Mid-Year LCAP Update
February 10, 2022
Background
Section 124(e) of Assembly Bill 130 requires LEAs to present an update on the annual update to the 2021–22 LCAP and budget overview for parents on or before February 28, 2022, at a regularly scheduled meeting of the governing board or body of the LEA. At this meeting the LEA must include all of the following:
Impact to the Budget Overview for Parents
When the Apple Valley Unified School District adopted our LCAP and Budget on June 10, 2021, the state budget act was not complete. The adopted state budget included additional funds that were not anticipated by our district. The impact to our adopted Budget Overview for Parents is as follows:
Item | As adopted in BOP | Amount per Budget Act |
Total LCFF Funds | $143,129,056 | $153,006,363 |
LCFF Supplemental/ Concentration Grants | $27,961,993 | $33,091,330 |
Supplement for the Annual Update for the 2021–22 LCAP
The Supplement has five prompts:
Supplement for the Annual Update for the 2021–22 LCAP
The Supplement has five prompts:
Supplement for the Annual Update for the 2021–22 LCAP
The Supplement has five prompts:
Prompt 1: Educational Partner Engagement for Budget Act funds:
Apple Valley Unified School District continues to meet with and gather input from all community partners throughout the year. Subsequent to the approval of the 2021-2024 LCAP (pages 43-45) there were additional funding sources identified that had differing timelines, spending rules, and requirements. Continuing in the same manner as the 2020-2021 school year, we continued to engage with District Advisory Committee, local bargaining units, administrators, District English Language Advisory Committee (DELAC members), and students. We held a fall virtual session on September 20, 2021 and a winter update on January 25, 2022 and conducted a survey of all groups in November of 2021. Survey input was encouraged via social media and direct dialer notices to parents, students, and staff.
First, the district was presented with Educator Effectiveness Block Grant funds. In keeping with the priorities developed by the community the plan focused on Coaching, Professional Learning for English Language Development, and increased training in Literacy. The plan was submitted for a public hearing on November 4, 2021 and approved by the board on December 13, 2021.
Subsequently, the template for the increase in the concentration grant funds was produced by the state. The community was provided with a proposed plan on January 25th that kept the LCAP priorities and also adhered to the spending requirements that the funds be used to increase staffing at sites with an unduplicated pupil percentage of over 55% of students who are Foster Youth, English Learners, or Socio-economically disadvantaged. In AVUSD that is all school sites.
Prompt 2: Use of additional Concentration Funding:
1- Behavior Management- Increased Classified staff to support student behavior management and support positive change. (proctors, Campus Security, Techs)
2- Increased Counseling staff position
3- Increase number of registered nurses by seven
4- Additional Custodial support at each school site
5- Additional Therapist at High Desert Premier Academy
Prompt 3: Educational Partner Engagement for One-Time Federal Funds:
The stakeholder engagement process includes multiple steps and meetings that started early in the pandemic. The outreach and consultation process detailed below is inclusive of the steps taken from the earliest stages of the COVID closure. The community input that has lead to this plan must been seen in the full context of the numerous types of outreach and engagement that have occurred throughout the last two calendar years. Calls for outreach and participation are sent to all families and via our social media postings, to the community at large to all. To our knowledge, none of the participants providing feedback or attending the various meetings expressly identified as representing a tribe or civil rights organization. However, district staff who represent all youth including underserved children, were a part of the ESSER III planning process.
Prompt 4: Implementation of the ESSER III Expenditure Plan:
Apple Valley Unified School District has begun to implement the federal American Rescue Plan Act and federal Elementary and Secondary School Emergency Relief expenditure plan. The main challenge has been the long term nature of many of the projects such as Heating Ventilation and Air Conditioning or other facilities upgrades and the supply chain delays for procuring equipment. Many of those larger projects are scheduled to begin in late Spring 2022. In areas where we had available staff or applicants for new positions we enjoyed the success of increased support for student safety.
Prompt 5: Using fiscal resources consistent with LCAP:
Apple Valley Unified School District’s received a combination of one time and ongoing funds from sources at the state, local and federal level of $236 million dollars for the 2021-2022 school year. This total included almost $37 million dollars in federal relief funds from the federal Elementary and Secondary School Emergency Relief (ESSER III) Expenditure plan. Through December 2021, approximately 10% of the total federal funds allocated for this school year have been spent on specific actions related to the district LCAP goals of 1) High Quality Instruction, 2) 21st Century Learning for all students, 3) Multi-Tiered Systems of support and intervention, 4) engaged families and communities, and 5) support for English Learners.
