indicator
Parents/guardians of unduplicated students will remain engaged in decision
making process for schools and the district by responding to annual LCAP
survey.
Students, teachers, and parents will report a sense of school safety and
connectedness as measured by school climate survey.
LCAP Staff/Community Survey Participation
California Healthy Kids Survey
18-19
3-D
Increase the number of parents of unduplicated pupils completing the
annual LCAP survey by 100 over 2017-18 data.
Increase by 5% the percent of students, teachers, and parents reporting
high to very high levels of school safety and connectedness.

3-D EAMO: Not Met
"Sense of School Safety" by Grade Span
2017-18 Gr. 3-5: 67%, Gr. 6-8: 65%, Gr. 9-12: 73%
2018-19 Target Gr. 3-5: 72%, Gr. 6-8: 70%, Gr. 9-12: 78%
2018-19 Actual Gr. 3-5: 68%, Gr. 6-8: 63%, Gr. 9-12: 71%; Not Met
"Sense of Belonging" (School Connectedness) by Grade Span
2017-18 Gr. 3-5: 78%, Gr. 6-8: 63%, Gr. 9-12: 56%
2018-19 Target Gr. 3-5: 83%, Gr. 6-8: 68%, Gr. 9-12: 61%
2018-19 Actual Gr. 3-5: 78%, Gr. 6-8: 57%, Gr. 9-12: 54%; Not Met

Baseline
70% of parents (710) responding to the LCAP survey were those of students
in the unduplicated pupil population.
Baseline for reported sense of school safety and connectedness to be
determined.

Actions / Services
Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed.
startcollapse

Action 1
Page 48 of 191

 Planned
Actions/Services
Action Area 1- Improve School
Attendance

Actual
Actions/Services

Budgeted
Expenditures

Action Area 1- Improve School
Attendance

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
3-1.1
3-1.1
Salaries
3000-3999 Employee Benefits
District attendance facilitation team District attendance facilitation team 4000-4999 Books and Supplies
(CWA Program Coordinator,
(CWA Program Coordinator,
5000-5999 Services and Other
Attendance Facilitators) will
Attendance Facilitators) will
Operating Expenditures
continue to analyze attendance
continue to analyze attendance
LCFF Supplemental and
data and staff, student, and parent data and staff, student, and parent Concentration Grant $1,629,819
input to:
input to:
1000-1999 Certificated Personnel
 Identify ongoing barriers
 Identify ongoing barriers
Salaries
to school attendance and
to school attendance and
2000-2999 Classified Personnel
determine response
determine response
Salaries
supports.
supports.
3000-3999 Employee Benefits
 Improve/support existing
 Improve/support existing
5000-5999 Services and Other
activities and protocols
activities and protocols
Operating Expenditures
for attendance
for attendance
LCFF Base $203,717
improvement.
improvement.
 Identify numerically
 Identify numerically
significant subgroups
significant subgroups
and create targeted
and create targeted
intervention plan.
intervention plan.
3-1.2

3-1.2

(5) FTE Attendance Facilitators will
continue to support school sites in
attendance improvement activities
with a focus on targeted student
groups based on analysis of 20172018 attendance data.

(5) FTE Attendance Facilitators will
continue to support school sites in
attendance improvement activities
with a focus on targeted student
groups based on analysis of 20172018 attendance data.

3-1.3

3-1.3

Continue to provide ongoing
professional development
regarding attendance, enrollment,
and special needs related to

Continue to provide ongoing
professional development
regarding attendance, enrollment,
and special needs related to
Page 49 of 191

Estimated Actual
Expenditures
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Supplemental and
Concentration Grant $1,571,670
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
5000-5999 Services and Other
Operating Expenditures
LCFF Base $438,823

 students who are foster youth or
homeless.

students who are foster youth or
homeless.

3-1.4

3-1.4

Maintain Saturday School program
with a minimum of 70% of district
schools offering Saturday School
attendance opportunities either at
the students’ schools of residence
or at a partner school.

Maintain Saturday School program
with a minimum of 70% of district
schools offering Saturday School
attendance opportunities either at
the students’ schools of residence
or at a partner school.

3-1.5

3-1.5

Maintain or expand attendance
intervention process to include
more frequent meetings with
families at or above 2017-2018
rate.

Maintain or expand attendance
intervention process to include
more frequent meetings with
families at or above 2017-2018
rate.

3-1.6

3-1.6

Refine/maintain technological
solutions to track student-level
attendance intervention
information.

Refine/maintain technological
solutions to track student-level
attendance intervention
information.

3-1.7

3-1.7

Maintain Health/Attendance clerks
at elementary school offices.

Maintain Health/Attendance clerks
at elementary school offices.

Action 2
Planned
Actions/Services

Actual
Actions/Services

Budgeted
Expenditures

Estimated Actual
Expenditures

Action Area 2- Site Based Positive
Behavior Support Programs

Action Area 2- Site Based Positive
Behavior Support Programs

3-2.1

3-2.1

1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
5000-5999 Services and Other

1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
5000-5999 Services and Other

Page 50 of 191

 Continue to provide professional
development to site staff related to
the special needs of at-risk
students including foster and
homeless youth.

Continue to provide professional
development to site staff related to
the special needs of at-risk
students including foster and
homeless youth.

3-2.2
Continue to provide Professional
Development to support schools in
the implementation of positive
behavior support/intervention
programs.

3-2.2
Continue to provide professional
development to support schools in
the implementation of positive
behavior support/intervention
programs.

3-2.3
Review and analyze data collected
from the 2017-2018 California
Healthy Kids Survey (CHKS) and
suspension/expulsion reports from
school sites to provide targeted
professional development
supporting schools in the
enhancement of existing positive
behavior support/intervention
programs.

3-2.3
Explore school climate survey to
be administered annually to
determine the social and emotional
needs district-wide and at schools.

3-2.4
Determine additional supports
needed at all sites to support PBIS,
including monthly meetings to
monitor attendance and behavior
data, determine how to celebrate
successes and plan for areas of
improvement.

Operating Expenditures
LCFF Supplemental and
Concentration Grant $73,638

Operating Expenditures
LCFF Supplemental and
Concentration Grant $73,638

3-2.4
Continue support for district-wide
PBIS program, including monthly
meetings to monitor attendance
and behavior data, determine how
to celebrate successes and plan
for areas of improvement.

Action 3
Planned
Actions/Services

Actual
Actions/Services

Budgeted
Expenditures

Page 51 of 191

Estimated Actual
Expenditures

 Action Area 3- Counseling Support Action Area 3- Counseling Support
and Behavioral Health
and Behavioral Health
3-3.1

3-3.1





Continue to support three
Student Assistance
Program counselors
(SAP) in providing
counseling and support
services to students and
families.
 Continue to provide
Foster Youth/Homeless
Counselor to assist foster
youth in school transition,
graduation requirements,
mentoring and
counseling.

Continue to support three
Student Assistance
Program counselors
(SAP) in providing
counseling and support
services to students and
families.
 Continue to provide
Foster Youth/Homeless
Counselor to assist
foster youth in school
transition, graduation
requirements, mentoring
and counseling.

3-3.2

3-3.2

Provide school counselors (and
associated support staff) as
follows:
 Elementary Schools - 1
FTE Counselor
 Middle School
Counselors
 High School Counselors maintain ratio at 400:1
 Continuation Counselor
(Amistad) - beyond the
formula

Provide school counselors (and
associated support staff) as
follows:
 Elementary Schools - 1
FTE Counselor
 Middle School
Counselors
 High School Counselors maintain ratio at 400:1
 Continuation Counselor
(Amistad) - beyond the
formula

3-3.3

3-3.3

Continue to provide professional
development for school site
counselors at monthly counselor
meetings focusing on
foster/homeless youth, community

Continue to provide professional
development for school site
counselors at monthly counselor
meetings focusing on
foster/homeless youth, community

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Supplemental and
Concentration Grant $4,899,234

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Supplemental and
Concentration Grant $4,672,032

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
LCFF Base $5,767,871

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
LCFF Base $5,847,871

Page 52 of 191

 agency partnerships, graduation
requirements, A-G requirements,
college and career readiness. To
support the work of MTSS, provide
professional development on
trauma-informed practices to
DSUSD elementary, middle, and
high school counselors.

agency partnerships, graduation
requirements, A-G requirements,
college and career readiness. To
support the work of MTSS, provide
professional development on
trauma-informed practices to
DSUSD elementary, middle, and
high school counselors.

Action 4
Planned
Actions/Services
Action Area 4- Health and
Wellness for Students

Actual
Actions/Services

Budgeted
Expenditures

Action Area 4- Health and
Wellness for Students

1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
3-4.1
3-4.1
4000-4999 Books and Supplies
Continue relationship with Healthy Continue relationship with Healthy 5000-5999 Services and Other
School Alliance; all school sites will School Alliance; all school sites will Operating Expenditures
have representation.
have representation.
LCFF Supplemental and
Concentration Grant $125,656
3-4.3
3-4.3
1000-1999 Certificated Personnel
Expand middle school after-school Continue the expanded middle
Salaries
sports program to include an
school after-school sports
2000-2999 Classified Personnel
additional sport.
program.
Salaries
3000-3999 Employee Benefits
3-4.4
3-4.4
Continue to provide transportation Continue to provide transportation 4000-4999 Books and Supplies
5000-5999 Services and Other
for athletic events at Continuation for athletic events at Continuation
Operating Expenditures
High Schools.
High Schools.
LCFF Base $2,574,474

Estimated Actual
Expenditures
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Supplemental and
Concentration Grant $97,634
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Base $2,530,235

Action 5
Planned
Actions/Services

Actual
Actions/Services

Action Area 5- Positive and Safe
Environment

Action Area 5- Positive and Safe
Environment

3-5.1

3-5.1

Budgeted
Expenditures

Estimated Actual
Expenditures

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel

1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel

Page 53 of 191

 Maintain Site and District Safety
Committees.

Maintain Site and District Safety
Committees.

3-5.2

3-5.2

Sites will continue to annually
review and revise Comprehensive
School Safety Plan.

Sites will continue to annually
review and revise Comprehensive
School Safety Plans.

3-5.3

3-5.3

Maintain our participation with
various city agencies for resource
officer services.

Maintain our participation with
various city agencies for resource
officer services.

3-5.4

3-5.4

Maintain security staffing formula
to ensure a sense of safety.

Maintain security staffing formula
to ensure a sense of safety.

3-5.5

3-5.5

Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Supplemental and
Concentration Grant $2,228,646

Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Supplemental and
Concentration Grant $2,832,788

2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Base $11,578,094

2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Base $12,420,136

The following staff are provided to The following staff are provided to
improve school climate beyond the improve school climate beyond the
base formula:
base formula:
 Continue to provide (1)
 Continue to provide (1)
Assistant Principal at
Assistant Principal at
each elementary site at
each elementary site at
800+ and (.5) AP at 650800+ and (.5) AP at 650799.
799.
 Maintain Assistant
 Maintain Assistant
Principal at
Principal at
Summit/Horizon to
Summit/Horizon to
improve school climate
improve school climate
beyond the formula.
beyond the formula.
 Add (.5) Assistant
 Maintain (.5) Assistant
Principal at Amistad to
Principal at Amistad to
support the school's
support the school's
expansion of services
expansion of services
provided at the former
provided at Eisenhower
Page 54 of 191

 Eisenhower school
facility.

Community Education
Center.
3-5.6

3-5.6
Maintain transportation routes
beyond approved current walking
distance to ensure student safety.
Routes include:

Maintain transportation routes
beyond approved current walking
distance to ensure student safety.
Routes include:




Young Farm Labor Camp
to Jefferson Middle
School; and Indio High
School to Shadow Hills

Continue to offer transportation for
homeless youth.
Continue to maintain additional
routes for special education
students to lessen wait time on
bus.
3-5.7
Continue to provide student
lanyards for school safety.
3-5.8
Increase noon yard supervision
formula at all elementary sites to
maintain positive and safe
environment and accommodate
full-day kindergarten schedules.
3-5.9
Administer pupil/parent
safety/school climate survey to

Young Farm Labor Camp
to Jefferson

Middle School; and Indio High
School to
Shadow Hills
Continue to offer transportation for
homeless youth.
Continue to maintain additional
routes for special education
students to lessen wait time on
bus.
3-5.7
Continue to provide student
lanyards for school safety.
3-5.8
Monitor and adjust as needed
school site monitors supervision
formula at all elementary sites to
maintain positive and safe
environment and accommodate
full-day kindergarten schedules.
3-5.9
Page 55 of 191

 determine sense of school safety
and school connectedness.
Contract with nationally-recognized
educational survey company to
maximize the analysis of response
and feedback using an online
survey instrument.

Administer pupil/parent
safety/school climate survey to
determine sense of school safety
and school connectedness.
Contract with nationally-recognized
educational survey company to
maximize the analysis of response
and feedback using an online
survey instrument.

Action 6
Planned
Actions/Services

Actual
Actions/Services

Budgeted
Expenditures

Action Area 6- Clean and Efficient
Environment

Action Area 6- Clean and Efficient
Environment

3-6.1
Custodial staffing ratio at 42,000
square feet per custodian at all
sites to be maintained or improved
based on study.

3-6.1
Custodial staffing ratio at 42,000
square feet per custodian at all
sites to be maintained or improved
based on study.

3-6.2
Continue to provide school
maintenance program to improve
response time for repairs. This will
provide for safe, clean and wellmaintained campuses to produce
the welcoming environments
students seek every day.

3-6.2
Continue to provide school
maintenance program to improve
response time for repairs. This will
provide for safe, clean and wellmaintained campuses to produce
the welcoming environments
students seek every day.

Estimated Actual
Expenditures

2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Base $16,060,512

2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Base $16,834,805

2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Supplemental and
Concentration Grant $550,819

2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Supplemental and
Concentration Grant $656,944

2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
Ongoing & Major Maintenance
Account $6,900,000

2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
Ongoing & Major Maintenance
Account $10,600,000

Action 7
Page 56 of 191

 Planned
Actions/Services

Actual
Actions/Services

Budgeted
Expenditures

Action Area 7- Communication

Action Area 7- Communication

3-7.1
Continue to provide ongoing
communication to the DSUSD
community through various media
outlets.
District and school newsletters,
District and school websites,
television, press releases and
participation in community
organizations.

3-7.1
Continue to provide ongoing
communication to the DSUSD
community through various media
outlets.
District and school newsletters,
District and school websites,
television, press releases and
participation in community
organizations.

2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Base $267,409

Estimated Actual
Expenditures
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
LCFF Base $261,166

Action 8
Planned
Actions/Services

Actual
Actions/Services

Budgeted
Expenditures

Action Area 8- Parent Engagement Action Area 8- Parent Engagement 5000-5999 Services and Other
Operating Expenditures LCFF
3-8.1
3-8.1
Supplemental and Concentration
Continue to meet with parents
Continue to meet with parents
Grant $15,100
during SART, SARB, and DA
during SART, SARB, and DA
Mediation meetings and use parent Mediation meetings and use
input from those meetings to
parent input from those meetings
improve district supports.
to improve district supports.
3-8.2
Continue to share attendancerelated information with district
parents through Back-to-School
information, participation in
Attendance Awareness month
activities, district website, school
newsletters, and student-specific
attendance score report.

3-8.2
Continue to share attendancerelated information with district
parents through Back-to-School
information, participation in
Attendance Awareness month
activities, district website, school
newsletters, and student-specific
attendance score report.

Page 57 of 191

Estimated Actual
Expenditures
5000-5999 Services and Other
Operating Expenditures LCFF
Supplemental and Concentration
Grant $15,100

 3-8.3
Continue to present information
regarding district attendance
intervention supports and results to
parent groups (DAC, DELAC,
SEPAC, SSC, etc.)

3-8.3
Continue to present information
regarding district attendance
intervention supports and results to
parent groups (DAC, DELAC,
SEPAC, SSC, etc.)

3-8.4
Continue established protocols for
informing families of educational
supports and legal rights for
students who are foster youth or
homeless.

3-8.4
Continue established protocols for
informing families of educational
supports and legal rights for
students who are foster youth or
homeless.

3-8.5
Continue parent-accessible
communication regarding the
importance of regular attendance
and resources to support families
facing barriers to school
attendance.

3-8.5
Continue parent-accessible
communication regarding the
importance of regular attendance
and resources to support families
facing barriers to school
attendance.

3-8.6
Maintain system to track districtwide parent notification of truancy
and chronic absence - determine
baseline of parent notification of
truancy and chronic absence at or
above 2017-2018 baseline.

3-8.6
Maintain system to track districtwide parent notification of truancy
and chronic absence - determine
baseline of parent notification of
truancy and chronic absence at or
above 2018-2019 baseline.

3-8.7
3-8.7
Student Assistance Program will
Student Assistance Program will
maintain or increase the number of
maintain or increase the number of meetings with families compared
meetings with families compared to to 2018-2019.
2017-2018.
3-8.8
3-8.8
Continue to provide parenting
Continue to provide parenting
classes at targeted elementary
classes at targeted elementary
schools and middle schools.
schools and middle schools.
Page 58 of 191

 Action 9
Planned
Actions/Services

Actual
Actions/Services

Budgeted
Expenditures

Action Area 9 - Supporting the
needs of Foster Youth, Homeless
Students

Action Area 9 - Supporting the
needs of Foster Youth, Homeless
Students

3-9.1
Continue to provide Professional
Development on identifying
students who are foster youth or
homeless.

3-9.1
Continue to provide professional
development on identifying
students who are foster youth or
homeless.

3-9.2
Continue to provide ongoing
professional development on legal
rights, best practices, attendance
and enrollment in meeting the
needs of students who are foster
youth or homeless.

3-9.2
Continue to provide ongoing
professional development on legal
rights, best practices, attendance
and enrollment in meeting the
needs of students who are foster
youth or homeless.

3-9.3
Continue to provide supplies for
students who are foster youth or
homeless.

3-9.3
Continue to provide supplies for
students who are foster youth or
homeless.

3-9.4
Continue Check & Connect mentor
program through the Foster
Youth/Homeless Counselor,
Attendance Facilitators, and school
staff.

3-9.4
Continue Check & Connect mentor
program through the Foster
Youth/Homeless Counselor,
Attendance Facilitators, and school
staff.

4000-4999 Books and Supplies
LCFF Supplemental and
Concentration Grant $4,500

Page 59 of 191

Estimated Actual
Expenditures
4000-4999 Books and Supplies
LCFF Supplemental and
Concentration Grant $4,500

 Analysis
Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual
measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.
Describe the overall implementation of the actions/services to achieve the articulated goal.

All Desert Sands schools provided safe and positive environments to meet the instructional needs of students and staff. 21st Century
learning continued with Digital Citizenship and Internet Safety taught at all grade levels. Saturday School recovery for attendance had
18 participating schools and provided the opportunity to expand STEM/STEAM programs. The Foster/Homeless Youth Counselor,
working alongside site-based counselors, identifies and provides appropriate supports. Educational Services staff facilitate ongoing
professional development for all counselors at monthly meetings to address academic needs, the social/emotional and behavioral
needs for all TK-12 students, especially those at the highest levels of need, English Learners, low income, and Foster Youth. A variety
of ways for parents and the community to access information about our schools and programs, including face to face, social media
and other virtual methods continued. Use of the Panorama Education survey instrument to gather feedback and input for the LCAP
significantly improved staff, parent, and student responses, both quantitative and qualitative, over previous years' efforts. A broad set
of student voices expressed opinions through the School Climate survey taken by over 13,000 student in grades 3-12.
Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.

The goal of creating safe, clean, and well-maintained campuses was enhanced by continuing the maintenance and facilities IMPACT
Team. Additional equipment was purchased for projects throughout the district including painting, restroom repairs, playground and
field repairs, air conditioning repairs/replacement, roofing repairs, and enhanced water-preserving desert landscapes. Response time
to work orders were reduced.
Saturday School programs were well-attended and the effectiveness seen not only for attendance recovery but also as a contributor
increasing A-G completion rates, AP exam access and success rates, STEM/STEAM project-based learning, and student literacy
rates at all grade spans. More parents assumed an active role, and were directly involved at their child's school through a variety of
site-based parent engagement and leaning opportunities and through program completion at four district-sponsored PIQE sessions for
the parents of English Learners. Increased parent support and education through SARB and SART meetings resulted in reducing
chronic absenteeism for targeted students as this will become a future performance indicator on the CA Dashboard accountability
system. The team of district Attendance Facilitators made over 2000 home visits, focusing efforts primarily on grades TK-8, in attempts
to educate and connect with parents and families regarding the positive long-term impact of regular school attendance. Effectiveness
of the outreach to and engagement of families for academic and social emotional support will be evidenced with the fall 2018 release
of the CA Dashboard as Suspension Indicator rates did decline. Site-based, district-supported work in a district-wide implementation of
Multi-Tiered System of Supports will build a systematic behavior intervention system and offer alternative approaches to suspension.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

Goal 3, Action 2 was funded through the Scale Up Multi-tiered Statewide (SUMS), Initiative; no LCFF Supplemental and Concentration
funds were used. For actions and services in Goal 3, this was the only area of material difference between Budgeted Expenditures
Page 60 of 191

 and Estimated Actual Expenditures. Minimal additional funds budgeted for actions but not expended were redirected towards those
where a budget shortfall was incurred.
Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and
analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.

Goal 3 will remain unchanged: All students will demonstrate responsible, respectful and ethical behavior in a safe, clan and orderly
learning environment.
Provide a Mental Health Therapist to pilot a PBIS Center at our CSI schools (Goal 3, Action 3)
Additional School Resource Officer (Goal 3, Action 5)

Page 61 of 191

 Stakeholder Engagement
LCAP Year: 2019-20

Involvement Process for LCAP and Annual Update
How, when, and with whom did the LEA consult as part of the planning process for this LCAP/Annual Review and Analysis?
LCAP Advisory Committee
Purpose: To build stakeholder capacity, to engage in the development and adoption of the LCAP, receive report of progress and
consult regarding quality of process and content.
The 2018-19 LCAP Advisory Committee was designed to have equal representation, eleven each, from four groups: certificated
bargaining unit members, classified bargaining unit members, site and district management, parents, community and board
members. The forty-four (44) members represented parent advisory committees, District English Learner Advisory Council (DELAC),
District Advisory Council (DAC), elementary, middle, and high school teachers, principals, Board of Education, administrators, other
school personnel, institutes of higher education, Desert Sands Certificated Teachers Association (DSTA) and Classified School
Employees Association (CSEA) presidents, and community members.
Meeting Dates: January 22, March 12, and April 30, 2019
Differentiated Support: Local stakeholders have critical insights on strengths/weaknesses and underlying causes of low performance
that will strengthen the differentiated assistance process. Through collaboration with WestEd and the Riverside County of Education,
Educational Services and Student Support Services met to identify Aim Statement, Drivers and Change Ideas to identify additional
academic, social emotional and fiscal supports.
LCAP Design and Development Committee
Purpose: To provide expert guidance in LCAP compliance, design and development; receives, analyzes and incorporates input from
stakeholders; serves as author of the LCAP document; presents draft LCAP to Oversight Committee; presents draft LCAP for Public
Comment; presents final LCAP to Board of Education.
Members: Assistant Superintendent of Educational Services; Director of State and Federal Programs; Senior Directors of K-12
Curriculum, Instruction, and Assessment; Director of Fiscal Services; Director of Supplemental Programs; Director of Professional
Page 62 of 191

 Development and Teacher Support, Coordinator of Assessment and Accountability; Administrator of Career Technical Education and
Local Control and Accountability Plan Coordinator.
Meeting Dates: Met throughout the year, September 2018 - June 2019
LCAP Oversight Committee
Purpose: Develops/designs/adopts overall calendar of LCAP processes, events and opportunities for stakeholder engagement;
assists with monitoring/implementing/facilitating advisory committees; collects/tallies/analyzes stakeholder input; reviews draft of
LCAP prior to submission to Board of Education.
Members: Superintendent, Assistant Superintendent Business Services, Assistant Superintendent Educational Services, Assistant
Superintendent Student Support Services, Assistant Superintendent Personnel, Director of Fiscal Services. Consultants from WestEd
supported the work of this committee.
Meeting Dates: Met throughout the year, October 2018 - June 2019
Parent Advisory Committees
District English Learner Advisory Committee (DELAC)
Thirty (30) parent members representing school sites which included parents of English Learners, Reclassified English Learners,
and/or low-income students (unduplicated student population).
Members: Each school site had at least one parent representative attending monthly meetings held at the District Education Center.
Meeting Dates: September 12, 2018; October 10, 2018; November 7, 2018; December 12, 2018; January 9, 2019; March 13, 2019;
April 10, 2019; May 8, 2019
District Advisory Committee (DAC)
Thirty (30) parent members representative of the School Site Councils.
Members: School sites had parent representatives attend monthly meetings held at the District Education Center.
Meeting Dates: October 22, 2018; December 10, 2018; January 28, 2019; February 25, 2019; March 25, 2019; April 29, 2019; May
20, 2019
Listening to Learn: In-person meetings with opportunity to respond to current LCAP actions or strategies as well as offer those for
consideration
LCAP Advisory Committee
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 Site and District Leadership
DELAC Committee
DAC Committee
CTE Advisory Committee
Listening to Learn: Bailey and Coffee, What's Brewing in Education
Business locations throughout the cities served by the district with opportunity for members of the community to chat with the
Superintendent on topics generated by attendees.
September 4, November 16, December 21, 2018 and January 8, March 22, and May 11, 2019
Listening to Learn: Completion of an online survey hosted by Panorama Education
A district-wide survey was deployed in English and Spanish through the Panorama Education online instrument. Announcement and
reminders of the survey were sent via SchoolMessenger systems, posted to the Beacon, with links to the survey accessible through
school and district webpages. The survey provided opportunity for community, family, staff and student input for continuous
improvement in the effectiveness of the actions supporting the LCAP's three goals. The survey included questions on re-branding,
school climate, with regional and national comparisons for analysis. Results were reviewed with stakeholder committees and
generated additional reflections and recommendations.
Dates: February 1, 2019 - February 18, 2019
School Board Involvement
Trustees Reaching Every Community (T.R.E.C.) - VIP Tour of Schools for Community Leaders led by Superintendent
September 6, 2018: Focus on Site Reconstruction and Updates - Hoover Elementary, La Quinta Middle, Indio High (Goal 3)
March 12, 2019: Focus on Technology in the classroom - Richard R. Oliphant Elementary, Desert Ridge Academy, Amistad High
School (Goals 1 and 2)
Principal Meetings: District-wide monthly meetings with site administrators.
To support the LCAP review and development process, principals were given information about its design, the revision process, and
timeline. Principal meeting agendas provided 1) a review of the 2017-2020 LCAP, highlighting all metrics and key actions for each
goal; 2) a structured-process opportunity to provide input for the development of the 2019-20 LCAP update through identification of
key actions to be maintained, strengthened, and re-evaluated; 3) a review of Panorama survey data for monitoring site-connected
parent, staff, and student participation; 4) information on student groups (SWD and Foster Youth) in Differentiated Assistance and
how to provide support and needed monitoring; 5) presentation and practice on SPSA alignment with LCAP; 6) actions that were
selected for re-evaluation. All this information was shared with the Oversight Committee.
Leadership Meeting: March 28, 2019
Page 64 of 191

