Cvusd Lcap Goals 2015 - 2016

Castro Valley Unified School District
Local Control and

Accountability Plan (LCAP)
1. Best Teaching to Ensure Student Learning
2. Highly Qualified Teachers, Safe & Clean
Facilities, Appropriate Materials (Williams Act)
3. Parent Outreach and Empowerment
4. Engaged Students
2015
2018
Page 1 of 23
Related State and/or Local Priorities:
GOAL
#1:
Ensure that ALL students graduate college and career ready through the full
implementation of the Common Core State Standards (CCSS). (Equity Action Plan Actions #1, #2, #3, #4, #5, #8, & #9) (SPSA Goals #1, #2) LEAP Plan Addendum #2)
Identified Need:
Goal Applies to:
1 __ 2 _X 3 __ 4 _X 5__ 6__ 7 X 8 X
COE only: 9__ 10__
Local: Specify LEAP Plan; Equity Plan;
SPSAs
Based on a review of data from the California High School Exit Exam (CAHSEE) and from Advanced Placement
(AP) test results we found achievement/service gaps in underserved students in English Language Arts (ELA) and
Math. We also found achievement/service gap in A G (college preparedness) completion rates and in graduation
rates. Staff/family gave input regarding the challenge of implementing and understanding of CCSS and the need
for increased rigor/relevance of curriculum and support/enrichment for ALL students. API is not addressed
because API is no longer calculated by the State.
Schools: ALL
Applicable Pupil Subgroups: ALL (SED, EL, RFEP, SWD, Hispanic/Latino, African American, Foster))
LCAP Year 1: 2015-16
A. Increase of 3% on 2016 Smarter Balanced Assessment Consortium (SBAC) scores over 2015 SBAC scores for ALL
students and increase of 5% for ALL subgroups (Socio-Economically Disadvantaged/SED; English Learners/EL;
Reclassified Fluent English Proficient/RFEP; Students With Disabilities/SWD; Hispanic/Latino; African American) for
English Language Arts/ELA and Mathematics (grades 3 8 & 11), indicating implementation of state board adopted
academic content and performance standards for all students and enabling ELD students access to CCSS and ELD
standards for purposes of gaining academic content knowledge and English proficiency.
Expected Annual
Measurable
Outcomes:
(*SBAC scores will be added once they are available. SBAC is new in 2015 and replaces STAR/CST testing/scores from previous years.)
Grade 3
Grade 4
Grade 5
SBAC/ELA 2015 2016 2017 2018 2015 2016 2017 2018 2015 2016 2017 2018
60
68
65
Overall
40
49
45
SED
22
16
19
EL
85
85
78
RFEP
34
27
15
SWD
50
53
51
Hispanic/Latino
17
54
61
African American
*
*
*
Foster
CVUSD June 8, 2015

Updated November 18, 2015
Page 2 of 23
Grade 6
Grade 7
Grade 8
Grade 11
SBAC/ELA 2015 2016 2017 2018 2015 2016 2017 2018 2015 2016 2017 2018 2015 2016 2017 2018
64
64
64
67
Overall
43
44
45
49
SED
13
15
0
4
EL
68
67
69
73
RFEP
7
15
11
11
SWD
51
46
43
48
Hispanic/Latino
41
48
46
55
African American
*
*
*
*
Foster
Grade 3
Grade 4
Grade 5
SBAC/MATH 2015 2016 2017 2018 2015 2016 2017 2018 2015 2016 2017 2018
67
61
47
Overall
44
33
26
SED
33
24
21
EL
81
75
59
RFEP
31
35
6
SWD
51
45
35
Hispanic/Latino
23
39
26
African American
*
*
*
Foster
Grade 6
Grade 7
Grade 8
Grade 11
SBAC/MATH 2015 2016 2017 2018 2015 2016 2017 2018 2015 2016 2017 2018 2015 2016 2017 2018
46
56
53
53
Overall
28
39
36
31
SED
6
31
12
15
EL
53
68
58
55
RFEP
7
12
12
0
SWD
27
35
29
27
Hispanic/Latino
27
32
27
23
African American
*
*
*
*
Foster
B. Increase of 1% on 2016 CAHSEE assessment for ALL high school students and 3% for subgroups where
discrepancy is evident over 2015 scores for ELA and Mathematics (Grade 10 March assessment).
C. Increase of 3% on 2016 Early Assessment Program/EAP ready/conditionally ready measures for ALL students and
5% for subgroups over 2015 scores, indicating increased College/Career readiness.
CVUSD June 8, 2015

