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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
Palm Springs 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
Mike Swize
Asst. Superintendent

Email and Phone
mswize@psusd.us
(760) 883-2703

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

The Palm Springs Unified School District is located in Riverside County. The District serves the
students and families in the communities of Palm Springs, Cathedral City, Desert Hot Springs, Palm
Desert, Rancho Mirage and Thousand Palms. The District is comprised of fifteen elementary
schools, one K-8 Charter school, five middle schools, four comprehensive high schools and
alternative education programs. Palm Springs Unified School District currently serves approximately
22,691 students. Of these students 78.1% are Hispanic, 11.2% Caucasian, 4.9% African American,
2.1% Filipino, 0.8% Asian, 0.5% American Indian, 0.1% Pacific Islander and 2.3% Two or More
Races. Approximately 30.3% of our students are classified as English Learners. In 2018-2019,
88.4% of the students served in the Palm Springs Unified School District were socioeconomically
disadvantaged. We currently have 102 identified foster children, 0.5%, as students in our schools,
who are monitored by district staff to ensure they have the greatest opportunity for success.
The district’s certificated staff, including teachers, administrators and support staff comprises 1,316
employees. Approximately 864 classified staff members provide additional support to school sites.
Gifted and Talented Education services are provided to 1,740 students. Special Education services
are provided to approximately 2,404 students. Our district offers ten Linked Learning/California
Partnership Academies which serve 26.2% of our high school students. 9.6% of our students are
active in AVID.
The Palm Springs Unified School Board, district administration, certificated and classified staff,
parents, students, and community members worked to develop a new comprehensive mission and
vision during the 2017-18 school year which was unveiled at the start of the 2018-29 school year.
The new district mission statement is: Lifelong Learning Starts Here. The new vision statement is:
All members of Palm Springs Unified School District are united in our commitment to equity. We
create deep, meaningful learning opportunities, build professionalism, and engage parents and
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community, to ensure success for all students. All students graduate with the skills, capacities and
confidence needed to succeed in a rapidly changing world.
The PSUSD Belief Statements encompass: Student Success; Culture, Relationships, and Social
Emotional Health; Professionalism, Communication, and Collaboration; Deep, Meaningful Learning
Opportunities: and Community and Parent Engagement. The new mission, vision, and guiding
statements were then utilized to create elementary and secondary instructional maps which outline
the instruction that all PSUSD students will receive as a student in our district.
The Palm Springs Unified School District's LCAP encompasses the district commitment to equity,
principally directed at our English Learners, low income students and foster youth. All goals and
actions are established through the lens of principally impacting the achievement of our unduplicated
students. As a district, we are committed to improving student achievement and ensuring that all
students are college and career ready by working in partnership with our school community to share
in the vision of providing students a safe, rigorous, and engaging environment from a highly qualified
staff. PSUSD uses data, including state and local assessments, to ensure the fidelity of our
instructional programs and the progress of our students, specifically our unduplicated students,
toward college and career readiness.

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

The PSUSD LCAP is designed to meet the needs of all students and in particular, the needs of the
unduplicated student population. The LCAP plan seeks to embrace the PSUSD district vision for
student success with specific, concrete actions and services to specifically target the unduplicated
and underperforming student groups. Improved and increased services for these student groups
are reflected in the goals and actions of the LCAP.
Our LCAP is based on four goals which we established in collaboration with our stakeholders:
1) Academic Achievement: All students will graduate high school prepared with the academic and
technical skills necessary for college and career success.
2) Parent and Community Partnerships: Palm Springs Unified School District will collaborate with
families in our local communities to ensure all students are actively engaged in learning and
connected in meaningful ways to their school and community.
3) Safe and Healthy Learning Environment: Palm Springs Unified School District will provide
students with a clean, healthy, physically, and emotionally safe learning environment.
4) Highly Qualified Staff: Human Resources will ensure highly qualified staff in all positions.
Key features within each goal are to this year's LCAP include:
ACADEMIC ACHIEVEMENT
Increased academic achievement remains the primary goal for PSUSD. Teachers on Special
Assignment (TOSA's) in ELA, Math, Science, Social Studies and Special Education will be focused
on assisting staff with strategies to most effectively target the California State Standards. TOSA's
will work with district staff to analyze student data and performance and plan appropriate next steps
to address student needs, specifically focusing on our unduplicated student groups including
English Learners, low income students, and foster youths. The Site Based Literacy Coaches will
be changed to Elementary Instructional Coaches with a clear focus on supporting teachers in
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building their capacity in best first instruction in ELA and math in grades K-5. The coaches will
work to bring evidence-based practices into the classroom, with an equity lens placed on our
unduplicated student populations. The ten coaches will be under the direction of the Director of
Elementary Education. Secondary TOSA's will be focused on coaching for deep learning through:
blended learning, differentiated small group instruction, structured collaborative conversations,
evidence based writing (ELA) and communicating reasoning (math). Special education TOSAs,
program specialist, and the Coordinator of Special Education Learning and Improvement will be
focused on supporting our unduplicated students who have been identified for special education.
Students with Disabilities is a student group that was identified for Differentiated Assistance.
Special education support staff will be focused on developing inclusionary practices and scaffolding
strategies for both special and general education teachers. Additional Professional Learning
Community (PLC) structures will be in place to ensure the effective and purposeful use of the
collaboration time allotted to teachers. Technology implementation will continue to be supported
with plans to maintain and expand the 24/7 take-home program, wifi access, and internet safety.
Various instructional interventions will continue including the Supplemental Educational Services
tutoring and enrichment program. Additional counselors will be hired to support English Learners
and Foster and Homeless youth at all comprehensive and alternative high schools.
PARENT AND COMMUNITY PARTNERSHIPS
Continued efforts will be maintained to increase Parent Engagement with the hiring a full-time
Parent Engagement TOSA, supervision aide for parent/family events, and teacher stipends to allow
for a Parent Engagement teacher representative on each school campus. All of these additional
positions are focused on expanding parent learning and involvement opportunities at school sites.
LCAP stakeholder feedback continues to ask for more educational parent opportunities and family
events directly at school sites. Community Liaisons and Prevention Specialists will maintain with a
clear focus on reducing chronic absenteeism rates for Foster Youth, Students with Disabilities,
American Indian students, and African American students. Attention to Attendance and One Future
Coachella Valley, will be utilized to support the continued improvement of student attendance and
chronic absenteeism rates. Additional busing will be funded at schools with high chronic
absenteeism rates and high numbers of unduplicated students. The additional routes added were
identified by stakeholder input during LCAP meetings and via the 2019 LCAP survey. All PSUSD
student groups identified for Differentiated assistance including, Foster Youth, Students with
Disabilities, American Indian, and African American, had Chronic Absenteeism Dashboard
Indicators that were red, identifying a clear need for additional supports.
SAFE and HEALTHY LEARNING ENVIRONMENT
Providing students with a physically and emotionally safe learning environment is a top priority.
Increased counseling and mental health support at all school levels will be added. The counseling
increase will support additional counselors at the high school level and will allow for full-time
elementary counselors to be added to four additional elementary schools and half-time counselors
to be added at four sites. With these additional elementary counselors, eleven of our fifteen
elementary schools now have full-time counselors and four will have half-time counselors to
support social emotional development and improved school climates. The mental health
department will expand therapeutic services to students and families and an additional substance
abuse parenting program will be added. The Middle Schools Student Success platform that was
added last year will be continued in order to support middle school counselors in proactively
identifying and addressing student needs in academics, attendance, behavior, and social-emotional
learning. In addition a contract with Thought Exchange will be supported to be used for input
gathering as we begin our middle school coalition during the 19-20 school year working with
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stakeholders to make systemic improvement with our our middle school program in all areas
including academically, social-emotionally, and behaviorally. Four of our five middle schools were
identified for Comprehensive Support and Improvement during the 2018-19 school year and the
final school was identified for Additional Targeted Support and Improvement for Students with
Disabilities. The campus safety and security budget will be increased to support the hiring of
three additional security guards to support all district elementary schools. The security guards will
provide additional security and assist with establishing clear drop-off and pick-up expectations
before and after school. Additional elementary security and assistance with drop-off and pick-up
protocols was a consistent message heard through the 2018-19 LCAP input meetings and 2019
LCAP survey. A supervising nurse will be added to supervise the nursing staff and also provide
additional support during extended day and extended school year student opportunities.
HIGHLY QUALIFIED STAFF
Reflective coaches will continue to support primarily beginning teachers in their first few years in
the teaching profession to ensure equitable access to effective teachers for our unduplicated
students district wide. An additional HR clerical staff member will be hired to facilitate the hiring of
paraprofessionals within the special education department. LCAP survey stakeholder feedback
from both staff and the community provided great support for maintaining our expanded elementary
physical education program supporting P.E. instructional minutes and additional grade level
collaboration time. The Alternative Ed. Virtual school and Altschool program will continue to
provide an alternative placement for students at all grade levels, with a focus on our unduplicated
students.

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
PSUSD remained focused on continuing to improve its' performance for all student groups over time,
with an emphasis on the unduplicated student groups. Based on the review of performance on the
state indicators and the local performance indicators, PSUSD is most proud of how students are
performing on:
1. Elementary ELA CAASPP Results - Overall, PSUSD showed consistent increases in ELA
proficiency across all elementary grade levels. Third grade improved 9%, fourth grade 2%, and fifth
grade 5%. 13 of the 15 elementary schools reported in the increased or increased significantly
columns in the ELA indicator on the California School Dashboard.
2. Math CAASPP Results - Eighteen school sites reported in a maintained or increased column (11
elementary, 2 middle schools, 3 high schools, 2 alternative schools) in the Mathematics indicator on
the California School Dashboard. Third grade reported a 4% increase in students meeting or
exceeding standard and 5th grade reported a 3% increase.
3. Graduation Rate - PSUSD continued to be successful in measures related to Graduation Rate.
PSUSD's overall reported in the green performance level, along with 6 student groups, including
Low Income, Hispanic, White, Homeless and English Learners, reporting in the green level and one
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student group, Filipino, in the blue. All high schools reported in either the green or blue performance
level for graduation rate.
4. College Career Indicator - Overall, PSUSD performed in the green level on the College Career
Indicator. 3 student groups, including Low Income, Hispanic, and White, also reported in green for
CCI, as well as two comprehensive high schools.
5. Reclassification Rate - 2018-19 Reclassification rate was 13.0% and exceeded the county rate
of 12.3%. As part of reclassification in 2018-19 the 13.0% reclassification rate was achieved using
the ELPAC Level 4 reclassification criteria.
6. Technology Access - PSUSD continued to receive positive stakeholder input regarding student
access to technology. District wide all 2nd - 12th grade students have 1:1 technology access and
TK - 1st have 2:1 technology access. PSUSD's take-home technology program continued to
expand throughout the district.
ELA elementary professional development opportunities, including Literacy TOSA support and the
implementation of a new ELA curriculum, led to consistent improvement in English Language Arts
instruction at the elementary school level. Elementary ELA professional development has been
systematic and systemic in ensuring all sites and grade levels are receiving support with
understanding the rigor of the ELA standards and the Gradual Release of Responsibility model.
(Goal 1, Action 1) Professional Development for elementary teachers in math, focused on critical
thinking, conceptual understanding, and the development of number sense, has shown initial signs
of success. Implementation continued through the 18-19 school year and coincided with
implementation of a new elementary math curriculum adoption during the 18-19 school year. All
elementary professional development plans will be continued for the 2019-20 school year.
Elementary Literacy TOSAs will be transitioned to Instructional Coaches with a greater focus on
supporting both ELA and mathematics. (Goal 1, Action 1) Expanded counselor access and an
increased emphasis on meeting graduation criteria has led to increases in PSUSD's graduation rate.
Access to counselors will be increased for the 2019-20 school year. (Goal 1, Actions 11 and 12 and
Goal 3, Actions 1 and 4) PSUSD's College and Career Indicator green performance level was
garnered through a 3.3% increase in the percent of students prepared for college and career. This
increase was greatly due to improved A-G completion plus one additional measure per the CCI
indicator matrix. Additional access to A-G courses and support for students completing those
courses has assisted in supporting this incremental growth. Increased A-G course access and
support will be continued and expanded during the 2019-20 school year. (Goal 1, Actions 2, 7, 11
and 12 and Goal 3 Action 1 and 4) PSUSD's professional development and collaboration
opportunities centered around the new ELPAC assessments and instructional strategies aligned to
the ELD standards supported the reclassification growth. The EL community liaisons supported
schools and families in meeting the needs of English Learners, with specific focus on Long Term
English Learners. EL professional development opportunities and community liaisons are continued
in the 2019-20 LCAP and additional high school counselors will be hired with a specific focus on
supporting English Learners. (Goal 1, Action 9) The 1:1 and 2:1 technology device initiatives
continue to allow all students access to appropriate technology, as well as online instructional tools.
Support for technology access, including additional internet safety and monitoring measures will be
continued in the 2019-20 school year. (Goal 1, Action 3)

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?
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Greatest Needs
Based on the review of performance on the state indicators and the local performance indicators,
PSUSD will address the following indicators that reflect a need for significant improvement:
1) English Language Arts Academic Indicator - The PSUSD overall performance reported in the
orange level on the Fall 2018 Dashboard. PSUSD continued to report in the low status level and the
maintained change column on the 5X5 performance grid. Although PSUSD's performance improved
by 1.1 points this was not sufficient to report in the increased column on the 5X5 performance grid
which requires a 3 point increase.
2) Mathematics Academic Indicator - The PSUSD overall performance reported in orange level on
the 2018 California School Dashboard. PSUSD reported in the low status row and in the
maintained change column. Although 7 student groups reported gains in mathematics performance
including Asian, Filipino, 2 or more races, American Indian, Foster Youth, Low Income, and English
Learners, PSUSD's overall performance declined by 0.6 points from the 2017-18 school year.
3) Suspension Rate Indicator - The PSUSD overall performance reported in the orange level on the
Fall 2018 California School Dashboard. The overall performance reported in the high status row and
increased change column. The 1.7% increase in suspension rate from the prior year can be
attributed to PSUSD's evaluation and recalibration of disciplinary practices at the end of the 2017-18
academic year. This process was intentionally conducted as part of improving restorative practices
and school disciplinary procedures across the district.
4) Chronic Absenteeism Indicator - The PSUSD overall performance reported in the orange level
on the Fall 2018 California School Dashboard. The overall performance reported in the high status
row and increased change column. PSUSD reported a 1.2% increase from the prior year in the
percentage of students chronically absent. Twelve school sites reported increases in chronic
absenteeism and nine reported declines indicating varying results across the district in efforts to
decrease chronic absenteeism.
The English Language Arts and Mathematics Indicators are reflective of needs at the middle and
high school levels. PSUSD will be implementing systemic and systematic professional development
to all middle and high schools focused on developing effective Professional Learning Communities
(PLCs) and improving instructional and assessment practices, including the purposeful use of short
cycle assessments. Interim assessments will be taken regularly throughout the year. In addition to
analyzing the results for the all student groups, results will also be disaggregated for student groups
for which the district has been identified for differentiated assistance based on academic
performance indicators, including Students with Disabilities and African American students. (Goal 1,
Action 2) Extended day and school year interventions will continue and be expanded in order to
better support student understanding in English Language Arts and mathematics. Again, Students
with Disabilities and African American students will be targeted for those additional interventions
(Goal 1, Actions 6 and 7) Expanded counselor and mental health support will be provided in the
2019-20 school year targeted at reducing suspension and chronic absenteeism rates, specifically for
Students with Disabilities, Foster Youth, American Indian students, and African American Students,
all of which the district has been identified for Differentiated Assistance in both suspension and
chronic absenteeism rate. (Goal 3, Action 1) PBIS supports will be expanded for the 2019-20
school year focused on Tier II and III supports. (Goal 3, Action 4) Additional professional
development opportunities around conscious education and restorative educational practices, again
focused on reducing suspension and chronic absenteeism rates, will be offered. (Goal 1, Action 2)

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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
Based on the review of performance on the state indicators and the local performance indicators,
there is a performance gap for three student groups related to the College Career Indicator:
1. College Career Indicator - Students with Disabilities (Red), African American (Orange), and
Filipino (Orange) reported two or more performance levels below the "All Students" group (Green).
Filipino had a blue performance level graduation rate indicator, the orange CCI performance level
was based on a significant decline in the 2018 results.
The district's performance level for the All Students group in chronic absenteeism, suspension rate,
ELA performance and Mathematics performance is orange, therefore the two level gap identification
process does not apply based on current results. Gap identification has been reviewed using
student groups in the red performance level for these measures.
The district was eligible for Differentiated Assistance based on the following student groups with two
or more California School Dashboard Indicators in the red performance level:
1. Foster Youth - Red Dashboard Indicators for Chronic Absenteeism and Suspension Rates
2. Students with Disabilities - Red Dashboard Indicators for Mathematics, Chronic Absenteeism,
Suspension Rate, and College Career
3. American Indian - Red Dashboard Indicators for Chronic Absenteeism and Suspension Rate
4. African American - Red Dashboard Indicators for Mathematics, Chronic Absenteeism, and
Suspension Rate
Additional student groups with one red performance level indicator include:
1. Homeless Students - Red Dashboard Indicator in Chronic Absenteeism
2. White Students - Red Dashboard Indicator in Chronic Absenteeism
3. Students of Two or more Races - Red Dashboard Indicator in Suspension Rate
PSUSD participated in the Differentiated Assistance workshops sponsored by Riverside County
Office of Education. In these workshops, the PSUSD team conducated a root cause analysis and
identified needs related to the Students with Disabilities group. An improvement team has been
formed to direct and organize efforts to improve outcomes for students with disabilities. The district
has begun a process rooted in improvement science methodology in order to analyze and address
performance gaps for the Students with Disabilities group. A team from the district Educational
Services Department will convene regularly to monitor results and guide improvement efforts.
Current improvement efforts include adjustments to the support process for resource and SDC
students at the elementary level, explorations in inclusioinary practices, a relaunch of the Student
Success Teams and the Multi-tiered Systems of Support Structure (MTSS), and a focus on
monitoring progress for the Students with Disabilities group in ELA and mathematics. This
methodology will extend to other student groups as identified through the Differentiated Assistance
process.
Our Foster and Homeless Community Liaison will continue with her expanded support of Foster and
Homeless Youth that began in the 2018-19 school year. The Foster and Homeless Community
Liaison works to support students and families with the appropriate services and supports they need
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to be successful in school. (Goal 3, Action 1) The Foster and Homeless Community Liaison also
guides the work of other district community liaisons and prevention specialists in supporting the
needs of foster and homeless youth at individual school sites. (Goal 2, Action 2) Edge Coach
training was piloted during the 18-19 school year and will implemented district-wide during the 19-20
school year. All district prevention specialists and secondary guidance counselors will participate in
the Edge Training to enable them to provide effective one-on-one coaching for students. The Edge
Coaching provides the tools that a young person needs to develop resilience, perseverance, and
grit. Once trained, prevention specialists and guidance counselors will be focused on providing
coaching support to secondary foster youth. (Action 1, Goal 2)
Outreach has begun with the Agua Caliente Indian Tribe to gain perspectives and input on improving
the educational experience for American Indian students. The development of local Native
American curriculum for elementary and middle school students is underway and will begin
implementation in the 19-20 school year.
The African American Parent Advisory Council (AAPAC) was established during the 2018-19 school
year. This committee will continue and expand its focus on how to best address the needs of
African American Students. (Goal 2, Action 2) The Boys Arts Mentoring program will be expanded
to provide additional mentoring and supports for male middle school students. (Goal 1, Action 10)
Previously noted elementary, middle, and high school professional development plans will positively
impact the student groups identified with performance gaps. (Goal 1, Action 1 and 2) Extended day
and school year interventions will continue and be expanded in order to better support student
understanding, specifically for students within groups identified with performance gaps, in English
Language Arts and mathematics. (Goal 1, Actions 6 and 7) Expanded counselor and mental health
support will be provided in the 2019-20 school year targeted at reducing suspension and chronic
absenteeism rates across all student groups, with an emphasis on the student groups identified with
performance gaps. (Goal 3, Action 1) Middle school counselors will receive professional
development focusing on strategies to effectively intervene with students academically and
behaviorally. (Goal 1, Action 2) PBIS supports will be expanded for the 2019-20 school year
focused on Tier II and III supports. (Goal 3, Action 4) Additional professional development
opportunities around conscious education and restorative educational practices, again focused on
reducing suspension and chronic absenteeism rates, will be offered. (Goal 1, Action 2)
Improvement in chronic absenteeism rates will be further addressed through the addition of the
Attention to Attendance (A2A) program and the One Future Coachella Valley contract which is
specifically focused on improving chronic absenteeism rates within the Desert Hot Springs
Community. (Goal 2, Action 2)

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.

The following PSUSD Schools have been identified for Comprehensive Support and Improvement
(CSI):
* Desert Springs Middle School
* James Workman Middle School
* Nellie N. Coffman Middle School
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* Painted Hills Middle School
* Mt. San Jacinto High School

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.

The PSUSD Educational Services Department created a Needs Assessment Protocol that was used
with each CSI identified school to support their school level needs assessment and the development
of their new School Plan for Student Achievement (SPSA) while ensuring that sites were addressing
CSI requirements.
Meetings were held where school teams of six, including the school principal, an assistant principal,
and teacher/staff representatives, met with members from the Educational Services Department,
including the Superintendent and Assistant Superintendent of Educational Services, to
collaboratively complete the Needs Assessment Protocol. Each school level team had one or two
members of the Educational Services Department assigned to their team to support them in their
collaborative process, both during the meetings and when working at their school sites with
additional stakeholders.
2018-19 California School Dashboard Results were preloaded in the Needs Assessment Protocol.
School teams first worked collaboratively to reflect on their 2018-19 School Plan and actions
implementation and identify actions that led to success, barriers experienced, and unaddressed
needs. Teams supported each identified action with current data from various district reports.
School teams then worked to create one or more problem statements regarding the target for
improvement via the 2019-20 School Plan. Teams were told to ensure that these statements: name
a specific and concrete gap in performance, be measurable, not contain an implied solutions, and
reflect the values of the school.
At the meetings, the Director of State and Federal Programs, facilitated discussions regarding
identifying evidence-based interventions and provided teams with appropriate resources to support
finding school plan aligned evidence-based interventions. Also at the meetings, The Director of
State and Federal Programs, facilitated a discussion regarding ways in which resource inequities
can be identified. School teams were asked to reflect on whether programs lack inclusion, whether
a person's personal characteristics are an obstacle to achieving individual potential, and whether
there are resource inequities within the district in which some students are not held to the same
standards or not offered the same level of materials or staffing.
Between meetings, members of Educational Services attended School Site Council meetings to
discuss CSI identification and expenditures, resource inequities, and brainstorm possible evidencebased actions to address identified needs. Also, between meetings principals discussed the CSI
process and received feedback from various stakeholders at staff meetings, leadership team
meetings, and ELAC meetings.
At the last CSI meeting, school teams worked to clearly identify resources inequities an finalize
plans for evidence-based strategies to include in their 2019-2020 School Plan.
CSI schools submitted their 2019-20 SPSAs to the State and Federal Programs office to be be
reviewed by members from Educational Services, including the team member assigned to their site.
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CSI SPSA plans were reviewed to ensure full compliance with CSI requirements. Feedback was
provided and modifications were made when appropriate. Final approval of SPSA plans by the
PSUSD School Board occurred on June 25, 2019.

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.

Each identified CSI school will complete interim reports identifying their progress in meeting goals
associated with California School Dashboard outcomes. These monitoring reports will be reviewed
by Educational Services personnel. Additional supports and interventions will be identified and
offered if insufficient progress is identified. In addition, members from Educational Services will
conduct site visits and meet with site administrators and leadership team members to discuss
progress and site identified needs. Sites will be using monitoring measures including interim test
data, district provided suspension and chronic absenteeism reports, and additional data reporting
tools such as School City and Panorama Student Success. Student groups will continue to be
monitored in an effort avoid TSI classification once no longer identified for CSI. Ed. Services site
visits will include reviews of School Plan actions as evidenced by classroom walk through
observation and data collection.

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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
1. Academic Achievement: All students will graduate high school prepared with the academic and technical skills necessary for college
and career success.

State and/or Local Priorities addressed by this goal:

State Priorities:

X
X
X
X
X
X

Priority 1: Basic (Conditions of Learning)
Priority 2: State Standards (Conditions of Learning)
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
A) California School Dashboard - Academic Indicator for English Language
Arts
Results displayed as "Performance Level (status, change from prior year)"
All Students (ALL)
English Learners (EL)
Hispanic (Hisp)
African American (AA)
Socioeconomically Disadvantaged (SED)
Students with Disabilities (SWD)

A) The Fall 2018 release of the California School Dashboard displayed
results from the Spring 2018 administration of CAASPP testing for the ELA
Academic Indicator. Results in ELA from the Fall 2018 Dashboard for PSUSD
were:
All Students - Orange (31.9 points below standard, 1.1 point increase)
EL: Yellow (50.0 points below standard, 6.6 point increase)
Hisp: Orange (38.4 points below standard, 1.1 point increase)
AA: Orange (65.2 points below standard, 0.4 point increase)
SED: Orange (39.0 points below standard, 2.9 point increase)
SWD: Orange (127.9 points below standard, 5.4 point increase)
Foster Youth (FY): Orange (75.3 points below standard, 16.6 point increase)
PSUSD ELA results on the Fall 2018 Dashboard indicate zero student groups
in the Red performance level and six student groups in the Orange

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Expected

Actual

18-19
A) "Blue" or "Green" student groups: Maintain status in either blue or green
performance levels for each group per the corresponding 5x5 Color Table
for the Academic Indicator from 2018 results.
"Yellow" student groups: Meet or exceed targets for the "Increased" change
column for each student group from 2018 results. Target growth for ELA will
be an increase of 7 to 20 points for each group.
"Orange" student groups: Meet targets for the "Increased" change column
for each student group from 2018 results. Target growth for ELA will be an
increase of 7 to 20 points for each group.

performance level (African American, Foster Youth, Hispanic, Homeless,
SED, and SWD). Change values on the 5x5 Performance Grids for the
Academic Indicators were modified for the 2018, adjusting ELA growth for the
"Increased" column to between 3 and 15 points, and the "Significantly
Improved" column to 15 points or more. Using the current 5x5 Performance
Grid, PSUSD met the "Increased" column change target for ELs, SWD, and
Foster Youth. The all students group, SED students, African American
students, and Hispanic students all reporting increases in the measure,
however all reported in the "Maintained" column on the 5x5 Performance
Grid.
Spring 2018 CAASPP results will be reflected in the Academic Indicator on
the Fall 2019 Dashboard release.

"Red" student groups: Meet targets for the "Increased Significantly" change
column for each student group from 2018 results. Target growth for ELA will
be an increase of 20 or more points for each group.
Baseline
A) 2016 ELA Academic Indicator CA School Dashboard Results (2017
results available in Fall 2017)
ALL: Yellow (Low status, increased 11.4 points)
EL: Yellow (Low status, below, increased 14.6 points)
Hisp: Yellow (Low status, increased 12.4 points)
AA: Red (Very Low status, declined 2.2 points)
SED: Yellow (Low status, increased 9.5 points)
SWD: Red (Very Low status, declined 0.3 points)
Metric/Indicator
B) California School Dashboard - Academic Indicator for Mathematics
Results displayed as "Performance Level (status, change from prior year)"
All Students (ALL)
English Learners (EL)
Hispanic (Hisp)
African American (AA)
Socioeconomically Disadvantaged (SED)
Students with Disabilities (SWD)
18-19
B) "Blue" or "Green" student groups: Maintain status in either blue or green
performance levels for each group per the corresponding 5x5 Color Table
for the Academic Indicator from 2018 results.

B) The Fall 2018 release of the California School Dashboard displayed
results from the Spring 2018 administration of CAASPP testing for the
Mathematics Academic Indicator. Results in Mathematics from the Fall 2018
Dashboard for PSUSD were:
All Students - Orange (73.8 points below standard, 0.6 point decrease)
EL: Orange (85.6 points below standard, 2.4 point increase)
Hisp: Orange (80.4 points below standard, 0.5 point decrease)
AA: Red (113.0 points below standard, 2.8 point decrease)
SED: Orange (80.9 points below standard, 0.2 point increase)
SWD: Red (160.1 points below standard, 1.6 point decrease)
Foster Youth (FY): Orange (104.3 points below standard, 23.2 point increase)
PSUSD Mathematics results on the Fall 2018 Dashboard indicate two student
groups in the Red performance level (African American, SWD) and six
student groups in the Orange performance level (EL, Foster Youth, Hispanic,
Homeless, SED, and White). Change values on the 5x5 Performance Grids

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"Yellow" student groups: Meet or exceed targets for the "Increased" change
column for each student group from 2018 results. Target growth for
Mathematics will be an increase of 5 to 15 points for each group.
"Orange" student groups: Meet targets for the "Increased" change column
for each student group from 2018 results. Target growth for Mathematics
will be an increase of 5 to 15 points for each group.
"Red" student groups: Meet targets for the "Increased Significantly" change
column for each student group from 2018 results. Target growth for
Mathematics will be an increase of 15 or more points for each group.

for the Academic Indicators were modified for the 2018, adjusting Math
growth for the "Increased" column to between 3 and 15 points, and the
"Significantly Improved" column to 15 points or more. Using the current 5x5
Performance Grid, PSUSD met the "Increased" column change target for
Foster Youth. The all other noted student groups reported in the
"Maintained" column with the exception of Homeless students who reported
in the "Declined" column.
Spring 2018 CAASPP results will be reflected in the Academic Indicator on
the Fall 2019 Dashboard release.

Baseline
B) 2016 Mathematics Academic Indicator CA School Dashboard Results
(2017 results available in Fall 2017)
ALL: Yellow (Low status, increased 4.5 points)
EL: Yellow (Low status, increased 4.3 points)
Hisp: Yellow (Low status, increased 3.9 points)
AA: Red (Very Low status, increased 4.9 points)
SED: Yellow (Low status, increased 2.6 points)
SWD: Red (Very Low status, declined 2.7 points)
Metric/Indicator
C) California School Dashboard - English Learner Progress Indicator (ELPI)
Results displayed as "Performance Level (status, change from prior year)"
English Learners (EL)
18-19
C) "Blue" or "Green" 2018 result: Maintain status in either blue or green
performance levels for each group per the corresponding 5x5 Color Table
for the ELPI from 2018 results.
"Yellow" 2018 result: Meet or exceed targets for the "Increased" change
column from 2018 results. Target growth for the ELPI will be an increase of
1.5% to 10%.
"Orange" 2018 result: Meet targets for the "Increased" change column from
2018 results. Target growth for the ELPI will be an increase of 1.5% to
10%.

C) ELPI results on the Fall 2017 Dashboard release indicate a Green
performance level for PSUSD, calculated from the results of the 2016-2017
administration of the California English Language Development Test
(CELDT). ELPI performance level results are currently on hold as the
measure is re-calibrated during the transition to using the new English
Learner Proficiency Assessments for California (ELPAC). The ELPAC
Summative Assessment was administered for the first time during the spring
of 2018. As reported on the California School Dashboard, PSUSD ELPAC
results for the 2018 administration were:
Level 4 "Well Developed" - 29.3%
Level 3 "Moderately Developed" - 36.1%
Level 2 "Somewhat Developed" - 20.6%
Level 1 "Beginning Stage" - 13.9%
Additional reporting for the ELPI is expected in the Fall 2019 Dashboard
release, with metric specifics pending approval by the California State Board
of Education.

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"Red" 2018 result: Meet targets for the "Increased Significantly" change
column from 2018 results. Target growth for the ELPI will be an increase of
10% or more.
Baseline
C) 2014-2015 ELPI CA School Dashboard Results (2017 results available
Fall 2017)
EL: Orange (Medium status, declined 3.2%)
2017 locally calculated former AMAO 1 measure (% of EL students
increasing one band or maintaining scores of EA or A on CELDT)
EL: 63.9% (increased 5.0%)
D) PSUSD posted a reclassification rate of 13.0% for the year 2018-2019 per
CDE DataQuest. This is an increase of 1.8% from the prior year result.
Riverside County posted a reclassification rate of 12.3%, a decline of 1.3%
from the prior year result. PSUSD met the target for meeting or exceeding the
Riverside County reclassification rate in 2018-2019.

Metric/Indicator
D) English Learner Redesignated Fluent English Proficient (RFEP)
Reclassification Rate
English Learners (EL)
18-19
D) The district English Learner RFEP Reclassification Rate will meet or
exceed that of Riverside County in 2018-2019.
Baseline
D) 2016-2017 RFEP Rates
PSUSD EL: 10.3% (increased 1.6%)
Riverside County: 11.6% (increased 1.3%)
Metric/Indicator
E) California School Dashboard - Graduation Rate Indicator
Results displayed as "Performance Level (status, change from prior 3-year
average)"
All Students (ALL)
English Learners (EL)
Hispanic (Hisp)
African American (AA)
Socioeconomically Disadvantaged (SED)
Students with Disabilities (SWD)

E) The Fall 2018 release of the California School Dashboard displayed
results from the class of 2018 for the Graduation Rate Indicator. This marked
the first time that the Dashboard reported results for the most recent
graduation cohort. Results in this indicator from the Fall 2018 Dashboard for
PSUSD were:
All Students - Green (93.1%, an increase of 1.8%)
EL: Green (88.5%, an increase of 4.1%)
Hisp: Green (93.3%, an increase of 1.3%)
AA: Green (90.6%, a decline of -0.8%)
SED: Green (92.9%, an increase of 1.7%)
SWD: Yellow (74.8%, an increase of 1.8%)

Graduation Rate per CDE DataQuest
Percentage of 4-year cohort students graduating on-time (includes
alternative education)

PSUSD Graduation Rate Indicator results on the Fall 2018 Dashboard
indicate zero student groups in the Red or Orange performance levels.
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18-19
E) "Blue" or "Green" 2017-2018 result: Maintain status in either blue or
green performance levels for each group per the corresponding 5x5 Color
Table for the Graduation Rate Indicator.

The Fall 2019 Dashboard release will display Graduation Rate Indicator
results based on the class of 2019 as compared to the class of 2018.

"Yellow" 2017-2018 result: Meet or exceed targets for the "Increased"
change column. Target growth for Graduation Rate will be an increase of
1.0% to 5.0%.
"Orange" 2017-2018 result: Meet targets for the "Increased" change column.
Target growth for Graduation Rate will be an increase of 1.0% to 5.0%.
"Red" 2017-2018 result: Meet targets for the "Increased Significantly"
change column. Target growth for Graduation Rate will be an increase of
5.0% or more.
CDE DataQuest Graduation Rate: Increase a minimum of 1% for all
students and equitably reported student groups from 2017-2018 data.
Increase graduation rate by a minimum of 3.0% for EL and 5.0% SWD
student groups from 2017-2018 data.
Baseline
E) 2014-2015 Graduation Rate Indicator CA School Dashboard Results
(2015-2016 available Fall 2017; 2016-2017 available Fall 2018)
ALL: Green (High status, increased 3.2%)
EL: Green (Medium status, increased 13.7%)
Hisp: Green (High status, increased 3.4%)
AA: Yellow (Medium status, increased 0.5%)
SED: Green (Medium status, increased 3.7%)
SWD: Red (Very Low status, declined 2.9%)
2016-2017 Graduation Rates per CDE DataQuest
ALL: 88.9%
EL: 79.7%
Hisp: 88.6%
AA: 84.3%
SED: 88.0%
SWD: 66.7%
Metric/Indicator
F) 3rd Grade Smarter Balanced Assessment Consortium English Language
Arts (SBAC ELA) Results.
Results displayed as percent meeting or exceeding standard.

F) 2018 Smarter Balanced ELA 3rd Grade Results:
ALL: 41% (increased 9% from 2017)
EL: 27% (increased 10%)
Hisp: 39% (increased 10%)

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AA: 35% (increased 17%)
SED: 39% (increased 10%)
SWD: 9% (increased 4%)

All Students (ALL)
English Learners (EL)
Hispanic (Hisp)
African American (AA)
Socioeconomically Disadvantaged (SED)
Students with Disabilities (SWD)

2019 Smarter Balanced ELA 3rd grade results will be available in Fall 2019.

18-19
F) Increase overall and subgroup 3rd grade ELA SBAC proficiency by 4%
from 2018 level. Increase EL, Hispanic, and African American subgroup
ELA SBAC proficiency by 6% from 2018 level.
Baseline
F) 2016 SBAC ELA 3rd Grade Results
ALL: 33% (increased 8% from 2015)
EL: 21% (increased 3%)
Hisp: 29% (increased 10%)
AA: 19% (increased 2%)
SED: 29% (increased 8%)
SWD: 8% (increased 4%)
Metric/Indicator
G) 3rd Grade Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Results
Percentage of students meeting target Composite Score on Benchmark 3
test
All Students (ALL)
English Learners (EL)
Hispanic (Hisp)
African American (AA)
Students with Disabilities (SWD)

G) 2018-2019 DIBELS Composite Score Results (Late May 2019)
ALL: xxx% (increased xxx% from 2017-2018)
EL: xxx% (increased xx%)
Hisp: xx% (increased xx%)
AA: xx% (increased xx%)
SWD: xx% (increased xx%)

18-19
G) Percentage of students meeting benchmark on the 3rd grade DIBELS
composite score from Benchmark 3 will increase 4% for all groups from
2017-2018 data.
Baseline
G) 2016-2017 DIBELS Composite Score Results
ALL: 51.8% (increased 1.6% from 2015-2016)
EL: 44.4% (increased 1.8%)
Hisp: 49.1% (decreased 0.2%)
AA: 41.0% (increased 4.0%)
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SWD: 14.1% (increased 14.1%)
H) 2018 SBAC Math 8th Grade Results
ALL: 21% (increased 1% from 2017)
EL: 0% (declined 3%)
Hisp: 18% (no change)
AA: 5% (declined 3%)
SED: 18% (increased 1%)
SWD: 1% (no change)

Metric/Indicator
H) 8th Grade Smarter Balanced Assessment Consortium Mathematics
(SBAC Math) Results.
Results displayed as percent meeting or exceeding standard.
All Students (ALL)
English Learners (EL)
Hispanic (Hisp)
African American (AA)
Socioeconomically Disadvantaged (SED)
Students with Disabilities (SWD)

2019 Smarter Balanced Math 8th grade results will be available in Fall 2019.

18-19
H) Increase 8th grade Math SBAC proficiency by 4% from 2018 data.
Increase EL, Hispanic, and Black/African American subgroup Math SBAC
proficiency by 6% from 2018 level.
Baseline
H) 2016 SBAC Math 8th Grade Results
ALL: 20% (0% change from 2015)
EL: 2% (increased 1%)
Hisp: 17% (0% change)
AA: 8% (decreased 2%)
SED: 16% (decreased 1%)
SWD: 1% (increased 1%)
Metric/Indicator
I) 8th Grade Mathematics Interim Assessments
Reports students scoring at standard met threshold on the April interim test.
All Students (ALL)
English Learners (EL)
Hispanic (Hisp)
African American (AA)
Socioeconomically Disadvantaged (SED)
Students with Disabilities (SWD)
18-19
I) Increase the percentage of 8th grade students scoring above meeting
standard threshold on the April interim assessment by 4% over 2018 data
for all groups. Increase student groups with performance gaps as compared
to "all students" group results by 6% from 2018 levels.

