LIVE OAK CHARTER SCHOOL
100 Gnoss Concourse, Number 1, Petaluma, CA 94952 | 707.762.9020
June 12+, 2014 • Agenda for the Regular Meeting of the Board of Directors
OPENING (7:00 pm)
PUBLIC COMMENT (7:05 pm)
This portion of the meeting is set aside for members of the audience to make comments or raise issues that are not specifically on
the agenda. These presentations are limited to three minutes per presentation and the total time allotted to non-agenda items will
not exceed fifteen minutes.
OPEN SESSION (7:20 pm)
A. Approve the agenda
B. Reports
1. Committee reports
2. Executive Director Report
C. Consent agenda (7:35 pm)
All matters listed under Consent Agenda are considered to be routine, and all will be enacted by one motion and vote. There will be no separate discussion of these items unless a Board member requests items to be removed from the Consent Agenda for separate action.
1. Board Minutes: April 17, May 8, May 22, June 4, 2014
2. Monthly Financials for May 2014
D. The board will consider the following for discussion (7:40 pm)
1. Interview of prospective board members
2. Board elections to fill empty board positions
3. Election of board officers
4. Discussion of summer board schedule and board retreat
5. MOU with Petaluma City Schools
6. 2014-2015 LCAP Adoption
7. 2014-2015 Budget Adoption
CLOSED SESSION (9:45 pm)
E.
Pursuant to Government Code 54956.8
Conference with Real Property Negotiator
Property: 100 Gnoss Concourse, Petaluma; Negotiating Parties: Sonoma-Marin
Fair; under negotiation: price and terms
F.
Pursuant to Government Code 54957.8: Planning
G.
Pursuant to Government Code 54957: Public Employee Contracts
OPEN SESSION
LIVE OAK CHARTER SCHOOL
100 Gnoss Concourse, Number 1, Petaluma, CA 94952 | 707.762.9020
MINUTES FOR THE REGULAR BOARD MEETING OF THE BOARD OF DIRECTORS
April 17, 2014
OPENING (7:05 pm)
Present:
Karna Dawson (KD), Chair
Rachel Kaplan (RK), Director
Sara Jordan (SJ), Vice-‐‑Chair
Debbie Elam (DE), Director
John Gerber (JG), Treasurer
Julie Yarnall (JY), Director
Cliff Schlueter (CS), Secretary
Matthew Morgan (MM), Executive Director
PUBLIC COMMENT (7:05 pm)
No comments
OPEN SESSION (7:06 pm)
A. Approve the agenda
SJ moved to have Item D2 move up to Item D1 -‐‑ all approved
SJ moved to approve as amended -‐‑ all amended
B. Reports
1. Committee reports
Communications -‐‑ KD -‐‑ an all-‐‑school community social is planned for May 16th
Human Resources -‐‑ SJ -‐‑ working on the hiring of the 2nd Grade teacher and Collective
Bargaining
Finance -‐‑ JG -‐‑ committee met, nothing unusual
FOLOCS -‐‑ DE -‐‑ reviewed fundraising report, Pledge Week for 2014/14 starts next week
2. Executive Director Report
MM reviewed the submitted report
C. Consent agenda (7:20 pm)
1. Board Minutes: March. 13, 2014
2. Monthly Financials for March 2014
D. The board will consider the following for discussion (7:20 pm)
1. Independent study program -‐‑ (formerly Item D2)
Board discussed the feasibility of offering a more robust independent study program. The
executive director will confer with legal counsel to answer some outstanding questions and will
report findings at the next Board meeting.
2. Local Control and Accountability Plan (LCAP) -‐‑ (formerly Item D1)
Board discussed the LCAP state priorities.
3. Budget priorities for 2014-‐‑2015
Board reviewed budget spending priorities.
E. The board will consider the following for discussion and approval (10:00 pm)
1. Executive director salary adjustment
DE moved to increase the Executive Director'ʹs salary by $7,500.00 -‐‑ all approved
JG left -‐‑ 10:05
CLOSED SESSION (10:10 pm)
A. Pursuant to Government Code 54956.8
Conference with Real Property Negotiator
Property: 100 Gnoss Concourse, Petaluma; Negotiating Parties: Sonoma-‐‑Marin
Fair; under negotiation: price and terms
JY recused herself -‐‑ 10:25 pm
B. Pursuant to Government Code 54957.6: Conference with Labor Negotiator Agency Designated
Representative: Matthew Morgan, Executive Director Employee
Organization: Live Oak Teachers Association,
C. Pursuant to Government Code 54957: Public Employee Contracts
D. Pursuant to Government Code 54957.8: Planning
E. Pursuant to Government Code 54957: Executive director evaluation
OPEN SESSION (10:50 pm)
DE moved to approve the Executive Director'ʹs evaluation -‐‑ all approved
ADJOURNMENT (10:55 pm)
LIVE OAK CHARTER SCHOOL
100 Gnoss Concourse, Number 1, Petaluma, CA 94952 | 707.762.9020
MINUTES FOR THE REGULAR BOARD MEETING OF THE BOARD OF DIRECTORS
May 8, 2014
OPENING (7:02 pm)
Present:
Karna Dawson (KD), Chair
Rachel Kaplan (RK), Director
John Gerber (JG), Treasurer
Debbie Elam (DE), Director
Cliff Schlueter (CS), Secretary
Julie Yarnall (JY), Director
Arrived 7:10 -‐‑ Matthew Morgan (MM), Executive Director
Arrived 7:30 -‐‑ Sara Jordan (SJ), Vice-‐‑Chair
PUBLIC COMMENT (7:03 pm)
No comments
OPEN SESSION (7:04 pm)
A. Approve the agenda
KD noted that the Board Minutes from April 17, 2014 are not included
RK moved to approve agenda as amended -‐‑ all approved
B. Reports
1. Committee reports
FOLOCS -‐‑ DE -‐‑ reviewed the included fundraising report
(MM arrived 7:10)
Finance -‐‑ JG -‐‑ committee met, some questions were raised but have been answered.