Page 3 of 23
D. Maintain 94% and 98% pass rates on AP ELA and Math Exams respectively (score of 3+) for ALL students (overall)
and increase by 30% students in underrepresented subgroups (Hispanic/Latino & African American) taking the AP
Exam for ELA and Math.
E. Increase of 3% on A G Completion Rate for ALL students and 5% for subgroups (listed below) over 2015 rates,
indicating evidence of a broad course of study and College/Career readiness for all students and evidence of
programs and services developed and provided to unduplicated pupils and for students with exceptional needs.
F. Create baseline of student proficiency (overall and by subgroup) on locally agreed-upon periodic common
assessments in the areas of English/Language Arts and Math (SBAC Interim; End of Unit; or End of Semester,
depending on grade-level and course.)
(2015 scores will be added once they are available.)
CAHSEE ELA Grade 10
CAHSEE Math Grade 10
% Passing
2014 2015
2016 2017 2014 2015 2016 2017
91
90
94
94
Overall
79
82
91
92
SED
43
46
73
75
EL
98
98
97
98
RFEP
56
59
71
78
SWD
85
85
85
89
Hispanic/Latino
86
91
86
94
African American
NR
NR
NR
NR
Foster
NR Not Reported
EAP ELA Grade 11

2014 2015 2016 2017
*
*
*
*
*
*
*
NR
67
49
4
73
11
48
55
NR
EAP Math Grade 11

2014 2015 2016 2017
*
*
*
*
*
*
*
NR
53
31
15
55
0
27
23
NR
*2014 EAP based on CST/STAR so not a valid comparison
(2015 scores will be added once they are available.)

AP 3+ ELA* Grade 11/12
AP 3+ Math* Grade 11/12
A/G Completion Grade12
# Students/
2014
2015
2016
2017
2014
2015
2016
2017
2014 2015 2016 2017
% Passing
#
%
#
%
#
%
#
%
%
%
%
%
#
%
# %
#
%
#
%
54
94
222
98
53
Overall
NR
NR
NR
NR
34
SED
NR
NR
NR
NR
6
EL
NR
NR
NR
NR
NR
RFEP
NR
NR
NR
NR
NR
SWD
3
100
0
0
33
Hispanic/Latino
African
1
100
3
100
24
American
NR
NR
NR
NR
NR
Foster
AP ELA is comprised of AP Lang/Comp & AP Lit/Comp; AP Math is comprised of AP Calc AB, AP Calc BC, AP Calc BC/AC, & AP Statistics
AP Demographics are from College Board, as self-reported by students
% reported are % of students of that subgroup
CVUSD June 8, 2015

Page 4 of 23
G. Increase of 3% in students making progress toward English proficiency over 2015 rates, as measured by CELDT.
H. Increase of 3% in English Learner reclassification rate over 2015 rates.
CELDT
2014
2015
English Proficiency
43%
48%
Reclassification Rate
17%
22%
Actions/Services
Scope of
Service
1. Implement Essential Common Core State

Standards (CCSS) for Literacy & Math,
ELA/ELD Standards, and Next Generation
Science Standards (NGSS) for each grade
TK/12 through broad courses of study:
(District Equity Action Plan Actions #1 & #2)
(SPSA Goals #1, #2, & #3) (LEAP Addendum
#6)
A. Continue program and materials development and
adoptions to implement CCSS literacy standards in
all classes TK/12, including applications in
History/Social Science and Science classes and
improvements in site library collections;
B. Adopt /develop CCSS Math, Literacy, and NGSS
aligned instructional materials;
C. Consider staggered class start times at early
elementary grades to support small group reading
instruction;
D. Use common Unit/Trimester/Quarter Assessments
to monitor learning (Tier I );
E. Develop and increase access to GATE/Accelerated/
Honors/AP programs at grades 4 12 through
increased outreach efforts and support, particularly
for students of significant subgroups who are
currently underrepresented in those classes;
CVUSD June 8, 2015

A B,
D-E. G:
LEA-Wide
C & F:
Elem
2016
2017
Pupils to be served within identified scope of

service
Budgeted
Expenditure
s
_X_ALL
-----------------------------------------------------------------------------------OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
$1,112,500
Books &
Supplies
$10,000
Services & Other
Operating
Expenses
LCFF Base
Page 5 of 23
F. Research possibility of a district dual language

immersion program at elementary level;
G. Implement high-interest elementary/middle/high
school inquiry-based programs/clubs, such as
robotics, Odyssey of the Mind, Science Olympiad,
Art, Music, STEM programs;
H. Implement WEB (Where Everybody Belongs)
program at the middle school level to support
student transition to middle school;
I. Expand Career Technical Education (CTE) offerings
and develop additional CTE pathways in grades
6/12, including relevant internships, with Information
Communication Technology (ICT) and Engineering
as high priorities; continue to implement and
support enrollment in Regional Occupational
Program (ROP) courses.
J. Expand use of Career Cruising or similar
College/Career planning program at grades 6/12;
K. Implement blended learning program at grades
10/12 for both credit recovery and enrichments.
H:
Middle
Schools
I - J:
Middle &
High
Schools
K: High
Schools
2. Develop a systematic assessment program,

including common universal screeners and
interim assessments (Unit/Trimester/
Quarter), and diagnostic assessments,
coordinated by Educational Services
Coordinator of Assessment & Technology.
(District Equity Action Plan Action #3) (SPSA
Goals #1 & #2) (LEAP Addendum #3)
A. Clarify and implement required assessments for TK
Grade 2 (early literacy) & reinstate K/1 assessment

expectations: DIBELS, running records, concepts of
print, letter names/sounds, high frequency words,
BEAR, ESGI;
$127,000
Certificated
Salaries and
Benefits,
AB
Elem
B. Clarify and implement required assessments for

