Valley Charter Elementary » VCES Draft LCAP

VCES Draft LCAP

LCFF Budget Overview for Parents


Local Educational Agency (LEA) Name: Valley Charter Elementary School

CDS Code: 19647330122754

School Year: 2022-23

LEA contact information:

Carolyn Yaffe

Executive Director

 

(818) 810-6713

School districts receive funding from different sources: state funds under the Local Control Funding Formula (LCFF), other state funds, local funds, and federal funds. LCFF funds include a base level of funding for all LEAs and extra funding - called "supplemental and concentration" grants - to LEAs based on the enrollment of high needs students (foster youth, English learners, and low-income students).

Budget Overview for the 2022-23 School Year (TBD)

This chart shows the total general purpose revenue Valley Charter Elementary School expects to receive in the coming year from all sources.


The text description for the above chart is as follows: The total revenue projected for Valley Charter Elementary School is $, of which $ is Local Control Funding Formula (LCFF), $ is other state funds, $ is local funds, and $ is federal funds.  Of the $ in LCFF Funds, $ is generated based on the enrollment of high needs students (foster youth, English learner, and low-income students).

LCFF Budget Overview for Parents


The LCFF gives school districts more flexibility in deciding how to use state funds. In exchange, school districts must work with parents, educators, students, and the community to develop a Local Control and Accountability Plan (LCAP) that shows how they will use these funds to serve students.


This chart provides a quick summary of how much Valley Charter Elementary School plans to spend for 2022-23. It shows how much of the total is tied to planned actions and services in the LCAP.


The text description of the above chart is as follows: Valley Charter Elementary School plans to spend $ for the 2022-23 school year. Of that amount, $ is tied to actions/services in the LCAP and $ is not included in the LCAP. The budgeted expenditures that are not included in the LCAP will be used for the following:


This information is TBD




Increased or Improved Services for High Needs Students in the LCAP for the 2022-23 School Year


In 2022-23, Valley Charter Elementary School is projecting it will receive $ based on the enrollment of foster youth, English learner, and low-income students. Valley Charter Elementary School must describe how it intends to increase or improve services for high needs students in the LCAP.  Valley Charter Elementary School plans to spend $ towards meeting this requirement, as described in the LCAP.


This information is TBD





LCFF Budget Overview for Parents


Update on Increased or Improved Services for High Needs Students in 2021-22 (TBD)

This chart compares what Valley Charter Elementary School budgeted last year in the LCAP for actions and services that contribute to increasing or improving services for high needs students with what  Valley Charter Elementary School estimates it has spent on actions and services that contribute to increasing or improving services for high needs students in the current year.


The text description of the above chart is as follows: In 2021-22, Valley Charter Elementary School's LCAP budgeted $ for planned actions to increase or improve services for high needs students. Valley Charter Elementary School actually spent $ for actions to increase or improve services for high needs students in 2021-22.

 
 



Supplement to the Annual Update to the 2021–22 Local Control and Accountability Plan


Local Educational Agency (LEA) Name

Contact Name and Title

Email and Phone

Valley Charter Elementary School           

Carolyn Yaffe          

Executive Director

[email protected]

8188106713


 

California’s 2021–22 Budget Act, the federal American Rescue Plan Act of 2021, and other state and federal relief acts have provided local educational agencies (LEAs) with a significant increase in funding to support students, teachers, staff, and their communities in recovering from the COVID-19 pandemic and to address the impacts of distance learning on students. The following is a one-time mid-year report to the local governing board or body and educational partners related to engagement on, and implementation of, these Acts.


A description of how and when the LEA engaged, or plans to engage, its educational partners on the use of funds provided through the Budget Act of 2021 that were not included in the 2020–21 Local Control and Accountability Plan (LCAP).





Please see below for VCES engagement timelines for the use funds provided through the Budget Act of 2021 that were not included in the 2021-2022 LCAP:
1. ESSER III
On-going input from staff was used to develop proposed plans for the grant.
Proposed plans for the funds were shared at a Parent Faculty Council on October 11, 2021; agenda items are shared with the school community prior to the meeting.
Proposed plans for the funds were shared at a public Board of Directors' Meeting on October 21, 2021; agenda items are shared publicly prior to the meeting.
The ESSER III Expenditure plan itself describes in more detail how input shaped the plans and is available at our website: https://www.valleycharterschool.org under the Accountability Section.


2. Educator Effectiveness Block Grant ($53,824)
On-going input from staff was used to develop proposed plans for the grant.
Proposed plans for the funds were shared at a Leadership Team meeting on November 3, 2021.
Proposed plans were shared at a Parent Faculty Council meeting on November 8, 2021; agenda items are shared with the school community prior to the meeting.
Proposed plans were initially shared at a Board of Directors' Meeting on November 18, 2021 and were approved at a Board of Directors' Meeting on December 16, 2021; agenda items are shared publicly prior to the meeting.

3. Universal Prekindergarten Planning & Implementation Grant ($56,421)
In February we will gather information from community members who have a vested interest in early childhood education at VCES (e.g., Kindergarten teachers, the school principal, families with children who will be eligible for TK in SY 23-24, etc) to launch the design process for our TK program.
A proposal will be developed and brought to the Parent Faculty Council for the April 2022 meeting.
Proposal will be revised from input and brought to the Board of Directors for public comment and review on May 19th, 2022.

4. Expanded Learning Opportunity Program Grant ($64,427)
In February we will survey families to gather comprehensive data on before and after care.
In March we will develop a proposed plan for the use of these funds and share these plans with staff and our Parent Faculty Council.
Proposal will be revised with input and brought to the Board of Directors for public comment and review on May 19th, 2022.