Communications -‐‑ no report
Human Resources -‐‑ no report
Facilities -‐‑ RK -‐‑ last workday had limited turnout
2. Executive Director Report
MM reviewed the submitted report
(SJ arrived 7:30)
1. Board Minutes: April 17, 2014 -‐‑ were not submitted
2. Monthly Financials for April 2014
DE moved to approve as amended-‐‑ all approved
D. Public Hearing: 2014-‐‑2015 LCAP (7:30 pm)
No public comments
E. Public Hearing: 2014-‐‑2015 Budget Public Hearing (7:33 pm)
No public comments
F. The board will consider the following for discussion (7:35 pm)
1. SEEDS program
The Board received an update of the counseling program and began a discussion looking at the
counseling and social-‐‑emotional educational needs of the school program for next year.
2. Independent study program
MM reviewed his director'ʹs report. After careful review it was the consensus opinion that the
timing was not right to embark on the creation of a robust Independent Study program.
3. Budget priorities for 2014-‐‑2015
The Board reviewed budget priorities and continued to refine budget goals.
4. Board development
Board discussed upcoming election -‐‑ there are three terms that will be up at the end of this year.
Two community members have expressed interest in running for the Board and two current
Board members expressed interest in seeking another term.
The Board also discussed the planning of a Board retreat during the summer.
5. Human-‐‑Resources Hiring Appointment
The Board discussed the scheduling of and Board participation in upcoming hiring processes.
CLOSED SESSION (10:00 pm)
A. Pursuant to Government Code 54956.8
Conference with Real Property Negotiator
Property: 100 Gnoss Concourse, Petaluma; Negotiating Parties: Sonoma-‐‑Marin
Fair; under negotiation: price and terms
B. Pursuant to Government Code 54957.6: Conference with Labor Negotiator Agency Designated
Representative: Matthew Morgan, Executive Director Employee
Organization: Live Oak Teachers Association,
C. Pursuant to Government Code 54957: Public Employee Contracts
OPEN SESSION (10:45 pm)
A. Report on actions from closed session
No actions to report
ADJOURNMENT (10:45 pm)
!
!
LIVE OAK CHARTER SCHOOL
100 Gnoss Concourse, Number 1, Petaluma, CA 94952 | 707.762.9020
MINUTES FOR THE SPECIAL BOARD MEETING OF THE BOARD OF DIRECTORS
May 22, 2014
!
OPENING!(5:00!pm)!!
!
Present:!!
!
Karna!Dawson!(KD),!Chair!
!
Sara!Jordan!(SJ),!ViceBChair!
!
!
!
Debbie!Elam!(DE),!Director!
!
Rachel!Kaplan!(RK),!Director!
!
!
!
Cliff!Schlueter!(CS),!Secretary!B!by!phone!
!
!
!
!
!
Matthew!Morgan!(MM),!Executive!Director!
!
Not!Present:!
!
John!Gerber!(JG),!Treasurer!!
!
!
!
Julie!Yarnall!(JY),!Director!B!recused!
!
PUBLIC!COMMENT!(5:01!pm)!!
!
No!comments!
!!
OPEN!SESSION!(5:02!pm)!!
!
A.!!Approval!of!agenda!
!
SJ!moved!to!approve!B!all!approved!
!
B.!!!Board!retreat!budget!allocation!
!
Board!agreed!to!put!a!$2,000.00!spending!cap!on!expenses!for!Board!retreat,!including!Metha!
!
Singleton!facilitation,!food,!and!other!expenses.!
!
!
SJ!moved!to!approve!B!all!approved!
!
CLOSED!SESSION!(5:10!pm)!!
!
A.!Pursuant!to!Government!Code!54957.6:!Conference!with!Labor!Negotiator!Agency!Designated!!
Representative:!Matthew!Morgan,!Executive!Director!Employee!!
Organization:!Live!Oak!Teachers!Association,!!
!
OPEN!SESSION!(5:20!pm)!
!
!C.!Report!on!actions!from!closed!session!
!
No!actions!to!report!
!
ADJOURNMENT!(5:20!pm)!
!
!
LIVE OAK CHARTER SCHOOL
100 Gnoss Concourse, Number 1, Petaluma, CA 94952 | 707.762.9020
MINUTES FOR THE SPECIAL BOARD MEETING OF THE BOARD OF DIRECTORS
June 4, 2014
!
OPENING!(7:00!pm)!!
!
Present:!!
!
Karna!Dawson!(KD),!Chair!
!
!
Sara!Jordan!(SJ),!ViceBChair!
!
!
!
Debbie!Elam!(DE),!Director!
!
!
John!Gerber!(JG),!Treasurer!
!
!
!
Cliff!Schlueter!(CS),!Secretary!B!by!phone!
Julie!Yarnall!(JY),!Director!
!
!
!
!
Matthew!Morgan!(MM),!Executive!Director!
!
Not!Present:!
!
Rachel!Kaplan!(RK),!Director!
!
PUBLIC!COMMENT!(7:00!pm)!!
!
No!comments!
!!
OPEN!SESSION!(7:01!pm)!!
!
