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LCFF Budget Overview for Parents
Local Educational Agency (LEA) Name: Big Valley Joint Unified School District
CDS Code: 18-64089
School Year: 2022-23
LEA contact information:
Paula Silva
Superintendent/Principal
5302945231
School districts receive funding from different sources: state funds under the Local Control Funding Formula
(LCFF), other state funds, local funds, and federal funds. LCFF funds include a base level of funding for all LEAs
and extra funding - called "supplemental and concentration" grants - to LEAs based on the enrollment of high
needs students (foster youth, English learners, and low-income students).
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Budget Overview for the 2022-23 School Year
This chart shows the total general purpose revenue Big Valley Joint Unified School District expects to receive in
the coming year from all sources.
The text description for the above chart is as follows: The total revenue projected for Big Valley Joint Unified
School District is $2,450,594, of which $1,819,484 is Local Control Funding Formula (LCFF), $238,560 is other
state funds, $194,001 is local funds, and $198,549 is federal funds. Of the $1,819,484 in LCFF Funds, $104,921
is generated based on the enrollment of high needs students (foster youth, English learner, and low-income
students).
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LCFF Budget Overview for Parents
The LCFF gives school districts more flexibility in deciding how to use state funds. In exchange, school districts
must work with parents, educators, students, and the community to develop a Local Control and Accountability
Plan (LCAP) that shows how they will use these funds to serve students.
This chart provides a quick summary of how much Big Valley Joint Unified School District plans to spend for
2022-23. It shows how much of the total is tied to planned actions and services in the LCAP.
The text description of the above chart is as follows: Big Valley Joint Unified School District plans to spend
$2,440,703 for the 2022-23 school year. Of that amount, $116,221 is tied to actions/services in the LCAP and
$2,324,492 is not included in the LCAP. The budgeted expenditures that are not included in the LCAP will be
used for the following:
The most significant general fund expenditures not included in the LCAP are primarily related to:
1. Salaries of Certificated staff - $623,909,
2. Salaries of Classified staff - $468,400,
3. Employee Benefits - $643,326,
4. Books and Supplies - $94651, and
5. Services and Other Operating Expenditures - $474,560.
Increased or Improved Services for High Needs Students in the
LCAP for the 2022-23 School Year
In 2022-23, Big Valley Joint Unified School District is projecting it will receive $104,921 based on the enrollment
of foster youth, English learner, and low-income students. Big Valley Joint Unified School District must describe
how it intends to increase or improve services for high needs students in the LCAP. Big Valley Joint Unified
School District plans to spend $116,221 towards meeting this requirement, as described in the LCAP.
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LCFF Budget Overview for Parents
Update on Increased or Improved Services for High Needs
Students in 2021-22
This chart compares what Big Valley Joint Unified School District budgeted last year in the LCAP for actions and
services that contribute to increasing or improving services for high needs students with what Big Valley Joint
Unified School District estimates it has spent on actions and services that contribute to increasing or improving
services for high needs students in the current year.
The text description of the above chart is as follows: In 2021-22, Big Valley Joint Unified School District's LCAP
budgeted $202,840 for planned actions to increase or improve services for high needs students. Big Valley Joint
Unified School District actually spent $94,828.83 for actions to increase or improve services for high needs
students in 2021-22.
The difference between the budgeted and actual expenditures of $-7,861.23 had the following impact on Big
Valley Joint Unified School District’s ability to increase or improve services for high needs students:
BVJUSD experienced challenges in fully implementing some actions due to staffing and substitute shortages. In
addition, because of the Dixie Fire, certain actions such as CPI training was not implemented because of road
closures and mandatory evacuation which caused the training to be cancelled and reduced the cost of those
actions.
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Supplement to the Annual Update to the 2021–22 Local Control and
Accountability Plan
Local Educational Agency (LEA) Name
Contact Name and Title
Email and Phone
Big Valley Joint Unified School District
Paula Silva
Superintendent/Principal
5302945231
California’s 2021–22 Budget Act, the federal American Rescue Plan Act of 2021, and other state and federal relief acts have provided local
educational agencies (LEAs) with a significant increase in funding to support students, teachers, staff, and their communities in recovering
from the COVID-19 pandemic and to address the impacts of distance learning on students. The following is a one-time mid-year report to the
local governing board or body and educational partners related to engagement on, and implementation of, these Acts.
A description of how and when the LEA engaged, or plans to engage, its educational partners on the use of funds provided through the
Budget Act of 2021 that were not included in the 2020–21 Local Control and Accountability Plan (LCAP).
Big Valley Joint Unified School District has a long-established principle of meaningful educational partner engagement. In addition to the
engagement of all educational partners and students as noted in the 2021-2022 LCAP from July-May 2020-2021. We expanded our efforts to
engage our partners in several ways during the 2021-2022 school year, between August and January 2022 when other funds became
available. These efforts were refined and improved through the Local Control and Accountability Plan (LCAP) development process. Big Valley
Joint Unified School District will continue to engage community partners during the LCAP community partners engagement opportunities in the
first half of 2022.