Grades 3 5 ELA & Math;
C. Clarify and implement required assessments for
ELA, Math, History/Social Studies, and Science
for Grades 6 12.
CVUSD June 8, 2015

_X_ALL
-----------------------------------------------------------------------------------OR:
$36,850
Services & Other
Operating
Expenses
Coordinator
Assessment
Intervention,
OARS
LCFF Base
C
Secondary
Page 6 of 23
D. Monitor student progress toward proficiency on

all common assessments.
E. Consider use of SBAC interim assessments.
D-E
LEA-wide
3. Provide Professional Development (PD) for
A.
B.
C.
D.
E.
administrative, certificated and classified

staff and coaching for certificated staff to
support student learning, coordinated
through Educational Services Coordinators
of Curriculum/Instruction. (District Equity
Action Plan Action #2 & #4) (LEAP
Addendum #2 & #5)
Develop best practices PD re Strategies for
CCSS implementation: use of a variety of
instructional materials (including district
approved curriculum); research-based
instructional practices; implementation/use of
Unit Study Guides;
PD re use of Common Assessments and
analysis of student work and data to inform
academic achievement and instruction.
PD re use of technology for learning
PD on differentiated instruction to meet learner
needs
Maintain current three Curriculum Coordinators
and four Teacher on Special Assignment
(TOSA) positions in Literacy and Math at the
elementary and secondary levels and consider
two additional positions to provide Literacy,
Math, NGSS & Assessment PD and coaching to
certificated staff.
CVUSD June 8, 2015

$954,000
Certificated
Salaries and
Benefits
LEA-wide
$200,000
Services & Other
Operating
Expenses
X_ALL
-----------------------------------------------------------------------------------OR:
Teachers on
Special
Assignment,
Curriculum
Coordinators,
Substitutes, PD
Days, Ongoing PD
LCFF Base,
Title II
Page 7 of 23
4. Implement/expand RtI Tier 2 3 programs

aligned to CCSS ELA and Math to support
student learning, coordinated by additional
Educational Services Coordinator Special
Projects. (RtI Response to Intervention
Academic & Behavioral) (District Equity
Action Plan Action #1, #2 & #3, #4, #5)
(SPSA Goal #3) (LEAP Plan #2 & #3, #6)
A. Hire.5 Coordinator to develop/expand academic
B.
C.
D.
E.
F.
RtI programs during the school day at all sites,

using research-based best practices and
programs for academic and behavioral
interventions and support, targeting
unduplicated pupils for priority support.
Implement PBIS (Positive Behavioral
Interventions & Supports) program on all
campuses to teach/support positive behaviors
and social skills and to provide behavioral
interventions.
Define English Language Development (ELD)
program at grades TK 12, and develop a
comprehensive TK-12 program that addresses
designated and integrated ELD. Provide PD in
ELD Standards. Begin implementation and
expand specific Academic Language
Development (ALD) instruction and professional
development in ELD/ALD.
Develop/expand academic RtI programs
beyond the school day/year through afterschool programs and summer offerings.
Implement/expand a standardized Student
Success Team (SST) program and process at
all sites to support student learning.
Develop/expand inclusion models of instruction
for students with disabilities.
CVUSD June 8, 2015

$1,215,900
Certificated
Salaries and
Benefits
$68,795
Books &
Supplies
$180,000
Services & Other
Operating
Expenses
A F,
K&M
LEA-wide
____ALL
-----------------------------------------------------------------------------------OR:
_X_Low Income pupils _X_English Learners
_X_Foster Youth __Redesignated fluent English proficient
_X_Other Subgroups:(Specify) Students not demonstrating
mastery of essential standards/skills; students exhibiting
behavioral, social or emotional/mental health issues
RtI teachers,
Elementary
Counselors,
Professional
Development,
Instructional
Materials,
Intervention
Coordinators,
Professional
Development for
PBIS
Hourly &
Summer Work
AVID
LCFF
Supplemental
Page 8 of 23
G. Implement and/or expand targeted summer

support for K/8 EL students.
H. Offer targeted summer support for struggling

I.
J.
K.
L.
M.
exiting K/8 students not demonstrating

proficiency on CCSS.
Offer summer credit recovery for high school
students through high school, Adult School, and
Virtual Academy offerings.
Implement/expand AVID program at both
middle schools and at CVHS; provide
professional development to staff to support
AVID strategies school-wide
Provide professional development for
certificated and classified staff in student
learning needs, differentiation of curriculum and
instruction, and behavioral supports to address
the needs of struggling students, students with
special needs, and advanced learners.
Maintain and expand elementary social worker
and counselor positions to support students and
families toward increased student learning.
Continue to revisit, review data, realign RTI
programs to grow/expand/improve services to
students.
G/H Elementary
and Middle
Schools
I
High
Schools
JMiddle and
High
Schools
LElementary
5. Develop and expand teacher and student

daily use of technology.
A. Ensure availability of technology infrastructure
to support student access during the school
day.
B. Expand chromebook devices toward goal of 1:1
technology availability for students in grades 3
12.
C. Expand library services and library
technology/data bases to support student use of
technology for literacy and for research (CCSS).
CVUSD June 8, 2015

