Mary Tsukamoto Elementary Local Control Accountability Plan (LCAP) 2015-2016 Principal (Print Name): (Signature): Elk Grove Unified School District Elk Grove, California Approved by the Elk Grove Unified School District Board of Education on *Meets E.C. 64001 Requirements for a Single Plan for Student Achievement
Goal Setting - Compliance with Williams criteria - instructional materials, teacher assignments and credentials, facilities Priority 2 - Implementation of SBE adopted academic content standards, including programs and services for s to access the Common Core and D standards - Access, including for s, to a broad course of study - Achievement - statewide assessments, API, completion of A-G requirements, CTE sequences and AP courses, progress toward proficiency, college preparation (EAP) - outcomes in specified subject areas - Parental involvement - engagement - attendance, dropout and graduation rates - School climate - suspension and expulsion rates, etc. A. Stakeholder Engagement Stakeholder Engagement Process How have parents, community members, pupils, local bargaining units, and other stakeholders been engaged and involved in developing, reviewing, and supporting implementation of the LCAP? The following opportunities for stakeholder involvement were provided: Gathering of input began on February 20 and is on-going Impact on site LCAP The SSC and AC reviewed input from all stakeholders. They synthesized input to include the following goals in the LCAP over the next three years: 1. Provide extended learning opportunities for 2. Increase parent involvement Input gathered during SSC meetings from teachers, other school personnel, parents, and pupils on February 28, March 3, and March 19 Staff Input at Staff Meeting-March 3 and March 31, August 11, August 25, September 29. Staff input at Leadership Team Meetings held on September 2, September 16, October 7, October 21 and November 12. AC met February 22 and October 22 to learn about LCAP and to provide input. Input from parent meetings conducted on August 19, 20 and October 2 and 3. How have stakeholders been included in the site's process in a timely manner to allow for engagement in the development of the LCAP? Our site developed a timeline to ensure that stakeholders are engaged in a timely, efficient manner in the development of the LCAP. Throughout the 2013-14 and continuing during the start of the 2014/2015 school year our site has encouraged stakeholder participation to support their undersatnding of the LCAP. We held informational meetings that allowed stakeholders to engage in a dialogue to deepen their knowledge base, build collaboration, and gather input regarding LCAP. The ongoing inclusion of our stakeholders allowed them to provide meaningful input that we were able to integrate into the LCAP. This process also allowed us to gather feedback from stakeholder groups that had not previously participated in the school plan development process. What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and used by the site to inform the LCAP goal setting process? Data reviewed by the stakeholders included: School Accountability Report Card (SARC) The data reviewed influenced the goals and actions in the following ways: Develop and implement Title One plan to help meet the needs of in poverty. Advocate for greater access to high quality preschool for low SES children Advocating that the district provide funding to Transoprtation Department to
Math Benchmark results Fluency Suspension Data AMAO Data provide additional bussing to allow the school to establish a weekly early out schedule to promote the establishment of grade level PLCs. Advocating that the district provide a change in calendar or additional classroom space to accomodate increased student population, to provide additional space for added staff, and space for small group intervention. CST data Entry Assessment Data (2014/2015) Attendance CAST Data- 2014/2015 District Needs and Metrics 1: Students need high quality classroom instruction & curriculum as measured by: B., Actions, and Progress Indicators District Strategic Goal 1: ALL will receive high quality classroom instruction and curriculum to promote college and career readiness and close the acheivement gap. Credential/certification audit Interim assessments CAASPP CDT College and Career Plan Utilization Report CAHSEE AP/IB Assessments 1.1 District and Students need high quality classroom instruction and curriculum. Classroom observations Formative assessments Interim assessments assessments and surveys 1.1 1.1: who will attain proficiency in the core content areas. School-wide SWD percentage of demonstrating proficiency in Reading/Language Arts and Mathematics by 15% percentage of demonstrating proficiency in Reading/Language Arts and Mathematics by 15% percentage of demonstrating proficiency in Reading/Language Arts and Mathematics by 15% Priority 2 Annual Actions and Services For School-wide and Targeted Service Indicate if school-wide or by (Ethnicity and SWD) What actions are performed or services provided in each year? What are the anticipated expenditures for each action? What