 
 

A description of how the LEA used, or plans to use, the additional concentration grant add-on funding it received to increase the number of staff who provide direct services to students on school campuses with an enrollment of students who are low-income, English learners, and/or foster youth that is greater than 55 percent.



Valley Charter Elementary School is not eligible for concentration grant funding.

 
 

A description of how and when the LEA engaged its educational partners on the use of one-time federal funds received that are intended to support recovery from the COVID-19 pandemic and the impacts of distance learning on pupils.



All one-time funds intended to support recovery from the COVID-19 pandemic and the impact of distance learning on pupils went through the following engagement process with VCES educational partners:

  • A series of meeting with leadership team/key staff members to develop a proposed plan
  • Sharing of proposed plan with relevant staff members for input
  • Sharing of proposed plan through parent-faculty council for input
  • Revision of plan utilizing input
  • If necessary based on the grant, presentation for public comment at a board meeting and approval from the Board of Directors.


Educational Partner engagement in the use of funds received to support recovery from the COVID-19 pandemic and distance learning impacts is detailed in the following plans:

  • Expanded Learning Opportunity Grant plan
  • 2021-2022 LCAP
  • Learning Continuity and Attendance Plan
  • ESSER III Expenditure Plan



 
 

A description of how the LEA is implementing the federal American Rescue Plan Act and federal Elementary and Secondary School Emergency Relief expenditure plan, and the successes and challenges experienced during implementation.




To ensure safe and continuous in-person instruction and address the impact of lost instructional time, VCES has allocated ESSER III resources to:

A Director of Operations to drive the development and implementation of our COVID-19 safety plan, oversee our COVID-19 testing, oversee Independent Study for students in quarantine and isolation, and manage human resources protocols for our vaccination policy.  This position supports our ability to provide a continuous and safe in-person learning experience for all of our students by ensuring all appropriate health and safety protocols are in place to respond to the ever-changing context and guidelines related to COVID-19.


A School Psychologist to support mental health and social-emotional supports as well mandated counseling and required assessments.  Our school psychologist procures additional resources and programs to support student mental health, as well as provide 1:1 and small group counseling for students who have presented with needs for social-emotional support upon return to an in-person setting.  This supports our ability to offer continuous and safe in-person learning for all students, even those who have experienced trauma or setback due to the pandemic.


Teaching Assistants are integral for safe, effective classroom settings and safe transitions, snack time, recess, and arrival and dismissal.  TAs play an integral role in enacting our safety protocols inside and outside the classroom and allow the teacher to plan and executive differentiated supports that support targeted intervention and student growth for all students.


A Reading Interventionist to support students identified as reading below grade level and use targeted and research-based intervention approach (Orton Gillingham) to move students towards grade-level mastery in reading.



Successes:

We have been successful in designing and implementing effective COVID-19 health and safety policies, including running a weekly COVID-19 testing program that allows us to identify and isolate positive cases and limit the spread of COVID-19 in our community.

Our school psychologist is effectively addressing individual needs as well as developing systematic and coherent Tier 1 supports across classrooms.

Our TAs have effectively supported ensuring that students are following safety protocols inside the classrooms and providing targeted support for identified students.


Challenges:

The changeability and complexity of the COVID-19 guidelines, especially during the Omicron surge, have been hard to navigate.

Although we are seeing progress for students who are able to participate in RI, a part-time Reading Interventionist is not enough to address the number of students who need RI in our school community.





 
 

A description of how the LEA is using its fiscal resources received for the 2021–22 school year in a manner that is consistent with the applicable plans and is aligned with the LEA’s 2021–22 LCAP and Annual Update.


Valley Charter Elementary's 2021-2022 LCAP is a comprehensive plan that drives the high quality implementation of our instructional model and supports positive student outcomes; the LCAP also serves as the school's Single Plan for Student Achievement (SPSA). Our model and plan addresses the academic, social-emotional, and mental health needs of our students. VCES is using the fiscal resources received for the 2021-202s school year to implement the requirements of the Safe Return to In-person Instruction and Continuity of Service Plan in alignment with the 2021-2022 LCAP. VCES has used its fiscal resources to implement the requirements of the ESSER III Expenditure Plan to ensure the safe in-person instruction and support student needs.  Please note that the ESSER III Expenditure plan includes actions that extend beyond this school year.



Overall, Valley Charter Elementary is on track our fiscal resources received for the 2021-22 school year in a manner that is generally consistent with the applicable plans and aligned to the 2021-2022 LCAP, although there are few actions related to Goal 1 that we have had to revise due to staffing barriers caused by COVID-19.



 
 




Local Control Accountability Plan


The instructions for completing the Local Control and Accountability Plan (LCAP) follow the template.


Local Educational Agency (LEA) Name

Contact Name and Title

Email and Phone

Valley Charter Elementary School           

Carolyn Yaffe          

Executive Director

[email protected]

(818) 810-6713



Plan Summary [2022-23]


General Information


A description of the LEA, its schools, and its students in grades transitional kindergarten–12, as applicable to the LEA.