I) The 8th Grade Mathematics Trimester 2 interim test was administered in
February 2018. This assessment replaced the comprehensive interim test
administered at the end of the year for this metric. This test was used by
teachers to assess progress towards meeting mathematics standards and
adjust instruction to support student learning prior to administering the
CAASPP assessments in April/May.
2019 8th Grade Mathematics Trimester 2 Interim Test - Baseline data
reported as percent meeting or exceeding standard on the assessment
ALL: 11.0%
EL: 0.0%
Hisp: 9.7%
AA: 5.6%
SED: 6.7%
SWD: 1.1%

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Baseline
I) Baseline from new interim test to be determined during 2017-2018
academic year.
2017 8th Grade Mathematics IAB results
ALL: 25.1% (declined 1.4% from 2016)
EL: 4.9% (declined 3.0%)
Hisp: 23.6% (declined 1.1%)
AA: 11.1% (declined 3.2%)
J) 2018-2019: 100% Williams textbook/materials compliance per RCOE
monitoring process

Metric/Indicator
J) Williams Textbook/Materials Compliance
18-19
J) Maintain 100% Williams Textbook/ Materials Compliance
Baseline
J) 2016-2017: 100% Williams textbook/materials compliance per RCOE
monitoring process
Metric/Indicator
K) California School Dashboard - College/Career Indicator
All Students (ALL)
English Learners (EL)
Hispanic (Hisp)
African American (AA)
Socioeconomically Disadvantaged (SED)
Students with Disabilities (SWD)
18-19
K) "Blue" or "Green" 2017-2018 result: Maintain status in either blue or
green performance levels for each group per the corresponding 5x5 Color
Table for the College/Career Indicator.
"Yellow" or "Orange" 2017-2018 result: Increase percentage of students
meeting the "prepared" criteria by noted percentage for "Increased" column.
"Red: 2017-2018 result: Increase percentage of students meeting the
"prepared" criteria by noted percentage for "Increased Significantly" for
student groups.

K) The Fall 2018 Dashboard release included performance levels for the
College Career Indicator from the class of 2018, marking the first set of
performance levels for this measure. Results are reported and the
percentage of students "prepared" for college and/or career following high
school graduation based on criteria set by the California State Board of
Education. Results in this indicator from the Fall 2018 Dashboard for PSUSD
were:
All Students - Green (38.6%, an increase of 3.4%)
EL: Yellow (12.6%, an increase of 4.3%)
Hisp: Green (36.9%, an increase of 3.7%)
AA: Orange (26.0%, a decline of 4.4%)
SED: Green (37.0%, an increase of 3.6%)
SWD: Red (4.2%, a decrease of 1.1%)
PSUSD College/Career Indicator results on the Fall 2018 Dashboard indicate
one student group in the Red performance level (Students with Disabilities),
and two student groups in the Orange performance level (African American,
Filipino).
The Fall 2019 Dashboard release will display College/Career Indicator results
based on the class of 2019 as compared to the class of 2018.

Baseline

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K) Baseline results will be determined in 2017-2018 through the initial
release of the College/Career indicator on the California School Dashboard.
Local calculations of "all students" and student group performance for 20162017 will be available in Fall of 2017.
L) 2017-2018 UC and/or CSU Entrance Requirement Completion Rate
ALL: 40.0% (increased 0.9% from 2017)
EL: 16.2% (increased 11.3%)
Hisp: 37.0% (increased 0.9%)
AA: 37.6% (declined 6.4%)
SED: 37.6% (increased 0.8%)
SWD: 4.9% (declined 12.5%)

Metric/Indicator
L) UC and/or CSU Entrance Requirement Completion Rate
All Students (ALL)
English Learners (EL)
Hispanic (Hisp)
African American (AA)
Socioeconomically Disadvantaged (SED)
18-19
L) Increase overall and subgroup UC and/or CSU Entrance Requirement
Completion Rate by 3% from 2017-18 levels. Increase EL, Hispanic, and
African American UC and/or CSU Entrance Requirement Completion Rates
by 4% from 2017-18 levels.

Class of 2019 results will be released during the 2019-2020 academic year,
which will determine whether this metric was met when compared to the class
of 2018 results.

Baseline
L) 2015-2016 UC and/or CSU Entrance Requirement Completion Rate
ALL: 36.3% (increased 8.5% from 2015)
EL: 3.0% (declined 0.6%)
Hisp: 33.3% (increased 9.1%)
AA: 32.6% (increased 12.7%)
SED: 34.3% (increased 9.5%)
Note: This metric is a component of the new College/Career Indicator which
will be available in the California School Dashboard in 2017-2018 (metric K
above).
Metric/Indicator
M) Career Technical Education (CTE) Program Completion Rate
Reports completion of all CTE program required coursework with a C+ or
better grade in each course

M) 2017-2018 CTE Program Completion Rate: 99.6%
2018-2019 rates will be available in Fall 2019.

18-19
M) Increase to or maintain CTE program completion rate at 95.0% or higher
for 2018-2019.
Baseline
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M) 2015-2016 CTE Program Completion Rate: 92.9%
2016-2017 CTE Program Completion Rate available Fall 2017.
Note: This metric is a component of the new College/Career Indicator which
will be available in the California School Dashboard in 2017-2018 (metric K
above).
N) 2017-2018 CTE Graduation Rate: 98.9%

Metric/Indicator
N) Career Technical Education (CTE) Graduation Rate
18-19
N) Increase or maintain CTE graduation rate at 97.0% or higher for 20182019.

2018-2019 rates will be available in Fall 2019.

Baseline
N) 2015-2016 CTE Graduation Rate: 97.6%
2016-2017 CTE Graduation Rate available Fall 2017.
Metric/Indicator
O) Career Technical Education (CTE) Participation for Under-represented
Gender Groups
18-19
O) Increase Non-traditional (under represented gender groups) CTE
pathway participation rates 2% from 2017-2018 results.

O) 2017-2018 CTE Non-Traditional Participation Rates
All Programs: 33%
Female Participation in Under-represented Pathways: 34%
Male Participation in Under-represented Pathways: 30%
2018-2019 rates available in Fall 2019.

Baseline
O) 2015-2016 CTE Non-Traditional Participation Rates
All Programs: 31.1%
Female Participation in Under-represented Pathways: 35.6%
Male Participation in Under-represented Pathways: 22.2%
2016-2017 rates available in Fall 2017.
Metric/Indicator
P) Early Assessment Program (EAP) for English Language Arts (ELA)
Results
Reports percentage of 11th graders reported as "Ready" or "Conditionally
Ready" from SBAC results
All Students (ALL)
English Learners (EL)
Hispanic (Hisp)
African American (AA)
Socioeconomically Disadvantaged (SED)
Students with Disabilities (SWD)

P) 2018 ELA EAP Results
ALL: 47% (declined 9% from 2017)
EL: 4% (declined 3%)
Hisp: 44% (declined 9%)
AA: 36% (declined 16%)
SED: 43% (declined 10%)
SWD: 11% (declined 1%)

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18-19
P) Increase EAP overall and student group percentages of students “Ready”
and/or “Conditionally Ready” by 4% in ELA from 2018 levels. Increase EL
and African American student group EAP percentages by 6% in ELA for
“Ready” and/or “Conditionally Ready” designations from 2018 levels.
Baseline
P) 2016 ELA EAP Results (2017 available Fall 2017)
ALL: 48% (increased 3% from 2015)
EL: 4% (declined 2%)
Hisp: 45% (increased 4%)
AA: 42% (increased 14%)
SED: 45% (increased 3%)
SWD: 10% (increased 3%)
Note: This metric is a component of the new College/Career Indicator which
will be available in the California School Dashboard in 2017-2018 (metric K
above).
Metric/Indicator
Q) Early Assessment Program (EAP) for Mathematics Results
Reports percentage of 11th graders reported as "Ready" or "Conditionally
Ready" from SBAC results
All Students (ALL)
English Learners (EL)
Hispanic (Hisp)
African American (AA)
Socioeconomically Disadvantaged (SED)
Students with Disabilities (SWD)

Q) 2018 EAP Math Results
ALL: 20% (declined 2% from 2016)
EL: 2% (increased 1%)
Hisp: 18% (declined 1%)
AA: 17% (increased 5%)
SED: 17% (declined 1%)
SWD: 3% (increased 1%)

18-19
Q) Increase EAP overall and student group percentages of students
“Ready” and/or “Conditionally Ready” by 4% in Math from 2018 levels.
Increase EL, Hispanic, and African American EAP percentages by 6% in
Math for “Ready” and/or “Conditionally Ready” designations from 2018
levels.
Baseline
Q) 2016 ELA Math Results (2017 available Fall 2017)
ALL: 21% (increased 4% from 2015)
EL: 0% (declined 2%)
Hisp: 19% (increased 6%)
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AA: 14% (increased 6%)
SED: 19% (increased 4%)
SWD: 4% (increased 3%)
Note: This metric is a component of the new College/Career Indicator which
will be available in the California School Dashboard in 2017-2018 (metric K
above).
Metric/Indicator
R) Advanced Placement (AP) Test Results
Reported as percent of students passing one or more AP exam with a score
of 3 of higher.
All Students (ALL)
English Learners (EL)
Hispanic (Hisp)
African American (AA)
Socioeconomically Disadvantaged (SED)
18-19
R) Increase overall and student group percentages of students passing one
or more AP exam (score of 3 or higher) from 2018 percentage by 2%.
Increase African American student group results by 5% from 2018 levels.

R) 2018 Percentage of Students Passing One or More AP Test
ALL: 54% (increased 7% from 2017)
EL: 76% (increased 9%)
Hisp: 52% (increased 4%)
AA: 42% (increased 13%)
SED: 52% (increased 6%)
PSUSD exceeded the 2% growth target for the all students group, EL group,
Hispanic group, and SED group. African American student results exceeded
the 5% growth target, increasing 13% from 2017 to 2018. 2019 AP results
are expected in late summer of 2019.

Baseline
R) 2016 Percentage of Students Passing One or More AP Test (2017
available Fall 2017)
ALL: 45% (declined 1% from 2015)
EL: 50% (increased 8%)
Hisp: 45% (increased 2%)
AA: 16% (increased 3%)
SED: 45% (increased 3%)
Note: This metric is a component of the new College/Career Indicator which
will be available in the California School Dashboard in 2017-2018 (metric K
above).
Metric/Indicator
S) Arts Programs - Participation and Exposure
18-19
S) Maintain or increase comprehensive and supplemental arts programs
student participation and exposure levels from 2017-2018.

S) 2018-2019 Arts Programs
Students Participating in Programs: 8,291
Students Exposed to Arts-related Content: 19,121

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Baseline
S) 2016-2017 Arts Programs
Students Participating in Programs: 7,995
Students Exposed to Arts-related Content: 18,801
Metric/Indicator
T) Implementation of California State Standards
18-19
T) Improve 2017-2018 ratings one or more level in each content area
towards "Full Implementation" using the Dashboard Reflection Tool.
Baseline
T) Local indicator reporting through the California School Dashboard will
occur in the 2017-2018 academic year using the Dashboard Reflection Tool
regarding 2016-2017 program implementation. Results will be reported for
all subject area standards (EG, ELA, Math , ELD, NGSS)

Metric/Indicator
U) Course Offerings - Broad Course of Study
18-19
U) Maintain broad course of study including courses described under
sections 51210 and 51220 (a)-(i) as applicable and ensure broad course of
study access for unduplicated students and students with exceptional
needs.
Baseline
U) PSUSD offered courses described under sections 51210 and 51220 (a)(i) as applicable during the 2016-2017 academic year.

T) Data collection for the 2017-2018 academic year took place during the
Spring of 2018. Stakeholders from each grade span completed the state
adopted reflection tool in a survey format, followed by discussion sessions to
gather further reflections. Each item on the state reflection tool for the
implementation of state academic standards required progress to be rated
using a five point rubric, spanning from "Exploration and Research Phase" to
"Full Implementation with Sustainability." Stakeholders rated ELA, EL, and
CTE programs as relative strength areas in implementing state standards and
policy and programs to support standards. Mathematics and science were
rated in the "initial implementation" or "beginning development" phases of
implementation. History/Social Science was identified as an area where
exploration and research was underway but further implementation
development was needed. The results were presented to the PSUSD Board
of Education in October, 2018, and the full results can be viewed in the
California State Dashboard at caschooldashboard.org under the local
indicator for "Implementation of Academic Standards."
U) PSUSD offered courses described under sections 51210 and 51220 (a)-(i)
as applicable during the 2018-2019 academic year. A new self-reflection tool
was issued by the State Board of Education for the 2018 California School
Dashboard, including summaries of the tools used to track access and
enrollment in a broad course of study, differences across school sites in
access and enrollment, barriers to access and enrollment, and actions related
to improving access and enrollment in courses. PSUSD identified the use of
a variety of tools, including our local student information system, CALPADS
records, and reporting of students meeting graduation and a-g requirements.
Additionally, the district cited the annual Operational Expectation 10 report,
which reports progress on the district's instructional program using PSUSD
Board of Education approved measures. Additional topics featured in the
reflection include differentials in enrollment rates in various course types,
barriers such as graduation requirement and a-g completion differentials, and
actions intended to improve access and enrollment in various areas. The full
summaries can be viewed in the California State Dashboard at
caschooldashboard.org under the local indicator for "Access to a Broad
Course of Study."

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.
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startcollapse

Action 1
Planned
Actions/Services

Actual
Actions/Services

Budgeted
Expenditures

Estimated Actual
Expenditures

1.1 Develop, Train, Coach, and
Support Appropriate Professional
Learning Opportunities in Order to
Fully Implement State Standards
(Target Outcomes: A, B, E, F, G,
H, T)

12 Site Based Literacy Coaches
were employed for the 2018-19
school year to support the fifteen
elementary schools. Full-time
literacy coaches were assigned at
the 9 highest priority schools. The
remaining 3 coaches provided halftime support at 2 sites each. The
literacy coaches participated with
grade level teams in math and
gradual release PD led by outside
consultants and then worked to
perpetuate the work of the
consultants and build teacher
capacity. The coaches also
provided guided reading training at
their school sites.

Site Based Literacy Coaches Full time coaches assigned at 9
highest priority elementary
schools with high percentages of
unduplicated students.
Remaining coaches support other
district elementary schools. 10001999: Certificated Personnel
Salaries 0707 LCFF $1,867,738

Site Based Literacy Coaches Full time coaches assigned at 9
highest priority elementary
schools with high percentages of
unduplicated students.
Remaining coaches support other
district elementary schools 10001999: Certificated Personnel
Salaries 0707 LCFF $1,739,425

NGSS TOSA (1 FTE) 1000-1999:
Certificated Personnel Salaries
0707 LCFF $67,006

NGSS TOSA (1 FTE) 1000-1999:
Certificated Personnel Salaries
0707 LCFF $65,539

Secondary Math Coach 10001999: Certificated Personnel
Salaries 0707 LCFF $109,731

Secondary Math Coach 10001999: Certificated Personnel
Salaries 0707 LCFF $109,821

Elementary Math Coach 10001999: Certificated Personnel
Salaries 0707 LCFF $158,205

Elementary Math Coach 10001999: Certificated Personnel
Salaries 0707 LCFF $158,252

Secondary Literacy Coach 10001999: Certificated Personnel
Salaries 0707 LCFF $155,207

Secondary Literacy Coach 10001999: Certificated Personnel
Salaries 0707 LCFF $149,459

Special Education 3 TOSAs - 1
Specialist 1000-1999: Certificated
Personnel Salaries 0707 LCFF
$612,549

Special Education 3 TOSAs - 1
Specialist 1000-1999: Certificated
Personnel Salaries 0707 LCFF
$534,248

Principal on Special Assignment
1000-1999: Certificated
Personnel Salaries 0707 LCFF
$197,113

Principal on Special Assignment
1000-1999: Certificated
Personnel Salaries 0707 LCFF
$197,369

The NGSS TOSA coordinated and
facilitated NGSS PD for all
secondary science teachers. The
TOSA led the textbook adoption
process, publisher reviews, rubric
training for the adoption committee
and aligned publisher materials
with CA NGSS standards.
The Secondary Math Coach
conducted joint trainings with the
Special Education TOSA focused
on the effective implementation
and scaffolding of the Carnegie
Math program. The TOSA also
participated in focused efforts with
two priority middle schools,
providing on-going collaboration

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and support for classroom
teachers.
The Elementary Math Coach was
engaged in working alongside and
perpetuating the work of outside
consultants focused on developing
student conceptual understanding.
The coach supported teachers with
the implementation of the newly
adopted Bridges curriculum
through co-planning, co-teaching,
and providing demonstration
lessons. District math
collaboration nights were facilitated
by the coach, as well as trainings
for instructional aides.
The Secondary Literacy Coach
provided follow-up coaching
support for teachers implementing
the Blended Learning Station
Model. The literacy coach also
coordinated the StudySync
program into AP/IB ELA courses
and directed various AP seminars
and workshops throughout the
school year. In addition, the coach
co-chaired lead teacher meeting in
History/Social Science and ELA.
Special Education TOSAs and a
Program Specialist provided
ongoing support to elementary and
secondary special education
teachers. A focus for the
professional development support
was placed on using data to inform
IEP development and classroom
instruction. Additional support and
assistance for teachers included
support in classroom management
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and supporting teachers in
collaborating and co-teaching with
general education teachers.
The Principal Coach worked with
elementary and secondary
principals on how to effectively
walk classrooms looking for best
first instruction and how to give
explicit and meaningful feedback.
The coach analyzed and
discussed with the administrators
supports that were in place for
students that were struggling,
especially foster and homeless
students, students with disabilities,
English Learners, and low income
students. Assistance was given to
principals in a variety of areas
including strategizing next steps,
attendance, school culture, safety,
parent involvement, discipline, and
scheduling.

Action 2
Planned
Actions/Services
1.2 Professional Development
Opportunities in Order to Fully
Implement State Standards
(Target Outcomes: A, B, E, F, G,
H, N, O, P, T)

Actual
Actions/Services

Budgeted
Expenditures

The majority of the professional
development budget supported the
S3 Conference at the end of the
school year. The focus for the
summer S3 Conference was on
Social Emotional Learning. PD for
the new secondary curriculum
adoption in Social Studies was
also held. Over the course of the
school year additional PD was
offered to support Conscious
Education and Parent-Teacher
Home Visit training.

Estimated Actual
Expenditures

Professional Development for
State Standards Implementation
5800: Professional/Consulting
Services And Operating
Expenditures 0707 LCFF
$450,000

Professional Development for
State Standards Implementation
5800: Professional/Consulting
Services And Operating
Expenditures 0707 LCFF
$449,091

Board Professional Development
5800: Professional/Consulting
Services And Operating
Expenditures 0707 LCFF $20,000

Board Professional Development
5800: Professional/Consulting
Services And Operating
Expenditures 0707 LCFF $30,811

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The PSUSD School Board
attended the California State
Boards Association Annual
Education Conference and the
Educational Advisory Board
Leadership Forum.
The Educational Services budget
supported the positions of Arts
Coordinator, Executive Director of
Student Learning, and the
Coordinator of Special Education
Learning and Improvement. In
addition, the budget paid for 50%
of the salary for the Directors of
Elementary and Secondary
Education. Each of these
positions were focused on
ensuring all of our students, with a
focus on English learners, low
income students, foster youth, and
students with disabilities, were
engaged in rigorous instruction
aligned to the state standards and
provided with intervention and
enrichment opportunities.
Additional professional
development opportunities and
materials and supplies were also
supported for members of the Ed.
Services Department.

Ed Services 1000-1999. 20002999: Certificated and Classified
Salaries 0707 LCFF $870,177

Ed Services 1000-1999, 20002000, and 5800; Certificated and
Classified Salaries and
Professional/Consulting Services.
0707 LCFF $923,067

Secondary Literacy/ELA and
Advanced Placement PD 10001999: Certificated Personnel
Salaries 0707 LCFF $140,000

Secondary Literacy/ELA and
Advanced Placement PD 10001999: Certificated Personnel
Salaries 0707 LCFF $197,761

Collaboration Time / Inst. Minutes
1000-1999: Certificated
Personnel Salaries 0707 LCFF
$9,950,715

Collaboration Time / Inst. Minutes
1000-1999: Certificated
Personnel Salaries 0707 LCFF
$9,559,346

Math Professional
Development/Math Intervention Middle School 1000-1999:
Certificated Personnel Salaries
0707 LCFF $50,000

Math Professional
Development/Math Intervention Middle School 1000-1999:
Certificated Personnel Salaries
0707 LCFF $21,651

NGSS Materials and Professional
Development 1000-1999:
Certificated Personnel Salaries
0707 LCFF $150,000

NGSS Materials and Professional
Development 1000-1999:
Certificated Personnel Salaries
0707 LCFF $147,483

The Secondary ELA and
Advanced Placement PD budget
was used to support the
coordination of the StudySync
program in alignment with AP/IB
courses in grades 11 & 12. AP
institute seminars and workshops
were also supported throughout
the school year.
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School schedules maintained in
their adjusted format to create
additional instructional minutes
within each school day. Weekly
two-hour collaboration time
continued to be provided to all
district teachers. The focus of the
collaboration time was spent on
working within Professional
Learning Communities as PSUSD
worked to reboot the district PLC
model. One additional day of
professional development, as well
as one additional instructional day
were also supported.
The middle school math
intervention budget was used to
support various collaboration and
professional development
opportunities focused on
Mathematical Reasoning with
Connections (MRWC).
Professional development
opportunities were held to support
special education teachers in the
NGSS curriculum shifts and
instructional strategies. MS and
HS teachers were trained in how to
implement coding lessons into the
NGSS curriculum. New teacher
training, NGSS assessment
training, and Fall Science
Academies were also supported.
Various supplies and materials
were purchased to support NGSS
instruction.

Action 3
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Planned
Actions/Services

Actual
Actions/Services

Budgeted
Expenditures

Estimated Actual
Expenditures

1.3 Technology Implementation to
Support State Standards
Instruction
(Target Outcomes: A, B, C, D, J,
N, O, R, S)

DIGICOM consultants provided
professional development
regarding digital storytelling for TK12 employees. District teachers
were granted stipends to further
support digital storytelling coaching
and PD for district teachers.

DIGICOM 5800:
Professional/Consulting Services
And Operating Expenditures 0707
LCFF $370,500

DIGICOM 5800:
Professional/Consulting Services
And Operating Expenditures
0707 LCFF $370,500

DIGICOM .5 Tech I Position
2000-2999: Classified Personnel
Salaries 0707 LCFF $33,000

DIGICOM .5 Tech I Position
2000-2999: Classified Personnel
Salaries 0707 LCFF $32,477

DIGICOM Fellows Stipends 20002999: Classified Personnel
Salaries 0707 LCFF $35,000

DIGICOM Fellows Stipends
2000-2999: Classified Personnel
Salaries 0707 LCFF $35,000

Technology 1000-1999, 20002999, 4000-4999: Certificated
Salaries, Classified Salaries, and
Books and Supplies 0707 LCFF
$1,750,000

Technology 1000-1999, 20002999, 4000-4999: Certificated
Salaries, Classified Salaries, and
Books and Supplies 0707 LCFF
$1,779,373

Home Wireless Access 50005999: Services And Other
Operating Expenditures 0707
LCFF $150,000

Home Wireless Access 50005999: Services And Other
Operating Expenditures 0707
LCFF $149,351

The .5 FTE DIGICOM tech.
provided technical assistance to
district DIGICOM teachers,
updating and supporting
technology used within the
program.
The Technology budget was used
to support the 1:1 interactive
classroom initiative in all 2nd-12th
grade classrooms and the 2:1
initiative in all TK-1st grade
classrooms. Various support staff
were hired to support these
initiatives including; 2 Technology
Teachers on Special Assignment
focused on student and staff
technology integration, 1
technology support supervisor, 5
IT specialist, 1 data systems
training specialist, 1 webmaster,
and 1 help desk technician.
Various supplies and materials
were purchased to support
technology implementation district
wide.
Hot Spots were provided to
families across the district based
on priority needs. Hot Spots
provided broadband access and

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filtering which allowed students
home internet access to online
educational programs and
researching.

Action 4
Planned
Actions/Services

Actual
Actions/Services

Budgeted
Expenditures

Estimated Actual
Expenditures

1.4 Site Allocations based on
Unduplicated Count: Each school
site will receive LCFF funding to
support actions that directly target
their specific school needs and
student population. School sites
will create Single Plans for Student
Achievement (SPSA's) which will
outline how their LCFF Funds will
be allocated. All actions within
SPSA's must be aligned with
PSUSD LCAP goals. SPSA's will
be created collaboratively with the
School Site Council and monitored
regularly by district personnel.
(Target Outcomes: A, B, C, D, E,
G, I, J, K, L, M, N, O, P)

Each school site in PSUSD
received LCFF funding to support
actions directly targeted to the
specific needs of their school and
student population. These actions
are aligned to the PSUSD LCAP
goals. School sites created
SPSAs which specified how their
LCFF and Title I funds were
allocated. The SPSAs were
created collaboratively with the
School Site Council and monitored
regularly by school and district
personnel.

Site Allocations - Individual
schools receive funding based on
their percentage of unduplicated
students (LI, EL, FY). Schools
create SPSA's aligned to LCAP
metrics which are regularly
monitored by district personnel.
1000-1999, 2000-2999, 40004999: Certificated Salaries,
Classified Salaries, and Books
and Supplies 0707 LCFF
$5,331,311

Site Allocations - Individual
schools receive funding based on
their percentage of unduplicated
students (LI, EL, FY). Schools
create SPSA's aligned to LCAP
metrics which are regularly
monitored by district personnel.
1000-1999, 2000-2999, 40004999: Certificated Salaries,
Classified Salaries, and Books
and Supplies 0707 LCFF
$5,330,518

Early Childhood Education 10001999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
0707 LCFF $425,000

Early Childhood Education 10001999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
0707 LCFF $415,058

Early Childhood Education
employed a TOSA to support
teaching staff in providing
appropriate learning experiences
for children in language, literacy,
SEL, math, science, social studies,
creative arts and physical
development. Additional staff
funded included partial funding for
a mental health therapist, as well
as two bilingual paraprofessionals.
Various materials and supplies
were purchased.

Action 5
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Planned
Actions/Services
1.5 Grade Span Staffing
Adjustment
(Target Outcomes: A, B, C, E, F,
G, H, J)

Actual
Actions/Services

Budgeted
Expenditures

Estimated Actual
Expenditures

20.6 additional middle school FTEs
were hired to reduce the staffing
ratio from 31:1 to 27.5:1 at all
district middle schools.

Reduce Staffing Ratio in Middle
School 1000-1999: Certificated
Personnel Salaries 0707 LCFF
$2,487,499

Reduce Staffing Ratio in Middle
School 1000-1999: Certificated
Personnel Salaries 0707 LCFF
$2,368,366

The alternative school employed a
contemporary media teacher who
taught video game design and
leadership in contemporary media.
Approximately 120 students were
enrolled in the courses throughout
the school year.

Additional FTE Alternative Ed.
Teacher 1000-1999: Certificated
Personnel Salaries 0707 LCFF
$107,645

Additional FTE Alternative Ed.
Teacher 1000-1999: Certificated
Personnel Salaries 0707 LCFF
$107,570

Accelerate 24:1 at the elementary
level 1000-1999: Certificated
Personnel Salaries 0707 LCFF
$821,523

Accelerate 24:1 at the elementary
level 1000-1999: Certificated
Personnel Salaries 0707 LCFF
$777,428

Reduce Staffing Ratio in
Secondary Math (5 FTE) 10001999: Certificated Personnel
Salaries 0707 LCFF $608,165

Reduce Staffing Ratio in
Secondary Math (5 FTE) 10001999: Certificated Personnel
Salaries 0707 LCFF $614,537

Reduce Staffing Ratio in High
School 1000-1999: Certificated
Personnel Salaries 0707 LCFF
$3,004,399

Reduce Staffing Ratio in High
School 1000-1999: Certificated
Personnel Salaries 0707 LCFF
$2,977,436

7 FTE elementary teachers were
hired to eliminate the need for
grade level combination classes at
high priority elementary school
sites.
1 additional FTE math teacher was
hired at each middle school to
reduce teacher to student ratios in
low-performing math cohorts.
26.4 additional high school FTEs
were hired to reduce the staffing
ratio from 31:1 to 27.5:1 at all
district high schools.

Action 6
Planned
Actions/Services
1.6 Academic Intervention
(Target Outcomes: A, B, E, F)

Actual
Actions/Services

Budgeted
Expenditures

Estimated Actual
Expenditures

Each full-day Kindergarten (K) and
Transitional Kindergarten (TK)
classroom received a minimum of
2 hours of support provided by
para-educators. All elementary

Full Day Kindergarten All Sites Full Day TK - 5 Sites 2000-2999:
Classified Personnel Salaries
0707 LCFF $911,160

Full Day Kindergarten All Sites Full Day TK - 5 Sites 2000-2999:
Classified Personnel Salaries
0707 LCFF $977,079

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schools had full-day K programs
and the Desert Hot Springs
schools had full-day K & TK
programs. 37 para-educators
were hired to support the full-day
programs.

Supplemental Educational
Services Tutoring and Enrichment
Program - Primarily Title I
Funding 4000-4999: Books And
Supplies 0707 LCFF $25,000

Supplemental Educational
Services Tutoring and
Enrichment Program - Primarily
Title I Funding 4000-4999: Books
And Supplies 0707 LCFF
$20,941

The Supplemental Educational
Services program provided tutoring
and extended school year
opportunities to TK through twelfth
grade district students. The
number of tutors offered to school
sites was based on the percentage
of low income students at the site.
Title I funds primarily funded the
program. LCFF funds were
utilized to purchase various
materials and supplies for the
program and associated parent
events. The program provided
supports to approximately 3,400
students.

Supplemental Literacy Support Tier II 5800:
Professional/Consulting Services
And Operating Expenditures 0707
LCFF $270,000

Supplemental Literacy Support Tier II 5800:
Professional/Consulting Services
And Operating Expenditures
0707 LCFF $279,278

Provide and Support Early
Reading Assessment & Data
Reporting System 5000-5999:
Services And Other Operating
Expenditures 0707 LCFF $35,000

Provide and Support Early
Reading Assessment & Data
Reporting System 5000-5999:
Services And Other Operating
Expenditures 0707 LCFF $30,035

Elementary Math Intervention Program - Dreambox 5000-5999:
Services And Other Operating
Expenditures 0707 LCFF
$165,000

Elementary Math Intervention Program - Dreambox 5000-5999:
Services And Other Operating
Expenditures 0707 LCFF
$147,869

Lexia is an online program that
was utilized as a supplemental
reading support program during
independent Guided Reading
rotations in grades K through 5.
Learning Dynamics was utilized as
a supplemental reading support
program for Transitional
Kindergarten and Kindergarten
students during Guided Reading
and Intervention support. Learning
Dynamics PD was provided to TK
and K teachers at the start of the
school year.

Literacy Intervention (Addtl.
allocation to sites) (this
expenditure has been eliminated see Annual Update for more
information) 1000-1999, 20002999, 4000-4999: Certificated
Salaries, Classified Salaries, and
Books and Supplies 0707 LCFF
$0

Literacy Intervention (Addtl.
allocation to sites) (this
expenditure has been eliminated
- see Annual Update for more
information) 1000-1999, 20002999, 4000-4999: Certificated
Salaries, Classified Salaries, and
Books and Supplies 0707 LCFF
$0

Teen Parent Support Services MSJ 5000-5999: Services And
Other Operating Expenditures
0707 LCFF $110,340

Teen Parent Support Services MSJ 5000-5999: Services And
Other Operating Expenditures
0707 LCFF $115,857

ESGI and VPort were purchased
as online scoring and data
management systems. VPort was
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the data management system for
DIBELS. ESGI was utilized by
Transitional Kindergarten and
Kindergarten.
Dreambox is an online math
program that was aligned with the
Scope and Sequence of Bridges in
Mathematics. Teachers assigned
Dreambox standards to students
who needed additional practice.
The program was used as a
rotation during math center/work
place time or as homework.
The Teen Parent Support program
was held on the Mt. San Jacinto
campus. The program
implemented a comprehensive
parenting instruction model that
included basic guidance on
custodial care, but also child
development that encompassed
not only infancy, but the full
spectrum through adulthood.

Action 7
Planned
Actions/Services
1.7 Academic Intervention Extended Day
(Target Outcomes: A, B, C, D, E,
F, G, H, J, N, O)

Actual
Actions/Services

Budgeted
Expenditures

All high schools ran extensive 3
week summer programs. Middle
school programs included AVID
Excel, 6th grade summer bridge,
6th grade orientation and AVID
Institutes.
PSUSD contracted with YMCA of
the Desert to operate the After
School Education and Safety
(ASES) program at 21 district

Estimated Actual
Expenditures

Extended School Year - Middle
and High School 1000-1999:
Certificated Personnel Salaries
0707 LCFF $600,000

Extended School Year - Middle
and High School 1000-1999:
Certificated Personnel Salaries
0707 LCFF $590,485

Extended Day Support (ASES)
5000-5999: Services And Other
Operating Expenditures 0707
LCFF $35,000

Extended Day Support (ASES)
5000-5999: Services And Other
Operating Expenditures 0707
LCFF $35,000

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sites. The ASES program
provides homework assistance,
enrichment, and physical fitness to
the students enrolled in the
program.

Action 8
Planned
Actions/Services
1.8 Linked Learning CTE
(Target Outcomes: D, J, K, L, M,
N, O)

Actual
Actions/Services

Budgeted
Expenditures

CTE contracted with OneFuture
Coachella Valley to arrange and
host Career Exploration trips to
healthcare facilities and to energy
companies.
Administrative, certificated, and
classified personnel were hired to
support Linked Learning including;
7.8 FTE CTE credentialed
teachers, a Director of Linked
Learning, and an administrative
secretary. Various training
opportunities were funded
including summer academies
focused on the development of
Project Based Learning projects.
Registration and travel expenses
connected to field trips and
professional development
opportunities were also funded.
CTE course supplies were
purchased to meet the ongoing
need for materials to learn
technical skills.

Estimated Actual
Expenditures

College and Career Readiness
5000-5999: Services And Other
Operating Expenditures 0707
LCFF $30,000

College and Career Readiness
5000-5999: Services And Other
Operating Expenditures 0707
LCFF $748,549

Linked Learning and Career Tech
Ed 1000-1999, 2000-2999, 40004999: Certificated Salaries,
Classified Salaries, and Books
and Supplies 0707 LCFF
$1,350,000

Linked Learning and Career Tech
Ed 1000-1999, 2000-2999, 40004999: Certificated Salaries,
Classified Salaries, and Books
and Supplies 0707 LCFF
$1,371,207

AVID 5000-5999: Services And
Other Operating Expenditures
0707 LCFF $80,000

AVID 5000-5999: Services And
Other Operating Expenditures
0707 LCFF $50,651

Cosmetology Contract 50005999: Services And Other
Operating Expenditures 0707
LCFF $120,000

Cosmetology Contract 50005999: Services And Other
Operating Expenditures 0707
LCFF $120,000

Work Based Learning 4 FTE's
1000-1999: Certificated
Personnel Salaries 0707 LCFF
$528,057

Work Based Learning 4 FTE's
1000-1999: Certificated
Personnel Salaries 0707 LCFF
$553,752

AVID teams from each site
attended the AVID summer
institute. Site leads met with the
regional AVID support person and
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district AVID TOSA on site plans
and progress.
PSUSD contracted with the
Champion Institute of Cosmetology
to offer a cosmetology program at
Cathedral City High School.
Students were eligible for the state
licensing examination upon
completion of the program. 24
students were enrolled during the
18-19 school year.
4 FTEs were employed to provide
Work Based Learning (WBL)
experiences to students at each of
the four comprehensive high
schools. WBL teachers provided
internships for students with
various industry partners.

Action 9
Planned
Actions/Services

Actual
Actions/Services

Budgeted
Expenditures

Estimated Actual
Expenditures

1.9 Additional English Learner
Support to Improve Implementation
of ELD Standards
(Target Outcomes: B, C)

Two Dual Immersion Spanish
teachers were hired to support the
Dual Immersion program at Vista
Del Monte Elementary. The
program now serves kindergarten
through third grade students with
two dual immersion classes at
each of those grade levels.

Bilingual Site Support (this
expenditure has been eliminated see Annual Update for more
information) 1000-1999. 20002999: Certificated and Classified
Salaries 0707 LCFF $0

Bilingual Site Support (this
expenditure has been eliminated
- see Annual Update for more
information) 1000-1999. 20002999: Certificated and Classified
Salaries 0707 LCFF $0

Dual Immersion Program expand to 3rd grade at DI site
1000-1999: Certificated
Personnel Salaries and 50005999: Services and Other
Operating Expenditures 0707
LCFF $431,030

Dual Immersion Program expand to 3rd grade at DI site
1000-1999: Certificated
Personnel Salaries and 5800:
Professional/Consulting Services
And Operating Expenditures
0707 LCFF $414,195

Eight community liaisons were
funded to support identified
students. Community liaisons
provided various supports
including: weekly 2 hour meetings
with high school newcomer
students, 3 times a week tutoring

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support for middle school
newcomer students, middle school
Robotics program for newcomer
and LTEL students, during the
school day in-class high school
support, parent consultations for
LTEL students, 8th grade LTEL
student and parent weekly Math
Nites and Language for Real Life
sessions, and over 350 English
learner contacts regarding
academic or social needs.

El Targeted Support for
Identifying LTEL's and
Assessment 2000-2999:
Classified Personnel Salaries
0707 LCFF $613,614

El Targeted Support for
Identifying LTEL's and
Assessment 2000-2999:
Classified Personnel Salaries
0707 LCFF $636,572

High School Counselors for El
Oversight (new expenditure - see
Annual Update for more
information) 1000-1999:
Certificated Personnel Salaries
0707 LCFF $500,000

High School Counselors for El
Oversight (new expenditure - see
Annual Update for more
information) 1000-1999:
Certificated Personnel Salaries
0707 LCFF $40,838

Budgeted
Expenditures

Estimated Actual
Expenditures

One Counselor on Special
Assignment (COSA) was hired for
the second half of the 2018-19
school year. The counselor
worked with 12th grade English
Learner students that were on the
cusp of being A-G eligible. The
COSA used the FAR report to
support data mining pertaining to
targeted student groups. The
COSA also focused on 11th and
12th grade students that had Ds or
Fs in one or more core content
classes and enrolled them in
Mission Graduate. All students
working with the COSA created an
Action Plan.

Action 10
Planned
Actions/Services
1.10 Increase Access to Arts
Education and Enrichment
Opportunities Throughout the
District (Target Outcomes: Q)

Actual
Actions/Services
Students across the district were
offered over 18,000 art exposure
opportunities and over 8,000
participation opportunities. The
arts education and enrichment
opportunities included: McCallum

Arts Programs 5000-5999:
Services And Other Operating
Expenditures 0707 LCFF
$465,000

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Arts Programs 5000-5999:
Services And Other Operating
Expenditures 0707 LCFF
$494,090

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Theatre 5th grade project, PS Art
Museum Art Within Reach,
Steinway Society Piano/Ukulele
labs and concerts, Red Hot
Ballroom, Cabot's Museum Ed.
Outreach, Musical Theatre
University, 2nd grade art program,
Boys Arts Mentoring, Palm Springs
Opera Guild Ed. Outreach, Palm
Springs Intl. Film Festival Student
Screening Day, and the Young
Playwrights Festival.
All high schools provided the
opportunity for student college
visits to increase knowledge of
college admission and the layout
of local campuses. Academic
enrichment field trips were also
funded.