1.1 1.1: who will attain proficiency in the core content areas. 1,2,7,4,8 Provide professional development to assist teachers to effectively implement CCSS in all classrooms. coach to assist grade level teams and offer professional development at staff meetings, team meetings and after school training. Provide release time and cost of regestration and materials to allow teachers to participate in Professional Development activities. Provide release time for grade level teams of teachers to implement research based practices the CCSS. Funds will be provided to purchase any supplemental materials, curriculum books, articles and professional learning opportunities will be provided to support instruction and implementation of the common core state standards. School-wide Institute school wide PLC time for grade level teams to adjust instruction based on student assessments., Title II, Title One Provide additional training and support for implementing the CCSS. Participate in On Grade Level Reading initiative for teachers of in grades K-3, Title II, Title One Provide additional training and support for implementing the CCSS. Participate in On Grade Level Reading initiative for teachers of in grades K-3, Title II, Title One 1.1 1.1: who will attain proficiency in the core content areas. 1,2,7,4,8 Implement high quality intervention program during the school day targeted to better meet the needs of in poverty. Hire Academic Intervention Teachers and Assistants. Collect and evaluate assessments throughout the school year. Provide release time for teachers to examine student level data and to collaborate regarding necessary interventions. Purchase needed resources, materials and equipment. Asian Two or More Races SWD Hire Academic Intervention Teachers and Assistants to intervention to during the school day. Hire Academic Intervention Teachers and Assistants to intervention to during the school day. Hire Academic Intervention Teachers and Assistants to intervention to during the school day. Title One Title One Title One Additional Actions and Services for LCAP Service-By 1.1 1.1: who will attain proficiency in the core content areas. 1,2,7,4,8 Provide assistance to parents of entering kindergarten to help them better prepare their child for schooling. Advocate for greater access to high quality preschool for low SES children. Provide instruction to parents regarding schooling and how to assist their child to prepare for kindergarten. Provide release time for kindergarten teachers to examine student level data and to collaborate regarding appropriate interventions parents can assist their child with at home. Purchase needed resources, materials and equipment. R-FEP Advocate for greater access to high quality preschool for low SES children. Provide opportunities for parents to learn about support they can provide to their children that will help them enter kindergarten better prepared for kindergarten. Title One, Advocate for greater access to high quality preschool for low SES children. Conduct Parent University sessions designed to provide opportunities for parents to learn about support they can provide to their children that will help them enter kindergarten better prepared for kindergarten. Conduct Kindergarten Boot Camp for parents and of incoming kindergarten. Title One, Advocate for greater access to high quality preschool for low SES children. Conduct Parent University sessions designed to provide opportunities for parents to learn about support they can provide to their children that will help them enter kindergarten better prepared for kindergarten. Conduct Kindergarten Boot Camp for parents and of incoming kindergarten. Title One, 1.1 1.1: 1,2,7,4,8 Implement high quality after school intervention program targeted to better meet the needs of in poverty. Assistants. Collect and evaluate R-FEP Assistants to intervention to after school. Assistants to intervention to after school. Assistants to intervention to after school.
who will attain proficiency in the core content areas. assessments throughout the school year. Provide release time for teachers to examine student level data and to collaborate regarding necessary interventions. Purchase needed resources, materials and equipment., Title One, Summer School Funds, Title One, Summer School Funds, Title One, Summer School Funds 1.2 District and Students need high quality classroom instruction, curriculum and intervention. Classroom observations Formative assessments Interim assessments 1.2 1.2: Close the achievement gap with the lowest performing s. Two or More Races SWD Reduce the achievement gap for all s by 15% Reduce the achievement gap for all s by 15% Reduce the achievement gap for all s by 15% Priority 2 assessments and surveys Annual Actions and Services For School-wide and Targeted Service Indicate if school-wide or by (Ethnicity and SWD) What actions are performed or services provided in each year? 1.2 1.2: Close the achievement gap with the lowest performing s. 2,7,4,8 Implement high quality intervention program during the school day targeted to better meet the needs of in poverty. 1. Hire Academic Intervention Teachers and Assistants. 2. Collect and evaluate assessments throughout the school year. 3. Provide release time for teachers to examine student level data and to collaborate regarding necessary interventions. 4. Purchase needed resources, materials and equipment. Asian Hire Academic Intervention Teachers and Assistants to intervention to during the school day., Title One Hire Academic Intervention Teachers and Assistants to intervention to during the school day., Title One Hire Academic Intervention Teachers and Assistants to intervention to during the school day., Title One 1.2 1.2: Close the achievement gap with the lowest 2,7,4,8 Implement high quality after school intervention program targeted to better meet the needs of in poverty. 1. Hire teachers and Assistants. 2. Collect and evaluate assessments throughout Asian SWD Assistants to intervention to after Assistants to intervention to after Assistants to intervention to after