Valley Charter Elementary School (VCES) was founded in 2010 and currently serves 288 students, with 48 students in each grade level K-5. Our work is framed by the five design elements below. Our student population reflects design element five, which is our commitment to building intentionally diverse schools. VCES student data currently reflects the rich diversity of the San Fernando Valley. Our student demographic information is as follows:
Socioeconomically disadvantaged: 38.41%
White: 32.97%
Hispanic: 44.57%
African American: 1.45%
English Learners: 4.34%
Students with Disabilities: 13.8%
Foster Youth: Less than 1%

  • Design Element 1: We value process over product. Learning is experiential, interdisciplinary, collaborative, and relevant to students’ lives.
  • Design Element 2: Social-emotional development and self-advocacy are the foundational principles of student learning and personal growth.
  • Design Element 3: We develop effective communicators who are able to connect with varied audiences.
  • Design Element 4: Learning is a social process accomplished through authentically collaborative work.
  • Design Element 5: We are committed to building intentionally diverse schools. Our core values and foundational principles are authentically realized through this diverse community.


The instructional program at Valley Charter Schools is designed to reflect our design elements and prepare students effectively for the next level of schooling and ultimately for college and career readiness. The design and selection of curricular materials are driven by a constructivist, project-based approach to standards mastery. We cultivate joy, curiosity and engagement in our classrooms and are intensely focused on developing life long learners.

Valley Charter Elementary core program elements:

  • Singapore Math
  • Balanced literacy through Reading Workshop and phonics instruction
  • Writing Workshop
  • Project-Based Learning for Science and History standards
  • Physical Education
  • Music that is integrated into project-based learning
  • "Cool Tools" Framework for Social-Emotional Learning






Reflections: Successes


A description of successes and/or progress based on a review of the California School Dashboard (Dashboard) and local data.



The California dashboard has not been updated since 18-19 due to the pandemic. According to verified data from our iReady reading and math assessments, our median student is making 90% progress towards annual typical growth in reading and our median student is making 78% progress towards annual typical growth in math. Based on SY 20-21 SBAC data, 56.48% of our students are performing at or above grade level in reading and 45.46% are performing at or above grade level in math. While this data does not demonstrate the same levels of growth and performance we saw pre-pandemic, we are celebrating the progress our students have made after more than a year at home.

In addition, we are celebrating:

  • advances in our anti-bias curriculum work
  • positive perceptions of climate, engagement, belonging, preparedness, and safety as indicated through parent and student surveys
  • high levels of family engagement demonstrated by attendance at student conferences and volunteerism and attendance at community events such as our talent show, movie night, jogathon
  • exceeding our fundraising goals for this school year
  • high staff retention





Reflections: Identified Need


A description of any areas that need significant improvement based on a review of Dashboard and local data, including any areas of low performance and significant performance gaps among student groups on Dashboard indicators, and any steps taken to address those areas.


The California dashboard has not been updated in three years due to the COVID 19 pandemic, but our SY 20-21 SBAC data (as we elected to have our students take this assessment)  and our internal assessment data -- while remaining above the state average overall -- reveals a need to continue our already sustained focus on supporting our low-income students, Hispanic students, English learners, and students with disabilities to achieve grade level mastery in reading and math.   Key steps to address this include expanding our reading intervention role from part-time to full-time, continuing to use the iReady ELA and math diagnostics as an additional layer of detailed and actionable information to inform data-driven Tier 1, 2 and 3 instructional planning, maintaining math curriculum and intervention support at all layers of the organization (whole staff, teacher team, individual team, and student), and continuing our sustained focus on reading workshop including additional training on the Orton-Gillingham method. Because of the COVID-19 pandemic and several surges throughout the school year, attendance was lower than usual; we are hoping for a more stable year next year where we are able to increase attendance and reduce any chronic absenteeism, particularly among our identified sub-groups.




        



LCAP Highlights


A brief overview of the LCAP, including any key features that should be emphasized.


This LCAP fully addresses the eight state priorities with three overarching goals that include:


Goal 1 addresses student achievement, outcomes, and course access: VCES students have equitable access to a broad course of study and teachers are well-prepared to accelerate learning in service of improved proficiency in English Language Arts (ELA) and math state standards for all of our students, including our significant sub-groups, as measured by the California Assessment of Student Performance and Progress (CAASPP) and English learner reclassification rates.



Goal 2 addresses basic services - teacher credentialing, materials, and facilities: VCES will maintain basic services (teacher assignment, access to appropriate materials, and facility maintenance) to ensure that students experience a safe and high quality learning environment.



Goal 3 addresses stakeholder engagement and participation: VCES students and family survey data will be gathered from a diversity of families and reflect a positive school climate, high levels of school engagement, strong sense of school belonging, high levels of confidence in next level preparedness, and high levels of confidence in school safety.



        



Comprehensive Support and Improvement


An LEA with a school or schools eligible for comprehensive support and improvement must respond to the following prompts.


Schools Identified


A list of the schools in the LEA that are eligible for comprehensive support and improvement.


Valley Charter Elementary School has not been identified for CSI.  Therefore this LCAP section does not apply.        


Support for Identified Schools


A description of how the LEA has or will support its eligible schools in developing comprehensive support and improvement plans.


N/A        


Monitoring and Evaluating Effectiveness


A description of how the LEA will monitor and evaluate the plan to support student and school improvement.


N/A        



Engaging Educational Partners


A summary of the process used to engage educational partners and how this engagement was considered before finalizing the LCAP.