AC&E
LEA-wide
_X_ALL
-----------------------------------------------------------------------------------OR:
$138,000
Classified
Salaries and
Benefits
$276,000
Books &
Supplies,
$3,000
Services & Other
Operating
Page 9 of 23
Expenses
D. Consider hiring certificated teacher librarians to

be shared at elementary and middle school
levels.
E. Expand Professional Development offerings in
Technology to teaching staff.
D
Elem and
Middle
Schools
Director of
Technology,
Chromebooks, PD
LCFF Base
F. Make technology and internet access
LEA-wide
available to students before and after

School for students who may not have
access at home.
6. Expand the State Preschool Program to include

more income-eligible families with preschool
needs, through the California State Preschool
Program (CSPP) grant.
__ALL
-----------------------------------------------------------------------------------OR:
_X_Low Income pupils __English Learners
LEA-wide
__ALL
-----------------------------------------------------------------------------------OR:
$33,500
Classified
Salaries and
Benefits
Technology Staff
LCFF
Supplemental
$103,000
Certificated
Salaries and
Benefits
$70,000
Classified
Salaries and
Benefits
$5,000
Books &
Supplies
Preschool
Director,
Instructor,
Materials &
Supplies
CA State
Preschool
Program (CSPP)
Grant
CVUSD June 8, 2015

Page 10 of 23
GOAL
#2:
Ensure a positive learning environment with properly certificated teachers, adequate

materials, and appropriate facilities to support high quality teaching and student learning.
1 X 2 __ 3 __ 4__ 5 __ 6__ 7 __ 8 __
COE only: 9__ 10__
Local: Specify Facilities Master Plan &
Technology Master Plan
We reviewed our demographer projections and current enrollments, as well as the current condition of our aging
facilities (which near capacity) using the Facilities Inspection Tool (FIT), making annual recommendations for repair
and maintenance. We reviewed 21st Century technology needs and State/Federal Requirements re highly qualified
Identified Need:
teachers (HQT) and materials, documenting that 95% of our teachers meet HQT requirements (less than 100% due
to occasions of long-term substitutes or temporarily hard-to-fill special education positions) and 100% of our students
have appropriate materials.
Schools: ALL
Goal Applies to:
Applicable Pupil Subgroups: ALL (Hispanic/Latino; African American; SED; Foster; EL; RFEP; SWD)
A. Improve results of Facilities Inspection Tool (FIT) annual report by 10% over 2014/15 report.
Expected Annual
B. Increase number of classrooms meeting District technology standards by 10% over 2014/15 rates.
Measurable
C. Ensure 100% of students have adequate instructional materials to use at school and take home.
Outcomes:
D. Ensure 95%+ teachers meet HQT (highly qualified teacher) requirements.
Actions/Services
1. Address Facilities Needs:
A. Prioritize needs in the Facilities Audit Report and
Facilities Master Plan and identify available resources
(progress report) to begin addressing priorities;
B. Develop plan for renovation of classrooms to align with
the implementation of CTE courses and/or Career
Pathways at high school level.
C. Annually inspect classrooms and prioritize/address
those for improvements to meet District technology
standards.
D. Annually evaluate internet bandwidth needs,
upgrading as necessary.
E. Develop a financing plan to address priority needs.
CVUSD June 8, 2015

Scope of
Service
A & C-F
LEA-wide
B
Middle &
High
Schools

service
Budgeted
Expenditures
_X_ALL
-----------------------------------------------------------------------------------OR:
$65,000
Classified
Salaries and
Benefits
$75,000
Services & Other
Operating
Expenses
Building &
Grounds Staff
Bond Election
Fees
Page 11 of 23
F. Finalize plans for a bond election in June or November

2016.
2. Maintain clean/safe schools:

A. Inspect school sites annually using FIT;
B. Maintain appropriate staffing levels for maintenance,
building and grounds, aligned to growth of facilities,
enrollment and usage;
C. Restore staffing levels to align with growth of facilities
and prior budget cuts.
D. Maintain site emergency supplies.
Routine
Restricted
Maintenance,
LCFF Base
LEA-wide
$55,000
Classified
Salaries and
Benefits
_X_ALL
-----------------------------------------------------------------------------------OR:
$45,310
Books and
Supplies
Building &
Grounds Staff,
Emergency
Supplies
Routine
Restricted
Maintenance,
LCFF Base
3. Ensure highly qualified teachers (HQT)