 Collective work on Goals and Actions were shared from the Advisory Committee and principals. District Administrators had an
opportunity to review all actions in the LCAP goals and determine if they should be strengthened, maintained or re-evaluated. This
feedback was collected and shared with the Oversight Committee and principals.
Classified Management Meetings: April 22, 2019
Management members were guided through state and local indicator data related to specific student groups. Stakeholders then
provided feedback on actions as they took a look at trends and patterns from the data activity. Committee members prioritized and
posted input for actions to be maintained, strengthened, or re-evaluated.
Student Focus Groups: Meetings were scheduled during the months of March and April with each high school including continuation
and alternative schools.
Purpose: To build stakeholder capacity, and to engage students in the development of the LCAP.
These focus group sessions included an equal representation at each school site reflecting student groups of Low Income, English
Learners, and Foster Youth. During the focus group meetings, a power point presentation was presented to provide background
knowledge and discuss state, district and school data from the California Dashboard including state and local indicators. Students
discussed programs supported through the LCAP they see at their school sites. Their input was gathered about future actions that
should be considered for the upcoming document.
Throughout the 2018-2019 school year, the district communicated with stakeholders regarding the implementation of LCAP actions
and services and the progress towards goals. In order to evaluate the effectiveness of the LCAP, the District presented achievement
data to all stakeholders.
DSUSD Board of Trustees - Board Meetings
Conference items to support the LCAP
September 4, 2018
Superintendent's Debrief: Strengths and Opportunities for Improvement (Goal 1, Goal 2, Goal 3)
September 18, 2018
Dual Language Immersion (Goal 1, Goal 2) Presentation of Student Assessment and Accountability
Progress Report (Goal 1)
October 2, 2018
Synthetic Turf Tour (Goal 3) Bullying Prevention Month (Goal 3)
October 16, 2018
California Assessment of Student Performance and Progress (CAASPP) (Goal 1, Goal 2, Goal 3)
November 13, 2018
The California School Dashboard Local Indicators (Goal 1, Goal 2, Goal 3)
December 18, 2018
Career Technical Education (Goal 2) Elementary After School Choir (Goal 2) Annual Finance Report
January 15, 2019
The California School Dashboard and Differentiated Assistance (Goal 1, Goal 2, Goal 3)
February 5, 2019
Governor's Proposed Budget Update
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 February 19, 2019
College and Career Readiness Indicators (Goal 2) Peer Assistance and Review (PAR)/Council and
Beginning Teacher Support and Assessment
(BTSA) Update (Goal 1)
March 5, 2019
Advancement Via Individual Determination (AVID) Update (Goal 2) Second Interim Financial Report
March 19, 2019
Leadership Development Presentation (Goal 1)
Facilities Update (Goal 3) Hoonuit (Goal 1, Goal 2, Goal 3)
April 2, 2019
May 7, 2019
Annual Reports for Palm Desert Charter Middle School and Washington Charter School, Middle School
Science Textbook Adoption (Goal 1, Goal 2)
June 11, 2019
LCAP and Budget Public Hearing
June 25, 2019
LCAP and Budget adopted by the Board of Education

Front and Center at School Board Meetings
May 7, 2019: Focus on Technology/Computer Science - Elementary, Middle and High Schools (Goals 1 and 2)
The LCAP Annual Update and Budget were presented at a public hearing on June 11, 2019, which was formally noticed and
available for public review on May 24, 2019.
The Desert Sands Unified School District Board of Education approved the LCAP and Annual Update on June 25, 2019.
The program updates and progress towards targets noted in the annual update were included in the overall LCAP engagement
sessions noted above. Please see "Involvement Process" above.
Differentiated Assistance: Desert Sands qualifies for Differentiated Assistance based on two student groups, Students With
Disabilities at the "Red" performance level in two CA Dashboard State Indicators, and Foster Youth in the "Red" performance level in
two CA Dashboard State Indicators. Upon notification management consultation occurred between the Riverside County Office of
Education and district leadership. The assistance from the Riverside County Office of Education (RCOE) continues to encourage
building capacity, focusing on strengthening systems and supports of continuous improvement. District divisions attended workshops
collaborating on root causes and continued the work with principals. The strengths, areas of concern, and next steps illuminated
through this collaborative process have been incorporated into the Goals, Actions and Services of the Desert Sands LCAP 2019-20
and 2020-21 updates.

Page 66 of 191

 Impact on LCAP and Annual Update
How did these consultations impact the LCAP for the upcoming year?
Participants were selected to represent a wide array of stakeholder interests who met during the LCAP development process to:
 Review LCFF/LCAP guidelines and definitions
 Receive a report on past year’s process & progress
 Review the State accountability system, the CA Dashboard, and understand critical role in the LCAP development and
monitoring
 Review LCAP metrics, actions and strategies to determine those to be maintained, strengthened, or re-evaluated, and to
consider proposal for new action
 Review plan to engage the community: Is it comprehensive and meaningful?
 Provide input as the LCAP is revised and updated
LCAP Advisory Committee Meeting 1- January 22, 2019
To assure understanding of the LCAP, district leadership led participants in a walk through to provide an overview of the Plan
Summary, Annual Update, and Stakeholder Engagement sections. Participants did work in the Goals, Actions, and Services sections
to deepen their understanding when informing outside stakeholders. A presentation was shared on our eight State Priorities and
Local Indicators, as well as 2017-18 data on the CA Dashboard.
LCAP Advisory Committee Meeting 2- March 12, 2019
With the support of WestEd consultants, the Advisory Committee took a deeper dive into district data and local indicators specific to
our student groups. Stakeholders then provided feedback on actions as they took a look at trends and patterns from the data activity.
Committee members prioritized and posted input for actions to be maintained, strengthened, or re-evaluated. The top priorities for
strengthening from the advisory groups were parent engagement, digital learning opportunities, supports for Foster Youth, Student
with Disabilities, and data support. Actions to maintain were course access and advanced programs, Early Childhood Education
Program, and Professional Learning support. Top priority actions to re-evaluate were attendance facilitators, intervention programs,
additional support with mental health and counseling. Feedback was shared on the Panorama Survey covering topics related to
Academics, Parent Involvement, School Climate & Student Engagement. Results of Differentiated Assistance and the process of
collaboration with Riverside County Office of Education was shared with all stakeholders.
LCAP Advisory Committee Meeting 3 - April 30, 2019
The Assistant Superintendent of Educational Services along with division staff provided a thorough review of the priority items being
considered for re-evaluation or to be considered for new actions or services to the LCAP. That was followed with time for each LCAP
Advisory Committee member to select three top priorities.
Page 67 of 191

 Budget constraints do not allow all priorities to be implemented in the 2017-2020 LCAP.
LCAP Design and Development Committee
Monitored progress towards meeting goals on a quarterly basis. Provided information on progress through an online monitoring tool.
As a result of the committee work to monitor the expenditures to date at multiple times throughout the year, budget reductions or
needed increases to sustain services or programs were determined.
LCAP Oversight Committee
Designed a strategic process that allowed for stakeholder engagement and input, monitoring, data collection and accountability.
Parent Advisory Committees
LCAP was a standing agenda item for both DELAC and DAC meetings throughout the year. Representatives make up our
unduplicated student populations (English Learners, Reclassified English Learners, low-income students).
DELAC reviewed and discussed changes to actions and services for 2018-19 on dates provided below.
The following are the key areas discussed by DELAC at monthly meetings.
Goal 1-Academic Achievement ELA and Mathematics with focus on student group progress (EL, RFEP, SED, Ethnicity)
Goal 1-Reclassification, EL program placement
Goal 2-College and Career Readiness, CTE and AVID Programs
Goal 2-Parent Engagement
Goal 3-Parent Engagement and Online Survey
Shared LCAP survey results; Review of Goals
DAC reviewed and discussed changes to actions and services for 2018-19 on dates provided below.
The following are the key areas discussed by DAC at monthly meetings.
Goal 1 and Goal 3 - Technology applications for learning and Internet Safety
Goal 1 - Academic Achievement ELA and Mathematics with focus on student group progress (EL, RFEP, SED, Ethnicity)
Goal 2 - Attendance
Goal 3 - Parent Engagement
Goal 1 and Goal 3 - Progress Monitoring of Accountability Indicators to address State Priorities through California Dashboard; Biliteracy; Parent Engagement and Online Survey
Goal 1 - Math Standards
Goal 1 and Goal 3 - Multi-Tiered System of Supports
Page 68 of 191

 Shared LCAP survey results; Review of Goals
Listening to Learn - 1,396 DSUSD staff, 13,410 grades 3-12 students, and 3,056 parents and community members provided input
into the LCAP through the online survey. The survey was utilized to engage parents, community members, staff and other
stakeholders as part of the annual update and overall engagement process.
Demographics
1,396 Staff respondents represented by:
 62% Classroom Teachers
 12% Other Certificated Staff
 20% Classified Staff
 6% Administrator/Management
1,666 Family respondents identified themselves as parents of students receiving services:
 37% Free or Reduced Priced Meals
 12% English Learners
 10% Students With Disabilities
4,076 grades 3-5 student respondents represented by:
 32% English Learners
 9% Students With Disabilities
3,948 grades 6-8 student respondents represented by:
 19 % English Learners
 10% Students With Disabilities
5,386 grades 9-12 student respondents represented by:
 7% English Learners
 7% Students With Disabilities
Actions and Services to Support Goal 1
The following district initiatives were included in the survey to support academic growth:
Compensation packages for all employees while also increasing or improving services to students

Page 69 of 191

 Full day kindergarten at all elementary sites
Professional development for teachers, administrators, and instructional support staff in implementation of state standards,
curriculum, and teaching strategies
Instructional technology materials and support
Student-to-teacher ratio reduction
Parent engagement opportunities increase
Enhance kindergarten readiness through early childhood learning opportunities
Intervention programs (early literacy, before/after school learning support, summer programs)
Respondents rated the overall effectiveness of these key actions and services as follows:
 34% Staff Extremely Effective or Quite Effective
 57% Parents Extremely Effective or Quite Effective
 41% Students Extremely Effective or Quite Effective
Actions and Services to Support Goal 2
The following district initiatives were included in the survey to support college and career readiness:
Support for Career Tech Education (CTE)
Support for Advanced Placement (AP) classes
Support for International Baccalaureate (IB) schools
Support for Advancement Via Individual Determination (AVID)
Support Innovative Programs for 21st Century Learning including Online/Blended Learning Programs
Respondents rated the overall effectiveness of these key actions and services as follows:
 55% Staff Extremely Effective or Quite Effective
 46% Parent Extremely Effective or Quite Effective
Page 70 of 191

 

44% Students Extremely Effective or Quite Effective

Actions and Services to Support Goal 3
The following district initiatives were included in the survey to support safe and clean learning environments:
Improved Attendance-Attendance Facilitators, Saturday School
Assistant Principals at larger elementary schools
Student Assistance Program (SAP)
Professional Development for Counselors
Positive Behavior Support/Intervention Program
Community engagement through varied print, electronic, and social media
School safety and maintenance program
Respondents rated the overall effectiveness of these key actions and services as follows:
 55% Staff Extremely Effective or Quite Effective
 39% Parents Extremely Effective or Quite Effective
 40% Students Extremely Effective or Quite Effective
Common themes in relation to Student Achievement from the qualitative, open-ended response sections of the survey included:
Support AVID program at middle/high schools and expand elementary programs. (Goal 2)
Provide support for elementary principals and counselors. (Goal 3)
Reduce student to staff ratios in all class and all grade levels, including PE. (Goal 1)
Expand interventions and tutoring Goal 2
Ensure students are college and career ready by providing them with more opportunities (CTE, AP) (Goal 2)
Ensure strategic support for special education students and the general and special education teachers that serve them. (Goal 1)
Page 71 of 191

 Address social, emotional, behavioral needs of students in a more systemic way. (Goal 3)
The survey responses provided meaningful feedback which was used by district leadership to prioritize investments for all of our
students with particular focus on how to increase and improve these services for students identified as needing additional support.
School Board Involvement
Trustees were informed of progress in the LCAP through Board Presentations, T.R.E.C. Events and Friday Letters from Personnel
Services, Educational Services, Business Services and Student Support Services. During open session at Board meetings,
members regularly express the thorough communication and updates on services affecting schools and students and actions that will
seek Board approval.
Trustees Reaching Every Community (T.R.E.C.)
The purpose of the 2018-19 community engagement based T.R.E.C. Tours was to expose community leaders, parents and staff
members to LCAP initiatives supported by directed support from community partners, the McCallum Theatre, local law enforcement
and firefighters, Bermuda Dunes Airport, and the County of Riverside based on STEAM (Science, Technology, Engineering, Art, and
Math) in action at various sites throughout the district. Feedback was overwhelmingly positive.

Page 72 of 191

 Goals, Actions, & Services
Strategic Planning Details and Accountability
Complete a copy of the following table for each of the LEA’s goals. Duplicate the table as needed.
(Select from New Goal, Modified Goal, or Unchanged Goal)
X Unchanged

Goal

Goal 1
ALL STUDENTS WILL DEMONSTRATE GROWTH AS MEASURED BY FEDERAL, STATE AND DISTRICT ASSESSMENTS

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

X
X
X
X
X

Priority 1: Basic (Conditions of Learning)
Priority 2: State Standards (Conditions of Learning)
Priority 3: Parental Involvement (Engagement)
Priority 4: Pupil Achievement (Pupil Outcomes)
Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities:

Identified Need:
The academic needs for all students must be addressed by qualified, appropriately assigned, and fully credentialed teachers using
standards-aligned instructional materials. While Desert Sands Unified School District is able to attract and retain quality staff and does
not experience a teacher shortage, single-subject credentialed teachers for math and science, and all levels of fully-credentialed
Special Education teachers are continuously recruited. Professional development, designed in response to identified and targeted
areas of need, is an on-going essential for all staff. Best first instruction through full implementation of content standards to cultivate
learning environments where all students thrive is the need and our goal. Through a year-end professional development survey, 19%
of teaching staff reported the need for additional training on the standards and framework documents for their grade level/content
area. Professional development for both general education and special education staff in the Specialized Academic Instruction (SAI)
model for implementation of effective inclusive practices is in need of strengthening as well as a shared vision and understanding of
these practices. Adjusting master schedules as needed to support the work of Specialized Academic Instruction (SAI) continues to be
a focus. Desert Sands qualified for differentiated assistance under the California accountability system, with the Students With
Disabilities performing at "Red" in two CA Dashboard Indicators, one being the academic indicator in English language arts.

Page 73 of 191

 As has been a reported deficit statewide, our district will need to cultivate high-quality, innovative and effective leadership to fill
administrative posts as current staff retire. Aspiring candidates with deep attachments to our district must be identified and provided
leadership development training to create such a pipeline. Under the position created through the 2017-18 LCAP, Director of
Personnel-Leadership Development, training focused on staff and community relations through an administrative induction program,
new principal and assistant principal orientation and mentor-ship continue, and current principal/administrator training through the
contracted services of the National Institute for School Leadership will began in fall 2018-19. The impact will be improved district-wide
leadership resulting in improved instructional services for all students.
As needed, intervention (before/after/during school and summer programs) must be provided and expanded. English Language
Development practices and systems are in place at all schools, but improved integration of ELD standards and frameworks is needed
in order for students to successfully access grade level curriculum and instruction. The average expected time in ELD prior to
reclassification should be six years; on average current DSUSD English Learners at grades 5 and above have participated in the ELD
program for 7.7 years, resulting in high numbers of Long-Term English Learners at the middle and high schools.
Most recent data (2017 CAASPP) show that approximately 50% of DSUSD students district-wide are not meeting standard (under
performing) in English Language Arts and 65% are not meeting standard in mathematics. Though increases were evidenced in
mathematics district-wide and by nine of eleven student groups, English Learners (dis-aggregated from reclassified students) and
Students with Disabilities are performing significantly below the all-student group (CA Dashboard Status and Change Report). In
English language arts and mathematics, district-wide achievement and that for the following dis-aggregated student groups was below
standard (distance from level 3 is below): English learners, Foster Youth, Homeless, students Socio-economically Disadvantaged,
Students with Disabilities, African American, and Hispanic. A grade-span for intensity of need is that of middle grades 6-8. On the Fall
2017 CA Dashboard, Orange was the Performance Category for the "All Students" and most student groups in both English language
arts and mathematics; Students with Disabilities performed at Red (very low) in English language arts.
As evidenced by data, there is a district-wide need to increase student achievement for all students toward mastery of grade level
standards. Data sets include: Professional Development survey on the implementation of Common Core State Standards, Smarter
Balanced (CAASPP) results, English Learner reclassification rates, and district survey results. Formative assessments include
semester/trimester benchmark assessments at all grades and student writing samples using Step Up To Writing and process
structured writing practices at all elementary grades.
Staff/parent/student/community responses to LCAP survey indicate that students and teachers need equitable access to technology at
school and at home, and the associated program training, so as to fully engage in 21st Century teaching and learning.

Expected Annual Measurable Outcomes
Metrics/Indicators

All core classroom
teachers are

Baseline

99% of all core
classroom teachers

2017-18

1-A

2018-19

1-A
Page 74 of 191

2019-20

1-A

 Metrics/Indicators

Baseline

2017-18

2018-19

2019-20

appropriately assigned
and fully credentialed.
Annual Williams/SARC
Report

(2016-17) are
appropriately assigned
and fully credentialed.

100% of all core
classroom teachers will
be appropriately
assigned and fully
credentialed.

Continue to have 100%
of all core classroom
teachers appropriately
assigned and fully
credentialed.

Continue to have 100%
of all core classroom
teachers appropriately
assigned and fully
credentialed.

All district pupils have
sufficient access to the
standards-aligned
instructional materials.
Annual Williams/SARC
Report

100% of all students
have access to
textbooks and
instructional materials.

1-B
Continue to have 100%
of all students with
access to textbooks and
instructional materials.

1-B
Continue to have 100%
of all students with
access to textbooks and
instructional materials.

1-B
Continue to have 100%
of all students with
access to textbooks and
instructional materials.

Districtwide
achievement in gradelevel standards for ELA
will result in a
performance category of
Green. EL, SED, and
SWD student group
achievement in gradelevel standards for ELA
will result in a
performance category of
Yellow or Green.
California Dashboard:
Academic Indicators

California Dashboard
Academic Indicator for
ELA (2015-16):
Districtwide: 13.3 points
below level 3 (Standard
Met); Performance
Category is Yellow.
EL: 34.9 points below
(Yellow)
SED: 28.8 points below
(Yellow)
SWD: 107.9 points
below (Red)

1-C
Increase student
achievement levels and
scale scores to close the
gap in distance from
level 3 (standard met)
districtwide and for each
student group in ELA.
Increase the districtwide
performance category
from Yellow to Green,
reducing the gap in
distance from level 3 by
at least 7 points.

1-C
Increase student
achievement levels and
scale scores to close the
gap in distance from
level 3 (standard met)
district-wide and for
each student group in
ELA.
Increase the districtwide performance
category from Orange
(Fall 2017 Actual) to
Yellow, reducing the gap
in distance from level 3
by at least 5 points.

1-C
Increase student
achievement levels and
scale scores to close the
gap in distance from
level 3 (standard met)
district-wide and for
each student group in
ELA.
Increase the districtwide performance
category of Green,
increasing the distance
above level 3 by at least
5 points.

Districtwide
achievement in gradelevel standards for
mathematics will result
in a performance
category of Green. EL,

California Dashboard
Academic Indicator for
Mathematics (2015-16):
Districtwide: 44.2 points
below level 3 (Standard

1-D
Increase student
achievement levels and
scale scores to close the
gap in distance from
level 3 (standard met)

1-D
Increase student
achievement levels and
scale scores to close the
gap in distance from
level 3 (standard met)

1-D
Increase student
achievement levels and
scale scores to close the
gap in distance from
level 3 (standard met)

Page 75 of 191

 Metrics/Indicators

Baseline

2017-18

2018-19

2019-20

SED, and SWD student
group achievement in
grade-level standards
for mathematics will
result in a performance
category of Yellow.
California Dashboard:
Academic Indicators

Met); Performance
Category is Yellow.
EL: 65.2 points below
(Yellow)
SED: 59.7 points below
(Yellow)
SWD: 132 points below
(Orange)

districtwide and for each
student group in
Mathematics.
Increase the districtwide
performance category
from Yellow to Green in
Mathematics, reducing
the gap in distance from
level 3 by at least 20
points.

district-wide and for
each student group in
Mathematics.
Increase the districtwide performance
category from Orange
(Fall 2017 Actual) to
Yellow, reducing the gap
in distance from level 3
by at least 7 points.

district-wide and for
each student group in
Mathematics.
Maintain the districtwide performance
category of Yellow,
reducing the gap in
distance from level 3 by
at least 7 points.

English learners will
make annual progress
toward English
proficiency to maintain
an ELPI performance
category of Green.
California Dashboard:
English Learner
Progress Indicator

California Dashboard
English Learner
Progress Indicator
(2015-16): 69.7% of ELs
in 2014-15 evidenced
progress in acquiring
English fluency or were
reclassified as fluent.
Performance Category
is Green.

1-E
Increase the percent of
English learners
demonstrating annual
progress in English
Language Proficiency by
2% and maintain an
ELPI performance
category of Green.

1-E
Increase the percent of
English learners
demonstrating annual
progress in English
Language Proficiency by
2% and maintain an
ELPI performance
category of Green.

1-E
Increase the percent of
English learners
demonstrating annual
progress in English
Language Proficiency by
2% and maintain an
ELPI performance
category of Green or
Blue.

English learners will
meet criteria for
reclassification.
CALPADS Fall I Report

English Learners in
grades 5 and above
spend 7.6 years as
English learners prior to
reclassification.
Reclassification rate for
2016-17 is 10.7%.

1-F
Reduce average
number of years English
Learners in grades 5
and above spend as
identified English
Learners by 1/2% per
year until an average of
six years is reached.
Annual reclassification
rate will be at/above
11%.

1-F
Reduce average
number of years English
Learners in grades 5
and above spend as
identified English
Learners by 1/2% per
year until an average of
six years is reached.
Annual reclassification
rate will be at/above
11%.

1-F
Reduce average
number of years English
Learners in grades 5
and above spend as
identified English
Learners by 1/2% per
year until an average of
six years is reached.
Annual reclassification
rate will be at/above
11%.

Page 76 of 191

 Metrics/Indicators

All students are readers
by 3rd grade.
DIBELS Assessment of
Early Literacy

Baseline

Grade 1 (June 2017)
at/above benchmark:
37%
Grade 2 (June 2017)
at/above benchmark:
31%

2017-18

1-G
Establish a baseline for
the percent of students
in kindergarten scoring
at or above benchmark
on the DIBELS Next
(September 2017).

2018-19

2019-20

1-G
By June 2019, 50% of
K-2 students will meet or
exceed end-of-year
benchmark goals as
assessed by DIBELS
Next.

1-G
By June 2020, 50% of
K-2 students will meet or
exceed end-of-year
benchmark goals as
assessed by DIBELS
Next.

1-H
80% of teachers
reporting at full
implementation of CA
Standards and
Frameworks based on
annual Professional
Development Survey
(Spring 2019).

1-H
85% of teachers
reporting at full
implementation of CA
Standards and
Frameworks based on
annual Professional
Development Survey
(Spring 2020).

By June 2018, 50% of
K-2 students will meet or
exceed end-of-year
benchmark goals as
assessed by DIBELS
Next.
All staff will have
Professional
Development that will
provide them with the
skills and tools
necessary to fully
implement Stateadopted standards in
ELA and Math, ELD,
and Science (NGSS).
This will include
specialized PD for
Special Education
teachers.
Professional
Development Needs
Survey

70% of teachers
reported at full
implementation of CA
Standards and
Frameworks.
 100% of ELA,
math, and
science
Modules are
aligned to the
CA
Standards/Next
Generation
Science
Standards.
 100% of ELA
Modules have
ELD standards
embedded.
 100% of
teachers in
grades K-5 and

1-H
75% of teachers
reporting at full
implementation of CA
Standards and
Frameworks based on
annual Professional
Development Survey
(Spring 2018).

Page 77 of 191

 Metrics/Indicators

Baseline

2017-18

grades 6-12
(core content
teachers) were
provided
training in
integrated/desi
gnated ELD
during 201617.
 100% of
teachers in
grades K-5
received
Professional
Development in
the
implementation
of CA
Standards in
ELA, ELD and
the Next
Generation
Science
Standards
(NGSS) during
2016-17.
 39% of
teachers in
grades K-5
received
Professional
Development in
the
implementation
of CA
Standards in
Mathematics.
Page 78 of 191

2018-19

2019-20

 Metrics/Indicators

Baseline


The district will seek
parent input in making
decisions for the school
district and each
individual school site,
will promote parental
participation in programs
for unduplicated pupils,
and will promote
parental participation in
programs for individuals
with exceptional needs.
District LCAP Survey

2017-18

2018-19

2019-20

1-I
Maintain representation
of parents responding to
annual survey(s) equal
to or above the
unduplicated pupil
percentage. Increase by
10% the number of
parents/guardians of
unduplicated pupils
providing input through
annual survey(s) and/or
attending parent
engagement activities.

1-I
Maintain representation
of parents responding to
annual survey(s) equal
to or above the
unduplicated pupil
percentage. Increase by
10% the number of
parents/guardians of
unduplicated pupils
providing input through
annual survey(s) and/or
attending parent
engagement activities.

1-I
Maintain representation
of parents responding to
annual survey(s) equal
to or above the
unduplicated pupil
percentage. Increase by
10% the number of
parents/guardians of
unduplicated pupils
providing input through
annual survey(s) and/or
attending parent
engagement activities.

100% of Core
Content
teachers in
grades 6-12
(ELA,
Mathematics,
Science)
received
Professional
Development in
the CA
Standards in
ELA, ELD,
Mathematics
and the Next
Generation
Science
Standards
(NGSS) during
2016-17.

76% of parents
responding to the 201617 LCAP Survey
represented the
unduplicated pupil
population. 2%
districtwide parents of
unduplicated pupil count
(UPC) responded to the
survey.