School leadership and staff are engaged on going discussion about program design and impact on student growth through weekly staff meetings, monthly parent-faculty council meetings, and 1:1 or grade team meetings with school leaders, and monthly board meetings. Parents and students have also completed end of year surveys on their experience with VCES. All written communication is sent home in both English and Spanish and a concerted effort is made to gather diverse perspectives, including from families of our English learners, students with disabilities, and socio-economically disadvantaged students to ensure we are meeting the needs of all of our stakeholders.In addition, formal processes utilized to gather feedback towards this LCAP include:

  • VCES Parent Faculty Council meeting on May 15th, 2022: Proposed SY 22-23 goals were shared at a PFC meeting to orient families and faculty to proposed goals and rationale, and gather feedback.
  • VCES Draft LCAP was posted on the website and an email was circulated on June 10th, 2022 soliciting feedback from families and staff members; a survey was provided to share input.
  • Valley Charter Schools Board Meeting on June 16th, 2022: Draft VCES SY 22-23 LCAP presented for public comments. The opportunity to provide public comment at this board meeting was shared in VCES communications the week of June 6th, 2022 (prior to the board meeting).





A summary of the feedback provided by specific educational partners.


TBD


A description of the aspects of the LCAP that were influenced by specific input from educational partners.


TBD



Goals and Actions


Goal


Goal #

Description

1

VCES students have equitable access to a broad course of study and teachers are well-prepared to accelerate learning in service of improved proficiency in English Language Arts (ELA) and math state standards for all of our students, including our significant sub-groups, as ultimately measured by the California Assessment of Student Performance and Progress (CAASPP) and English learner reclassification rates.


        


An explanation of why the LEA has developed this goal.


This goal addresses state priorities related to student outcomes and achievement, in particular for historically underserved and unduplicated pupils. This goal also addresses student access to a broad course of study in service of preparedness.  Essential to access to a broad course of study is attendance in school, and therefore attendance, chronic absenteeism, and expulsion are metrics that we monitor as part of this goal. While VCES student performance on the CAASPP ELA and math assessments remains well above the state, district, and resident median (RSM) scores, increasing proficiency rates for all of our students and our significant sub-groups continues to be a priority to ensure next level readiness for all of our students, regardless of race, ethnicity, designation (e.g., student with disabilities or English learners), or socio-economic status.  Since 2016, our scores have held steady, with 65% of students performing at or above standard.  Reclassification rates play a role in understanding our English learner progress towards grade level proficiency; our overarching goal is to reclassify all of our English learners by the end of 5th grade and while current reclassification rates are above the state average of 13.8%, we aim to continue to increase our reclassification rates.        


Measuring and Reporting Results


Metric

Baseline

Year 1 Outcome

Year 2 Outcome

Year 3 Outcome

Desired Outcome for 2023–24

School-wide CAASPP ELA proficiency scores will increase by 2% each year.       

62.31% met or exceeded ELA standards in SY 18-19.

SY 20-21: 56.48% met or exceeded ELA standards.

   

68.31% will meet or exceed ELA standards by SY 23-24.

CAASPP ELA proficiency scores for economically disadvantaged students will increase by 2% each year.       

34.09% met or exceeded ELA standards in SY 18-19.

SY 20-21:48.78% met or exceeded ELA standards.

   

40.9% will meet or exceed ELA standards by SY 23-24.

CAASPP ELA proficiency scores for Hispanic/Latino students will increase by 2% each year.       

44.64% met or exceeded ELA standards in SY 18-19.

SY 20-21: 45.16% met or exceeded ELA standards.

   

50.64% will meet or exceed ELA standards by SY 23-24.

CAASPP ELA proficiency scores for our students with disabilities will increase by 2% each year.       

16.35% met or exceeded ELA standards in SY 18-19.

SY 20-21: 38.89% met or exceeded ELA standards.

   

22.35% will meet or exceed ELA standards by 23-24.

School-wide CAASPP math proficiency will increase by 2% each year.       

61.53% met or exceeded math standards in SY 18-19.

SY 20-21: 45.46% met or exceeded math standards.

   

67.53% will meet or exceed math standards by 23-34.

CAASPP math proficiency for economically disadvantaged students will increase by 2% each year.       

40.91% met or exceeded the math standards in SY 18-19.

SY 20-21: 42.85% met or exceeded math standards.

   

46.91% will meet or exceed math standards by 23-24.

CAASPP math proficiency for Hispanic/Latino students will increase by 2% each year.       

39.28% met or exceeded the math standards in SY 18-19.

SY 20-21: 41.27% met or exceeded math standards.

   

45.28% will meet or exceed math standards by 23-24.

CAASPP math proficiency for students with disabilities will increase by 2% each year.       

17.61% met or exceeded the math standards in SY 18-19.

SY 20-21: 16.67% met or exceeded math standards.

   

23.61% will meet or exceed math standards by 23-24.

English learner reclassification rates.       

27.8% of our English learners were reclassified in SY 19-20.

SY 20-21: 23.1% of our English learners were reclassified.

   

Reclassification rates will increase to 35% by 23-24.

Percent of students who have access to a standards-based, broad course of study.       

100% of our students have access to a standards-based, broad course of study, per our local indicator reflection.

100% of our students have access to a standards-based, broad course of study, per our local indicator reflection.

   

Maintenance of percentage of students who have access to a standards-based, broad course of study, per our local indicator reflection.

Percent of  chronically absent students       

6.3% of our students (~16 students) were chronically absent in SY 18-19.

We do not have chronic absenteeism rates from LAUSD or the state at this time.

   

The number of chronically absent students will decrease by 2% (from ~16 students to ~11 students).

School-wide attendance rate       

96.3% for SY 19-20

P2 attendance for SY 21-22 is 92.6

   

Increase of school-wide attendance rate by 1.0%

Expulsion rate       

0%

0%

   

Maintenance of 0% expulsion rates


Actions


Action #

Title

Description

Total Funds

Contributing

1.1

ELA Professional Development       

To build teacher capacity in delivering a high quality balanced literacy program so that all of our students demonstrate grade level mastery in ELA,VCES teachers will participate professional development workshops related to phonics, strategy groups, and effective reading workshop structures.