performing s. the school year. 3. Provide release time for teachers to examine student level data and to collaborate regarding necessary interventions. 4. Purchase needed resources, materials and equipment. 5. Provide transportation home for participating in the after school tutoring program. school. school. school., Title One, Summer School Funds, Title One, Summer School Funds, Title One, Summer School Funds 1.2 1.2: Close the achievement gap with the lowest performing s. 2,7,4,8 Provide interventions to who are not on track to be reading on grade level by grade 3 with a continuation of best practices for in 4th, 5th, and 6th grades. Purchase needed resources, materials and equipment. Hire Academic Intervention Teachers and Assistants. Provide release time for teachers to examine student level data and to collaborate regarding necessary interventions. Asian Increase parent education classes for parents of incoming kindergarten and transitional kindergarten.,title One Provide tutoring and intervention classes to incoming kindergarten and their parents., Title One Provide tutoring and intervention classes to incoming kindergarten and their parents., Title One 1.2 1.2: Close the achievement gap with the lowest performing s. 2,7,4,8 Provide enrichment and curricular activities to promote student engagement and affiliation to the school. numbers of underrepresented ethnic groups in enrichment activities. Provide activity bus to transport home after participating in the after school enrichment program. Provide funds to purchase supplemental materials, programs, technology supplies and equipment to support after school programs. Asian after school enrichment activities designed to engage a variety of student strengths., ASES, GATE after school enrichment activities designed to engage a variety of student strengths., ASES, GATE after school enrichment activities designed to engage a variety of student strengths., ASES, GATE Additional Actions and Services for LCAP Service-By 1.2 1.2: Close the achievement gap with the lowest performing s. 2,7,4,8 Implement high quality after school intervention program targeted to better meet the needs of in poverty. 1. Assistants. 2. Collect and evaluate assessments throughout the school year. 3. Provide release time for teachers to examine student level data and to collaborate regarding necessary interventions. 4. Purchase needed resources, materials and equipment. 5. Provide transportation home for participating in the after school tutoring program. Assistants to provide targeted intervention to after school. Title One Assistants to provide targeted intervention to after school. Title One Assistants to provide targeted intervention to after school. Title One 1.3 District and Students need high quality classroom instruction, curriculum and intervention. 1.3 1.3 Meet R-FEP use of research based instruction and strategies to promote English language acquisition use of research based instruction and strategies to promote English language acquisition use of research based instruction and strategies to promote English language acquisition and Priority 2
Classroom observations Formative assessments Interim assessments assessments and surveys AMAO Federally mandated AMAOs for and understanding during content instruction by 15% and understanding during content instruction by 15% understanding during content instruction by 15% Annual Actions and Services For School-wide and Targeted Service Indicate if schoolwide or by (Ethnicity and SWD) 1.3 1.3 Meet Federally mandated AMAOs for 2,7,4,8 1. Conduct professional development to assist teachers to implement D standards in alignment to the CCSS. 2. Interpret CDT results to make informed decisions about instruction. 3. Establish Universal D. 4.Purchase needed resources, materials and equipment. Asian Provide after school intervention, summer school or summer intervention classes to. Provide after school intervention, summer school or summer intervention classes to. Provide after school intervention, summer school or summer intervention classes to. Additional Actions and Services for LCAP Service-By 1.3 1.3 Meet Federally mandated AMAOs for 2,7,4,8 1. Conduct professional development to assist teachers to implement D standards in alignment to the CCSS. 2. Interpret CDT results to make informed decisions about instruction. 3. Establish Universal D. 4.Implement high quality after school intervention program targeted to better meet the needs of. 5. Hire D teacher and Assistants. 6. Provide release time for teachers to examine student level data and to collaborate regarding necessary interventions. 7. Purchase needed resources, materials and equipment. 8. administer CDT. R-FEP Continue to implement high quality after school intervention program targeted to better meet the needs of. Conduct professional development to assist teachers to implement D standards in alignment to the CCSS. Hire D teacher and Assistants. Provide release time for teachers to examine student level data and to collaborate regarding necessary interventions.,, Title One Conduct two Professional Development sessions for teachers to assist them in implementing the D standards. Continue to implement high quality after school intervention program targeted to better meet the needs of. Provide release time for teachers to examine student level data and to collaborate regarding necessary interventions.,, Title One Conduct two Professional Development sessions for teachers to assist them in implementing the D standards. Continue to implement high quality after school intervention program targeted to better meet the needs of. Provide release time for teachers to examine student level data and to collaborate regarding necessary interventions.,, Title One District Needs and Metrics 2: Students need high quality programs and services driven by assessment, data analysis, and action as measured by: District Strategic Goal 2: All will benefit from instruction guided by assessment results (formative, interim and summative) and continuous programmatic evaluation. Student interim, formative and summative assessments District walk thru form Program implementation evaluation protocols Rounds Observational data CDT CAASPP