(District Equity Action Plan Action #9)
A. Ensure teachers and long-term substitute teachers are
appropriately assigned and fully credentialed in the
subject area and for the pupils they are teaching.
B. Advertise for hard-to-fill positions (Special Ed, Math,
Science) early
C. Recruit and retain highly qualified, excellent
administrative, certificated and classified staff
representative of the student population that CVUSD
serves.
LEA-wide
$42,301,748
Certificated
Salaries
_X_ALL
-----------------------------------------------------------------------------------OR:
$13,507,083
Classified
Salaries
$11,166,929
Employee
Benefits
$1,000
Services & Other
Operating
Expenses
CVUSD June 8, 2015

Page 12 of 23
All certificated,
classified, and
administrative
staff
Advertising Costs
LCFF Base, Title
I, Title III,
Lottery
$64,640,120
LCFF
Supplemental
$2,335,640
(These costs are
included in
other areas of
the LCAP)
4. Ensure adequate materials for students

A. Ensure every student has sufficient access to the
standards-aligned instructional materials at home and
at school.
LEA-wide
$750,000
Books & Supplies
LCFF Base,
Lottery
_X_ALL
-----------------------------------------------------------------------------------OR:
CVUSD June 8, 2015

Page 13 of 23

Empower ALL parents (including those speaking a primary language other than
English) to be actively engaged in their students education and decision-making
1 __ 2 __ 3 X_ 4 __ 5 __6 __ 7__ 8__
GOAL processes by providing timely information and encouraging parents to demonstrate
COE only: 9__ 10__
#3:
their support for student learning and for the importance of graduating college and
Local: Specify LEAP Plan/Title III
career ready. (Supports District Equity Action Plan Actions #7, #9, & #10) (SPSA
Addenda, Equity Plan
Goal #4) (LEAP Addendum #7)
More parent engagement needed, particularly in underserved subgroups, based on LCAP input meetings, ELAC
Identified Need:
and DELAC input, parental survey & feedback, and research-based information on student achievement
Schools: ALL
Goal Applies to:
Applicable Pupil Subgroups: ALL (Hispanic/Latino; African American; SED; Foster; EL; RFEP; SWD)
A. 5% increase in parental satisfaction over 2014/15 levels, based on annual parent survey overall and by
subgroup, including parents of students with special needs.
Expected Annual
B. Implement at least one family engagement/support/empowerment program within the district (see 1B
Measurable
below for examples), with goal of at least 50 parents of unduplicated youth attending.
Outcomes:
C. Increase attendance at Parent University by 5% from 2014 base of 200 parents; increase by 10% parents
attending from Title I (high poverty) schools; increase by 10% parents attending with children with
exceptional needs.
Scope of
Budgeted
Actions/Services
Service
Expenditures
service
$11,000
LEA-wide _X_ALL
1. Parent Empowerment/Education:
(District Equity Action Plan Action # 7, #10) (LEAP

Addendum #7)
A. Utilize the PTA National Standards Assessment
at each site and at the district level to monitor
current level of family outreach and
involvement;
B. Implement at least one family engagement/
support/empowerment program such as PIQE
(Parent Institute for Quality Education) or PTAs
School Smarts Parent Engagement Program or
High Expectations Family Engagement
Institute at the District or a site level.
CVUSD June 8, 2015

-----------------------------------------------------------------------------------OR:
Services & Other

Operating
Expenses
Consultants
LCFF Base
Page 14 of 23
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
Implement at least one family/parent education

class to support student reading (e.g., Raising
a Reader)
Maintain and expand Adult School Parent
University program.
Offer Parent Project program and/or Love and
Logic to assist parents in the use of positive
and effective parenting techniques.
Offer TIPS Series Topics of Interest to
Parents and Students stand-alone workshops
of topical interest to parents that do not require
continued commitment for attendance
Technology Resources, Common Core State
Standards, Cyber Safety, for example.
Consider having Professional Development
Day speakers present in the evening to parents
on relevant issues (reading, culturally
responsive instruction, etc.)
Develop and support site-based parent support
groups representing underserved student
populations;
Add elementary Family Liaison or additional
elementary Social Workers/Counselors,
prioritizing high poverty elementary levels for
increased family outreach;
Implement at least one family/parent education
class to support student reading, targeting
underrepresented students, at a Title I (high
poverty) site.
Establish highly functioning ELACs at each high
poverty site.
Consider Parent Champion program to assist
parents in the use of positive and effective
techniques to support student academic success.
Ensure family access to digital library collections
and materials; consider expanded library hours to
CVUSD June 8, 2015