Page 79 of 191

 Planned Actions / Services
Complete a copy of the following table for each of the LEA’s Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed.
startcollapse

Action 1
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served:

Location(s):

(Select from All, Students with Disabilities, or Specific Student Groups)

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

[Add Students to be Served selection here]

[Add Location(s) selection here]
OR

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

Scope of Services:

Location(s):

(Select from English Learners, Foster Youth,
and/or Low Income)

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

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

XEnglish Learners
XFoster Youth
XLow Income

XLEA-wide

XAll Schools

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

Action

2017-18 Actions/Services

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

Action

2018-19 Actions/Services

Select from New, Modified, or Unchanged
for 2019-20
XModified

Action

2019-20 Actions/Services

Action Area 1: Highly Qualified Staff

Action Area 1: Highly Qualified Staff

Action Area 1: Highly Qualified Staff

1-1.1

1-1.1

1-1.1







Continue to increase efforts to
recruit, select and maintain highly
qualified staff.
 Maintain compensation for direct
services to students. (California
Code of Regulations- CCR 15496
(a)- funding shall be used to

Continue to increase efforts to
recruit, select and maintain highly
qualified staff.
 Maintain compensation for direct
services to students. (California
Code of Regulations- CCR 15496
(a)- funding shall be used to
Page 80 of 191

Continue to increase efforts to
recruit, select and maintain highly
qualified staff.
 Maintain compensation for direct
services to students. (California
Code of Regulations- CCR 15496
(a)- funding shall be used to

 increase or improve services for
unduplicated pupils).

increase or improve services for
unduplicated pupils).

increase or improve services for
unduplicated pupils).

1-1.2

1-1.2

1-1.2

Continue the Peer Assistance
Review/Induction program.

Continue the Peer Assistance
Review/Induction program.

Continue the Peer Assistance
Review/Induction program.

1-1.3

1-1.3

1-1.3

Add new position: Director of PersonnelLeadership Development

Maintain position: Director of Personnel for
Leadership Development

Maintain position: Director of Personnel for
Leadership Development

1-1.4

1-1.4

Provide Office Specialist position to
support Director of Personnel for
Leadership Development.

Provide Office Specialist position to
support Director of Personnel for
Leadership Development.

1-1.5

1-1.5

Establish the Desert Sands Leadership
Academy for School Leaders. Conduct
cohort 1 year-long training to increase the
capacity for instructional leadership from
within the district.

Continue the Desert Sands Leadership
Academy for School Leaders. Conduct
cohort 2 year-long training to increase the
capacity for instructional leadership from
within the district.

1-1.6

1-1.6

Upgrade the online employee evaluation
system to more efficiently conduct
reviews, provide feedback and warehouse
forms.

Purchase a new online employee
evaluation system to more efficiently
conduct reviews and provide feedback to
support educator improvement and
effectiveness.

Budgeted Expenditures
Page 81 of 191

 Year
Amount
Source
Budget
Reference

Amount
Source
Budget
Reference

2017-18
$11,578,439
$11,578,439
LCFF Supplemental and
Concentration Grant
$11,578,439
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

2018-19
$12,720,184
$12,720,184
LCFF Supplemental and
Concentration Grant
$12,720,184
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

2019-20
$12,940,928.14
$12,940,928.14
LCFF Supplemental and
Concentration Grant
$12,940,928.14
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$724,198
$724,198
LCFF Base

$724,198
$724,198
LCFF Base

$739,406
$739,406
LCFF Base

$724,198
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$724,198
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$739,406
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

Action 2
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served:

Location(s):

(Select from All, Students with Disabilities, or Specific Student Groups)

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

[Add Students to be Served selection here]

[Add Location(s) selection here]
OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Page 82 of 191

 Students to be Served:

Scope of Services:

Location(s):

(Select from English Learners, Foster Youth,
and/or Low Income)

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

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

XEnglish Learners
XFoster Youth
XLow Income

XLEA-wide

XAll Schools

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

Action

2017-18 Actions/Services

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

Action

2018-19 Actions/Services

Select from New, Modified, or Unchanged
for 2019-20
XModified

Action

2019-20 Actions/Services

Action Area 2: Professional Development

Action Area 2: Professional Development

Action Area 2: Professional Development

Provide a structure and culture for
continuous improvement by implementing
best practices and providing professional
development, especially designed to meet
the needs of ELs, low-income and
students with exceptional needs, for
teachers and support staff.

Provide a structure and culture for
continuous improvement by implementing
best practices and providing professional
development, especially designed to meet
the needs of ELs, low-income and
students with exceptional needs, for
teachers and support staff.

Provide a structure and culture for
continuous improvement by implementing
best practices and providing professional
development, especially designed to meet
the needs of ELs, low-income and
students with exceptional needs, for
teachers and support staff.

1-2.1

1-2.1

1-2.1

Provide continuous professional
development in all core content area
standards, English Language
Development Framework and Standards,
curriculum, and instructional strategies
through grade level and content level
trainings.

Provide continuous professional
development in all core content area
standards, English Language
Development Framework and Standards,
curriculum, and instructional strategies
through grade level and content level
trainings. Provide support to
administrators, instructional coaches and
teachers from the International Center for
Leadership in Education (ICLE) for
implementation of the Rigor/Relevance

Provide continuous professional
development in all core content area
standards, English Language
Development Framework and Standards,
curriculum, and instructional strategies
through grade level and content level
trainings. Continue to provide support to
administrators, instructional coaches and
teachers from the International Center for
Leadership in Education (ICLE) for
implementation of the Rigor/Relevance

1-2.2

Page 83 of 191

 Continue to provide after-school
academies to teachers in ELA/ELD,
Mathematics, History/Social Studies,
Science, Special Education.

Framework to improve student
engagement and learning.

Framework to improve student
engagement and learning.

1-2.2

1-2.2

1-2.3

Continue to provide after-school
academies to teachers in ELA/ELD,
Mathematics, History/Social Studies,
Science, Special Education.

Continue to provide after-school
academies to teachers in ELA/ELD,
Mathematics, History/Social Studies,
Science, Special Education.

1-2.3

1-2.3

Maintain Educational Services, State and
Federal Programs, and Technology
support staff.

Maintain Educational Services, State and
Federal Programs, and Technology
support staff.

Personnel include:

Personnel include:

Maintain Educational Services, State and
Federal Programs, and Technology
support staff.
Personnel include:


Project Facilitator- Next
Generation Science

Standards
 Project Facilitator- Early Literacy
 Project Facilitator- Special
Education
 Project Facilitator- Professional
Development
 Project Facilitator- State and
Federal Programs
 Middle school Math Instructional
Coach
 Data Assessment Specialist
 Extra Duty for Next Generation
Science
Standards- (2) elementary teachers
 Extra Duty for Induction Support
Personnel
 .5 Instructional Coach at each
school site (29)
 .5 Instructional Coach at all Title I
school sites (20)



Project Facilitator- Next
Generation Science

Standards
 Project Facilitator- Early Literacy
 Project Facilitator- Special
Education
 Project Facilitator- Professional
Development
 Project Facilitator- State and
Federal Programs
 Middle school Math Instructional
Coach
 Data Assessment Specialist
 Extra Duty for Next Generation
Science
Standards- (2) elementary teachers
 Extra Duty for Induction Support
Personnel
Page 84 of 191



Project Facilitator- Next
Generation Science

Standards
 Project Facilitator- Early Literacy
 (2) Project Facilitators- Special
Education
 Project Facilitator- Professional
Development
 Project Facilitator- State and
Federal Programs
 Middle school Math Instructional
Coach
 Data Assessment Specialist
 Data Support Person for all
DSUSD divisions
 Extra Duty for Next Generation
Science
Standards- (2) elementary teachers

 Technology (3) Teachers on Special
Assignment
(TOSA)
1-2.4
Continue to provide professional
development for Special Education paraeducators on strategies for working
collaboratively in supporting instructional
practices and classroom management.
1-2.5
Continue to provide professional
development for Guest Teachers on
effective instructional strategies,
classroom management, common core
standards, curriculum and technology.



.5 Instructional Coach at each
school site (29)
 .5 Instructional Coach at all
continuing Title I school
sites (20)


Technology (4) Teachers on
Special Assignment



Extra Duty for Induction Support
Personnel
 .5 Instructional Coach at each
school site (29)
 .5 Instructional Coach at all Title I
continuing school
sites (20)


(TOSA)
The additional Technology TOSA will also
support
the coding project at the new elementary
school to

Technology (4) Teachers on
Special Assignment

(TOSA)
Technology TOSA will continue support of
the

open in fall 2018.

coding project at Richard Oliphant
Elementary

1-2.4

School.

Continue to provide professional
development for Special Education paraeducators on strategies for working
collaboratively in supporting instructional
practices and classroom management.

1-2.4

1-2.5
Continue to provide professional
development for Guest Teachers on
effective instructional strategies,
classroom management, common core
standards, curriculum and technology.

Page 85 of 191

Continue to provide professional
development for Special Education paraeducators on strategies for working
collaboratively in supporting instructional
practices and classroom management.
1-2.5
Continue to provide professional
development for Guest Teachers on
effective instructional strategies,
classroom management, common core
standards, curriculum and technology.

 Budgeted Expenditures
Year
Amount
Source
Budget
Reference

Amount
Source
Budget
Reference

2017-18
$4,584,520
$4,584,520
LCFF Supplemental and
Concentration Grant
$4,584,520
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

2018-19
$4,963,233
$4,963,233
LCFF Supplemental and
Concentration Grant
$4,963,233
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

2019-20
$5,218,688
$5,218,688
LCFF Supplemental and
Concentration Grant
$5,218,688
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$37,547
$37,547
LCFF Base

$105,926
$105,926
LCFF Base

$107,621
$107,621
LCFF Base

$37,547
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$105,926
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$107,621
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

Page 86 of 191

 Amount

$1,494,667
$1,494,667
Title I

$1,645,083
$1,645,083
Title I

$1,679,630
$1,679,630
Title I

Budget
Reference

$1,494,667
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$1,645,083
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$1,679,630
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

Amount

$648,675
$648,675
Title II

$673,571
$673,571
Title II

$699,165
$699,165
Title II

Budget
Reference

$648,675
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
5000-5999 Services and Other
Operating Expenditures

$673,571
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
5000-5999 Services and Other
Operating Expenditures

$699,165
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
5000-5999 Services and Other
Operating Expenditures

Amount

$586,420
$586,420
Title III

$559,781
$559,781
Title III

$571,536
$571,536
Title III

$586,420
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$559,781
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$571,536
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

Source

Source

Source
Budget
Reference

Page 87 of 191

 Amount
Source
Budget
Reference

$732,576
$732,576
Educator Effectiveness

0
0
Not Applicable

0
0
Not Applicable

$732,576
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

0
Not Applicable

0
Not Applicable

Action 3
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served:

Location(s):

(Select from All, Students with Disabilities, or Specific Student Groups)

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

[Add Students to be Served selection here]

[Add Location(s) selection here]
OR

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

Scope of Services:

Location(s):

(Select from English Learners, Foster Youth,
and/or Low Income)

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

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

XEnglish Learners
XFoster Youth
XLow Income

XLEA-wide

XAll Schools

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

Action

2017-18 Actions/Services
Action Area 3: Instructional
Materials/Assessments

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

Action

2018-19 Actions/Services
Action Area 3: Instructional
Materials/Assessments
Page 88 of 191

Select from New, Modified, or Unchanged
for 2019-20
XModified

Action

2019-20 Actions/Services
Action Area 3: Instructional
Materials/Assessments

 1-3.1
Continue to provide for annual cost of
consumable student materials and
reasonable replacements of lost core
materials.

1-3.1
Continue to provide for annual cost of
consumable student materials and
reasonable replacements of lost core
materials.

1-3.1
Continue to provide for annual cost of
consumable student materials and
reasonable replacements of lost core
materials.

1-3.2
Implement adopted TK-5 ELA/ELD
Program.
Adopt 6-12 ELA/ELD Program; implement
in 2018-2019 school year.

1-3.2
Implement adopted 6-12 ELA/ELD
Program.
Determine intervention programs/materials
to support the learning for grades TK-5
ELs and under-performing, high-needs
students.

1-3.2
Determine intervention programs/materials
to support the learning for grades 6-12
ELs and under-performing, high-needs
students.

1-3.3
Adopt 6-12 NGSS Science Program;
implement in 2018-2019 school year.

1-3.4
Continue to provide district benchmark
assessments in core content areas.

1-3.3
Implement adopted 6-12 NGSS Science
Program.
Adopt TK-5 NGSS Science Program;
implement 2019-2020.
1-3.4
Continue to provide district benchmark
assessments in core content areas.

1-3.3
Implement adopted TK-5 NGSS Science
Program.
1-3.4
Continue to provide district benchmark
assessments in core content areas.
1-3.5
Supplemental Support of Materials for
social science adoption
1.3.6
Funds to supplement the cost of science
consumables which supports the
continued implementation of the Next
Generation Science Standards at the
elementary level.

Budgeted Expenditures

Page 89 of 191

 Year
Amount

2017-18
$20,000
$20,000
LCFF Supplemental and
Concentration Grant
$20,000
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

2018-19
$20,000
$20,000
LCFF Supplemental and
Concentration Grant
$20,000
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

2019-20
$37,750
$37,750
LCFF Supplemental and
Concentration Grant
$37,750
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$1,329,405
$1,329,405
Lottery

$1,406,303
$1,406,303
Lottery

$1,406,303
$1,406,303
Lottery

Budget
Reference

$1,329,405
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$1,406,303
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$1,406,303
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

Amount

$2,710,916
$2,710,916
LCFF Base

$2,033,216
$2,033,216
LCFF Base

$2,075,914
$2,075,914
LCFF Base

$2,710,916
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$2,033,216
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$2,075,914
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

Source
Budget
Reference

Amount
Source

Source
Budget
Reference

Action 4
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served:

Location(s):

(Select from All, Students with Disabilities, or Specific Student Groups)

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

XAll

XAll

Page 90 of 191

Schools

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

Scope of Services:

Location(s):

(Select from English Learners, Foster Youth,
and/or Low Income)

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

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

[Add Students to be Served selection here]

[Add Scope of Services selection here]

[Add Location(s) selection here]

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

Action

2017-18 Actions/Services

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

Action

2018-19 Actions/Services

Select from New, Modified, or Unchanged
for 2019-20
XModified

Action

2019-20 Actions/Services

Action Area 4: Technology

Action Area 4: Technology

Action Area 4: Technology

1-4.1
Continue to provide a 21st century
learning environment for students and
teachers by promoting and investing in the
use of instructional technology as a means
to deliver a rigorous and relevant
curriculum aligned to the core content
standards, taught through 21st Century
learning skills. Maintain a robust
technology network and student
information system infrastructure to
support the learning environment.

1-4.1
Continue to provide a 21st century
learning environment for students and
teachers by promoting and investing in the
use of instructional technology as a means
to deliver a rigorous and relevant
curriculum aligned to the core content
standards, taught through 21st Century
learning skills. Students at secondary
schools and pilot elementary schools will
be provided a Chromebook for home use.
Teachers will each be provided a
Chromebook to support planning and
instructional technology integration. The
district will maintain a robust technology
network and student information system
infrastructure to support the learning
environment.

1-4.1
Continue to provide a 21st century
learning environment for students and
teachers by promoting and investing in the
use of instructional technology as a means
to deliver a rigorous and relevant
curriculum aligned to the core content
standards, taught through 21st Century
learning skills. Students at grades 2-12 will
be provided a Chromebook for home use.
Teachers will each be provided a
Chromebook to support planning and
instructional technology integration. The
district will maintain a robust technology
network and student information system
infrastructure to support the learning
environment.
1-4.2

Page 91 of 191

 Goalbook is a platform that uses Universal
Design to develop linguistically appropriate
goals for SWD who are English Learners
1-4.3
CatchON provides a more effective use of
data and technology by capturing and
showing which technologies are being
used throughout the district and sharing
insights on those that might truly be
effective. In addition, it will help ensure a
safer and more secure digital learning
environment for our students.
1-4.4
Chromebook Cases
Chromebook damage at the middle school
level is high. Cases will help reduce
damage and increase student
engagement.
1-4.5
Google Bootcamps will certify 90 teachers
in levels 1 and 2. Provides teachers with
the confidence and skills to use Google
tools in the classroom enhancing
curriculum.
1-4.6
Middle School Computer Science
Computer science supplemental program
to be incorporated into existing math and
science courses.
1-4.7
BrightBytes will be used for two primary
purposes: as a survey instrument to get
detailed feedback on district technology
Page 92 of 191

 initiatives; and, for making comparisons on
student achievement between district
assessment results and time spent on
identified software programs.

Budgeted Expenditures
Year
Amount
Source
Budget
Reference

Amount
Source
Budget
Reference

2017-18
$2,081,619
$2,081,619
LCFF Supplemental and
Concentration Grant
$2,081,619
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

2018-19
$2,520,575
$2,520,575
LCFF Supplemental and
Concentration Grant
$2,520,575
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies

2019-20
$2,266,120
$2,266,120
LCFF Supplemental and
Concentration Grant
$2,266,120
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies

$3,949,459
$3,949,459
LCFF Base

$3,989,629
$3,989,629
LCFF Base

$4,106,102
$4,106,102
LCFF Base

$3,949,459
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
6000-6999 Capital Outlay Capital
Outlay

$3,989,629
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$4,106,102
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

Page 93 of 191

 Amount

$791,331
$791,331
Lottery

$964,500
$964,500
Lottery

$984,755
$984,755
Lottery

Budget
Reference

$791,331
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$964,500
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$984,755
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

Amount

$849,520
$849,520
Other Restricted - Redevelopment
Pass Thru
$849,520
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
6000-6999 Capital Outlay Capital
Outlay

$723,076
$723,076
Other Restricted - Redevelopment
Pass Thru
$723,076
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
6000-6999 Capital Outlay Capital
Outlay

$738,261
$738,261
Other Restricted - Redevelopment
Pass Thru
$738,261
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
6000-6999 Capital Outlay Capital
Outlay

Source

Source
Budget
Reference

Action 5
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served:

Location(s):

(Select from All, Students with Disabilities, or Specific Student Groups)

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

[Add Students to be Served selection here]

[Add Location(s) selection here]
OR

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

Scope of Services:

Location(s):

(Select from English Learners, Foster Youth,
and/or Low Income)

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

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

Page 94 of 191

 XEnglish Learners
XFoster Youth
XLow Income

XLEA-wide

XAll Schools

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

Action

2017-18 Actions/Services

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

Action

2018-19 Actions/Services

Select from New, Modified, or Unchanged
for 2019-20
XModified

Action

2019-20 Actions/Services

Action Area 5: Interventions

Action Area 5: Interventions

Action Area 5: Interventions

1-5.1

1-5.1

1-5.1

Continue to provide full-day kindergarten
at all elementary sites maintaining a ratio
of 24:1. Analyze achievement and
attendance data of students as they
advance in grade levels to evaluate the
effectiveness of the program.

Continue to provide full-day kindergarten
at all elementary sites maintaining a ratio
of 24:1. Analyze achievement and
attendance data of students as they
advance in grade levels to evaluate the
effectiveness of the program.

Continue to provide full-day kindergarten
at all elementary sites maintaining a ratio
of 24:1. Analyze achievement and
attendance data of students as they
advance in grade levels to evaluate the
effectiveness of the program.

1-5.2

1-5.2

1-5.2

Evaluate K-2 student assessment data
and provide intervention support on
reading readiness based on DIBELS and
ESGI data.

Continue to evaluate K-2 student
assessment data and provide intervention
support on reading readiness based on
DIBELS and ESGI data.

Continue to evaluate K-2 student
assessment data and provide intervention
support on reading readiness based on
DIBELS and ESGI data.

1-5.3

1-5.3

1-5.3

Evaluate the effectiveness of Targeted
Math Intervention support at the high
school level.

Continue to provide Targeted High School
Supplemental Instructional Support based
on evaluation of program from 2017-2018.

Continue to provide Targeted High School
Supplemental Instructional Support based
on evaluation of program from 2018-2019.

1-5.4

1-5.4

1-5.4
Page 95 of 191

 Continue to provide Summer School
Programs:
 High School- Focus on credit
recovery, validation of grades,
and acceleration to support a
rigorous course of study (districtwide)
 Summer Bridge Program incoming 9th graders in
Mathematics (district-wide)
 Middle School - Focus on ELA
and Mathematics for at risk
students (district-wide)
 Elementary School- Focus on
ELA and mathematics for at-risk
students and English Learners
(site-based)
 Migrant Education Summer
School- K-8

Continue to provide Summer School
Programs:
 High School- Focus on credit
recovery, validation of grades,
and acceleration to support a
rigorous course of study (districtwide)
 Summer Bridge Program incoming 9th graders in
Mathematics (district-wide)
 Middle School - Focus on ELA
and Mathematics for at risk
students (district-wide)
 Elementary School- Focus on
ELA and mathematics for at-risk
students and English Learners
(site-based)
 Migrant Education Summer
School- K-8

Continue to provide Summer School
Programs:
 High School- Focus on credit
recovery, validation of grades,
and acceleration to support a
rigorous course of study (districtwide)
 Summer Bridge Program incoming 9th graders in
Mathematics (district-wide)
 Middle School - Focus on ELA
and Mathematics for at risk
students (district-wide)
 Elementary School- Focus on
ELA and mathematics for at-risk
students and English Learners
(site-based)
 Migrant Education Summer
School- K-8

1-5.5

1-5.5

1-5.5

Continue to provide site-based before/after
school intervention programs focusing on
closing the achievement gap for at-risk
students.

Continue to provide site-based before/after
school intervention programs focusing on
closing the achievement gap for at-risk
students.

Continue to provide site-based before/after
school intervention programs focusing on
closing the achievement gap for at-risk
students.

Budgeted Expenditures

Page 96 of 191

 Year
Amount

2017-18
$1,941,172
$1,941,172
LCFF Supplemental and
Concentration Grant
$1,941,172
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

2018-19
$2,035,085
$2,035,085
LCFF Supplemental and
Concentration Grant
$2,035,085
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

2019-20
$2,000,086
$2,000,086
LCFF Supplemental and
Concentration Grant
$2,000,086
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$1,098,121
$1,098,121
Title I

$1,115,455
$1,115,455
Title I

$1,138,880
$1,138,880
Title I

Budget
Reference

$1,098,121
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits

$1,115,455
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits

$1,138,880
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits

Amount

$342,569
$342,569
After School Education and Safety
(ASES)
$342,569
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$421,267
$421,267
After School Education and Safety
(ASES)
$421,267
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$428,000
$428,000
After School Education and Safety
(ASES)
$428,000
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

Source
Budget
Reference

Amount
Source

Source
Budget
Reference

Page 97 of 191

 Action 6
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served:

Location(s):

(Select from All, Students with Disabilities, or Specific Student Groups)

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

[Add Students to be Served selection here]

[Add Location(s) selection here]
OR

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

Scope of Services:

Location(s):

(Select from English Learners, Foster Youth,
and/or Low Income)

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

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

XEnglish Learners
XFoster Youth
XLow Income

XLEA-wide

XAll Schools

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

Action

2017-18 Actions/Services

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

Action

2018-19 Actions/Services

Select from New, Modified, or Unchanged
for 2019-20
XUnchanged

Action

2019-20 Actions/Services

Action Area 6: School Site Staffing

Action Area 6: School Site Staffing

Action Area 6: School Site Staffing

1-6.1
Continue to reduce K-3 class size
averages by grade span to meet target of
24:1 by 2021.

1-6.1
Continue to reduce K-3 class size
averages by grade span to meet target of
24:1 by 2021.

1-6.1
Continue to reduce K-3 class size
averages by grade span to meet target of
24:1 by 2021.

1-6.2
Maintain grades 4-8 staffing to achieve
district-wide average class size of 29:1.

1-6.2
Maintain grades 4-8 staffing to achieve
district-wide average class size of 29:1.

1-6.2
Maintain grades 4-8 staffing to achieve
district-wide average class size of 29:1.

1-6.3
Maintain high school staffing ratio at 31:1.

1-6.3
Maintain high school staffing ratio at 31:1.

1-6.3
Maintain high school staffing ratio at 31:1.

Page 98 of 191

 1-6.4
Maintain reduced class size in Special
Education settings.

1-6.4
Maintain reduced class size in Special
Education settings.

1-6.4
Maintain reduced class size in Special
Education settings.

1-6.5
Maintain Special Education paraeducators at 6.5 hours per day.

1-6.5
Maintain Special Education paraeducators at 6.5 hours per day.

1-6.5
Maintain Special Education paraeducators at 6.5 hours per day.

1-6.6
Classified salaries beyond the formula to
support student learning.

1-6.6
Classified salaries beyond the formula to
support student learning.

1-6.6
Classified salaries beyond the formula to
support student learning.

Budgeted Expenditures
Year
Amount
Source
Budget
Reference

2017-18
$5,132,225
$5,132,225
LCFF Supplemental and
Concentration Grant
$5,132,225
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies

2018-19
$5,495,177
$5,495,177
LCFF Supplemental and
Concentration Grant
$5,495,177
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies

Page 99 of 191

2019-20
$5,497,201
$5,497,201
LCFF Supplemental and
Concentration Grant
$5,497,201
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies

 Amount

$124,680,546
$124,680,546
LCFF Base

$129,044,365
$129,044,365
LCFF Base

$133,560,918
$133,560,918
LCFF Base

Budget
Reference

$124,680,546
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits

$129,044,365
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits

$133,560,918
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits

Amount

$7,050,750
$7,050,750
Special Ed IDEA Basic Local
Assistance
$7,050,750
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits

$7,779,063
$7,779,063
Special Ed IDEA Basic Local
Assistance
$7,779,063
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
7300-7399 Indirect costs

$7,949,424
$7,949,424
Special Ed IDEA Basic Local
Assistance
$7,949,424
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
7300-7399 Indirect costs

$98,146
$98,146
Special Ed IDEA Preschool Grants
Part B
$98,146
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
7300-7399 Indirect costs

$92,570
$92,570
Special Ed IDEA Preschool Grants
Part B
$92,570
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
7300-7399 Indirect costs

$94,421
$94,421
Special Ed IDEA Preschool Grants
Part B
$94,421
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
7300-7399 Indirect costs

Source

Source
Budget
Reference

Amount
Source
Budget
Reference

Page 100 of 191

 Amount
Source
Budget
Reference

Amount
Source
Budget
Reference

$539,491
$539,491
Special Ed IDEA Preschool Local
Entitlement
$539,491
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
7300-7399 Indirect costs

$0
$0
Not Applicable

$0
$0
Not Applicable

$0
Not Applicable

$0
Not Applicable

$21,899,128
$21,899,128
Special Education

$24,413,239
$24,413,239
Special Education

$24,413,239
$24,413,239
Special Education

$21,899,128
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits

$24,413,239
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits

$24,413,239
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits

Action 7
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served:

Location(s):

(Select from All, Students with Disabilities, or Specific Student Groups)

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

[Add Students to be Served selection here]

[Add Location(s) selection here]
OR

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

Scope of Services:

Location(s):

(Select from English Learners, Foster Youth,
and/or Low Income)

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

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

Page 101 of 191

 XEnglish Learners
XFoster Youth
XLow Income

XLEA-wide

XAll Schools

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

Action

2017-18 Actions/Services

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

Action

2018-19 Actions/Services

Select from New, Modified, or Unchanged
for 2019-20
XModified

Action

2019-20 Actions/Services

Action Area 7: Parent Engagement

Action Area 7: Parent Engagement

Action Area 7: Parent Engagement

1-7.1
Maintain existing District Advisory
Committee (DAC) and District English
Learner Advisory Committee (DELAC) to
educate parents and solicit input to best
meet the needs of low-income students
and English learners.

