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GES LCAP: Local Control Accountability Plan

The Grenada Elementary School LCAP as developed by the Staff, School Site Council, Community and GES families is at the link below. Please take time to read and review it. We would still welcome any input from families and the community. This is our plan for the next 3 years and we will be reviewing data and revising the plan based on that data and input.

GES LCAP

GES LCAP INFO-GRAPHIC

 ADDENDUM

 

 

LCAP METRICS and SUPPORT DATA

California haslaunched the most drastic change to school funding in 40 years, using a new formula designed to give district’s more local control over spending and to push districts to better prepare students for college and careers.  The district’s vision  that All GESD students graduate as college and career ready, productive, responsible, and engaged global citizens is in strong alignment with the new LCFF priorities.  

Progress Indicators - Data and Evidence:The LCAP requires that GESD and our stakeholders use qualitative and quantitative data and evidence to 1) identify student needs and district goals; and 2) review progress toward meeting those needs and goals.  Here are a number of resources for reviewing GESD data and evidence:

GESD Data and Evidence for LCAP

LCAP: Local Control & Accountability Plan LCFF: Local Control Funding Formula

GES EXECUTIVE SUMMARY

GRENADA ELEMENTARY SCHOOL DISTRICT EXECUTIVE SUMMARY

 

Mission Statement: Educating learners for the 21st Century through Collaboration, Communication, Creativity, Critical Thinking, and Character Development.

 

Vision Statement: The purpose of education is to prepare students to be productive, interdependent, socially responsible, well rounded, lifelong learners, and global citizens who can collaborate, create, and communicate in a constantly evolving world. The vision at Grenada Elementary School (GES) is for students to be engaged in a stimulating academic environment with a challenging curriculum that is student-centered and focused on 21st Century Skills. At GES, we are committed to empowering students to reach their full potential by instilling in them a Growth Mindset through rigorous academic standards and civic opportunities. Within this context, we see technology as a valuable and essential tool for learning that expands our instructional range and maximizes the capacity of all learners - students, teachers, and staff.

 

Specifically, we envision that technology will be utilized by all students and staff for these purposes:

  • To develop lifelong learning skills, including critical thinking, leadership skills and collaboration with peers

  • To promote an atmosphere of positive interactions and relationships with people in, around and beyond our GES campus which strengthens and intensifies our Character Education program.

  • To spark intellectual curiosity and inspire students’ love of learning

  • To provide global access to information

  • To meet the curricular needs of all learners

  • To provide access to the general curriculum

  • To refine critical thinking skills and foster creativity

  • To provide a medium for expression and communication

  • To collect, assess, and share data about student outcomes

  • To improve administrative efficiency

  • To provide skills and proficiencies necessary for the students in their post - K12 endeavors and careers

This vision will drive our conversations, our innovation, our planning, and our day-to-day and year-to-year implementation of our mission.

 

FUTURE READY COMMITMENT AND GOAL: GES is committed to intentionally developing communication, collaboration, critical thinking, creativity, and character development through California Common Core State Standards (CCCSS) aligned, technology-infused Project Based Learning for all students. To accomplish this, the GES community is committed to the integration of technology as a tool for classroom learning and to increase teacher, paraprofessional and administrative productivity. By infusing technology into the classroom in this way, students’ skill base as technology users grows continuously, which will continue to become more and more important in their future. It is an essential component in their respective educational experiences. They will utilize an increasing variety of technological tools to match the growing complexity of higher education, job and career needs, and therefore need to learn to use technology as an integral part of the learning process to enhance their critical thinking, problem solving skills and communication skills. Teachers will use technology in the curriculum, take advantage of teachable moments, and provide rigorous 21st century learning environments.  GES is committed to instilling in each student the desire to learn, a belief in themselves, and the confidence to take appropriate risks and accept challenges.

 

Local Control Accountability Plan (LCAP) GOALS

Goal 1: All students will be College and Career Ready & possess 21st Century Skills

  • Implement CCCSS and 5C's (Critical Thinking, Communication, Collaboration, Creativity, and Character Development).

  • Implement project-based and inquiry-based learning experiences.

  • Implement technology-rich classrooms that engage students in relevant and rigorous learning.