H M:
LEA-wide
__ALL
-----------------------------------------------------------------------------------OR:
__Foster Youth _X_Redesignated fluent English proficient
_X_Other Subgroups:(Specify)___Hispanic/Latino; African
American
$317,240
Certificated
Salaries and
Benefits
$10,000
Books & Supplies
$34,000
Services & Other
Operating
Expenses
Family Liaison,
Materials &
Supplies,
Consultants
LCFF
Supplemental
Page 15 of 23
include after-school access for families without

internet/computer access.
N. Engage in outreach to families, prioritizing
families of English Learners and students from
high-poverty Title I schools to ensure their
understanding of A G requirements, AP classes
and AP exams.
2. District Communication to Families:
(District Equity Action Plan Action #10) (LEAP
Addendum #7)
A. Update District and site websites to ensure
current information on at minimum a monthly
basis, including overall, and sections relating to
Parents, Educational Services, ELAC/DELAC,
etc.
B. Develop an online archive of parent education
topics, in English, Spanish and Simplified
Chinese; consider creating google groups
through sites that parents might choose to join
Parents of Second Graders for example.
C. Ensure regular updating of secondary student
assignments on teacher websites and student
grades on AERIES gradebook/Parent Portal.
D. Provide parent training in parent access/use of
AERIES/Parent Portal at site and district levels
periodically during the year, including in March
for new enrollments/registration.
3.Translations/Interpretations:
(District Equity Action Plan Action #9, #10) (LEAP
Addendum #7) (SPSA #4)
A. Provide translations of online parent education
topics in Spanish and Simplified Chinese;
B. Recruit and provide training for bilingual
employees for all positions at District and sites
that interact with the public;
CVUSD June 8, 2015

N: Middle
Schools
and High
School
LEA-wide
_X_ALL
-----------------------------------------------------------------------------------OR:
$40,000
Classified
Salaries and
Benefits
$31,000
Services & Other
Operating
Expenses
Technology Staff,
Web hosting,
Software Service
LCFF Base
Technology Staff,
Clerical Support,
Materials &
Supplies
LCFF Base
LEA-wide
_ ALL
-----------------------------------------------------------------------------------OR:
__Low Income pupils _X_English Learners
__Foster Youth _X_Redesignated fluent English proficient
$50,000
Services & Other
Operating
Expenses
Translation
Services,
Meeting Supplies
Page 16 of 23
C. Promote/Encourage the use of family members

as volunteers at all sites including an increase
of volunteers from underrepresented groups
including after school events or help from home;
D. Utilize and provide appropriate training for high
school world language students and CV Adult
School ESL students to assist non-English
speaking parents at school events;
E. Provide qualified interpreters (Spanish/Chinese)
at site and district meetings.
F. Provide guidelines to PTAs, Site Councils at
beginning of the year re interpretation/
translation and post on website.
CVUSD June 8, 2015

LCFF
Supplemental
Page 17 of 23
GOAL
#4:
Ensure that ALL students are actively engaged and supported through a safe, healthy,
culturally responsive, and rigorous learning environment.
Identified Need:
Goal Applies to:
1 __ 2 __ 3 __ 4 __ 5 X 6_X_ 7__ 8__

COE only: 9__ 10__
Local: Specify LEAP Plan, Equity Plan
Disproportional suspension/expulsion rates, attendance/absence rates, and graduation/dropout rates among

subgroups compared to overall; CHKS Survey results indicating subgroup non-engagement (Supports District
Equity Action Plan Action #6 & #10) (SPSA Goals #5 & #6)
Schools: ALL
Applicable Pupil Subgroups: ALL
A. Maintain overall and subgroup district attendance rates of 97%+; increase subgroups with under 96% attendance
rates by .05% each; reduce chronic absenteeism (a student with 10% or more absences) by 0.5% overall and by 1%
in subgroups with rates over 5.5%.
Reported %s
Expected Annual
Measurable
Outcomes:
District Attendance
13/14
97.05
96.34
97.16
98.06
95.55
96.13
96.72
94.55
14/15
15/16
16/17
Chronic Absentees
17/18
Overall
SED
EL
RFEP
SWD
Hispanic/Latino
African American
Foster
2014/15 data to be entered once available.
13/14
4.63
8.02
5.06
2.40
8.82
7.43
5.98
0.02
14/15
15/16
16/17
B. Reduce district suspension rate from 2014/15 rates by 0.5% overall and in subgroups; reduce suspension rate by
1% in subgroups with rates over 3.5%.
Reported %s
District Suspension
13/14
3.56
6.50
1.85
1.69
8.31
5.03
6.41
35.29
14/15
15/16
16/17
17/18
Overall
SED
EL
RFEP
SWD
Hispanic/Latino
African American
Foster
* Foster Youth in 2013/14 17 total students districtwide; 2014/15 data to be entered once available.
CVUSD June 8, 2015

17/18
Page 18 of 23
C. Reduce suspension rate from 2014/15 rates at PBIS Year 3 schools by 0.5% overall and in subgroups; reduce
suspension rate by 3% in subgroups with rates over 7%.
Reported %s
Castro Valley Elementary