1-7.1
Maintain existing District Advisory
Committee (DAC) and District English
Learner Advisory Committee (DELAC) to
educate parents and solicit input to best
meet the needs of low-income students
and English learners.

1-7.1
Maintain existing District Advisory
Committee (DAC) and District English
Learner Advisory Committee (DELAC) to
educate parents and solicit input to best
meet the needs of low-income students
and English learners.

1-7.2
Continue to provide increased
opportunities for parents to learn about the
California content standards and the
CAASPP, with a greater emphasis on
interpreting assessment results.

1-7.2
Continue to provide increased
opportunities for parents to learn about the
California content standards and the
CAASPP, with a greater emphasis on
interpreting assessment results.

1-7.2
Continue to provide increased
opportunities for parents to learn about the
California content standards and the
CAASPP, with a greater emphasis on
interpreting assessment results.

1-7.3
Continue to provide Parent Institute for
Quality Education (PIQE) - a nine week
parent academy for parents of English
learners at four school sites.

1-7.3
Continue to provide Parent Institute for
Quality Education (PIQE)-a nine week
parent academy for parents of English
learners at four school sites.

1-7.3
Continue to provide Parent Institute for
Quality Education (PIQE)-a nine week
parent academy for parents of English
learners at four school sites.

1-7.4
Continue to provide
translation/interpretation for Spanish-

1-7.4
Continue to provide
translation/interpretation for Spanish-

1-7.4
Continue to provide
translation/interpretation for Spanish-

Page 102 of 191

 speaking families to access school and
district information and community
resources.

speaking families for access school and
district information and community
resources.

1-7.5
Maintain (4) Community Bilingual Techs
for special education to meet community
outreach needs of students with
disabilities.

1-7.5
Make program decisions based on
effectiveness of (2) Community Bilingual
Techs for special education.

speaking families for access school and
district information and community
resources.

Budgeted Expenditures
Year
Amount
Source
Budget
Reference

2017-18
$99,528
$99,528
LCFF Supplemental and
Concentration Grant
$99,528
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Other Operating
Expenditures

2018-19
$101,625
$101,625
LCFF Supplemental and
Concentration Grant
$101,625
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Other Operating
Expenditures

Page 103 of 191

2019-20
$21,400
$21,400
LCFF Supplemental and
Concentration Grant
$21,400
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Other Operating
Expenditures

 Amount

$9,840
$9,840
Title I

$15,163
$15,163
Title I

$15,466
$15,466
Title I

Budget
Reference

$9,840
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$15,163
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$15,466
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

Amount

$23,371
$23,371
Title III -Immigrant

$29,125
$29,125
Title III -Immigrant

$29,737
$29,737
Title III -Immigrant

$23,371
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$29,125
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$29,737
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

Source

Source
Budget
Reference

Page 104 of 191

 Amount

$27,574
$27,574
Title III -Limited English Proficiency

$27,538
$27,538
Title III -Limited English Proficiency

$28,089
$28,089
Title III -Limited English Proficiency

Budget
Reference

$27,574
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$27,538
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$28,089
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

Amount

$4,438
$4,438
Indian Education

$5,790
$5,790
Indian Education

$5,912
$5,912
Indian Education

$4,438
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
5000-5999 Services and Other
Operating Expenditures

$5,790
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
5000-5999 Services and Other
Operating Expenditures

$5,912
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
5000-5999 Services and Other
Operating Expenditures

Source

Source
Budget
Reference

Action 8
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served:

Location(s):

(Select from All, Students with Disabilities, or Specific Student Groups)

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

[Add Students to be Served selection here]

[Add Location(s) selection here]
OR

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

Page 105 of 191

 Students to be Served:

Scope of Services:

Location(s):

(Select from English Learners, Foster Youth,
and/or Low Income)

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

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

XEnglish Learners
XFoster Youth
XLow Income

XSchoolwide

XAll Schools

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

Action

2017-18 Actions/Services

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

Action

2018-19 Actions/Services

Select from New, Modified, or Unchanged
for 2019-20
XUnchanged

Action

2019-20 Actions/Services

Action Area 8: Site Based Student
Achievement Support

Action Area 8: Site Based Student
Achievement Support

Action Area 8: Site Based Student
Achievement Support

Continue to provide additional funding to
all school sites to support the Single Plan
for Student Achievement (SPSA). Schools
receive an allocation to provide for localdecision making on how to provide support
to unduplicated students. Funds are
distributed utilizing a formula based on the
number of unduplicated students at each
site.

Continue to provide additional funding to
all school sites to support the Single Plan
for Student Achievement (SPSA). Schools
receive an allocation to provide for localdecision making on how to provide support
to unduplicated students. Funds are
distributed utilizing a formula based on the
number of unduplicated students at each
site.

Continue to provide additional funding to
all school sites to support the Single Plan
for Student Achievement (SPSA). Schools
receive an allocation to provide for localdecision making on how to provide support
to unduplicated students. Funds are
distributed utilizing a formula based on the
number of unduplicated students at each
site.

1-8.1
Actions and Services are reflected in the
Single Plan for Student Achievement
(SPSA) and are reviewed, evaluated and
revised annually by parents representing
unduplicated students, staff and students.

1-8.1
Actions and Services are reflected in the
Single Plan for Student Achievement
(SPSA) and are reviewed, evaluated and
revised annually by parents representing
unduplicated students, staff and students.

1-8.1
Actions and Services are reflected in the
Single Plan for Student Achievement
(SPSA) and are reviewed, evaluated and
revised annually by parents representing
unduplicated students, staff and students.

Budgeted Expenditures
Page 106 of 191

 Year
Amount
Source
Budget
Reference

2017-18
$4,566,417
$4,566,417
LCFF Supplemental and
Concentration Grant
$4,566,417
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

2018-19
$4,566,417
$4,566,417
LCFF Supplemental and
Concentration Grant
$4,566,417
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

2019-20
$4,566,417
$4,566,417
LCFF Supplemental and
Concentration Grant
$4,566,417
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

Action 9
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served:

Location(s):

(Select from All, Students with Disabilities, or Specific Student Groups)

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

[Add Students to be Served selection here]

[Add Location(s) selection here]
OR

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

Scope of Services:

Location(s):

(Select from English Learners, Foster Youth,
and/or Low Income)

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

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

XEnglish Learners
XFoster Youth
XLow Income

XSchoolwide

Specific Schools: Adams Early Childhood
Learning Center, Head Start, Early
Childhood Education, State Preschool

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

Action

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

Action
Page 107 of 191

Select from New, Modified, or Unchanged
for 2019-20
XModified

Action

 2017-18 Actions/Services

2018-19 Actions/Services

2019-20 Actions/Services

Action Area 9: Early Childhood
Educational Programs

Action Area 9: Early Childhood
Educational Programs

Action Area 9: Early Childhood
Educational Programs

1-9.1
Continue to maintain opportunities for lowincome students and English learners to
attend a high-quality preschool program at
selected sites within DSUSD.

1-9.1
Continue to maintain opportunities for lowincome students and English learners to
attend a high-quality preschool program at
selected sites within DSUSD.

1-9.1
Continue to maintain opportunities for lowincome students and English learners to
attend a high-quality preschool program at
selected sites within DSUSD.

1-9.2
Continue to provide appropriate parent
education engagement opportunities to
enhance readiness for and transition to
kindergarten.

1-9.2
Continue to provide appropriate parent
education engagement opportunities to
enhance readiness for and transition to
kindergarten.

1-9.2
Continue to provide appropriate parent
education engagement opportunities to
enhance readiness for and transition to
kindergarten.

1-9.3
Continue to maintain Early Childhood
Learning Center (ECLC), including
provision of a site Principal and support
staff.

1-9.3
Maintain Early Childhood Learning Center
(ECLC), investigate expanding Early
Childhood Learning Center based on
need.

1-9.3
Maintain Early Childhood Learning Center
(ECLC), investigate expanding Early
Childhood Learning Center based on
need.

Budgeted Expenditures

Page 108 of 191

 Year
Amount

2017-18
$488,804
$488,804
LCFF Supplemental and
Concentration Grant
$488,804
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
7000-7999

2018-19
$481,877
$481,877
LCFF Supplemental and
Concentration Grant
$481,877
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
7000-7999

2019-20
$594,403
$594,403
LCFF Supplemental and
Concentration Grant
$594,403
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
7000-7999

$150,000
$150,000
Title I

$207,185
$207,185
Title I

$211,536
$211,536
Title I

Budget
Reference

$150,000
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits

$207,185
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits

$211,536
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits

Amount

$100,000
$100,000
LCFF Base

$51,508
$51,508
LCFF Base

$52,538
$52,538
LCFF Base

$100,000
5000-5999 Services and Other
Operating Expenditures

$51,508
5000-5999 Services and Other
Operating Expenditures

$52,538
5000-5999 Services and Other
Operating Expenditures

Source
Budget
Reference

Amount
Source

Source
Budget
Reference

Page 109 of 191

 Amount
Source
Budget
Reference

$2,240,555
$2,240,555
Head Start

$2,259,753
$2,259,753
Head Start

$2,307,208
$2,307,208
Head Start

$2,240,555
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$2,259,753
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$2,307,208
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

Page 110 of 191

 Goals, Actions, & Services
Strategic Planning Details and Accountability
Complete a copy of the following table for each of the LEA’s goals. Duplicate the table as needed.
(Select from New Goal, Modified Goal, or Unchanged Goal)
X Unchanged

Goal

Goal 2
ALL STUDENTS WILL GRADUATE AND BE PREPARED TO MAKE A SUCCESSFUL TRANSITION TO FURTHER EDUCATION
AND/OR CAREER OPPORTUNITIES

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

X
X
X
X

Priority 4: Pupil Achievement (Pupil Outcomes)
Priority 5: Pupil Engagement (Engagement)
Priority 7: Course Access (Conditions of Learning)
Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities:

Identified Need:
All students need educational options that meet their unique needs and interests. Students participate in rigorous and engaging
coursework and support programs that prepare them for college or career. A continued focus is the need to increase participation in
career or interest-based programs for our English learners and students with disabilities. While Desert Sands' four-year graduation
rate exceeds that of both the county and the state, fewer than half (43.5%) of the class of 2018 graduates met the criteria as
college/career prepared. (Fall 2018 CA Dashboard) A slight decrease of .7%.
Written comments provided through the 2018-19 LCAP survey shared parent desire for expanded Career Technical Education (CTE)
and Advanced Placement (AP) courses and support for college and career readiness through the Advancement Via Individual
Determination (AVID) program. Expanded use of technology hardware and software was requested by parents, students, and the
community to impact student learning and provide instructional support to prepare students with 21st Century skills. Expanded
enrichment opportunities such as art, music, media, and special projects for students identified for Gifted and Talented Education were
also identified needs from multiple stakeholder groups.
Data analyzed include high school graduation rates, course availability at all secondary sites, Early Assessment Program results
(EAP), UC/CSU eligibility rates, CTE and interest-based participation, CTE completion rates, and district LCAP survey results.
Page 111 of 191

 Expected Annual Measurable Outcomes
Metrics/Indicators

All students will
graduate from high
school prepared for
college and career.
Four-year cohort
graduation rate will
increase, and four-year
cohort and middle
school dropout rates will
decrease.

An increasing percent of
seniors will enroll in a
rigorous math course.

Districtwide participation
in a career or interestbased program will
increase toward a goal
of 30%.
English Learner and
Students With

Baseline


2016 Cohort
Graduation
Rate is 91.0%.

CA Dashboard
Graduation Indicator
performance category
on is Blue for all
students and all student
groups except SWD at
Yellow.
 2016 Cohort
Dropout Rate is
5.5%.
 10 middle
school
dropouts in
2016.

• 61% of 2016-17 high
school seniors were
enrolled in a rigorous
math course.



27% of 2015-16
grades 10-12
students
participated in
career or
interest based
programs.

2017-18

2018-19

2019-20

2-A
High school cohort
graduation rate will
remain above 90% and
will meet or exceed the
county and state
graduation rates.
Graduation Indicator will
remain at Blue or Green
for all students and all
student groups.

2-A
High school cohort
graduation rate will
remain above 90% and
will meet or exceed the
county and state
graduation rates.
Graduation Indicator will
remain at Blue or Green
for all students and all
student groups.

2-A
High school cohort
graduation rate will
remain above 90% and
will meet or exceed the
county and state
graduation rates.
Graduation Indicator will
remain at Blue or Green
for all students and all
student groups.

2-B
Cohort High School
Dropout rate will
decrease by .5% from
2015-16. Middle school
dropouts will decrease
by 3.

2-B
Cohort High School
Dropout rate will
decrease by .5% from
2016-17. Middle school
dropouts will decrease
by 2.

2-B
Cohort High School
Dropout rate will
decrease by .5% from
2017-18. Middle school
dropouts will decrease
by 2.

2-C
Seniors enrolled in a
rigorous math course
will increase 2% over
2016-2017 data.

2-C
Seniors enrolled in a
rigorous math course
will increase 2% over
2017-2018 data.

2-C
Seniors enrolled in a
rigorous math course
will increase 2% over
2018-2019 data.

2-D
Percentage of students
participating in career or
interest-theme based
pathways will increase
by 1% over 2015-2016
data.

2-D
Percentage of students
participating in career or
interest-theme based
pathways will increase
by 1% over 2016-2017
data.

2-D
Percentage of students
participating in career or
interest-theme based
pathways will increase
by 1% over 2017-2018
data.

Page 112 of 191

 Metrics/Indicators

Disabilities participation
in a career or interestbased program will
increase.
Cohort Outcome Report;
California School
Dashboard: Indicators
for Graduation Rate,
College/Career
Readiness
CALPADS Fall II
Submission: Student
Course Enrollments
CALPADS End-of-Year
1: Course Completion,
CTE participants,
concentrators,
completers

Graduates will meet the
UC/CSU entrance
requirement (A-G).
Cohort Outcome Report

Baseline


English learners
represent
10.2% of 201516 grades 1012 students
participating in
career or
interest-based
programs.
 Students with
Disabilities
represent 6%
of 2015-16
grades 10-12
students
participating in
career or
interest-based
programs.
 47.7% of CTE
students
completed a
CTE
concentrator
and capstone
sequence of
courses.

44.8% of 2016
graduates met A-G
college entrance
requirements.

2017-18

2018-19

2019-20

Percent of EL and SWD
represented in the
career or interest-theme
based pathway
participants will increase
by 1.5% for each group.

Percent of EL and SWD
represented in the
career or interest-theme
based pathway
participants will increase
by 1% for each group.

Percent of EL and SWD
represented in the
career or interest-theme
based pathway
participants will increase
by 1% for each group.

Increase by 2% the CTE
students completing
CTE concentrator and
capstone sequence of
courses.

Increase by 2% the CTE
students completing
CTE concentrator and
capstone sequence of
courses.

Increase by 2% the CTE
students completing
CTE concentrator and
capstone sequence of
courses.

2-E
Increase the percent of
graduates meeting A-G
requirements by 2%
over 2016-2017 data.

2-E
Increase the percent of
graduates meeting A-G
requirements by 2%
over 2016-2017 data.

2-E
Increase the percent of
graduates meeting A-G
requirements by 2%
over 2017-2018 data.

Page 113 of 191

 Metrics/Indicators

Baseline

2017-18

2018-19

2019-20

Students will earn a
score of 3 or higher on
Advanced Placement
(AP) exams.
College Board:
Advanced Placement
Results

41% of 2015-16 AP
exam takers met a
qualifying score of 3 or
above.

2-F
Qualifying scores of 3 or
above on Advanced
Placement (AP) exams
will increase by 2% over
2016-2017 data.

2-F
Qualifying scores of 3 or
above on Advanced
Placement (AP) exams
will increase by 2% over
2016-2017 data.

2-F
Qualifying scores of 3 or
above on Advanced
Placement (AP) exams
will increase by 2% over
2017-2018 data.

Students will earn an
Early Assessment
Program (EAP) status of
College Ready or
College ReadyConditional on the
EAP/ELA and
Mathematics
CAASPP Results:
Percent Standard Met
and Standard Exceeded

62% of 2015-16 grade
11 students scored
"Conditionally Ready" or
"Ready" on the EAP/
ELA.

2-G
Increase the % of 11th
graders "Conditionally
Ready" and/or "Ready"
on the EAP/ELA by 3%
over 2015-16 data.

2-G
Increase the % of 11th
graders "Conditionally
Ready" and/or "Ready"
on the EAP/ELA by 3%
over 2016-17 data.

2-G
Increase the % of 11th
graders "Conditionally
Ready" and/or "Ready"
on the EAP/ELA by 3%
over 2017-18 data.

Increase the % of 11th
graders "Conditionally
Ready" and/or "Ready"
on the EAP/
mathematics by 4% over
2015-16 data.

Increase the % of 11th
graders "Conditionally
Ready" and/or "Ready"
on the EAP/
mathematics by 4% over
2016-17 data.

Increase the % of 11th
graders "Conditionally
Ready" and/or "Ready"
on the EAP/
mathematics by 4% over
2017-18 data.

Grade 12 students will
complete the Free
Application for Federal
Student Aid (FAFSA)
California Student Aid
Commission Report:
Completed FAFSA by
March 2nd.

69% of 2016-17 grade
12 students completed
the Free Application for
Federal Student Aid
(FAFSA) by March 2nd.

2-H
Increase the number of
12th graders completing
the Free Application for
Federal Student Aid
(FAFSA) by 3% over
2016-2017 data.

2-H
Increase the number of
12th graders completing
the Free Application for
Federal Student Aid
(FAFSA) by 3% over
2017-2018 data.

2-H
Increase the number of
12th graders completing
the Free Application for
Federal Student Aid
(FAFSA) by 3% over
2018-2019 data.

AVID Program
participants will sustain
year to year enrollment
and pursue rigorous
high school coursework.

53% of AVID middle
school students are
enrolled in at least their
second year of AVID
(16-17 data).

2-I
Increase the number of
AVID grades 7-8
students enrolled in at

2-I
Increase the number of
AVID grades 7-8
students enrolled in at

2-I
Increase the number of
AVID grades 7-8
students enrolled in at

27% of 2015-16 grade
11 students
"Conditionally Ready" or
"Ready" on the EAP/
Mathematics.

Page 114 of 191

 Metrics/Indicators

CALPADS Fall II
Submission: Student
Course Enrollments

Baseline

39.2% of AVID high
school students are
enrolled in at least their
third year of AVID (1617 data).
18% of 10th grade AVID
students are enrolled in
an AP or IB Course (1617 data).
31% of 11th grade AVID
students are enrolled in
an AP or IB Course (1617 data).
84% of 12th grade AVID
students are enrolled in
an AP or IB Course (1617 data).

Graduates will meet
State accountability
criteria to be reported as
"Prepared" on the
College and Career
Indicator (CCI).
California School
Dashboard:
College/Career
Readiness

• 30.6% of the 2013-14
cohort were reported
Prepared for the College
and Career Indicator
(CCI).

2017-18

2018-19

2019-20

least their second year
of AVID by 3%.
Increase the number of
AVID grades 9-12
students enrolled in at
least their third year of
AVID by 3%.

least their second year
of AVID by 3%.
Increase the number of
AVID grades 9-12
students enrolled in at
least their third year of
AVID by 3%.

least their second year
of AVID by 3%.
Increase the number of
AVID grades 9-12
students enrolled in at
least their third year of
AVID by 3%.

Increase the number of
AVID students enrolled
in AP/IB courses by 3%.

Increase the number of
AVID students enrolled
in AP/IB courses by 3%.

Increase the number of
AVID students enrolled
in AP/IB courses by 3%.

2-J
Establish a baseline
performance category
on the CA Dashboard
College and Career
Indicator (CCI)
representing the percent
of students determined
to be college and career
prepared.

2-J
Increase the percent of
students determined to
be college and career
prepared as reported on
the CA Dashboard CCI.

2-J
Increase the percent of
students determined to
be college and career
prepared as reported on
the CA Dashboard CCI.

Planned Actions / Services
Complete a copy of the following table for each of the LEA’s Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed.
startcollapse

Action 1
Page 115 of 191

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

Location(s):

(Select from All, Students with Disabilities, or Specific Student Groups)

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

[Add Students to be Served selection here]

[Add Location(s) selection here]
OR

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

Scope of Services:

Location(s):

(Select from English Learners, Foster Youth,
and/or Low Income)

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

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

XEnglish Learners
XFoster Youth
XLow Income

XLEA-wide

XAll Schools

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

Action

2017-18 Actions/Services

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

Action

2018-19 Actions/Services

Select from New, Modified, or Unchanged
for 2019-20
XModified

Action

2019-20 Actions/Services

Action Area 1: Course Access/Advanced
Programs

Action Area 1: Course Access/Advanced
Programs

Action Area 1: Course Access/Advanced
Programs

2-1.1

2-1.1

2-1.1

AP

AP

AP



Continue to provide training for
AP teachers.
 Continue to provide AP course
textbooks/support materials.
 Continue to provide support for
AP teachers to meet
collaboratively for program
alignment and improvement.



Continue to provide training for
AP teachers.
 Continue to provide AP course
textbooks/support materials.
 Continue to provide support for
AP teachers to meet
collaboratively for program
alignment and improvement.
Page 116 of 191



Continue to provide training for
AP teachers.
 Continue to provide AP course
textbooks/support materials.
 Continue to provide support for
AP teachers to meet
collaboratively for program
alignment and improvement.

 



2-1.2

2-1.2

Continue to fund and administer
the PSAT for 8th, 9th, and 10th
grade students.
 Provide for the cost of AP exam
fee waivers for eligible low
income students.



Continue to fund and administer
the PSAT for 8th, 9th, and 10th
grade students.
 Continue to provide for the cost of
AP exam fee waivers for eligible
low income students.

Continue to fund and administer
the PSAT for 8th, 9th, and 10th
grade students and a full test day
of the SAT for grade 11.
 Continue to provide for the cost of
AP exam fee waivers for eligible
low income students.
2-1.2

IB

IB










Continue to provide training for IB
teachers.
Continue to fund annual IB fees.
Continue to provide support staff
at LQHS, JGMS, Franklin and
Earhart (.5) IB Facilitator.
Continue to provide World
Language teacher (Spanish) at
Franklin/Earhart.
Continue to provide current
textbooks for supporting
materials for IB courses.
Provide for the cost of IB exam
fee waivers for eligible low
income students.

2-1.3


Continue to provide support for
collaboration/articulation with
post-secondary education on
dual/concurrent enrollment and
articulated courses.











Continue to provide training for IB
teachers.
Continue to fund annual IB fees.
Continue to provide support staff
at LQHS, JGMS, Franklin and
Earhart. (.5) IB Facilitator.
Continue to provide World
Language teacher (Spanish) at
Franklin/Earhart.
Continue to provide current
textbooks and supporting
materials for IB courses.
Continue to provide for the cost of
IB exam fee waivers for eligible
low income students.

IB









Continue to provide training for IB
teachers.
Continue to fund annual IB fees.
Continue to provide support staff
at LQHS, JGMS, Franklin and
Earhart. (.5) IB Facilitator.
Continue to provide World
Language teacher (Spanish) at
Franklin/Earhart.
Continue to provide supporting
materials for IB courses.
Continue to provide for the cost of
IB exam fee waivers for eligible
low income students.

2-1.3

2-1.3

Continue to provide support for
collaboration/articulation with postsecondary education on dual/concurrent
enrollment and articulated courses.

Continue to provide support for
collaboration/articulation with postsecondary education on dual/concurrent
enrollment and articulated courses.

2-1.4

2-1.4

2-1.4
GATE
GATE



GATE
Continue to provide professional
development for GATE teachers.
Page 117 of 191



Continue to provide professional
development for GATE teachers.

 

Continue to provide professional
development for GATE teachers.
 Continue to provide GATE testing
for all 2nd grade students.
 Continue to fund special projects
at school sites
 Continue to provide enrichment
experiences for GATE students.
2-1.5
District Student Based Enrichment
Activities:
 Continue to provide teacher extra
duty, transportation, use of
facilities, student
acknowledgement.
 Continue to provide support to
middle school and high school
music programs.
 Pilot elementary choral music
program at six to twelve volunteer
schools.





2-1.5

2-1.5

District Student Based Enrichment
Activities:
 Continue to provide teacher extra
duty, transportation, use of
facilities, student
acknowledgement.
 Continue to provide support to
middle school and high school
music programs.
 Expand elementary choral music
program to an additional two to
four volunteer schools.

District Student Based Enrichment
Activities:
 Continue to provide teacher extra
duty, transportation, use of
facilities, student
acknowledgement.
 Continue to provide support to
middle school and high school
music programs.
 Maintain elementary choral music
program at all volunteer schools.

Continue to provide GATE testing
for all 2nd grade students.
 Continue to fund special projects
at school sites.
 Continue to provide enrichment
experiences for GATE students.

Continue to provide GATE testing
for all 2nd grade students.
 Continue to fund special projects
at school sites.
 Continue to provide enrichment
experiences for GATE students.

Activities include but are not limited to:
Activities include but are not limited to:


Activities include but are not limited to:


Math Field Day (Elementary,
Middle School), Battle of the
Books, District Spelling Bee
(grades 4-8), Science Fair.



Math Field Day (Elementary,
Middle School), Battle of the
Books, District Spelling Bee
(grades 4-8), Science Fair.

Math Field Day (Elementary,
Middle School), Battle of the
Books, District Spelling Bee
(grades 4-8), Science Fair.

2-1.6
2-1.6
Innovative Projects

2-1.6

Innovative Projects


Innovative Projects


Continue to support action
research projects and current or



Continue to support action
research projects and current or
new innovative initiatives at the
school or district level.
2-1.7
Page 118 of 191

Continue to support action
research projects and current or
new innovative initiatives at the
school or district level.

 new innovative initiatives at the
school or district level.