Mid-year Update: LCAP Metrics
At this point in the school year, some metric outcomes are Unknown, some are In Progress, and some are Known. The metrics for each LCAP goal will be shared on the following slides.
LCAP Metric
Outcome is Known
Outcome is In Progress
Outcome is Unknown
Mid-year Update: LCAP Expenditures and Implementation
Similarly, at this point in the school year, some LCAP actions have Not Started, some are In Progress, and some have been Completed. An update of LCAP actions will be shared with expenditures through the First Interim budget update.
Expenditure & Implementation
Completed
In Progress
Not Started
What is available?
Completion of A-G courses-
Suspension Rates thus far
Group | 2018/2019 rate | Rate Year to Date |
Overall | 5.3% | 3.3% |
African American | 10.9% | 7.2% |
White (non-Hispanic) | 3.2% | 2.6% |
Hispanic | 4.9% | 2.9% |
Foster Youth | 12.2% | Data not clear |
Students with Disabilities | 10.1% | 5.3% |
District-wide Stakeholder Surveys
Encuestas a las Partes Interesadas de todo el Distrito
| 2019/20 | 2020/21 | 2021/2022 |
Students Estudiantes | 3900 | 3132 | 7839 |
Families Familias | 1620 | 1519 | 1856 |
Classified Clasificados | 260 | 467 | 817 |
Certificated Certificados | 408 | 509 |
Student Survey data and Advisory trends
General findings:
Survey Results for Engagement- Definition
• Students: the degree to which students perceive high expectations and feel engaged with their school and their education.
• Family: the degree to which families are engaged in their school and empowered to influence decision making.
• Staff: the degree to which staff feel engaged in their work and empowered to influence their schools.
Engagement results- Reported as % positive
Group | Elementary | Change | Grades 6-8 | Change | High school | Change |
Student | 90% | +1 | 51% | -3 | 49% | n/a |
Family | 44% | -10 | | 38% | -8 | |
Staff | 83% | -1 | 77% | n/a | ||
Survey Results for Relationships- Definition
• Students: the degree to which students have strong supportive relationships with their teachers.
• Family: the degree to which families experience positive relationships in their school based on respect, care, and approachability.
• Staff: the degree to which staff experience positive relationships in their school based on respect, care, and approachability.
Relationship results- Reported as % positive
Group | Elementary | Change | Grades 6-8 | Change | High school | Change |
Student | 82% | -7 | 46% | -15 | 31% | n/a |
Family | 80% | -3 | | 58% | -6 | |
Staff | 87% | -2 | 75% | n/a | ||
Nationwide slide in all relationship measures
Survey Results for Culture- Definition
• Students: the degree to which students experience an orderly environment and culture of respect and fairness
• Family: the degree to which families believe their school fosters shared goals, respect, fairness, and diversity.
• Staff: the degree to which staff believe their school fosters shared goals, respect, fairness, and diversity.
Culture results- Reported as % positive
Group | Elementary | Change | Grades 6-8 | Change | High school | Change |
Student | 23% | -33 | 37% | -19 | 24% | n/a |
Family | 69% | -6 | | 51% | -17 | |
Staff | 67% | -11 | 62% | n/a | ||
ELPAC
Results
And Comparisons
County
and
AVUSD
Redesignated Students
2019-20
162 students
2020-21
54 students
Current
2021-22 Candidates*
146 students
LCAP Goal 1
To continue to provide access to a high quality and engaging learning experience for all learners with consideration for our students in greatest need to include: Education delivered by highly qualified staff (Staff is inclusive of Teachers and Para-educators) trained in the implementation of the common core state standards; the inclusive and impactful use of educational technology, the delivery of social-emotional learning, appropriate instructional materials; support mechanisms for improved instructional quality including induction, professional development. This will be provided using the research-based model of instructional coaching whenever possible.