2.1 District and Students need high quality programs and services driven by assessment data, data analysis, and action Student formative, interim, and summative assessments. Program implementation protocols. 2.1 2.1: authentic and timely common grade level assessments to inform instructional needs. School-wide Implement common interim assessments at all grade levels in reading/language arts.and mathematics Implement common interim assessments at all grade levels in reading/language arts. mathematics Implement common interim assessments at all grade levels in reading/language arts. mathematics and Science Priority 2 Annual Actions and Services For School-wide and Targeted Service Indicate if school-wide or by (Ethnicity and SWD) 2.1 2.1: authentic and timely common grade level assessments to inform instructional needs. 2,4 Develop and support grade level PLC groups to use data to improve instruction and identify interventions for. Provide funding to allow staff to participate in additional professional development designed to promote implementation of PLCs. Provide release time for teachers to examine student level data and to collaborate regarding necessary interventions. 7. Purchase needed resources, materials and equipment.purchase needed resources, materials and equipment. School-wide Grade level teams work with instructional coach to develop common initial and interim assessments in the areas of Reading/Language Arts and Mathematics., Title II, Title One Grade level teams work with instructional coach to develop common initial and interim assessments in the areas of Reading/Language Arts and Mathematics., Title II, Title One Provide additional time for grade level teams to meet as PLC groups to review data and determine changes to instruction and need for intervention., Title II, Title One Site Additional Actions and Services for LCAP Service- By What actions are performed or services provided in each year? There are no Additional Actions for this 2.2 District and
Students need high quality programs and services driven by assessment data, data analysis, and action Student formative, interim, and summative assessments Program implementation protocols. District walk thru form 2.2 2.2: Increase access to research based instruction. R-FEP use of research based instruction and strategies to promote English language acquisition and understanding during content instruction by 15% use of research based instruction and strategies to promote English language acquisition and understanding during content instruction by 15% use of research based instruction and strategies to promote English language acquisition and understanding during content instruction by 15% Priority 2 Annual Actions and Services For Schoolwide and Targeted Service Indicate if school-wide or by (Ethnicity and SWD) What actions are performed or services provided in each year? What are the anticipated expenditures for each action? What 2.2 2.2: Increase access to research based instruction. 2,4 1. Increase use strategies and structured student interaction in all classrooms during content instruction. 2. Conduct professional development to assist teachers to implement D standards in alignment to the CCSS. 3. Establish Universal D. 4. Hire D teacher and Assistants. 5. Provide release time for teachers to examine student level data and to collaborate regarding necessary interventions. 6. Purchase needed resources, materials and equipment. School-wide Participate in D training at SCOE using a trainer of trainer model. Participate in D training at SCOE using a trainer of trainer model. Participate in D training at SCOE using a trainer of trainer model. Additional Actions and Services for LCAP Service- By 2.2 2.2: Increase access to research based instruction. 2,4 Implement high quality intervention program, during the school day and after school,targeted to better meet the needs of. 1. Hire teachers and Assistants. 2. Collect and evaluate assessments throughout the school year. 3. Provide release time for teachers to examine student level data and to collaborate regarding necessary interventions. 4. Purchase needed resources, materials and equipment. 5. Provide transportation home for participating in the after school tutoring program. R-FEP Continue implementation of high quality after school intervention program targeted to better meet the needs of. Provide release time for teachers to examine student level data and to collaborate regarding necessary interventions. Continue high quality summer school program., Title One Continue implementation of high quality after school intervention program targeted to better meet the needs of. Provide release time for teachers to examine student level data and to collaborate regarding necessary interventions. Continue high quality summer school program., Title One Continue implementation of high quality after school intervention program targeted to better meet the needs of. Provide release time for teachers to examine student level data and to collaborate regarding necessary interventions. Continue high quality summer school program., Title One District Needs and Metrics 3: Students need a safe and engaging District Strategic Goal 3: All will have an equal opportunity to learn in a culturally responsive, physically and emotionally safe environment.