2-1.7
Continue position: LCAP Coordinator
New position: LCAP Coordinator
2-1.8
New Position: LCAP Fiscal Technician

Budgeted Expenditures
Year
Amount
Source
Budget
Reference

Amount
Source
Budget
Reference

2017-18
$1,320,870
$1,320,870
LCFF Supplemental and
Concentration Grant
$1,320,870
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

2018-19
$1,602,812
$1,602,812
LCFF Supplemental and
Concentration Grant
$1,602,812
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

2019-20
$1,769,228
$1,769,228
LCFF Supplemental and
Concentration Grant
$1,769,228
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$106,099
$106,099
LCFF Base

$109,812
$109,812
LCFF Base

$113,656
$113,656
LCFF Base

$106,099
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits

$109,812
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits

$113,656
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits

Page 119 of 191

 Amount

$20,000
$20,000
Lottery

$20,000
$20,000
Lottery

$20,000
$20,000
Lottery

Budget
Reference

$20,000
5000-5999 Services and Other
Operating Expenditures

$20,000
5000-5999 Services and Other
Operating Expenditures

$20,000
5000-5999 Services and Other
Operating Expenditures

Amount

$100,000
$100,000
Unrestricted - Locally Defined

$100,000
$100,000
Advanced Placement Fees

$100,000
$100,000
Advanced Placement Fees

$100,000
5000-5999 Services and Other
Operating Expenditures

$100,000
5000-5999 Services and Other
Operating Expenditures

$100,000
5000-5999 Services and Other
Operating Expenditures

Source

Source
Budget
Reference

Action 2
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served:

Location(s):

(Select from All, Students with Disabilities, or Specific Student Groups)

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

[Add Students to be Served selection here]

[Add Location(s) selection here]
OR

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

Scope of Services:

Location(s):

(Select from English Learners, Foster Youth,
and/or Low Income)

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

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

XLow Income

XSchoolwide

Specific Schools: Amistad High School,
Horizon School, Summit High School

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

Action

2017-18 Actions/Services
Action Area 2: Opportunities Outside of
Traditional Program

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

Action

2018-19 Actions/Services
Action Area 2: Opportunities Outside of
Traditional Program
Page 120 of 191

Select from New, Modified, or Unchanged
for 2019-20
XUnchanged

Action

2019-20 Actions/Services
Action Area 2: Opportunities Outside of
Traditional Program

 2-2.1
Continue to provide support for digital
learning opportunities (e.g., Opportunity
school, home hospital, etc).

2-2.1
Continue to provide support for digital
learning opportunities (e.g., Opportunity
school, home hospital, etc).

2-2.1
Continue to provide support for digital
learning opportunities (e.g., Opportunity
school, home hospital, etc).
2-2.2
Dual Language Immersion Program
Implementation (DLI), Support DLI
Program Development and
implementations including PLC planning,
conferences, parent meetings, community
involvement, technical assistance, school
site visits, DLI district leadership team
processes

Budgeted Expenditures
Year
Amount
Source
Budget
Reference

2017-18
0
0
LCFF Supplemental and
Concentration Grant
0
No cost

2018-19
0
0
Not Applicable

2019-20
150,000
150,000
Not Applicable

0
Not Applicable

150,000
Not Applicable

Action 3
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served:

Location(s):

(Select from All, Students with Disabilities, or Specific Student Groups)

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

[Add Students to be Served selection here]

[Add Location(s) selection here]
OR

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

Page 121 of 191

 Students to be Served:

Scope of Services:

Location(s):

(Select from English Learners, Foster Youth,
and/or Low Income)

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

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

XEnglish Learners
XFoster Youth
XLow Income

XSchoolwide

Specific Schools: All high schools: Amistad,
Indio, La Quinta, Palm Desert, Shadow
Hills, Summit
Specific Grade Spans: Grades 10 - 12

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

Action

2017-18 Actions/Services

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

Action

2018-19 Actions/Services

Select from New, Modified, or Unchanged
for 2019-20
XModified

Action

2019-20 Actions/Services

Action Area 3: Career Technical Education

Action Area 3: Career Technical Education

Action Area 3: Career Technical Education

2-3.1
Continue to provide training and support to
CTE and academy teachers on based on
needs assessments.

2-3.1
Continue to provide training and support to
CTE and academy teachers on based on
needs assessments.

2-3.1
Continue to provide training and support to
CTE and academy teachers on based on
needs assessments.

2-3.2
Continue to train teachers and CTE
administrators on procedures of careerbased learning for students at the middle
and high school levels.

2-3.2
Continue to train teachers and CTE
administrators on procedures of careerbased learning for students at the middle
and high school levels.

2-3.2
Continue to train teachers and CTE
administrators on procedures of careerbased learning for students at the middle
and high school levels.

2-3.3
Continue to fund CTE District
Administrator.

2-3.3
Continue to fund CTE District
Administrator.

2-3.3
Continue to fund CTE District
Administrator.

2-3.4
Continue to provide office technician paid
from CTE incentive grant to provide
support on budget and CTE-related data.

2-3.4
Continue to provide office technician paid
from CTE incentive grant to provide
support on budget and CTE-related data.

2-3.4
Continue to provide office technician paid
from CTE incentive grant to provide
support on budget and CTE-related data.

Page 122 of 191

 2-3.5
Continue to provide one CTE Assistant
Principal at each of the four traditional high
schools.

2-3.5
Continue to provide one CTE Assistant
Principal at each of the four traditional high
schools.

2-3.5
Continue to provide one CTE Assistant
Principal at each of the four traditional high
schools.

2-3.6
Continue to provide one office tech to
support the CTE AP at each of the four
traditional high schools.

2-3.6
Continue to provide one office tech to
support the CTE AP at each of the four
traditional high schools.

2-3.6
Continue to provide one office tech to
support the CTE AP at each of the four
traditional high schools.

2-3.7
Continue to implement and support
career-based learning activities for each
grade span.

2-3.7
Continue to implement and support
career-based learning activities for each
grade span. Initiate coding project at a
new elementary school to open fall 2018.

2-3.7
Continue to implement and support
career-based learning activities for each
grade span. Continue coding project at
Richard Oliphant Elementary School.

2-3.8
Continue to provide opportunities for CTE
and academy teachers to participate in
faculty externships.

2-3.8
Continue to provide opportunities for CTE
and academy teachers to participate in
faculty externships.

2-3.8
Continue to provide opportunities for CTE
and academy teachers to participate in
faculty externships.

2-3.9
Continue to fund participation costs,
training, and materials for Project Lead
The Way.

2-3.9
Continue to fund participation costs,
training, and materials for Project Lead
The Way.

2-3.10
Provide training and support for DigiCom,
digital storytelling across the curriculum.

2-3.10
Continue training and support for DigiCom,
digital storytelling across the curriculum.

2-3.9
Continue to fund participation costs,
training, and materials for Project Lead
The Way.

2-3.11
CTE Office Specialist to support College
and Career Readiness

Budgeted Expenditures

Page 123 of 191

 Year
Amount
Source
Budget
Reference

Amount
Source
Budget
Reference

2017-18
$1,490,465
$1,490,465
LCFF Supplemental and
Concentration Grant
$1,490,465
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

2018-19
$1,864,208
$1,864,208
LCFF Supplemental and
Concentration Grant
$1,864,208
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

2019-20
$2,044,312
$2,044,312
LCFF Supplemental and
Concentration Grant
$2,044,312
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$201,869
$201,869
Carl D. Perkins Career and
Technical Education
$201,869
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
7300-7399 Transfers of Indirect
Costs

$229,613
$229,613
Carl D. Perkins Career and
Technical Education
$229,613
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
7300-7399 Transfers of Indirect
Costs

$234,434
$234,434
Carl D. Perkins Career and
Technical Education
$234,434
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
7300-7399 Transfers of Indirect
Costs

Page 124 of 191

 Amount
Source
Budget
Reference

$1,559,043
$1,559,043
Career Technical Education
Incentive Grant
$1,559,043
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
6000-6999 Capital Outlay
7300-7399 Transfers of Indirect
Costs

$762,786
$762,786
Career Technical Education
Incentive Grant
$762,786
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures
6000-6999 Capital Outlay
7300-7399 Transfers of Indirect
Costs

$0
$0
$0
Grant Expired

Budget
Reference

Action 4
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served:

Location(s):

(Select from All, Students with Disabilities, or Specific Student Groups)

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

[Add Students to be Served selection here]

[Add Location(s) selection here]
OR

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

Scope of Services:

Location(s):

(Select from English Learners, Foster Youth,
and/or Low Income)

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

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

XEnglish Learners
XFoster Youth
XLow Income

XSchoolwide

Specific Schools: Elementary schools-Dr.
Carreon Academy, Monroe, Lincoln, Van
Buren; Middle schools-Desert Ridge, John
Glenn, Indio, La Quinta, Jefferson, Paige;
High schools-Amistad, Horizon, Indio, La
Quinta, Palm Desert, Shadow Hills, and
Summit
Page 125 of 191

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

Action

2017-18 Actions/Services

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

Action

2018-19 Actions/Services

Select from New, Modified, or Unchanged
for 2019-20
XModified

Action

2019-20 Actions/Services

Action Area 4: College-Going
Culture/Broad Course of Study

Action Area 4: College-Going
Culture/Broad Course of Study

Action Area 4: College-Going
Culture/Broad Course of Study

2-4.1
Continue to implement the electronic
College and Career ready Dashboard to
middle and high school students, including
training for counselors. (CCGI)

2-4.1
Continue to implement the electronic
College and Career Ready Dashboard to
middle and high school students, including
training for counselors. (CCGI)

2-4.1
Continue to implement the electronic
College and Career Ready Dashboard to
middle and high school students, including
training for counselors. (CCGI)

2-4.2
Students will continue to monitor course of
study, college and career
exploration/searches through an electronic
dashboard environment and complete
individual lessons/modules.

2-4.2
Students will continue to monitor course of
study, college and career
exploration/searches through an electronic
dashboard environment and complete
individual lessons/modules.

2-4.2
Students will continue to monitor course of
study, college and career
exploration/searches through an electronic
dashboard environment and complete
individual lessons/modules.

2-4.3
Continue to provide academic support for
students to complete the "A-G" sequence
of courses, that include opportunities to
validate grades lower than a C.

2-4.3
Continue to provide academic support for
students to complete the "A-G" sequence
of courses, that include opportunities to
validate grades lower than a C.

2-4.3
Continue to provide academic support for
students to complete the "A-G" sequence
of courses, that include opportunities to
validate grades lower than a C.

2-4.4
Continue to support AVID program at
middle and high schools.

2-4.4
Continue to support AVID program at
middle and high schools.

2-4.4
Continue to support AVID program at
middle and high schools.

2-4.5
Continue to provide a district AVID/GATE
Project Facilitator.

2-4.5
Continue to provide a district AVID/GATE
Project Facilitator.

2-4.5
Continue to provide a district AVID/GATE
Project Facilitator.

Page 126 of 191

 2-4.6
Continue AVID elementary pilot at one
site.
2-4.7
Explore expansion of AVID at an
additional five to seven elementary
schools in 2018-19.
2-4.8
Continue to provide additional supports
that may include non-traditional programs,
online programs such as APEX,
Edmentum, Edgenuity, and Dreambox.
Sites will determine specific student needs
and design appropriate support.
2-4.9
Continue to provide fee waiver option to
support qualifying students for graduationpayment of transcripts, caps and gowns,
etc.

2-4.6
Expand AVID to include three additional
elementary school sites for a total of four
elementary school AVID programs.

2-4.6
Expand AVID to include two additional
elementary school sites for a total of seven
elementary school AVID programs.

2-4.7
Explore expansion of AVID at an
additional two to four elementary schools
in 2018-19.

2-4.7
Explore expansion of AVID to remaining
elementary school sites.

2-4.8
Continue to provide additional supports
that may include non-traditional programs,
online programs such as APEX,
Edmentum, Edgenuity, and Dreambox.
Sites will determine specific student needs
and design appropriate supports.
2-4.9
Continue to provide fee waiver option to
support qualifying students for graduationpayment of transcripts, caps and gowns,
etc.

2-4.8
Continue to provide additional supports
that may include non-traditional programs,
online programs such as APEX,
Edmentum, Edgenuity, and Dreambox.
Sites will determine specific student needs
and design appropriate supports.
2-4.9
Continue to provide fee waiver option to
support qualifying students for graduationpayment of transcripts, caps and gowns,
etc.
2-4.10
Coyote First Step
Partnership between Cal State San
Bernardino and DSUSD to support
students through a summer bridge
program.

Budgeted Expenditures

Page 127 of 191

 Year
Amount
Source
Budget
Reference

Amount
Source
Budget
Reference

2017-18
$1,083,826
$1,083,826
LCFF Supplemental and
Concentration Grant
$1,083,826
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

2018-19
$1,287,129
$1,287,129
LCFF Supplemental and
Concentration Grant
$1,287,129
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

2019-20
$1,307,181
$1,307,181
LCFF Supplemental and
Concentration Grant
$1,307,181
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$115,644
$115,644
LCFF Base

$118,851
$118,851
LCFF Base

$121,228
$121,228
LCFF Base

$115,644
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies

$118,851
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies

$121,228
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies

Page 128 of 191

 Goals, Actions, & Services
Strategic Planning Details and Accountability
Complete a copy of the following table for each of the LEA’s goals. Duplicate the table as needed.
(Select from New Goal, Modified Goal, or Unchanged Goal)
X Unchanged

Goal

Goal 3
ALL STUDENTS WILL DEVELOP AND CONSISTENTLY DEMONSTRATE RESPONSIBLE, RESPECTFUL AND ETHICAL
BEHAVIOR IN A SAFE, CLEAN AND ORDERLY LEARNING ENVIRONMENT

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

X
X
X
X
X

Priority 1: Basic (Conditions of Learning)
Priority 3: Parental Involvement (Engagement)
Priority 5: Pupil Engagement (Engagement)
Priority 6: School Climate (Engagement)
Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities:

Identified Need:
Students' social emotional and behavioral needs must be recognized and supported by caring adults through universal tiered systems
of support. District-wide, our suspension rates have declined by .8% however, our suspension rates are greater than those of
Riverside County and State. An analysis of fall 2018 CA Dashboard data display Green as the suspension rate performance level
color with the exception of our Foster Youth students that fell in the performance color Red. District-wide implementation of MultiTiered System of Supports (MTSS) with Positive Behavior Interventions and Supports practices inclusive of alternatives to student
suspension are needed at all grade spans, with highlighted needs at grades 6-10. The MTSS implementation must include district
leadership support to site administrators, with special focus on special education programs and student outcomes. Adequate sitebased counselors and specialists provided through the Student Assistance Program are in need.
Within the CA Dashboard accountability system, the district-wide rate of 12.5% is higher than either the county or statewide averages
by 4% and 3% respectively. As a grade span, DSUSD high schools' rate of chronic absenteeism is the highest; single grade levels of
concern are kindergarten and grades 11 and 12. Student groups with chronic absentee rates greater than 20% are Foster Youth and
Homeless. Early intervention systems with greater outreach to families and more effective monitoring of student absences are needed.
Page 129 of 191

 Need to address safety concerns, especially at time of drop off and pick up, were identified at elementary schools. Addressing the
need through increases in and training for school site monitors will be monitored for effectiveness.
Data analyzed include CA Dashboard, school attendance rates, chronic absenteeism rates, high school dropout rates, district LCAP
survey and school climate survey results.

Expected Annual Measurable Outcomes
Metrics/Indicators

Baseline

2017-18

2018-19

2019-20

School facilities will be
maintained in good
repair.
Williams Case
Settlement Report

100% of schools have
an overall summary
score of Exemplary or
Very Good for clean and
efficient environment per
2016 Williams Report.

3-A
100% of schools will
continue to have an
overall summary score
of Exemplary or Very
Good for clean and
efficient environment.

3-A
100% of schools will
continue to have an
overall summary score
of Exemplary or Very
Good for clean and
efficient environment.

3-A
100% of schools will
continue to have an
overall summary score
of Exemplary or Very
Good for clean and
efficient environment.

Students will
demonstrate respectful
and responsible
behavior.

87% of schools (2016)
attained ADA at or
above 95%.

3-B

3-B

3-B

Districtwide suspension
rate (2015-16) is 4.9%
with a CA Dashboard
Indicator performance
category of Yellow.
(Hisp., 5.3% Yellow;
White, 3.8% Yellow; AA,
5.6% Yellow; EL, 6.1%
Orange; SED, 5.6%

• District student
suspension rate will
decrease by .4% to
achieve a performance
category of Green with
no student group at
Orange or Red
performance category.



All schools will
attain an ADA
at or above
95%.

• District-wide
suspension rate will
decrease and attain a
performance category of
Green.



All schools will
attain/maintain
a minimum of
95% ADA.

Page 130 of 191



All schools will
attain/maintain
a minimum of
95% ADA.

• District student
suspension rate will
decrease by .4% to
achieve a performance
category of Green with
no student group at Red
performance category.



All schools will
attain/maintain
a minimum of
95% ADA.

• District student
suspension rate will
decrease by .3% to
maintain a performance
category of Green with
no student group at
Orange or Red
performance category.

 Metrics/Indicators

Baseline

2017-18

2018-19

2019-20

• District student
expulsion rate will
maintain 2014-15 rates
in line with County rates.
Schools with expulsion
rate >0.5% of the
County average will
decrease the number of
students expelled from
previous year.

• District student
expulsion rate will
maintain 2015-16 rates
in line with County rates.
Schools with expulsion
rate >0.5% of the
County average will
decrease the number of
students expelled from
previous year.

• District student
expulsion rate will
maintain 2016-17 rates
in line with County rates.
Schools with expulsion
rate >0.5% of the
County average will
decrease the number of
students expelled from
previous year.

Yellow; SWD, 10.2%
Orange)
• All schools will
maintain expulsion rates
less than .5%.



Districtwide expulsion
rate (2014-15) is 0.2%.
Five schools had
expulsion rates >0.5%.

Districtwide rate
of chronic
absentees will
be less than
10%
districtwide and
at each grade
span,
elementary,
middle, and
high school.
 Districtwide rate
of chronic
absentees will
be less than
10%
districtwide for
at-risk student
groups.

2015-16 Chronic
Absentee Rate:
Districtwide, 12.96%
Grades TK-5, 11.89%
Grades 6-8, 11.78%
Grades 9-12, 15.19%
Student Groups
English Learners,
12.32%
Socioeconomically
Disadvantaged, 13.04%
Students With
Disabilities, 19.38%



Desert Sands' 2014-15
truancy rate 38.9% was

Districtwide
truancy rate will
be at or below



Decrease the
districtwide and
each grade
span's rate of
chronic
absenteeism
by 1%.
 Decrease the
districtwide rate
of chronic
absenteeism
for each at-risk
student group
by 1.5%.

• District truancy rate will
decrease by 5%.
Page 131 of 191



Decrease the
districtwide and
each grade
span's rate of
chronic
absenteeism
by 1%.
 Decrease the
districtwide rate
of chronic
absenteeism
for each at-risk
student group
by 1.5%.

• District truancy rate will
remain below that of the
county rate.



Decrease the
district-wide
and each grade
span's rate of
chronic
absenteeism
by .5%.
 Decrease the
district-wide
rate of chronic
absenteeism
for each at-risk
student group
by 1%.

• District truancy rate will
remain below that of the
county rate.

 Metrics/Indicators

Baseline

Riverside
County
average.

above county average of
34.0%.

2017-18

2018-19

2019-20

CALPADS End-of-Year
3: Student Discipline,
Student Absence
Summary; CA
Dashboard: Chronic
Absenteeism (fall 2017)
Student will maintain
physical fitness.
Physical Fitness Test
(Grades 5, 7, 9) Results

Percent of students
scoring at the Healthy
Fitness Zone (HFZ) in
2015-16:
Grade 5: 60%
Grade 7: 61%
Grade 9: 54%

3-C
Increase the percent of
students scoring in the
HFZ in 2016-17 on the
Physical Fitness Test by
2% in grades 5, 7, and
9.

3-C
Increase the percent of
students scoring in the
HFZ in 2017-18 on the
Physical Fitness Test by
2% in grades 5, 7 and 9.

3-C
Increase the percent of
students scoring in the
HFZ in 2018-19 on the
Physical Fitness Test by
2% in grades 5, 7 and 9.

Parents/guardians of
unduplicated students
will remain engaged in
decision making process
for schools and the
district by responding to
annual LCAP survey.
Students, teachers, and
parents will report a
sense of school safety
and connectedness as
measured by school
climate survey.
LCAP Staff/Community
Survey Participation
California Healthy Kids
Survey

70% of parents (710)
responding to the LCAP
survey were those of
students in the
unduplicated pupil
population.
Baseline for reported
sense of school safety
and connectedness to
be determined.

3-D
Increase the number of
parents of unduplicated
pupils completing the
annual LCAP survey by
100 over 2016-17 data.
Establish a baseline for
student, teacher, and
parent level of school
safety and
connectedness.

3-D
Increase the number of
parents of unduplicated
pupils completing the
annual LCAP survey by
100 over 2017-18 data.
Increase by 5% the
percent of students,
teachers, and parents
reporting high to very
high levels of school
safety and
connectedness.

3-D
Increase the number of
parents of unduplicated
pupils completing the
annual LCAP survey by
100 over 2018-19 data.
Increase by 5% the
percent of students,
teachers, and parents
reporting high to very
high levels of school
safety and
connectedness.

Page 132 of 191

 Metrics/Indicators

Baseline

2017-18

2018-19

2019-20

Planned Actions / Services
Complete a copy of the following table for each of the LEA’s Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed.
startcollapse

Action 1
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served:

Location(s):

(Select from All, Students with Disabilities, or Specific Student Groups)

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

[Add Students to be Served selection here]

[Add Location(s) selection here]
OR

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

Scope of Services:

Location(s):

(Select from English Learners, Foster Youth,
and/or Low Income)

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

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

XLow Income

XLEA-wide

XAll Schools

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

Action

2017-18 Actions/Services

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

Action

2018-19 Actions/Services

Select from New, Modified, or Unchanged
for 2019-20
XModified

Action

2019-20 Actions/Services

Action Area 1- Improve School
Attendance

Action Area 1- Improve School
Attendance

Action Area 1- Improve School
Attendance

3-1.1

3-1.1

3-1.1

District attendance facilitation team (CWA
Program Coordinator, Attendance
Facilitators) will continue to analyze

District attendance facilitation team (CWA
Program Coordinator, Attendance
Facilitators) will continue to analyze

District attendance facilitation team (CWA
Program Coordinator, Attendance
Facilitators) will continue to analyze

Page 133 of 191

 attendance data and staff, student, and
parent input to:
 Identify ongoing barriers to school
attendance and determine
response supports.
 Identify/support existing activities
and protocols for attendance
improvement.
3-1.2
Continue to provide five (5) FTE
Attendance Facilitators to support school
sites in attendance improvement activities
with a focus on targeted student groups
based on analysis of 2016-2017
attendance data.
3-1.3
Continue to provide ongoing professional
development regarding attendance,
enrollment, and special needs related to
students who are foster youth or
homeless.
3-1.4
70% of district schools will offer Saturday
School attendance opportunities either at
the students’ schools of
residence or at a partner school.
3-1.5
Maintain and expand attendance
intervention process to include more

attendance data and staff, student, and
parent input to:
 Identify ongoing barriers to school
attendance and determine
response supports.
 Improve/support existing activities
and protocols for attendance
improvement.
 Identify numerically significant
subgroups and create targeted
intervention plan.

attendance data and staff, student, and
parent input to:
 Identify ongoing barriers to school
attendance and determine
response supports.
 Improve/support existing activities
and protocols for attendance
improvement.
 Identify numerically significant
subgroups and create targeted
intervention plan.

3-1.2

3-1.2

(5) FTE Attendance Facilitators will
continue to support school sites in
attendance improvement activities with a
focus on targeted student groups based
on analysis of 2017-2018 attendance data.

(5) FTE Attendance Facilitators will
continue to support school sites in
attendance improvement activities with a
focus on targeted student groups based
on analysis of 2018-2019 attendance data.

3-1.3

3-1.3

Continue to provide ongoing professional
development regarding attendance,
enrollment, and special needs related to
students who are foster youth or
homeless.

Continue to provide ongoing professional
development regarding attendance,
enrollment, and special needs related to
students who are foster youth or
homeless.

3-1.4

3-1.4

Maintain Saturday School program with a
minimum of 70% of district schools
offering Saturday School attendance
opportunities either at the students’
schools of residence or at a partner
school.

Maintain Saturday School program with a
minimum of 70% of district schools
offering Saturday School attendance
opportunities either at the students’
schools of residence or at a partner
school.

3-1.5

3-1.5
Page 134 of 191

 frequent meetings with families at or
above 2016-2017 rate.

Maintain or expand attendance
intervention process to include more
frequent meetings with families at or
above 2017-2018 rate.

Maintain or expand attendance
intervention process to include more
frequent meetings with families at or
above 2018-2019 rate.

Refine technological solutions to track
student-level attendance intervention
information.

3-1.6

3-1.6

3-1.7

Refine/maintain technological solutions to
track student-level attendance intervention
information.

Refine/maintain technological solutions to
track student-level attendance intervention
information.

3-1.7

3-1.7

Maintain Health/Attendance clerks at
elementary school offices.

Maintain Health/Attendance clerks at
elementary school offices.

3-1.6

Continue to provide Health/Attendance
clerks at elementary school offices to
assist in monitoring attendance and health
data.

Budgeted Expenditures
Year
Amount
Source
Budget
Reference

2017-18
$1,734,657
$1,734,657
LCFF Supplemental and
Concentration Grant
$1,734,657
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

2018-19
$1,629,819
$1,629,819
LCFF Supplemental and
Concentration Grant
$1,629,819
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

Page 135 of 191

2019-20
$1,620,350
$1,620,350
LCFF Supplemental and
Concentration Grant
$1,620,350
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

 Amount
Source
Budget
Reference

$202,952
$202,952
LCFF Base

$203,717
$203,717
LCFF Base

$207,995
$207,995
LCFF Base

$202,952
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
5000-5999 Services and Other
Operating Expenditures

$203,717
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
5000-5999 Services and Other
Operating Expenditures

$207,995
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
5000-5999 Services and Other
Operating Expenditures

Action 2
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served:

Location(s):

(Select from All, Students with Disabilities, or Specific Student Groups)

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

[Add Students to be Served selection here]

[Add Location(s) selection here]
OR

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

Scope of Services:

Location(s):

(Select from English Learners, Foster Youth,
and/or Low Income)

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

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

XEnglish Learners
XFoster Youth
XLow Income

XLEA-wide

XAll Schools

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

Action

2017-18 Actions/Services

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

Action

2018-19 Actions/Services
Page 136 of 191

Select from New, Modified, or Unchanged
for 2019-20
XModified

Action

2019-20 Actions/Services

 Action Area 2- Site Based Positive
Behavior Support Programs

Action Area 2- Site Based Positive
Behavior Support Programs

Action Area 2- Site Based Positive
Behavior Support Programs

3-2.1
Continue to provide professional
development to site staff related to the
special needs of at-risk students including
foster and homeless youth.

3-2.1
Continue to provide professional
development to site staff related to the
special needs of at-risk students including
foster and homeless youth.

