Local Control Accountability Plan and Annual Update (LCAP) Template / Addendum: General instructions & regulatory requirements.
Appendix A: Priorities 5 and 6 Rate Calculations
Appendix B: Guiding Questions: Use as prompts (not limits)
LCFF Evaluation Rubrics [Note: this text will be hyperlinked to the LCFF Evaluation Rubric web page when it becomes available.]: Essential data to support completion of this LCAP. Please analyze the LEA’s full data set; specific links to the rubrics are also provided within the template.
LEA Name / Inland Leaders Charter School
Contact Name and Title / Mr. Mike Gordon/ Executive Director / Email and Phone /
909-446-1100
2017-20 Plan Summary
THE STORY
Briefly describe the students and community and how the LEA serves them.
Inland Leaders Charter School is a transitional kindergarten through 8th grade site-based elementary and middle school with approximately 960 students in the heart of the Yucaipa City in San Bernardino County. ILCS opened on August 17, 2007 with a total of 9 classes. Currently the school maintains a waitlist of over 600 students. Enrollment is open to any student, and there is no selection process for students other than a random public drawing each spring. ILCS continues to keep its class sizes low with 20 to 1 in kinder through 2nd grades. In addition, ILCS limits its site-based class sizes to 25 students in the fourth through sixth grades, which is highly attractive to many families. In addition to the site-based students, ILCS maintains an independent study option for students whose parents wish to keep them at home for their education but need a solid curricular program. Currently there are 55 students enrolled in the full-time independent study program. In addition, ILCS offers a mandatory second session electives program for grades 3rd – 8th exposing students to a variety of extracurricular activities along with choice electives for grades K – 8th. ILCS also offers a sports program which includes basketball, softball, soccer, cross country, & volleyball.
ILCS currently has two campus locations, Bryant Street (BSC) that has grades TK-2nd grades and California Street (CSC) that has grades 3rd- 8th. The Bryant Street Campus leases a facility from Bryant Street Baptist Church, which has graciously allowed ILCS to operate during the day. The California Street Campus (CSC) is leased by the Yucaipa Calimesa Joint Unified School District through the use of Proposition 39.
LCAP HIGHLIGHTS
Identify and briefly summarize the key features of this year’s LCAP.
The LCAP highlights include the extensive use of surveys including all stakeholders, meetings, and the extension of LCAP conversations to special interest groups beyond the stipulated LCAP requirements. This year the school leadership held targeted LCAP workshops with Special Education, EL, PACE and independent study stakeholders to support these departments and their success.
In addition, our administrative team and teachers set targets based on these goals. The focus of our professional learning communities work has been toward meeting our four LCAP goals. The school is coordinating the WASC self- study plan with the LCAP to unify the overall school action plan.
Parent and staff survey data revealed overall satisfaction and effectiveness of the school program encompassing school culture, student achievement, 21st century schools, and teacher retention.
Our new positive behavior intervention system ROAR was implemented schoolwide with success. A schoolwide intervention program (Success Academy) was implemented after school by teachers. Mandatory second session for students was offered in grades 3-8 to be exposed to a variety of “electives.”
REVIEW OF PERFORMANCE
Based on a review of performance on the state indicators and local performance indicators included in the LCFF Evaluation Rubrics, progress toward LCAP goals, local self-assessment tools, stakeholder input, or other information, what progress is the LEA most proud of and how does the LEA plan to maintain or build upon that success? This may include identifying any specific examples of how past increases or improvements in services for low-income students, English learners, and foster youth have led to improved performance for these students.
GREATEST PROGRESS / According to state level dashboard data for student achievement, English Learners made the most significant increase in the area of ELA with an increase in 44.5 points for the 33 students tested. In addition, students with disabilities also demonstrated an increase of 28.8 points and all students overall increased by 3.7 points. Hispanic students overall increased by 15.4 points in ELA.
The school is also very proud of the implementation of the PBIS ROAR program to improve overall school behaviors which encompasses our school culture goal. The LCAP goal to retain staff has shown great progress in the last three years with only one staff member indicating resignation for the next school year. In terms of the 21st century technology goal, the program has met its target to provide one to one devices for students in grades 3rd through 8th grade. An added feature this year to meet our 90% proficiency goal is that all teachers in grades TK – 6 are teaching targeted interventions (Success Academy) afterschool based on data.
We also offered a mandatory second session for students in grades 3-8 to be exposed to a variety of “electives.”
According to our schoolwide survey administered addressing our four LCAP goals, data indicates a strong satisfaction from parents and staff.
Referring to the LCFF Evaluation Rubrics, identify any state indicator or local performance indicator for which overall performance was in the “Red” or “Orange” performance category or where the LEA received a “Not Met” or “Not Met for Two or More Years” rating. Additionally, identify any areas that the LEA has determined “need significant improvement” based on review of local performance indicators or other local indicators. What steps is the LEA planning to take to address these areas with the greatest need for improvement?
GREATEST NEEDS / Student achievement
According to state level dashboard data, students demonstrated the greatest decline and need in the area of math. All students declined an average of 3.1 points but the greatest decline occurred with socioeconomically disadvantaged students with a negative 9.8 points and EL students with a decline of 8.5 points. Socioeconomically disadvantaged math scores represent the only orange designation for any student group on the dashboard for any content area or demographic. As part of the LCAP and WASC process the leadership recognized the on-going need for consistent benchmark assessments to drive instruction and provide the data necessary to make sound instructional decisions.