academic, social-emotional, and physical school environment as measured by: CHKS data Discipline data PBIS data SISWEB data Student, staff and parent surveys Facilities Inspection Tool Attendance data Graduation rate Retention data 3.1 District and Students need a safe academic, socialemotional, and physical school climate 3.1 3.1: Decrease the behavior incidents on the play yard School-wide Decrease the office referrals for behavior incidents at recess by 15% Decrease the office referrals for behavior incidents at recess by 15% Decrease the number of office referrals for behavior incidents at recess by 15% Priority 2 Discipline data PBIS data SISWEB Data Student, staff and parent surveys Annual Actions and Services For School-wide and Targeted Service Indicate if school-wide or by (Ethnicity and SWD) funding source? 3.1 3.1: Decrease the behavior incidents on the play yard 6 Designate Lead Yard supervisor to provide additional structure during recess time and training to other yard staff. SWD Provide additional training for yard supervisors regarding safety, supervision, pervention and intervention. /PTO Provide additional training for yard supervisors regarding safety, supervision, pervention and intervention. /PTO Provide additional training for yard supervisors regarding safety, supervision, pervention and intervention. /PTO Site Additional Actions and Services for LCAP Service- By What actions are performed or services provided in each year?
There are no Additional Actions for this 3.2 District and Students need a safe academic, socialemotional, and physical school climate Discipline data PBIS data 3.2 3.2: Provide counseling and mental health supports and training to in need School-wide Increase who receive counseling and or other mental health intervention services by 20% Increase who receive counseling and or other mental health intervention services by 20% Increase who receive counseling and or other mental health intervention services by 20% Priority 2 SISWEB Data Student, staff and parent surveys Annual Actions and Services For Schoolwide and Targeted Service Indicate if school-wide or by (Ethnicity and SWD) 3.2 3.2: Provide counseling and mental health supports and training to in need 5,6 Develop and promote additional training, counseling and mental health services for. Purchase needed resources, materials and equipment. Asian Increase served by mental health professionals by 30% Increase served by mental health professionals by 30% Increase served by mental health professionals by 30% Additional Actions and Services for LCAP Service-By funding source? 3.2 3.2: Provide counseling and mental health supports and training to in need 5,6 Hire Assistants to implement small group instruction for in the area of conflict resolution and development of social skills. Purchase needed resources, materials and equipment. Continue to Implement Circle of Friends groups. Continue to Implement Circle of Friends groups. Continue to Implement Circle of Friends groups. 3.2 5,6 Advocate for additional classroom space or other relief Advocate for additional classroom
3.2: Provide counseling and mental health supports and training to in need to accomodate increased student population, to provide additional space for added staff, and space for small group counseling and intervention. space or other relief to accomodate increased student population, to provide additional space for added staff, and space for small group counseling and intervention. 3.3 District and Students need a safe academic, socialemotional, and physical school climate 3.3 3.3: Increase capacity of to resolve differences in a productive manner School-wide Reduce the incidence of fighting by 10% Reduce the incidence of fighting by 10% Reduce the incidence of fighting by 10% Priority 2 Discipline data PBIS data SISWEB Data Student, staff and parent surveys Annual Actions and Services For Schoolwide and Targeted Service Indicate if school-wide or by (Ethnicity and SWD) What actions are performed or services provided in each year? Year 1: 2015-2016 Year 2: 2016-2017 Year 3: 2017-2018 3.3 3.3: Increase capacity of to resolve differences in a productive manner 5,6 Develop and implement additional social skills training to. 1. Implement PBIS. 2. Provide social skills instruction to in need. Asian SWD Fully implement PBIS program Conduct program evaluation of PBIS and adjust as necessary. Conduct program evaluation of PBIS and adjust as necessary. Site Additional Actions and Services for LCAP Service- By What actions are performed or services provided in each year? There are no Additional Actions for this District Needs and Metrics District Strategic Goal 4:
4: All will benefit from programs and services designed to inform and involve family and community partners. Students need parent, family and community stakeholders as direct partners in their education as measured by: Participation survey (parents, families, community service organizations, businesses and educational institutions) Attendance percentage or rates in programs/events Participation percentage in decision making processes Volunteerism Communication artifacts 4.1 District and Students need parents, family, and community stakeholders as direct partners in their education. Participation survey 4.1 4.1: opportunities for parents and families of at-risk to participate. Filipino SWD R-FEP use of parent volunteers on campus by 20% use of parent volunteers on campus by 20% use of parent volunteers on campus by 20% Priority 2 % attendance %participating in decision making process Agendas Sign in sheets and minutes Annual Actions and Services For School-wide and Targeted Service Indicate if school-wide or by (Ethnicity and SWD) 4.1 4.1: opportunities for parents and families of at-risk to participate. 3 number of opportnities for parents and families of at-risk to participate at the school. School-wide Conduct an additional community building activity at the start of the school year. /PTO Conduct at least 4 Parent University sessions during the school year. Conduct an additional community building activity at the end of the school year. /PTO Conduct at least 4 Parent University sessions during the school year. Conduct an additional community building activity at the end of the school year. /PTO Site Additional Actions and Services for LCAP What actions are performed or services provided in each
Service- By year? There are no Additional Actions for this 4.2 District and Students need parents, family, and community stakeholders as direct partners in their education. Participation survey 4.2 4.2: Increase parent contact and develop greater parent affiliation to the school community. School-wide interactions with parents and community members by 30 % interactions with parents and community members by 30 % interactions with parents and community members by 30 % Priority 2 % attendance %participating in decision making process Agendas Sign in sheets an Annual Actions and Services For School-wide and Targeted Service Indicate if school-wide or by (Ethnicity and SWD) What actions are performed or services provided in each year? 4.2 4.2: Increase parent contact and develop greater parent affiliation to the school community. 3 Increase opportunities for parent involvement during the school day. Hire Parent Liaison to provide timely contact and outreach to parents. School-wide Implement Watch Dogs Program Expand membership in Watch Dog Program Expand membership in Watch Dog Program Additional Actions and Services for LCAP Service-By funding source? 4.2 4.2: 3 Hire parent liason to improve communication between home and school. Hire BTA to serve as liason for parents of Spanish speaking R-FEP Hire parent liason to improve communication between home and school. Hire BTA to serve Hire parent liason to improve communication between home and school. Hire BTA to serve Hire parent liason to improve communication between home and school. Hire BTA to serve
Increase parent contact and develop greater parent affiliation to the school community.. Develop and implement Parent University program. Provide parent/student homework assistance meetings. Provide parents with access to Go Math Academy on line resource. Purchase needed resources, materials and equipment. as liason for parents of Spanish speaking. Develop and implement Parent University program. Provide parent/student homework assistance meetings. Title One, as liason for parents of Spanish speaking. Develop and implement Parent University program. Provide parent/student homework assistance meetings. Title One, as liason for parents of Spanish speaking. Develop and implement Parent University program. Provide parent/student homework assistance meetings. Title One,
C. Justification of School-Wide Use of Funds For sites below 40 percent of enrollment of unduplicated pupils, when using supplemental and concentration (LCAP) funds in a school-wide manner, the site must additionally describe how the services provided are the most effective use of funds to meet the site's goals for unduplicated pupils in the state priority areas. Include a description and justification for the use of any funds in a school-wide manner as described in Actions, Services, and Expenditures above.
Local Control Accountability Plan (LCAP) Year 2015-2016 IV. Funding Mary Tsukamoto Elementary - 385 Object Code Object Description Title I Basic (4900-3010) Title I Parental Involvement (4900-3010) Title I 10% Prof. Dev't (4900-3010) Title I (3010) SubTotal Title I After School (4900-5858) GATE (7105-0000) Supplemental (7150-0000) Tutoring (7405-0000) Parent Engagement (7415-0000) Title II (Prof. Dev't) (4040-4035) Total Carry Over (As of: 7/1/2015) Preliminary Allocation (As of: 7/1/2015) Final Allocation (As of: 7/1/2015) $242,240 $16,124 $0 $258,364 $28,800 $4,000 $17,780 $0 $0 $0 $308,944 Subtotal $242,240 $16,124 $0 $258,364 $28,800 $4,000 $17,780 $0 $0 $0 $308,944 1000 3000 1000 3000 2000 3000 2000 3000 4000 Certificated Personnel Contracted Staff Contracted Certificated Benefits Certificated Timesheets and Stipends Certificated Timesheets and Stipends Benefits Contracted Classified Staff Salaries Contracted Classified Staff Benefits Classified Timesheets and Stipends Classified Personnel Non Contracted Staff benefits Supplies and Non-Capitalized Equipment 5000 Services Balance $242,240 $16,124 $0 $258,364 $28,800 $4,000 $17,780 $0 $0 $0 $308,944 Signatures: (Must sign in blue ink) Date Certificated Benefits Calculator Staff Amount $ Principal Mark Leal Classified Benefits Amount $ Total $ School Site Council Chairperson Advisory Chairperson