A.!!Approval!of!agenda!
!
SJ!moved!to!approve!B!all!approved!
!
CLOSED!SESSION!(7:02!pm)!!
!
B.!Pursuant!to!Education!Code!35146!&!48918:!Student!discipline!!
!
!
SJ!left!at!7:30!
!
OPEN!SESSION!(7:45!pm)!
!
!C.!Report!on!actions!from!closed!session!
!
No!actions!to!report!
!
ADJOURNMENT!(7:45!pm)!
Sarah Grossi
314 Hash Court
Petaluma, CA 94952
Karna Dawson, Chair
Live Oak Charter School Board of Directors
March 11, 2014
Dear Karna:
This letter is to express my interest in joining the Live Oak Charter School Board of Directors.
As you know, I have been a parent at LOCS for the past four years and currently have sons
enrolled in the first and third grades. I have a good understanding of the issues facing our school
and a strong interest in continuing to enhance the quality, public, Waldorf –inspired educational
program offered at Live Oak.
In my professional life, I am a social worker with experience in program planning and
evaluation, public policy analysis and implementation, and grant administration. I am currently
employed in the Marin County Department of Public Health medical clinic and have extensive
experience working with diverse populations including individuals with mental health, chronic
medical, and substance abuse issues, as well as Spanish-speaking Latino immigrants.
I believe that my experience and strong commitment to the mission and educational goals of
Live Oak can be an asset to the board. Thank you for your consideration.
Sincerely,
May 4, 2014
Live Oak Charter School
School Board
Dear Karna Dawson, School Board Chair,
My name is Erin Wrightsman, and I am writing to formally express my interest in joining the Live Oak Charter
School Board.
I have lived in Petaluma since 2002 and feel that it is home. I am enthusiastic about our town and our big
hearted community.
I want to join the LOCS Board because from day one, I just wanted to participate here. During the first week of
school this past fall I was eager and nervous for my Son, a new kindergarten student, and for our family and
what it would mean for us choosing a school. I am a mostly shy person and I can spend time overthinking
things. But I found myself feeling confident being social, approaching new people, joining groups.
More about me:
I grew up in a small town in Central New York. My immediate family is small and my extended family is large. I
love learning and have happy memories of especially my early schooling. After college I moved to the SF Bay
Area to train Service Dogs for people with disabilities. I completed an apprenticeship program with Canine
Companions for Independence (CCI) and became the director of the breeding and puppy raising program
nationally. I managed 400 volunteers. I procured new dogs for the program. I made a lot of decisions. In 2002
CCI designed a new program for training Instructors and I was hired to lead the program. I recruited, hired and
trained future Instructors for our 5 regional centers. I visited college campuses and spoke about CCI’s program,
I wrote curriculum and taught staff about canine behavior, health care, about CCI’s program, CCI’s clients.
Shortly after my son was born I decided to leave CCI and its very full time schedule. I feel great appreciation for
the work that I have been able to do and even more appreciation for the time I have had with my Son.
Throughout my life I’ve spent a lot of time making photographs and when I became interested in starting my
own business it felt wonderful to know my interest in photography could house a creative space for me as well
as offer my family some extra financial support. For the last 4 years I have been journaling Birth, Weddings,
Families and lots of other good stuff with my photographs.
I feel satisfaction in volunteering. I like to know what’s happening and I like to be a part of something that’s
growing. I want our family to be an integral part of the LOCS community.
I would very much like to contribute and would be honored to serve on the LOCS board.
I welcome phone calls or email and can be reached at 707-480-4855 and [email protected]
Warmly,
Page 1 of 6
______________________________________________________________________
MEMORANDUM OF UNDERSTANDING FOR 2014-2015
GOVERNING SPECIAL EDUCATION AND RELATED SERVICES
BETWEEN LIVE OAK CHARTER SCHOOL AND
THE PETALUMA CITY (ELEMENTARY) SCHOOL DISTRICT
This is an agreement between the Petaluma City (Elementary) School District
(hereinafter referred to as “District”) and the Live Oak Charter School (hereinafter
referred to as “School”).
RECITALS:
A.
Education Code Section 47641 provides that under certain conditions charter
schools may participate as an independent local education agency for special
education purposes.
B.
Education Code Section 47641 also provides that if a charter school does not
participate as a local education agency, the school shall be deemed a public
school of the local education agency that granted the charter solely for the
purposes of delivery of special education services in compliance with applicable
state and federal law.
C.
The Live Oak Charter School (hereinafter “the School”) has not, as of the
effective date of this Memorandum of Understanding, established itself as a local
education agency for special education purposes and services.
D.
The Petaluma City (Elementary) School District (hereinafter “the District”) and the
School intend to jointly ensure that all students with exceptional needs who
attend the School are provided with a free and appropriate education in
compliance with the Individuals with Disabilities in Education Act; 20 U.S.C. Sec
1400 et. seq.
E.
The Live Oak Charter School is a separate legal entity and operates as a
non-profit public benefit corporation.
Page 2 of 6
NOW THEREFORE, IN CONSIDERATION OF THE PREMISES AND AGREEMENTS
SET FORTH HEREIN, THE DISTRICT AND SCHOOL AGREE AS FOLLOWS:
ARTICLE I: TERM
This agreement shall take effect on July 1, 2014 and shall expire on June 30, 2015.
ARTICLE II: SPECIAL EDUCATION SERVICES AND FUNDING
A. DIVISION
AND
COORDINATION OF RESPONSIBILITY.