13/14
1.84
2.04
0.88
0.00
5.26
1.13
3.17
0.00
14/15
15/16
16/17
17/18
Canyon Middle
13/14
7.32
14.85
8.96
1.67
13.82
9.78
11.34
42.86
14/15
15/16
16/17
17/18
Overall
SED
EL
RFEP
SWD
Hispanic/Latino
African American
Foster*
* Foster Youth in 2013/14 0 CVE students; 7 Canyon Middle School Students; 2014/15 data to be entered once available.
D. Maintain expulsion rates at 0.12% or less overall and in subgroups; reduce rates by 0.5% in subgroups with rates
over 0.12%.
Reported %s
Expulsions
13/14
0.12
0.20
0.00
0.18
0.00
0.23
0.21
0.00
14/15
15/16
16/17
17/18
Overall
SED
EL
RFEP
SWD
Hispanic/Latino
African American
Foster
2014/15 data to be entered once available.
E. Decrease middle school dropout rate by 0.01% overall.

Reported %s
Middle School Dropouts

13/14
0.09
0.00
0.00
0.00
0.00
0.00
0.00
0.00
14/15
15/16
16/17
17/18
Overall
SED
EL
RFEP
SWD
Hispanic/Latino
African American
Foster
* 2013/14 2 middle school dropouts overall; 0 in subgroups. 2014/15 data to be entered once available.
CVUSD June 8, 2015

Page 19 of 23
F. Increase overall and subgroup high school cohort graduation rate by 0.5% over 2014/15 rates; increase subgroups with
graduation rates of less than 95% by 3% over 2014/15 rates.
HS Cohort Grad Rate
Reported %s
13/14
95.20
Overall
92.10
SED
89.20
EL
N/A
RFEP
72.50
SWD
94.00
Hispanic/Latino
90.60
African American
N/A
Foster
14/15
15/16
16/17
17/18
. 2014/15 data to be entered once available.
G. Decrease high school dropout rate by 0.10% overall and in subgroups; reduce high school dropout rate by 0.5% for
subgroups with greater than 3% dropout rates.
HS Cohort Dropout
Reported %s
13/14
0.60
Overall
4.60
SED
6.20
EL
N/A
RFEP
5.00
SWD
1.10
Hispanic/Latino
African American 1.20
N/A
Foster
14/15
15/16
16/17
17/18
(Grad/dropout rates from Data Quest; 2014/15 data to be entered once available.
H. Increase on-site educationally related mental health services/counseling services by 10%

Elem Counselors
Social Workers
Social Work
Interns
Community
Mental Health
Services
Seneca Couns
Enriched
Behaviorists
CVUSD June 8, 2015

14/15
1
1
11
0
1
1.5
15/16
16/17
17/18
Page 20 of 23
I. Increase student perception of school safety and connectedness by 1% in Grade 5 and by 5% in grades 7, 9 , 11 and at
Alternative High School over 2013/14 results.
CHKS
Grade Level
5th Grade
7th Grade
9th Grade
11th Grade
Alt. High School
CHKS
Grade Level
5th Grade
7th Grade
9th Grade
11th Grade
Alt. High School
CVUSD June 8, 2015

% of students feel safe at

school all or most of the time
2014
2016
2018
91%
76%
65%
72%
69%
% of students feel connected

to at least one caring adult
2014
2016
2018
87%
66%
53%
59%
63%
Page 21 of 23
Actions/Services
Scope of
Service
1. Provide Professional Development (PD) and
A.
B.
C.
D.
E.
F.
coaching for administrative, certificated and

classified staff in the area of student
engagement. (District Equity Action Plan
Action #1, #2, #3, #5, #6, & #8) (SPSA Goals
#1, #2, #5, #6) (LEAP Addendum #2, #3, & #5)
Culturally and Linguistically Responsive (CLR)
instructional strategies and practices PD
through Dr. Sharroky Hollie, Center for
Culturally Responsive Teaching and Learning.
Positive Behavior Interventions and Support
(PBIS) program and PD at all campuses
Second Step program materials (character
education) and PD at elementary campuses.
Monitor attendance issues for all students and
for significant subgroups at least monthly,
engaging in efforts such as attendance
incentives and use of site School Attendance
Review Teams (SARTS) and the district
School Attendance Review Board (SARB) to
reduce over-representation of subgroups as
needed.
Implement School Attendance Review Teams
on all campuses to support positive school
attendance.
Monitor behavior incidents for all students and
for significant subgroups at least monthly,
engaging in training/professional development
and programmatic efforts to reduce overrepresentation of subgroups as needed.
CVUSD June 8, 2015