  • Provide leadership development to support school teams aligned to four key attributes of 21st-century learning.

  • Ensure our students are Future Ready.

Goal 2: Train and retain Highly Qualified Staff

  • Professional Development in Curriculum, Technology & Growth Mindset. Utilize GESTECHWARRIOR.
  • Basic services: Appropriately assigned & credentialed teachers and staff.

Goal 3: Enhance School Climate and Increase Parent and Student Engagement

  • Create a positive school climate where students and staff feel connected to the school community and engaged in school activities.

  • Improve school connectedness and attendance.

  • Improve school facilities by following the Facilities Master Plan.

Goal 4: All Students will reach Achievement benchmarks & provide equitable Access to Close the Achievement Gap

  • Implement comprehensive intervention systems (Tiers 1, 2, 3).

  • Embed proven instructional practices that accelerate learning.

 

KEY RESULT AREAS (KRAs):

  1. Professional Development:  Attend in-district and outside of district trainings and professional development opportunities to support the use of technology in the classroom, district curricular goals, and student achievement. Staff will attend technology conferences such as CUE, GAFE, Siskiyou Tech Summit etc; training for CCCSS and newly adopted curriculum; and conferences in Growth Mindset and PBIS.

  2. Curriculum, Instruction and Materials:  All students will acquire the district’s grade level profile standards for students (based on GES Technology Standards and ISTE Standards for Students) to support achievement of the academic standards in the classroom, district curricular goals, and ultimately for success in a 21st century digital workforce. Each classroom will have adopted curriculum for each student.

  3. Access to Technology and Infrastructure:  GES has taken the pledge and is committed to being Future Ready. GES will offer additional technology resources (hardware for student and staff use, wireless access and supporting bandwidth) to support the curricular needs and district vision for a technologically enhanced classroom. GESD will support a 1:1 initiative and the implementation of our technology standards grades K-8.

  4. School Environment & Student Engagement:  GES will focus on school-wide PBIS: Positive Behavior Interventions and Support. We will continue to provide both a School Counselor & Parent Liaison. We will closely monitor attendance, suspensions, truancy and chronic truancy/absences and develop strategies to improve all of these areas.

 

LCAP GOALS

STATE PRIORITIES

1

College and Career Ready & Instill 21st Century Skills

2,4,7

2

Student Achievement & Equitable Access to Close the Achievement Gap

1,2,4,7

3

Highly Qualified Staff & Professional Development

2,4,7

4

Enhance School Climate and Increase Parent and Student Engagement

3,5,6,8

 

 

LCAP 8 STATE PRIORITY AREAS / REQUIRED METRICS

METRIC DOCUMENT LINK

1

Conditions Of Learning: Basic Services

·        Degree to which teachers are appropriately assigned and credentialed in subject areas

·        Degree to which students have sufficient access to standards-aligned instructional materials

·        Degree to which school facilities are maintained in good repair

SARC: School Accountability Report Card

Textbook Sufficiency Resolution

FIT: Facilities Inspection Tool

2

Conditions Of Learning: Implementation of State Content & Performance Standards

·        Implementation of content and performance standards for all students, including EL

·        Programs and services enable ELs to access core and ELD standards*

CCSS/CSS

*No EL’s enrolled for 2015/16

3

Engagement: Parental Involvement

·        Efforts to seek parent input & decision making

·        Promotion of parental participation

Parent Input Survey

Parent Liaison

Ges Connection/Newsletters

4

Pupil Outcomes: Pupil/Student Achievement

·        Statewide assessments

·        Academic Performance Index

·        These do not apply to Elementary Schools: % of students successfully completing A-G courses; % of students successfully completing CTE sequences or programs of study that align EL progress toward English proficiency; EL reclassification rate; % of students passing Advanced Placement exams (3+); % of students demonstrating college preparedness (Early Assessment Program exam)

Single School Plan for Student Achievement & LCAP

 

SARC

 

5

Engagement: Student Engagement

·        School attendance rates

·        Chronic absenteeism rates*

·        Middle school dropout rates*

·        These do not apply to Elementary Schools: High school dropout rates* High school graduation rates*

SARC

SARB

School Safety Plan

 