1. It is agreed that this agreement covers only the delivery of special education
services under IDEA and does not cover services or accommodations
required under Section 504 of the Rehabilitation Act nor under the Americans
with Disabilities Act. The School acknowledges and agrees that it is solely
responsible for compliance with Section 504 of the Rehabilitation Act and the
Americans with Disabilities Act.
2. The District’s designated representative shall be the Director of Special
Services who shall have the authority to act on behalf of the District. The
District’s Director may delegate duties within his/her staff. The School’s
representative shall be the School Administrator who shall have the authority
to act on behalf of the School.
B.
IDENTIFICATION AND REFERRAL OF STUDENTS WITH OR WHO MAY
HAVE EXCEPTIONAL NEEDS.
The School has the responsibility to make referrals for any students enrolled in
the charter school who are believed to be eligible for special education
assessment and/or services. Prior to concluding that a referral is appropriate, the
School staff shall typically convene a Student Study Team to determine if
alternative interventions are appropriate and have been implemented. Prior to
making the referral, the School shall consult with the District representative or
designee. A copy of all referrals shall be immediately delivered
to the District
representative/designee and such referrals shall be in writing. A member of the
School staff shall attend any in-service offered by the District or SELPA on the
referral system and criteria. It is also recognized that parents/guardians may
make referrals. Such referrals shall also be in writing and immediately provided
to the District representative/designee.
C. PRE-PLACEMENT
EVALUATION AND ASSESSMENT.
Page 3 of 6
the District or the Sonoma County SELPA. The School shall not conduct or
authorize unilateral independent assessments without prior written approval from
the District. Should the District or the School decline to do an assessment
requested by the parent/guardian, the District and School shall jointly be
responsible for providing the parent/guardian with a written explanation for the
decision. The District shall take the lead on drafting the written explanation in
accordance with applicable law and SELPA policy, and the District and Charter
School shall both execute the document prior to submission to the
parent/guardian.
D. INDIVIDUAL
EDUCATION
PLAN DEVELOPMENT.
The District shall be responsible for arranging the necessary written individual
education plans (hereinafter “IEPs”) and IEP meetings in accord with all
applicable federal laws. The School shall be responsible for having the
designated School representative of the School in attendance at all IEP meetings
as well as classroom teachers and other appropriate charter school staff. All IEPs
shall be developed, maintained, and reviewed in a form and format as required
by the Sonoma County SELPA. District responsibility shall include the
documentation of the IEP meeting and provision of parental rights. The District
shall not proceed with an IEP meeting for a student of the School without a
School representative in attendance.
Decisions regarding eligibility, goals/objectives, program, placement and exit
from special education shall be the decision of the IEP team. Team membership
shall be in compliance with state and federal law and shall include the School
representative (or designee) and the District representative (or designee).
Services and placement shall be provided to all eligible School students in
accordance with the policies, procedures and requirements of the District and the
Sonoma County SELPA.
The District may not develop or cause to be developed an IEP that specifies that
a student shall be placed in the School unless the student is already enrolled in
the School. The School may not unilaterally develop or cause to be developed
an IEP that specifies that a student shall be placed in the District. In the event
that either party believes that a placement in a school or program of the other
party may be an appropriate provision of an IEP, such a placement shall not be
made without the consent of the other party. Written approval of the
parent/guardian will be necessary in order to implement the placement. Staff at
the District and the School will be trained that they may not informally or formally
refer a student with special needs to the programs of the other party without
approval of the other party.
Page 4 of 6
E.
PROVISION OF SPECIAL EDUCATION AND RELATED SERVICES.
The District shall provide or contract for the provision of all special education and
related services that are contained within or required by the terms of the agreed
upon IEP of any student who is enrolled in the School. Upon notification by the
School, the District will also provide and/or activate appropriate and timely
comparable interim services for students who are new to the School.
1. With prior approval of the District, School may employ their own staff to
deliver services required in a student’s IEP. As part of this prior approval,
School and District will agree on how training (if needed) will be provided and
how such services will integrate with any services provided by the District to
the student. While providing IEP specified services, the School employee
shall be under the direction and supervision of the District.
F. PARENT/GUARDIAN CONCERNS.
The School shall immediately direct parent/guardian concerns regarding special
education services, related services and rights to the designated representative
of the District. The School shall work with the District to actively address such
concerns and to be sure that parents/guardians are advised of their rights.
G. COMPLAINTS.
In consultation with the School, the District shall address/respond/investigate all
complaints received under the Uniform Complaint procedure or the Office for
Civil Rights involving special education.
H.
DUE PROCESS HEARINGS.
1. In consultation with the Live Oak Charter School, the District may initiate a
due process hearing on behalf of a student enrolled in the School as the
District determines is legally necessary to meet a school agency’s
responsibilities under federal and state law.
2. In the event that parents/guardians file for a due process hearing, both the
School and the District shall be named respondents. The District and the
School shall work together to defend the case. In the event that the District
determines that legal counsel representation is needed, District legal counsel
shall jointly represent the District and School.
I. SELPA
REPRESENTATION.
Page 5 of 6
District and/or SELPA provide training opportunities and/or information regarding
special education to site staff, such opportunities and/or information shall be
made available to the School staff. To the extent that site staff has the
opportunity to participate in committee meetings of the SELPA as representatives
of their district, such opportunities shall be made available to the School staff.
J. FINANCE.
1. The District shall retain all revenue which is generated by the School for the
delivery of special education and related services and shall be responsible for
initially funding the costs of services and responsibilities as set forth above.