 

No     

X

1.2

Reading Intervention Specialist       

To impact grade level reading mastery for all students, VCES will maintain a Reading Intervention Specialist to work with our most struggling readers, with priority given to our English learners and low-income students identified as not meeting grade level reading criteria.  Grade level reading is foundational to access to all curricula.



 

Yes    

X

1.3

Professional development release time       

To build teacher capacity, VCES will allocate release time for grade team planning/professional development.  Each grade level team will be released for half day planning sessions four times a year.



 

No     

X

1.4

High Quality Texts for Interactive Read alouds and classroom libraries       

To generate student interest and engagement in shared and independent reading, which is integral to the success of  our reading program, VCES will purchase high interest and engaging texts for interactive read aloud and leveled classroom libraries.



 

No     

X

1.5

iReady ELA and math assessments       

To promote data driven decision-making and support student growth and achievement, VCES will utilize the iReady assessment platform to provide a clearer, more detailed picture of current levels and student growth to inform planning and intervention.  This amount is inclusive of the platform and professional development supports to enable teachers to leverage the platform for student growth.



 

No     

X

1.6

Dedicated PD time for data-driven decision making       

To ensure data-driven instruction and intervention, VCES is dedicating  professional development time on a monthly basis to the analysis of student data and student work to inform instructional planning and intervention to ensure all of our students, particularly those in our significant subgroups, progress towards grade level mastery in ELA and math.



 

No     

X

1.7

Singapore math Professional Development       

To orient new teachers to our Singapore math program as well as continue to develop our veteran teachers' capacity to use this program to positively impact student growth and performance, our teachers will work with an expert Singapore math consultant.



 

No     

X

1.8

Lead Teachers       

To build school-wide and organizational-wide instructional coherence and quality and to create formal mentorship opportunities for new and developing teachers, VCS will establish lead teacher roles who will advise the VCS leadership team on instructional decisions and serve as mentor teachers.



 

No     

X

1.9

Dedicated math interventionist       

To impact student growth in math for our most struggling students, VCES will also be hiring a part-time math interventionist  to work with students who need the most support to progress towards grade level mastery in a Tier 2 setting.



 

No     

X

1.10

Teaching Assistants in each classroom       

To ensure strategic student support across classrooms, VCES will fund Teaching Assistants (TAs)  for each of our 12 classrooms.  Having a TA in each classroom  is foundational to supporting growth and grade level mastery for our English learners, low-income students, and students performing below grade level. TAs in each classroom support strategic guided reading group, small group work, math intervention, and 1:1 support designed by the teacher.



 

Yes    

X

1.11

Singapore math materials       

To ensure that all students have the appropriate materials to engage in our selected math curriculum, we will purchase Singapore math workbooks for each student.



 

No     

X

1.12

Teacher Quality- On-going professional learning  and coaching to maintain and improve the quality of the VCES instructional program       

To elevate all elements of our instructional program and accelerate student growth, the school embeds professional development into the weekly schedule.  Foci of this time include the backward design and implementation of standards-based instruction, differentiated instruction, effective partnership and planning between general education and special education teachers, learning acceleration strategies, and targeted support for our most vulnerable students.  In addition, school leadership observes each teacher regularly and provides detailed feedback as part of on-going coaching and support to accelerate student growth.



 

No     

X

1.13

Access and support for students with disabilities       

To ensure that all of our students with disabilities are assigned to the least restrictive environment and participate in the services required by their IEPs, Valley Charter Schools engages and collaborates with LAUSD's SELPA to provide special education support services.  VCES also has a part-time RSP teacher and a part-time Special Education coordinator to ensure a coherent, aligned, and supportive special education program.



 

No     

X

1.14

Arts and Physical Education program       

To ensure our students have access to a broad course of study that includes physical education and the integration of the arts, VCES will maintain a part-time physical education and music teacher.



 

No     

X

1.15

Part-time Independent Study Coordinator       

In order to ensure that our students in isolation and quarantine have access to a standards-based program while they are required to isolate or quarantine, we will continue utilizing a part-time Independent Study teacher.



 

Yes    

X

1.16

Extended Learning Opportunity Program       

In order to support our unduplicated pupils through wraparound services that include extended care, homework support, and enrichment, VCES will establish an ELOP program and offer it to all of our unduplicated pupils and provide access to at least 50% of those pupils.



   

Goal Analysis [2021-22]

An analysis of how this goal was carried out in the previous year.

A description of any substantive differences in planned actions and actual implementation of these actions.


The actions related to this goal were generally carried out as planned, but there were a few exceptions: VCES was not able to identify a highly qualified ELD teacher and therefore did not end up utilizing the funds initially allocated for this role.

VCES did not end up contracting with RW and WW consultants; instead, the PD was delivered through our reading intervention teacher.

       


An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of Improved Services and Estimated Actual Percentages of Improved Services.


VCES was not able to identify a highly qualified ELD teacher and therefore did not end up utilizing the funds initially allocated for this role (55,000)

VCES did not end up contracting with RW and WW consultants; instead the PD was delivered through our reading intervention teacher (4,500)


       


An explanation of how effective the specific actions were in making progress toward the goal.


The central strategy of investing in high quality Tier 1 instruction through planning, professional development, and expert support, along with embedded structures for Tier 2 intervention, yielded strong progress for the vast majority of our students.       


A description of any changes made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from reflections on prior practice.