6

Engagement:  School Climate                                                                         

·        Student suspension rates*

·        Student expulsion rates*

·        Other local measures

SARC

California Healthy Kids Survey

Athletic Handbook

School Wellness Plan

7

Conditions of Learning: Course Access

·        Student access and enrollment in all required areas of study

SARC

Classroom Schedules

8

Pupil Outcomes: Other Student Outcomes: Professional Development

·        Other indicators of student performance in required areas of study

Educator Effectiveness Funding

Professional Development Plan

 

 

LCFF: Local Control Funding Formula

Under full implementation of the LCFF, as a condition of receiving the K-3 base-rate adjustment, districts must maintain a K-3 school-site average class size of 24 or fewer students, unless collectively bargained otherwise. If a district negotiates a different class size for those grades, the district is not subject to this provision and will continue to receive the adjustment. Absent a related collective bargaining provision, were a particular school site in a district to exceed an average class size of 24, the district would lose the K-3 adjustment for all its K-3 school sites.

The LCFF includes the following components for school districts and charter schools:

Provides a base grant for each LEA equivalent to $7,643 per average daily attendance (ADA). The actual base grants would vary based on grade span.

Provides an adjustment of 10.4 percent on the base grant amount for kindergarten through grade three (K–3). As a condition of receiving these funds, the LEA shall progress toward an average class enrollment of no more than 24 pupils in kindergarten through grade three.

Provides an adjustment of 2.6 percent on the base grant amount for grades nine through twelve.

Provides a supplemental grant equal to 20 percent of the adjusted base grant for targeted disadvantaged students. Targeted students are those classified as English learners (EL), eligible to receive a free or reduced-price meal (FRPM), foster youth, or any combination of these factors (unduplicated count).

Provides a concentration grant equal to 50 percent of the adjusted base grant for targeted students exceeding 55 percent of an LEA’s enrollment.

Provides for additional funding based on an “economic recovery target” to ensure that virtually all districts are at least restored to their 2007–08 state funding levels (adjusted for inflation) and also guarantees a minimum amount of state aid to LEAs.

8 State Priorities

8 State Priorities

LCAP Information:

Student Achievement Data & Reports:

2013 Data

  • STAR testing scores
  • State & Similar Schools ranking
  • AYP: Adequate Yearly Progress
  • API: Academic Performance Index
  • SARC: School Accountability Report Card

LCAP: Local Control and Accountability Plan and the LCAFF: Local Control Funding Formula and the 8 State Priorities Presentation.

Local Control and Accountability Plan and the State Priorities Welcome to the California State Board of Education’s LCFF Channel. The video and audio downloads available on the LCFF Channel are designed to help the education community learn about how the Local Control Funding Formula works to support local implementation activities. The focus of this brief segment is on the Local Control and Accountability Plan and LCFF State Priorities. Complementing the changes to state funding made by the Local Control Funding Formula is a newly required Local Control and Accountability Plan. The LCAP is LCFF’s vehicle for transparency and engagement. It is the way that LEAs are expected to share performance data, needs, actions, and anticipated outcomes that guide the use of available LCFF funding. Before the start of the 2014-15 school year, all LEAs will need to have in place a Local Control and Accountability Plan prior to the adoption of their budget. State Board of Education approved templates will be available prior to March 2014. However, the LCFF legislation provides important details about the LCAP that LEAs would be well served to think about now. Let’s start with what should be included in the LCAP. According to Education Code section 52060, the LCAP must describe for each LEA and each school within the LEA the annual goals for all students including calling out details for low income, English Learners, and foster youth that address state and local priorities. The LCAP must also describe the specific actions that the LEA will take to achieve the goals it has identified with budget details that show the level and type of state expenditures made to support 

these actions. The state priorities are expressed as metrics for which LEAs are expected to develop performance measures to demonstrate how LCFF and the LCAP support student outcomes. The State priorities include: 