2. On an annual basis, the District shall determine the cost of services
provided by the District to the School beyond revenue received as set forth
above. This charge shall be referred to as the “excess cost contribution”
and shall satisfy the requirement of Education Code Section 47646(c). The
District shall attempt to provide an update on costs semi-annually.
3.
The School shall make payment by August 1 for excess costs contribution
for the prior school year unless otherwise agreed by the parties. The excess
cost contribution shall be determined as follows:
The District shall calculate the total cost of special education and related services
provided by District staff, related services, and contracts for services with private
vendors and any special equipment costs as described in J.2, above. Service costs
shall include administrative time. Services shall include, but not be limited to,
consultative services, instructional assistants, transportation, DIS services,
self-contained classroom services, non-public school services, assessment costs,
specialized equipment/ supplies, legal judgments and legal services used for complaints
and due process matters.The School’s share of legal judgments and legal services with
regard to students who have been enrolled in both the School and the District will be
based the time period of Student’s enrollment in the School in relation to the due
process complaint.
i. Costs for District staff will either be itemized by the actual cost or the
cost will be determined based on the average cost of personnel for that
particular service and the actual time allocated to the School.
ii. Once those total costs are determined, they will be compared to
generated revenue. To the extent that the costs exceed the revenue, the
School shall pay the difference as the excess cost contribution.
iii. The District representative shall review the cost lists with the School
representative on a semi-annual basis or as requested by the School.
Any disputes over the cost lists will be handled pursuant to the dispute
resolution process described within the approved charter.
Page 6 of 6
AGREEMENT AND RATIFICATION
The School and District have executed this Memorandum of Understanding as of this
day and year and agree fully to all of its terms as written above.
Witnessed:
By:
Date:
______________
Matthew Morgan, Director
Live Oak Charter School
By:
Date:
_______________
Midge Hoffman, Chief Business Official
Petaluma City (Elementary) School District
Local Control and Accountability Plan and Annual Update Template § 15497.
Page 1 of 14
LOCAL CONTROL AND ACCOUNTABILITY PLAN ANNUAL UPDATE 2014-2015
LEA:
LIVE OAK CHARTER SCHOOL
LCAP Year:
2014-2015
Contact:
Matthew Morgan, Executive Director
[email protected]
(707) 762-9020
The Local Control and Accountability Plan (LCAP) and annual update template shall be used to provide details regarding local educational agencies’ (LEAs) actions and
expenditures to support pupil outcomes and overall performance pursuant to Education Code sections 52060, 52066, 47605, 47605.5, and 47606.5.
For school districts, pursuant to Education Code section 52060, the LCAP must describe, for the school district and each school within the district, goals and specific
actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state
priorities and any locally identified priorities.
For county offices of education, pursuant to Education Code section 52066, the LCAP must describe, for each county office of education-operated school and program,
goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities,
who are funded through the county office of education Local Control Funding Formula as identified in Education Code section 2574 (pupils attending juvenile court
schools, on probation or parole, or mandatorily expelled) for each of the state priorities and any locally identified priorities. School districts and county offices of education
may additionally coordinate and describe in their LCAPs services provided to pupils funded by a school district but attending county-operated schools and programs,
including special education programs.
Charter schools, pursuant to Education Code sections 47605, 47605.5, and 47606.5, must describe goals and specific actions to achieve those goals for all pupils and each
subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities as applicable and any locally identified
priorities. For charter schools, the inclusion and description of goals for state priorities in the LCAP may be modified to meet the grade levels served and the nature of the
programs provided, including modifications to reflect only the statutory requirements explicitly applicable to charter schools in the Education Code.
The LCAP is intended to be a comprehensive planning tool. LEAs may reference and describe actions and expenditures in other plans and funded by a variety of other
fund sources when detailing goals, actions, and expenditures related to the state and local priorities. LCAPs must be consistent with school plans submitted pursuant to
Education Code section 64001. The information contained in the LCAP, or annual update, may be supplemented by information contained in other plans (including the
LEA plan pursuant to Section 1112 of Subpart 1 of Part A of Title I of Public Law 107-110) that are incorporated or referenced as relevant in this document.
For each section of the template, LEAs should comply with instructions and use the guiding questions as prompts (but not limits) for completing the information as
required by statute. Guiding questions do not require separate narrative responses. Data referenced in the LCAP must be consistent with the school accountability report
card where appropriate. LEAs may resize pages or attach additional pages as necessary to facilitate completion of the LCAP.
Local Control and Accountability Plan and Annual Update Template § 15497.
Page 2 of 14
STATE PRIORITIES
The state priorities listed in Education Code sections 52060 and 52066 can be categorized as specified below for planning purposes, however, school districts and county
offices of education must address each of the state priorities in their LCAP. Charter schools must address the priorities in Education Code section 52060(d) that apply to
the grade levels served, or the nature of the program operated, by the charter school.
A. Conditions of Learning:
Basic: degree to which teachers are appropriately assigned pursuant to Education Code section 44258.9, and fully credentialed in the subject areas and for the pupils they
are teaching; pupils have access to standards-aligned instructional materials pursuant to Education Code section 60119; and school facilities are maintained in good
repair pursuant to Education Code section 17002(d). (Priority 1)
Implementation of State Standards: implementation of academic content and performance standards adopted by the state board for all pupils, including English learners.