The goal and metrics did to impact student outcomes and ensure access to a broad course of study will not materially change for SY 22-23. Based on data and experience in SY 21-22, we plan the following for the upcoming year:

  • Increasing release time for PD to include 4 half day planning sessions each year for each teacher team.
  • Increasing special education personnel to align with the needs we see among our special education students and an increase in students with IEPs.
  • Expanding our reading intervention role from part-time to full-time and prioritizing support for our English learners reading below grade level.





A report of the Total Estimated Actual Expenditures for last year’s actions may be found in the Annual Update Table. A report of the Estimated Actual Percentages of Improved Services for last year’s actions may be found in the Contributing Actions Annual Update Table.



Goals and Actions


Goal


Goal #

Description

2

VCES will maintain basic services (teacher assignment, student materials, and facility maintenance) to ensure that students experience a safe, well-resourced, and high-quality learning environment.        


An explanation of why the LEA has developed this goal.


This goal addresses the state priorities related to  basic services in service of a welcoming learning environment. Qualified staff , appropriate student resources, and a clean, safe physical environment is foundational to learning.        


Measuring and Reporting Results


Metric

Baseline

Year 1 Outcome

Year 2 Outcome

Year 3 Outcome

Desired Outcome for 2023–24

Percent of teachers assigned appropriately given qualifications and credentials.       

100% of teachers appropriately assigned per CalSASS and/or CTC regulations.

100% of teachers appropriately assigned per CalSASS and/or CTC regulations.

   

100% of teachers appropriately assigned per CalSASS and/or CTC regulations.

Number of identified instances where facilities do not meet the “good repair” standard (including deficiencies and extreme deficiencies) on annual facilities walk-through that informs local indicator survey.


       

0 identified instances where facilities do not the "good repair" standard.

0 identified instances where facilities do not the "good repair" standard.

   

Maintenance of 0 identified instances where facilities do not the "good repair" standard.

Number of annual student suspensions.       

0 student suspensions.

1 student suspension.

   

Return to 0 student suspensions.

Percent of students who have access to standards-aligned and appropriate texts, resources, and materials,


       

100% of students have access to standards-aligned and appropriate texts, resources, and materials.

100% of students have access to standards-aligned and appropriate texts, resources, and materials.

   

Maintenance of percent of students who have access to standards-aligned and appropriate texts, resources, and materials.





Actions


Action #

Title

Description

Total Funds

Contributing

2.1

Repair and maintenance budgeting and tracking       

To ensure a safe, clean, and welcoming environment, VCES will allocate funds for ongoing repair and maintenance in service of the school facility.



 

No     

X

2.2

Facility maintenance staffing       

To ensure a clean, healthy, and safe school and classroom environment, VCES will contract with a janitorial service to address on-going cleaning, health and safety needs and conduct quarterly walk-throughs.



 

No     

X

2.3

Credential monitoring and compliance       

To stay up to date on teacher licensing and certification requirements and maintain 100% qualified teaching staff, we will conduct an annual review of certification requirements as part of staffing plans for the upcoming year and update credential information and address is-assignments on CalSASS.



 

No     

X

2.4

VCS Operations Manager       

To support operations, VCS will hire an Operations Manager; part of this role's time will be split across both schools to ensure high quality,  unified and effective operations in the Payroll, Purchasing, PowerSchool, Enrollment, School Lunch Compliance and Employee Onboarding.



 

No     

X

2.5

Student supplies       

To ensure all of our students, regardless of socio-economic background, have access to supplies and materials to engage in learning, VCES purchases all student supplies for 100% of our students.



 

No     

X


Goal Analysis [2021-22]

An analysis of how this goal was carried out in the previous year.

A description of any substantive differences in planned actions and actual implementation of these actions.


This goal was generally carried out as planned, although our Director of Operations left her position at the end of the first semester (in January) and we did not replace her at that time.       


An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of Improved Services and Estimated Actual Percentages of Improved Services.


TBD.       


An explanation of how effective the specific actions were in making progress toward the goal.


The actions identified were effective towards the goal in that we had credentialed teachers, well-maintained facilities, and an effective COVID-19 response throughout the course of the school. year.       


A description of any changes made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from reflections on prior practice.


VCS revised the approach to network-level operations and changed the roles, responsibilities, and structure of the operations role to what is described above in the action related to the VCS Manager of Operations.       


A report of the Total Estimated Actual Expenditures for last year’s actions may be found in the Annual Update Table. A report of the Estimated Actual Percentages of Improved Services for last year’s actions may be found in the Contributing Actions Annual Update Table.



Goals and Actions


Goal


Goal #

Description

3

VCES students and family survey data will be gathered from a diversity of families and reflect a positive school climate, high levels of school engagement, strong sense of school belonging, high levels of confidence in next level preparedness, and high levels of confidence in school safety.


        


An explanation of why the LEA has developed this goal.


This goal addresses state priorities related to culture and climate, and student and family engagement. Families and students are key stakeholders in fulfilling our mission and vision. Creating a sense of belonging and investment for all family stakeholders is key to attracting and retaining families who believe in and support the Valley Charter mission and vision.  Students’ sense of safety and sense of belonging are foundational to learning.        


Measuring and Reporting Results


Metric

Baseline

Year 1 Outcome

Year 2 Outcome

Year 3 Outcome

Desired Outcome for 2023–24

Student Panorama Survey questions related to positive school climate.       

90.4 of students indicated a positive perception of school climate.

67% indicated a positive perception of school climate.

   

Maintenance of or increase to 75% positive perception or higher

Student Panorama Survey questions related to school engagement.       

77.5% of students indicated high levels of school engagement.

56% indicated a positive perception of school engagement.