High School Enrichment
Opportunities 5000-5999:
Services And Other Operating
Expenditures 0707 LCFF
$100,000

High School Enrichment
Opportunities 5000-5999:
Services And Other Operating
Expenditures 0707 LCFF $99,760

Middle School Enrichment /
Competition 5000-5999: Services
And Other Operating
Expenditures 0707 LCFF $50,000

Middle School Enrichment /
Competition 5000-5999: Services
And Other Operating
Expenditures 0707 LCFF $42,469

Elementary Instructional Music
Program 1000-1999: Certificated
Personnel Salaries 0707 LCFF
$844,939

Elementary Instructional Music
Program 1000-1999: Certificated
Personnel Salaries 0707 LCFF
$794,291

Grant Writing Program Consultant
5800: Professional/Consulting
Services And Operating
Expenditures 0707 LCFF
$104,000

Grant Writing Program
Consultant 5800:
Professional/Consulting Services
And Operating Expenditures
0707 LCFF $104,000

The middle school enrichment
budget supported various
enrichment field trips and
competitions including Skills USA
State Championship and a STEM
Camp.
4 additional music teachers were
hired to make a total of 8. The
increase in the number of music
teachers provided the opportunity
for all elementary students in
grades Kindergarten (Full-Day
Transitional Kindergarten at 5
sites) through 5th grade to receive
music instruction each week.
Grant writing consultants were
contracted with to focus on
acquiring additional funding for
targeted programs.
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Action 11
Planned
Actions/Services

Actual
Actions/Services

Budgeted
Expenditures

Estimated Actual
Expenditures

1.11 Additional Support to Monitor
A-G Progress (P)

Additional counseling time was
provided at each high school
designated for reviewing individual
transcripts, student and parent
meetings, and to hold parent
information nights that included
learning about the FAFSA process.

Administrative and Counseling
Staff to Assist in Monitoring and
Individual Student Planning 10001999: Certificated Personnel
Salaries 7338 College Readiness
Grant $100,000

Administrative and Counseling
Staff to Assist in Monitoring and
Individual Student Planning 10001999: Certificated Personnel
Salaries 7338 College Readiness
Grant $96,934

Actual
Actions/Services

Budgeted
Expenditures

Estimated Actual
Expenditures

Additional counseling time was
provided to actively register AP
students into classes and exam
registration. After school meetings
included assisting parent
registration for AP exams, as well
as after school tutorials.

Administrative and Counseling
Staff to Assist in Monitoring and
Individual Student Planning 10001999: Certificated Personnel
Salaries 7338 College Readiness
Grant $75,000

Administrative and Counseling
Staff to Assist in Monitoring and
Individual Student Planning 10001999: Certificated Personnel
Salaries 7338 College Readiness
Grant $79,504

Action 12
Planned
Actions/Services
1.12 Increase Enrollment and
Support of Students in Advanced
Placement Courses to Increase
Exam Pass Rate (J)

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.

Palm Springs Unified implemented the majority of actions and services included in Goal 1. All actions were focused on improving the
academic achievement of our students, specifically our unduplicated student groups, including low income, English Learners, and
foster youth. Teachers on Special Assignment (TOSAs) worked to support instruction in a multitude of subjects and instructional
areas including ELA, science, mathematics, and special education. 12 site based literacy coaches focused on building elementary
teacher capacity in ELA and math. 9 coaches provided full-time support at priority sites and 3 coaches provided half-time support at
the remaining 6 sites. The NGSS and secondary math and literacy coaches continued to provide professional development support to
secondary teachers. The math coach also worked with the special education TOSAs to support implementation and scaffolding efforts
aligned to the curriculum. The literacy coach provided support in the Blended Learning Stations Model and supported AP course
development. The elementary math coach supported teachers in strategies to develop students' conceptual math understanding. The
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special education education TOSAs and program specialist continued so support district special education in a variety of areas
including instructional strategies and IEP development. The Principal Coach supported principals in a multitude of areas, with specific
focus being placed on newly hired principals. (Action 1.1)
The majority of the professional development budget was used for the winter mini-conference and the summer S3 conference, which
had a streamlined focus on Social Emotional Learning. Various district positions were funded, all focused on improving educational
opportunities for students with and emphasis on English Learners, low income students, and foster youth. Additional teacher
collaboration time continued to be provided through the 2-1-2 schedule, as well as an additional PD day and student instructional day.
(Action 1.2) Digital storytelling continued to be supported through the DIGICOM consulting contract and related PD. The technology
budget remained focused on our 1:1 initiative in grades 2nd-12th and 2:1 initiative in grades TK-1st. Devices, support personnel, and
technology TOSA's all supported the interactive classroom initiative. (Action 1.3) All district schools received LCFF funding to support
actions and services tied to the specific identified needs of their student population. School sites created School Plans for Student
Achievement (SPSA) outlining how their funds would be used in alignment with the LCAP goals. (Action 1.4) Additional staff was
hired to support class size reduction efforts at all middle and high schools, as well as to eliminate the need for grade level combination
classes at high priority elementary schools. (Action 1.5) Various academic interventions were funded including full-day kindergarten
classrooms district wide and full-day transitional kindergarten classrooms in Desert Hot Springs. Each full-day program benefited from
having additional instructional aide time to support the individual needs of the students in their classrooms. Middle and high school
students were also provided extended school year opportunities for tutoring and credit recovery during winter and summer breaks.
(Actions 1.6 and 1.7)
Administrative, certificated, and classified personnel were funded to support the Career and Technical Education Program. Various
PD opportunities, programs and supplies were also purchased for the program. (Action 1.8) English learner students were supported
by 8 community liaisons who provided various support to EL students including weekly high school newcomer meetings and in-class
high school support. Due to the fact that a new EL coordinator was hired after the school year had begun the hiring of the Counselors
on Special Assignment (COSA) were delayed. Only one counselor was hired for the second half of the school year to specifically
focus on EL students. A total of 4 counselors will be hired for the 19-20 school year. (Action 1.9) Various art enrichment opportunities
were supported for students of all ages across the district. The hiring of 8 music teachers allowed all K-5 students to receive music
instruction once a week. (Action 1.10)

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

The majority of the actions and services within Goal 1 were implemented as planned and in coordination with each other. PSUSD
assessed the effectiveness of actions using a variety of data sources including CAASPP results, CA School Dashboard data, ELPAC
results, DIBELS results, re-designation rates, and graduation cohort information.
1.1 - Teachers on Special Assignment - Elementary English Language Arts results showed improvement over the course of the year,
however needs arose regarding elementary math requiring an adjustment in these positions from Literacy Coaches to Instructional
Coaches. At the secondary level, high school declines in CAASPP results in both math and ELA were heavily impacted by one
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specific site, therefore additional TOSA/Coaching support was provided to that site over the course of the 18-19 school year. The
implementation of NGSS standards continues to develop with the NGSS TOSA focused on facilitating professional development
opportunities. The Principal Coach provided support, primarily to first and second year site administrators, to develop leadership and
planning skills for the site.
1.2 - The Summer S3 Conference had a streamlined focus on Social Emotional Learning and new curriculum orientation. Various Ed.
Services salaries were funded focused on ensuring all students, specifically English Learners, Low Income students, Foster Youth and
Students with Disabilities were engaged in rigorous learning opportunities aligned to CA State Standards. Additionally, the Ed.
Services Department lead the reboot of Professional Learning Communities (PLC) at all school sites. Elementary professional
development plans showed positive student impact based on summative and formative assessment analysis, as well as staff PD
feedback results. Due to limited effectiveness of secondary ELA and Math professional development structures, significant
adjustments are being made to ELA and Math professional development plans for the 2019-20 year. Much of this PD is Title I funded
and will be noted in the 19-20 plan.
1.3 - Technology Implementation - Stakeholder feedback on the 2019 LCAP survey remained very high regarding the positive impact
regarding the additional access to technology. 1:1 and 2:1 initiative continued to be supported and well-received by stakeholder
groups.
1.4 - Site Allocations - Site allocation effectiveness is outlined in each School Plan for Student Achievement. All sites transitioned to a
new SPSA template for the 19-20 school year that mirrors the current LCAP template and requires regular monitoring and evaluation
of actions and expenditures.
1.5 - Grade Span Staffing Adjustments - No combination classes were noted at the elementary school level. Class size reduction
efforts at middle and high school maintained class size averages under a 27.5:1. The additional math teacher at each middle school
has shown inconsistent positive impact. Additional monitoring and structures have been developed to determine whether this action
continues beyond the 19-20 school year.
1.6 - Academic Intervention - All full-day transitional kindergarten and kindergarten classes received a minimum of 2 additional hours
of classified support staff to assist in meeting the individual needs of students. Program specific reports indicate the use of online
intervention programs coincides with improved state testing outcomes.
1.7 - Extended Day Academic Intervention - Numerous credit recovery opportunities were provided through high school extended
school year opportunities which has increased the number of students on track for A-G, as well as graduation requirements. Middle
school students were actively engaged in various enrichment opportunities, bridge programs, and interventions.
1.8 - Linked Learning CTE - An additional CTE program was added at the alternative high school. CTE students continue to graduate
at a higher rate than their peers indicating that the programs continue to keep schools connected with high school completion and

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career pathways. The district's non-traditional gender enrollment in academies and pathways continues to be a focus in efforts to
ensure equitable access to future careers.
1.9 - Additional English Learner Support - Third grade students in the Dual Immersion program will take the new CA Spanish
assessment this year which will evaluate Spanish literacy skills. Data will be available in the fall. The 2018-19 reclassification rate
was 13.0 percent exceeding the county rate of 12.3%. First year summative ELPAC results were positive with 29.3% scoring in Level
4 and 36.1% reporting at Level 3. Numerous Long Term English Learners participated in intervention and credit recovery
opportunities.
1.10 - Increase Access To Art Education and Enrichment - Arts opportunities continue to be provided at all levels of the TK-12
continuum. Ongoing and new partnerships with community groups have been successfully implemented allowing for additional
access for students. All elementary grade students had access to music once a week.
1.11 and 1.12 - Additional Support for A-G Progress and Increased Enrollment in Advanced Placement Courses - Additional staff time
was provided at each high school for added monitoring and support of A-G completion. Data monitoring tools were provided to assist
in the use of this time. Initial, district indicators show the number of students on track for A-G completion is improving.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

Various material differences between budgeted and actual expenditures were found within Goal 1. Within Action 1.1, the salaries for
Site Based Literacy Coaches were less than budgeted due to the fact the the original projection was made for 13 coaches and 12
were hired. Also, the Special Education TOSAs and Program Specialist positions were less than projected due to two staff members
being promoted which created vacancies within their current positions until they were filled (Action 1.1). The funds remaining from
these two actions were redirected to cover the higher than anticipated cost for: Board Professional Development due to a a new EAB
Leadership Forum Contract; Ed. Services due to additional PD costs and priority school collaboration meetings; Secondary
Literacy/ELA and AP PD due to additional AP PD opportunities (Action 1.2), Technology due to higher materials costs (Action 1.3),
and Full-day Kindergarten higher than anticipated classified salaries(Action 1.6). Additionally Grade Span Staffing Adjustment
expenses were less than budgeted due to the experience level of the staff hired (Action 1.5). Additional less than anticipated
expenditures were found in Math Professional Development/Math Interventions Middle School due to other PD opportunities that were
available through federal funding (Action 1.2); Elementary Math Intervention Program-Dreambox less than anticipated cost (Action
1.6); AVID less than projected PD costs (Action 1.8); Elementary Instructional Music Program salaries were less than projected
(Action 1.10). The funds remaining supported the higher than anticipated salaries for Work Based Learning 4 FTEs (Action 1.8); EL
Targeted Support for Identifying LTELs and Assessment higher expenses (Action 1.9); and Arts Programs increased expenses (Action
1.10). The largest unallocated budget was found in the High School Counselors for EL Oversight budget due to the late hiring of staff
and then only hiring one of the four counselors that had been budgeted for (Action 1.9). The largest increase in budget was found in
College and Career Readiness budget due to the fact that 6 Reserve Officer Training Corp (ROTC) teachers were hired to support
Junior ROTC programs at 3 comprehensive high schools to provide an additional college and career option for our unduplicated
students. ROTC teachers will have a separate expenditure line in the 2019-20 plan. (Action 1.8) Funds from the previously noted
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unallocated budgets, including the High School Counselors for EL Oversight, were redistributed to support the salary costs of the
ROTC teachers.
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.

Specific changes will be made to Goal 1 of the PSUSD LCAP in efforts for continuous improvement in academic achievement. The
Site Based Literacy Coaches will be changed to Elementary Instructional Coaches with a clear focus on supporting teachers in
building their capacity in best first instruction in ELA and math in grades K-5. The coaches will work to bring evidence-based practices
into the classroom, with an equity lens placed on our unduplicated student populations. Specifically, regarding ELA coaching support,
the model has moved from supporting primarily discrete reading skills to also include deep learning opportunities for students provided
through best first instruction. The Principal on Special Assignment retired at the end of the 18-19 school year. That person will remain
as a consultant supporting our first and second year principals. The budgeted expenditure will be reduced to $30,000 for the
consultant services. These changes can be found in Action 1.1. The Professional Development for State Standards Implementation
budget will be increased to support additional professional development opportunities targeted at identified priority school sites
determined through the analysis of formative and summative data. This change can be found in Action 1.2. The Board Professional
Development budget will be increased to include the cost of the EAB consultant contract. The Secondary Literacy/ELA and Advanced
Placement PD budget will be increased next year to allow for the purchase of the Turnitin program which will allow teachers to provide
effective feedback, assignment grading, and prevent plagiarism. The Turnitin program will be used in all middle and high schools.
The Math Professional Development/Math Intervention - Middle School budget will be reduced due to various other PD opportunities
being available at the middle school level funded through federal funds. Additional Professional Learning Community (PLC) structures
will be in place to ensure the effective use of the collaboration time allotted to teachers. Consultants are being funded through federal
funds to support PLC development at various levels. PLC structures will include a focus on short cycle assessment development and
disaggregrated data analysis which focuses on our unduplicated student populations, and student groups that were identified for
differentiated assistance based on their red mathematics indicator performance level, including students with disabilities and African
American students. These change can be found in Action 1.2. The Technology budget will be increased to support the purchasing
of the GoGuardian program which provides cloud-based filtering to create safer digital learning environments. There will no longer be
a budget for DIGICOM Fellows Stipends as the stipends are now incorporated into the DIGICOM contract. The DIGICOM budget will
be increased to support the stipends, as well as to provide additional professional development opportunities to district teachers. This
change can be found in Action 1.3. The action to reduce the staffing ratio in high school budget will be increased to support the hiring
of 6 additional high school teachers to maintain class size averages at 27.5. This change can be found in Action 1.5. A new
expenditure will be added to support the addition of Junior Reserve Officer Training staffing at three comprehensive high schools to
support students in additional college and career opportunities. Career Guidance Specialists will be funded at each comprehensive
high school, supporting students with career exploration and preparation. A focus student group for the Career Guidance Specialist
will be the students with disabilities who had a red performance level for CCI and were a group for which the district was identified for
Differentiated Assistance. These changes can be found in Action 1.8. A new expenditure will be added for marching band director
stipends and a materials and supplies and DHSHS Extracurricular Materials and Supplies budget to improve student access to quality
equipment and uniforms in music and athletic activities. These changes can be found in Action 1.10. An additional teacher will be
funded at Desert Hot Springs High School (DHSHS) in order to increase A-G opportunities for unduplicated students. DHSHS
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currently is the district high school with the lowest A-G rate. This change can be found in Action 1.11. The Additional Support to
Monitor A-G Progress action and the Increase Enrollment and Support of Students in Advanced Placement Courses to Increase Exam
Pass Rate action budgets, previously funded through the College Readiness Grant, will now be funded with LCFF funds due to the
grant funds no longer being available. The Increase Enrollment and Support of Students in Advanced Placement Courses to Increase
Exam Pass Rate budget will also be increased to support student AP and PSAT testing which previously were supported through the
College Readiness Grant. The students targeted for these actions will be English Learners, Low Income students, Foster Youth, and
Students with Disabilities. These changes can be found in Action 1.11 and 1.12.
For the 2019-20 revised plan Title I, Title II, Title III, and Title IV expenditure funding will be included in the outlined actions.

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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 2
2. Parent and Community Partnerships: Palm Springs Unified School District will collaborate with families and our local communities to
ensure all students are actively engaged in learning and connected in meaningful ways to their school and community.
State and/or Local Priorities addressed by this goal:

State Priorities:

X
X
X

Priority 3: Parental Involvement (Engagement)
Priority 5: Pupil Engagement (Engagement)
Priority 6: School Climate (Engagement)

Local Priorities:

Annual Measurable Outcomes
Expected

Actual

Metric/Indicator
A) Attendance rate for Parent Center sponsored events by event type.
18-19
A) Maintain or increase average attendance rates for Parent Center
sponsored events for each event type from 2017-2018 attendance rate data.

A) 2018-2019 Family Center Event Average Attendance
Workshops: 93 participants
Courses: 68 participants
Conferences: 328 participants

Baseline
A) 2016-2017 Parent Center Event Average Attendance
Workshops: 17 participants
Courses: 15 participants
Conferences: 200 participants
Metric/Indicator
B) Attendance at African American Parent Action Committee (AAPAC)
meetings.

B) 2018-2019 AAPAC members who consistently attended meeting sessions:
15

18-19
B) Maintain or increase AAPAC "consistent attendee" participation from
2017-2018 rate.
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Expected

Actual

Baseline
B) 2016-2017 AAPAC members who consistently attend meeting sessions:
8
C) 2017-2018 Student Attendance Rates (student groups locally calculated)
ALL: 94.0% (declined by 0.4%)
EL: 94.3% (declined by 0.9%)
Hisp: 94.2% (declined by 0.4%)
AA: 91.9% (declined by 0.7%)
SED: 94.3% (declined by 0.4%)
SWD: 91.5% (declined by 1.9%)

Metric/Indicator
C) Student Attendance Rates
All Students (ALL)
English Learner (EL)
Hispanic (Hisp)
African American (AA)
Socioeconomically Disadvantaged (SED)
Students with Disabilities (SWD)
18-19
C) Improve overall and each student group attendance rates by 1% or
maintain 95% attendance rate from 2017-2018 rates.
Baseline
C) 2015-2016 Student Attendance Rates ("All Students" per DataQuest;
student groups locally calculated; official 2016-2017 available April 2018)
ALL: 94.6%
EL: 94.7%
Hisp: 94.5%
AA: 92.0%
SED: 94.2%
SWD: 92.1%
Metric/Indicator
D) Chronic Absenteeism Rates
District (DIST)
All Students (ALL)
Elementary School Students (ES)
Middle School Students (MS)
High School Students (HS)
English Learner (EL)
Hispanic (Hisp)
African American (AA)
Socioeconomically Disadvantaged (SED)
Students with Disabilities (SWD)
18-19

D) The Fall 2018 release of the California School Dashboard displayed
results from the 2017-2018 academic year for the Chronic Absenteeism
Indicator. This marked the first posting of performance levels for this
indicator. Results in this indicator from the Fall 2018 Dashboard for PSUSD
were:
All Students - Orange (17.0%, an increase of 1.2%)
EL: Orange (12.9%, an increase of 0.7%)
Hisp: Orange (15.8%, an increase of 0.9%)
AA: Red (29.8%, an increase of 5.6%)
SED: Orange (17.8%, an increase of 1.3%)
SWD: Red (24.9%, an increase of 2.2%)
The Chronic Absenteeism Indicator is an area in need of significant
improvement for the district, in part due to increasing rates for all significant
student groups in 2017-2018. PSUSD Chronic Absenteeism Indicator results
on the Fall 2018 Dashboard indicate six student groups in the Red
performance level (American Indian, African American, Students with
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Expected

Actual

D) "Blue" or "Green" 2017-2018 result: Maintain status in either blue or
green performance levels for each group per the corresponding 5x5 Color
Table for the Chronic Absentee Indicator.
"Yellow" or "Orange" 2017-2018 result: Decrease percentage of students
noted as chronically absent by noted percentage for "Declined" column.

Disabilities, Foster Youth, Homeless, White). The district "All Students"
group and five student groups reported in the Orange performance level
(English Learners, Filipino, Hispanic, SED, Two or More Races).
The Fall 2019 Dashboard release will display Chronic Absenteeism Indicator
results based on the 2018-2019 academic year as compared to the 20172018 academic year.

"Red: 2017-2018 result: Decrease percentage of students noted as
chronically absent by noted percentage for "Declined Significantly" column
Baseline
D) Locally Calculated Chronic Absentee Rates 2015-2016 (2016-2017
available Fall 2017)
DIST: ALL- 19.9%, ES- 17.5%, MS- 21.8%, HS- 21.8%
EL: ALL- 16.3%, ES- 12.8%, MS- 21.0%, HS- 25.3%
HIsp: ALL- 18.0%, ES- 16.0%, MS- 18.9%, HS- 20.3%
AA: ALL- 32.2%, ES- 29.4%, MS- 39.1%, HS- 30.5%
SED: ALL- 19.8%, ES- 17.1%, MS- 21.5%, HS- 21.9%
SWD: ALL- 29.5%, ES- 23.9%, MS- 33.6%, HS- 37.2%
NOTE: This measure will be modified to match the LCFF Evaluation Rubrics
and California School Dashboard format once available in 2017-2018.
E) High School 4-Year Cohort Dropout Rate 2017-2018 (2018-2019 available
Fall 2019)
ALL: 4.6% (declined 0.2%)
EL: 5.7% (declined 2.1%)
HIsp: 4.6% (declined 0.3%)
AA: 4.3% (declined 0.3%)
SED: 4.9% (declined 0.2%)
SWD: 9.8% (increased 2.2%)

Metric/Indicator
E) High School 4-Year Cohort Dropout Rate
All Students (ALL)
English Learner (EL)
Hispanic (Hisp)
African American (AA)
Socioeconomically Disadvantaged (SED)
Students with Disabilities (SWD)
18-19
E) Decrease overall and student group four-year cohort high school dropout
rates by 1% from 2017-2018. Decrease EL and SWD subgroup rates by 2%
from 2017-2018 data.
Baseline
E) High School Dropout Rate 2015-2016 (2016-2017 available Fall 2017)
ALL: 6.8%
EL: 11.5%
HIsp: 6.8%
AA: 8.8%

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Expected

Actual

SED: 7.3%
SWD: 10.5%
F) Middle School Dropout Rate 2017-2018 (2018-2019 available Fall 2019)
ALL: 0.24% (4 students)
EL: 0.27%
HIsp: 0.23%
AA: 1.25%
SED: 0.27%
SWD: 0.59%

Metric/Indicator
F) Middle School Dropout Rate
All Students (ALL)
English Learner (EL)
Hispanic (Hisp)
African American (AA)
Socioeconomically Disadvantaged (SED)
18-19
F) Maintain overall and all student group middle school dropout rates below
0.5%.
Baseline
F) Middle School Dropout Rate 2015-2016 (2016-2017 available Fall 2017)
ALL: 0.06%
EL: 0.00%
HIsp: 0.07%
AA: 0.00%
SED: 0.06%
Metric/Indicator
G) Parent Participation in Stakeholder Input Processes
18-19
G) Maintain or increase number of parent LCAP Input Surveys completed
from 2017-2018 total.
Baseline
G) 2016-2017 LCAP Input Surveys
Total Parent Surveys Submitted: 1,517
English Surveys: 839
Spanish Surveys: 677

G) 2018-2019 LCAP Input Surveys
Total Family Surveys Submitted: 6,350
Total Community Member Surveys Submitted: 150
LCAP input items were incorporated into the district's Family School Climate
survey in 2018-2019. This led to a significant increase in the number of input
submissions from families. Surveys were completed online through the
Panorama system, allowing for English and Spanish surveys to be completed
based on the home language recorded for each family.

Metric/Indicator
H) Family School Connectedness via Panorama Family Climate Survey in
grades 3-12

H) Family School Sense of Belonging (School Connectedness) reports as the
percentage of respondents who reported a favorable rating to the items within
the group. PSUSD Administered the 2018-2019 survey in February, 2019.

18-19
H) New metric for 2018-2019. Baseline for family connectedness will be
determined using the Sense of Belonging (School Connectedness) measure

Sense of Belonging (School Connectedness) - 94% of families responded
favorably (6,350 responses)

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Expected

Actual

from the 2018-2019 administration of the district's family climate survey via
the Panorama Education system. Results will be reported for family/student
groups including families of unduplicated pupils and families of students with
exceptional needs.
Baseline
Baseline to be established in 2018-19

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
Actions/Services
2.1 Parent Outreach: Increase
Family Resources
(Target Outcomes: A, B, C, D, E)

Actual
Actions/Services

Budgeted
Expenditures

Estimated Actual
Expenditures

A parent coordinator and two office
support staff were funded. Various
parent groups were established
and facilitated including: Palm
Springs PTA Council, LCAP
Parent Advisory Committee,
African American Parent Advisory
Committee, and the LQBTQ
Parent Leadership Committee.
Regular meetings were held with
parent leaders and the
superintendent. The Parent
Center also partnered with various
community organizations including
the Riverside University Health
System - Behavior Health and the
Desert Hot Springs Rotary.

Parent Coordinator: (Coordinator
and 2 Clerical Support) 10001999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
0707 LCFF $422,000

Parent Coordinator: (Coordinator
and 2 Clerical Support) 10001999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
0707 LCFF $419,486

Parent Outreach 1000-1999.
2000-2999: Certificated and
Classified Salaries 0707 LCFF
$187,086

Parent Outreach 1000-1999.
2000-2999: Certificated and
Classified Salaries 0707 LCFF
$188,619

Bilingual Office Techs. for High
Priority Elementary Schools
2000-2999: Classified Personnel
Salaries 0707 LCFF $169,696

Bilingual Office Techs. for High
Priority Elementary Schools
2000-2999: Classified Personnel
Salaries 0707 LCFF $166,749

District Enrollment Center 50005999: Services And Other
Operating Expenditures 0707
LCFF $15,000

District Enrollment Center 50005999: Services And Other
Operating Expenditures 0707
LCFF $5,511

A Parent Center Teacher on
Special Assignment and 2 parttime community liaisons were
hired. Various courses were
offered at school sites across the
district, the Palm Springs and

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Desert Hot Springs Family
Centers, and community centers
including the Cathedral City Library
and the James O. Jessie Center.
Courses offered included:
Nurturing Parents, 7 Habits of
Successful Families, and ESL and
Technology classes.
Bilingual office technicians
maintained at 5 high priority
elementary schools to facilitate
parent engagement through oral
and written translation and
support.
Two district enrollment centers, 1
in Desert Hot Springs and 1 on
Palm Springs, facilitated one-stop
enrollment including paperwork
completion, immunizations,
physicals, and nutrition services.

Action 2
Planned
Actions/Services
2.2 Improve Student Connectivity
to School as Reflected by
Increased Attendance Rates and
Decreased Dropout Rates
(Target Outcomes: D, E, F, G)

Actual
Actions/Services

Budgeted
Expenditures

Estimated Actual
Expenditures

Full-time community liaisons were
provided at 5 high priority
elementary schools, .5 liaisons
were provided at the remaining
elementary schools. Liaisons
worked to improve attendance and
chronic absenteeism rates through
student and parent contacts, home
visits, and resource support. Over
4,000 documented contacts with
students and their families
occurred.

School Community Liaisons
2000-2999: Classified Personnel
Salaries 0707 LCFF $597,717

School Community Liaisons
2000-2999: Classified Personnel
Salaries 0707 LCFF $1,024,752

Middle School Prevention
Specialists 2000-2999: Classified
Personnel Salaries 0707 LCFF
$649,200

Middle School Prevention
Specialists 2000-2999: Classified
Personnel Salaries 0707 LCFF
$633,450

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Prevention Specialists remained in
each of the middle and high
schools. Their focus was on
improving chronic absenteeism
rates and supporting high-risk
students in order to reduce dropout rates and maintain students in
class and school. Over 2,000
documented contacts with
students were made.

Action 3
Planned
Actions/Services
2.3 Improve Student Access to
Campus Through Increased
Transportation Services
(Target Outcomes: D, E)

Actual
Actions/Services

Budgeted
Expenditures

Estimated Actual
Expenditures

Busing routes were expanded to
targeted areas with high
unduplicated student counts.
Additional safety and tracking
measures were installed on buses.

Transportation - 2:1:2 Schedule
Transportation & Increased
Busing 5000-5999: Services And
Other Operating Expenditures
0707 LCFF $1,941,600

Transportation - 2:1:2 Schedule
Transportation & Increased
Busing 5000-5999: Services And
Other Operating Expenditures
0707 LCFF $1,935,600

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.

The majority of the PSUSD actions and services designed to make progress in achieving the goals within Goal 2 were fully
implemented. The parent coordinator worked to establish and facilitate a number of parent groups and committees, including the
African American Parent Advisory Committee and the LCAP Parent Advisory Committee. These committees were focused on
identifying ways that the district could better meet the needs of our students, with a focus on the needs of our unduplicated students
and our African American students. The African American students currently are a student group for which PSUSD has been
identified for Differentiated Assistance. Various educational opportunities were also offered for parents and families including
numerous English as a Second Language (ESL) class offerings. Requests for additional ESL classes were frequently made on the
17-18 LCAP Input Survey. (Action 2.1 ) Due to the high chronic absenteeism rates that were identified on the 2018 California School
Dashboard an additional program was purchased to assist with student attendance. The Attention to Attendance program was
purchased to support community liaisons and prevention specialists in identifying and supporting students throughout the school year
who have frequent absences causing them to be identified as chronically absent. (Action 2.2) Additional safety and student tracking
measures were installed on all buses to ensure student safety. (Action 2.3)
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Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.

The majority of the actions and services within Goal 2 were implemented as planned and in coordination with each other. PSUSD
assessed the effectiveness of actions and and services using a variety of measures including chronic absenteeism rates, attendance
rates, drop-out rates, school connectedness and parent/family participation rates in family center events and input sessions.
2.1 - Parent Outreach - Various parent groups and committees were established to ensure consistent stakeholder input reflective of
district demographics. Multiple workshops and courses were offered to parents in multiple locations. LCAP input indicated positive
feedback regarding the increased access to English as a Second Language classes. Stakeholder feedback continued to request
additional parent learning and family engagement activities directly at school sites.
2.2 - Improve Student Connectivity to School as Reflected by Increased Attendance Rates and Decreased Dropout Rates - The high
school dropout rate continued to decline for every student group with the exception of Students with Disabilities. Chronic absenteeism
continued to be a focal point. An additional, new program was added over the course of the 2018-19 school year in an effort to
address chronic absenteeism issues. District monitoring data indicated an improvement in chronic absenteesim rates across the
district for the 2018-19 school year. 94% of parents responded favorably to school connectedness items on the School Climate
Survey.
2.3 - Improve Student Access to Campus Through Increased Transportation Services - Additional safety measures were added to
buses to ensure student safety. Bus route expansion allowed for increased transportation access for unduplicated students. Three
specific areas within our district were identified by numerous stakeholders through the LCAP Meetings and the LCAP Survey Input
process as areas in need of additional busing opportunities. A district analysis was completed and based on the input and analysis
additional busing routes will be added in 2019-20 to support student attendance from these identified areas.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

Due to the fact that the majority of the actions and services were fully implemented, few material differences exist between budgeted
and actual expenditures. The community liaisons budget was higher than anticipated due to the fact that an additional program,
Attention to Attendance (A2A) was purchased to support improvement in our district chronic absenteeism rates. For the 2018-19
Annual Update this expense was included with the community liaisons expenditures. The expenditure will have its own budget line in
the 2019-20 plan. The additional funds to support the new program were partially funded from less than anticipated expenditures in
the District Enrollment Center budget (Action 2.1) and remaining funds from the Middle School Prevention Specialists budget (Action
2.2). Remaining funds to support the A2A program were allocated from previously unallocated LCFF funds.
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.

Based on the implementation and effectiveness of actions and services, specific changes and modifications will be made in Goal 2 for
the 19-20 school year. The Parent Coordinator budget will be increased slightly to allow for the hiring of a supervision aide to support
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childcare at the numerous parent meetings and trainings that will be offered. The Parent Outreach budget will be increased to allow
for a full-time Teacher on Special Assignment (TOSA) for Parent Engagement to be hired to replace the retiring .8 TOSA, as well as
support teacher stipends to allow one teacher representative per site to serve on the Family Engagement Teacher Advisory
Committee. This committee will engage in training regarding family engagement principles from research based resources. These
teachers will provide ongoing assessment of their school sites progress toward family engagement goals including; welcoming all
families, effective communication, collaborating with the community, empowering families to be advocates and volunteers, and
including families as decision makers. (Action 2.1) A separate expenditure will be noted for the Attention to Attendance (A2A)
program noted above which is supporting the improvement of student attendance and chronic absenteeism rates. There will be no
cost associated with this new program next year due to the fact that a two year subscription was paid this year. Another new
expenditure for next year will be the One Future Coachella Valley contract which will facilitate and manage a Desert Hot Springs
Family Alliance Team that will engage the local community to advance actionable tactics to reduce the chronic absenteeism rates on a
long-term and systemic basis. The Desert Hot Springs schools have the highest chronic absenteeism rates in the district. Specific
student group focus for improving chronic absenteeism rates will be placed on each of the student groups identified for Differentiated
Assistance with a red chronic absenteeism performance level indicators including foster youth, students with disabilities, American
Indian, and African American. (Action 2.2) The transportation budget will be increased to add additional routes for priority areas
identified by stakeholders through the LCAP input process. (Action 2.3)
For the 2019-20 revised plan Title I, Title II, Title III, and Title IV expenditure funding will be included in the outlined actions.

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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 3
3. Palm Springs Unified School District will provide students with a clean, healthy, physically and emotionally safe learning
environment.
State and/or Local Priorities addressed by this goal:

State Priorities:

X
X

Priority 1: Basic (Conditions of Learning)
Priority 6: School Climate (Engagement)

Local Priorities:

Annual Measurable Outcomes
Expected

Actual
A) Dashboard Suspension Rates (2017-2018)
ALL: Orange (7.3%, increased 1.7%)
EL: Orange (5.4%, increased 1.0%)
Hisp: Orange (6.9%, increased 1.8%)
AA: Red (14.9%, increased 0.9%)
SED: Orange (7.6%, increased 1.6%)
SWD: Red (13.5%, increased 4.1%)
Foster Youth (FY): Red (21.3%, increased 4.2%)

Metric/Indicator
A) Suspension Rates:
All Students (ALL)
English Learner (EL)
Hispanic (Hisp)
African American (AA)
Socioeconomically Disadvantaged (SED)
Students with Disabilities (SWD)
18-19
A) "Blue" or "Green" 2017-2018 result: Maintain status in either blue or
green performance levels for each group per the corresponding 5x5 Color
Table for the Suspension Rate Indicator.
"Yellow" 2017-2018 result: Meet or exceed targets for the "Declined"
change column. Target growth for Suspension Rate will be a decrease of
0.3% to 2.0%.
"Orange" 2017-2018 result: Meet targets for the "Declined" change column.
Target growth for Suspension Rate will be a decrease of 0.3% to 2.0%.

The Suspension Rate Indicator changes can be attributed to adjustments in
coding of in-school suspensions in 2017-2018. PSUSD Suspension Rate
Indicator results on the Fall 2018 Dashboard indicate five student groups in
the Red performance level (American Indian, African American, Students with
Disabilities, Foster Youth, Two or More Races). The district "All Students"
group and six student groups reported in the Orange performance level
(English Learners, Filipino, Hispanic, Homeless, SED, White).
The Fall 2019 Dashboard release will display Suspension Rate Indicator
results based on the 2018-2019 academic year as compared to the 20172018 academic year.

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Expected

Actual

"Red" 2017-2018 result: Meet targets for the "Declined Significantly" change
column. Target growth for Suspension Rate will be a decrease of 2.0% or
more.
Baseline
A) Dashboard Suspension Rates (2014-2015)
ALL: Yellow (5.5%, declined 0.3%)
EL: Yellow (4.3%, declined 0.2%)
Hisp: Yellow (4.6%, declined 0.6%)
AA: Red (15.1%, increased 3.0%)
SED: Yellow (5.9%, declined 0.3%)
SWD: Yellow (9.5%, declined2.5%)
Local Calculation 2015-2016:
ALL: 5.9%
EL: 4.8%
Hisp: 5.2%
AA: 14.4%
SED: 6.5%
SWD: 13.0%
Metric/Indicator
B) Expulsion Rates
All Students (ALL)
English Learner (EL)
Hispanic (Hisp)
African American (AA)
Socioeconomically Disadvantaged (SED)
Students with Disabilities (SWD)

B) Expulsion Rates 2017-2018
ALL: 0.18%
EL: 0.10%
Hisp: 0.18%
AA: 0.38%
SED: 0.19%
SWD: 0.22%

18-19
B) Expulsion Rate Targets
ALL: maintain under 0.5%
EL: maintain under 0.5%
HIsp: maintain under 0.5%
AA: decline to under 0.5%
SED: maintain under 0.5%
SWD: decline to under 0.5%
Baseline
B) Expulsion Rate 2015-2016
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Expected

Actual

ALL: 0.46%
EL: 0.34%
Hisp: 0.43%
AA: 1.29%
SED: 0.49%
SWD: 0.88%

C) In 2018-2019, PSUSD surveyed all students in grades 3-12 in areas of
school climate and social-emotional learning. The survey window was moved
from August/September to January/February in 2018-2019. Item text differed
by grade span, therefore both elementary and secondary results will be
reported for these measures. The Panorama survey scale for "Sense of
Belonging (School Connectedness)" is used for this metric, reporting the
percentage of students who responded favorably to the items in this category.