(Priority 2)
Course access: pupil enrollment in a broad course of study that includes all of the subject areas described in Education Code section 51210 and subdivisions (a) to (i),
inclusive, of Section 51220, as applicable. (Priority 7)
Expelled pupils (for county offices of education only): coordination of instruction of expelled pupils pursuant to Education Code section 48926. (Priority 9)
Foster youth (for county offices of education only): coordination of services, including working with the county child welfare agency to share information, responding to
the needs of the juvenile court system, and ensuring transfer of health and education records. (Priority 10)
B. Pupil Outcomes:
Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready, share of English learners
that become English proficient, English learner reclassification rate, share of pupils that pass Advanced Placement exams with 3 or higher, share of pupils determined
prepared for college by the Early Assessment Program. (Priority 4)
Other pupil outcomes: pupil outcomes in the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Education Code section
51220, as applicable. (Priority 8)
C. Engagement:
Parent involvement: efforts to seek parent input in decision making, promotion of parent participation in programs for unduplicated pupils and special need subgroups.
(Priority 3)
Pupil engagement: school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school graduations rates. (Priority 5)
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Section 1: Stakeholder Engagement
Meaningful engagement of parents, pupils, and other stakeholders, including those representing the subgroups identified in Education Code section 52052, is critical to
the LCAP and budget process. Education Code sections 52062 and 52063 specify the minimum requirements for school districts; Education Code sections 52068 and
52069 specify the minimum requirements for county offices of education, and Education Code section 47606.5 specifies the minimum requirements for charter schools. In
addition, Education Code section 48985 specifies the requirements for translation of documents.
Instructions:
Describe the process used to engage parents, pupils, and the community and how this engagement contributed to development of the LCAP
or annual update. Note that the LEA’s goals, related to the state priority of parental involvement, are to be described separately in Section 2, and the
related actions and expenditures are to be described in Section 3.
Guiding Questions:
1)
How have parents, community members, pupils, local bargaining units, and other stakeholders (e.g., LEA personnel, county child welfare
agencies, county office of education foster youth services programs, court-‐‑appointed special advocates, foster youth, foster parents, education
rights holders and other foster youth stakeholders, English learner parents, community organizations representing English learners, and others as
appropriate) been engaged and involved in developing, reviewing, and supporting implementation of the LCAP?
2)
How have stakeholders been included in the LEA’s process in a timely manner to allow for engagement in the development of the LCAP?
3)
What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and used by
the LEA to inform the LCAP goal setting process?
4)
What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA through
any of the LEA’s engagement processes?
5)
What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections 52062, 52068,
and 47606.5, including engagement with representative parents of pupils
identified in Education Code section 42238.01?
6)
In the annual update, how has the involvement of these stakeholders supported improved outcomes for pupils
related to the state priorities?
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Involvement Process Impact on LCAP
Parent Survey
January 10, 2014 – February 7, 2014
All families were contacted with a link to an online survey tool. A total of 140 respondents
including some parents representing the same child enrollees. Framed concerns and areas of concentration for Board and Admin team during early development phase.
Community Forum April 23, 2014
All members of the community invited to participate in a session discussing areas of concern, targets for development, and aspiration for the coming 3-year cycle. Discussed program elements needing support and new concepts that deserved attention. Attended by board representatives, staff and parents. The Forum was advertised in the school newsletter, school calendar and via automated notification.
Informed families of the purpose of the LCAP and the process to adopt the LCAP and related budget annually.
Identified key parent/guardian concerns and ideas to address these concerns through LCAP and other budget priorities
Faculty Council May 1, 2014
Faculty and staff were engaged in discussion of LCAP. Items of improvement were elucidated through facilitated brainstorm session.
Solicited areas of concern and ideas to meet specific goals as outlined in the charter
Gained thorough feedback from staff on board items discussed during previous meetings
Faculty Council May 8, 2014
Faculty and staff participated in a prioritization discussion and activity based upon prior week’s Faculty Council brainstorm of issues and concerns.
Prioritized faculty goals and tasks were presented to the Board of Directors at the May 8, 2014 Board meeting. Further conversation by the board in developing elements of the LCAP
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Section 2: Goals and Progress Indicators
For school districts, Education Code sections 52060 and 52061, for county offices of education, Education Code sections 52066 and 52067, and for charter schools,
Education Code section 47606.5 require(s) the LCAP to include a description of the annual goals, for all pupils and each subgroup of pupils, for
each
state priority and
any local priorities and require the annual update to include a review of progress towards the goals and describe any changes to the goals.
Instructions:
Describe annual goals and expected and actual progress toward meeting goals. This section must include specifics projected for the
applicable term of the LCAP, and in each annual update year, a review of progress made in the past fiscal year based on an identified metric. Charter
schools may adjust the chart below to align with the term of the charter school’s budget that is submitted to the school’s authorizer pursuant to Education
Code section 47604.33. The metrics may be quantitative or qualitative, although LEAs must, at minimum, use the specific metrics that statute explicitly
references as required elements for measuring progress within a particular state priority area. Goals must address each of the state priorities and any
additional local priorities; however, one goal may address multiple priorities. The LEA may identify which school sites and subgroups have the same
goals, and group and describe those goals together. The LEA may also indicate those goals that are not applicable to a specific subgroup or school site. The
goals must reflect outcomes for all pupils
and include specific goals for school sites and specific subgroups, including pupils with disabilities, both at the
LEA level and, where applicable, at the school site level. To facilitate alignment between the LCAP and school plans, the LCAP shall identify and
incorporate school-specific goals related to the state and local priorities from the school plans submitted pursuant to Education Code section 64001.
Furthermore, the LCAP should be shared with, and input requested from, school site-level advisory groups (e.g., school site councils, English Learner
Advisory Councils, pupil advisory groups, etc.) to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or
reference actions described in other plans that are being undertaken to meet the goal.
Guiding Questions:
1)
What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”?
2)
What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”?