   

Maintenance of or increase to 75% positive perception or higher

Student Panorama Survey questions related to sense of school belonging.       

81.5% of students indicated a strong sense of school belonging.

69% indicated a positive perception of school belonging.

   

Maintenance of or increase to 75% positive perception or higher

Student Panorama Survey questions related to positive school safety.       

80.4% of students indicated a strong feeling of safety at school.

71% indicated a positive perception of school safety.

   

Maintenance of or increase to 75% positive perception or higher

Family Panorama Survey questions related to school engagement.       

85.95% of families indicated high levels of school engagement.

25% of families indicated a strong degree of involvement with in-person engagement this school year (please see goal analysis below for an explanation of why this data is skewed because of survey questions and COVID).

   

Maintenance of or increase to 75% positive perception or higher

Family Panorama Survey questions related to sense of school belonging.       

92.1% of families indicated a strong sense of school belonging.

79% indicated a  positive perception of school fit/belonging.

   

Maintenance of or increase to 75% positive perception or higher

Family Panorama Survey questions related to preparedness.       

80.3% of families indicated high levels of confidence in next level preparedness.

75% indicated a positive perception of learning recovery/preparedness.

   

Maintenance of or increase to 75% positive perception or higher

Family Panorama Survey questions related to school safety.       

86.9% of families indicated high levels of confidence in school safety.

84% of families indicated high high levels of confidence in school safety.

   

Maintenance of or increase to 75% positive perception or higher

Percent of families who respond to the survey.       

40.72% of families responded to the survey.

53.47% of families responded to the survey.

   

The % of families who respond to our engagement survey will increase to at least 60.72%.


Actions


Action #

Title

Description

Total Funds

Contributing

3.1

Panorama Survey       

To root decisions in valid data and positively impact the stakeholder experience, VCS will partner with Panorama to gather valid survey data from families and students in order to accurately understand and address successes and needs in relation to stakeholder experience and perception data.



 

No     

X

3.3

School Psychologist       

To support student mental health and social-emotional well being and embed additional supports to address chronic absenteeism, VCES will hire a full-time School Psychologist. This role will support school engagement, sense of school belonging, and help to advance structures to positively impact students' mental health and increase attachment to the school community.  This will increase attendance, engagement, and ultimately, student growth and achievement.



 

No     

X

3.4

Director of Family and Student Engagement       

To support family and student engagement, outreach and recruitment,  VCS will hire a full-time Director of Family and Student  to develop and implement a strategic plan to impact engagement, connectedness, and satisfaction so that students and families  eel connected, well-informed, and are able to contribute to the school community in ways that are meaningful. This position will be split across both schools.





   

3.5

Anti-bias collective       

To foster a sense of belonging for all families and students, the Anti-bias collective (ABC) will continue their work this year to ensure that an anti-bias lens is applied to teaching and learning, organizational practices, and family engagement. This funding will be utilized to hire an expert consultant and pay for stipends for teacher leaders of the ABC to design and deliver professional learning.





 

No     

X


Goal Analysis [2021-22]

An analysis of how this goal was carried out in the previous year.

A description of any substantive differences in planned actions and actual implementation of these actions.


There is not a difference between the funds allocated vs. the funds used in SY 21-22  related to Goal #3.       


An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of Improved Services and Estimated Actual Percentages of Improved Services.


NOT SURE HOW TO ANSWER THIS.       


An explanation of how effective the specific actions were in making progress toward the goal.


Based on the baseline data and the year 1 metrics outlined above, it looks as if our family and student engagement dipped, rather than advanced, however this is an explanation for this.  Last year (SY 20-21), we used the open source Panorama questions as a starting point but tailored them to our school environment, and left some questions out in each category. Additionally, when we tallied the results for last year's LCAP, we made the calculations ourselves based on the google survey we had created and we counted "positive" as anything that was above neutral (e.g., if a student or parent indicated "somewhat" it was included in the continuum of positive responses).  This year (SY 21-22) we utilized the actual Panorama Survey wholesale, which means we used their questions, scale and calculations, which only includes fully positive responses.  This is an explanation for why the Year 1 outcomes do not meet targets; the baseline data and the Year 1 data are not apple to apple comparisons.  In addition, the family engagement section from Panorama was comprised entirely of questions about in-person experiences at schools, which were not possible for the vast majority of the school year due to COVID.


As a result of the above explanation, our take-away is that while we still want to continue to improve on each of the categories we have outlined for student and family engagement, we do not believe the data this year accurately represents whether or not our strategies have been effective, particularly in relation to the family engagement question.

       


A description of any changes made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from reflections on prior practice.


The central change that we are making next year related to this goal are to hire a full-time Director of Family and Student Engagement to build and execute a plan related to student and family engagement. Within this broad action, we plan to implement the following strategies:

  • Building a strategic plan that includes regular formal and informal opportunities for families to come together with one another and connect with school staff and the campus. 
  • Creating multiple opportunities beginning with right before the school year begins to for families to gather together in-person and meet with one another.
  • Reestablishing an in-person Back to School Night (we had to suspend this in person this past year)
  • Reestablishing the opportunity for in-person family conferences (we had to suspend this in person this past year)
  • Creating more informal opportunities to families to provide feedback and input over the course of the school year


In addition, we will continue out academic efforts, as outlined in Goal 1, to ensure that on a daily basis students are experiencing standards-aligned, engaging, coherent instruction to maximize student engagement and next level preparedness.



A report of the Total Estimated Actual Expenditures for last year’s actions may be found in the Annual Update Table. A report of the Estimated Actual Percentages of Improved Services for last year’s actions may be found in the Contributing Actions Annual Update Table.