3-2.1
Continue to provide professional
development to site staff related to the
special needs of at-risk students including
foster and homeless youth.

3-2.2
Continue to provide professional
development to support schools in the
implementation of positive behavior
support/intervention programs.

3-2.2
Continue to provide Professional
Development to support schools in the
implementation of positive behavior
support/intervention programs.

3-2.2
Continue to provide Professional
Development to support schools in the
implementation of positive behavior
support/intervention programs.

3-2.3
Administer California Healthy Kids Survey
(CHKS) to students in grades 5, 7, 9 and
11.

3-2.3
Review and analyze data collected from
the 2017-2018 California Healthy Kids
Survey (CHKS) and
suspension/expulsion reports from school
sites to provide targeted professional
development supporting schools in the
enhancement of existing positive behavior
support/intervention programs.

3-2.3
Explore school climate survey to be
administered annually to determine the
social and emotional needs districtwide
and at schools.

3-2.4
Contract with Collaborate Learning
Solutions to provide Positive Behavioral
Intervention & Supports (PBIS) training at
15 sites (TBD) and implementation
support to include facilitated discussion to
determine root causes for disproportionate
suspension rates and site visitations and
follow up.

3-2.4
Determine additional supports needed at
all sites to support PBIS, including monthly
meetings to monitor attendance and
behavior data, determine how to celebrate
successes and plan for areas of
improvement.

Budgeted Expenditures

Page 137 of 191

3-2.4
Continue support for districtwide PBIS
program, including monthly meetings to
monitor attendance and behavior data,
determine how to celebrate successes and
plan for areas of improvement.

 Year
Amount
Source
Budget
Reference

2017-18
$154,517
$154,517
LCFF Supplemental and
Concentration Grant
$154,517
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
5000-5999 Services and Other
Operating Expenditures

2018-19
$73,638
$73,638
LCFF Supplemental and
Concentration Grant
$73,638
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
5000-5999 Services and Other
Operating Expenditures

2019-20
$121,491
$121,491
LCFF Supplemental and
Concentration Grant
$121,491
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
5000-5999 Services and Other
Operating Expenditures

Action 3
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served:

Location(s):

(Select from All, Students with Disabilities, or Specific Student Groups)

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

[Add Students to be Served selection here]

[Add Location(s) selection here]
OR

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

Scope of Services:

Location(s):

(Select from English Learners, Foster Youth,
and/or Low Income)

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

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

XEnglish Learners
XFoster Youth
XLow Income

XLEA-wide

XAll Schools

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

Action

2017-18 Actions/Services

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

Action

2018-19 Actions/Services
Page 138 of 191

Select from New, Modified, or Unchanged
for 2019-20
XModified

Action

2019-20 Actions/Services

 Action Area 3- Counseling Support and
Behavioral Health

Action Area 3- Counseling Support and
Behavioral Health

Action Area 3- Counseling Support and
Behavioral Health

3-3.1

3-3.1

3-3.1







3-3.2

3-3.2

3-3.2

Provide school counselors (and
associated support staff) as follows:
 Elementary Schools-.5 FTE
Counselor
 Middle School Counselors
 High School Counselors
 Continuation Counselor (Amistad)
- beyond the formula

Provide school counselors (and
associated support staff) as follows:
 Elementary Schools - 1 FTE
Counselor
 Middle School Counselors
 High School Counselors maintain ratio at 400:1
 Continuation Counselor (Amistad)
- beyond the formula

Provide school counselors (and
associated support staff) as follows:
 Elementary Schools - 1 FTE
Counselor
 Middle School Counselors
 High School Counselors maintain ratio at 400:1
 Continuation Counselor (Amistad)
- beyond the formula

3-3.3

3-3.3

Continue to provide professional
development for school site counselors at
monthly counselor meetings focusing on
foster/homeless youth, community agency
partnerships, graduation requirements, AG requirements, college and career
readiness. To support the work of MTSS,
provide professional development on

Continue to provide professional
development for school site counselors at
monthly counselor meetings focusing on
foster/homeless youth, community agency
partnerships, graduation requirements, AG requirements, college and career
readiness. To support the work of MTSS,
provide professional development on

Continue to support three Student
Assistance Program counselors
(SAP) in providing counseling
and support services to students
and families.
 Continue to provide Foster
Youth/Homeless Counselor to
assist foster youth in school
transition, graduation
requirements, mentoring and
counseling.

Continue to support three Student
Assistance Program counselors
(SAP) in providing counseling
and support services to students
and families.
 Continue to provide Foster
Youth/Homeless Counselor to
assist foster youth in school
transition, graduation
requirements, mentoring and
counseling.

Continue to support three Student
Assistance Program counselors
(SAP) in providing counseling
and support services to students
and families.
 Continue to provide Foster
Youth/Homeless Counselor to
assist foster youth in school
transition, graduation
requirements, mentoring and
counseling.

3-3.3
Continue to provide professional
development for school site counselors at
monthly counselor meetings focusing on
foster/homeless youth, community agency
partnerships, graduation requirements, AG requirements, college and career
readiness.

Page 139 of 191

 trauma-informed practices to DSUSD
elementary, middle, and high school
counselors.

trauma-informed practices to DSUSD
elementary, middle, and high school
counselors.
3-3.4
Mental Health Therapist for a pilot PBIS
center at Jefferson and Indio middle
schools.

Budgeted Expenditures
Year
Amount
Source
Budget
Reference

Amount
Source
Budget
Reference

2017-18
$3,425,601
$3,425,601
LCFF Supplemental and
Concentration Grant
$3,425,601
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

2018-19
$4,899,234
$4,899,234
LCFF Supplemental and
Concentration Grant
$4,899,234
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

2019-20
$5,058,154
$5,058,154
LCFF Supplemental and
Concentration Grant
$5,058,154
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$5,766,944
$5,766,944
LCFF Base

$5,767,871
$5,767,871
LCFF Base

$5,883,228
$5,883,228
LCFF Base

$5,766,944
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits

$5,767,871
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits

$5,883,228
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits

Page 140 of 191

 Action 4
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served:

Location(s):

(Select from All, Students with Disabilities, or Specific Student Groups)

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

[Add Students to be Served selection here]

[Add Location(s) selection here]
OR

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

Scope of Services:

Location(s):

(Select from English Learners, Foster Youth,
and/or Low Income)

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

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

XEnglish Learners
XFoster Youth
XLow Income

XLEA-wide

XAll Schools

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

Action

2017-18 Actions/Services

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

Action

2018-19 Actions/Services

Select from New, Modified, or Unchanged
for 2019-20
XModified

Action

2019-20 Actions/Services

Action Area 4- Health and Wellness for
Students

Action Area 4- Health and Wellness for
Students

Action Area 4- Health and Wellness for
Students

3-4.1
Continue relationship with Healthy School
Alliance; all school sites will have
representation.

3-4.1
Continue relationship with Healthy School
Alliance; all school sites will have
representation.

3-4.1
Continue relationship with Healthy School
Alliance; all school sites will have
representation.

3-4.3
Continue middle school after-school sports
program.

3-4.3
Expand middle school after-school sports
program to include an additional sport.

3-4.3
Continue the expanded middle school
after-school sports program.

3-4.4

3-4.4

3-4.4
Page 141 of 191

 Continue to provide transportation for
athletic events at Continuation High
Schools.

Continue to provide transportation for
athletic events at Continuation High
Schools.

Continue to provide transportation for
athletic events at Continuation High
Schools.

Budgeted Expenditures
Year
Amount
Source
Budget
Reference

Amount
Source
Budget
Reference

2017-18
$115,656
$115,656
LCFF Supplemental and
Concentration Grant
$115,656
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

2018-19
$125,656
$125,656
LCFF Supplemental and
Concentration Grant
$125,656
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

2019-20
$128,656
$128,656
LCFF Supplemental and
Concentration Grant
$128,656
1000-1999 Certificated Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$2,372,507
$2,372,507
LCFF Base

$2,574,474
$2,574,474
LCFF Base

$2,625,963
$2,625,963
LCFF Base

$2,372,507
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$2,574,474
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$2,625,963
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

Action 5
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:

Page 142 of 191

 Students to be Served:

Location(s):

(Select from All, Students with Disabilities, or Specific Student Groups)

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

[Add Students to be Served selection here]

[Add Location(s) selection here]
OR

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

Scope of Services:

Location(s):

(Select from English Learners, Foster Youth,
and/or Low Income)

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

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

XEnglish Learners
XFoster Youth
XLow Income

XLEA-wide

XAll Schools

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

Action

2017-18 Actions/Services

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

Action

2018-19 Actions/Services

Select from New, Modified, or Unchanged
for 2019-20
XModified

Action

2019-20 Actions/Services

Action Area 5- Positive and Safe
Environment

Action Area 5- Positive and Safe
Environment

Action Area 5- Positive and Safe
Environment

3-5.1

3-5.1

3-5.1

Maintain Site and District Safety
Committees.

Maintain Site and District Safety
Committees.

Maintain Site and District Safety
Committees.

3-5.2

3-5.2

3-5.2

Continue to have Sites annually review
and revise Comprehensive School Safety
Plan.

Sites will continue to annually review and
revise Comprehensive School Safety Plan.

Sites will continue to annually review and
revise Comprehensive School Safety Plan.

3-5.3

3-5.3

3-5.3
Page 143 of 191

 Maintain our participation with various city
agencies for resource officer services.

Maintain our participation with various city
agencies for resource officer services.

Increase our participation with various city
agencies for resource officer services.

3-5.4

3-5.4

3-5.4

Maintain security staffing formula to
ensure a sense of safety.

Maintain security staffing formula to
ensure a sense of safety.

Maintain security staffing formula to
ensure a sense of safety.

3-5.5

3-5.5

3-5.5

The following staff are provided to improve
school climate beyond the base formula:
 Continue to provide (1) Assistant
Principal at each elementary site
at 800+ (.5) AP at 650-799.
 Maintain Assistant Principal at
Summit/Horizon to improve
school climate beyond the
formula.

The following staff are provided to improve
school climate beyond the base formula:
 Continue to provide (1) Assistant
Principal at each elementary site
at 800+ and (.5) AP at 650-799.
 Maintain Assistant Principal at
Summit/Horizon to improve
school climate beyond the
formula.
 Add (.5) Assistant Principal at
Amistad to support the school's
expansion of services provided at
the former Eisenhower school
facility.

The following staff are provided to improve
school climate beyond the base formula:
 Continue to provide (1) Assistant
Principal at each elementary site
at 800+ and (.5) AP at 650-799.
 Maintain Assistant Principal at
Summit/Horizon to improve
school climate beyond the
formula.
 Maintain (.5) Assistant Principal at
Amistad to support the school's
expansion of services provided at
Eisenhower Community
Education Center.

3-5.6

3-5.6

Maintain transportation routes beyond
approved current walking distance to
ensure student safety. Routes include:

Maintain transportation routes beyond
approved current walking distance to
ensure student safety. Routes include:

3-5.6
Maintain transportation routes beyond
approved current walking distance to
ensure student safety. Routes include:


Young Farm Labor Camp to
Jefferson Middle School; and
Indio High to Shadow Hills High
School.

Continue to offer transportation for
homeless youth.
Continue to maintain additional routes for
special education students to lessen wait
time on bus.



Young Farm Labor Camp to
Jefferson Middle School; and
Indio High School to Shadow
Hills

Page 144 of 191



Young Farm Labor Camp to
Jefferson Middle School; and
Indio High School to Shadow
Hills

 Continue to offer transportation for
homeless youth.

Continue to offer transportation for
homeless youth.

Continue to maintain additional routes for
special education students to lessen wait
time on bus.

Continue to maintain additional routes for
special education students to lessen wait
time on bus.

Maintain increased noon yard supervision
formula at all elementary sites to
accommodate full-day kindergarten
schedules.

3-5.7

3-5.7

Continue to provide student lanyards for
school safety.

Continue to provide student lanyards for
school safety.

3-5.9

3-5.8

3-5.8

Administer pupil/parent safety/school
climate survey to determine sense of
school safety and school connectedness.

Increase noon yard supervision formula at
all elementary sites to maintain positive
and safe environment and accommodate
full-day kindergarten schedules.

Monitor and adjust as needed school site
monitors formula at all elementary sites to
maintain positive and safe environment
and accommodate full-day kindergarten
schedules.

3-5.7
Provide student lanyards for school safety.
3-5.8

3-5.9
3-5.9
Administer pupil/parent safety/school
climate survey to determine sense of
school safety and school connectedness.
Contract with nationally-recognized
educational survey company to maximize
the analysis of response and feedback
using an online survey instrument.

Budgeted Expenditures

Page 145 of 191

Administer pupil/parent safety/school
climate survey to determine sense of
school safety and school connectedness.
Contract with nationally-recognized
educational survey company to maximize
the analysis of response and feedback
using an online survey instrument.

 Year
Amount
Source
Budget
Reference

Amount
Source
Budget
Reference

2017-18
$2,307,625
$2,307,625
LCFF Supplemental and
Concentration Grant
$2,307,625
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

2018-19
$2,228,646
$2,228,646
LCFF Supplemental and
Concentration Grant
$2,228,646
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

2019-20
$2,814,439
$2,814,439
LCFF Supplemental and
Concentration Grant
$2,814,439
1000-1999 Certificated Personnel
Salaries
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$10,934,273
$10,934,273
LCFF Base

$11,578,094
$11,578,094
LCFF Base

$11,809,656
$11,809,656
LCFF Base

$10,934,273
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$11,578,094
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$11,809,656
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

Action 6
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served:

Location(s):

(Select from All, Students with Disabilities, or Specific Student Groups)

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

XAll

XAll

Schools

OR
For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:
Page 146 of 191

 Students to be Served:

Scope of Services:

Location(s):

(Select from English Learners, Foster Youth,
and/or Low Income)

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

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

[Add Students to be Served selection here]

[Add Scope of Services selection here]

[Add Location(s) selection here]

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

Action

2017-18 Actions/Services

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

Action

2018-19 Actions/Services

Select from New, Modified, or Unchanged
for 2019-20
XUnchanged

Action

2019-20 Actions/Services

Action Area 6- Clean and Efficient
Environment

Action Area 6- Clean and Efficient
Environment

Action Area 6- Clean and Efficient
Environment

3-6.1
Custodial staffing ratio at 42,000 square
feet per custodian at all sites to be
maintained or improved based on study.

3-6.1
Custodial staffing ratio at 42,000 square
feet per custodian at all sites to be
maintained or improved based on study.

3-6.1
Custodial staffing ratio at 42,000 square
feet per custodian at all sites to be
maintained or improved based on study.

3-6.2
Continue to provide school maintenance
program to improve response time for
repairs. This will provide for safe, clean
and well-maintained campuses to produce
the welcoming environments students
seek every day.

3-6.2
Continue to provide school maintenance
program to improve response time for
repairs. This will provide for safe, clean
and well-maintained campuses to produce
the welcoming environments students
seek every day.

3-6.2
Continue to provide school maintenance
program to improve response time for
repairs. This will provide for safe, clean
and well-maintained campuses to produce
the welcoming environments students
seek every day.

Budgeted Expenditures

Page 147 of 191

 Year
Amount

2017-18
$15,517,403
$15,517,403
LCFF Base

2018-19
$16,060,512
$16,060,512
LCFF Base

2019-20
$16,622,630
$16,622,630
LCFF Base

Budget
Reference

$15,517,403
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$16,060,512
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$16,622,630
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

Amount

$500,000
$500,000
LCFF Supplemental and
Concentration Grant
$500,000
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$550,819
$550,819
LCFF Supplemental and
Concentration Grant
$550,819
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$669,330
$669,330
LCFF Supplemental and
Concentration Grant
$669,330
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$6,095,295
$6,095,295
Ongoing & Major Maintenance
Account
$6,095,295
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$6,900,000
$6,900,000
Ongoing & Major Maintenance
Account
$6,900,000
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$8,100,000
$8,100,000
Ongoing & Major Maintenance
Account
$8,100,000
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

Source

Source
Budget
Reference

Amount
Source
Budget
Reference

Page 148 of 191

 Action 7
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served:

Location(s):

(Select from All, Students with Disabilities, or Specific Student Groups)

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

XAll

XAll

Schools

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

Scope of Services:

Location(s):

(Select from English Learners, Foster Youth,
and/or Low Income)

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

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

[Add Students to be Served selection here]

[Add Scope of Services selection here]

[Add Location(s) selection here]

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

Action

2017-18 Actions/Services

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

Action

2018-19 Actions/Services

Select from New, Modified, or Unchanged
for 2019-20
XUnchanged

Action

2019-20 Actions/Services

Action Area 7- Communication

Action Area 7- Communication

Action Area 7- Communication

3-7.1
Continue to provide ongoing
communication to the DSUSD community
through various media outlets.
District and school newsletters, District
and school websites, television, press
releases, and participation in community
organizations.

3-7.1
Continue to provide ongoing
communication to the DSUSD community
through various media outlets.
District and school newsletters, District
and school websites, television, press
releases, and participation in community
organizations.

3-7.1
Continue to provide ongoing
communication to the DSUSD community
through various media outlets.
District and school newsletters, District
and school websites, television, press
releases, and participation in community
organizations.

Budgeted Expenditures

Page 149 of 191

 Year
Amount
Source
Budget
Reference

2017-18
$244,651
$244,651
LCFF Base

2018-19
$267,409
$267,409
LCFF Base

2019-20
$272,340
$272,340
LCFF Base

$244,651
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$267,409
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

$272,340
2000-2999 Classified Personnel
Salaries
3000-3999 Employee Benefits
4000-4999 Books and Supplies
5000-5999 Services and Other
Operating Expenditures

Action 8
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served:

Location(s):

(Select from All, Students with Disabilities, or Specific Student Groups)

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

[Add Students to be Served selection here]

[Add Location(s) selection here]
OR

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

Scope of Services:

Location(s):

(Select from English Learners, Foster Youth,
and/or Low Income)

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

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

XEnglish Learners
XFoster Youth
XLow Income

XLEA-wide

XAll Schools

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

Action

2017-18 Actions/Services

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

Action

2018-19 Actions/Services
Page 150 of 191

Select from New, Modified, or Unchanged
for 2019-20
XModified

Action

2019-20 Actions/Services

 Action Area 8- Parent Engagement

Action Area 8- Parent Engagement

Action Area 8- Parent Engagement

3-8.1
Continue to meet with parents during
SART, SARB, and DA Mediation meetings
and use parent input from those meetings
to improve district supports.

3-8.1
Continue to meet with parents during
SART, SARB, and DA Mediation meetings
and use parent input from those meetings
to improve district supports.

3-8.1
Continue to meet with parents during
SART, SARB, and DA Mediation meetings
and use parent input from those meetings
to improve district supports.

3-8.2
Continue to share attendance-related
information with district parents through
Back-to-School information, participation
in Attendance Awareness month activities,
district website, school newsletters, and
student-specific attendance score report.

3-8.2
Continue to share attendance-related
information with district parents through
Back-to-School information, participation
in Attendance Awareness month activities,
district website, school newsletters, and
student-specific attendance score report.

3-8.2
Continue to share attendance-related
information with district parents through
Back-to-School information, participation
in Attendance Awareness month activities,
district website, school newsletters, and
student-specific attendance score report.

3-8.3
Continue to present information regarding
district attendance intervention supports
and results to parent groups (DAC,
DELAC, SEPAC, SSC, etc.)

3-8.3
Continue to present information regarding
district attendance intervention supports
and results to parent groups (DAC,
DELAC, SEPAC, SSC, etc.)

3-8.3
Continue to present information regarding
district attendance intervention supports
and results to parent groups (DAC,
DELAC, SEPAC, SSC, etc.)

3-8.4
Continue established protocol for
informing families of educational supports
and legal rights for students who are foster
youth or homeless.

3-8.4
Continue established protocols for
informing families of educational supports
and legal rights for students who are foster
youth or homeless.

3-8.4
Continue established protocols for
informing families of educational supports
and legal rights for students who are foster
youth or homeless.

3-8.5
Continue parent-accessible
communication regarding the importance
of regular attendance and resources to
support families facing barriers to school
attendance.

3-8.5
Continue parent-accessible
communication regarding the importance
of regular attendance and resources to
support families facing barriers to school
attendance.

3-8.5
Continue parent-accessible
communication regarding the importance
of regular attendance and resources to
support families facing barriers to school
attendance.

3-8.6
Maintain system tracking district-wide
parent notification of truancy and chronic

3-8.6
Maintain system to track district-wide
parent notification of truancy and chronic

3-8.6
Maintain system to track district-wide
parent notification of truancy and chronic

Page 151 of 191

 absence - increase parent notification over
2016-2017 data.
3-8.7
Student Assistance Program will maintain
or increase the number of meetings with
families compared to 2016-2017.
3-8.8
Continue to provide parenting classes at
targeted elementary schools in Loving
Solutions.

absence - determine baseline of parent
notification of truancy and chronic absence
at or above 2017-2018 baseline.

absence - determine baseline of parent
notification of truancy and chronic absence
at or above 2018-2019 baseline.

3-8.7
Student Assistance Program will maintain
or increase the number of meetings with
families compared to 2017-2018.

3-8.7
Student Assistance Program will maintain
or increase the number of meetings with
families compared to 2017-2018.

3-8.8
Continue to provide parenting classes at
targeted elementary schools and middle
schools.

3-8.8
Continue to provide parenting classes at
targeted elementary schools and middle
schools.

Budgeted Expenditures
Year
Amount
Source
Budget
Reference

2017-18
$15,100
$15,100
LCFF Supplemental and
Concentration Grant
$15,100
5000-5999 Services and Other
Operating Expenditures

2018-19
$15,100
$15,100
LCFF Supplemental and
Concentration Grant
$15,100
5000-5999 Services and Other
Operating Expenditures

2019-20
$15,100
$15,100
LCFF Supplemental and
Concentration Grant
$15,100
5000-5999 Services and Other
Operating Expenditures

Action 9
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
Students to be Served:

Location(s):

(Select from All, Students with Disabilities, or Specific Student Groups)

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

[Add Students to be Served selection here]

[Add Location(s) selection here]
OR

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

Page 152 of 191

 Students to be Served:

Scope of Services:

Location(s):

(Select from English Learners, Foster Youth,
and/or Low Income)

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

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

XFoster Youth

XLEA-wide

XAll Schools

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

Action

2017-18 Actions/Services

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

Action

2018-19 Actions/Services

Select from New, Modified, or Unchanged
for 2019-20
XUnchanged

Action

2019-20 Actions/Services

Action Area 9 - Supporting the needs of
Foster Youth, Homeless Students

Action Area 9 - Supporting the needs of
Foster Youth, Homeless Students

Action Area 9 - Supporting the needs of
Foster Youth, Homeless Students

3-9.1
Develop district-wide policy and practices
to support the needs of students who are
foster youth or homeless.

3-9.1
Continue to provide Professional
Development on identifying students who
are foster youth or homeless.

3-9.1
Continue to provide Professional
Development on identifying students who
are foster youth or homeless.

3-9.2
Continue to provide ongoing professional
development on legal rights, best
practices, attendance and enrollment in
meeting the needs of students who are
foster youth or homeless.

3-9.2
Continue to provide ongoing professional
development on legal rights, best
practices, attendance and enrollment in
meeting the needs of students who are
foster youth or homeless.

3-9.2
Continue to provide ongoing professional
development on legal rights, best
practices, attendance and enrollment in
meeting the needs of students who are
foster youth or homeless.

3-9.3
Continue to provide supplies for students
who are foster youth or homeless.

3-9.3
Continue to provide supplies for students
who are foster youth or homeless.

3-9.3
Continue to provide supplies for students
who are foster youth or homeless.

3-9-4
Continue Check & Connect mentor
program through the Foster/Homeless
Counselor, Attendance Facilitators, and
school staff.

3-9.4
Continue Check & Connect mentor
program through the Foster
Youth/Homeless Counselor, Attendance
Facilitators, and school staff.

3-9.4
Continue Check & Connect mentor
program through the Foster
Youth/Homeless Counselor, Attendance
Facilitators, and school staff.

Page 153 of 191

 Budgeted Expenditures
Year
Amount
Source
Budget
Reference

2017-18
$4,500
$4,500
LCFF Supplemental and
Concentration Grant
$4,500
4000-4999 Books and Supplies

2018-19
$4,500
$4,500
LCFF Supplemental and
Concentration Grant
$4,500
4000-4999 Books and Supplies

Page 154 of 191

2019-20
$4,500
$4,500
LCFF Supplemental and
Concentration Grant
$4,500
4000-4999 Books and Supplies

 Demonstration of Increased or Improved Services for Unduplicated Pupils
LCAP Year: 2019-20
Estimated Supplemental and Concentration Grant Funds

Percentage to Increase or Improve Services

$48,842,734.00

22.59%

Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either
qualitatively or quantitatively, as compared to services provided for all students in the LCAP year.
Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions
supporting each schoolwide or LEA-wide use of funds (see instructions).
Based on the State Board of Education formula calculator, the 2019-20 Desert Sands Unified School District's (DSUSD) Supplemental
/Concentration Grant is projected to be $48,842,734. The funds are used to support the education of the over 26,000 students in
preschool through twelfth grade at 31 school sites. Currently, 70% of students qualify as low income and 23.5% are English Learners.
88 students were identified as Foster Youth in the Fall 1 reporting, then, by February 2019 the Foster Youth count had increased to
137. The district has 15 sites with rates of unduplicated students exceeding 80%; most schools have rates in excess of 55%. Only nine
schools have rates of unduplicated students below 55%. This demographic distribution across schools supports the conclusion that
actions and services directed in support of the target populations are needed at all schools. DSUSD has several planned actions and
services to target the needs of unduplicated students in a district-wide or school-wide manner. Actions and services implemented in a
district-wide or school-wide manner are determined to be the most effective or efficient implementation model through research, data,
or stakeholder input.
Supplemental and Concentration investments continue to be targeted to the unduplicated student population (71%) low-income,
English Learner and Foster Youth students in DSUSD. Investments are aimed to fulfill the commitment of providing essential
resources to remove opportunity gaps and close achievement gaps.
Closing gaps in achievement and student outcomes is done through a strategic investment in high-quality curriculum and instruction
aimed at ensuring all students are college and career ready, graduating at continuously higher rates, provided access to a broad
course of study, attending school every day, and supported by dedicated employees in safe school environments. The District-wide
goals that drive DSUSD's LCAP provide a road map for targeting resources and improving outcomes through greater monitoring and
accountability.
Page 155 of 191

 Our LCAP is based on extensive community engagement established through strategic planning. After hundreds of hours invested
from a broad stakeholder group of parents, teachers, administrators, employee association representatives, community leaders and
school board members, three goals emerged and remain the lighthouse for guidance to this day as we continually strive to be
responsive in meeting the unique needs of Desert Sands students: they are:
1. All students will demonstrate growth as measured by Federal, State and District assessments.
2.