LCAP Goal 1 - Metrics
Metric | 2020-21 Baseline (or most recent available) | Desired Outcome for 2023-24 | 2021-22 Mid-Year Update | Status |
Smarter Balanced Assessment Consortium- ELA scores | *2019 data for all students was 23.5 points below standard. | Move toward met standard for all students | Iready reading scores indicate that only 36.5 % of students in the district are at standard in ELA | We will use the Smarter Balanced Assessment this year in Spring. |
Smarter Balanced Assessment Consortium- Math scores | *2019 data for all students was 66.8 points below standard. | Move toward met standard for all students | Iready reading scores indicate that only 24.5 % of students in the district are at standard in ELA | We will use the Smarter Balanced Assessment this year in Spring. |
LCAP Goal 1 - Metrics
Metric | 2020-21 Baseline | Desired Outcome for 2023-24 | 2021-22 Mid-Year Update | Status |
Student Access to Standards-Aligned instructional Materials | All students at all grade levels had access | To maintain this level of access | All students have access to standards-aligned materials | Adoption processes continue in relevant grade levels and subjects |
%of properly credential | 100% (all) positions were filled with highly qualified teachers in 2020/2021 | To maintain 100% | There are several teachers who are awaiting CTC final Approval | |
LCAP Goal 1 - Actions
Action Title | Budgeted Expenditure | Estimated Actuals (1st Interim) | Implementation Note |
High School Instructional Support | $390,700 | $123,483 | This program will take at least two years to fully implement. Funds have been redirected to support class size reduction |
Professional Development | $1,685,825 | $1,062,236 | A lack of substitutes will reduce this goal for this year |
TK-8th grade instructional coaching | $1,384,700 | $1,612,635 | This goal has slightly expanded with other funds braided to support added positions at Sandia and Phoenix |
Technology Training Support | $923,951 | $739,276 | Close to on target for this area |
LCAP Goal 2
Provide low-income students, English learners, and foster youth access to and success in high quality and engaging 21st-century learning experiences that will yield college and career readiness and the four Cs: Collaboration, Creativity, Critical Thinking, and Communication.
LCAP Goal 2 - Metrics
Metric | 2020-21 Baseline | Desired Outcome for 2023-24 | 2021-22 Mid-Year Update | Status |
Graduation Rate | 88.2% for all students for the class of 2020 | 92% | For the class of 2021 the rate fell to 88.1% | |
AP Exam pass rate | 375 scores of 3 or better for 2019/2020 | 500 scores of 3 or better (with 1000 tests taken) | No state report on AP scores- Other than the senior class of 2021 for whom 61 students passed one exam or more | |
University of Cal A-G course completion rates | For the class of 2020 the rate was 40% | 50% of all students and closing the gap between groups | For the class of 2021 the rate was 38.5% | |
LCAP Goal 2 - Metrics
Metric | 2020-21 Baseline | Desired Outcome for 2023-24 | 2021-22 Mid-Year Update | Status |
College and Career Readiness Indicator | Class of 2020 55.7% prepared | 60% prepared | No CCI indicator has been reported | |
Middle School Drop-out Rate | For 2020 there were 13 students listed as drop outs | 5 students or fewer | That report or data from the state is no longer reported | |
High School Drop-out rate | The last year for which it was available (2017-2018) there were 60 students or 1.4% | Reduce to 20 students or fewer | This data is not provided at this time by the state | |
LCAP Goal 2 - Actions
Action Title | Budgeted Expenditure | Estimated Actuals (1st Interim) | Implementation Note |
Digital Device Provision | $3,044,486 | $2,789,171 | |
Career and Technical Program support | $3,353,379 | $1,892,715 | |
CTSO programs support | $400,000 | $400,000 | |
Music Programs | $800,000 | $787,647 | |
College Access and Support | $700,000 | $445,620 | |
LCAP Goal 3
Multi-Tiered Systems of Support: Interventions to support positive student growth and development academically, behaviorally, and emotionally. Actions within this goal will be targeted to develop systems of support at all schools to meet the needs of all students for academic support and acceleration, social-emotional learning and counseling, and behavior support. The goal and related actions target school climate and pupil engagement as well pupil achievement.