Metric/Indicator
C) Student School Connectedness via California Healthy Kids Survey
Results (transitioning to Panorama survey in grades 3-12 in 2017-2018)
18-19
C) Panorama Survey - School Connectedness 2017-2018
All students: Elementary 79%, Secondary 63%
EL: Elem 79%, Sec 65%
AA: Elem 70%, Sec 60%
Hisp: Elem 79%, Sec 64%
SED: Elem 79%, Sec 63%

Panorama Survey - School Connectedness 2018-2019
All students: Elementary 74%, Secondary 56%
EL: Elem 74%, Sec 61%
AA: Elem 70%, Sec 49%
Hisp: Elem 74%, Sec 57%
SED: Elem 75%, Sec 56%
SWD: Elem 68%, Sec 58%

2018-2019 Panorama survey result growth target: Maintain or increase
percentage for all student groups. Increase percentages for African
American student group by 2% or more.
Baseline
C) California Healthy Kids Survey 2015-2016
5th Grade: 58%
7th Grade: 52%
9th Grade: 42%
11th Grade: 37%
Metric/Indicator
D) Student Perception of School Safety via California Healthy Kids Survey
Results (transitioning to Panorama survey in grades 3-12 in 2017-2018)
18-19
D) Panorama Survey - Safety 2017-2018
All students: Elementary 65%, Secondary 71%
EL: Elem 63%, Sec 72%
AA: Elem 62%, Sec 68%
Hisp: Elem 65%, Sec 73%
SED: Elem 64%, Sec 72%

D) In 2018-2019, PSUSD surveyed all students in grades 3-12 in areas of
school climate and social-emotional learning. The survey window was moved
from August/September to January/February in 2018-2019. Item text differed
by grade span, therefore both elementary and secondary results will be
reported for these measures. The Panorama survey scale for "Safety" is
used for this metric, reporting the percentage of students who responded
favorably to the items in this category.
Panorama Survey - Safety 2018-2019
All students: Elementary 66%, Secondary 65%
EL: Elem 65%, Sec 65%
AA: Elem 59%, Sec 57%

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Expected

Actual
Hisp: Elem 66%, Sec 66%
SED: Elem 68%, Sec 64%
SWD: Elem 59%, Sec 58%

2018-2019 Panorama survey result growth target: Maintain or increase
percentage for all student groups. Increase percentages for African
American student group by 2% or more.
Baseline
D) California Healthy Kids Survey 2015-2016
5th Grade: 77%
7th Grade: 66%
9th Grade: 42%
11th Grade: 56%

E) 100% Williams Facilities Compliance for 2018-2019 per Riverside County
Office of Education inspection results.

Metric/Indicator
E) Williams Facilities Inspection Results
18-19
E) Maintain 100% Williams Facilities Compliance
Baseline
E) 100% Williams Compliance for 2016-2017

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
Actions/Services

Actual
Actions/Services

Budgeted
Expenditures

3.1 Supplemental Counseling and
Student Support Services Provided
for Unduplicated Youth
(Targeted Outcomes: A, B, C, D)

Additional middle school
counselors maintained at middle
school sites to assist with A-G
awareness and preparation, socialemotional learning and support,
and improved campus climate.

Estimated Actual
Expenditures

Additional Middle School
Counselors 1000-1999:
Certificated Personnel Salaries
0707 LCFF $536,227

Additional Middle School
Counselors 1000-1999:
Certificated Personnel Salaries
0707 LCFF $524,882

Counseling at Elementary
Schools 1000-1999: Certificated
Personnel Salaries 0707 LCFF
$879,482

Counseling at Elementary
Schools 1000-1999: Certificated
Personnel Salaries 0707 LCFF
$916,279

The total number of district
elementary counselors funded
increased to 7 this year.
Counselors provided full-time Tier I Mental Health Support Services
1000-1999. 2000-2999:
and Tier 2 behavior support and
interventions at priority sites.
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Mental Health Support Services
1000-1999. 2000-2999:

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Support included social-emotional
learning, bullying prevention, and
small group interventions. The
remaining elementary schools
were supported with one day of
counseling support via a
consultant company.

Certificated and Classified
Salaries 0707 LCFF $475,000

Certificated and Classified
Salaries 0707 LCFF $573,342

High School Counselor Allotment
Adjustment 1000-1999:
Certificated Personnel Salaries
0707 LCFF $340,554

High School Counselor Allotment
Adjustment 1000-1999:
Certificated Personnel Salaries
0707 LCFF $257,887

8 licensed therapists and 5
associates provided mental health
support to students at schools, the
clinic, and in the community.

Additional Counselor for Desert
Hot Springs High School - 1.0
FTE & .7 FTE 1000-1999:
Certificated Personnel Salaries
0707 LCFF $141,801

Additional Counselor for Desert
Hot Springs High School - 1.0
FTE & .7 FTE 1000-1999:
Certificated Personnel Salaries
0707 LCFF $147,594

Partial funding maintained for
additional counselor support at 4
high schools. The two focus areas
for the additional support were
SEL counseling and A-G
completion rate.

Support for Foster Youth at
Middle Schools 2000-2999:
Classified Personnel Salaries
0707 LCFF $20,000

Support for Foster Youth at
Middle Schools 2000-2999:
Classified Personnel Salaries
0707 LCFF $36,293

Panorama Education Surveys
5000-5999: Services And Other
Operating Expenditures 0707
LCFF $68,000

Panorama Education Surveys
5000-5999: Services And Other
Operating Expenditures 0707
LCFF $149,600

An additional full-time counselor
maintained at DHSHS. The focus
of this counselor was to assist with
9th grade student transitions and
early A-G preparation.
A foster youth community liaison
provided support services and
resources to foster youth and their
families. The foster youth liaison
also organized other community
liaisons to support foster youth at
their specific sites. Over 140
foster youth were supported during
the 18-19 school year.
The Panorama Education Surveys
were administered to support
students' social emotional learning
with research-backed measures
and actionable data reports. The
LCAP Input survey was combined

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with the Panorama survey this
year.

Action 2
Planned
Actions/Services
3.2 Implementation of Multi-tiered
Systems of Support Teams
Focused on Positive Behavior
Development
(Targeted Outcomes: A, B)

Actual
Actions/Services

Budgeted
Expenditures

Estimated Actual
Expenditures

The Positive Behavior
Interventions and Supports (PBIS)
model maintained at 5 priority sites
this year, 4 elementary and 1
middle school. Partial salary for a
behavior intervention coordinator
was supported. Tier I and Tier 2
Development were supported at
the school sites.

Form Implementation Teams to
implement multi-tiered systems of
support 1000-1999, 4000-4999:
Certificated Salaries and Supplies
3312 CEIS $345,000

Form Implementation Teams to
implement multi-tiered systems of
support 1000-1999, 4000-4999:
Certificated Salaries and Supplies
3312 CEIS $302,954

Actual
Actions/Services

Budgeted
Expenditures

Estimated Actual
Expenditures

3 FTE security guards were hired
and partial salary for 35 additional
security guards were supported.
H.E.R.O consultants were hired to
provide training to staff and
students on how to react in
situations involving violent
intruders. Various materials and
supplies were purchased including
surveillance cameras and two-way
communication radios.

Campus Safety and Security
2000-2999, 4000-4999: Classified
Salaries and Supplies 0707 LCFF
$1,025,000

Campus Safety and Security
2000-2999, 4000-4999: Classified
Salaries and Supplies 0707 LCFF
$1,105,310

4 LVN Positions 2000-2999:
Classified Personnel Salaries
0707 LCFF $75,750

4 LVN Positions 2000-2999:
Classified Personnel Salaries
0707 LCFF $75,986

First Aid / CPR Training 10001999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
0707 LCFF $10,000

First Aid / CPR Training 10001999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
0707 LCFF $9,575

School Resource Officers (new
expenditure - see Annual Update
for more information) 5000-5999:
Services And Other Operating
Expenditures 0707 LCFF
$565,000

School Resource Officers (new
expenditure - see Annual Update
for more information) 5000-5999:
Services And Other Operating
Expenditures 0707 LCFF
$603,786

Action 3
Planned
Actions/Services
3.3 Increased Campus Safety,
Security and Disaster
Preparedness
(Targeted Outcomes: A, B, C, D)

Partial salaries were funded for 4
LVNs to support our high schools
with various nursing duties
including specialized health
procedures, screenings, and
maintaining student health records.

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All secondary PE teachers and 68
Health Paraprofessionals were
trained in CPR/First Aid.
Security Resource Officers were
contracted with to support the 4
comprehensive high schools and 3
alternative schools in creating and
maintaining safe school
environments.

Emergency Disaster Equipment
(this expenditure has been
eliminated - see Annual Update
for more information) 4000-4999:
Books And Supplies 0707 LCFF
$0

Emergency Disaster Equipment
(this expenditure has been
eliminated - see Annual Update
for more information) 4000-4999:
Books And Supplies 0707 LCFF
$0

Budgeted
Expenditures

Estimated Actual
Expenditures

Action 4
Planned
Actions/Services

Actual
Actions/Services

3.4 Provide Supports for Students,
Social Awareness and
Interpersonal Skill Development
(Targeted Outcomes: A, B, C, D)

6 assistant principals were funded
to support 6 priority elementary
schools, all with high unduplicated
student rates. Assistant principals
were focused on improving student
achievement and chronic
absenteeism and discipline referral
rates.
Additional days continued to be
added to the high school AP yearly
calendar to support A-G progress
for unduplicated students,
including allowing more time for
student and parent meetings.
Partial salary for the Behavior
Intervention Coordinator was
funded. The coordinator was
focused on the effective
implementation of PBIS at 6
priority sites. Extra duty funding
was allotted for PBIS meetings and
Home Visits. Equity professional
development was also funded.

Increase to 6 Elementary
Assistant Principal 1000-1999:
Certificated Personnel Salaries
0707 LCFF $958,654

Increase to 6 Elementary
Assistant Principal 1000-1999:
Certificated Personnel Salaries
0707 LCFF $983,291

High School AP Salary
Adjustments 1000-1999:
Certificated Personnel Salaries
0707 LCFF $73,832

High School AP Salary
Adjustments 1000-1999:
Certificated Personnel Salaries
0707 LCFF $69,737

Implement and Sustain PBIS
Programs 1000-1999, 4000-4999:
Certificated Salaries and Supplies
0707 LCFF $50,000

Implement and Sustain PBIS
Programs 1000-1999, 4000-4999:
Certificated Salaries and Supplies
0707 LCFF $47,339

Game On! Organized Recess
Program 2000-2999: Classified
Personnel Salaries 0707 LCFF
$440,000

Game On! Organized Recess
Program 2000-2999: Classified
Personnel Salaries 0707 LCFF
$422,864

Ophelia Project 5800:
Professional/Consulting Services
And Operating Expenditures 0707
LCFF $30,000

Ophelia Project 5800:
Professional/Consulting Services
And Operating Expenditures
0707 LCFF $38,500

Dean of Students - DSMS &
PHMS 1000-1999: Certificated

Dean of Students - DSMS &
PHMS 1000-1999: Certificated

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10 recess coaches and a recess
program coordinator were hired.
The recess coaches provided
structure, promoted active play,
inclusion and positive interactions
on the playground and during class
game time. The coordinator
facilitated the implementation of
the program at all 10 sites through
a weekly support schedule.
The Ophelia Project, which
provided mentoring and counseling
support to identified females, was
implemented at one middle school
and two high schools. The goals
of the program were to improve
school performance, reduce
absenteeism, and build selfesteem.

Personnel Salaries 0707 LCFF
$287,747

Personnel Salaries 0707 LCFF
$288,059

Additional Supervision Aides
2000-2999: Classified Personnel
Salaries 0707 LCFF $538,007

Additional Supervision Aides
2000-2999: Classified Personnel
Salaries 0707 LCFF $517,931

ISS Position - 2 priority
elementary schools 2000-2999:
Classified Personnel Salaries
0707 LCFF $59,973

ISS Position - 2 priority
elementary schools 2000-2999:
Classified Personnel Salaries
0707 LCFF $61,819

Bullying Prevention Curriculum
(new expenditure - see Annual
Update for more information)
4000-4999: Books And Supplies
0707 LCFF $80,000

Bullying Prevention Curriculum
(new expenditure - see Annual
Update for more information)
4000-4999: Books And Supplies
0707 LCFF $145,308

A Dean of Students maintained at
two priority middle schools. The
deans continued to be focused on
improving school climate and
reducing discipline and suspension
referral rates.
Supervision aides were hired at
each elementary school to
supervise children before school
and at recess and lunch time.
Two in-school supervised support
staff members were hired to
support Tier II behavior
interventions for identified students
at two elementary sites.
All teachers in grades K through 5
received the Second Step Bullying
Prevention curriculum. The
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bullying prevention lessons were
included on the district instructional
map and were taught by teachers
throughout the school year.

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.

The majority of the PSUSD actions and services designed to make progress in achieving the goals within Goal 3 were fully
implemented. Additional counseling support continued to be offered for all grade levels across the district. The foster youth
community liaison continued to provide support services and resources to foster youth. (Action 3.1) The Positive Behavior and
Interventions Support (PBIS) model continued at the 5 priority school sites. (Action 3.2) Full-time security guards maintained at all
middle and high schools. H.E.R.O consultants were contracted with to train staff and students how to react when facing situations
involving violent intruders. School resource officers were contracted with and provided additional safety support at all PSUSD high
schools. (Action 3.3) 6 full-time elementary assistant principals supported their school sites in improving student academic
achievement and and decreasing chronic absenteeism and suspension rates. 10 recess coaches and a program coordinator were
hired to provide structure and support positive interactions on elementary school playgrounds. Bullying and suicide prevention
curriculums were purchased to support identified students needs. (Action 3.4)
Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.

The actions and services within Goal 3 were implemented as planned and in coordination with each other. PSUSD assessed the
effectiveness of actions and and services using a variety of measures including CA School Dashboard Data, Expulsion Rates, and the
Student School Climate Survey.
3.1 - Supplemental Counseling and Support Services - Counseling and mental health services were increased across the district.
Preliminary 18-19 district data indicated declines in suspension rates across the district. Preliminary A-G data showed an increase in
students on track for A-G completion. Foster Youth community liaison facilitated resources for over 140 foster youth. Social
Emotional data was acquired for the second time allowing additional information to counselors, teachers, and site administrators to
better address the needs of individual students.
3.2 - Implementation of Multi-tiered Systems of Support (PBIS) - Full-implementation has occurred at 5 sites, all within the Desert Hot
Springs Community. Three of those sites were recognized with bronze or silver level PBIS awards. The focus remained on Tier I and
Tier II development at the 5 sites.

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3.3 - Increased Campus Safety and Security - Panorama School Climate Survey data around safety indicated that students and
families rate the district in line with national favorability ratings of safety. Secondary PE teachers were trained in CPR. LCAP Survey
input continued to request additional security, specifically at elementary school sites.
3.4 - Supports for Social Awareness and Interpersonal Skills - Stakeholder data continued to advocate for supports in the development
of student social emotional skills and bullying prevention. The focus of the additional support staff and bullying curriculum continued to
be focused on the development of programs, policies, and procedures to support this work..

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

Various material differences exist between budgeted and actual expenditures within Goal 3, the majority of the differences were fairly
minor. Some actions and services were more costly than anticipated and others were less. Excess funds were allocated to actions
and services that were underfunded. More significant budget increases were found in: the Mental Health Support Services budget
which was increased to allow for the hiring of an additional mental health specialist to support identified student needs and the
Panorama Education Surveys budget which was higher than projected due to purchasing the Students Success platform to support
middle school counselors in proactively identifying and addressing student needs in academics, attendance, behavior, and socialemotional learning. The system allows counselors to identify student trend data, groups students for supports, and tracks
improvement following interventions. (both actions are found in Action 3.1) Additional significantly higher than budgeted expenditures
included: Campus Safety and Security budget due to additional PD and materials cost (Action 3.3); and the Bullying Prevention
Curriculum budget due to the fact that in addition to the bullying curriculum being purchased a suicide prevention curriculum was
purchased which was used in grades 5, 7, and 10. These additional expenses were covered from unspent budget from the High
School Counselor Allotment Adjustment. (Action 3.1) Additional funding to support the increased costs were allocated from
previously unallocated LCFF funding.
Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and
analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.

Based on the review of the effectiveness of actions and services, specific changes will be made in Goal 3. Additional counselors will
be funded at each high school to assist with creating a positive school climate to reduce suspension and chronic absenteeism rates,
specifically for students from our unduplicated student groups, as well as student groups identified for differentiated assistance,
including students with disabilities, American Indian, and African American. In addition, the counselors will assist students with A-G
preparation and meeting CCI requirements, Counseling support will also be increased at the elementary school level. This
counseling increase will allow for full-time elementary counselors to be added at 4 additional elementary schools and half-time
counselors to be added at the remaining 4 sites. Additional counseling support is a consistent theme from LCAP input meetings and
surveys. Due to the hiring of additional elementary counseling staff, the counseling consultant services contracts will be eliminated.
The mental health budget will also be increased to allow for the hiring of additional personnel to purposefully meet the identified needs
of PSUSD students, again a focus will be placed on our unduplicated student groups, as well as student groups which the district has
been identified for Differentiated Assistance. An expenditure will be added for the Courage to Speak program. This program
provides parent education and support to parents of students struggling with substance abuse. Student substance abuse is an
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increasing issue within the district which the district is working to address in a proactive manner. The Panorama Education Surveys
budget will be increased to allow for the continued use of the Middle School Students Success platform. Behavior paraprofessionals
will be funded at each middle and high school to more proactively address student behaviors that interfere with classroom learning
and/or effective social emotional interactions. The behavior paraprofessionals will have a specific focus placed on student groups for
which the district has been identified for Differentiated Assistance including foster youth, students with disabilities, American Indian,
and African American. PSUSD will contract with Thought Exchange next year as part of an input gathering process as we begin our
middle school coalition working with all stakeholders to improve our middle school program academically, social-emotionally, and
behaviorally. 4 of the 5 district middle schools were identified for Comprehensive Support and Improvement (CSI) and the fifth was
identified for Additional Targeted Support and Improvement (ATSI). These changes can be found in action 3.1. The campus safety
and security budget will be increased to allow for the hiring of 3 additional security guards. Each new security guard will be assigned
to 5 elementary schools. Their regular schedule will have them assigned at 1 of their elementary schools each day of the week.
While at that school, in addition to providing additional security they will also be supporting drop-off and pick-up procedures.
Additional elementary security and assistance with drop-off and pick-up procedures was a consistent message identified through the
LCAP input process and was the number one action proposed by the LCAP Parent Advisory Committee. A supervising nurse will be
hired to supervise the district nursing department and provide additional support during extended school year and intersession
opportunities, as well as during the After School Education and Safety Program (ASES). These changes can be found in Action 3.3.
Additional high school and middle school assistant principals will be funded focused on creating positive school climates, again in
efforts to reduce suspension and chronic absenteeism rates, specifically focused on our unduplicated student groups, as well as
student groups for which the district has been identified for differentiated assistance. In addition to climate building the assistant
principals will also be focused on supporting PLC development and improving student academic performance. 1 additional dean of
students will be added to the alternative high school campus to reduce suspension and chronic absenteeism rates, specifically
focused on our unduplicated student groups, as well as student groups for which the district has been identified for differentiated
assistance. District support for the ISS positions at 2 priority elementary school sites will be eliminated. The sites will be maintaining
the positions using site funds as outlined in their School Plans for Student Achievement (SPSA). The Bullying Prevention Curriculum
budget will be increased to fund the cost of a middle school bullying prevention curriculum. An additional expenditure will be allocated
to allow for the purchase of supplemental or replacement materials for the newly purchased Suicide Prevention curriculum as well.
The contract for the Ophelia Program was increased slightly. These changes can be found in Action 3.4.
For the 2019-20 revised plan Title I, Title II, Title III, and Title IV expenditure funding will be included in the outlined actions.

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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 4
4. Human Resources to ensure highly qualified staff in all positions

State and/or Local Priorities addressed by this goal:

State Priorities:

X

Priority 1: Basic (Conditions of Learning)

Local Priorities:

Annual Measurable Outcomes
Expected

Actual
A) 0% of teachers were in "misassigned" positions in 2018-2019

Metric/Indicator
A) Teachers in "misassigned" positions.
18-19
A) The number of "misassigned" teachers will be maintained under 1%.
Baseline
A) 0% of teachers were in "mis-assigned" positions in 2016-2017
Metric/Indicator
B) Teacher retention rates over three-year span by hiring-cohort.
18-19
B) The number of hiring-cohort teachers retained after three years will
increase over prior year's hiring-cohort percentage by 2%. For 2016-2017
cohort, target is 75.1% retention into the 2019-2020 academic year.

B) Following three years of employment, 66.4% of teachers from the 20162017 hiring cohort are assigned to positions in PSUSD for the 2019-2020
academic year. This total did not meet the retention target of 73.8%.

Baseline
B) Established in 2016-2017 from 2014-2015 "hiring-cohort":
2014-2015 cohort: estimated 71.1% retention following year 3
Metric/Indicator

C) Reflective Coaches conducted professional development for 127 teachers
through either the Induction program or workshop sessions during the 20182019 academic year. Additionally, training was provided to 154 district
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Expected

Actual

C)Teacher support and professional development conducted by Reflective
Coaches

substitute teachers in instructional strategies and classroom management
techniques.

18-19
C) The number of new and tenured teachers receiving professional
development from Consulting Teachers will be maintained from 2017-18
total.
Baseline
C) 215 teachers have participated in professional development and/or
support sessions conducted by Reflective Coaches in 2016-2017 (as of
June 1, 2017).

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
Actions/Services
4.1 Human Resources / Recruit
and Retain Highly Qualified Staff
(Targeted Outcomes: A, B, C, D)

Actual
Actions/Services

Budgeted
Expenditures

Estimated Actual
Expenditures

Seven reflective coaches were
hired to support teachers across
the district. Primary coaching
focus was placed on assisting
newly hired teachers in obtaining a
professional clear teaching
credential. Additionally, coaches
supported more veteran teachers
through the PAR and STEP
programs. PD for induction
teachers included learning
opportunities on classroom
management and family
engagement.

Reflective Coaches to Provide
Support for Induction, STEP, and
PAR Programs 1000-1999:
Certificated Personnel Salaries
0707 LCFF $1,388,148

Reflective Coaches to Provide
Support for Induction, STEP, and
PAR Programs 1000-1999:
Certificated Personnel Salaries
0707 LCFF $1,381,253

Director of Certificated HR and 3
FTE HR clerical staff to monitor
and support staff recruitment and
retention 1000-1999. 2000-2999:
Certificated and Classified
Salaries 0707 LCFF $426,422

Director of Certificated HR and 3
FTE HR clerical staff to monitor
and support staff recruitment and
retention 1000-1999. 2000-2999:
Certificated and Classified
Salaries 0707 LCFF $464,489

Expenses for New Hires 50005999: Services And Other
Operating Expenditures 0707
LCFF $15,000

Expenses for New Hires 50005999: Services And Other
Operating Expenditures 0707
LCFF $11,944

Recruit / Retain Staff 5000-5999:
Services And Other Operating
Expenditures 0707 LCFF $60,000

Recruit / Retain Staff 5000-5999:
Services And Other Operating
Expenditures 0707 LCFF $54,163

The salary for the Director of
Certificated HR was partially
funded to support the recruiting
and retaining of qualified
certificated staff to meet the needs

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of our unduplicated students. 4
classified HR specialists supported
the recruitment, screening, and
processing of new classified
personnel, specifically within the
Special Education Department.

Support Personnel Stipends
1000-1999: Certificated
Personnel Salaries 0707 LCFF
$217,924

Support Personnel Stipends
1000-1999: Certificated
Personnel Salaries 0707 LCFF
$441,459

Chromebooks and other
technology devices were
purchased to support the Teachers
on Special Assignment.
Traveling and material and supply
expenses for the recruitment of
new staff were supported.
Special education staff received an
additional stipend to support
additional time spent for IEP
development and IEP meetings.

Action 2
Planned
Actions/Services

Actual
Actions/Services

Budgeted
Expenditures

4.2 Enhanced Learning
Opportunities Provided to Students
Through Hiring of Additional
Staffing
(Targeted Outcomes: B)

15 physical education teachers
were hired. All elementary
students in grades 1st through 5th
grade received the required 200
minutes every 10 days of physical
education instruction by physical
education teachers. Kindergarten
and full-day TK students received
a minimum of 25 minutes of
physical education instruction a
week at 13 out of 15 school sites.
General Ed. classroom teachers
used the P.E. time for additional
grade level collaboration.

Estimated Actual
Expenditures

Maintain Expanded Elementary
PE (14 FTE) 1000-1999:
Certificated Personnel Salaries
0707 LCFF $1,590,466

Maintain Expanded Elementary
PE (14 FTE) 1000-1999:
Certificated Personnel Salaries
0707 LCFF $1,598,878

RSP / SDC Salaries (Portion /SIG
DIS PCF's) 1000-1999:
Certificated Personnel Salaries
0707 LCFF $947,211

RSP / SDC Salaries (Portion /SIG
DIS PCF's) 1000-1999:
Certificated Personnel Salaries
0707 LCFF $815,726

Alt Ed Virtual School 1000-1999.
2000-2999: Certificated and
Classified Salaries 0707 LCFF
$525,000

Alt Ed Virtual School 1000-1999:
Certificated Personnel Salaries
0707 LCFF $717,944

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Partial RSP/SDC teacher salaries
were funded to allow for the hiring
of additional special education
teachers to support the needs of
unduplicated students and further
develop inclusionary practices.

Account Technician - Business
Svcs for LCAP 2000-2999:
Classified Personnel Salaries
0707 LCFF $84,793

Account Technician - Business
Svcs for LCAP 2000-2999:
Classified Personnel Salaries
0707 LCFF $85,586

1 FTE teacher was funded for the
Alternative Education Virtual
School. Additional services and
supplies were also purchased to
support the program. This school
provided an alternative placement
for 294 elementary, middle and
high school students. The new
ALT School program was also
piloted this year. A classroom
teacher was hired and materials
and supplies were purchased to
support the program.
An account technician continued to
oversee the LCAP budget.

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.

The majority of the PSUSD actions and services designed to make progress in achieving the goals within Goal 4 were fully
implemented. Reflective coaches continued to support primarily our newly hired teachers in their first or second year in the profession
working to ensure that all students in our district have equitable access to effective teachers. The Director of Certificated Human
Resources worked to ensure the recruitment and retaining of qualified certificated staff. 4 classified HR specialists were funded to
support the recruiting and processing of classified staff, with a focus on classified staff supporting the Special Education classrooms
throughout the district. Special education staff received an additional stipend to support IEP development and meeting facilitation.
(Action 4.1)

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15 physical education teachers were hired to provide 200 minutes of physical education by certificated P.E. teachers to elementary
students every 10 days and also allow for additional grade level collaboration opportunities for 1st-5th grade teachers. The Alternative
Education Virtual School provided an alternative placement for just under 300 elementary, middle and high school students to be
successful in a modified school setting. The new Altschool Program provided a learner-centered, project-based model which
integrated technology and provided an additional option for students struggling to succeed in the more traditional schooling model.
(Action 4.2)

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

The actions and services within Goal 4 were implemented as planned and in coordination with each other. PSUSD assessed the
effectiveness of actions and and services using a variety of measures including teacher retention rate, participation in professional
development sessions, and teacher assignment monitoring.
Action 4.1 - Human Resources/Recruit and Retain Highly Qualified Staff - Retention of staff over a three year period continues to be
an area of concern. Consistent turnover of classified staff within the Special Education department created a need for a fourth HR
specialist. Teacher and counselor retention in hard to fill positions continued to be a focal point for the district.
Action 4.2 - Enhanced Learning Opportunities Provided to Students Through Hiring of Additional Staffing - LCAP staff and parent input
regarding the additional PE teachers remained positive. Teachers valued the additional collaboration time that the PE classes
provided for grade levels. Student enrollment at the Alt. Ed. Virtual School continued to increase. Additional courses have been
offered through the virtual school to support learning from full-time virtual school students, as well as students at comprehensive high
schools.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

Due to the fact that the majority of the actions and services were fully implemented, few material differences exist between budgeted
and actual expenditures. The Director of HR and 3 FTE HR clerical staff expenses were higher than budgeted due to the fact 3
clerical staff were originally budgeted for and an additional classified HR specialists was hired to support the additional classified hiring
needs related to special education support. The additional HR classified staff member allowed for the more expedited filling of open
positions. Support personnel stipends were higher than anticipated due to additional stipends being funded to allow special education
staff additional time for IEP development and meeting facilitation. Funds to support these increase were redistributed from the
RSP/SDC Salaries expenditures, which were less than budgeted, as well as from LCFF funds not previously allocated in the 18-19
LCAP. (Actions 4.1 and 4.2) The Alt. Ed. Virtual School budget was increased to support the addition of the AltschoolProgram. The
Altschool Program was piloted this year at the Virtual School campus. The Altschool Program personalizes learning in a way that can
adapt better to the needs of different students, including English Learners. The approach involves a new platform for organizing
project-based learning in a way that provides meaningful feedback efficiently and for both the students and teachers to quickly see
progress on specific standards. There is also a parent component in which parents can receive real time updates through a streaming
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feature. The additional funds needed to support the Altschool Program expenditures came from funds that previously were not
allocated in the 18-19 LCAP. (Action 4.2)
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.

Based on the review of the effectiveness of actions and services, specific changes will be made in Goal 4. The Director of Certificated
HR and 3 FTE HR clerical staff to monitor and support staff recruitment will be increased to fund a 4th clerical HR staff member to
support the hiring of Special Education classified staff. Due to the fact that the Educator Effectiveness Grant is no longer available the
Recruit/Retain Staff budget will be increased to cover expenses previously covered by the grant. These changes can be found in
Action 4.1. Last year, PSUSD piloted the Altschool Program within the Alt. Ed. Virtual School. For the 18-19 school year, those
additional cost are noted in the Virtual School budget. The Altschool Program will be expanded to the alternative high school for the
19-20 school year and will have its own expenditure line under Action 4.2 for the 19-20 LCAP.
For the 2019-20 revised plan Title I, Title II, Title III, and Title IV expenditure funding will be included in the outlined actions.

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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?
PSUSD provided multiple opportunities for staff, parents, students, and community members to be involved in the analysis of
quantitative and qualitative data for the revision of the current three-year LCAP for the 2019-20 school year. Input meetings were
held from August 2018 – May 2019. With the LCAP now in its sixth year, stakeholders now have a much stronger grasp of the LCAP
process, district LCAP goals, and expectations related to LCFF funding which provided a strong base for discussions around
programs, actions, services, and expenditures that will best allow us to meet the needs of our students and specifically our
unduplicated students comprised of low income students, English learners, and foster youth.
At various meetings throughout the 18-19 school year, stakeholders had the opportunity to review qualitative and quantitative data,
which included: California School Dashboard results, CAASPP student achievement data, high school graduation rates, high school
A-G completion rates, ELPAC results, English learner reclassification rates, high school and middle school drop-out rates,
CTE/Linked Learning completion rates, college and career readiness rates, attendance and chronic absenteeism rates, suspension
and expulsion rates, Highly Qualified Teacher (HQT) data, Panorama Climate and Safety survey results and LCAP survey results.
A District Parent LCAP Advisory Committee met four times throughout the year to purposefully analyze the actions within each of the
4 LCAP goal areas, along with the correlating data and reflect on deletions, modifications or additions that they would recommend for
the 2019-20 LCAP revision. Various student achievement data, as noted above, was reviewed along with district identified
achievement gaps and identified focus areas. This advisory committee also reviewed the fact that PSUSD was identified for
differentiated assistance for the following student groups who were not meeting performance standards; Student with Disabilities,
American Indian, Foster Youth, and African American. Data was reviewed for each of these student groups and input on possible
actions to better address the needs of these student groups was gathered. In addition, this committee also discussed the schools
that had been identified for Comprehensive Support and Improvement (CSI) and Additional Targeted Support and Improvement
(ATSI). The PSUSD LCAP Parent Advisory committee was comprised of a very dedicated group of parents representing each
school in our district, as well as community members representing the various communities that comprise PSUSD.
In addition, a District Advisory Committee comprised of district administrators, site administrators, district teachers, district classified
staff, specialists and TOSAs met twice during the school year to review and provide information on specific LCAP actions and
expenditures that had previously been identified as possible areas in need of modification. These identified areas included class size
reductions efforts, additional support staff, and community liaisons and prevention specialists. The committee agreed to maintain
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these actions for the 19-20 school year, but more clearly designate and communicate expectations and metrics for each of these
actions and then monitor the impact of these action closely during the 19-20 school year.
Each school site held an LCAP input meeting. A LCAP PowerPoint presentation was created for local school site review that
highlighted the LCAP process, PSUSD LCAP goals and actions and the correlating data. Site principals or the Director of State and
Federal Programs facilitated the school site meetings. Certificated and classified staff, parents, students, and community members
were asked to analyze the effectiveness of actions and services provided. Stakeholders were also asked to provide feedback on
additional goals and/or strategies they felt were important. LCAP input was gathered from stakeholders present at the meeting.
Student meetings were also held at all district comprehensive and alternative high schools. During the meetings, students
representing the various students groups including English Learners, low income students, and foster youth, were presented with
background information regarding the LCAP including an LCAP infographic highlighting PSUSD goals, current district dashboard
results and additional metric results. They were then asked to reflect and provide input on how PSUSD can better address students
needs and continue to make progress in advancing student achievement levels and better preparing students with the skills they will
need once they leave the TK-12 educational system.
The Director of State and Federal Programs held two community meetings (2/7/19 and 2/19/19). One meeting was held in Palm
Springs and one in Desert Hot Springs. Community meeting attendees included parents of unduplicated pupils, unduplicated pupils,
community members, and other stakeholders.
DELAC meetings held in February and May of 2019 engaged stakeholders in discussions about the progress on the implementation
of actions and the effectiveness of actions and services in the LCAP Annual Update. In addition, members of the DELAC committee
were also active on the District Parent Advisory Committee.
A Director from the Educational Services Department attended School Site Council meetings for each CSI identified school.
Directors explained to the stakeholders present at the meeting why their school was identified, expectations for CSI schools, and
additional funding allotted to CSI schools. At the meeting stakeholder input was gathered and then directors collaborated with the
SSC on the development of a School Plan to address the identified achievement gaps. Stakeholders present at the meeting also had
the opportunity to provide input regarding LCAP revisions.
Throughout the stakeholder engagement process, union representatives were involved and worked collaboratively with the district to
review LCAP actions and expenditures. PSTA leadership provided input into services and expenditures in the LCAP update.
The local newspaper posted an article and PSUSD news flyers were sent encouraging participation in stakeholder meetings and
surveys. Autodialer, Facebook, Peachjar, and Twitter were utilized to encourage stakeholder attendance at meetings and survey
completion.

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Once again, the primary instrument used by the district to gather stakeholder input was a comprehensive survey that addressed each
of the State's Eight Priority Areas and the four PSUSD LCAP Goals: Academic Achievement, Parent and Community Partnerships,
Safe and Secure Environment, and the development of Highly Qualified Staff. Each school site actively encouraged staff, parent,
and student participation in the LCAP survey. The survey was available for stakeholders to complete from January 28 through March
8, 2019. This year the LCAP survey was administered in conjunction with our Panorama Safety and Climate survey. Combining the
LCAP survey with the Panorama survey allowed for staff members to receive emails with direct individual links to the survey and
students and parents to receive letters that provided a direct survey link. This new surveying technique allowed for the highest
PSUSD participation rates since the process has begun and also allowed us to have a much clearer understanding of the
demographics for the stakeholders completing the survey. The survey was also posted online on the main page of the district
website, as well as on individual school websites from January through March 2019. A total of 13,768 LCAP Surveys were
completed. This was an completion rate increase of 8,329 surveys, with each stakeholder group showing significant increases.
Stakeholder input was summarized by focus area and summaries were provided to stakeholder groups, discussed at the Principal's
Meeting on April 11, 2019 and shared at the PSUSD School Board Meeting on May 28, 2019.
Stakeholders involved in the LCAP input process included parents, including parents of unduplicated pupils and pupils, including
unduplicated pupils representing each site. Community members, local bargaining units, district personnel, and various advocates
and agency representatives also participated in stakeholder meetings and community input sessions.
To meet the statutory requirements pursuant to Education Code 52062 all major parent and school community groups were engaged
for input. This was accomplished by:
1. Two designated Community Forums (2/7/19 and 2/19/19) to provide information, overview and opportunities for input on the LCAP
2. Online surveys for all parties (unduplicated pupils, parents of unduplicated pupils, teachers, district staff, other parents and
students, and other school community participants) (January 28 - March 8, 2019)
3. Principal Input (Elementary and Secondary Meetings held November, February, March, and April)
4. Parent Advisory Committee Meetings (8/27/18, 10/29/18, 1/28/19, 3/18/19)
5. Student input at all comprehensive and alternative high schools, including unduplicated pupils (January 22 - March 8, 2019)
6. Superintendent's Parent Advisory Committee (2/13/19)
7. Classified Forum (10/17/18 and 3/27/19)
8. DELAC parent review and input (4/4/19 and 5/23/19)
9. Certificated Teacher Forums & Union forum (9/26/18)
10. District Specialists (Teachers on Special Assignment) (10/15/1/8 and 1/28/19)
11. Board Meetings (5/28/19, 6/11/19, 6/25/19)
12. Leadership Team Meetings (8/2/18 and 6/12/19)
13. School Site Council Meetings at all school sites (January 22 - March 8,2019)

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The PSUSD School Board held a Public Hearing of the revised 2017-20 LCAP and budget for school year 2019-20 on June 11, 2019.
The final LCAP and budget approval occurred on June 25, 2019.

Impact on LCAP and Annual Update
How did these consultations impact the LCAP for the upcoming year?
The input received from stakeholders during the process detailed above demonstrates the concern and commitment of our
community on striving to best meet the needs of our community's children.
Based on data analysis and recommendations from constituents several important actions and services will be modified or added to
the 2019-20 LCAP to better support English Learners, Foster Youth, and Low Income students. The following actions and priorities
were identified by stakeholder input and were expanded upon, modified or added to in the 2019-20 revised LCAP plan:
Academic Achievement:
• Site Based Literacy Coaches will be changed to Elementary Instructional Coaches with a clear focus on supporting teachers
in building their capacity in best first instruction in ELA and math in grades K-5 - Found in Goal 1
• Special education TOSAs and program specialist will be focused on increasing inclusiveness and rigor with identified
students, as well as support Tier 2 implementation - Found in Goal 1
• The streamlining of professional development activities will continue with an increased focus on ensuring all staff are
receiving the professional development with fewer voluntary opportunities - Found in Goal 1
• Math professional development, TOSA support and intervention plans to increase math performance - Found in Goal 1
• Professional Learning Community (PLC) practices will be more highly developed through professional development and
consultant support - Found in Goal 1
• Continue to provide access to technology with improved technology and programs and DIGICOM digital story telling
professional development - Found in Goal 1
• Class size reduction continues at all levels with an increased focus on high priority sites and smaller class sizes at the
secondary level in ELA and math - Found in Goal 1
• Various interventions and extended day opportunities including tutoring and extended school year opportunities will be
developed and supported - Found in Goal 1
• High School Counselors specifically focused on English Learners and Foster and Homeless Youth will be added at each
comprehensive high school with a clear focus on college and career preparation - Found in Goal 1
• The Dual Language Program will expand to fourth grade - Found in Goal 1
• High school career guidance specialist will be added to support college and career student planning - Found in Goal 1
• Increased access to the arts through marching band program development - Found in Goal 1
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Parent and Community Partnerships:
• Additional supervision aide to support parent meetings and trainings - Found in Goal 2
• Expand to a full-time Teacher on Special Assignment (TOSA) to offer additional parent trainings, supports, and events at
school sites - Found in Goal 2
• Attention to Attendance Program added to improve PSUSD attendance and chronic absenteeism rates - Found in Goal 2
• Added the One Future Coachella Valley contract to improve attendance and chronic absenteeism rates for Desert Hot
Springs students - Found in Goal 2
• Transportation budget increased to to provide transportation to three priority areas identified through stakeholder input Found in Goal 2
Safe and Secure Environments:
• Full-time counseling supported added to 4 elementary schools and half-time counseling support added to 4 additional
elementary schools - Found in Goal 3
• Additional counselors funded at all high schools - Found in Goal 3
• Behavior paraprofessionals added to all middle and high schools to more proactively address student behaviors that interfere
with classroom learning
• Mental health budget increased to allow for additional personnel - Found in Goal 3
• Thought Exchange platform added to support middle school coalition work - Found in Goal 3
• Additional middle and high school assistant principals funded to support positive school climates to reduce suspension and
chronic absenteeism rates - Found in Goal 3
• Three additional security guards will be added to support elementary schools, including drop-off and pick-up procedures Found in Goal 3
• Supervising nurse to support and develop nursing program, including extended school year and school day student
opportunities - Found in Goal 3
Human Resources:
• A fourth Human Resources clerical staff member will be hired to support special education classified hiring - Found in Goal 4
• Recruit and retain budget increased to support hiring and retention of highly qualified staff - Found in Goal 4
• Professional development for teachers, aides, and substitutes - Found in Goal 1 and Goal 4
• Altschool program expanded to support student learning in a non-traditional setting - Found in Goal 4

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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 Modified

Goal

Goal 1
1. Academic Achievement: All students will graduate high school prepared with the academic and technical skills necessary for college
and career success.