3)
What are the LEA’s goal(s) to address state priorities related to “Engagement” (e.g., pupil and parent)?
4)
What are the LEA’s goal(s) to address locally-identified priorities?
5)
How have the unique needs of individual school sites been evaluated to inform the development of meaningful district and/or individual school
site goals (e.g., input from site level advisory groups, staff, parents, community, pupils; review of school level plans; in-depth school level data
analysis, etc.)?
6)
What are the unique goals for subgroups as defined in Education Code sections 42238.01 and 52052 that are different from the LEA’s goals for all
pupils?
7)
What are the specific predicted outcomes/metrics/noticeable changes associated with each of the goals annually and over the term of the LCAP?
8)
What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each state or local
priority and/or to review progress toward goals in the annual update?
9)
What information was considered/reviewed for individual school sites?
10)
What information was considered/reviewed for subgroups identified in Education Code section 52052?
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Identified Needand Metric
(What needs have been identified and what metrics are used to measure progress?)
Goals Annual Update: Analysis of Progress
What will be different/improved for students?
(Based on identified metric) Related State and Local Priorities (Identify specific state priority. For districts and
COEs, all priorities in statute must be included and identified; each goal may be linked to more than one priority if appropriate.) Description of Goal
Applicable Pupil Subgroups (Identify applicable subgroups (as defined in EC 52052) or indicate “all” for
all pupils.)
School(s) Affected (Indicate “all” if the goal applies to all schools in the
LEA, or alternatively, all high schools, for example.)
LCAP Year 1
2014-2015 LCAP Year 2 2015-2016 LCAP Year 3 2016-2017
NEED: To have all teachers appropriately assigned and fully credentialed METRIC: CALPADS Report, SARC Report, Teacher & Student Surveys GOAL 1:
All teachers will be appropriately assigned and fully credentialed in the subject areas and for the students they are teaching, ensuring Highly Qualified Teacher (HQT) status.
ALL
STUDENTS CHARTER LIVE OAK SCHOOL
All students will receive core academic subject area instruction by appropriately assigned and credentialed teachers.
All students will receive core academic subject area instruction by appropriately assigned and credentialed teachers.
All students will receive core academic subject area instruction by appropriately assigned and credentialed teachers. PRIORITY 1: Basic Services NEED: Improve classroom based reading instruction throughout elementary program METRIC: Reading Assessments, CAASPP, SST Reports, Report Cards GOAL 2: A. Adopt common core articulated reading curriculum and assessment program.
B. Intervention Specialist will be assigned to provide mentoring support on adopted curriculum.
ALL
STUDENTS CHARTER LIVE OAK SCHOOL
Improvement in reading level development as indicated by teacher reading inventory surveys and specific reading assessment benchmarks for struggling students. CAASP Baseline year for benchmarking. Improvement in reading level development as indicated by teacher reading inventory surveys and specific reading assessment benchmarks for struggling students. Improvement in CAASP reading/ELA assessment. Reduction/Stabilizati on of RTI Level 2 and 3 referrals at end of 3rd grade.
Improvement in reading level development as indicated by teacher reading inventory surveys and specific reading assessment benchmarks for struggling students. Improvement in CAASP reading/ELA assessment. Reduction/Stabilizati on of RTI Level 2 and 3 referrals at end of 3rd grade.
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Identified Needand Metric
(What needs have been identified and what metrics are used to measure progress?)
Goals Annual Update: Analysis of Progress
What will be different/improved for students?
(Based on identified metric) Related State and Local Priorities (Identify specific state priority. For districts and
COEs, all priorities in statute must be included and identified; each goal may be linked to more than one priority if appropriate.) Description of Goal
Applicable Pupil Subgroups (Identify applicable subgroups (as defined in EC 52052) or indicate “all” for
all pupils.)
School(s) Affected (Indicate “all” if the goal applies to all schools in the
LEA, or alternatively, all high schools, for example.)
LCAP Year 1
2014-2015 LCAP Year 2 2015-2016 LCAP Year 3 2016-2017
NEED: Support students struggling with reading METRIC: Reading Assessments, Student reports, Parent Survey, SST documents GOAL 3: Implement a classroom articulated RTI Reading support program. ALL STUDENTS ECONOMICALLY DISADVANTAGED & ELD STUDENTS LIVE OAK CHARTER SCHOOL
Students who are significantly below proficient will be identified and referred through the SST process for additional support.
Identified students will receive additional support and ongoing monitoring until the student
demonstrates adequate growth towards goals.
Students who are significantly below proficient will be identified and referred through the SST process for additional support.
Identified students will receive additional support and ongoing monitoring until the student
demonstrates adequate growth towards goals.
Students who are significantly below proficient will be identified and referred through the SST process for additional support.
Identified students will receive additional support and ongoing monitoring until the student demonstrates adequate growth towards goals. PRIORITY 2: Implementation of State Standards PRIORITY 4: Pupil Achievement NEED: Provide appropriate materials for reading acquisition METRIC: Library Inventory, Teacher survey, Reading assessment GOAL 4: A. Update Pre-existing library for leveled reading and access.
B. Purchase and implement Leveled Reading Library for Elementary students. ALL STUDENTS LIVE OAK CHARTER SCHOOL
Students will know their relative reading level.
Students will have access to books labeled according to adopted leveling system in the classroom and school library.
Students will participate in reading groups and circles with leveled reading materials that are diverse and engaging.
Students will know their relative reading level.
Students will have access to books labeled according to adopted leveling system in the classroom and school library.
Students will participate in reading groups and circles with leveled reading materials that are diverse and engaging.