AB
&DE
LEA-Wide
C-

service
__ALL
-----------------------------------------------------------------------------------OR:
_X_Foster Youth _X_Redesignated fluent English proficient
_X_Other Subgroups:(Specify)_Hispanic/Latino, African
American____________________
Budgeted
Expenditures
$255,000
Certificated
Salaries and
Benefits
$31,000
Services & Other
Operating
Expenses
Intervention
Coordinators,
Consulting
Services
Elementary
LCFF
Supplemental
F
LEA-wide
Page 22 of 23
2. Address the social/emotional engagement

needs of students.
A. Develop additional club and student
engagement programs to involve students
based on interest (e.g., robotics, STEM), culture
(e.g., dance, language), or service (e.g.,
volunteerism).
B. Develop mentoring programs such as Youth 2
Youth or through Middle School WEB and High
School LINK Crew to provide positive student
connections.
C. Actively recruit and encourage students from
significant subgroups to be involved in club and
activity programs.
D. Revise bell schedules/offer zero periods, as
appropriate, to support student involvement in
activities, tutoring, coaching and mentoring.
E. Continue implementation of Restorative Justice
and Restorative Justice practices; train staff in
RJ practices
LEA-Wide
CVUSD June 8, 2015

$10,000
Services & Other
Operating
Expenses
Consultants,
Professional
Development
LCFF Base
F. Hire/increase and maintain social workers/

counselors at elementary levels for increased
family outreach and to maintain healthy/social/
emotional development for students
G. Evaluate the need for a credentialed/licensed
Child Welfare Worker or Social Worker at the
elementary level.
H. Evaluate the need for expanding school
psychologists through educationally related
mental health funding, and expanding their roles
to offer on-site individual and small-group
counseling.
I. Research Trauma Informed Schools and
Care for the Caretakers to support adults
dealing with traumatized students.
_X_ALL
-----------------------------------------------------------------------------------OR:
LEA-Wide
__ALL
-----------------------------------------------------------------------------------OR:
_X_Other Subgroups:(Specify)___Students exhibiting
mental/emotional health needs__________
$523,210
Certificated
Salaries and
Benefits
Social Workers,
Counselors
LCFF
Supplemental
Page 23 of 23
3. Address the physical health needs of

students. (District Equity Action Plan Action
#10)
A. Convene Wellness Committee to address
required areas of student wellness including
physical, emotional, and mental health;
nutrition; physical fitness; and the teaching of
CA Health & PE Standards.
B. Evaluate the need for partnerships for
community health organizations for Health
Center at CVHS; develop partnerships as
determined by evaluation.
C. Expand the breakfast program within funding
and legal constraints
LEA-wide
_X_ALL
-----------------------------------------------------------------------------------OR:
$55,000
Books & Supplies
$85,000
Services & Other
Operating
Expenses
$200,000
Capital Outlay
Equipment,
Consulting
Services,
Meeting Costs,
Materials and
Supplies
LCFF Base
CVUSD June 8, 2015


Cvusd Lcap Goals 2015 - 2016

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Castro Valley Unified School District

Local Control and

Related State and/or Local Priorities:

Goal Applies to:

CVUSD June 8, 2015

CVUSD June 8, 2015

EAP ELA Grade 11

EAP Math Grade 11

*2014 EAP based on CST/STAR so not a valid comparison

(2015 scores will be added once they are available.)

AP Demographics are from College Board, as self-reported by students

% reported are % of students of that subgroup

CVUSD June 8, 2015

1. Implement Essential Common Core State

CVUSD June 8, 2015

Pupils to be served within identified scope of

F. Research possibility of a district dual language

2. Develop a systematic assessment program,

A. Clarify and implement required assessments for TK

Grade 2 (early literacy) & reinstate K/1 assessment

B. Clarify and implement required assessments for

CVUSD June 8, 2015

D. Monitor student progress toward proficiency on

E. Consider use of SBAC interim assessments.

3. Provide Professional Development (PD) for

administrative, certificated and classified

CVUSD June 8, 2015

4. Implement/expand RtI Tier 2 3 programs

A. Hire.5 Coordinator to develop/expand academic

RtI programs during the school day at all sites,

CVUSD June 8, 2015

G. Implement and/or expand targeted summer

H. Offer targeted summer support for struggling

exiting K/8 students not demonstrating

5. Develop and expand teacher and student

CVUSD June 8, 2015

D. Consider hiring certificated teacher librarians to

F. Make technology and internet access

available to students before and after

6. Expand the State Preschool Program to include

CVUSD June 8, 2015

Related State and/or Local Priorities:

Ensure a positive learning environment with properly certificated teachers, adequate

CVUSD June 8, 2015

Pupils to be served within identified scope of

F. Finalize plans for a bond election in June or November

2. Maintain clean/safe schools:

3. Ensure highly qualified teachers (HQT)

CVUSD June 8, 2015

4. Ensure adequate materials for students

CVUSD June 8, 2015

Related State and/or Local Priorities:

(District Equity Action Plan Action # 7, #10) (LEAP

CVUSD June 8, 2015

Services & Other

Implement at least one family/parent education

CVUSD June 8, 2015

include after-school access for families without

CVUSD June 8, 2015

C. Promote/Encourage the use of family members

CVUSD June 8, 2015

Related State and/or Local Priorities:

1 2 3 4 5 X 6_X_ 7 8