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

X
X
X
X
X
X

Priority 1: Basic (Conditions of Learning)
Priority 2: State Standards (Conditions of Learning)
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:
1. Students with Disabilities had academic performance indicators in the red for College Career and Mathematics. African American
students had a red academic performance indicators for Mathematics. The district was identified for Differentiated Assistance for both
student groups.
2. SBAC student performance and local measures such as DIBELS and Interim Assessment Testing, as well as Staff LCAP
Feedback, indicate a need for continued training and support in the implementation of the California State Standards. According to the
California Student Dashboard the district status in both ELA and Mathematics is in the low status category.
3. LCAP survey feedback indicates strong progress in technology implementation and integration with a desire for additional
technology availability and further professional development opportunities. The district will continue to focus on the effective
integration of instruction and technology resources aligned to state standard implementation.
4. School sites have transitioned to a SPSA template which mirrors the LCAP, school plans will target the identical metrics to those of
the district, appropriate to their grade level span, using district allocated funds to support growth in specified areas.
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4. LCAP surveys indicated a continued need for interventions and tutoring opportunities which support student academic
performance.
5. Performance data in all standardized tests and local assessments indicate intervention needs for multiple student groups across
content areas.
6. English Learner performance indicates significant gaps still exist in multiple measures between the EL student group and the "all
students" group, especially at the secondary level. The return of the English Learner Performance indicator to the CA School
Dashboard will reflect the district's English Learner reclassification rate and the second year of summative ELPAC results.
7. African American and Filipino had a College Career Indicator performance gap two levels behind the "all students" group.

Expected Annual Measurable Outcomes
Metrics/Indicators

A) California School
Dashboard - Academic
Indicator for English
Language Arts
Results displayed as
"Performance Level
(status, change from
prior year)"
All Students (ALL)
English Learners (EL)
Hispanic (Hisp)
African American (AA)
Socioeconomically
Disadvantaged (SED)
Students with
Disabilities (SWD)

Baseline

2017-18

2018-19

2019-20

A) 2016 ELA Academic
Indicator CA School
Dashboard Results
(2017 results available
in Fall 2017)
ALL: Yellow (Low status,
increased 11.4 points)
EL: Yellow (Low status,
below, increased 14.6
points)
Hisp: Yellow (Low
status, increased 12.4
points)
AA: Red (Very Low
status, declined 2.2
points)
SED: Yellow (Low
status, increased 9.5
points)
SWD: Red (Very Low
status, declined 0.3
points)

A) "Blue" or "Green"
student groups: Maintain
status in either blue or
green performance
levels for each group
per the corresponding
5x5 Color Table for the
Academic Indicator from
2017 results.

A) "Blue" or "Green"
student groups: Maintain
status in either blue or
green performance
levels for each group
per the corresponding
5x5 Color Table for the
Academic Indicator from
2018 results.

A) "Blue" or "Green"
student groups: Maintain
status in either blue or
green performance
levels for each group
per the corresponding
5x5 Color Table for the
Academic Indicator from
2019 results.

"Yellow" student groups:
Meet or exceed targets
for the "Increased"
change column for each
student group from 2017
results. Target growth
for ELA will be an
increase of 7 to 20
points for each group.

"Yellow" student groups:
Meet or exceed targets
for the "Increased"
change column for each
student group from 2018
results. Target growth
for ELA will be an
increase of 7 to 20
points for each group.

"Yellow" student groups:
Meet or exceed targets
for the "Increased"
change column for each
student group from 2019
results. Target growth
for ELA will be an
increase of 7 to 20
points for each group.

"Orange" student
groups: Meet targets for
the "Increased" change
column for each student
group from 2017 results.
Target growth for ELA

"Orange" student
groups: Meet targets for
the "Increased" change
column for each student
group from 2018 results.
Target growth for ELA

"Orange" student
groups: Meet targets for
the "Increased" change
column for each student
group from 2019 results.
Target growth for ELA

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Metrics/Indicators

B) California School
Dashboard - Academic
Indicator for
Mathematics
Results displayed as
"Performance Level
(status, change from
prior year)"
All Students (ALL)
English Learners (EL)
Hispanic (Hisp)
African American (AA)
Socioeconomically
Disadvantaged (SED)
Students with
Disabilities (SWD)

Baseline

B) 2016 Mathematics
Academic Indicator CA
School Dashboard
Results (2017 results
available in Fall 2017)
ALL: Yellow (Low status,
increased 4.5 points)
EL: Yellow (Low status,
increased 4.3 points)
Hisp: Yellow (Low
status, increased 3.9
points)
AA: Red (Very Low
status, increased 4.9
points)
SED: Yellow (Low
status, increased 2.6
points)
SWD: Red (Very Low
status, declined 2.7
points)

2017-18

2018-19

2019-20

will be an increase of 7
to 20 points for each
group.

will be an increase of 7
to 20 points for each
group.

will be an increase of 7
to 20 points for each
group.

"Red" student groups:
Meet targets for the
"Increased Significantly"
change column for each
student group from 2017
results. Target growth
for ELA will be an
increase of 20 or more
points for each group.

"Red" student groups:
Meet targets for the
"Increased Significantly"
change column for each
student group from 2018
results. Target growth
for ELA will be an
increase of 20 or more
points for each group.

"Red" student groups:
Meet targets for the
"Increased Significantly"
change column for each
student group from 2019
results. Target growth
for ELA will be an
increase of 20 or more
points for each group.

B) "Blue" or "Green"
student groups: Maintain
status in either blue or
green performance
levels for each group
per the corresponding
5x5 Color Table for the
Academic Indicator from
2017 results.

B) "Blue" or "Green"
student groups: Maintain
status in either blue or
green performance
levels for each group
per the corresponding
5x5 Color Table for the
Academic Indicator from
2018 results.

B) "Blue" or "Green"
student groups: Maintain
status in either blue or
green performance
levels for each group
per the corresponding
5x5 Color Table for the
Academic Indicator from
2019 results.

"Yellow" student groups:
Meet or exceed targets
for the "Increased"
change column for each
student group from 2017
results. Target growth
for Mathematics will be
an increase of 5 to 15
points for each group.

"Yellow" student groups:
Meet or exceed targets
for the "Increased"
change column for each
student group from 2018
results. Target growth
for Mathematics will be
an increase of 5 to 15
points for each group.

"Yellow" student groups:
Meet or exceed targets
for the "Increased"
change column for each
student group from 2019
results. Target growth
for Mathematics will be
an increase of 5 to 15
points for each group.

"Orange" student
groups: Meet targets for
the "Increased" change

"Orange" student
groups: Meet targets for
the "Increased" change

"Orange" student
groups: Meet targets for
the "Increased" change

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Metrics/Indicators

C) California School
Dashboard - English
Learner Progress
Indicator (ELPI)
Results displayed as
"Performance Level
(status, change from
prior year)"
English Learners (EL)

Baseline

C) 2014-2015 ELPI CA
School Dashboard
Results (2017 results
available Fall 2017)
EL: Orange (Medium
status, declined 3.2%)
2017 locally calculated
former AMAO 1
measure (% of EL
students increasing one
band or maintaining
scores of EA or A on
CELDT)
EL: 63.9% (increased
5.0%)

2017-18

2018-19

2019-20

column for each student
group from 2017 results.
Target growth for
Mathematics will be an
increase of 5 to 15
points for each group.

column for each student
group from 2018 results.
Target growth for
Mathematics will be an
increase of 5 to 15
points for each group.

column for each student
group from 2019 results.
Target growth for
Mathematics will be an
increase of 5 to 15
points for each group.

"Red" student groups:
Meet targets for the
"Increased Significantly"
change column for each
student group from 2017
results. Target growth
for Mathematics will be
an increase of 15 or
more points for each
group.

"Red" student groups:
Meet targets for the
"Increased Significantly"
change column for each
student group from 2018
results. Target growth
for Mathematics will be
an increase of 15 or
more points for each
group.

"Red" student groups:
Meet targets for the
"Increased Significantly"
change column for each
student group from 2019
results. Target growth
for Mathematics will be
an increase of 15 or
more points for each
group.

C) "Blue" or "Green"
2017 result: Maintain
status in either blue or
green performance
levels for each group
per the corresponding
5x5 Color Table for the
ELPI from 2017 results.

C) "Blue" or "Green"
2018 result: Maintain
status in either blue or
green performance
levels for each group
per the corresponding
5x5 Color Table for the
ELPI from 2018 results.

C) "Blue" or "Green"
2019 result: Maintain
status in either blue or
green performance
levels for each group
per the corresponding
5x5 Color Table for the
ELPI from 2019 results.

"Yellow" 2017 result:
Meet or exceed targets
for the "Increased"
change column from
2017 results. Target
growth for the ELPI will
be an increase of 1.5%
to 10%.

"Yellow" 2018 result:
Meet or exceed targets
for the "Increased"
change column from
2018 results. Target
growth for the ELPI will
be an increase of 1.5%
to 10%.

"Yellow" 2019 result:
Meet or exceed targets
for the "Increased"
change column from
2019 results. Target
growth for the ELPI will
be an increase of 1.5%
to 10%.

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Metrics/Indicators

Baseline

2017-18

2018-19

2019-20

"Orange" 2017 result:
Meet targets for the
"Increased" change
column from 2017
results. Target growth
for the ELPI will be an
increase of 1.5% to
10%.

"Orange" 2018 result:
Meet targets for the
"Increased" change
column from 2018
results. Target growth
for the ELPI will be an
increase of 1.5% to
10%.

"Orange" 2019 result:
Meet targets for the
"Increased" change
column from 2019
results. Target growth
for the ELPI will be an
increase of 1.5% to
10%.

"Red" 2017 result: Meet
targets for the
"Increased Significantly"
change column from
2017 results. Target
growth for the ELPI will
be an increase of 10%
or more.

"Red" 2018 result: Meet
targets for the
"Increased Significantly"
change column from
2018 results. Target
growth for the ELPI will
be an increase of 10%
or more.

"Red" 2019 result: Meet
targets for the
"Increased Significantly"
change column from
2019 results. Target
growth for the ELPI will
be an increase of 10%
or more.

D) English Learner
Redesignated Fluent
English Proficient
(RFEP) Reclassification
Rate
English Learners (EL)

D) 2016-2017 RFEP
Rates
PSUSD EL: 10.3%
(increased 1.6%)
Riverside County:
11.6% (increased 1.3%)

D) The district English
Learner RFEP
Reclassification Rate
will meet or exceed the
Riverside County in
2017-2018.

D) The district English
Learner RFEP
Reclassification Rate
will meet or exceed that
of Riverside County in
2018-2019.

D) The district English
Learner RFEP
Reclassification Rate
will meet or exceed that
of Riverside County in
2019-2020.

E) California School
Dashboard - Graduation
Rate Indicator
Results displayed as
"Performance Level
(status, change from
prior 3-year average)"
All Students (ALL)
English Learners (EL)
Hispanic (Hisp)
African American (AA)

E) 2014-2015
Graduation Rate
Indicator CA School
Dashboard Results
(2015-2016 available
Fall 2017; 2016-2017
available Fall 2018)
ALL: Green (High
status, increased 3.2%)

E) "Blue" or "Green"
2016-2017 result:
Maintain status in either
blue or green
performance levels for
each group per the
corresponding 5x5 Color
Table for the Graduation
Rate Indicator.

E) "Blue" or "Green"
2017-2018 result:
Maintain status in either
blue or green
performance levels for
each group per the
corresponding 5x5 Color
Table for the Graduation
Rate Indicator.

E) "Blue" or "Green"
2018-2019 result:
Maintain status in either
blue or green
performance levels for
each group per the
corresponding 5x5 Color
Table for the Graduation
Rate Indicator.

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Metrics/Indicators

Socioeconomically
Disadvantaged (SED)
Students with
Disabilities (SWD)
Graduation Rate per
CDE DataQuest
Percentage of 4-year
cohort students
graduating on-time
(includes alternative
education)

Baseline

2017-18

2018-19

2019-20

EL: Green (Medium
status, increased
13.7%)
Hisp: Green (High
status, increased 3.4%)
AA: Yellow (Medium
status, increased 0.5%)
SED: Green (Medium
status, increased 3.7%)
SWD: Red (Very Low
status, declined 2.9%)

"Yellow" 2016-2017
result: Meet or exceed
targets for the
"Increased" change
column from 2017
results. Target growth
for Graduation Rate will
be an increase of 1.0%
to 5.0%.

"Yellow" 2017-2018
result: Meet or exceed
targets for the
"Increased" change
column. Target growth
for Graduation Rate will
be an increase of 1.0%
to 5.0%.

"Yellow" 2018-2019
result: Meet or exceed
targets for the
"Increased" change
column. Target growth
for Graduation Rate will
be an increase of 1.0%
to 5.0%.

"Orange" 2017-2018
result: Meet targets for
the "Increased" change
column. Target growth
for Graduation Rate will
be an increase of 1.0%
to 5.0%.

"Orange" 2018-2019
result: Meet targets for
the "Increased" change
column. Target growth
for Graduation Rate will
be an increase of 1.0%
to 5.0%.

"Red" 2017-2018 result:
Meet targets for the
"Increased Significantly"
change column. Target
growth for Graduation
Rate will be an increase
of 5.0% or more.

"Red" 2018-2019 result:
Meet targets for the
"Increased Significantly"
change column. Target
growth for Graduation
Rate will be an increase
of 5.0% or more.

CDE DataQuest
Graduation Rate:
Increase a minimum of
1% for all students and
equitably reported
student groups from
2017-2018 data.
Increase graduation rate
by a minimum of 3.0%
for EL and 5.0% SWD
student groups from
2017-2018 data.

CDE DataQuest
Graduation Rate:
Increase a minimum of
1% for all students and
equitably reported
student groups from
2018-2019 data.
Increase graduation rate
by a minimum of 3.0%
for the SWD student
group from 2018-2019
data.

2016-2017 Graduation
Rates per CDE
DataQuest
ALL: 88.9%
EL: 79.7%
Hisp: 88.6%
AA: 84.3%
SED: 88.0%
SWD: 66.7%

"Orange" 2016-2017
result: Meet targets for
the "Increased" change
column from 2017
results. Target growth
for Graduation Rate will
be an increase of 1.0%
to 5.0%.
"Red" 2016-2017 result:
Meet targets for the
"Increased Significantly"
change column from
2017 results. Target
growth for Graduation
Rate will be an increase
of 5.0% or more.
CDE DataQuest
Graduation Rate:
Increase a minimum of
1% for all students and
equitably reported
student groups from
2016-2017 data.
Increase graduation rate
by a minimum of 5.0%
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Metrics/Indicators

Baseline

2017-18

2018-19

2019-20

for EL and SWD student
groups from 2016-2017
data.
F) 3rd Grade Smarter
Balanced Assessment
Consortium English
Language Arts (SBAC
ELA) Results.
Results displayed as
percent meeting or
exceeding standard.
All Students (ALL)
English Learners (EL)
Hispanic (Hisp)
African American (AA)
Socioeconomically
Disadvantaged (SED)
Students with
Disabilities (SWD)

F) 2016 SBAC ELA 3rd
Grade Results
ALL: 33% (increased
8% from 2015)
EL: 21% (increased 3%)
Hisp: 29% (increased
10%)
AA: 19% (increased 2%)
SED: 29% (increased
8%)
SWD: 8% (increased
4%)

F) Increase overall and
subgroup 3rd grade ELA
SBAC proficiency by 4%
from 2017 level.
Increase EL, Hispanic,
and African American
student groups ELA
SBAC proficiency by 6%
from 2017 level.

F) Increase overall and
subgroup 3rd grade ELA
SBAC proficiency by 4%
from 2018 level.
Increase EL, Hispanic,
and African American
subgroup ELA SBAC
proficiency by 6% from
2018 level.

F) Increase overall and
subgroup 3rd grade ELA
SBAC proficiency by 4%
from 2019 level.
Increase EL, Hispanic,
and African American
subgroup ELA SBAC
proficiency by 6% from
2019 level.

G) 3rd Grade Dynamic
Indicators of Basic Early
Literacy Skills (DIBELS)
Results
Percentage of students
meeting target
Composite Score on
Benchmark 3 test
All Students (ALL)
English Learners (EL)
Hispanic (Hisp)
African American (AA)
Students with
Disabilities (SWD)

G) 2016-2017 DIBELS
Composite Score
Results
ALL: 51.8% (increased
1.6% from 2015-2016)
EL: 44.4% (increased
1.8%)
Hisp: 49.1% (decreased
0.2%)
AA: 41.0% (increased
4.0%)
SWD: 14.1% (increased
14.1%)

G) Percentage of
students meeting
benchmark on the 3rd
grade DIBELS
composite score from
Benchmark 3 will
increase 4% for all
groups from 2016-2017
data.

G) Percentage of
students meeting
benchmark on the 3rd
grade DIBELS
composite score from
Benchmark 3 will
increase 4% for all
groups from 2017-2018
data.

G) Percentage of
students meeting
benchmark on the 3rd
grade DIBELS
composite score from
Benchmark 3 will
increase 4% for all
groups from 2018-2019
data.

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Metrics/Indicators

Baseline

2017-18

2018-19

2019-20

H) 8th Grade Smarter
Balanced Assessment
Consortium
Mathematics (SBAC
Math) Results.
Results displayed as
percent meeting or
exceeding standard.
All Students (ALL)
English Learners (EL)
Hispanic (Hisp)
African American (AA)
Socioeconomically
Disadvantaged (SED)
Students with
Disabilities (SWD)

H) 2016 SBAC Math 8th
Grade Results
ALL: 20% (0% change
from 2015)
EL: 2% (increased 1%)
Hisp: 17% (0% change)
AA: 8% (decreased 2%)
SED: 16% (decreased
1%)
SWD: 1% (increased
1%)

H) Increase 8th grade
Math SBAC proficiency
by 4% from 2017 data.
Increase EL, Hispanic,
and Black/African
American subgroup
Math SBAC proficiency
by 6% from 2017 level.

H) Increase 8th grade
Math SBAC proficiency
by 4% from 2018 data.
Increase EL, Hispanic,
and Black/African
American subgroup
Math SBAC proficiency
by 6% from 2018 level.

H) Increase 8th grade
Math SBAC proficiency
by 4% from 2019 data.
Increase EL, Hispanic,
and Black/African
American subgroup
Math SBAC proficiency
by 6% from 2019 level.

I) 8th Grade
Mathematics Interim
Assessments
Reports students
scoring at standard met
threshold on the April
interim test.
All Students (ALL)
English Learners (EL)
Hispanic (Hisp)
African American (AA)
Socioeconomically
Disadvantaged (SED)
Students with
Disabilities (SWD)

I) Baseline from new
interim test to be
determined during 20172018 academic year.

I) Determine baseline
performance on April
2018 Interim Test for "all
students" and each
student group. Set
differentiated targets
from baseline 20172018 results for student
groups reporting a
significant gap in
performance as
compared to the "all
students" group.

I) Increase the
percentage of 8th grade
students scoring above
meeting standard
threshold on the April
interim assessment by
4% over 2018 data for
all groups. Increase
student groups with
performance gaps as
compared to "all
students" group results
by 6% from 2018 levels.

I) Increase the
percentage of 8th grade
students scoring above
meeting standard
threshold on the April
interim assessment by
4% over 2019 data for
all groups. Increase
student groups with
performance gaps as
compared to "all
students" group results
by 6% from 2019 levels.

J) Williams
Textbook/Materials
Compliance

J) 2016-2017: 100%
Williams
textbook/materials

J) Maintain 100%
Williams Textbook/
Materials Compliance

J) Maintain 100%
Williams Textbook/
Materials Compliance

J) Maintain 100%
Williams Textbook/
Materials Compliance

2017 8th Grade
Mathematics IAB results
ALL: 25.1% (declined
1.4% from 2016)
EL: 4.9% (declined
3.0%)
Hisp: 23.6% (declined
1.1%)
AA: 11.1% (declined
3.2%)

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Metrics/Indicators

Baseline

2017-18

2018-19

2019-20

K) Baseline results will
be determined in 20172018 through the initial
release of the
College/Career indicator
on the California School
Dashboard.

K) Establish baseline
California School
Dashboard Performance
Level for each student
group from 2016-2017
data upon CDE release
in 2017-2018.

Local calculations of "all
students" and student
group performance for
2016-2017 will be
available in Fall of 2017.

Examine CDE 5x5
Placement Grid for
indicator to determine
the percentage decline
needed for the
"Declined" and
"Declined Significantly"
change columns.

K) "Blue" or "Green"
2017-2018 result:
Maintain status in either
blue or green
performance levels for
each group per the
corresponding 5x5 Color
Table for the
College/Career
Indicator.

K) "Blue" or "Green"
2018-2019 result:
Maintain status in either
blue or green
performance levels for
each group per the
corresponding 5x5 Color
Table for the
College/Career
Indicator.

"Yellow" or "Orange"
2017-2018 result:
Increase percentage of
students meeting the
"prepared" criteria by
noted percentage for
"Increased" column.

"Yellow" or "Orange"
2018-2019 result:
Increase percentage of
students meeting the
"prepared" criteria by
noted percentage for
"Increased" column.

"Red" 2017-2018 result:
Increase percentage of
students meeting the
"prepared" criteria by
noted percentage for
"Increased Significantly"
for student groups.

"Red" 2018-2019 result:
Increase percentage of
students meeting the
"prepared" criteria by
noted percentage for
"Increased Significantly"
for student groups.

compliance per RCOE
monitoring process
K) California School
Dashboard College/Career Indicator
All Students (ALL)
English Learners (EL)
Hispanic (Hisp)
African American (AA)
Socioeconomically
Disadvantaged (SED)
Students with
Disabilities (SWD)

Increase percentage of
students meeting the
"prepared" criteria by
noted percentage for
"Increased" column for
"all students" group and
equitably-performing
student groups from
2016-2017 results.
Increase percentage of
students meeting the
"prepared" criteria by
noted percentage for
"Increased Significantly"
for student groups
performing two or more
performance levels
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Metrics/Indicators

Baseline

2017-18

2018-19

2019-20

L) Increase overall and
subgroup UC and/or
CSU Entrance
Requirement
Completion Rate by 3%
from 2016-2017 levels.
Increase EL, Hispanic,
and African American
UC and/or CSU
Entrance Requirement
Completion Rates by
4% from 2016-2017
levels.

L) Increase overall and
subgroup UC and/or
CSU Entrance
Requirement
Completion Rate by 3%
from 2017-18 levels.
Increase EL, Hispanic,
and African American
UC and/or CSU
Entrance Requirement
Completion Rates by
4% from 2017-18 levels.

L) Increase overall and
subgroup UC and/or
CSU Entrance
Requirement
Completion Rate by 3%
from 2018-2019 levels.
Increase EL, Hispanic,
and African American
UC and/or CSU
Entrance Requirement
Completion Rates by
4% from 2017-18 levels.

M) Increase to or
maintain CTE program
completion rate at
95.0% or higher for
2017-2018.

M) Increase to or
maintain CTE program
completion rate at
95.0% or higher for
2018-2019.

M) Increase to or
maintain CTE program
completion rate at
95.0% or higher for
2019-2020.

below the "all students"
performance level from
2016-2017 results.
L) UC and/or CSU
Entrance Requirement
Completion Rate
All Students (ALL)
English Learners (EL)
Hispanic (Hisp)
African American (AA)
Socioeconomically
Disadvantaged (SED)

L) 2015-2016 UC and/or
CSU Entrance
Requirement
Completion Rate
ALL: 36.3% (increased
8.5% from 2015)
EL: 3.0% (declined
0.6%)
Hisp: 33.3% (increased
9.1%)
AA: 32.6% (increased
12.7%)
SED: 34.3% (increased
9.5%)
Note: This metric is a
component of the new
College/Career Indicator
which will be available in
the California School
Dashboard in 20172018 (metric K above).

M) Career Technical
Education (CTE)
Program Completion
Rate
Reports completion of
all CTE program
required coursework
with a C+ or better
grade in each course

M) 2015-2016 CTE
Program Completion
Rate: 92.9%
2016-2017 CTE
Program Completion
Rate available Fall
2017.

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Metrics/Indicators

Baseline

2017-18

2018-19

2019-20

Note: This metric is a
component of the new
College/Career Indicator
which will be available in
the California School
Dashboard in 20172018 (metric K above).
N) Career Technical
Education (CTE)
Graduation Rate

N) 2015-2016 CTE
Graduation Rate: 97.6%
2016-2017 CTE
Graduation Rate
available Fall 2017.

N) Increase or maintain
CTE graduation rate at
97.0% or higher for
2017-2018.

N) Increase or maintain
CTE graduation rate at
97.0% or higher for
2018-2019.

N) Increase or maintain
CTE graduation rate at
97.0% or higher for
2019-2020.

O) Career Technical
Education (CTE)
Participation for Underrepresented Gender
Groups

O) 2015-2016 CTE NonTraditional Participation
Rates
All Programs: 31.1%
Female Participation in
Under-represented
Pathways: 35.6%
Male Participation in
Under-represented
Pathways: 22.2%
2016-2017 rates
available in Fall 2017.

O) Increase Nontraditional (under
represented gender
groups) CTE pathway
participation rates 2%
from 2016-2017 results.

O) Increase Nontraditional (under
represented gender
groups) CTE pathway
participation rates 2%
from 2017-2018 results.

O) Increase Nontraditional (under
represented gender
groups) CTE pathway
participation rates 2%
from 2018-2019 results.

P) Early Assessment
Program (EAP) for
English Language Arts
(ELA) Results
Reports percentage of
11th graders reported as
"Ready" or
"Conditionally Ready"
from SBAC results

P) 2016 ELA EAP
Results (2017 available
Fall 2017)
ALL: 48% (increased
3% from 2015)
EL: 4% (declined 2%)
Hisp: 45% (increased
4%)

P) Increase EAP overall
and student group
percentages of students
“Ready” and/or
“Conditionally Ready” by
4% in ELA from 2017
levels. Increase EL and
African American
student group EAP

P) Increase EAP overall
and student group
percentages of students
“Ready” and/or
“Conditionally Ready” by
4% in ELA from 2018
levels. Increase EL and
African American
student group EAP

P) Increase EAP overall
and student group
percentages of students
“Ready” and/or
“Conditionally Ready” by
4% in ELA from 2019
levels. Increase EL and
African American
student group EAP

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Metrics/Indicators

Baseline

All Students (ALL)
English Learners (EL)
Hispanic (Hisp)
African American (AA)
Socioeconomically
Disadvantaged (SED)
Students with
Disabilities (SWD)

AA: 42% (increased
14%)
SED: 45% (increased
3%)
SWD: 10% (increased
3%)

Q) Early Assessment
Program (EAP) for
Mathematics Results
Reports percentage of
11th graders reported as
"Ready" or
"Conditionally Ready"
from SBAC results
All Students (ALL)
English Learners (EL)
Hispanic (Hisp)
African American (AA)
Socioeconomically
Disadvantaged (SED)
Students with
Disabilities (SWD)

Q) 2016 ELA Math
Results (2017 available
Fall 2017)
ALL: 21% (increased
4% from 2015)
EL: 0% (declined 2%)
Hisp: 19% (increased
6%)
AA: 14% (increased 6%)
SED: 19% (increased
4%)
SWD: 4% (increased
3%)

2017-18

2018-19

2019-20

percentages by 6% in
ELA for “Ready” and/or
“Conditionally Ready”
designations from 2017
levels.

percentages by 6% in
ELA for “Ready” and/or
“Conditionally Ready”
designations from 2018
levels.

percentages by 6% in
ELA for “Ready” and/or
“Conditionally Ready”
designations from 2019
levels.

Q) Increase EAP overall
and student group
percentages of students
“Ready” and/or
“Conditionally Ready” by
4% in Math from 2017
levels. Increase EL,
Hispanic, and African
American EAP
percentages by 6% in
Math for “Ready” and/or
“Conditionally Ready”
designations from 2017
levels.

Q) Increase EAP overall
and student group
percentages of students
“Ready” and/or
“Conditionally Ready” by
4% in Math from 2018
levels. Increase EL,
Hispanic, and African
American EAP
percentages by 6% in
Math for “Ready” and/or
“Conditionally Ready”
designations from 2018
levels.

Q) Increase EAP overall
and student group
percentages of students
“Ready” and/or
“Conditionally Ready” by
4% in Math from 2019
levels. Increase EL,
Hispanic, and African
American EAP
percentages by 6% in
Math for “Ready” and/or
“Conditionally Ready”
designations from 2019
levels.

Note: This metric is a
component of the new
College/Career Indicator
which will be available in
the California School
Dashboard in 20172018 (metric K above).

Note: This metric is a
component of the new
College/Career Indicator
which will be available in
the California School
Dashboard in 20172018 (metric K above).
Page 86 of 185

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Metrics/Indicators

Baseline

2017-18

2018-19

2019-20

R) Advanced Placement
(AP) Test Results
Reported as percent of
students passing one or
more AP exam with a
score of 3 of higher.
All Students (ALL)
English Learners (EL)
Hispanic (Hisp)
African American (AA)
Socioeconomically
Disadvantaged (SED)

R) 2016 Percentage of
Students Passing One
or More AP Test (2017
available Fall 2017)
ALL: 45% (declined 1%
from 2015)
EL: 50% (increased 8%)
Hisp: 45% (increased
2%)
AA: 16% (increased 3%)
SED: 45% (increased
3%)

R) Increase overall and
student group
percentages of students
passing one or more AP
exam (score of 3 or
higher) from 2018
percentage by 2%.
Increase African
American student group
results by 5% from 2017
levels.

R) Increase overall and
student group
percentages of students
passing one or more AP
exam (score of 3 or
higher) from 2018
percentage by 2%.
Increase African
American student group
results by 5% from 2018
levels.

R) Increase overall and
student group
percentages of students
passing one or more AP
exam (score of 3 or
higher) from 2019
percentage by 2%.
Increase African
American student group
results by 5% from 2019
levels.

Note: This metric is a
component of the new
College/Career Indicator
which will be available in
the California School
Dashboard in 20172018 (metric K above).
S) Arts Programs Participation and
Exposure

S) 2016-2017 Arts
Programs
Students Participating in
Programs: 7,995
Students Exposed to
Arts-related Content:
18,801

S) Maintain or increase
comprehensive and
supplemental arts
programs student
participation and
exposure levels from
2016-2017.

S) Maintain or increase
comprehensive and
supplemental arts
programs student
participation and
exposure levels from
2017-2018.

S) Maintain or increase
comprehensive and
supplemental arts
programs student
participation and
exposure levels from
2018-2019.

T) Implementation of
California State
Standards

T) Local indicator
reporting through the
California School
Dashboard will occur in
the 2017-2018
academic year using the
Dashboard Reflection

T) Determine baseline
ratings from 2016-2017
for implementation of
California State
Standards using the
Dashboard Reflection
Tool. Improve initial

T) Improve 2017-2018
ratings one or more
level in each content
area towards "Full
Implementation" using
the Dashboard
Reflection Tool.

T) Improve 2018-2019
ratings one or more
level in each content
area towards "Full
Implementation and
Sustainability" using the

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Metrics/Indicators

U) Course Offerings Broad Course of Study

Baseline

2017-18

Tool regarding 20162017 program
implementation. Results
will be reported for all
subject area standards
(EG, ELA, Math , ELD,
NGSS)

ratings one or more
level in each content
area towards "Full
Implementation".

U) PSUSD offered
courses described under
sections 51210 and
51220 (a)-(i) as
applicable during the
2016-2017 academic
year.

U) Maintain broad
course of study
including courses
described under
sections 51210 and
51220 (a)-(i) as
applicable.

2018-19

2019-20

Dashboard Reflection
Tool.

U) Maintain broad
course of study
including courses
described under
sections 51210 and
51220 (a)-(i) as
applicable and ensure
broad course of study
access for unduplicated
students and students
with exceptional needs.

U) Maintain broad
course of study
including courses
described under
sections 51210 and
51220 (a)-(i) as
applicable and ensure
broad course of study
access for unduplicated
students and students
with exceptional needs .

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)

Page 88 of 185

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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
1.1 Develop, Train, Coach, and Support
Appropriate Professional Learning
Opportunities in Order to Fully Implement
State Standards
(Target Outcomes: A, B, E, F, G, H, T)

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

Action

2018-19 Actions/Services
1.1 Develop, Train, Coach, and Support
Appropriate Professional Learning
Opportunities in Order to Fully Implement
State Standards
(Target Outcomes: A, B, E, F, G, H, T)

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

Action

2019-20 Actions/Services
1.1 Develop, Train, Coach, and Support
Appropriate Professional Learning
Opportunities in Order to Fully Implement
State Standards
(Target Outcomes: A, B, E, F, G, H, T)

Budgeted Expenditures
Year
Amount

2017-18
$1,478,000

2018-19
$1,867,738

2019-20
$1,714,631

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Site Based Literacy Coaches - Fulltime coaches assigned at 5 highest
priority elementary schools with high
percentages of unduplicated
students. Remaining coaches
support other district elementary
schools.

1000-1999: Certificated Personnel
Salaries
Site Based Literacy Coaches - Full
time coaches assigned at 9 highest
priority elementary schools with high
percentages of unduplicated
students. Remaining coaches
support other district elementary
schools.