Increased or Improved Services for Foster Youth, English Learners, and Low-Income Students [2022-23]


Projected LCFF Supplemental and/or Concentration Grants

Projected Additional LCFF Concentration Grant (15 percent)

   

Required Percentage to Increase or Improve Services for the LCAP Year

Projected Percentage to Increase or Improve Services for the Coming School Year

LCFF Carryover — Percentage

LCFF Carryover — Dollar

Total Percentage to Increase or Improve Services for the Coming School Year

 

0.00%

$0.00

 

The Budgeted Expenditures for Actions identified as Contributing may be found in the Contributing Actions Table.


Required Descriptions


For each action being provided to an entire school, or across the entire school district or county office of education (COE), an explanation of (1) how the needs of foster youth, English learners, and low-income students were considered first, and (2) how these actions are effective in meeting the goals for these students.


The following actions are school-wide but consider the needs of our unduplicated pupils and will be effective in advancing goals established for these students:

  • Goal 1/Action 2: A Reading Intervention Specialist to provide direct instruction for students as eligible for reading services through assessment data and identification by the classroom teacher; priority for intervention is given to English learners and socio-economically disadvantaged students.

  • Goal 1/Action 3: Professional development release time to build teacher capacity in design and delivery of curricula for Tier 1 setting and to plan for intervention and supports in a Tier 2 setting.

  • Goal 1/Action 6: Professional development time dedicated to data analysis (iReady data, guided reading data, teacher-created daily/weekly/culminating tasks) in order to understand progress and plan appropriate Tier 1, Tier 2, and Tier 3 adjustments based on student needs. This dedicated time will allow teachers to understand and address learning gaps for all students and for our English learners and socio-economically disadvantaged students.

  • Goal 1/Action 5: A robust assessment structure: Teachers will use iReady reading and math diagnostics and our internal guided reading assessments to guide instructional planning based on data; this data will allow teachers to understand and address learning gaps for all students and for our English learners and socio-economically disadvantaged students.

  • Goal 1/Action 7: Singapore math professional development will support our teachers in delivering a high quality math program to all students and designing appropriate instruction, intervention and supports for our students below grade level in math, including our English learners and socio-economically disadvantaged students.

  • Goal 1/Action 9 : A math intervention teacher will provide direction instruction for students as eligible through math assessments/teacher identification; priority for intervention is given to English learners and socio-economically disadvantaged students.

  • Goal 1/Action 10: Teaching Assistants (TAs) in each classroom allow the teacher to strategically group students for guided reading, small group intervention, and 1:1 support based on identified needs. A common structure is for TAs to work with a group of students performing at grade level, therefore freeing the certified teacher to provide direct, small group support to English learners and socio-economically disadvantaged students.

  • Goal 1/Action 12: Weekly professional development: on-going professional development and coaching related to a high quality, coherent, standards-aligned curriculum across classrooms, with a focus on access and support for all learners supports all students and ensures effective planning for our students performing below grade level, including our English learners and socio-economically disadvantaged students.



Whole school programmatic design and intervention structures are created to ensure that grade-level aligned curriculum, robust assessment and identification and tracking systems are in place so that all of our students experience access to a standards-aligned curriculum and have the services, support, and interventions needed to grow and achieve grade-level mastery.








A description of how services for foster youth, English learners, and low-income students are being increased or improved by the percentage required.


Using the formula provided by the state, VCES has calculated that it will receive $177,250 in supplemental funding under the Local Control Funding Formula, which is 7.37% of total LCFF funds for foster youth, English learners, and low-income students. VCES has demonstrated that it has met the requirement to increase or improve services for high needs students by 7.37% compared to services provided for all students by investing $190K on actions and services that are principally directed towards our high need student population. (not yet revised from last year)

Specifically, At VCES, services for foster youth, English learners, and low-income are being increased or improved in the following ways:

  • Teaching Assistants to support targeted small group instruction based on identified student needs
  • Professional Development focused on the quality of classroom supports and intervention for English learners and students performing below grade level (based on our assessment data, English learners and socio-economically students lag behind our other significant sub-groups in grade-level mastery, thus this strand of professional development directly supports our unduplicated pupils)
  • Professional Development focused on embedding language acquisition strategies into reading and writing workshop
  • An increased focus in teacher team collaborations on identifying, supporting and monitoring growth for English learners and socio-economically disadvantaged students
  • The addition of a School Psychologist, who will prioritize non-mandated services for unduplicated pupils
  • Reading Specialist services, prioritized for our English learners and low-income students; this adds at least 30-60 minutes of instructional time a week for students receiving services
  • Math Intervention services, prioritizes for our English learners and low-income students; this adds at least 30-60 minutes of instructional time a week for students receiving services
  • Through the adoption of the iReady platform and assessments to provide actionable information on our unduplicated pupils
  • In establishing an ELOP program, our unduplicated pupils will have access to up to 9 hours a day of extended care and up to 30 additional days over the course of the school year of extended day care; extended care activities includes homework support and enrichment time.




A description of the plan for how the additional concentration grant add-on funding identified above will be used to increase the number of staff providing direct services to students at schools that have a high concentration (above 55 percent) of foster youth, English learners, and low-income students, as applicable.


This is not applicable.        


Staff-to-student ratios by type of school and concentration of unduplicated students

Schools with a student concentration of 55 percent or less

Schools with a student concentration of greater than 55 percent

Staff-to-student ratio of classified staff providing direct services to students

        

        

Staff-to-student ratio of certificated staff providing direct services to students