Students will know their relative reading level.
Students will have access to books labeled according to adopted leveling system in the classroom and school library.
Students will participate in reading groups and circles with leveled reading materials that are diverse and engaging.
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Identified Needand Metric
(What needs have been identified and what metrics are used to measure progress?)
Goals Annual Update: Analysis of Progress
What will be different/improved for students?
(Based on identified metric) Related State and Local Priorities (Identify specific state priority. For districts and
COEs, all priorities in statute must be included and identified; each goal may be linked to more than one priority if appropriate.) Description of Goal
Applicable Pupil Subgroups (Identify applicable subgroups (as defined in EC 52052) or indicate “all” for
all pupils.)
School(s) Affected (Indicate “all” if the goal applies to all schools in the
LEA, or alternatively, all high schools, for example.)
LCAP Year 1
2014-2015 LCAP Year 2 2015-2016 LCAP Year 3 2016-2017
NEED: Enrollment outreach and increased accessibility for low income/EL students METRIC: CALPADS Data, Parent Survey, Enrollment Forms, Lottery documentation GOAL 5: A. Translation of core enrollment, parent, and administrative documents into Spanish.
B. Advertising in local service area to raise awareness of program in under-served communities ECONOMICALLY DISADVANTAGED & ELD STUDENTS LIVE OAK CHARTER SCHOOL
Student families will have access to core school documents in Spanish
Potential Student families in the community will have increased opportunity to learn about the program and apply for enrollment.
Student families will have access to core school documents in Spanish
Potential Student families in the community will have increased opportunity to learn about the program and apply for enrollment.
Students will experience greater social diversity
Student families will have access to core school documents in Spanish
Potential Student families in the community will have increased opportunity to learn about the program and apply for enrollment. Students will experience greater social diversity PRIORITY 3: Parent Involvement PRIORITY 6: School Climate PRIORITY 7: Course Access NEED: Improve School Climate to benefit student learning and health.
METRIC: Student and Parent Climate Survey, Referral & Discipline reports, Teacher Survey, School Exit Interviews, Enrollment Stability
GOAL 6:
A. Implement school wide SEL program with Anti-bullying components.
B. Class circles held with support from SEL staff & interns
C. Staff training for use of common language and protocols for engaging students in need of SEL support.
D. Home Connect SEL element to support SEL development in the home environment.
ALL STUDENTS (However, SEL programs may be of greater significance for economically
disadvantaged students as fewer protective factors may be present. For
ELD students as well, social interaction and language skills may
require more explicit instruction
to support integration and leadership in the
student body).
LIVE OAK CHARTER SCHOOL
Students will have improved skillsets for dealing with social emotional issues at home and as school
Students will experience a more informed peer group with which to engage in school activities
Students will experience a more comfortable and supportive learning environment
Students will have improved skillsets for dealing with social emotional issues at home and as school
Students will experience a more informed peer group with which to engage in school activities
Students will experience a more comfortable and supportive learning environment
Students will have improved skillsets for dealing with social emotional issues at home and as school
Students will experience a more informed peer group with which to engage in school activities
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Identified Needand Metric
(What needs have been identified and what metrics are used to measure progress?)
Goals Annual Update: Analysis of Progress
What will be different/improved for students?
(Based on identified metric) Related State and Local Priorities (Identify specific state priority. For districts and
COEs, all priorities in statute must be included and identified; each goal may be linked to more than one priority if appropriate.) Description of Goal
Applicable Pupil Subgroups (Identify applicable subgroups (as defined in EC 52052) or indicate “all” for
all pupils.)
School(s) Affected (Indicate “all” if the goal applies to all schools in the
LEA, or alternatively, all high schools, for example.)
LCAP Year 1
2014-2015 LCAP Year 2 2015-2016 LCAP Year 3 2016-2017
NEED: Improve attendance of student body, particularly at risk students. METRIC: Attendance Records, Attendance Letters, Call Records, Truancy Letters, SARB Reports GOAL 7: Increase school-wide attendance rate by 1% in 2016-2017. ALL STUDENTS (Though attendance problems disproportionately impact economically disadvantaged students) LIVE OAK CHARTER SCHOOL Students will experience improved attendance. School-wide attendance demonstrates improvement over 2013-2014 levels. Students will experience improved attendance. School-wide attendance demonstrates improvement over 2014-2015 levels. Students will experience improved attendance. School-wide attendance demonstrates improvement over or stability of improvements from 2015-2016 levels. PRIORITY 5: Pupil Engagement PRIORITY 8: Other Pupil Outcomes NEED: Increase after school and lunchtime activities for pupil engagement METRIC: Club Participant lists, Attendance to after school programs, Student Council agendas and minutes
GOAL 8: A. Create Middle School Student Council.
B. Offer additional after school or lunchtime activities including clubs and athletics.
C. Increase parent participation in after school activities as volunteers and club advisors.
ALL STUDENTS (Though quality after
school activities provide unique benefit to ELD and
economically disadvantaged students) LIVE OAK CHARTER SCHOOL
Students will have increased opportunities for engagement with peers and identification with the school and the academic setting.
Students will have a formal voice on campus for making improvements and further informing the LCAP process.
Students will have improved options for after school activities.
Students will have increased opportunities for engagement with peers and identification with the school and the academic setting.
Students will have a formal voice on campus for making improvements and further informing the LCAP process.
Students will have improved options for after school activities.
Students will have increased opportunities for engagement with peers and identification with the school and the academic setting.
Students will have a formal voice on campus for making improvements and further informing the LCAP process.