1000-1999: Certificated Personnel
Salaries
Elementary Instructional Coaches
with a clear focus on supporting
teachers in building the capacity in
best first instruction in ELA and math
in grades K-5. The coaches will
work to bring evidence-based
practices into the classroom, with an
equity lens placed on our
unduplicated student populations.
The 10 coaches will be under the

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direction of the Director of
Elementary Instruction.
Amount

$122,000

$67,006

$69,100

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
NGSS TOSA (1 FTE)

1000-1999: Certificated Personnel
Salaries
NGSS TOSA (1 FTE)

1000-1999: Certificated Personnel
Salaries
NGSS TOSA (1 FTE)

Amount

$159,381

Source

3010 Title I

Budget
Reference

1000-1999: Certificated Personnel
Salaries
NGSS TOSA (1 FTE) (this is a
federally funded expenditure not
previously included in the LCAP)

Amount

$151,000

$155,207

$159,188

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Secondary Literacy Coach

1000-1999: Certificated Personnel
Salaries
Secondary Literacy Coach

1000-1999: Certificated Personnel
Salaries
Secondary Literacy Coach

Amount

$137,426

Source

3010 Title I

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Secondary Literacy Coach (this is a
federally funded expenditure not
previously included in the LCAP)

Page 90 of 185

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Amount

$122,000

$109,731

$113,066

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Secondary Math Coach

1000-1999: Certificated Personnel
Salaries
Secondary Math Coach

1000-1999: Certificated Personnel
Salaries
Secondary Math Coach

Amount

$167,277

Source

3010 Title I

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Secondary Math Coach (this is a
federally funded expenditure not
previously included in the LCAP)

Amount

$151,000

$158,205

$159,213

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Elementary Math Coach

1000-1999: Certificated Personnel
Salaries
Elementary Math Coach

1000-1999: Certificated Personnel
Salaries
Elementary Math Coach

Amount

$432,000

$612,549

$572,387

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Special Education 2 TOSAs - 1
Specialist

1000-1999: Certificated Personnel
Salaries
Special Education 3 TOSAs - 1
Specialist

1000-1999: Certificated Personnel
Salaries
Special Education 3 TOSAs - 1
Specialist

Amount

$188,000

$197,113

$30,000

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Principal on Special Assignment

1000-1999: Certificated Personnel
Salaries
Principal on Special Assignment

5800: Professional/Consulting
Services And Operating
Expenditures
Principal on Special Assignment
(now consulting)

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Amount

$160,813

Source

3010 Title I

Budget
Reference

1000-1999: Certificated Personnel
Salaries
GATE/Linked Learning TOSA (this is
a federally funded expenditure not
previously included in the LCAP)

Amount

$160,394

Source

4127 Title IV

Budget
Reference

1000-1999: Certificated Personnel
Salaries
History/Social Science TOSA (this is
a federally funded expenditure not
previously included in the LCAP)

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

Select from New, Modified, or Unchanged
for 2018-19
Page 92 of 185

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

 DRAFT
XModified

Action

2017-18 Actions/Services
1.2 Professional Development
Opportunities in Order to Fully Implement
State Standards
(Target Outcomes: A, B, E, F, G, H, N, O,
P, T)

XModified

Action

2018-19 Actions/Services
1.2 Professional Development
Opportunities in Order to Fully Implement
State Standards
(Target Outcomes: A, B, E, F, G, H, N, O,
P, T)

XModified

Action

2019-20 Actions/Services
1.2 Professional Development
Opportunities in Order to Fully Implement
State Standards
(Target Outcomes: A, B, E, F, G, H, N, O,
P, T)

Budgeted Expenditures
Year
Amount

2017-18
$300,000

2018-19
$450,000

2019-20
$580,000

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

5800: Professional/Consulting
Services And Operating
Expenditures
Professional Development for State
Standards Implementation

5800: Professional/Consulting
Services And Operating
Expenditures
Professional Development for State
Standards Implementation

5800: Professional/Consulting
Services And Operating
Expenditures
Professional Development for State
Standards Implementation

Amount

$455,968

Source

3010 Title I

Budget
Reference

5800: Professional/Consulting
Services And Operating
Expenditures
Professional Development for State
Standards Implementation (this is a
federally funded expenditure not
previously included in the LCAP)

Page 93 of 185

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Amount

$348,000

Source

4035 Title II

Budget
Reference

5800: Professional/Consulting
Services And Operating
Expenditures
Professional Development for State
Standards Implementation (this is a
federally funded expenditure not
previously included in the LCAP)

Amount

$382,000

$870,177

$950,022

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

5000-5999: Services And Other
Operating Expenditures
Ed Services

1000-1999. 2000-2999: Certificated
and Classified Salaries
Ed Services

1000-1999. 2000-2999: Certificated
and Classified Salaries
Ed Services

Amount

$840,338

Source

3010 Title I

Budget
Reference

1000-1999. 2000-2999: Certificated
and Classified Salaries
Ed Services (this is a federally
funded expenditure not previously
included in the LCAP)

Amount

$186,050

Source

4035 Title II

Budget
Reference

1000-1999. 2000-2999: Certificated
and Classified Salaries
Ed Services (this is a federally
funded expenditure not previously
included in the LCAP)

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Amount

$20,000

$20,000

$30,000

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

5000-5999: Services And Other
Operating Expenditures
Board Professional Development

5000-5999: Services And Other
Operating Expenditures
Board Professional Development

5000-5999: Services And Other
Operating Expenditures
Board Professional Development

Amount

$8,000,744

$9,950,715

$9,661,291

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Collaboration Time / Inst. Minutes

1000-1999: Certificated Personnel
Salaries
Collaboration Time / Inst. Minutes

1000-1999: Certificated Personnel
Salaries
Collaboration Time / Inst. Minutes

Amount

$140,000

$140,000

$215,000

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Secondary Literacy/ELA and
Advanced Placement PD

1000-1999: Certificated Personnel
Salaries
Secondary Literacy/ELA and
Advanced Placement PD

1000-1999: Certificated Personnel
Salaries
Secondary Literacy/ELA and
Advanced Placement PD

Amount

$150,000

$150,000

$150,000

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
NGSS Materials and Professional
Development

1000-1999: Certificated Personnel
Salaries
NGSS Materials and Professional
Development

1000-1999, 4000-4999: Certificated
Salaries and Supplies
NGSS Materials and Professional
Development

Amount

$50,000

$50,000

$30,000

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Math Professional
Development/Math Intervention Middle School

1000-1999: Certificated Personnel
Salaries
Math Professional
Development/Math Intervention Middle School

1000-1999: Certificated Personnel
Salaries
Math Professional
Development/Math Intervention Middle School

Page 95 of 185

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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
1.3 Technology Implementation to Support
State Standards Instruction
(Target Outcomes: A, B, C, D, J, N, O, R,
S)

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

Action

2018-19 Actions/Services
1.3 Technology Implementation to Support
State Standards Instruction
(Target Outcomes: A, B, C, D, J, N, O, R,
S)

Page 96 of 185

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

Action

2019-20 Actions/Services
1.3 Technology Implementation to Support
State Standards Instruction
(Target Outcomes: A, B, C, D, J, N, O, R,
S)

 DRAFT
Budgeted Expenditures
Year
Amount

2017-18
$370,000

2018-19
$370,500

2019-20
$871,050

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

5800: Professional/Consulting
Services And Operating
Expenditures
DIGICOM

5800: Professional/Consulting
Services And Operating
Expenditures
DIGICOM

5800: Professional/Consulting
Services And Operating
Expenditures
DIGICOM

Amount

$33,000

$33,000

$33,000

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

2000-2999: Classified Personnel
Salaries
DIGICOM .5 Tech I Position

2000-2999: Classified Personnel
Salaries
DIGICOM .5 Tech I Position

2000-2999: Classified Personnel
Salaries
DIGICOM .5 Tech I Position

Amount

$30,000

$35,000

$0

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
DIGICOM Fellows Stipends

2000-2999: Classified Personnel
Salaries
DIGICOM Fellows Stipends

2000-2999: Classified Personnel
Salaries
DIGICOM Fellows Stipends (this
expenditure has been eliminated see Annual Update Goal 1 for more
information)

Amount

$1,500,000

$1,750,000

$1,900,000

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
Technology

1000-1999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
Technology

1000-1999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
Technology

Amount

$100,000

$150,000

$150,000

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

5000-5999: Services And Other
Operating Expenditures

5000-5999: Services And Other
Operating Expenditures

5000-5999: Services And Other
Operating Expenditures

Page 97 of 185

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Home Wireless Access

Home Wireless Access

Home Wireless Access

Amount

$291,109

Source

4035 Title II

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Technology TOSAs (this is a
federally funded expenditure not
previously included in the LCAP)

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

XAll Schools

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

Action

2017-18 Actions/Services
1.4 Site Allocations based on
Unduplicated Count: Each school site will
receive LCFF funding to support actions

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

Action

2018-19 Actions/Services
1.4 Site Allocations based on
Unduplicated Count: Each school site will
receive LCFF funding to support actions
Page 98 of 185

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

Action

2019-20 Actions/Services
1.4 Site Allocations based on
Unduplicated Count: Each school site will
receive LCFF funding to support actions

 DRAFT
that directly target their specific school
needs and student population. School
sites will create Single Plans for Student
Achievement (SPSA's) which will outline
how their LCFF Funds will be allocated.
All actions within SPSA's must be aligned
with PSUSD LCAP goals. SPSA's will be
created collaboratively with the School
Site Council and monitored regularly by
district personnel.
(Target Outcomes: A, B, C, D, E, G, I, J,
K, L, M, N, O, P)

that directly target their specific school
needs and student population. School
sites will create Single Plans for Student
Achievement (SPSA's) which will outline
how their LCFF Funds will be allocated.
All actions within SPSA's must be aligned
with PSUSD LCAP goals. SPSA's will be
created collaboratively with the School
Site Council and monitored regularly by
district personnel.
(Target Outcomes: A, B, C, D, E, G, I, J,
K, L, M, N, O, P)

that directly target their specific school
needs and student population. School
sites will create School Plans for Student
Achievement (SPSA's) which will outline
how their LCFF Funds will be allocated.
All actions within SPSA's must be aligned
with PSUSD LCAP goals. SPSA's will be
created collaboratively with the School
Site Council and monitored regularly by
district personnel.
(Target Outcomes: A, B, C, D, E, G, I, J,
K, L, M, N, O, P)

Budgeted Expenditures
Year
Amount

2017-18
$4,659,247

2018-19
$5,331,311

2019-20
$5,249,602

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
Site Allocations - Individual schools
receive funding based on their
percentage of unduplicated students
(LI, EL, FY). Schools create SPSA's
aligned to LCAP metrics which are
regularly monitored by district
personnel.

1000-1999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
Site Allocations - Individual schools
receive funding based on their
percentage of unduplicated students
(LI, EL, FY). Schools create SPSA's
aligned to LCAP metrics which are
regularly monitored by district
personnel.

1000-1999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
Site Allocations - Individual schools
receive funding based on their
percentage of unduplicated students
(LI, EL, FY). Schools create SPSA's
aligned to LCAP metrics which are
regularly monitored by district
personnel.

Page 99 of 185

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Amount

$4,535,922

Source

3010 Title I

Budget
Reference

1000-1999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
Site Allocations - Individual schools
receive funding based on their
percentage of low income students.
Schools create SPSA's aligned to
LCAP metrics which are regularly
monitored by district personnel. (this
is a federally funded expenditure not
previously included in the LCAP)

Amount

$332,000

$425,000

$487,909

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
Early Childhood Education

1000-1999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
Early Childhood Education

1000-1999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
Early Childhood Education

Amount

$400,000

Source

3010 Title I

Budget
Reference

1000-1999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
Early Childhood Education (this is a
federally funded expenditure not
previously included in the LCAP)

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]
Page 100 of 185

 DRAFT
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
1.5 Grade Span Staffing Adjustment
(Target Outcomes: A, B, C, E, F, G, H, J)

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

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

Action

2018-19 Actions/Services

Action

2019-20 Actions/Services

1.5 Grade Span Staffing Adjustment
(Target Outcomes: A, B, C, E, F, G, H, J)

1.5 Grade Span Staffing Adjustment
(Target Outcomes: A, B, C, E, F, G, H, J)

Budgeted Expenditures
Year
Amount

2017-18
$2,488,424

2018-19
$2,487,499

2019-20
$2,261,016

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Reduce Staffing Ratio in Middle
School

1000-1999: Certificated Personnel
Salaries
Reduce Staffing Ratio in Middle
School

1000-1999: Certificated Personnel
Salaries
Reduce Staffing Ratio in Middle
School

Page 101 of 185

 DRAFT
Amount

$100,000

$107,645

$111,053

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Additional FTE Alternative Ed.
Teacher

1000-1999: Certificated Personnel
Salaries
Additional FTE Alternative Ed.
Teacher

1000-1999: Certificated Personnel
Salaries
Additional FTE Alternative Ed.
Teacher

Amount

$850,000

$821,523

$608,147

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Accelerate 24:1 at the elementary
level

1000-1999: Certificated Personnel
Salaries
Accelerate 24:1 at the elementary
level

1000-1999: Certificated Personnel
Salaries
Accelerate 24:1 at the elementary
level

Amount

$550,000

$608,165

$633,388

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Reduce Staffing Ratio in Secondary
Math (5 FTE)

1000-1999: Certificated Personnel
Salaries
Reduce Staffing Ratio in Secondary
Math (5 FTE)

1000-1999: Certificated Personnel
Salaries
Reduce Staffing Ratio in Secondary
Math (5 FTE)

Amount

$2,738,580

$3,004,399

$3,943,254

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Reduce Staffing Ratio in High
School

1000-1999: Certificated Personnel
Salaries
Reduce Staffing Ratio in High School

1000-1999: Certificated Personnel
Salaries
Reduce Staffing Ratio in High School

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
Page 102 of 185

 DRAFT
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
1.6 Academic Intervention
(Target Outcomes: A, B, E, F)

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

Action

2018-19 Actions/Services
1.6 Academic Intervention
(Target Outcomes: A, B, E, F)

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

Action

2019-20 Actions/Services
1.6 Academic Intervention
(Target Outcomes: A, B, E, F)

Budgeted Expenditures
Year
Amount

2017-18
$600,000

2018-19
$911,160

2019-20
$1,021,136

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

2000-2999: Classified Personnel
Salaries
Full Day Kindergarten All Sites - Full
Day TK - 5 Sites

2000-2999: Classified Personnel
Salaries
Full Day Kindergarten All Sites - Full
Day TK - 5 Sites

2000-2999: Classified Personnel
Salaries
Full Day Kindergarten - Full Day TK 5 Sites

Amount

$270,000

$270,000

$270,000

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

5800: Professional/Consulting
Services And Operating
Expenditures
Supplemental Literacy Support Consultant and Tier II

5800: Professional/Consulting
Services And Operating
Expenditures
Supplemental Literacy Support - Tier
II

5800: Professional/Consulting
Services And Operating
Expenditures
Supplemental Literacy Support - Tier
II

Page 103 of 185

 DRAFT
Amount

$35,000

$35,000

$33,000

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

5000-5999: Services And Other
Operating Expenditures
Provide and Support Early Reading
Assessment & Data Reporting
System

5000-5999: Services And Other
Operating Expenditures
Provide and Support Early Reading
Assessment & Data Reporting
System

5000-5999: Services And Other
Operating Expenditures
Provide and Support Early Reading
Assessment & Data Reporting
System

Amount

$156,000

$165,000

$155,500

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

5000-5999: Services And Other
Operating Expenditures
Elementary Math Intervention Programs - LearnZillion & Dreambox

5000-5999: Services And Other
Operating Expenditures
Elementary Math Intervention Program - Dreambox

5000-5999: Services And Other
Operating Expenditures
Elementary Math Intervention Program - Dreambox

Amount

$470,000

$0

$0

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
Literacy Intervention (Adtl. allocation
to sites)

1000-1999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
Literacy Intervention (Addtl.
allocation to sites) (this expenditure
has been eliminated - see Annual
Update for more information)

1000-1999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
Literacy Intervention (Addtl.
allocation to sites) (see description
for 2018-19)

Amount

$110,340

$110,340

$115,857

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

5000-5999: Services And Other
Operating Expenditures
Teen Parent Support Services - MSJ

5000-5999: Services And Other
Operating Expenditures
Teen Parent Support Services - MSJ

5000-5999: Services And Other
Operating Expenditures
Teen Parent Support Services - MSJ

Page 104 of 185

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Amount

$15,000

$25,000

$25,000

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

4000-4999: Books And Supplies
Supplemental Educational Services
Tutoring and Enrichment Program Primarily Title I Funding

4000-4999: Books And Supplies
Supplemental Educational Services
Tutoring and Enrichment Program Primarily Title I Funding

4000-4999: Books And Supplies
Supplemental Educational Services
Tutoring and Enrichment Program Primarily Title I Funding

Amount

$953,123

Source

3010 Title I

Budget
Reference

1000-1999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
Supplemental Educational Services
Tutoring and Enrichment Program Primarily Title I Funding (this is a
federally funded expenditure not
previously included in the LCAP)

Amount

$412,322

Source

3010 Title I

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Primary Reading Intervention
Teachers (this is a federally funded
expenditure not previously included
in the LCAP)

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:
Page 105 of 185

 DRAFT
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
1.7 Academic Intervention - Extended Day
(Target Outcomes: A, B, C, D, E, F, G, H,
J, N, O)

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

Action

2018-19 Actions/Services
1.7 Academic Intervention - Extended Day
(Target Outcomes: A, B, C, D, E, F, G, H,
J, N, O)

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

Action

2019-20 Actions/Services
1.7 Academic Intervention - Extended Day
(Target Outcomes: A, B, C, D, E, F, G, H,
J, N, O)

Budgeted Expenditures
Year
Amount

2017-18
$600,000

2018-19
$600,000

2019-20
$600,000

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Extended School Year - Middle and
High School

1000-1999: Certificated Personnel
Salaries
Extended School Year - Middle and
High School

1000-1999: Certificated Personnel
Salaries
Extended School Year - Middle and
High School

Amount

$35,000

$35,000

$35,000

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

5000-5999: Services And Other
Operating Expenditures
Extended Day Support (ASES)

5000-5999: Services And Other
Operating Expenditures
Extended Day Support (ASES)

5000-5999: Services And Other
Operating Expenditures
Extended Day Support (ASES)

Action 8
Page 106 of 185

 DRAFT
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: All Middle and High
Schools and Bella Vista Elementary

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

Action

2017-18 Actions/Services
1.8 Linked Learning CTE
(Target Outcomes: D, J, K, L, M, N, O)

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

Action

2018-19 Actions/Services
1.8 Linked Learning CTE
(Target Outcomes: D, J, K, L, M, N, O)

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

Action

2019-20 Actions/Services
1.8 Linked Learning CTE
(Target Outcomes: D, J, K, L, M, N, O)

Budgeted Expenditures
Year
Amount

2017-18
$1,315,000

2018-19
$1,350,000

2019-20
$1,355,000

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
Linked Learning and Career Tech Ed

1000-1999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
Linked Learning and Career Tech Ed

1000-1999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
Linked Learning and Career Tech Ed

Amount

$80,000

$80,000

$80,000

Page 107 of 185

 DRAFT
Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

5000-5999: Services And Other
Operating Expenditures
AVID

5000-5999: Services And Other
Operating Expenditures
AVID

5000-5999: Services And Other
Operating Expenditures
AVID

Amount

$120,000

$120,000

$120,000

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

5000-5999: Services And Other
Operating Expenditures
Cosmetology Contract

5000-5999: Services And Other
Operating Expenditures
Cosmetology Contract

5000-5999: Services And Other
Operating Expenditures
Cosmetology Contract

Amount

$501,000

$528,057

$561,458

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Work Based Learning 4 FTE's

1000-1999: Certificated Personnel
Salaries
Work Based Learning 4 FTE's

1000-1999: Certificated Personnel
Salaries
Work Based Learning 4 FTE's

Amount

$30,000

$30,000

$30,000

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

5000-5999: Services And Other
Operating Expenditures
College and Career Readiness

5000-5999: Services And Other
Operating Expenditures
College and Career Readiness

5000-5999: Services And Other
Operating Expenditures
College and Career Readiness

Amount

$10,000

Source

4127 Title IV

Budget
Reference

5000-5999: Services And Other
Operating Expenditures
College and Career Readiness (this
is a federally funded expenditure not
previously included in the LCAP)

Page 108 of 185

 DRAFT
Amount

$259,652

Source

0707 LCFF

Budget
Reference

2000-2999: Classified Personnel
Salaries
Career Guidance Specialists (this is
a new expenditure - please see
Annual Update Goal 1 for more
information)

Amount

$717,824

Source

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Junior ROTC Program Staffing (this
is a new expenditure - please see
Annual Update Goal 1 for more
information)

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

XLEA-wide

XAll Schools

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

Select from New, Modified, or Unchanged
for 2018-19
Page 109 of 185

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

 DRAFT
XModified

Action

2017-18 Actions/Services
1.9 Additional English Learner Support to
Improve Implementation of ELD Standards
(Target Outcomes: B, C)

XModified

XModified

Action

2018-19 Actions/Services

Action

2019-20 Actions/Services

1.9 Additional English Learner Support to
Improve Implementation of ELD Standards
(Target Outcomes: B, C)

1.9 Additional English Learner Support to
Improve Implementation of ELD Standards
(Target Outcomes: B, C)

Budgeted Expenditures
Year
Amount

2017-18
$400,000

2018-19
$0

2019-20
$0

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999. 2000-2999: Certificated
and Classified Salaries
Bilingual Site Support

1000-1999. 2000-2999: Certificated
and Classified Salaries
Bilingual Site Support (this
expenditure has been eliminated see Annual Update for more
information)

1000-1999. 2000-2999: Certificated
and Classified Salaries
Bilingual Site Support (see
description for 2018-19)

Amount

$260,000

$431,030

$470,816

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Dual Immersion Program - expand to
2nd grade at DI site

1000-1999: Certificated Personnel
Salaries and 5000-5999: Services
and Other Operating Expenditures
Dual Immersion Program - expand to
3rd grade at DI site

1000-1999: Certificated Personnel
Salaries and 5000-5999: Services
and Other Operating Expenditures
Dual Immersion Program - expand to
4th grade at DI site

Amount

$590,000

$613,614

$618,443

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

2000-2999: Classified Personnel
Salaries
EL Targeted Support for Identifying
LTEL's and Assessment

2000-2999: Classified Personnel
Salaries
El Targeted Support for Identifying
LTEL's and Assessment

2000-2999: Classified Personnel
Salaries
El Targeted Support for Identifying
LTEL's and Assessment

Page 110 of 185

 DRAFT
Amount

$500,000

$500,000

Source

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
High School Counselors for El
Oversight (new expenditure - see
Annual Update for more information)

1000-1999: Certificated Personnel
Salaries
High School Counselors for El
Oversight (see description for 201819)

Amount

$80,000

Source

4203 Title III

Budget
Reference

1000-1999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
Targeted PD to Classroom
Teachers, Principals, Administrators
and other Community Based
Personnel designed to improve the
instruction of English Learners (this
is a federally funded expenditure not
previously included in the LCAP)

Amount

$150,000

Source

4203 Title III

Budget
Reference

5000-5999: Services And Other
Operating Expenditures
EL Instructional Programs through
Supplemental Curricula and
Instructional Materials (this is a
federally funded expenditure not
previously included in the LCAP)

Page 111 of 185

 DRAFT
Amount

$350,000

Source

4203 Title III

Budget
Reference

1000-1999, 2000-2999, and 5800;
Certificated and Classified Salaries
and Professional/Consulting
Services.
Increase EL Student Academic
Achievement & Graduation
Completion Through Intensified
Instruction (this is a federally funded
expenditure not previously included
in the LCAP)

Amount

$50,000

Source

4203 Title III

Budget
Reference

5000-5999: Services And Other
Operating Expenditures
Enhancing and Supplementing
Language Instruction through the
Implementation of Effective
Strategies (this is a federally funded
expenditure not previously included
in the LCAP)

Action 10
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 112 of 185

 DRAFT
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
1.10 Increase Access to Arts Education
and Enrichment Opportunities Throughout
the
District (Target Outcomes: Q)

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

Action

2018-19 Actions/Services
1.10 Increase Access to Arts Education
and Enrichment Opportunities Throughout
the
District (Target Outcomes: Q)

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

Action

2019-20 Actions/Services
1.10 Increase Access to Arts Education
and Enrichment Opportunities Throughout
the
District (Target Outcomes: Q)

Budgeted Expenditures
Year
Amount

2017-18
$415,000

2018-19
$465,000

2019-20
$475,000

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

5000-5999: Services And Other
Operating Expenditures
Arts Programs

5000-5999: Services And Other
Operating Expenditures
Arts Programs

5000-5999: Services And Other
Operating Expenditures
Arts Programs

Amount

$100,000

$100,000

$100,000

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

5000-5999: Services And Other
Operating Expenditures
High School Enrichment
Opportunities

5000-5999: Services And Other
Operating Expenditures
High School Enrichment
Opportunities

5000-5999: Services And Other
Operating Expenditures
High School Enrichment
Opportunities

Amount

$50,000

$50,000

$50,000

Source

0707 LCFF

0707 LCFF

0707 LCFF

Page 113 of 185

 DRAFT
Budget
Reference

5000-5999: Services And Other
Operating Expenditures
Middle School Enrichment /
Competition

5000-5999: Services And Other
Operating Expenditures
Middle School Enrichment /
Competition

5000-5999: Services And Other
Operating Expenditures
Middle School Enrichment /
Competition

Amount

$359,000

$844,939

$849,239

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Elementary Instructional Music
Program

1000-1999: Certificated Personnel
Salaries
Elementary Instructional Music
Program

1000-1999: Certificated Personnel
Salaries
Elementary Instructional Music
Program

Amount

$80,000

$104,000

$104,000

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

5800: Professional/Consulting
Services And Operating
Expenditures
Grant Writing Program Consultant

5800: Professional/Consulting
Services And Operating
Expenditures
Grant Writing Program Consultant

5800: Professional/Consulting
Services And Operating
Expenditures
Grant Writing Program Consultant

Amount

$31,336

Source

0707 LCFF

Budget
Reference

1000-1999, 4000-4999: Certificated
Salaries and Supplies
Marching Band Stipends & Supplies
- MS & HS (this is a new expenditure
- please see Annual Update Goal 1
for more information)

Amount

$30,000

Source

0707 LCFF

Budget
Reference

4000-4999: Books And Supplies
DHSHS Extracurricular Materials
and Supplies (this is a new
expenditure - please see Annual
Update Goal 1 for more information)
Page 114 of 185

 DRAFT
Action 11
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 Grade Spans: Middle and High
School

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

Action

2017-18 Actions/Services
1.11 Additional Support to Monitor A-G
Progress (P)

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

Action

2018-19 Actions/Services
1.11 Additional Support to Monitor A-G
Progress (P)

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

Action

2019-20 Actions/Services
1.11 Additional Support to Monitor A-G
Progress (P)

Budgeted Expenditures
Year
Amount

2017-18
$100,000

2018-19
$100,000

2019-20
$100,000

Source

3312 CEIS

7338 College Readiness Grant

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Administrative and Counseling Staff
to Assist in Monitoring and Individual
Student Planning

1000-1999: Certificated Personnel
Salaries
Administrative and Counseling Staff
to Assist in Monitoring and Individual
Student Planning

1000-1999: Certificated Personnel
Salaries
Administrative and Counseling Staff
to Assist in Monitoring and Individual
Student Planning

Page 115 of 185

 DRAFT
Amount

$148,535

Source

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Additional A-G Teacher at DHSHS

Action 12
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 Grade Spans: High School

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

Action

2017-18 Actions/Services
1.12 Increase Enrollment and Support of
Students in Advanced Placement Courses
to Increase Exam Pass Rate (J)

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

Action

2018-19 Actions/Services
1.12 Increase Enrollment and Support of
Students in Advanced Placement Courses
to Increase Exam Pass Rate (J)

Page 116 of 185

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

Action

2019-20 Actions/Services
1.12 Increase Enrollment and Support of
Students in Advanced Placement Courses
to Increase Exam Pass Rate (J)

 DRAFT
Budgeted Expenditures
Year
Amount

2017-18
$75,000

2018-19
$75,000

2019-20
$185,000

Source

3312 CEIS

7338 College Readiness Grant

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Administrative and Counseling Staff
to Assist in Monitoring and Individual
Student Planning

1000-1999: Certificated Personnel
Salaries
Administrative and Counseling Staff
to Assist in Monitoring and Individual
Student Planning

1000-1999: Certificated Personnel
Salaries
Administrative and Counseling Staff
to Assist in Monitoring and Individual
Student Planning

Page 117 of 185

 DRAFT

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 Modified

Goal

Goal 2
2. Parent and Community Partnerships: Palm Springs Unified School District will collaborate with families and our local communities to
ensure all students are actively engaged in learning and connected in meaningful ways to their school and community.

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

X
X
X

Priority 3: Parental Involvement (Engagement)
Priority 5: Pupil Engagement (Engagement)
Priority 6: School Climate (Engagement)

Local Priorities:

Identified Need:
1. The district was identified for Differentiated Assistance for chronic absenteeism for students with disabilities, African American,
Foster Youth, and American Indian. In addition, the Homeless student group and White student group reported in the red for Chronic
Absenteeism.
2. LCAP Survey results indicated an increased need for on-site parent engagement and learning opportunities.
3. The high school adjusted 4 year cohort drop out rate for students with disabilities increased 2.2%
4. Seventeen elementary and middle schools reported with chronic absenteeism rates either in red or orange performance levels.

Expected Annual Measurable Outcomes
Metrics/Indicators

A) Attendance rate for
Parent Center
sponsored events by
event type.

Baseline

A) 2016-2017 Parent
Center Event Average
Attendance
Workshops: 17
participants

2017-18

A) Maintain or increase
average attendance
rates for Parent Center
sponsored events for
each event type from
Page 118 of 185

2018-19

A) Maintain or increase
average attendance
rates for Parent Center
sponsored events for
each event type from

2019-20

A) Maintain or increase
average attendance
rates for Parent Center
sponsored events for
each event type from

 DRAFT

Metrics/Indicators

Baseline

2017-18

2018-19

2019-20

Courses: 15 participants
Conferences: 200
participants

2016-2017 attendance
rate data.

2017-2018 attendance
rate data.

2018-2019 attendance
rate data.

B) Attendance at
African American Parent
Action Committee
(AAPAC) meetings.

B) 2016-2017 AAPAC
members who
consistently attend
meeting sessions: 8

B) Maintain or increase
AAPAC "consistent
attendee" participation
from 2016-2017 rate.

B) Maintain or increase
AAPAC "consistent
attendee" participation
from 2017-2018 rate.

B) Maintain or increase
AAPAC "consistent
attendee" participation
from 2018-2019 rate.

C) Student Attendance
Rates
All Students (ALL)
English Learner (EL)
Hispanic (Hisp)
African American (AA)
Socioeconomically
Disadvantaged (SED)
Students with
Disabilities (SWD)

C) 2015-2016 Student
Attendance Rates ("All
Students" per
DataQuest; student
groups locally
calculated; official 20162017 available April
2018)
ALL: 94.6%
EL: 94.7%
Hisp: 94.5%
AA: 92.0%
SED: 94.2%
SWD: 92.1%

C) Improve overall and
each student group
attendance rates from
2016-2017 rates by 1%
or maintain 95%
attendance rate.
Increase AA and SWD
student group
attendance rates by 2%
from 2016-2017 rates.

C) Improve overall and
each student group
attendance rates by 1%
or maintain 95%
attendance rate from
2017-2018 rates.

C) Improve overall and
each student group
attendance rates by 1%
or maintain 95%
attendance rate from
2018-2019 rates.

D) Chronic Absenteeism
Rates
District (DIST)
All Students (ALL)
Elementary School
Students (ES)
Middle School Students
(MS)
High School Students
(HS)
English Learner (EL)
Hispanic (Hisp)
African American (AA)

D) Locally Calculated
Chronic Absentee Rates
2015-2016 (2016-2017
available Fall 2017)
DIST: ALL- 19.9%, ES17.5%, MS- 21.8%, HS21.8%
EL: ALL- 16.3%, ES12.8%, MS- 21.0%, HS25.3%
HIsp: ALL- 18.0%, ES16.0%, MS- 18.9%, HS20.3%

D) Establish baseline
California School
Dashboard Performance
Level for each student
group from 2016-2017
data upon CDE release
in 2017-2018.

D) "Blue" or "Green"
2017-2018 result:
Maintain status in either
blue or green
performance levels for
each group per the
corresponding 5x5 Color
Table for the Chronic
Absentee Indicator.

D) "Blue" or "Green"
2018-2019 result:
Maintain status in either
blue or green
performance levels for
each group per the
corresponding 5x5 Color
Table for the Chronic
Absentee Indicator.

"Yellow" or "Orange"
2017-2018 result:
Decrease percentage of

"Yellow" or "Orange"
2018-2019 result:
Decrease percentage of

Examine CDE 5x5
Placement Grid for
indicator to determine
the percentage decline
needed for the
Page 119 of 185

 DRAFT

Metrics/Indicators

Socioeconomically
Disadvantaged (SED)
Students with
Disabilities (SWD)

Baseline

AA: ALL- 32.2%, ES29.4%, MS- 39.1%, HS30.5%
SED: ALL- 19.8%, ES17.1%, MS- 21.5%, HS21.9%
SWD: ALL- 29.5%, ES23.9%, MS- 33.6%, HS37.2%
NOTE: This measure
will be modified to match
the LCFF Evaluation
Rubrics and California
School Dashboard
format once available in
2017-2018.

2017-18

"Declined" and
"Declined Significantly"
change columns.
Decrease percentage of
chronic absenteeism by
noted percentage for
"Declined" column for
"all students" group and
equitably-performing
student groups.

2018-19

2019-20

students noted as
chronically absent by
noted percentage for
"Declined" column.

students noted as
chronically absent by
noted percentage for
"Declined" column.

"Red: 2017-2018 result:
Decrease percentage of
students noted as
chronically absent by
noted percentage for
"Declined Significantly"
column

"Red: 2018-2019 result:
Decrease percentage of
students noted as
chronically absent by
noted percentage for
"Declined Significantly"
column

Decrease percentage of
chronic absenteeism by
noted percentage for
"Declined Significantly"
for student groups
performing two or more
performance levels
below the "all students"
performance level.

E) High School 4-Year
Cohort Dropout Rate
All Students (ALL)
English Learner (EL)
Hispanic (Hisp)
African American (AA)
Socioeconomically
Disadvantaged (SED)
Students with
Disabilities (SWD)

E) High School Dropout
Rate 2015-2016 (20162017 available Fall
2017)
ALL: 6.8%
EL: 11.5%
HIsp: 6.8%
AA: 8.8%
SED: 7.3%
SWD: 10.5%

E) Decrease overall
and student group fouryear cohort high school
dropout rates by 1%
from 2016-2017.
Decrease EL, African
American, and SWD
subgroup rates by 3%
from 2016-2017 data.

E) Decrease overall
and student group fouryear cohort high school
dropout rates by 1%
from 2017-2018.
Decrease EL and SWD
subgroup rates by 2%
from 2017-2018 data.

E) Decrease overall
and all student group
four-year cohort high
school dropout rates by
1% from 2018-2019.

F) Middle School
Dropout Rate
All Students (ALL)

F) Middle School
Dropout Rate 2015-

F) Maintain overall and
all student group middle

F) Maintain overall and
all student group middle

F) Maintain overall and
all student group middle

Page 120 of 185

 DRAFT

Metrics/Indicators

Baseline

2017-18

2018-19

2019-20

English Learner (EL)
Hispanic (Hisp)
African American (AA)
Socioeconomically
Disadvantaged (SED)

2016 (2016-2017
available Fall 2017)
ALL: 0.06%
EL: 0.00%
HIsp: 0.07%
AA: 0.00%
SED: 0.06%

school dropout rates
below 0.5%.

school dropout rates
below 0.5%.

school dropout rates
below 0.5%.

G) Parent Participation
in Stakeholder Input
Processes

G) 2016-2017 LCAP
Input Surveys
Total Parent Surveys
Submitted: 1,517
English Surveys: 839
Spanish Surveys: 677

G) Maintain or increase
number of parent LCAP
Input Surveys
completed from 20162017 baseline.

G) Maintain or increase
number of parent LCAP
Input Surveys
completed from 20172018 total.

G) Maintain or increase
number of parent LCAP
Input Surveys
completed from 20182019 total.

H) Family School
Connectedness via
Panorama Family
Climate Survey in
grades 3-12

Baseline to be
established in 2018-19

H) New metric for 20182019. Baseline for
family connectedness
will be determined using
the Sense of Belonging
(School Connectedness)
measure from the 20182019 administration of
the district's family
climate survey via the
Panorama Education
system. Results will be
reported for
family/student groups
including families of
unduplicated pupils and
families of students with
exceptional needs.

H) Maintain or increase
the percentage of
favorable ratings in
family Sense of
Belonging (School
Connectedness) from
the 2018-2019 baseline.
Metric targets will be
differentiated by
family/student groups
including families of
unduplicated pupils and
families of students with
exceptional needs.

Page 121 of 185

 DRAFT

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
2.1 Parent Outreach: Increase Family
Resources
(Target Outcomes: A, B, C, D, E)

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

Action

2018-19 Actions/Services
2.1 Parent Outreach: Increase Family
Resources
(Target Outcomes: A, B, C, D, E)

Page 122 of 185

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

Action

2019-20 Actions/Services
2.1 Parent Outreach: Increase Family
Resources
(Target Outcomes: A, B, C, D, E)

 DRAFT
Budgeted Expenditures
Year
Amount

2017-18
$375,000

2018-19
$422,000

2019-20
$430,000

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
Parent Coordinator: (Coordinator
and 2 Clerical Support)

1000-1999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
Parent Coordinator: (Coordinator
and 2 Clerical Support)

1000-1999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
Parent Coordinator: (Coordinator
and 2 Clerical Support)

Amount

$100,000

$187,086

$251,200

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

2000-2999: Classified Personnel
Salaries
Parent Outreach - Community
Liaisons

1000-1999. 2000-2999: Certificated
and Classified Salaries
Parent Outreach

1000-1999. 2000-2999: Certificated
and Classified Salaries
Parent Outreach

Amount

$25,000

Source

4127 Title IV

Budget
Reference

1000-1999, 2000-2999, and 5800;
Certificated and Classified Salaries
and Professional/Consulting
Services.
Parent Outreach (this is a federally
funded expenditure not previously
included in the LCAP)

Amount

$15,000

$15,000

$10,000

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

5000-5999: Services And Other
Operating Expenditures
District Enrollment Center

5000-5999: Services And Other
Operating Expenditures
District Enrollment Center

5000-5999: Services And Other
Operating Expenditures
District Enrollment Center

Amount

$154,000

$169,696

$172,880

Source

0707 LCFF

0707 LCFF

0707 LCFF

Page 123 of 185

 DRAFT
Budget
Reference

2000-2999: Classified Personnel
Salaries
Bilingual Office Techs. for High
Priority Elementary Schools

2000-2999: Classified Personnel
Salaries
Bilingual Office Techs. for High
Priority Elementary Schools

2000-2999: Classified Personnel
Salaries
Bilingual Office Techs. for High
Priority Elementary Schools

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
2.2 Improve Student Connectivity to
School as Reflected by Increased
Attendance Rates and Decreased Dropout
Rates
(Target Outcomes: D, E, F, G)

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

Action

2018-19 Actions/Services
2.2 Improve Student Connectivity to
School as Reflected by Increased
Attendance Rates and Decreased Dropout
Rates
(Target Outcomes: D, E, F, G)

Page 124 of 185

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

Action

2019-20 Actions/Services
2.2 Improve Student Connectivity to
School as Reflected by Increased
Attendance Rates and Decreased Dropout
Rates
(Target Outcomes: D, E, F, G)

 DRAFT
Budgeted Expenditures
Year
Amount

2017-18
$588,000

2018-19
$597,717

2019-20
$668,930

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

2000-2999: Classified Personnel
Salaries
School Community Liaisons

2000-2999: Classified Personnel
Salaries
School Community Liaisons

2000-2999: Classified Personnel
Salaries
School Community Liaisons

Amount

$600,000

$649,200

$665,673

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

2000-2999: Classified Personnel
Salaries
Middle School Prevention Specialists

2000-2999: Classified Personnel
Salaries
Middle School Prevention Specialists

2000-2999: Classified Personnel
Salaries
Middle School Prevention Specialists

Amount

$0

Source

0707 LCFF

Budget
Reference

5000-5999: Services And Other
Operating Expenditures
Attention to Attendance (A2A) (this is
a new expenditure - please see
Annual Update Goal 2 for more
information)

Amount

$73,333

Source

0707 LCFF

Budget
Reference

5000-5999: Services And Other
Operating Expenditures
One Future Coachella Valley (new
expenditure - see Annual Update
Goal 2 for more information)

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)
Page 125 of 185

 DRAFT
[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
2.3 Improve Student Access to Campus
Through Increased Transportation
Services
(Target Outcomes: D, E)

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

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

Action

2018-19 Actions/Services

Action

2019-20 Actions/Services

2.3 Improve Student Access to Campus
Through Increased Transportation
Services
(Target Outcomes: D, E)

2.3 Improve Student Access to Campus
Through Increased Transportation
Services
(Target Outcomes: D, E)

Budgeted Expenditures
Year
Amount

2017-18
$580,000

2018-19
$1,941,600

2019-20
$2,286,488

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

5000-5999: Services And Other
Operating Expenditures
Transportation - 2:1:2 Schedule
Transportation & Increased Busing
to Middle Schools

5000-5999: Services And Other
Operating Expenditures
Transportation - 2:1:2 Schedule
Transportation & Increased Busing

5000-5999: Services And Other
Operating Expenditures
Transportation - 2:1:2 Schedule
Transportation & Increased Busing

Page 126 of 185

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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 Modified

Goal

Goal 3
3. Palm Springs Unified School District will provide students with a clean, healthy, physically and emotionally safe learning
environment.

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

X
X

Priority 1: Basic (Conditions of Learning)
Priority 6: School Climate (Engagement)

Local Priorities:

Identified Need:
1. The district was identified for Differentiated Assistance for suspension rate for students with disabilities, African American, Foster
Youth, and American Indian. In addition, the two or more ethnicities student group reported in the red for Suspension Rate.
2. Fall 2018 Dashboard results show the district suspension rate reported as an orange performance level. Fourteen school sites
reported in either red or orange performance levels for Suspension Rate.
3. The 2018-19 Panorama Survey indicated higher favorable ratings for school connectedness in the elementary setting than in
secondary setting. The African American student responses reported a significantly lower favorability rate than all other student
groups.
4. The 2018-19 Panorama Survey indicated higher favorable ratings for safety in the elementary setting than in the secondary setting.
However, the percentiles were similar to national norms.

Expected Annual Measurable Outcomes
Metrics/Indicators

A) Suspension Rates:
All Students (ALL)
English Learner (EL)
Hispanic (Hisp)

Baseline

A) Dashboard
Suspension Rates
(2014-2015)

2017-18

2018-19

2019-20

A) "Blue" or "Green"
2016-2017 result:
Maintain status in either
blue or green

A) "Blue" or "Green"
2017-2018 result:
Maintain status in either
blue or green

A) "Blue" or "Green"
2018-2019 result:
Maintain status in either
blue or green

Page 127 of 185

 DRAFT

Metrics/Indicators

African American (AA)
Socioeconomically
Disadvantaged (SED)
Students with
Disabilities (SWD)

Baseline

ALL: Yellow (5.5%,
declined 0.3%)
EL: Yellow (4.3%,
declined 0.2%)
Hisp: Yellow (4.6%,
declined 0.6%)
AA: Red (15.1%,
increased 3.0%)
SED: Yellow (5.9%,
declined 0.3%)
SWD: Yellow (9.5%,
declined2.5%)
Local Calculation 20152016:
ALL: 5.9%
EL: 4.8%
Hisp: 5.2%
AA: 14.4%
SED: 6.5%
SWD: 13.0%

B) Expulsion Rates
All Students (ALL)
English Learner (EL)
Hispanic (Hisp)
African American (AA)

B) Expulsion Rate 20152016
ALL: 0.46%
EL: 0.34%
Hisp: 0.43%

2017-18

2018-19

2019-20

performance levels for
each group per the
corresponding 5x5 Color
Table for the
Suspension Rate
Indicator.

performance levels for
each group per the
corresponding 5x5 Color
Table for the
Suspension Rate
Indicator.

performance levels for
each group per the
corresponding 5x5 Color
Table for the
Suspension Rate
Indicator.