Data on the ELA local benchmarks indicates in grades 1 & 2 our special education and English language learner population only made slight gains with .15 and .49 years growth where .75 years growth is expected. For grades 3-6 only a 4% gain for math was made on the Pearson EnVision benchmark. Overall we believe the need in math is attached to critical thinking and reading comprehension as the common core standards reflect this.
Teacher training
According to local survey data, there is a need for focused training to implement effective Professional Learning Communities. Surveys also reveal teachers need clear communication and training in regards to the new Pillars Program to improve class instruction and evaluation. Finally, teachers surveyed noted that they need support with teaching writing, reading comprehension and critical thinking and supporting technology as students as producers and global learning.
School Culture
Student surveys demonstrated that students understand expectations for behavior, however their perceptions of student behaviors of kindness and respect toward each other is lower than expected (only 37-50% of students believe students are well behaved). Therefore, increased actions need to occur to support positive peer relationship amongst students to build a culture of kindness, empathy, and leadership. The LCAP team also recognized, through parent nights and surveys, the need to do a better job with orienting new students to ILCS and developing an on-boarding program.
Referring to the LCFF Evaluation Rubrics, identify any state indicator for which performance for any student group was two or more performance levels below the “all student” performance. What steps is the LEA planning to take to address these performance gaps?
PERFORMANCE GAPS / Performance gaps currently exist for low socioeconomic students in the area of math and slightly in ELA. In addition the school program identified that although the school scored above state averages in math, this content area is at a yellow overall dashboard level and there are no student groups in the blue or green areas in math.
EL only students demonstrate a gap in math achievement scoring 73.1 points below proficiency levels in contrast to only 54.9 points below proficiency in ELA.
In addition, 54% of students in 4th grade were at level 1 and 2 on the state assessment for math while the school totals were 41% at level 1 and 2.
The school program will be focusing its efforts of intervention, professional development and overall school-wide goals to eliminate the gaps noted in math overall and specifically for the lower socioeconomic students and English Language Learners. The LCAP team agrees that unified and consistent data is necessary for effective school-wide conversations to promote growth. Also, targeted professional development for teaching staff is critical to achieve our LCAP goal of 90% and eliminate performance gaps in subgroups.
INCREASED OR IMPROVED SERVICES
If not previously addressed, identify the two to three most significant ways that the LEA will increase or improve services for low-income students, English learners, and foster youth.
Services were increased by one administrator in April at the California Street Campus to assist the principal with overall instructional coaching and professional development in the area of mathematics and interventions. This position will also allow the principal to maintain more hours of instructional coaching rather than spending time dealing with student discipline. In addition, the school will provide summer school for students who are demonstrating below proficiency scores on state and local assessments during the summer of 2017. These students will be invited to attend classes of no more than 12 students with a credentialed teacher to increase their instructional time and provide targeted lessons for their areas of need in math and language arts.
In addition, the school has recognized the need for higher levels of expertise for common core instruction and implementation of research based best practices. Therefore, ILCS has partnered with Corwin Press Publishers to provide one week of extensive in class trainings focused on Visible Learning from Doug Fisher and John Hattie’s research
In addition, data or lack of cohesive data indicates a need to improve our schoolwide benchmark system in order to have a schoolwide snapshot overall and by subgroups. Data also indicates a need to support our families who have been SCATTED multiple years.
BUDGET SUMMARY
Complete the table below. LEAs may include additional information or more detail, including graphics.
DESCRIPTION / AMOUNT
Total General Fund Budget Expenditures for LCAP Year / $
Total Funds Budgeted for Planned Actions/Services to Meet the Goals in the LCAP for LCAP Year / $
The LCAP is intended to be a comprehensive planning tool but may not describe all General Fund Budget Expenditures. Briefly describe any of the General Fund Budget Expenditures specified above for the LCAP year not included in the LCAP.
$ / Total Projected LCFF Revenues for LCAP Year
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Annual Update / LCAP Year Reviewed: 2016–17Complete 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 / Retain and train a highly qualified instructional staff that deeply support all students (including low income, English learners, and foster youth).State and/or Local Priorities Addressed by this goal: / STATE 1 2 3 4 5 6 7 8
COE 9 10
LOCAL ______
ANNUAL MEASURABLE OUTCOMES
EXPECTED / ACTUAL
1. 5% more students proficient in math and ELA on state and local benchmarks (70% to 75% proficient)
2. 100% of all core teachers credentialed and appropriately assigned.
3. Retain 95% of core teaching staff from year to year.
4. Provide 40 hours a year of professional development for teachers to support all students and sub-groups of students. / We did not meet our 5% growth target for math only showing 4% gains on state testing, however for ELA our 5% goal was met with a 7% gain. On our schoolwide benchmarks for math 1st & 2nd grade students made a year and half growth (1.67) and for ELA 1 years growth as indicated on the Let’s Go Learn Assessments. For grades 3-5 our goal was not met on our schoolwide math EnVision Pearson benchmark at 4% gains, yet our ELA Pearson ReadyGen benchmarks indicate great gains at a 21% growth for grades 3-5.
On the Pearson curriculum benchmarks we were able to show gains for our socially economic disadvantaged students with a 6% gain in math. For ELA we did meet 5% for ELA with both our Special Education and socially economically disadvantaged students also meeting the 5% target with 11% &10% gains respectively. Our English Language Learners did not meet our 5% goal with 0% gains for both math and ELA.