All students will graduate and be prepared to make a successful transition to further education and/or career opportunities.

All students will develop and consistently demonstrate responsible, respectful and ethical behavior in a safe, clean and orderly
3.
learning environment.
DSUSD’s three overarching goals direct the actions, services and funding addressed in the LCAP, and California’s Eight State
Priorities are woven throughout. Various metrics including those of the California Dashboard are used to measure yearly improvement
and gauge whether the quality of actions and quantity of services have been successful in creating the conditions necessary to meet
our shared goals.
All expenditures provided in the LCAP are designed to increase and/or improve services to students, especially in the unduplicated
category. With supplemental and concentration funding in the amount of $48,842,734, low income students, Foster Youth, and English
Learners will receive increased support and/or services by the Minimally Proportionality Percentage of 22.59% as demonstrated by
increased professional development opportunities for all staff, intervention programs/systems/support, access to broad and rigorous
courses of study, and student support services beginning in preschool. These supports and/or services will be increased and improved
through systematic implementation of on-going evaluation and data-monitoring, and through the support of a tiered intervention model
of implementation. DSUSD utilizes the proportionate share of the total Local Control Funding Formula (LCFF) Supplemental and
Concentration Grant allocations ensure our English Learners, low income, Foster/Homeless Youth as well as all other identified
student groups are provided additional quality opportunities to achieve academic excellence that prepares them for success now and
into the future.
In an effort to reach all students in need of additional support, the following actions and services contained in the DSUSD LCAP are in
place district-wide for all schools:
Leadership Development

Page 156 of 191

 

Desert Sands Leadership Academy, with the support of the Personnel Director for Leadership Development, will strengthen
the pipeline to maintain highly effective district and site leadership knowledgeable in the targeted academic and
social/emotional needs for all students. The goal to support instructional leaders benefits classroom teachers and the
feedback provided them while implementing researched-based instructional practices differentiated to support the needs of
our high-risk and high-needs student groups. (Goal 1, Action 1)

Professional Development
 Structured Academic Support Time (SAST) is focused on meeting the needs of unduplicated and under-performing students.
Training in maximizing the organization effectiveness of Professional Learning Communities (PLC) continues for
administrators and all staff. Teachers for best first instruction, data-based monitoring for progress in literacy and mastery of
content standards, differentiated instruction, and appropriate placement for a range of interventions support all students. An
instructional coach is provided for each site, and site representation to an English Learner Leadership Team reinforce the
focus on the acquisition of proficiency in English for our English learners, long-term English learners (LTEL), and those at risk
of becoming LTELs. (Goal 1, Action 1)
 Educational Services Project Facilitators (PF) provide quality ongoing professional development through grade level/content
area training in implementation of newly adopted ELA/ELD textbooks, integrated English Language Development across
contents, state content standards, lesson planning, instructional strategies and assessment. Professional Development is
provided to administrators, instructional coaches and teachers for continuous improvement in use of the Rigor/Relevance
Framework, focusing on student-engagement, instructional rounds and meaningful feedback. (Goal 1, Action 2) (Goal 1,
Action 3)
 The Project Facilitators for Early Literacy, AVID, and middle school math remain focused on closing the achievement and
opportunity gaps. (Goal 1, Action 2)
 The Special Education Project Facilitator works with the Educational Services professional development team to address
inclusive practices, especially those to support students with disabilities who are also English learners, economically
disadvantaged or in foster-care. (Goal 1, Action 2)
 All AP and IB teachers attend content specific trainings every 3-5 years. (Goal 2, Action 1)
 Each site has an instructional coach who supports teachers in the implementation of curriculum, lesson design, differentiation
of instruction, and monitoring of assessments. (Goal 1, Action 2)
Multi-tiered Interventions
 Full Day Kindergarten, including Transitional Kindergarten (TK), continues at all school sites. (Goal 1, Action 5)
 An assessment to measure acquisition of basic early literacy skills identifies children in grades K-2 experiencing reading
difficulties. Training and collaborative learning sessions in understanding the results as a proactive means to minimize later
learning gaps is ongoing. (Goal 1, Action 5) (Goal 1, Action 3)
 Summer school opportunities are provided for high school students (at risk, credit recovery, grade validation, acceleration)
and middle school students at risk in both mathematics and ELA/ELD. (Goal 1, Action 5)

Page 157 of 191

 

Providing site-based before/after/during school intervention programs focusing on closing the achievement gap. (Goal 1,
Action 5) (Goal 1, Action 3)

Academic Opportunities
 FEV, a virtual tutoring platform provides additional academic support in math and ELA. (Goal 1 Action 5)
 Reducing and/or maintaining class size to meet grade span targets to meet the needs of the special needs and unduplicated
pupil population; allows for targeted small group and/or individualized instruction and/or English language development. (Goal
1, Action 6)
 Providing support for targeted students to engage in rigorous coursework - HP, AP, IB, AVID. (Goal 2, Action 1)
 Removing financial barriers for students taking the PSAT, SAT, Advanced Placement and International Baccalaureate exams.
(Goal 2, Action 1)
 Providing enrichment activities including music and innovative STEM and/or STEAM-focused projects. (Goal 2, Action 1)
Parent Engagement
 Increasing opportunities to provide input and to participate in decision making at both the school and district level through
participation in DAC, DELAC, SEPAC, LCAP Advisory Committee, and continue to expand methods of online survey data
collection and analysis to optimize stakeholder input. (Goal 3, Action 8)
 Educating parents, guardians and students on the path to college through Parent Institute for Quality Education (PIQE) and
other parenting workshops. (Goal 1, Action 7)
 Continue the Attendance Intervention Team (AIT), a team of highly trained staff to identifying students chronically absent (or
at risk of chronic absence) and in need of support. Members of the Attendance Intervention Team meetings support families
and staff in creating effective actions to support plans for improving student attendance. The AIT also provided ongoing case
management and associated assistance to support families with challenging barriers to regular school attendance. (Goal 3,
Action 1)
 To support outcomes for students who are Foster Youth, the Foster Youth liaison provides direct mentoring and counseling to
students. The district also contracts with FEV tutor to provide 24 hour, virtual tutor support. The liaison regularly reviews early
warning indicators including grades, behavior incidents and attendance to monitor student progress. (Goal 3, Action 9)
 Providing a Check and Connect mentoring program through the Foster Youth/Homeless liaison, ensuring the educational
needs of our foster and homeless youth are addressed. (Goal 3, Action 9)
Counseling Support and Behavioral Health
 Providing full-time counselors at all elementary schools and reducing the counselor-to-student ratio at high schools to no
greater than 400:1. Additional counseling services, connections to health and wellness resources, and support to students
and their families through the Student Assistance Program are communicated to families.
 Counseling support for middle and high school counselors facilitated by the Riverside County Office of Ed experts. (Goal 2
Action 3)
 Directing services to foster youth to support enrollment assistance, academic support, and social-emotional counseling
necessary to meet the college-ready needs of foster youth throughout our district. (Goal 2, Action 4)
Page 158 of 191

 

Establishing a systematic and sustainable Multi-Tiered System of Supports, including Positive Behavioral Intervention &
Supports (PBIS), to address academic, social, emotional, and behavioral needs and support alternatives to suspension.
(Goal 3, Action 2)

Creating a Positive, Safe, Clean and Efficient Environment for the Health and Wellness for Students
 Increase school resource officers at school sites. Research shows that students who report feeling safe in school are more
engaged in class, have higher academic achievement, and have lower rates of absenteeism, truancy, and behavioral issues.
The School Resource Officer program is an effective school-based law enforcement program that adds to the safety, security,
and peacefulness of the school environments and can further connect at-risk, economically disadvantaged students to
needed services. (Goal 3, Action 5)
 Continue to provide transportation routes beyond the established formula to lessen wait time on bus for special education
students. For unduplicated pupils who further receive Special Education Services for moderate to severe disabilities, limiting
transportation services wait time in turn maximizes the time with the adults trained to support their academic and socialemotional needs. (Goal 3, Action 5)
 Continuing to provide support for and expansion of the middle school sports program. (Goal 3, Action 4)
 Continue to provide school resource officers at school sites. Research shows that students who report feeling safe in school
are more engaged in class, have higher academic achievement, and have lower rates of absenteeism, truancy, and
behavioral issues. The School Resource Officer program is an effective school-based law enforcement program that adds to
the safety, security, and peacefulness of the school environments and can further connect at-risk, economically
disadvantaged students to needed services. (Goal 3, Action 5)
 Continue to provide transportation routes beyond the formula and providing additional routes to lessen wait time on bus for
special education students. For unduplicated pupils who further receive Special Education Services for moderate to severe
disabilities, limiting transportation services wait time in turn maximizes the time with the adults trained to support their
academic and social-emotional needs. (Goal 3, Action 5)
Site-Based Student Achievement Support
 Providing increases for availability of and training for site monitor supervision during peak hours, including times of parent
drop-of and pick up at elementary schools
 Continue to allocate funds to all school sites to support the Single Plan for Student Achievement (SPSA), providing for localdecision making on best practices in support of unduplicated students' academic success. Funds are distributed utilizing a
formula based on the number of unduplicated students at each site. Actions within school site SPSAs further support site
needs for Professional Development, Multi-tiered Interventions, Academic Opportunities including extended school year and
sites with highest percentages of unduplicated pupils, and Parent Engagement. (Goal 1, Action 8)
The actions and services listed below, are principally directed towards meeting the kindergarten and early literacy readiness outcomes
for the unduplicated pupils; they are in place at the Adams Early Childhood Learning Center, Head Start, and Early Childhood
Education, State Preschool locations.
Page 159 of 191

 

Maintain opportunities for low-income students and English learners to attend a high-quality preschool program. (Goal 1,
Action 9)
 Provide appropriate parent education engagement opportunities to enhance readiness for and transition to kindergarten.
(Goal 1, Action 9)
 Maintain Early Childhood Learning Center, including provision of a site Principal, teaching and support staff, and discretionary
funds. (Goal 1, Action 9)

The actions and services listed below are directed towards meeting the college and career readiness outcomes for the unduplicated
pupils and are in place at specific schools as described:
Career Technical Education (CTE) Programs, provided for grades 10-12 at Amistad, Indio, La Quinta, Palm Desert, and Shadow Hills
high schools


Provide rigorous, relevant, real-world opportunities preparing students for a wide range of high-wage, high-skill, high-demand
careers. High school academies/career pathways: Animal Science Pathway, Automotive Pathway, Aviation Pathway,
Computer Information Systems, Culinary Pathway, Education Pathway, Engineering Pathway, Energy, F.I.L.M. Pathway,
IMPACT(Institute of Media Production Arts & Creative Technology) Pathway, Power & Technology Pathway, Health &
Nutritional Sciences Academy, Health Careers Academy, Medical Health Academy, Ornamental Horticulture Pathway, Public
Service Academy, Technology Landscape & Management Academy. (Goal 2, Action 3)

College-Going Culture at identified schools
 Provide academic support for targeted students to engage in a broad course of study, including non-traditional learning
opportunities such as online courses (Amistad High School, Horizon School and Summit High School). (Goal 2, Action 2)
 Continue to support the AVID program at all middle, high and four elementary schools adding three additional Elementary
schools (Carter Elementary, Roosevelt Elementary, Ronald Reagan Elementary), helping students develop the skills they
need to be successful in college. (Goal 2, Action 4)
The decision to use the Supplemental/Concentration funds in this manner is based on the input from multiple stakeholder groups
consisting of employees, parents, community members and our students. These funded programs are principally directed toward
English Learners, socio-economically disadvantaged and Foster Youth; including students with identified disabilities. They are
supported by evidence-based practices that ensure staff is properly serving the targeted youth and improving academic, college,
career and life readiness outcomes.

------------Page 160 of 191

 LCAP Year: 2018-19
Estimated Supplemental and Concentration Grant Funds

Percentage to Increase or Improve Services

$47,185,734

22.61%

Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either
qualitatively or quantitatively, as compared to services provided for all students in the LCAP year.
Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions
supporting each schoolwide or LEA-wide use of funds (see instructions).
Based on the State Board of Education formula calculator, Desert Sands Unified School District's (DSUSD) 2018-2019 Supplemental
/Concentration Grant is projected to be $47,185,734. This is an increase of approximately 10% over last year's LCFF
Supplemental/Concentration Grant allocation of $47,185,734. The funds are used to support the education of the over 26,000 students
in preschool through twelfth grade at 31 school sites. Currently, 72% of students qualify as low income and 24% are English learners.
While 101 students were identified as foster youth in the Fall 1 reporting, by February 2018 the Foster Youth count had increased to
120. The district has 17 sites with rates of unduplicated students exceeding 80%; most schools have rates in excess of 55%. Only six
schools have rates of unduplicated students below 55%, and 3,905 unduplicated pupils are enrolled at those schools. This
demographic distribution across schools supports the conclusion that services or actions directed in support of the target populations
are needed at all schools. Desert Sands Unified School District has several planned actions and services to target the needs of
unduplicated students in a district-wide or school-wide manner. Actions and services implemented in a district-wide or school-wide
manner are determined to be the most effective or efficient implementation model through research, data, or stakeholder input.
Supplemental and Concentration investments continue to be targeted to the unduplicated student population (71.53%) low-income,
English learner and foster youth students in DSUSD. Investments are aimed to fulfill the commitment of providing essential resources
to remove opportunity gaps and close achievement gaps that currently exist for these youth, augmenting personnel and academic
supports to improve their learning environment and drive academic outcomes.
Closing gaps in achievement and student outcomes is done through a strategic investment in high-quality curriculum and instruction
aimed at ensuring all students are college and career ready, are graduating at continuously higher rates, are provided access to a
broad course of study, are attending school every day, and are supported by effective employees in safe school environments. The
District-wide goals that drive DSUSD's LCAP provide a road map for targeting resources and improving outcomes through greater
monitoring and accountability.
Page 161 of 191

 Our LCAP is rooted in the extensive community engagement established through strategic planning. From hundreds of hours invested
from a broad stakeholder group of parents, teachers, administrators, employee association representatives, community leaders and
school board members, three goals emerged and remain the lighthouse for guidance to this day as we continually strive to be
responsive in meeting the unique needs of Desert Sands students:
1.

All students will demonstrate growth as measured by Federal, State and District assessments.

2.

All students will graduate and be prepared to make a successful transition to further education and/or career opportunities.

3.
All students will develop and consistently demonstrate responsible, respectful and ethical behavior in a safe, clean and orderly
learning environment.
DSUSD’s three overarching goals direct the actions, services and funding addressed in the LCAP. In addition, California’s eight state
priorities are woven throughout. Various metrics including those of the California Dashboard are used to measure yearly improvement
and gauge whether the quality of actions and quantity of services have been successful in creating the conditions necessary to meet
our ambitious shared goals.
All expenditures provided in the LCAP are based on the premise they increase and/or improve services to students, especially in the
unduplicated category. With supplemental and concentration funding in the amount of $47,185,734, low income students, foster youth,
and English learners will receive increased support and/or services by the Minimally Proportionality Percentage of 22.61% through
increases in professional development opportunities for all staff, intervention programs/systems/support, access to broad and rigorous
courses of study, and student support services beginning in preschool. These supports and/or services will be increased and improved
through systematic implementation of on-going evaluation and data-monitoring and through the support of a layered intervention and a
consistent model of implementation. DSUSD utilizes the proportionate share of the total Local Control Funding Formula (LCFF)
Supplemental and Concentration Grant allocations projected at $47,185,734 to ensure our English learners, low income,
foster/homeless youth as well as all other identified student groups are provided additional quality opportunities to achieve academic
excellence that prepares them for success now and into the future. These funds are principally directed towards and effective in
meeting the goals for the unduplicated students in the eight state priorities.
In an effort to reach all students in need of additional support, the following actions and services contained in the DSUSD LCAP are in
place Local Educational Agency (LEA) wide for all schools:
Leadership Development

Page 162 of 191

 

Desert Sands Leadership Academy and the support of the Personnel Director for Leadership Development will strengthen the
pipeline to maintain highly effective district and site leadership knowledgeable in the targeted academic and social/emotional
needs for all student success. The goal to support instructional leaders benefit classroom teachers and the feedback
provided them while implementing researched-based instructional practices differentiated to support the needs of our highrisk and high-needs student groups. (Goal 1, Action 1)

Professional Development
 Structured Academic Support Time (SAST) is focused on meeting the needs of unduplicated and under-performing students.
This district-wide collaborative work and the associated 2% salary increase were negotiated with the teachers' union to
improve instructional services for students. The increased employee compensation from Supplemental/Concentration funds
was supported by adding 10 minutes to the instructional day and two Professional Development days to the contract year.
Training in maximizing the organization for and effectiveness of Professional Learning Communities (PLC) continues for
administrators and all staff. Planning for best first instruction, data-based monitoring for progress in literacy and mastery of
content standards, training in small-group, differentiated instruction, and appropriate placement for a range of interventions
support all students with an intentional focus on the under-performing, unduplicated students to ensure all reach their full
potential. An instructional coach provided for each site and site representation to an English Learner Leadership Team
reinforce the focus on the acquisition of proficiency in English for our English learners, long-term English learners (LTEL), and
those at risk of becoming LTELs. (Goal 1, Action 1)
 Educational Services Project Facilitators (PF) provide quality ongoing professional development throughout the year at grade
level/content area training's in implementation of newly adopted ELA/ELD textbooks, integrated English Language
Development across contents, state content standards, lesson planning, instructional strategies and assessment. Through
administrator, instructional coach and teacher training for continuous improvement in use of the Rigor/Relevance Framework,
high student-engagement in learning of rigorous standards is supported through instructional rounds and meaningful
feedback. (Goal 1, Action 2) (Goal 1, Action 3)
 The Project Facilitators for Early Literacy, AVID, and middle school math remain focused on closing the achievement and
opportunity gaps. (Goal 1, Action 2)
 The Special Education Project Facilitator works with the Educational Services professional development team to address
inclusive practices, especially those to support students with disabilities who are also English learners, economically
disadvantaged or in foster-care. (Goal 1, Action 2)
 All AP and IB teachers attend content specific training's every 3-5 years. (Goal 2, Action 1)
 Each site has an instructional coach who supports teachers in the implementation of curriculum, lesson design and
differentiation of instruction and monitoring of assessments for learning. (Goal 1, Action 2)
Multi-tiered Interventions
 Full Day Kindergarten, including Transitional Kindergarten (TK), continues at all school sites. (Goal 1, Action 5)
 An assessment to measure acquisition of basic early literacy skills identifies children in grades K-2 experiencing reading
difficulties. Training and collaborative learning sessions in understanding the results as a proactive means to minimize later
learning gaps is ongoing. (Goal 1, Action 5) (Goal 1, Action 3)
Page 163 of 191

 

Summer school opportunities are provided for high school students (at risk, credit recovery, grade validation, acceleration)
and middle school students at risk in both mathematics and ELA/ELD. (Goal 1, Action 5)
 Providing site-based before/after/during school intervention programs focusing on closing the achievement gap. (Goal 1,
Action 5) (Goal 1, Action 3)
Academic Opportunities
 Reducing and/or maintaining class size to meet grade span targets set to meet the needs of the unduplicated pupil population;
reducing class size for unduplicated pupils who also receive Special Education services to provide for targeted small group
and/or individualized instruction and/or English language development. (Goal 1, Action 6)
 Providing support for targeted students to engage in rigorous coursework - HP, AP, IB, AVID. (Goal 2, Action 1)
 Removing financial barriers for students taking the PSAT, SAT, Advanced Placement and International Baccalaureate exams.
(Goal 2, Action 1)
 Providing enrichment activities including music and innovative STEM and/or STEAM-focused projects. (Goal 2, Action 1)
Parent Engagement
 Increasing opportunities to provide input and to participate in decision making at both the school and district level through
participation in DAC, DELAC, SEPAC, LCAP Advisory Committee. Expand methods of online survey data collection and
analysis to optimize stakeholder input. (Goal 3, Action 8)
 Educating parents, guardians and students on the path to college through Parent Institute for Quality Education (PIQE) and
other parenting workshops. (Goal 1, Action 7)
 Continue an attendance facilitation team to work with families on improving school attendance. (Goal 3, Action 1)
 Providing a Check and Connect mentoring program through the Foster Youth/Homeless liaison, ensuring the educational
needs of our foster and homeless youth are addressed. (Goal 3, Action 9)
Counseling Support and Behavioral Health
 Providing full-time counselors at all elementary schools and reducing the counselor to student ratio at high schools to no
greater than 400:1. Additional counseling services, connections to health and wellness resources, and support to students
and their families through the Student Assistance Program are communicated to families. (Goal 3, Action 3)
 Directing services to foster youth to support enrollment assistance, academic support and social-emotional counseling
necessary to meet the college-ready needs of foster youth throughout our district. (Goal 3, Action 3)
 Establishing a systematic and sustainable Multi-tiered System of Supports, including Positive Behavioral Intervention &
Supports (PBIS), to address academic, social, emotional, and behavioral needs and support alternatives to suspension.
(Goal 3, Action 2)
Health and Wellness for Students


Continuing to provide support for and expansion of the middle school sports program. (Goal 3, Action 4)
Page 164 of 191

 Creating a Positive, Safe, Clean and Efficient Environment
 Providing school resource officers at school sites. Research shows that students who report feeling safe in school are more
engaged in class, have higher academic achievement, and have lower rates of absenteeism, truancy, and behavioral issues.
The School Resource Officer program is an effective school-based law enforcement program that adds to the safety, security,
and peacefulness of the school environments and can further connect at-risk, economically disadvantaged students to
needed services. (Goal 3, Action 5)
 Providing transportation routes beyond the formula and providing additional routes to lessen wait time on bus for special
education students. For unduplicated pupils who further receive Special Education Services for moderate to severe
disabilities, limiting transportation services wait time in turn maximizes the time with the adults trained to support their
academic and social-emotional needs. (Goal 3, Action 5)
Site-Based Student Achievement Support
 Providing increases for availability of and training for noon-yard supervision during peak hours, including times of parent dropof and pick up at elementary schools
 Allocating funds to all school sites to support the Single Plan for Student Achievement (SPSA), providing for local-decision
making on best practices in support of unduplicated students' academic success. Funds are distributed utilizing a formula
based on the number of unduplicated students at each site. Actions within school site SPSAs further support site needs for
Professional Development, Multi-tiered Interventions, Academic Opportunities including extended school year and sites with
highest percentages of unduplicated pupils, and Parent Engagement. (Goal 1, Action 8)
The actions and services listed below, which are principally directed towards and effective in meeting the kindergarten and early
literacy readiness outcomes for the unduplicated pupils, are in place at the Adams Early Childhood Learning Center, Head Start, and
Early Childhood Education, State Preschool locations.
 Maintain opportunities for low-income students and English learners to attend a high-quality preschool program. (Goal 1,
Action 9)
 Provide appropriate parent education engagement opportunities to enhance readiness for and transition to kindergarten.
(Goal 1, Action 9)
 Maintain Early Childhood Learning Center, including provision of a site Principal, teaching and support staff, and discretionary
funds. (Goal 1, Action 9)
The actions and services listed below, which are principally directed towards and effective in meeting the college and career readiness
outcomes for the unduplicated pupils, are in place at specific schools as described:
Career Technical Education (CTE) Programs, provided for grades 10-12 at Amistad, Indio, La Quinta, Palm Desert, and Shadow Hills
high schools

Page 165 of 191

 

Provide rigorous, relevant, real-world opportunities preparing students for a wide range of high-wage, high-skill, high-demand
careers. High school academies/career pathways: Animal Science Pathway, Automotive Pathway, Aviation Pathway,
Business Management Pathway, Culinary Pathway, Education Pathway, Engineering Pathway, Engineering, Energy, F.I.L.M.
Pathway, IMPACT (Institute of Media Production Arts & Creative Technology) Pathway, Information Technology Pathway,
Power & Technology Pathway, Environmental Science Pathway, Health & Nutritional Sciences Academy, Health Careers
Academy, Medical Health Academy, Ornamental Horticulture Pathway, Public Service Academy, Technology Landscape &
Management Academy. (Goal 2, Action 3)

College-Going Culture at identified schools
 Provide academic support for targeted students to engage in a broad course of study, including non-traditional learning
opportunities such as online courses (Amistad High School, Horizon School and Summit High School). (Goal 2, Action 2)
 Continue the AVID program at all middle and high schools and four elementary schools (Dr. Carreon Academy, Lincoln,
Monroe, and Van Buren), helping students develop the skills they need to be successful in college. (Goal 2, Action 4)
The decision to use the Supplemental/Concentration funds in this manner is based on the input from multiple stakeholder groups
consisting of employee, parent, community and students. These funded programs directed principally toward at-risk students, i.e.,
English learners, socio-economically disadvantaged and foster youth, including students in those groups with identified disabilities, are
supported by evidence-based practices that ensure staff is properly serving the targeted youth and improving academic, college,
career and life readiness outcomes. These expenditures aim to improve the educational experiences of low-income pupils, English
learners, Reclassified Fluent English Proficient pupils, and foster youth by augmenting the comprehensive services they require to
attain academic success, close the achievement gap, and demonstrate college and career readiness.

------------LCAP Year: 2017-18
Estimated Supplemental and Concentration Grant Funds

Percentage to Increase or Improve Services

$42,645,541

21.29%

Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either
qualitatively or quantitatively, as compared to services provided for all students in the LCAP year.

Page 166 of 191

 Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions
supporting each schoolwide or LEA-wide use of funds (see instructions).
Based on the State Board of Education formula calculator, Desert Sands Unified School District's (DSUSD) 2017-2018 Supplemental
/Concentration Grant is projected to be $42,645,541. This is an increase of approximately 8% over last year's LCFF
Supplemental/Concentration Grant allocation of $39,481,186. The funds are used to support the education of the over 26,708 students
in preschool through twelfth grade at 31 school sites. Currently, 68.3% of students qualify as low income and 6,960 are English
learners. While 102 students were identified as foster youth in the Fall 1 reporting, by February 2017 the foster youth count had
increased to 155. The district has 17 sites with rates of unduplicated students exceeding 80%; most schools have rates in excess of
55%. Only six schools have rates of unduplicated students below 55% and 3,905 unduplicated pupils are enrolled at those schools.
This demographic distribution across schools supports the conclusion that services or actions directed in support of the target
populations are needed at all schools.
Supplemental and Concentration investments continue to be targeted to the unduplicated student population (71.63%) low-income,
English learner and foster youth students in DSUSD. Investments are aimed to fulfill the commitment of providing essential resources
to remove opportunity gaps and close the achievement gaps that currently exist for these youth, augmenting personnel and academic
supports to improve their learning environment and drive academic outcomes.
Closing gaps in achievement and student outcomes is done through a strategic investment in high-quality curriculum and instruction
aimed at ensuring all students are college and career ready, are graduating at continuously higher rates, are provided access to a
broad course of study, are attending school every day, and are supported by effective employees in safe school environments. The
District-wide goals that drive DSUSD's LCAP provide a road map for targeting resources and improving outcomes through greater
monitoring and accountability.
Our LCAP is rooted in the extensive community engagement established through strategic planning. From hundreds of hours invested
from a broad stakeholder group of parents, teachers, administrators, employee association representatives, community leaders and
school board members, three goals emerged and remain the lighthouse for guidance to this day as we continually strive to be
responsive in meeting the unique needs of Desert Sands students:
1.