"Yellow" 2016-2017
result: Meet or exceed
targets for the
"Declined" change
column. Target growth
for Suspension Rate will
be a decrease of 0.3%
to 2.0%.

"Yellow" 2017-2018
result: Meet or exceed
targets for the
"Declined" change
column. Target growth
for Suspension Rate will
be a decrease of 0.3%
to 2.0%.

"Yellow" 2018-2019
result: Meet or exceed
targets for the
"Declined" change
column. Target growth
for Suspension Rate will
be a decrease of 0.3%
to 2.0%.

"Orange" 2016-2017
result: Meet targets for
the "Declined" change
column. Target growth
for Suspension Rate will
be a decrease of 0.3%
to 2.0%.

"Orange" 2017-2018
result: Meet targets for
the "Declined" change
column. Target growth
for Suspension Rate will
be a decrease of 0.3%
to 2.0%.

"Orange" 2018-2019
result: Meet targets for
the "Declined" change
column. Target growth
for Suspension Rate will
be a decrease of 0.3%
to 2.0%.

"Red" 2016-2017 result:
Meet targets for the
"Declined Significantly"
change column. Target
growth for Suspension
Rate will be a decrease
of 2.0% or more.

"Red" 2017-2018 result:
Meet targets for the
"Declined Significantly"
change column. Target
growth for Suspension
Rate will be a decrease
of 2.0% or more.

"Red" 2018-2019 result:
Meet targets for the
"Declined Significantly"
change column. Target
growth for Suspension
Rate will be a decrease
of 2.0% or more.

B) Expulsion Rate
Targets
ALL: maintain under
0.5%
EL: maintain under 0.5%

B) Expulsion Rate
Targets
ALL: maintain under
0.5%
EL: maintain under 0.5%

B) Expulsion Rate
Targets
ALL: maintain under
0.5%
EL: maintain under 0.5%

Page 128 of 185

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Metrics/Indicators

Baseline

2017-18

2018-19

2019-20

Socioeconomically
Disadvantaged (SED)
Students with
Disabilities (SWD)

AA: 1.29%
SED: 0.49%
SWD: 0.88%

HIsp: maintain under
0.5%
AA: decline by 0.5%
from 2016-2017
SED: maintain under
0.5%
SWD: decline by 0.3%
from 2016-2017

HIsp: maintain under
0.5%
AA: decline to under
0.5%
SED: maintain under
0.5%
SWD: decline to under
0.5%

HIsp: maintain under
0.5%
AA: maintain under
0.5%
SED: maintain under
0.5%
SWD: maintain under
0.5%

C) Student School
Connectedness via
California Healthy Kids
Survey Results
(transitioning to
Panorama survey in
grades 3-12 in 20172018)

C) California Healthy
Kids Survey 2015-2016
5th Grade: 58%
7th Grade: 52%
9th Grade: 42%
11th Grade: 37%

C) District is moving to a
new annual
culture/climate and
social-emotional
learning survey system
in 2017-2018 through
Panorama software.
Baseline data will be
collected and reported
for school
connectedness and
growth targets will be
set. PSUSD will
discontinue use of
CHKS once baseline
data is collected.

C) Panorama Survey School Connectedness
2017-2018
All students: Elementary
79%, Secondary 63%
EL: Elem 79%, Sec 65%
AA: Elem 70%, Sec
60%
Hisp: Elem 79%, Sec
64%
SED: Elem 79%, Sec
63%

C) 2019-2020
Panorama survey result
growth target: Maintain
or increase percentage
for all student groups
from 2018-2019 levels.
Increase percentages
for African American
student group by 2% or
more from 2018-2019
levels as part of gap
closure efforts.

D) District is moving to
a new annual
culture/climate and
social-emotional

D) Panorama Survey Safety 2017-2018
All students: Elementary
65%, Secondary 71%

D) Student Perception
of School Safety via
California Healthy Kids
Survey Results

D) California Healthy
Kids Survey 2015-2016
5th Grade: 77%
7th Grade: 66%

Page 129 of 185

2018-2019 Panorama
survey result growth
target: Maintain or
increase percentage for
all student groups.
Increase percentages
for African American
student group by 2% or
more.
D) 2019-2020
Panorama survey result
growth target: Maintain
or increase percentage

 DRAFT

Metrics/Indicators

(transitioning to
Panorama survey in
grades 3-12 in 20172018)

E) Williams Facilities
Inspection Results

Baseline

9th Grade: 42%
11th Grade: 56%

E) 100% Williams
Compliance for 20162017

2017-18

2018-19

learning survey system
in 2017-2018 through
Panorama software.
Baseline data will be
collected and reported
for school safety and
growth targets will be
set. PSUSD will
discontinue use of
CHKS once baseline
data is collected.

EL: Elem 63%, Sec 72%
AA: Elem 62%, Sec
68%
Hisp: Elem 65%, Sec
73%
SED: Elem 64%, Sec
72%

E) Maintain 100%
Williams Facilities
Compliance

E) Maintain 100%
Williams Facilities
Compliance

2019-20

for all student groups
from 2018-2019 levels.
Increase percentages
for African American
student group by 2% or
more from 2018-2019
levels as part of gap
closure efforts.

2018-2019 Panorama
survey result growth
target: Maintain or
increase percentage for
all student groups.
Increase percentages
for African American
student group by 2% or
more.
E)Maintain 100%
Williams Facilities
Compliance

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:
Page 130 of 185

 DRAFT
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
3.1 Supplemental Counseling and Student
Support Services Provided for
Unduplicated Youth
(Targeted Outcomes: A, B, C, D)

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

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

Action

2018-19 Actions/Services

Action

2019-20 Actions/Services

3.1 Supplemental Counseling and Student
Support Services Provided for
Unduplicated Youth
(Targeted Outcomes: A, B, C, D)

3.1 Supplemental Counseling and Student
Support Services Provided for
Unduplicated Youth
(Targeted Outcomes: A, B, C, D)

Budgeted Expenditures
Year
Amount

2017-18
$503,000

2018-19
$536,227

2019-20
$691,680

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Additional Middle School Counselors

1000-1999: Certificated Personnel
Salaries
Additional Middle School Counselors

1000-1999: Certificated Personnel
Salaries
Additional Middle School Counselors

Amount

$461,000

$879,482

$1,495,078

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Counseling at Elementary Schools

1000-1999: Certificated Personnel
Salaries
Counseling at Elementary Schools

1000-1999: Certificated Personnel
Salaries
Counseling at Elementary Schools

Amount

$450,000

$475,000

$575,000

Page 131 of 185

 DRAFT
Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999. 2000-2999: Certificated
and Classified Salaries
Mental Health Support Services

1000-1999. 2000-2999: Certificated
and Classified Salaries
Mental Health Support Services

1000-1999. 2000-2999: Certificated
and Classified Salaries
Mental Health Support Services

Amount

$312,000

$340,554

$240,181

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
High School Counselor Allotment
Adjustment

1000-1999: Certificated Personnel
Salaries
High School Counselor Allotment
Adjustment

1000-1999: Certificated Personnel
Salaries
High School Counselor Allotment
Adjustment

Amount

$172,000

$141,801

$181,503

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Additional Counselor for Desert Hot
Springs High School - 1.0 FTE & .7
FTE

1000-1999: Certificated Personnel
Salaries
Additional Counselor for Desert Hot
Springs High School - 1.0 FTE & .7
FTE

1000-1999: Certificated Personnel
Salaries
Additional Counselor for Desert Hot
Springs High School - 1.0 FTE & .7
FTE

Amount

$20,000

$20,000

$20,000

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

2000-2999: Classified Personnel
Salaries
Support for Foster Youth at Middle
Schools

2000-2999: Classified Personnel
Salaries
Support for Foster Youth at Middle
Schools

2000-2999: Classified Personnel
Salaries
Support for Foster Youth

Amount

$52,000

Source

3010 Title I

Budget
Reference

2000-2999, 4000-4999: Classified
Salaries and Supplies
Support for Foster Youth (this is a
federally funded expenditure not
previously included in the LCAP)

Panorama Education Surveys

Page 132 of 185

 DRAFT
Amount

$68,000

$68,000

$100,100

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

5000-5999: Services And Other
Operating Expenditures
Panorama Education Surveys

5000-5999: Services And Other
Operating Expenditures
Panorama Education Surveys

5000-5999: Services And Other
Operating Expenditures
Panorama Education Surveys

Amount

$25,000

Source

0707 LCFF

Budget
Reference

5000-5999: Services And Other
Operating Expenditures
Courage to Speak Parenting
Program (new expenditure - see
Annual Update Goal 3 for more
information)

Amount

$233,542

Source

4127 Title IV

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Supplemental School Psychologists
(this is a federally funded
expenditure not previously included
in the LCAP)

Amount

$758,195

Source

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Additional High School Counselors
(new expenditure - see Annual
Update Goal 3 for more information)

Page 133 of 185

 DRAFT
Amount

$507,316

Source

0707 LCFF

Budget
Reference

2000-2999: Classified Personnel
Salaries
Secondary Behavior
Paraprofessionals (new expenditure see Annual Update Goal 3 for more
information)

Amount

$24,000

Source

0707 LCFF

Budget
Reference

5000-5999: Services And Other
Operating Expenditures
Thought Exchange for Middle School
Coalition (new expenditure - see
Annual Update Goal 3 for more
information)

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)

Specific Student Groups: Black/African American

Specific Schools: Painted Hills Middle School, Bella Vista,
Cabot Yerxa, Julius Corsini, and Two Bunch Palms
Elementary 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]

Page 134 of 185

[Add Location(s) selection here]

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

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

Action

2017-18 Actions/Services

XUnchanged

Action

2018-19 Actions/Services

3.2 Implementation of Multi-tiered Systems
of Support Teams Focused on Positive
Behavior Development
(Targeted Outcomes: A, B)

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

2019-20 Actions/Services

3.2 Implementation of Multi-tiered Systems
of Support Teams Focused on Positive
Behavior Development
(Targeted Outcomes: A, B)

3.2 Implementation of Multi-tiered Systems
of Support Teams Focused on Positive
Behavior Development
(Targeted Outcomes: A, B)

Budgeted Expenditures
Year
Amount

2017-18
$345,000

2018-19
$345,000

2019-20
$345,000

Source

3312 CEIS

3312 CEIS

3312 CEIS

Budget
Reference

1000-1999, 4000-4999: Certificated
Salaries and Supplies
Form Implementation Teams to
implement multi-tiered systems of
support

1000-1999, 4000-4999: Certificated
Salaries and Supplies
Form Implementation Teams to
implement multi-tiered systems of
support

1000-1999: Certificated Personnel
Salaries
Form Implementation Teams to
implement multi-tiered systems of
support

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)

Page 135 of 185

 DRAFT
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
3.3 Increased Campus Safety, Security
and Disaster Preparedness
(Targeted Outcomes: A, B, C, D)

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

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

Action

2018-19 Actions/Services

Action

2019-20 Actions/Services

3.3 Increased Campus Safety, Security
and Disaster Preparedness
(Targeted Outcomes: A, B, C, D)

3.3 Increased Campus Safety, Security
and Disaster Preparedness
(Targeted Outcomes: A, B, C, D)

Budgeted Expenditures
Year
Amount

2017-18
$1,025,000

2018-19
$1,025,000

2019-20
$1,300,000

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

2000-2999, 4000-4999: Classified
Salaries and Supplies
Campus Safety and Security

2000-2999, 4000-4999: Classified
Salaries and Supplies
Campus Safety and Security

2000-2999, 4000-4999: Classified
Salaries and Supplies
Campus Safety and Security

Amount

$70,000

$75,750

$78,653

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

2000-2999: Classified Personnel
Salaries
4 LVN Positions

2000-2999: Classified Personnel
Salaries
4 LVN Positions

2000-2999: Classified Personnel
Salaries
4 LVN Positions

Amount

$10,000

$10,000

$10,000

Source

0707 LCFF

0707 LCFF

0707 LCFF

Page 136 of 185

 DRAFT
Budget
Reference

1000-1999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
First Aid / CPR Training

1000-1999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
First Aid / CPR Training

1000-1999, 2000-2999, 4000-4999:
Certificated Salaries, Classified
Salaries, and Books and Supplies
First Aid / CPR Training

Amount

$565,000

$645,752

Source

0707 LCFF

0707 LCFF

Budget
Reference

5000-5999: Services And Other
Operating Expenditures
School Resource Officers (new
expenditure - see Annual Update for
more information)

5000-5999: Services And Other
Operating Expenditures
School Resource Officers (see
description for 2018-19)

Amount

$20,000

$0

$0

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

4000-4999: Books And Supplies
Emergency Disaster Equipment

4000-4999: Books And Supplies
Emergency Disaster Equipment (this
expenditure has been eliminated see Annual Update for more
information)

4000-4999: Books And Supplies
Emergency Disaster Equipment (see
description for 2018-19)

Amount

$151,059

Source

0707 LCFF

Budget
Reference

2000-2999: Classified Personnel
Salaries
Supervising Nurse (new expenditure
- see Annual Update Goal 3 for more
information)

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
Page 137 of 185

 DRAFT
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
3.4 Provide Supports for Students' Social
Awareness and Interpersonal Skill
Development
(Targeted Outcomes: A, B, C, D)

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

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

Action

2018-19 Actions/Services

Action

2019-20 Actions/Services

3.4 Provide Supports for Students, Social
Awareness and Interpersonal Skill
Development
(Targeted Outcomes: A, B, C, D)

3.4 Provide Supports for Students, Social
Awareness and Interpersonal Skill
Development
(Targeted Outcomes: A, B, C, D)

Budgeted Expenditures
Year
Amount

2017-18
$586,000

2018-19
$958,654

2019-20
$1,056,930

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Maintain 4 Elementary Assistant
Principal

1000-1999: Certificated Personnel
Salaries
Increase to 6 Elementary Assistant
Principal

1000-1999: Certificated Personnel
Salaries
Maintain 6 Elementary Assistant
Principal

Amount

$39,000

$73,832

$60,163

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
High School AP Salary Adjustments

1000-1999: Certificated Personnel
Salaries
High School AP Salary Adjustments

1000-1999: Certificated Personnel
Salaries
High School AP Salary Adjustments

Page 138 of 185

 DRAFT
Amount

$50,000

$50,000

$51,200

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999, 4000-4999: Certificated
Salaries and Supplies
Implement and Sustain PBIS
Programs

1000-1999, 4000-4999: Certificated
Salaries and Supplies
Implement and Sustain PBIS
Programs

1000-1999, 4000-4999: Certificated
Salaries and Supplies
Implement and Sustain PBIS
Programs

Amount

$220,000

$440,000

$493,000

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

2000-2999: Classified Personnel
Salaries
Playworks Organized Recess
Program

2000-2999: Classified Personnel
Salaries
Game On! Organized Recess
Program

2000-2999: Classified Personnel
Salaries
Game On! Organized Recess
Program

Amount

$30,000

$30,000

$38,500

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

5800: Professional/Consulting
Services And Operating
Expenditures
Ophelia Project

5800: Professional/Consulting
Services And Operating
Expenditures
Ophelia Project

5800: Professional/Consulting
Services And Operating
Expenditures
Ophelia Project

Amount

$260,000

$287,747

$427,309

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Dean of Students - DSMS & PHMS

1000-1999: Certificated Personnel
Salaries
Dean of Students - DSMS & PHMS

1000-1999: Certificated Personnel
Salaries
Dean of Students - DSMS, PHMS &
MSJ/EW

Amount

$538,007

$533,777

Source

0707 LCFF

0707 LCFF

Budget
Reference

2000-2999: Classified Personnel
Salaries
Additional Supervision Aides

2000-2999: Classified Personnel
Salaries
Additional Supervision Aides

Page 139 of 185

 DRAFT
Amount

$24,000

$59,973

$0

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

2000-2999: Classified Personnel
Salaries
ISS Position - CYES

2000-2999: Classified Personnel
Salaries
ISS Position - 2 priority elementary
schools

2000-2999: Classified Personnel
Salaries
ISS Position - 2 priority elementary
schools (this expenditure has been
eliminated - see Annual Update Goal
3 for more information)

Amount

$80,000

$65,000

Source

0707 LCFF

0707 LCFF

Budget
Reference

4000-4999: Books And Supplies
Bullying Prevention Curriculum (new
expenditure - see Annual Update for
more information)

4000-4999: Books And Supplies
Bullying Prevention Curriculum (see
description for 2018-19)

Amount

$10,000

Source

0707 LCFF

Budget
Reference

4000-4999: Books And Supplies
Suicide Prevention Curriculum (new
expenditure - see Annual Update
Goal 3 for more information)

Amount

$1,936,935

Source

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Additional Middle and High School
Assistant Principal (new expenditure
- see Annual Update Goal 3 for more
information)

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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 Modified

Goal

Goal 4
4. Human Resources to ensure highly qualified staff in all positions

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

X

Priority 1: Basic (Conditions of Learning)

Local Priorities:

Identified Need:
1. PSUSD has been consistent in meeting the under 1% teacher misassignment target for multiple years.
2. Teacher retention is a consistent need across the district. Tracking of teacher retention over their first three years in the district has
brought awareness of the number of teachers leaving the district. 66.4% of teachers from the 2016-17 hiring cohort are expected to
return for the 2019-20 academic year.
3. LCAP surveys state a need for continued teacher support and coaching, specifically for new and less experienced personnel.

Expected Annual Measurable Outcomes
Metrics/Indicators

Baseline

2017-18

2018-19

2019-20

A) Teachers in
"misassigned" positions.

A) 0% of teachers were
in "mis-assigned"
positions in 2016-2017

A) The number of
"misassigned" teachers
will be maintained under
1%.

A) The number of
"misassigned" teachers
will be maintained under
1%.

A) The number of
"misassigned" teachers
will be maintained under
1%.

B) Teacher retention
rates over three-year
span by hiring-cohort.

B) Established in 20162017 from 2014-2015
"hiring-cohort":

B) The number of hiringcohort teachers retained
after three years will
increase over prior

B) The number of hiringcohort teachers retained
after three years will
increase over prior

B) The number of hiringcohort teachers retained
after three years will
increase over prior

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Metrics/Indicators

C)Teacher support and
professional
development conducted
by Reflective Coaches

Baseline

2017-18

2018-19

2019-20

2014-2015 cohort:
estimated 71.1%
retention following year
3

year's hiring-cohort
percentage by 2%. For
2015-2016 cohort, target
is 73.1% retention into
the 2018-2019
academic year.

year's hiring-cohort
percentage by 2%. For
2016-2017 cohort, target
is 75.1% retention into
the 2019-2020
academic year.

year's hiring-cohort
percentage by 2%. For
2017-2018 cohort, target
is 77.1% retention into
the 2020-2021
academic year.

C) 215 teachers have
participated in
professional
development and/or
support sessions
conducted by Reflective
Coaches in 2016-2017
(as of June 1, 2017).

C) The number of
teachers receiving
professional
development from
Consulting Teachers will
be maintained or
increased from 20162017 total of 215.

C) The number of new
and tenured teachers
receiving professional
development from
Consulting Teachers will
be maintained from
2017-18 total.

C) The number of new
and tenured teachers
receiving professional
development from
Consulting Teachers will
be maintained from
2018-2019 total.

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

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

Action

2017-18 Actions/Services
4.1 Human Resources / Recruit and
Retain Highly Qualified Staff
(Targeted Outcomes: A, B, C, D)

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

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

Action

2018-19 Actions/Services

Action

2019-20 Actions/Services

4.1 Human Resources / Recruit and
Retain Highly Qualified Staff
(Targeted Outcomes: A, B, C, D)

4.1 Human Resources / Recruit and
Retain Highly Qualified Staff
(Targeted Outcomes: A, B, C, D)

Budgeted Expenditures
Year
Amount

2017-18
$1,010,350

2018-19
$1,388,148

2019-20
$1,444,525

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Reflective Coaches to Provide
Support for Induction, STEP, and
PAR Programs

1000-1999: Certificated Personnel
Salaries
Reflective Coaches to Provide
Support for Induction, STEP, and
PAR Programs

1000-1999: Certificated Personnel
Salaries
Reflective Coaches to Provide
Support for Induction, STEP, and
PAR Programs

Amount

$177,000

$426,422

$550,000

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

2000-2999: Classified Personnel
Salaries
2 FTE HR clerical staff to monitor
and support staff recruitment and
retention

1000-1999. 2000-2999: Certificated
and Classified Salaries
Director of Certificated HR and 3
FTE HR clerical staff to monitor and
support staff recruitment and
retention

1000-1999. 2000-2999: Certificated
and Classified Salaries
Director of Certificated HR and 4
FTE HR clerical staff to monitor and
support staff recruitment and
retention

Amount

$212,988

Source

4035 Title II

Budget
Reference

1000-1999. 2000-2999: Certificated
and Classified Salaries
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Director of Certificated HR and 4
FTE HR clerical staff to monitor and
support staff recruitment and
retention (this is a federally funded
expenditure not previously included
in the LCAP)
Amount

$100,000

$60,000

$170,000

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

5000-5999: Services And Other
Operating Expenditures
Recruit / Retain Staff

5000-5999: Services And Other
Operating Expenditures
Recruit / Retain Staff

5000-5999: Services And Other
Operating Expenditures
Recruit / Retain Staff

Amount

$325,000

Source

4035 Title II

Budget
Reference

5000-5999: Services And Other
Operating Expenditures
Recruit / Retain Staff (this is a
federally funded expenditure not
previously included in the LCAP)

Amount

$176,000

$217,924

$395,852

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Special Ed Stipends

1000-1999: Certificated Personnel
Salaries
Support Personnel Stipends

1000-1999: Certificated Personnel
Salaries
Support Personnel Stipends

Amount

$25,000

$15,000

$15,000

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

5000-5999: Services And Other
Operating Expenditures
Expenses for New Hires

5000-5999: Services And Other
Operating Expenditures
Expenses for New Hires

5000-5999: Services And Other
Operating Expenditures
Expenses for New Hires

Action 2
For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:
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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
4.2 Enhanced Learning Opportunities
Provided to Students Through Hiring of
Additional Staffing
(Targeted Outcomes: B)

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

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

Action

2018-19 Actions/Services

Action

2019-20 Actions/Services

4.2 Enhanced Learning Opportunities
Provided to Students Through Hiring of
Additional Staffing
(Targeted Outcomes: B)

4.2 Enhanced Learning Opportunities
Provided to Students Through Hiring of
Additional Staffing
(Targeted Outcomes: B)

Budgeted Expenditures
Year
Amount

2017-18
$1,455,000

2018-19
$1,590,466

2019-20
$1,628,940

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
Maintain Expanded Elementary PE
(14 FTE)

1000-1999: Certificated Personnel
Salaries
Maintain Expanded Elementary PE
(14 FTE)

1000-1999: Certificated Personnel
Salaries
Maintain Expanded Elementary PE
(14 FTE)

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Amount

$670,000

$947,211

$831,134

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries
RSP / SDC Salaries (Portion /SIG
DIS PCF's)

1000-1999: Certificated Personnel
Salaries
RSP / SDC Salaries (Portion /SIG
DIS PCF's)

2000-2999: Classified Personnel
Salaries
RSP / SDC Salaries (Portion /SIG
DIS PCF's)

Amount

$450,000

$525,000

$530,000

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

1000-1999. 2000-2999: Certificated
and Classified Salaries
Alt Ed Virtual School

1000-1999. 2000-2999: Certificated
and Classified Salaries
Alt Ed Virtual School

1000-1999. 2000-2999: Certificated
and Classified Salaries
Alt Ed Virtual School

Amount

$79,000

$84,793

$89,869

Source

0707 LCFF

0707 LCFF

0707 LCFF

Budget
Reference

2000-2999: Classified Personnel
Salaries
Account Technician - Business Svcs
for LCAP

2000-2999: Classified Personnel
Salaries
Account Technician - Business Svcs
for LCAP

2000-2999: Classified Personnel
Salaries
Account Technician - Business Svcs
for LCAP

Amount

$231,500

Source

0707 LCFF

Budget
Reference

1000-1999: Certificated Personnel
Salaries, 4000-4999: Books And
Supplies, and 5800:
Professional/Consulting Services
And Operating Expenditures
Altschool Program (new expenditure
- see Annual Update Goal 4 for more
information)

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Amount

$30,000

Source

4127 Title IV

Budget
Reference

5000-5999: Services And Other
Operating Expenditures
Altschool Program (this is a federally
funded expenditure not previously
included in the LCAP)

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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

$61,406,939

34.65%

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).
The Palm Springs Unified School District's unduplicated student count represents 89.5% of students in the Palm Springs Unified
School District which provides for a Minimum Proportionality Percentage (MPP) funding amount of approximately $61,406,939 in
supplemental and concentration revenue for the 2019-20 school year. This equates to a MPP rate of the total base of 34.64% for the
2019-20 school year. This funding supports services and programs for English Learners, Low Income students and Foster Youth.
Our District LCAP focus areas of Academic Achievement, Parent and Community Involvement, Safe and Secure Environments, and
Human Resources Development are aligned with the 8 state priority areas of Student Achievement, School Climate, Implementation of
Common Core Standards, Basic Services, Course Access, Student Engagement, Parental Involvement and other Student Outcomes.
All supplemental and concentration LCFF funding was utilized to increase or improve services to support students, specifically our
89.5% unduplicated students of low income, English Learner, and foster youths. Palm Springs Unified School District has several
planned actions and services to target the needs of our 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 analysis, or stakeholder input. Many of the district wide expenditures described in the LCAP are
available broadly, but the actions and services provided are principally directed towards meeting the PSUSD goals for its unduplicated
students of low income students, English Learners, and foster youth. While all students may receive some of the services, they are
principally directed at increasing or improving services and outcomes for unduplicated students. This services and programs
supported for English learners, Low Income and Foster Youth include:
* Additional personnel to provide in-house Professional Development, including coaching, team teaching and collaborative planning,
focused on best first instruction and closing achievement gaps for English Learners (EL), Low Income (LI) students and Foster Youth
(FY)
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* Collaboration time, including the development of effective Professional Learning Communities district-wide, focused on quality first
instruction and targeted intervention support directed at the needs of unduplicated students in the district
* Access and application for all unduplicated students to digital technologies and technology instructional integration
* Grade Span Adjustment to allow for no elementary combination classes and lowering middle and high school student to teacher
ratios from 31:1 to 27.5:1 in order to be able to more effectively target the need of EL, LI, and FY
* Targeted academic interventions, including extended school year and school day opportunities, that are evidence-based and
support the needs of district English Learners, Low Income students, and Foster Youth
* Career Technical Education (CTE) pathway development support including staffing, professional development, and career/college
exploration focused on the district's unduplicated students
* Additional support for English Learners including EL community liaisons and high school counselors
* Access to Arts Programs for our unduplicated student populations, including Visual and Performing Arts and elementary music
classes
* PSUSD's Parent Center provides services to targeted families of English Learners, Low Income students, and Foster Youth and
works to have families become actively involved in their student's education
* Increased PSUSD focus on decreasing chronic absenteeism, particularly for our unduplicated students, through additional
personnel, improved access to busing, and the Attention to Attendance and One Future Coachella Valley programs
* Increased counselor access to address student academic and social-emotional needs, especially for LI, EL, and FY
* Increased campus security focused on improving the safety of students, specifically our unduplicated students
* Additional staffing, including elementary, middle, and high school assistant principals and middle school deans of students, and
Game On! organized recess coaches to support a positive school climate, specifically targeted at schools sites with higher
percentages of unduplicated students
* Additional staffing and support to ensure highly qualified staff at all district schools, with an increased focus on sites with the highest
unduplicated student percentages
* Increased access to the district Alternative Ed. Virtual School and Altschool to address the needs of district students, specifically EL,
LI, and FY
The Palm Springs Unified School District serves students at schools ranging from a 75.2% to 98.9% unduplicated pupil count (Low
Income, Foster Youth, and English Learners). $5,798,540 has been allocated district wide directly to all 26 school sites based on
their unduplicated student percentages to ensure school personnel have local control and adequate resources to meet the needs of
targeted student groups. Each school will develop a School Plan for Student Achievement (SPSA) which articulates how the school
will spend its supplemental funds to advance student achievement measures in the three main focus areas of our LCAP; academic
achievement, parent and community involvement, and safe and secure learning environments. Before funding can be spent, the
SPSA is reviewed and approved by the School Site Council (SSC). A further review by the PSUSD Educational Services Department
ensures there is alignment and clarity in the SPSA to both the goals of the LCAP and the appropriate use of funds. This multi-step
process ensures the supplemental funds are applied to services and supports for our English Learners, low income students and
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foster youth. The justification for the use of their funds is based on the review of effectiveness through annual updates, stakeholder
input, and qualitative and quantitative data, including interim test results, attendance and suspension rate reports. Schools identified
for Comprehensive Support and Improvement and Additional Targeted Support and Improvement worked with their school
stakeholders and members of the PSUSD Educational Services Department to ensure that the achievement gaps for their site were
being effectively targeted in their school plan. For the specific evidence based actions and services describing how individual schools
are allocating their site based funds please review each school's SPSA located on our district website.
The Palm Springs Unified School District actively engages in data analysis and the review of evidence-based strategies and practices
to ensure systematic and systemic services are being provided to all students, specifically our unduplicated students, at all 26 district
schools. The table below identifies all actions supported with Supplemental and Concentration LCFF funding and a description of how
these services support unduplicated students.
Goal 1: Academic Achievement: All students will graduate high school prepared with the academic and technical skills necessary for co
and career success.
Action or Services
Supplemental How are the services provided for unduplicated pupils increased or improved qualitatively or
and
quantitatively, as compared to the services provided for all students in 2018-2019?
Concentration
LCFF funding
1.1 Develop, Train,
$2,817,585
These specific actions/services are principally directed towards, and are effective in, increasing or impr
Coach, and Support
services for our unduplicated students. Professional development opportunities for our staff has a cont
Appropriate
focus on how best to engage and support our unduplicated students in meeting academic standards an
Learning
enriching their school experiences. ELA, Math, Science, Social Studies, and Special Education Teach
Opportunities in
Special Assignment (TOSA's), along with collaboration and professional development opportunities, wi
Order to Fully
remain focused on supporting instruction to best meet the needs of our unduplicated students. Feedba
Implement State
systems are in place to determine the effectiveness of professional development opportunities. Admin
Standards
teacher, and staff feedback is gathered. District interim data is monitored by sites and the Educational
1.2 Professional
$11,616,313
Services Department as part of directing the actions of TOSA's in working with teachers to provide qua
Development in
instruction to students, as well as to determine the effectiveness of professional development opportun
Order to Fully
An enhanced focus of effective Professional Learning Communities will be continued in the 2019-20 sc
Implement State
year. PSUSD teachers will regularly utilize the collaboration time to review data and student work, iden
Standards
areas of focus, and modify instruction based on the needs of the students, specifically the unduplicated
student populations. These actions are provided on a districtwide basis.
1.3 Technology
$2,954,050
These specific actions/services are principally directed towards, and are effective in, increasing or impr
services for our unduplicated students. PSUSD will continue to focus on maintaining student access to
technology. The program includes device access, wifi access through hotspots, and TOSA and technic
assistance. Instructional technology provides instructional tools that expand resources to better serve
students who are struggling academically. The technology department monitored usage rates via log-i
spent on specific websites, and other active use pattern data. This action is provided on a districtwide
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1.5 Grade Span Staffing $7,556,858
Adjustment

1.6 Academic
$1,620,493
Intervention
1.7 Academic
Intervention – Including $635,000
Extended Day

1.8 Linked Learning
CTE

$3,123,934

1.9 Additional English $1,589,259
Learner Support to
Improve
Implementation of ELD
Standards

1.10 Increase Access to $1,639,575
Arts Education and
Enrichment
Opportunities
Throughout the District

These specific actions/services are principally directed towards, and are effective in, increasing or improving
services for our unduplicated students. Smaller class sizes allows teacher to be more able to differentiate and
support struggling students, with an emphasis on ELs, FY, and LI. Data from master schedules demonstrate
fewer combination classes at the elementary school level and increased course options and access at
secondary school sites. Teachers, parents, and students report that smaller class sizes allow for a better
opportunity to differentiate instruction to target the needs of individual students. This action is provided on a
districtwide basis.
These specific actions/services are principally directed towards, and are effective in, increasing or improving
services for our unduplicated students. Systematized levels of intervention and support will be increased and
maintained for our students to increase student achievement and close achievement gaps among student
groups, specifically are unduplicated student groups. The students initially targeted for the intervention and
enrichment opportunities will be our unduplicated students comprised of English learners, low income students
and foster youth. Extended school year opportunities have shown improvement in high school credit recovery
data. Student work samples and program provided data was analyzed to determine the effectiveness of the
interventions (e.g. DIBELS results, Read Naturally data, Dreambox data, Reading Plus data). Stakeholder
feedback on the 2019 LCAP input survey was very positive in support of the intervention programs offered and
the continued need for more interventions being available. These actions are provided on a districtwide basis.
These specific actions/services are principally directed towards, and are effective in, increasing or improving
services for our unduplicated students. The Career and Technical Education (CTE) pathways and WorkBased learning opportunities combine academic and vocational instruction to create higher levels of
engagement, attendance, and retention. Career Guidance Specialists will be added to support career
exploration and preparation for our unduplicated student populations. Grade tracking and course recovery
were analyzed to ensure that students are on track for CTE Academy completion. This action is provided on a
schoolwide basis.
These specific actions/services are principally directed towards, and are effective in, increasing or improving
services for our English Learners. EL community liaisons will remain in place to work with EL students for
tutoring support, homework help, and general school support. Newcomer students will continue to be
supported through an extended school day and school year opportunities. Additional high school counselors
will be hired to support each of the comprehensive and alternative high schools to provide focused supports
and systems to monitor and support English Learners. EL student group data was aggregated from all interim
tests and monitoring reports, such as attendance and suspension reports, to monitor program effectiveness.
Stakeholder feedback regarding the effectiveness of the EL community liaisons was positive. This action is
provided on a districtwide basis.
These specific actions/services are principally directed towards, and are effective in, increasing or improving
services for our unduplicated students. The arts education program will continue to increase art access and
enrichment opportunities across the district, principally directed towards, and effective in, increasing or
improving services to unduplicated students. Access to music education will be expanded. Schedules and
lists are monitored to ensure all sites had access to arts exposure activities, with higher rates of exposure at
sites with higher percentages of unduplicated students. Parent feedback on the 2019 LCAP input survey was
positive regarding increased access to arts enrichment opportunities, as well as expressing a continued need
to expand opportunities. This action is provided on a districtwide basis.
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1.11 Additional Support $433,535
These specific actions/services are principally directed towards, and are effective in, increasing or improving
to Monitor A-G
services for our unduplicated students. These actions provide additional time to counselors to audit A-G
Progress
completion rate, particularly for unduplicated students. AP class and exam registration was also supported.
1.12 Increase
An additional A-G teacher will be added at the district high school with the lowest A-G completion rate. There
Enrollment and
exists a gap for English Learners, Low Income and Foster Youth when analyzing A-G completion rates.
Support in Advanced
These actions are provided on a schoolwide basis.
Placement Courses to
Increase Exam Rate
Goal 2: Parent and Community Partnerships: Palm Springs Unified School District will collaborate with families and our local communities to
ensure all students are actively engaged in learning and connected in meaningful ways to their school and community.
2.1 Parent Outreach:
$864,080
These specific actions/services are principally directed towards, and are effective in, increasing or improving
Increase Family
services for our unduplicated students. These services are principally directed toward the unduplicated
Resources
students as it supports parent engagement in the education process and provides additional support to the
families of English Learners, Low Income students, and Foster Youth, as well as Black/African American
families. Stakeholder survey data continues to indicate parents in the Palm Springs Unified School District are
appreciative and supportive of parent involvement initiatives and would like to see further parent activities and
trainings available at school sites. The district parent coordinator implemented systems that were successful
in engaging parents in various programs, committees, groups, and events. Parent sign-in sheets for various
events and programs indicated improved parent attendance rates. Additional parent and family training
courses will be implemented with the support of a full-time Parent Engagement TOSA and school site liaisons.
This action is provided on a districtwide basis.
2.2 Improve Student
$1,407,936
These specific actions/services are principally directed towards, and are effective in, increasing or improving
Connectivity to School
services for our unduplicated students. Specific focus will be placed on our Foster Youth who had a red
as Reflected by
chronic absenteeism performance level indicator and was a student group for which the district was identified
Increased Attendance
for Differentiated Assistance. Community Liaisons and Prevention Specialist are principally directed towards
Rates and Decreased
increasing and supporting school connectivity and decreasing absenteeism and chronic absenteeism rates for
Dropout Rates
our unduplicated students. Two new programs, Attention to Attendance (A2A) and One Future Coachella
Valley will provide for a more systematic approach for the monitoring and family involvement regarding
chronically absent students, as well as increased community engagement to address student needs. Chronic
absenteeism rates are high and a district identified need for our unduplicated student groups. This action is
provided on a districtwide basis.
2.3 Improve Student
$2,286,488
These specific actions/services are principally directed towards, and are effective in, increasing or improving
Access to Campus
services for our unduplicated students. Specific focus will be placed on our Foster Youth who had a red
Through Increased
chronic absenteeism performance level indicator and was a student group for which the district was identified
Transportation
for Differentiated Assistance. Expanded busing routes will be added in high priority areas, identified through
Services
the LCAP input process, with high unduplicated student counts. Attendance rates for students impacted by
the additional routes will be monitored for the 19-20 school year. This action is provided on a districtwide
basis.
Goal 3: Palm Springs Unified School District will provide students with a clean, healthy, physically and emotionally safe learning environment.