LCAP Goal 3 - Metrics
Metric | 2020-21 Baseline | Desired Outcome for 2023-24 | 2021-22 Mid-Year Update | Status |
Attendance Rates | The baseline attendance rate for 2019/2020 was 94.6% | 96% Attendance and a reduction of discrepancy between Subgroups | the attendance rate for this year through December 2021 is 86.8% | Rates are much reduced with so many students on Independent Study on various covid protocols |
Suspension Rate | 4.7% for all students in 2019/2020 | 3% or less | At this point in the year the rate is 3.3% | |
Expulsion Rate | For 2019/2020 there were 40 expulsions for a rate of 0.28% | Reduce to 15 or fewer | This year so far we have had 33 expulsions | |
LCAP Goal 3 - Metrics
Metric | 2020-21 Baseline | Desired Outcome for 2023-24 | 2021-22 Mid-Year Update | Status |
Chronic Absenteeism | 13.6% overall rate | Reduce the rate to 5% | There is no published data officially- Our local data suggests that the rate is over 20% this year so far | |
Safety and school Connectedness | Student reports for Spring of 2021 Youth Truth Survey in the area of Belonging show 68% positive response for Elementary school and 47% for Middle grades | Maintain the elementary school score, increase middle grades and add high school students | Segment % positives: Elementary 54% Middle Grades 45% High School 37% | Low levels of reported belonging are being reported throughout the state and we see the impact of the frequent absences in this data |
LCAP Goal 3 - Metrics
Metric | 2020-21 Baseline | Desired Outcome for 2023-24 | 2021-22 Mid-Year Update | Status |
Parent Participation | 73% of our parents connected via our Parent Square app | Move to at least 80% | 94% of families are now contactable and receiving alerts | |
| | | | |
LCAP Goal 3 - Actions
Action Title | Budgeted Expenditure | Estimated Actuals (1st Interim) | Implementation Note |
Community Outreach | $126,118 | $126,118 | |
Supplemental Math and Reading program | $3,640,189 | $3,052471 | Some positions not yet filled |
Clinical Counselors and support for Mental Health | $450,000 | $136,361 | Pending hiring |
Student Behavior Management program | $800,000 | $665,067 | |
Increased School Counseling | $1,200,000 | $1,063,065 | |
LCAP Goal 3 - Actions
Action Title | Budgeted Expenditure | Estimated Actuals (1st Interim) | Implementation Note |
Additional Intensive supports (academic and behavior) | $3,409,038 | $3,255,220 | |
Expanded Learning (before, after, summer) | $10,000,000 | All ELOG and ELOP funded | |
School Site Admin Support | $2,697,502 | $2,468,565 | |
TK-3 Class size reduction | $4,245,292 | $4,189,101 | |
LCAP Goal 4
Improve family communication, outreach, support, and connection with expanded family centers, accessible and trained outreach staff, increased capacity for connection, increased availability of home to school transportation, and welcoming campus environments. The actions in this goal are primarily focused on the Apple Valley Unified School District Families and our partnership with them.
LCAP Goal 4 - Metrics
Metric | 2020-21 Baseline | Desired Outcome for 2023-24 | 2021-22 Mid-Year Update | Status |
Culture metric- Family survey | Youth truth Spring Data in the area of culture yielded a 75% positive rating in the spring of 2021 for elementary and middle grades parents and 68% for High School parents | 80% positive rate overall | Fall 2021 data showed segmental results for positive culture rating as follows: K-8 Parents- 69% High School- 51% | |
Relationship metric- Family survey | Youth truth Spring Data in the area of culture yielded a 83% positive rating in the spring of 2021 for elementary and middle grades parents and 64% for High School parents | 90% positive rate overall | Fall 2021 data showed segmental results for positive culture rating as follows: K-8 Parents- 80% High School- 58% | |
LCAP Goal 4 - Actions
Action Title | Budgeted Expenditure | Estimated Actuals (1st Interim) | Implementation Note |
Family resource Centers | $426,571 | $412,626 | |
Family support- High school and DO reception | $245,901 | $181,409 | |
Expanded Transportation | $4,244,750 | $4,178,983 | |
Well Maintained Schools | $1,000,000 | $0 | Facilities projects pending cost analysis |
LCAP Goal 5
To provide English Language Development and progress toward Proficiency and reclassification for all English Learners. This entire goal is focused on the support of English learners, their families, and the school support systems to attain the target metrics.
LCAP Goal 5 - Metrics
Metric | 2020-21 Baseline | Desired Outcome for 2023-24 | 2021-22 Mid-Year Update | Status |
English Learners making progress toward proficiency by ELPAC | Our last dashboard measure shows 46.8% of EL students making progress | 55% or more | No progress measure exists at this time our ELPAC results show our students at a greater percent proficient than the county average | |
Reclassification rate/ number redesignated as proficient in English | 11.6% of EL students were reclassified in 2019/2020 | Increase to 15% per year | 54 students qualified last year despite no state data and difficulty meeting the criteria | We anticipate our rate to return to the 10-15% range this year |
LCAP Goal 5 - Actions
Action Title | Budgeted Expenditure | Estimated Actuals (1st Interim) | Implementation Note |
Bilingual Paraeducators | $1,507,601 | $1,550,873 | |
Expanded ELD team | $557,882 | $343,875 | |
Translation Services | $440,984 | $304,054 | |
EL Counselors | $389,427 | $390,290 | |
ELD materials | $150,000 | $150,000 | |
Closing
The continuing impacts of the COVID-19 Pandemic, including the challenges of hiring staff, implementing health and safety protocols, and addressing learning acceleration needs due to the impacts of distance learning, has presented many challenges the first half of the school year.
Despite these challenges, Apple Valley Unified School District is committed to implementing the LCAP to provide the necessary services to our students.
We acknowledge, and sincerely thank, the hard work and dedication of our employees, the support of our parents, and the resilience of our students to continue our reach for excellence.
Questions?