  • a. Demonstrating compliance with Williams requirements. This includes reporting appropriate teacher assignment, sufficient instructional materials, and facilities in good repair. 
  • b. Implementation of the academic content and performance standards adopted by SBE, including how the programs and services will enable English learners to access the common core academic content standards and the English Language Development standards. 
  • c. Parental involvement, including efforts the school district makes to seek parent input in making decisions for the school district and each individual school site, and including how the school district will promote parental participation in programs for economically disadvantaged pupils, English learners, foster youth, and individuals with exceptional needs. 
  • d. Pupil achievement as measured by multiple indicators including, but not limited to, assessment data, college readiness, and language proficiency. 
  • e. Pupil engagement as measured by multiple indicators including, but not limited to, rates associated with attendance, chronic absenteeism, dropout (middle and high school), and high school graduation. 
  • f. School climate as measured by multiple indicators including, but not limited to, pupil suspension and expulsion rates as well as other local measures assessing safety and school connectedness. 
  • g. The extent to which pupils have access to, and are enrolled in, a broad course of study that includes core subject areas (i.e., English, mathematics, social science, science, visual and performing arts, health, physical education, career and technical education, etc.), including the programs and services developed and provided to economically disadvantaged pupils, English learners, foster youth, and individuals with exceptional needs. 
  • h. And, pupil outcomes, if available, in the subject areas comprising a broad course of study. 

Engagement of a broad group of LEA stakeholders is expected in the development of the LCAP. Specifically, the LCFF legislation calls for governing boards to consult with teachers, principals, administrators, other school personnel, parents, and students to develop the LCAP. In fact, before the LCAP is presented to the governing board the LCAP must be presented to a general parent advisory committee that includes parents, guardians, and students within the low-income, English learner, and foster youth; and in cases where 15% or more of the students are English learners and there are at least 50 English learners, a special English Learner Parent Advisory Committee is also required. Should the advisory groups have comments, the Superintendent must respond to comments in writing. While there will be unique templates to capture the LCAP information, much of the information required to complete LCAP resembles the type of information included in Local Educational Agency Plans, School Accountability Report Cards, and Single Plans for Education. As is the case with these other types of plans, good planning processes will yield good plans and this remains true with the LCAP. Now’s the time to begin thinking about how goals and students needs are defined in alignment with state priority metrics for the LCAP and other plans managed by the LEA. Thank you for viewing this edition of the LCFF Channel’s Implementation Insight. More information can be found at lcff.wested.org and www.cde.ca.gov. 

lcff-02.jpg

PTA Web-Site

Have you heard? There's a new school funding law called the LCFF (Local Control Funding Formula). It's a new way for schools to focus on student success.

LCFF requires school districts to involve parents in planning and decision making. It also:

  • Shifts spending decisions from the state to your local school district.
  • Requires your school district to focus on the eight key areas that help all students succeed.
  • Provides extra funding for students with greater challenges.
  • Gives your district more flexibility for how to spend its money to improve local schools.

LCFF is a huge opportunity for parents to shape the vision for your children's education and make it happen!

Now is the time to seize the moment for parent engagement -- guest column by Colleen, A.R. You, President, California State PTA

GET THE FACTS

Get the facts about LCFF and the Local Control and Accountability Plan (LCAP). Click to download and share with parents, teachers and your school community.

Listen to our recent Radio Disney broadcast about LCFF with California State PTA President Colleen A.R. You, Children Now President Ted Lempert and Vallejo City Unified School District Superintendent Dr. Ramona Bishop.

 

FAMILY ENGAGEMENT – MAKE IT HAPPEN

To support school districts and parents in the development of family engagement goals and activities as part of their newly required Local Control and Accountability Plans, California State PTA together with National PTA released an updated version of the PTA National Standards for Family-School Partnerships Assessment Guide.

Download the complete Assessment Guide.
Download the Summary.
More resources at http://pta.org/nationalstandards

The PTA National Standards for Family-School Partnerships Assessment Guide is based on extensive research over the past 20 years. It was developed with the guidance and support of prominent education leaders and practitioners in the field of family engagement across the country. It provides specific goals for each of six accepted family engagement standards, as well as indicators for measuring whether those goals are being met.

PTA recommends that every school district's LCAP seek to address each of the standards and that the various indicators be used to facilitate local conversations among parents and educators about how best to build stronger family-school partnerships and measure progress based on the priorities and needs of the community.

LEARN MORE – GET ENGAGED

This a huge opportunity for us as parents to shape the vision for our children's education and make it happen. Now is the time to engage!