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3.1 Supplemental
Counseling and
Student Support
Services Provided for
Unduplicated Youth

$4,618,053

These specific actions/services are principally directed towards, and are effective in, increasing or improving
services for our unduplicated students. Unduplicated count students in our schools principally benefit from the
additional counseling and mental health services offered to support social-emotional development to better
allow them access to classroom instruction throughout the day. Specific focus will be placed on our Foster
Youth who had red chronic absenteeism and suspension rate performance level indicators and was a student
group for which the district was identified for Differentiated Assistance. Elementary, middle and high school
counseling support will be increased for the 19-20 school year. Mental Health support will be increased distric
wide. Secondary behavior specialists will be added to support student engagement and academic success,
with a specific focus on addressing the needs of our unduplicated students. Suspension, expulsion, and office
referral data are monitored to ensure the effectiveness of these expenditures. PSUSD will continue to
implement the Panorama survey which provides us data regarding social-emotional learning and school
climate. A new Panorama component, the Student Success Platform, allows for monitoring student needs in
academics, attendance, behavior, and social-emotional learning. This action is provided on a districtwide
basis.
3.3 Increased Campus $2,185,464
These specific actions/services are principally directed towards, and are effective in, increasing or improving
Safety, Security, and
services for our unduplicated students. Increased safety measures support a healthy learning environment to
Disaster Preparedness
support academic success for English Learners, low income students, and foster youth. Specific focus will be
placed on our Foster Youth who had red chronic absenteeism and suspension rate performance level
indicators and was a student group for which the district was identified for Differentiated Assistance. Security
officers and SROs support a healthy learning environment to enhance academic success. Additional
elementary security guards will be added to elementary schools based on LCAP Input requesting additional
campus security and support with drop-off and pick-up procedures. A supervising nurse will be hired to
supervise district nursing staff and to provide support during extended school year and school day
opportunities. A healthy and secure learning environment facilitates learning for English Learners, Low
Income students and Foster Youth. Suspension, expulsion, and office referral data are monitored to ensure
the effectiveness of these expenditures. The Panorama survey is used to understand student, staff, and
parent perceptions regarding social-emotional learning and school climate. This action is provided on a
districtwide basis.
3.4 Provide Supports
$4,672,814
These specific actions/services are principally directed towards, and are effective in, increasing or improving
for Students’ Social
services for our unduplicated students. Specific focus will be placed on our Foster Youth who had red chronic
Awareness and
absenteeism and suspension rate performance level indicators and was a student group for which the district
Interpersonal Skill
was identified for Differentiated Assistance. Supports for students’ social awareness and interpersonal skill
Development
development, including elementary, middle, and high school assistant principals, the Positive Behavior and
Interventions (PBIS) program, the Game On! structured recess program at elementary schools, Dean of
Students at priority middle and alternative schools, and additional supervision aides, support unduplicated
students in developing positive self-images which correlates to improved academic perseverance and
achievement. Suspension, expulsion, and office referral data are monitored to ensure the effectiveness of
these expenditures. The Panorama survey is used to understand student, staff, and parent perceptions
regarding social-emotional learning and school climate. This action is provided on a districtwide basis.
Goal 4: Human Resources to ensure Highly Qualified Staff
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4.1 Human
$2,575,377
Resources/Recruit and
Retain Highly Qualified
Staff

4.2 Enhanced Learning $3,311,443
Opportunities Provided
to Students Through
Hiring of Additional
Staffing

These specific actions/services are principally directed towards, and are effective in, increasing or improving
services for our unduplicated students. Reflective coaches, whose primary responsibility is supporting newly
hired teachers, focus on providing new teachers with the skills and strategies to effectively target the needs of
our unduplicated students. Human Resource staff, including the Director of Certificated Human Resources,
are focused on ensuring equitable access to highly qualified teachers and classified staff, specifically focused
on equitable access to effective teachers, at sites with higher percentages of unduplicated students. Support
staff personnel, including special education teachers, psychologists, and behavior specialists, receive stipends
to allow them time to collaborate with and support general education teachers in identifying and implementing
effective Tier 2 strategies, including academic, behavioral, and social, that most effectively target the needs of
identified unduplicated students. 0% of our teachers are in "misassigned" positions. There are no equity gaps
in our district regarding low income students or minority students being taught by teachers considered
ineffective, inexperienced, or out-of-field. This action is provided on a districtwide basis.
These specific actions/services are principally directed towards, and are effective in, increasing or improving
services for our unduplicated students. Additional elementary physical education teachers allow our
unduplicated students to receive focused and targeted health and fitness instruction from a certified physical
education teacher for 100 minutes each week and allow general education teachers additional collaboration
time to identify instructional strategies to most effectively target the educational needs of our unduplicated
students. Alternative Education Virtual School and Altschool provide an alternative school placement to find
success for elementary, middle, and high school students. Enrollment, attendance, course completion, and
academic performance for the Alternative Education Virtual School and Altshool programs are monitored
closely using interim assessments and Edgenuity reports. Stakeholder feedback on the 2019 LCAP input
survey was very positive regarding the outcomes of additional physical education staffing. This action is
provided on a districtwide basis.

Included in the Palm Springs Unified School District's LCAP are actions designed to address the needs of English Learners, Foster
Youth, and Low Income students by strengthening first best instruction, targeted interventions, social-emotional support, and a positive
school climate. Careful and frequent monitoring of actions and expenditures will continue to occur to ensure that our LCAP is best
designed to meet the needs of our unduplicated students.

------------LCAP Year: 2018-19
Estimated Supplemental and Concentration Grant Funds

Percentage to Increase or Improve Services
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$58,622,121

34.04%

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).
Palm Springs Unified School District remains committed to providing an outstanding education for all students, excellent service to the
parents and communities we serve, and a rewarding career for all employees. Our District LCAP focus areas of Academic
Achievement, Parent and Community Involvement, Safe and Secure Environments, and Human Resources Development are aligned
with the 8 state priority areas of Student Achievement, School Climate, Implementation of Common Core Standards, Basic Services,
Course Access, Student Engagement, Parental Involvement and other Student Outcomes. The districts's unduplicated count
represents 88.3% of the students in Palm Springs Unified School District which provides for a Minimum Proportionality Percentage
(MPP) funding amount of approximately $58,622,121 in supplemental and concentration revenue for the 2018-19 school year. This
equates to a MPP rate of the total base of 34.04% for the 2018-19 school year.
All supplemental and concentration LCFF funding was utilized to increase or improve services to support students, specifically our
88.3% unduplicated students of low income, English learner, and foster youths. Palm Springs Unified School District has several
planned actions and services to target the needs of our 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 analysis, or stakeholder input. Many of the district wide expenditures described in the LCAP are
available broadly, but the actions and services provided are principally directed towards meeting the PSUSD goals for its unduplicated
students of low income, English learners, and foster youth. While all students may receive some of the services, they are principally
directed at increasing or improving services and outcomes for unduplicated students.
The Palm Springs Unified School District serves students at schools ranging from a 76.1% to 98.9% unduplicated pupil count (Low
Income, Foster Youth, and English learners (El)). Over $5.7 million dollars has been allocated district wide directly to all 26 school
sites based on their unduplicated student percentages to ensure school personnel have local control and adequate resources to meet
the needs of targeted student groups. Each school will develop a Single Plan for Student Achievement (SPSA) which articulates how
the school will spend its supplemental funds to advance student achievement measures in the three main focus areas of our LCAP;
academic achievement, parent and community involvement, and safe and secure learning environments. Before funding can be spent,
the SPSA is reviewed and approved by the School Site Council (SSC). A further review by the PSUSD Educational Services
Department ensures there is alignment and clarity in the SPSA to both the goals of the LCAP and the appropriate use of funds. This
multi-step process ensures the supplemental funds are applied to services and supports for our English learners, low income and
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foster youth. The justification for the use of their funds is based on the review of effectiveness through annual updates, stakeholder
input, and qualitative and quantitative data, including interim test results, attendance and suspension rate reports. For the specific
research based actions and services describing how individual schools are allocating their site based funds please review each
school's SPSA located on our district website.
As we work to develop professional development opportunities for our staff, we have a continued focus on how best to engage and
support our unduplicated students in meeting academic standards and enriching their school experiences. ELA, Math, Science, and
Special Education Teachers on Special Assignment (TOSA's), along with collaboration and professional development opportunities,
will remain focused on supporting instruction to best meet the needs of our unduplicated students, including low income, English
learners, and foster youths. Professional development is a high priority area for our district and $14,798,441 is allocated to support
these actions. TOSA's work with teachers to analyze data and plan strategies specifically addressing the needs of our unduplicated
students. TOSA's in the various curriculum areas support students and teachers throughout the district, with full-time and additional
support being offered at the school sites with the highest percentages of unduplicated students. Additional professional development is
provided to staff aligned to meeting the needs of our unduplicated students, including the summer PD conference. School schedules
will maintain in their adjusted format to allow additional instructional minutes to the school day and year and to provide for a weekly 2hour staff collaboration time where student data can be analyzed and strategies planned to best meet the needs of our low income,
English learners, and foster youth. LCAP funds will be utilized this year to support another full instructional day. Feedback systems are
in place to determine the effectiveness of professional development opportunities. Administrator and teacher feedback is gathered.
The majority of professional development feedback responses are positive. District interim data is monitored by sites and the
Educational Services Department as part of directing the actions of TOSA's in working with teachers to provide quality instruction to
students, as well as to determine the effectiveness of professional development opportunities. PSUSD teachers regularly utilize the
collaboration time to review data and student work, identify areas of focus, and modify instruction based on the needs of the students.
PSUSD will continue to focus on expanding access to the 24/7 technology program targeted at school sites with the highest
percentages of unduplicated students. The expansion of the program will include device access, wifi access through hotspots, and
TOSA and technical assistance. Stakeholder feedback as reported on the January-March 2018 LCAP input survey was very positive
regarding the increased technology access. All 2nd - 12th grade classrooms are 1:1 with device access and TK - 1st grade
classrooms are 2:1. The 24/7 program was expanded to 6 more schools during the 17-18 school year. The technology department
monitored usage rates via log-in, time spent on specific websites, and other active use pattern data. Teachers and staff are provided
technology support. Funds allocated toward expanding technology access total $2,338,500.
The district has dedicated $7,029,231 toward lowering class sizes for our students (HS 27.5 target, MS 27.5 target, ES K-3 24:1
target). Class size reduction efforts will be principally directed at school sites with higher percentages of unduplicated students.
Secondary class size reduction will be primarily focused on reducing class sizes in ELA and math. Data from master schedules
demonstrate fewer combination classes at the elementary school level and increased course options and access at secondary school
sites. Teachers report that smaller class sizes allow for a better opportunity to differentiate instruction to target the needs of individual
students.
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Systematized levels of intervention and support for our students to increase student achievement and close achievement gaps among
student groups, specifically are unduplicated student groups, will remain a focus. Over $2.1 million has been allocated to extend the
school year, to provide various interventions, and to provide full day kindergarten district wide and full day transitional kindergarten at
high priority elementary sites. The students initially targeted for the intervention and enrichment opportunities will be our unduplicated
students comprised of English learners, low income students and foster youth. Extended school year opportunities have shown
improvement in high school credit recovery data. Student work samples and program provided data was analyzed to determine the
effectiveness of the interventions (e.g. DIBELS results, Read Naturally data, Dreambox data, Reading Plus data). Stakeholder
feedback on the 2018 LCAP input survey was very positive in support of the intervention programs offered and the continued need for
more interventions being available.
The Career and Technical Education (CTE) pathways and Work-Based learning opportunities are principally directed towards , and
are effective in, increasing or improving services for our unduplicated students. CTE pathways combine academic and vocational
instruction to create higher levels of engagement, attendance, and retention. PSUSD will expand the program for the 2018-19 school
year and $2,108,057 have been allocated to this program, which includes AVID support at all high schools, and some middle schools
and elementary schools. The AVID program supports primarily our unduplicated students in the development of a core set of skills and
knowledge that will prepare them for postsecondary education and work. Grade tracking and course recovery were analyzed to ensure
that students are on track for CTE Academy completion.
32.2% of students attending Palm Springs Unified School District are identified as English learners (El). Over $1.5 million in LCFF
support is principally directed to our El students. Newcomer students will continue to be supported through an extended school day
opportunity. El community liaisons will remain in place to work with El students for tutoring support, homework help, and general
school support. Liaisons will continue to review UC/CSU Eligibility Criteria with targeted students and assist them in completing their
high school diploma and A-G requirements. El community liaisons assigned will also engage with families to support their
understanding of these requirements and to further develop the home-school connection. This year, additional high school counselors
will be hired at each of the 4 comprehensive high schools to provide focused supports and systems to monitor and support English
learners and foster and homeless youth in the high school arena, connecting with students on career goals, grades, course selection,
summer school opportunities, and extracurricular activities. Fall ELPI results indicated a green performance level and an improvement
of 4.3 percent from the prior year. El student group data was aggregated from all interim tests and monitoring reports, such as
attendance and suspension reports, to monitor program effectiveness. Stakeholder feedback regarding the effectiveness of the EL
community liaisons was extremely positive.
The arts education program will continue to increase art access and enrichment opportunities across the district, principally directed
towards, and effective in, increasing or improving services to unduplicated students. For the 2018-19 school year this will include the
hiring of additional elementary music teachers which will allow all elementary grade students to receive music instruction once a week.
$1,563,939 has been allocated to support art enrichment opportunities primarily directed at our unduplicated students. The district arts
coordinator maintained schedules and lists to ensure all sites had access to arts exposure activities, with higher rates of exposure at
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sites with higher percentages of unduplicated students. Parent feedback on the 2018 LCAP input survey was positive regarding
increased access to arts enrichment opportunities.
Stakeholder survey data continues to indicate parents in the Palm Springs Unified School District are appreciative and supportive of
parent involvement initiatives and would like to see further parent activities and trainings available at school sites. $793,782 of LCFF
funds will continue to be allocated to support parent engagement. The parent involvement actions are principally directed at parents of
unduplicated students, as well as Black/African American parents. The district parent coordinator implemented systems that were
successful in engaging parents in various programs and events. Parent sign-in sheets for various events and programs indicated
improved parent attendance rates. New parent and family training courses will continue to be implemented throughout the district with
the support of a newly hired TOSA for parent engagement.
$1,246,917 will continue to support Community Liaisons and Prevention Specialist who are principally directed towards increasing and
supporting school connectivity and decreasing absenteeism and chronic absenteeism rates for our unduplicated students. High priority
student groups, including the unduplicated student groups, showed consistent reduction in chronic absenteesim rates and district
monitoring indicates a continued reduction for the 17-18 school year.
Expanded busing routes will be added in high priority areas, with high unduplicated student counts. Additional safety and tracking
measures will also be installed on buses. $1,941,600 has been allocated to support increased and enhanced transportation services
principally directed towards, and effective in increasing or improving services for unduplicated students. Attendance rates for students
impacted by the expansion of routes will be monitored for the 18-19 school year.
Social-emotional growth and improved school climate across the district continue to be of high priority for the Palm Springs Unified
School District. Over $2.4 million is allocated to fund counseling and mental health support principally directed towards, and effective
in, increasing or improving services for unduplicated students. For the 2018-19 school year full-time counseling support will be
provided at 2 additional high priority elementary school sites with high percentages of unduplicated students. $1,675,750 is allocated
to support increased campus safety at all of our school sites, principally directed towards, and effective in, increasing or improving
services for unduplicated students. Increased safety measures support a healthy learning environment to support academic success
for English learners, low income students, and foster youth. For the 2018-19 school year, school resource officers have been
contracted with to support safe school environments at all of our comprehensive high schools and alternative schools. An additional
$1,980,206 is allocated to provide additional support for students social awareness and interpersonal skill development, including
additional elementary school assistant principals, sustaining the Positive Behavior and Interventions (PBIS) program and expanding
the Game On! structured recess program to more elementary schools. Each of these additional supports are principally directed
towards, and are effective in, increasing and improving services for unduplicated students. Suspension, expulsion, and office referral
data trends show decreasing rates in each of these categories. PSUSD also implemented the Panorama survey this year and
established baseline data regarding social-emotional learning and school climate.

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Reflective coaches, whose primary responsibility is supporting newly hired teachers, are focused on providing new teachers with the
skills and strategies to effectively target the needs of our unduplicated students. Human Resource staff, including the Director of
Certificated Human Resources, are focused on ensuring equitable access to highly qualified teachers specifically at sites with higher
percentages of unduplicated students. Support staff personnel, including special education teachers, psychologists, and behavior
specialists, receive stipends to allow them time to collaborate with and support general education teachers in identifying and
implementing effective Tier 2 strategies, including academic, behavioral, and social, that most effectively target the needs of identified
unduplicated students as part of the district's continued efforts at multi-tiered levels of support for our unduplicated students.
$2,107,494 is allocated to support highly qualified staff effectively meeting the needs of our unduplicated students, including El, low
income and foster youths. 3-year new teacher cohort retention data indicate increased rates of teacher retention and 0% of our
teachers in "mis-assigned" positions.
Enhanced learning opportunities principally directed towards, and effective in increasing and improving services for unduplicated
students are available including elementary physical education teachers teaching 200 minutes of physical education every 10 days,
RSP/SDC teachers supporting general education students, and the Alternative Education Virtual School which provides an alternative
school placement for elementary, middle, and high school students. The additional elementary physical education teachers allow our
unduplicated students to receive focused and targeted health and fitness instruction from a certified physical education teacher for 100
minutes each week. In addition, the added physical education teachers allow general education teachers additional collaboration time
to identify instructional strategies that will most effectively target the educational needs of our unduplicated students. $3,147,470 is
allocated to support enhanced learning opportunities for our unduplicated students. Success indicators include attainment of IEP goals
and social-emotional data. School enrollment continues to increase at the Alternative Education Virtual School. Attendance, course
completion, and academic performance at the Alternative Education Virtual School are monitored closely throughout the year using
interim assessments and Edgenuity reports. All students are receiving 200 minutes of physical education every 10 days from a
certified physical education teacher. Stakeholder feedback on the 2018 LCAP input survey was very positive regarding the outcomes
of additional physical education staffing.
LCAP funds, districtwide and schoolwide, are identified specifically throughout the LCAP within each goal section. Additional services
at a glance are listed below principally directed to providing increased or improved services targeted to our El, low income and foster
youths:
• Develop, train, coach, and support appropriate professional learning opportunities in order to fully implement state standards allocation - $3,167,549 - Found in Goal 1
• Professional development opportunities in order to fully implement state standards - allocation - $11,630,892 - Found in Goal
1
• Technology Implementation to Support State Standards Instruction - allocation - $2,338,500 - Found in Goal 1
• Site Allocations (See Site SPSAs) - allocation - $5,756,311 - Found in Goal 1
• Grade Span Adjustment - allocation - $7,029,231 - Found in Goal 1
• Academic Interventions during the school day, as well as Extended Day - allocation - $2,151,500 - Found in Goal 1
• Linked Learning CTE - allocation - $2,108,057 - Found in Goal 1
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•
•
•
•
•
•
•
•
•
•

Extra English Learner Support - allocation - $1,544,644 - Found in Goal 1
Increased access to arts education and enrichment opportunities throughout the district - allocation - $1,563,939 - Found in
Goal 1
Parent Outreach: Increase Family Engagement - allocation - $793,782 - Found in Goal 2
Improve Attendance - allocation - $1,246,917 - Found in Goal 2
Increased Transportation Services - allocation - $1,941,600 - Found in Goal 2
Counseling and Student Support Services - allocation - $2,461,064 - Found in Goal 3
Increased Campus Safety, Security, and Disaster Preparedness - $1,675,750 - Found in Goal 3
Provide Supports for Students' Social Awareness and Interpersonal Skill Development - $1,980,206 - Found in Goal 3
Human Resources/Recruit and Retain Highly Qualified Staff - $2,107,494 - Found in Goal 4
Enhanced Learning Opportunities Provided to Students through the Hiring of Additional Staffing - $3,147,470 - Found in Goal
4

Palm Springs Unified School District has worked diligently to develop stronger instructional programs each year to best meet the
educational needs of our unduplicated students, including English learners, low income and foster youth. Throughout each school
year, PSUSD analyzes qualitative and quantitative data, including state summative testing results, various district benchmarks and
metrics, and input gathered from stakeholders through the stakeholder input survey and various community forums and meetings.
LCAP actions and expenditures are revised, removed and added to develop the most purposeful plan possible to address the needs of
our unduplicated students. Each year since the enactment of the Local Control Funding Formula (LCFF) in 2012-13, the PSUSD
LCAP plan expenditures have increased incrementally as we continue to target the needs of our unduplicated students with strategic
and purposeful actions. The Governor's goal was to reach full LCFF funding by the 2020-21 school year.
The Governor's May Revision accelerated full implementation of LCFF funding for the 2018-19 school year, two years earlier than
planned. Due to the large increase in LCFF funding for the 2018-19 school year, PSUSD LCFF expenditures for the 2018-19 school
year constitute 91% of our available Supplemental and Concentration grant funds. Remaining LCFF funds not accounted for in our
2018-19 LCAP will remain in our LCFF fund balance to be used if needed during the 2018-19 school year or will be utilized during the
2019-20 school year, once the district has had more time to review student data and stakeholder feedback to purposefully plan actions
and expenditures that best address the need of our English learners, low income and foster youth.
In addition, for the 2018-19 school year, the Palm Spring Unified School District will be filing a Title I waiver. The district had
anticipated a 10% reduction in Title I funding for the 2017-18 school year. Once the Federal Funds were released PSUSD received a
substantial increase in Title I funds. For the 2018-19 school year PSUSD is projecting an increased Title I budget of 4.5 - 5 million
dollars. For the 2018-19 school year, various professional development opportunities and targeted student support actions will be
funded with Title I funding. This increase in Title I funds will only be available for the 2018-19 school year. Professional development
opportunities and targeted student support actions funded with Title I funds for the 2018-19 school year will be supported with LCFF
funds for the 2019-20 and subsequent school years.

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-------------

LCAP Year: 2017-18
Estimated Supplemental and Concentration Grant Funds

Percentage to Increase or Improve Services

$48,567,637

28.78%

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).
Palm Springs Unified School District is committed to providing an outstanding education for all students, excellent service to the
parents and communities we serve, and a rewarding career for all employees. Our District focus areas of Academic Achievement,
Parent and Community Involvement, Safe and Secure Environments, and Human Resources Development are aligned with the 8 state
priority areas of Student Achievement, School Climate, Implementation of Common Core Standards, Basic Services, Course Access,
Student Engagement, Parental Involvement and other Student Outcomes. 88% of PSUSD students are in an unduplicated count of
low income students, English Learners and foster youth. The District has several planned actions and services to target the needs of
unduplicated students in a district wide (DW) or school wide (SW) manner as indicated below. Actions and services within the plan are
researched based, supported by data, and supported by stakeholder input.
The Palm Springs Unified School District received approximately $53 million in supplemental and concentration funds to support our
88% unduplicated pupils of low income students, English Learners and foster youth. Many of the district wide expenditures described
in the LCAP are available broadly, but the actions and services provided are principally directed towards meeting the PSUSD goals for
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its unduplicated students. While all students may receive some of the services, they are principally directed at increasing or improving
services and outcomes for unduplicated students.
The Palm Springs Unified School District serves students at schools ranging from a 71.4% to 98.4% unduplicated count (Low Income,
Foster Youth, or English Learners). Over $4.6 million has been allocated district wide directly to all 26 school sites based on their
unduplicated student percentages to ensure school personnel have local control and adequate resources to meet the needs of
targeted student groups. Each school will develop a Single Plan for Student Achievement (SPSA) which articulates how the school will
spend its supplemental funds to advance key student achievement measures. Before funding can be spent, the SPSA is reviewed and
approved by the School Site Council (SSC). A further review by the PSUSD Educational Services Department ensures there is
alignment and clarity in the SPSA to both the goals of the LCAP and the appropriate use of funds. This multi-step process ensures the
supplemental funds are applied to services and supports for our English Learners, low income and foster youth. For the specific
research based actions and services describing how individual schools are allocating their site based funds please review each
school's SPSA located on each school's website.
The district has dedicated more than $6.6 million toward lowering class sizes for our students (HS 27.5 target, MS 27.5 target, ES 24:1
target). Class size reduction efforts will be principally directed at school sites with higher percentages of unduplicated students.
Providing professional development for our staff members (DW), hiring Literacy and Math Teachers on Special Assignment to support
instruction (DW), as well as scheduling collaboration time for our teachers (DW) are all high priority areas for our district and $8.1
million is dedicated to these actions. Specific attention for all professional development and TOSA support is principally directed on
meeting the needs of our unduplicated students. Strategy development and data analysis of our low income students, English
Learners, and foster youth are incorporated into professional development and collaboration opportunities.
Our data indicated and stakeholders also identified the need for systematized levels of intervention and support for our students to
increase student achievement and close achievement gaps among student groups. Approximately $1.6 million has been allocated to
extend the school year (DW), to provide supplemental literacy support (SW), and to provide full day kindergarten (SW). Unduplicated
student groups are the initially targeted students for all extended school year and supplemental support opportunities. An additional
Supplemental Educational Support program will also be fully established for the 2017-18 school year. This program is primarily
supported by Title I funds. Again, the students initially targeted for the support and enrichment opportunities available in this program
will be our English learners, low income students and foster youth.
34% of students attending Palm Springs Unified School District are identified as English Learners. $1.25 million in LCFF support is
principally directed to our EL students. Newcomer students are supported through an extended school day opportunity in which they
are invited to attend school at the regular time during the late start days. EL students are given the opportunity to meet with the
community liaisons to obtain tutoring support, homework help, and general school support. Counselors meet with English learner
students to assist with their understanding and planning of courses. Liaisons will review UC/CSU Eligibility Criteria with targeted
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students and assist them in completing their high school diploma and A-G requirements. Community liaisons assigned to the English
Learner Programs Department will also engage with families to support their understanding of these requirements and to further
develop the home-school connection.
Stakeholder survey data indicated parents in the Palm Springs Unified School District are appreciative and supportive of Parent
Involvement initiatives. $450,000 of LCFF funds will continue to be allocated to support parent engagement. Parents of unduplicated
students, along with Black/African American parents, are involved in the coordination of Parent Center meetings. The African
American Parent Advisory Council (AAPAC) and DELAC parents have worked to increase parental engagement throughout the
district. Three times throughout the year, Community Parent Engagement Conferences are provided and principally directed to parents
of our unduplicated students, offering training and development opportunities. Workshops and conferences will continue to focus on
creating awareness of A-G requirements, the CTE program, strategies to support college and career readiness, and early literacy and
math strategy development.
The Palm Springs Unified School District recognizes the importance of including actions and services intended to support both
academic, as well as social-emotional growth and success for students. More than $4 million is allocated to provide students with a
safe and secure learning environment (DW), counseling services (DW), PBIS (SW), and Playworks Organized Recess (SW). Services
within these actions will be principally directed to target English Learners, low income students, and foster youth. Additionally, support
will be targeted to African American and students with disabilities student groups based on identified performance gaps as indicated
on the California School Dashboard in both academic performance and suspension rates. A District Behavior and Intervention
Coordinator will continue to be focused on the effective implementation of PBIS at targeted sites with high percentages of unduplicated
students. Specific mental health and counseling supports are being implemented to support foster and homeless youth.
The Palm Springs Unified School District places a high priority on ensuring students graduate high school prepared with the academic
and technical skills necessary for college and career success. $3 million has been allocated toward Linked Learning, Career Technical
Education (SW), and enrichment opportunities such as the arts which are principally directed to provide additional services for English
Learners, foster youth, and/or low income students. (DW).
LCAP funds, districtwide and schoolwide, are identified specifically throughout the LCAP within each goal section. Additional services
at a glance are listed below principally directed to providing increased or improved services targeted to our EL, low income and foster
youths:
• Develop, train, coach, and support appropriate professional learning opportunities in order to fully implement state standards
(DW). - allocation - $6,144,000 - Found in Goal 1
• Professional development opportunities in order to fully implement state standards (DW) - allocation - $8,902,744 - Found in
Goal 1
• Site Allocations (See Site SPSAs) (DW) - allocation - $4,341,643 - Found in Goal 1
• Grade Span Adjustment (DW) - allocation - $6,627,004 - Found in Goal 1
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•
•
•
•
•
•
•
•
•

Academic Interventions during the school day, as well as Extended Day (DW) - allocation - $2,181,000 - Found in Goal 1
Linked Learning CTE (SW) - allocation - $2,046,000 - Found in Goal 1
Extra English Learner Support (DW) - allocation - $1,250,000 - Found in Goal 1
Increase access to arts education and enrichment opportunities throughout the district (DW) - allocation - $1,004,000 - Found
in Goal 1
Parent Outreach: Increase Family Engagement (DW) - allocation - $644,000 - Found in Goal 2
Improve Attendance (DW) - allocation - $1,165,000 - Found in Goal 2
Counseling and Student Support Services (DW) - allocation - $1,986,000 - Found in Goal 3
Safe Secure School Environment (DW) - allocation - $1,219,000 - Found in Goal 3
Implementation of PBIS (DW) - allocation $50,000 - Found in Goal 3

The Palm Springs Unified School district serves students in schools with a range of 71.4% to 98.4% of unduplicated students, with our
district average of 86%. The district receives $48,567,637 in supplemental and concentration funds to increase and/or improve
services among our EL, low income and foster youth students. The Minimally Proportionality Percentage of 28.78% provides
increased or improved services principally directed to our unduplicated students.

-------------

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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
charter schools to consult with teachers, principals, administrators, other school personnel, parents,
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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.

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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)?

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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

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LCAP Expenditure Summary
Total Expenditures by Funding Source
Funding Source

2018-19
2018-19
Annual Update Annual Update
Budgeted
Actual

2017-18

2018-19

2019-20

2017-18
through
2019-20
Total

All Funding Sources

53,702,913.00

54,308,238.00

43,423,685.00

53,702,913.00

72,717,421.00

169,844,019.00

0707 LCFF
3010 Title I
3312 CEIS
4035 Title II
4127 Title IV
4203 Title III

53,182,913.00
0.00
345,000.00
0.00
0.00
0.00

53,828,846.00
0.00
302,954.00
0.00
0.00
0.00

42,903,685.00
0.00
520,000.00
0.00
0.00
0.00

53,182,913.00
0.00
345,000.00
0.00
0.00
0.00

61,645,768.00
8,274,570.00
345,000.00
1,363,147.00
458,936.00
630,000.00

157,732,366.00
8,274,570.00
1,210,000.00
1,363,147.00
458,936.00
630,000.00

0.00
175,000.00
0.00

0.00
176,438.00
0.00

0.00
0.00
0.00

0.00
175,000.00
0.00

0.00
0.00
0.00

0.00
175,000.00
0.00

6264 – Educator Effectiveness Grant
7338 College Readiness Grant
9013 – WestEd Grant

* Totals based on expenditure amounts in goal and annual update sections.

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Total Expenditures by Object Type
Object Type

2018-19
2018-19
Annual Update Annual Update
Budgeted
Actual

2017-18

2018-19

2019-20

2017-18
through
2019-20
Total

All Expenditure Types
1000-1999, 2000-2000, and 5800; Certificated and
Classified Salaries and Professional/Consulting
Services.
1000-1999, 2000-2999, 4000-4999: Certificated
Salaries, Classified Salaries, and Books and
Supplies
1000-1999, 2000-2999, and 5800; Certificated and
Classified Salaries and Professional/Consulting
Services.
1000-1999, 4000-4999: Certificated Salaries and
Supplies
1000-1999. 2000-2999: Certificated and Classified
Salaries
1000-1999: Certificated Personnel Salaries and
5000-5999: Services and Other Operating
Expenditures
1000-1999: Certificated Personnel Salaries

53,702,913.00
0.00

54,308,238.00
923,067.00

43,423,685.00
0.00

53,702,913.00
0.00

72,717,421.00
0.00

169,844,019.00
0.00

9,288,311.00

9,325,217.00

8,811,247.00

9,288,311.00

15,401,556.00

33,501,114.00

0.00

0.00

0.00

0.00

375,000.00

375,000.00

395,000.00

350,293.00

395,000.00

395,000.00

232,536.00

1,022,536.00

2,483,685.00

1,226,450.00

1,300,000.00

2,483,685.00

4,095,598.00

7,879,283.00

431,030.00

0.00

0.00

431,030.00

470,816.00

901,846.00

30,497,537.00

30,024,484.00

25,131,098.00

30,497,537.00

36,297,345.00

91,925,980.00

1000-1999: Certificated Personnel Salaries and
5800: Professional/Consulting Services And
Operating Expenditures
1000-1999: Certificated Personnel Salaries, 40004999: Books And Supplies, and 5800:
Professional/Consulting Services And Operating
Expenditures
2000-2999, 4000-4999: Classified Salaries and
Supplies
2000-2999: Classified Personnel Salaries
4000-4999: Books And Supplies
5000-5999: Services And Other Operating
Expenditures
5800: Professional/Consulting Services And
Operating Expenditures

0.00

414,195.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

231,500.00

231,500.00

1,025,000.00

1,105,310.00

1,025,000.00

1,025,000.00

1,352,000.00

3,402,000.00

4,227,910.00
105,000.00
4,004,940.00

4,706,558.00
166,249.00
4,794,235.00

3,255,000.00
35,000.00
2,421,340.00

4,227,910.00
105,000.00
4,024,940.00

6,144,522.00
130,000.00
5,289,030.00

13,627,432.00
270,000.00
11,735,310.00

1,244,500.00

1,272,180.00

1,050,000.00

1,224,500.00

2,697,518.00

4,972,018.00

* Totals based on expenditure amounts in goal and annual update sections.

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Object Type

Total Expenditures by Object Type and Funding Source
2018-19
2018-19
Annual
Annual
Funding Source
2017-18
Update
Update
Budgeted
Actual

2018-19

2019-20

2017-18
through
2019-20
Total

All Expenditure Types

All Funding Sources

1000-1999, 2000-2000, and
5800; Certificated and
Classified Salaries and
Professional/Consulting
Services.

0707 LCFF

53,702,913.00 54,308,238.00 43,423,685.00 53,702,913.00 72,717,421.00 169,844,019.0
0
0.00
923,067.00
0.00
0.00
0.00
0.00

1000-1999, 2000-2999, 40004999: Certificated Salaries,
Classified Salaries, and
Books and Supplies
1000-1999, 2000-2999, 40004999: Certificated Salaries,
Classified Salaries, and
Books and Supplies
1000-1999, 2000-2999, 40004999: Certificated Salaries,
Classified Salaries, and
Books and Supplies
1000-1999, 2000-2999, and
5800; Certificated and
Classified Salaries and
Professional/Consulting
Services.
1000-1999, 2000-2999, and
5800; Certificated and
Classified Salaries and
Professional/Consulting
Services.
1000-1999, 4000-4999:
Certificated Salaries and
Supplies
1000-1999, 4000-4999:
Certificated Salaries and
Supplies
1000-1999. 2000-2999:
Certificated and Classified
Salaries

0707 LCFF

9,288,311.00

9,325,217.00

8,811,247.00

9,288,311.00

9,432,511.00

27,532,069.00

3010 Title I

0.00

0.00

0.00

0.00

5,889,045.00

5,889,045.00

4203 Title III

0.00

0.00

0.00

0.00

80,000.00

80,000.00

4127 Title IV

0.00

0.00

0.00

0.00

25,000.00

25,000.00

4203 Title III

0.00

0.00

0.00

0.00

350,000.00

350,000.00

0707 LCFF

50,000.00

47,339.00

50,000.00

50,000.00

232,536.00

332,536.00

3312 CEIS

345,000.00

302,954.00

345,000.00

345,000.00

0.00

690,000.00

0707 LCFF

2,483,685.00

1,226,450.00

1,300,000.00

2,483,685.00

2,856,222.00

6,639,907.00

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Object Type
1000-1999. 2000-2999:
Certificated and Classified
Salaries
1000-1999. 2000-2999:
Certificated and Classified
Salaries
1000-1999: Certificated
Personnel Salaries and 50005999: Services and Other
Operating Expenditures
1000-1999: Certificated
Personnel Salaries and 50005999: Services and Other
Operating Expenditures
1000-1999: Certificated
Personnel Salaries
1000-1999: Certificated
Personnel Salaries
1000-1999: Certificated
Personnel Salaries
1000-1999: Certificated
Personnel Salaries
1000-1999: Certificated
Personnel Salaries
1000-1999: Certificated
Personnel Salaries
1000-1999: Certificated
Personnel Salaries
1000-1999: Certificated
Personnel Salaries and 5800:
Professional/Consulting
Services And Operating
Expenditures

Total Expenditures by Object Type and Funding Source
2018-19
2018-19
Annual
Annual
Funding Source
2017-18
Update
Update
Budgeted
Actual

2018-19

2019-20

2017-18
through
2019-20
Total

3010 Title I

0.00

0.00

0.00

0.00

840,338.00

840,338.00

4035 Title II

0.00

0.00

0.00

0.00

399,038.00

399,038.00

0707 LCFF

431,030.00

0.00

0.00

431,030.00

470,816.00

901,846.00

0.00

0.00

0.00

0.00

0.00

0.00

6264 – Educator
Effectiveness Grant

0707 LCFF

30,322,537.00 29,848,046.00 24,956,098.00 30,322,537.00 34,230,081.00 89,508,716.00

3010 Title I

0.00

0.00

0.00

0.00

1,037,219.00

1,037,219.00

3312 CEIS

0.00

0.00

175,000.00

0.00

345,000.00

520,000.00

4035 Title II

0.00

0.00

0.00

0.00

291,109.00

291,109.00

4127 Title IV

0.00

0.00

0.00

0.00

393,936.00

393,936.00

175,000.00

176,438.00

0.00

175,000.00

0.00

175,000.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

414,195.00

0.00

0.00

0.00

0.00

7338 College Readiness
Grant
9013 – WestEd Grant
0707 LCFF

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Object Type
1000-1999: Certificated
Personnel Salaries, 40004999: Books And Supplies,
and 5800:
Professional/Consulting
Services And Operating
Expenditures
2000-2999, 4000-4999:
Classified Salaries and
Supplies
2000-2999, 4000-4999:
Classified Salaries and
Supplies
2000-2999: Classified
Personnel Salaries
4000-4999: Books And
Supplies
5000-5999: Services And
Other Operating Expenditures
5000-5999: Services And
Other Operating Expenditures
5000-5999: Services And
Other Operating Expenditures
5000-5999: Services And
Other Operating Expenditures
5800: Professional/Consulting
Services And Operating
Expenditures

Total Expenditures by Object Type and Funding Source
2018-19
2018-19
Annual
Annual
Funding Source
2017-18
Update
Update
Budgeted
Actual

2018-19

2019-20

2017-18
through
2019-20
Total

0707 LCFF

0.00

0.00

0.00

0.00

231,500.00

231,500.00

0707 LCFF

1,025,000.00

1,105,310.00

1,025,000.00

1,025,000.00

1,300,000.00

3,350,000.00

3010 Title I

0.00

0.00

0.00

0.00

52,000.00

52,000.00

0707 LCFF

4,227,910.00

4,706,558.00

3,255,000.00

4,227,910.00

6,144,522.00

13,627,432.00

0707 LCFF

105,000.00

166,249.00

35,000.00

105,000.00

130,000.00

270,000.00

0707 LCFF

4,004,940.00

4,794,235.00

2,421,340.00

4,024,940.00

4,724,030.00

11,170,310.00

4035 Title II

0.00

0.00

0.00

0.00

325,000.00

325,000.00

4127 Title IV

0.00

0.00

0.00

0.00

40,000.00

40,000.00

4203 Title III

0.00

0.00

0.00

0.00

200,000.00

200,000.00

0707 LCFF

1,244,500.00

1,272,180.00

1,050,000.00

1,224,500.00

1,893,550.00

4,168,050.00

0.00

0.00

0.00

0.00

455,968.00

455,968.00

0.00

0.00

0.00

0.00

348,000.00

348,000.00

5800: Professional/Consulting 3010 Title I
Services And Operating
Expenditures
5800: Professional/Consulting 4035 Title II
Services And Operating
Expenditures

* Totals based on expenditure amounts in goal and annual update sections.

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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

37,465,623.00

37,084,293.00

32,204,335.00

37,465,623.00

49,572,236.00

119,242,194.00

Goal 2

3,982,299.00

4,374,167.00

2,412,000.00

3,982,299.00

4,583,504.00

10,977,803.00

Goal 3

7,000,027.00

7,278,336.00

4,665,000.00

7,000,027.00

12,106,873.00

23,771,900.00

Goal 4

5,254,964.00

5,571,442.00

4,142,350.00

5,254,964.00

6,454,808.00

15,852,122.00

* Totals based on expenditure amounts in goal and annual update sections.

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