All students will demonstrate growth as measured by Federal, State and District assessments.

2.

All students will graduate and be prepared to make a successful transition to further education and/or career opportunities.

3.
All students will develop and consistently demonstrate responsible, respectful and ethical behavior in a safe, clean and orderly
learning environment.
Page 167 of 191

 DSUSD’s three overarching goals direct the actions, services and funding addressed in the LCAP. In addition, California’s eight state
priorities are woven throughout. Various metrics including those of the new California Dashboard are used to measure yearly
improvement and gauge whether the quality of actions and quantity of services have been successful in creating the conditions
necessary to meet our ambitious shared goals.
All expenditures provided in the LCAP are based on the premise they increase and /or improve services to students, especially in the
unduplicated category. With supplemental and concentration funding in the amount of $42,645,541, low income students, foster youth,
and English learners will receive increased support and/or services by the Minimally Proportionality Percentage of 21.29% through
increases in professional development opportunities for all staff, intervention programs/systems/support, access to broad and rigorous
courses of study, and student support services beginning in preschool. These supports and/or services will be increased and improved
through systematic implementation of on-going evaluation and data-monitoring and through the support of a layered intervention and a
consistent model of implementation. DSUSD utilizes the proportionate share of the total Local Control Funding Formula (LCFF)
Supplemental and Concentration Grant allocations projected at $42,645,541 to ensure our English learners, low income,
foster/homeless youth as well as all other identified student groups are provided additional quality opportunities to achieve academic
excellence that prepares them for success now and into the future. These funds are principally directed towards and effective in
meeting the goals for the unduplicated students in the eight state priorities.
In an effort to reach all students in need of additional support, the following actions and services contained in the DSUSD LCAP are in
place Local Educational Agency (LEA) wide for all schools:
Professional Development
 Structured Academic Support Time (SAST) is focused on meeting the needs of unduplicated and under-performing students.
Starting in 2016-17 with the focus on English Learners, Long-Term English Learners (LTELS) and those at risk of becoming
LTELS through understanding the structure of Integrated and Designated English Language Development, it will continue
with the focus of ELD integration in all contents. Support focused on under-performing students ensure all students have the
opportunity to reach their full potential. This district-wide collaborative work and the associated 2% salary increase were
negotiated with the teachers' union to improve instructional services for students. A full-time instructional coach provided for
each site and site representation to an English Learner Leadership Team reinforce the focused work. (Goal 1, Action 1)
 Educational Services Project Facilitators (PF) provide quality ongoing professional development throughout the year at grade
level/content area trainings in English Language Development, content standards, module implementation, lesson planning,
instructional strategies and assessment. Training for administrators (2016-17) and instructional coaches/teachers (2017-18)
on the Rigor/Relevance Framework to ensure high student-engagement in learning rigorous standards is provided.(Goal 1,
Action 2)
 The PF positions for Early Literacy, AVID, and middle school math filled in 2016-17 remain focused on closing the
achievement and opportunity gaps. (Goal 1, Action 2)
 All AP and IB teachers attend content specific trainings every 3-5 years. (Goal 2, Action 1)
Page 168 of 191

 

Each site has an instructional coach who supports teachers in the implementation of curriculum, lesson design and
differentiation of instruction and monitoring of assessments for learning. (Goal 1, Action 2)

Multi-tiered Interventions
 Full Day Kindergarten, including Transitional Kindergarten (TK), continues at all school sites. (Goal 1, Action 5)
 An assessment to measure acquisition of basic early literacy skills identifies children in grades K-2 experiencing reading
difficulties. Training and collaborative learning sessions in understanding the results as a proactive means to minimize later
learning gaps is ongoing. (Goal 1, Action 5)
 Summer school opportunities are provided for high school students (at risk, credit recovery, grade validation, acceleration)
and middle school students at risk in both mathematics and ELA/ELD. (Goal 1, Action 5)
 Providing site-based before/after/during school intervention programs focusing on closing the achievement gap. (Goal 1,
Action 5)
Academic Opportunities
 Providing support for targeted students to engage in rigorous coursework - HP, AP, IB, AVID. (Goal 2, Action 1)
 Removing financial barriers for students taking the PSAT, Advanced Placement and International Baccalaureate exams. (Goal
2, Action 1)
 Providing enrichment activities including music and innovative STEM and/or STEAM-focused projects. (Goal 2, Action 1)
Parent Engagement
 Increasing opportunities to provide input and to participate in decision making at both the school and district level through
participation in DAC, DELAC, SEPAC, LCAP Advisory Committee. Expand methods of survey data collection and analysis to
optimize stakeholder input. (Goal 3, Action 8)
 Educating parents, guardians and students on the path to college through Parent Institute for Quality Education (PIQE) and
other parenting workshops. (Goal 1, Action 7)
 Translation/interpretation are provided for Spanish speaking families to provide access to school information and community
resources. (Goal 1, Action 7)
 Maintain (4) Community Bilingual Techs for special education to meet community outreach needs of students with
disabilities.(Goal 1, Action 7)
Improving School Attendance
 Continuing an attendance facilitation team to work with families on improving school attendance. (Goal 3, Action 1)
 Providing a Check and Connect mentoring program through the Foster Youth/Homeless liaison, ensuring the educational
needs of our foster and homeless youth are addressed. (Goal 3, Action 9)
Counseling Support and Behavioral Health

Page 169 of 191

 

Providing counseling services, connections to health and wellness resources, and support to students and their families
through the Student Assistance Program and school counselors. (Goal 3, Action 3)
 Directing services to foster youth to support enrollment assistance, academic support and social-emotional counseling
necessary to meet the college-ready needs of foster youth throughout our district. (Goal 3, Action 3)
 Establishing a systematic Positive Behavioral Intervention & Supports (PBIS) to addresses social, emotional, and behavioral
needs and support alternatives to suspension. (Goal 3, Action 2)
Health and Wellness for Students


Continuing to provide support for the middle school sports program. (Goal 3, Action 4)

Creating a Positive, Safe, Clean and Efficient Environment
 Providing school resource officers at school sites. (Goal 3, Action 5)
 Providing transportation routes beyond the formula and providing additional routes to lessen wait time on bus for special
education students. (Goal 3, Action 5)
Site-Based Student Achievement Support


Allocating funds to all school sites to support the Single Plan for Student Achievement (SPSA), providing for local-decision
making on best practices in support of unduplicated students' academic success. Funds are distributed utilizing a formula
based on the number of unduplicated students at each site. Actions within school site SPSAs further support site needs for
Professional Development, Multi-tiered Interventions, Academic Opportunities, and Parent Engagement. (Goal 1, Action 8)

The actions and services listed below, which are principally directed towards and effective in meeting the kindergarten and early
literacy readiness outcomes for the unduplicated pupils, are in place at the Adams Early Childhood Learning Center, Head Start, and
Early Childhood Education, State Preschool locations.
 Maintain opportunities for low-income students and English learners to attend a high-quality preschool program. (Goal 1,
Action 9)
 Provide appropriate parent education engagement opportunities to enhance readiness for and transition to kindergarten.
(Goal 1, Action 9)
 Maintain Early Childhood Learning Center, including provision of a site Principal and support staff. (Goal 1, Action 9)
The actions and services listed below, which are principally directed towards and effective in meeting the college and career readiness
outcomes for the unduplicated pupils, are in place at specific schools as described:
Career Technical Education (CTE) Programs, provided for grades 10-12 at Amistad, Indio, La Quinta, Palm Desert, and Shadow Hills
high schools
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 

Provide rigorous, relevant, real-world opportunities preparing students for a wide range of high-wage, high-skill, high-demand
careers. High school academies/career pathways: Animal Science Pathway, Automotive Pathway, Aviation Pathway,
Business Management Pathway, Culinary Pathway, Education Pathway, Engineering Pathway, Engineering, Energy, F.I.L.M.
Pathway, IMPACT (Institute of Media Production Arts & Creative Technology Pathway, Information Technology Pathway,
Power & Technology Pathway, Environmental Science Pathway, Health & Nutritional Sciences Academy, Health Careers
Academy, Medical Health Academy, Ornamental Horticulture Pathway, Public Service Academy, Technology Landscape &
Management Academy.(Goal 2, Action 3)

College-Going Culture, at identified schools
 Provide academic support for targeted students to engage in a broad course of study, including non-traditional learning
opportunities such as online courses (Horizon School and Summit High School). (Goal 2, Action 2)
 Continue the AVID program at all middle and high schools and one elementary school (Lincoln Elementary), helping students
develop the skills they need to be successful in college. Explore the expansion of AVID to additional elementary schools.
(Goal 2, Action 4)
The decision to use the Supplemental/Concentration funds in this manner is based on the input from multiple stakeholder groups
consisting of employee, parent, community and student groups. These funded programs directed principally toward at-risk students,
i.e., English learners, socio-economically disadvantaged and foster youth, are supported by evidence-based practices that ensure staff
is properly serving the targeted youth and improving academic, college, career and life readiness outcomes.

-------------

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

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

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

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

Comprehensive Support and Improvement
An LEA with a school or schools identified for comprehensive support and improvement (CSI)
under the Every Student Succeeds Act must respond to the following prompts:


Schools Identified: Identify the schools within the LEA that have been identified for CSI.



Support for Identified Schools: Describe how the LEA supported the identified schools in
developing CSI plans that included a school-level needs assessment, evidence-based
interventions, and the identification of any resource inequities to be addressed through the
implementation of the CSI plan.



Monitoring and Evaluating Effectiveness: Describe how the LEA will monitor and evaluate
the implementation and effectiveness of the CSI plan to support student and school
improvement.
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 Annual Update
The planned goals, expected outcomes, actions/services, and budgeted expenditures must be copied
verbatim from the previous year’s* approved LCAP; in addition, list the state and/or local priorities
addressed by the planned goals. Minor typographical errors may be corrected.
* For example, for LCAP year 2017/18 of the 2017/18 – 2019/20 LCAP, review the goals in the
2016/17 LCAP. Moving forward, review the goals from the most recent LCAP year. For example,
LCAP year 2020/21 will review goals from the 2019/20 LCAP year, which is the last year of the
2017/18 – 2019/20 LCAP.

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

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

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

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



Describe the overall effectiveness of the actions/services to achieve the articulated goal
as measured by the LEA.



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



Describe any changes made to this goal, expected outcomes, metrics, or actions and
services to achieve this goal as a result of this analysis and analysis of the data provided
in the California School Dashboard, as applicable. Identify where those changes can be
found in the LCAP.

Stakeholder Engagement
Meaningful engagement of parents, students, and other stakeholders, including those representing
the student groups identified by LCFF, is critical to the development of the LCAP and the budget
process. EC identifies the minimum consultation requirements for school districts and county offices
of education as consulting with teachers, principals, administrators, other school personnel, local
bargaining units of the school district, parents, and pupils in developing the LCAP. EC requires
Page 174 of 191

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

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

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

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

New/Modified/Unchanged:



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



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



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

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

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

For school districts with an unduplicated pupil percentage of 55% or more, and for charter
schools and county offices of education: Describe how these services are principally directed
to and effective in meeting its goals for unduplicated pupils in the state and any local priorities.



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

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

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



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

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 State Priorities
Priority 1: Basic Services addresses the degree to which:
A. Teachers in the LEA are appropriately assigned and fully credentialed in the subject area and for the
pupils they are teaching;
B. Pupils in the school district have sufficient access to the standards-aligned instructional materials; and
C. School facilities are maintained in good repair.
Priority 2: Implementation of State Standards addresses:
A. The implementation of state board adopted academic content and performance standards for all
students, which are:
a. English Language Arts – Common Core State Standards (CCSS) for English Language Arts
b. Mathematics – CCSS for Mathematics
c. English Language Development (ELD)
d. Career Technical Education
e. Health Education Content Standards
f. History-Social Science
g. Model School Library Standards
h. Physical Education Model Content Standards
i. Next Generation Science Standards
j. Visual and Performing Arts
k. World Language; and
B. How the programs and services will enable English learners to access the CCSS and the ELD
standards for purposes of gaining academic content knowledge and English language proficiency.
Priority 3: Parental Involvement addresses:
A. The efforts the school district makes to seek parent input in making decisions for the school district and
each individual school site;
B. How the school district will promote parental participation in programs for unduplicated pupils; and
C. How the school district will promote parental participation in programs for individuals with exceptional
needs.
Priority 4: Pupil Achievement as measured by all of the following, as applicable:
A. Statewide assessments;
B. The Academic Performance Index;
C. The percentage of pupils who have successfully completed courses that satisfy University of California
(UC) or California State University (CSU) entrance requirements, or programs of study that align with
state board approved career technical educational standards and framework;
D. The percentage of English learner pupils who make progress toward English proficiency as measured
by the California English Language Development Test (CELDT);
E. The English learner reclassification rate;
F. The percentage of pupils who have passed an advanced placement examination with a score of 3 or
higher; and
G. The percentage of pupils who participate in, and demonstrate college preparedness pursuant to, the
Early Assessment Program, or any subsequent assessment of college preparedness.
Priority 5: Pupil Engagement as measured by all of the following, as applicable:
A. School attendance rates;
B. Chronic absenteeism rates;
C. Middle school dropout rates;
D. High school dropout rates; and
E. High school graduation rates;
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 Priority 6: School Climate as measured by all of the following, as applicable:
A. Pupil suspension rates;
B. Pupil expulsion rates; and
C. Other local measures, including surveys of pupils, parents, and teachers on the sense of safety and
school connectedness.
Priority 7: Course Access addresses the extent to which pupils have access to and are enrolled in:
A. S broad course of study including courses described under EC sections 51210 and 51220(a)-(i), as
applicable;
B. Programs and services developed and provided to unduplicated pupils; and
C. Programs and services developed and provided to individuals with exceptional needs.
Priority 8: Pupil Outcomes addresses pupil outcomes, if available, for courses described under EC sections
51210 and 51220(a)-(i), as applicable.
Priority 9: Coordination of Instruction of Expelled Pupils (COE Only) addresses how the county
superintendent of schools will coordinate instruction of expelled pupils.
Priority 10. Coordination of Services for Foster Youth (COE Only) addresses how the county
superintendent of schools will coordinate services for foster children, including:
A. Working with the county child welfare agency to minimize changes in school placement
B. Providing education-related information to the county child welfare agency to assist in the delivery of
services to foster children, including educational status and progress information that is required to be
included in court reports;
C. Responding to requests from the juvenile court for information and working with the juvenile court to
ensure the delivery and coordination of necessary educational services; and
D. Establishing a mechanism for the efficient expeditious transfer of health and education records and the
health and education passport.
Local Priorities address:
A. Local priority goals; and
B. Methods for measuring progress toward local goals.

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 APPENDIX A: PRIORITIES 5 AND 6 RATE
CALCULATION INSTRUCTIONS
For the purposes of completing the LCAP in reference to the state priorities under EC sections 52060
and 52066, as applicable to type of LEA, the following shall apply:
(a) “Chronic absenteeism rate” shall be calculated as follows:
(1) The number of K-8 students who were absent 10 percent or more of the school days
excluding students who were:
(A) enrolled less than 31 days
(B) enrolled at least 31 days but did not attend at least one day
(C) flagged as exempt in the district attendance submission. K-8 students are considered to
be exempt if they:
(i) are enrolled in a Non-Public School
(ii) receive instruction through a home or hospital instructional setting
(iii) are attending a community college full-time.
(2) The number of students who meet the enrollment requirements.
(3) Divide (1) by (2).
(b) “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).
(c) “High school graduation rate” shall be calculated as follows:
(1) For a 4-Year Cohort Graduation Rate:
(A) The number of students in the cohort who earned a regular high school diploma by the
end of year 4 in the cohort.
(B) The total number of students in the cohort.
(C) Divide (1) by (2).
(2) For a Dashboard Alternative Schools Status (DASS) Graduation Rate:
(A) The number of students who either graduated as grade 11 students or who earned any
of the following:
(i) a regular high school diploma
(ii) a High School Equivalency Certificate
(iii) an adult education diploma
(iv) a Certificate of Completion and was eligible for the California Alternative
Assessment if under the age of 20.
(B) The number of students in the DASS graduation cohort.
(C) Divide (1) by (2).
(d) “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).
(e) “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).
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 (3) Divide (1) by (2).
NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574,
2575, 42238.01, 42238.02, 42238.03, 42238.07, 47605, 47605.6, 47606.5, 48926, 52052, 52060,
52061, 52062, 52063, 52064, 52066, 52067, 52068, 52069, 52070, 52070.5, and 64001,; 20 U.S.C.
Sections 6312 and 6314.

Page 184 of 191

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

2)

3)
4)
5)

6)

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

Guiding Questions: Stakeholder Engagement
1)

2)
3)

4)

5)

6)

How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated
pupils and unduplicated pupils identified in EC Section 42238.01; community members; local
bargaining units; LEA personnel; county child welfare agencies; county office of education
foster youth services programs, court-appointed special advocates, and other foster youth
stakeholders; community organizations representing English learners; and others as
appropriate) been engaged and involved in developing, reviewing, and supporting
implementation of the LCAP?
How have stakeholders been included in the LEA’s process in a timely manner to allow for
engagement in the development of the LCAP?
What information (e.g., quantitative and qualitative data/metrics) was made available to
stakeholders related to the state priorities and used by the LEA to inform the LCAP goal setting
process? How was the information made available?
What changes, if any, were made in the LCAP prior to adoption as a result of written
comments or other feedback received by the LEA through any of the LEA’s engagement
processes?
What specific actions were taken to meet statutory requirements for stakeholder engagement
pursuant to EC sections 52062, 52068, or 47606.5, as applicable, including engagement with
representatives of parents and guardians of pupils identified in EC Section 42238.01?
What specific actions were taken to consult with pupils to meet the requirements 5 CCR
Section 15495(a)?

Page 185 of 191

 7) How has stakeholder involvement been continued and supported? How has the involvement
of these stakeholders supported improved outcomes for pupils, including unduplicated pupils,
related to the state priorities?

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

Prepared by the California Department of Education, January 2019

Page 186 of 191

 LCAP Expenditure Summary
Total Expenditures by Funding Source
Funding Source
All Funding Sources
Advanced Placement Fees
After School Education and Safety (ASES)
Career Technical Education Incentive Grant
Carl D. Perkins Career and Technical Education
Educator Effectiveness
Head Start
Indian Education
LCFF Base
LCFF Supplemental and Concentration Grant
Lottery
Not Applicable
Ongoing & Major Maintenance Account
Other Restricted - Redevelopment Pass Thru
Special Ed IDEA Basic Local Assistance
Special Ed IDEA Preschool Grants Part B
Special Ed IDEA Preschool Local Entitlement
Special Education
Title I
Title II
Title III
Title III -Immigrant
Title III -Limited English Proficiency
Unrestricted - Locally Defined

2018-19
2018-19
Annual Update Annual Update
Budgeted
Actual
270,166,177.00
0.00
100,000.00
421,267.00
762,786.00
229,613.00
0.00
2,259,753.00
5,790.00
172,629,582.00
47,185,734.00
2,390,803.00
0.00
6,900,000.00
723,076.00
7,779,063.00
92,570.00
0.00
24,413,239.00
2,982,886.00
673,571.00
559,781.00
29,125.00
27,538.00
0.00

279,940,590.00
0.00
100,000.00
0.00
1,606,822.00
229,613.00
371,196.00
2,259,753.00
6,340.00
174,668,485.00
48,089,803.00
2,618,808.00
0.00
10,600,000.00
857,617.00
7,779,063.00
96,854.00
0.00
26,056,163.00
3,043,832.00
778,847.00
752,394.00
25,000.00
0.00
0.00

* Totals based on expenditure amounts in goal and annual update sections.

Page 187 of 191

2017-18

2018-19

2019-20

258,001,464.00
0.00
0.00
342,569.00
1,559,043.00
201,869.00
732,576.00
2,240,555.00
4,438.00
167,463,139.00
42,645,541.00
2,140,736.00
0.00
6,095,295.00
849,520.00
7,050,750.00
98,146.00
539,491.00
21,899,128.00
2,752,628.00
648,675.00
586,420.00
23,371.00
27,574.00
100,000.00

270,166,177.00
0.00
100,000.00
421,267.00
762,786.00
229,613.00
0.00
2,259,753.00
5,790.00
172,629,582.00
47,185,734.00
2,390,803.00
0.00
6,900,000.00
723,076.00
7,779,063.00
92,570.00
0.00
24,413,239.00
2,982,886.00
673,571.00
559,781.00
29,125.00
27,538.00
0.00

278,300,925.14
0.00
100,000.00
428,000.00
0.00
234,434.00
0.00
2,307,208.00
5,912.00
178,299,195.00
48,695,734.14
2,411,058.00
150,000.00
8,100,000.00
738,261.00
7,949,424.00
94,421.00
0.00
24,413,239.00
3,045,512.00
699,165.00
571,536.00
29,737.00
28,089.00
0.00

2017-18
through
2019-20
Total
806,468,566.14
0.00
200,000.00
1,191,836.00
2,321,829.00
665,916.00
732,576.00
6,807,516.00
16,140.00
518,391,916.00
138,527,009.14
6,942,597.00
150,000.00
21,095,295.00
2,310,857.00
22,779,237.00
285,137.00
539,491.00
70,725,606.00
8,781,026.00
2,021,411.00
1,717,737.00
82,233.00
83,201.00
100,000.00

 Total Expenditures by Object Type
Object Type
All Expenditure Types
Not Applicable

2018-19
2018-19
Annual Update Annual Update
Budgeted
Actual
270,166,177.00
270,166,177.00
0.00

279,940,590.00
279,940,590.00
0.00

* Totals based on expenditure amounts in goal and annual update sections.

Page 188 of 191

2017-18

2018-19

2019-20

258,001,464.00
258,001,464.00
0.00

270,166,177.00
270,166,177.00
0.00

278,300,925.14
278,150,925.14
150,000.00

2017-18
through
2019-20
Total
806,468,566.14
806,318,566.14
150,000.00

 Object Type
All Expenditure Types

Total Expenditures by Object Type and Funding Source
2018-19
2018-19
Annual
Annual
Funding Source
2017-18
Update
Update
Budgeted
Actual
All Funding Sources
270,166,177.0 279,940,590.0 258,001,464.0
0
0
0
0.00
0.00
0.00
Advanced Placement Fees
100,000.00
100,000.00
0.00
After School Education and
421,267.00
0.00
342,569.00
Safety (ASES)
Career Technical Education
762,786.00
1,606,822.00 1,559,043.00
Incentive Grant
Carl D. Perkins Career and
229,613.00
229,613.00
201,869.00
Technical Education
Educator Effectiveness
0.00
371,196.00
732,576.00
Head Start
2,259,753.00 2,259,753.00 2,240,555.00
Indian Education
5,790.00
6,340.00
4,438.00
LCFF Base
172,629,582.0 174,668,485.0 167,463,139.0
0
0
0
LCFF Supplemental and
47,185,734.00 48,089,803.00 42,645,541.00
Concentration Grant
Lottery
2,390,803.00 2,618,808.00 2,140,736.00
Ongoing & Major
6,900,000.00 10,600,000.00 6,095,295.00
Maintenance Account
Other Restricted 723,076.00
857,617.00
849,520.00
Redevelopment Pass Thru
Special Ed IDEA Basic Local
7,779,063.00 7,779,063.00 7,050,750.00
Assistance
Special Ed IDEA Preschool
92,570.00
96,854.00
98,146.00
Grants Part B
Special Ed IDEA Preschool
0.00
0.00
539,491.00
Local Entitlement
Special Education
24,413,239.00 26,056,163.00 21,899,128.00
Title I
2,982,886.00 3,043,832.00 2,752,628.00
Title II
673,571.00
778,847.00
648,675.00
Title III
559,781.00
752,394.00
586,420.00
Title III -Immigrant
29,125.00
25,000.00
23,371.00

Page 189 of 191

2017-18
through
2018-19
2019-20
2019-20
Total
270,166,177.0 278,300,925.1 806,468,566.1
0
4
4
0.00
0.00
0.00
100,000.00
100,000.00
200,000.00
421,267.00
428,000.00
1,191,836.00
762,786.00

0.00

2,321,829.00

229,613.00

234,434.00

665,916.00

0.00
0.00
732,576.00
2,259,753.00 2,307,208.00 6,807,516.00
5,790.00
5,912.00
16,140.00
172,629,582.0 178,299,195.0 518,391,916.0
0
0
0
47,185,734.00 48,695,734.14 138,527,009.1
4
2,390,803.00 2,411,058.00 6,942,597.00
6,900,000.00 8,100,000.00 21,095,295.00
723,076.00

738,261.00

2,310,857.00

7,779,063.00

7,949,424.00

22,779,237.00

92,570.00

94,421.00

285,137.00

0.00

0.00

539,491.00

24,413,239.00 24,413,239.00 70,725,606.00
2,982,886.00 3,045,512.00 8,781,026.00
673,571.00
699,165.00
2,021,411.00
559,781.00
571,536.00
1,717,737.00
29,125.00
29,737.00
82,233.00

 Object Type

Not Applicable

Total Expenditures by Object Type and Funding Source
2018-19
2018-19
Annual
Annual
Funding Source
2017-18
Update
Update
Budgeted
Actual
Title III -Limited English
27,538.00
0.00
27,574.00
Proficiency
Unrestricted - Locally Defined
0.00
0.00
100,000.00
Not Applicable
0.00
0.00
0.00

* Totals based on expenditure amounts in goal and annual update sections.

Page 190 of 191

2018-19

2019-20

27,538.00

28,089.00

2017-18
through
2019-20
Total
83,201.00

0.00
0.00

0.00
150,000.00

100,000.00
150,000.00

 Total Expenditures by Goal

Goal

2018-19
Annual Update
Budgeted

2018-19
Annual Update
Actual

2017-18

2018-19

2019-20

2017-18
through
2019-20
Total

Goal 1

211,191,477.00

214,608,999.00

202,611,967.00

211,191,477.00

216,487,054.14

630,290,498.14

Goal 2

6,095,211.00

6,474,249.00

5,997,816.00

6,095,211.00

5,860,039.00

17,953,066.00

Goal 3

52,879,489.00

58,857,342.00

49,391,681.00

52,879,489.00

55,953,832.00

158,225,002.00

* Totals based on expenditure amounts in goal and annual update sections.

Page 191 of 191