Previous engagement opportunities include:
*Local Control and Accountability Plan 2021-2022 http://www.bigvalleyschool.org/documents/Public%20Documents/2021-2022/21.24.BV-
LCAP-Packet-Final-8.6.21.pdf (p. 46-47)
*Learning Continuity and Attendance Plan http://www.bigvalleyschool.org/documents/Public%20Documents/2020-
2021/20.21_Learning_Continuity_and_Attendance_Plan_BVJUSD.pdf (p. 3-4)
*Expanded Learning Opportunities Grant Plan http://www.bigvalleyschool.org/documents/Public%20Documents/2020-
2021/2021_Expanded_Learning_Opportunities_Grant_Plan_BVJUSD.pdf (p. 4)
*Local Control and Accountability Plan http://www.bigvalleyschool.org/documents/Public%20Documents/2021-2022/21.24.BV-LCAP-Packet-
Final-8.6.21.pdf (p. 46-47)
*ESSER III Expenditure Plan http://www.bigvalleyschool.org/documents/Public%20Documents/2021-
2022/2021_ESSER_III_Expenditure_Plan_BVJUSD.12.13.21.pdf (p. 3-4)
*Educator Effectiveness Block Grant http://www.bigvalleyschool.org/documents/Public%20Documents/2021-
2022/2021_EDUCATOR_EFFECTIVENESS_BLOCKGRANT_BVJUSD.12.13.21.pdf (9. 3)
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Upcoming engagement opportunities for these funds include:
21-22 LCAP Educational Partner opportunities:
11/02/21 UTK Educational Partner Meeting
11/29/21: UTK Construction Project Meeting
02/02/22: BVTA and Classified meetings.
03/08/22: A-G Completion Improvement Grant
03/08/22: Expanded Learning Opportunities Program
02/28/22: Pre-K Planning and Implementation
A description of how the LEA used, or plans to use, the additional concentration grant add-on funding it received to increase the number of
staff who provide direct services to students on school campuses with an enrollment of students who are low-income, English learners, and/or
foster youth that is greater than 55 percent.
When the Big Valley Joint Unified School District adopted our LCAP and Budget on June 23, 2021, the state budget act was not complete.
The adopted state budget included additional total LCFF 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 As of 1st Interim Amount per Budget Act %
Difference
Total LCFF Funds = $1,643,841 $1,941,539
5.1%
LCFF Supplemental/Concentration Grants = $202,840 $,178,202
.88%
Since Big Valley Joint Unified School District received $24,638 less LCFF Supplemental/Concentration grant funding then was adopted on
June 23, 2021, it was not sufficient to increase the number of staff providing direct services to students. Instead the funding was used to
retain staff who provide direct service to students at the elementary school sites with greater than 55% unduplicated students by increasing
the number of hours per day with the paraprofessional staff... The direct increased/improved services that this will provide to students include
increasing reading and math intervention services to low income, English learners and foster youth students.
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A description of how and when the LEA engaged its educational partners on the use of one-time federal funds received that are intended to
support recovery from the COVID-19 pandemic and the impacts of distance learning on pupils.
Big Valley Joint Unified School District has a long-established principle of meaningful educational partner engagement. These efforts were
refined and improved through the Local Control and Accountability Plan (LCAP) development process. The district’s practices have been
further enhanced during the pandemic as Big Valley Joint Unified School District sought the input and feedback of its educational partner
groups from the onset of the pandemic and continuing through the development of the Learning Continuity and Attendance Plan, the 2021-
2022 LCAP, Expanded Learning Opportunities Grant and the ESSER III Expenditure Plan.
The following links and page numbers indicate how and when the LEA engaged its education partners in the use of funds received to
support recovery for the COVID- 19 Pandemic.
• Learning Continuity and Attendance Plan http://www.bigvalleyschool.org/documents/Public%20Documents/2020-
2021/20.21_Learning_Continuity_and_Attendance_Plan_BVJUSD.pdf (p. 3-4)
• Expanded Learning Opportunities Grant Plan http://www.bigvalleyschool.org/documents/Public%20Documents/2020-
2021/2021_Expanded_Learning_Opportunities_Grant_Plan_BVJUSD.pdf (p. 4)
• Local Control and Accountability Plan http://www.bigvalleyschool.org/documents/Public%20Documents/2021-2022/21.24.BV-LCAP-Packet-
Final-8.6.21.pdf (p. 46-47),
• ESSER III Expenditure Plan http://www.bigvalleyschool.org/documents/Public%20Documents/2021-
2022/2021_ESSER_III_Expenditure_Plan_BVJUSD.12.13.21.pdf (p. 3-4)
A description of how the LEA is implementing the federal American Rescue Plan Act and federal Elementary and Secondary School
Emergency Relief expenditure plan, and the successes and challenges experienced during implementation.
Our number one priority is to keep students and staff safe at all times. To this end, BVJUSD has implemented both actions identified in our
Elementary and Secondary School Emergency Relief (ESSER) III Expenditure Plan. Specifically, we have successfully expanded the hours of
half of our classroom paraprofessionals and provided access to all necessary student materials and PPE as suggested by the CDPH/Cal
OSHA Plan, ongoing professional development focused on engaging students during this challenging time and being able to provide additional
supports for those who need it after school hours. The ESSER III funds will allow us to retain the contract of a certificated employee for the
next three years and provide stability to the District.
Successes:
Full implementation of the COVID-19 Daily Cleaning Position with the ESSER III funds in the area of custodial assistance. ($20,190)
Facilitated continuous and safe operation of in-person learning without resorting to full school closure.
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Hired one certificated person to address learning needs of English learners, Low Income students, Homeless Youth, Foster Youth, and
students with disabilities. The focus of this position has been at the elementary school.
Duration of this position lasts for three years in order to provide continuity and stability ($226,200).
Improved reading and math scores through MAP results.
Ability to remain open and in-person
Challenges:
ESSER III funds will be exhausted. Not an ongoing source of revenue.
Recruiting fully credentialed staff.
Some school activities were cancelled and unable to be rescheduled (Back to School Night, Veterans Day Program, etc.)
A description of how the LEA is using its fiscal resources received for the 2021–22 school year in a manner that is consistent with the
applicable plans and is aligned with the LEA’s 2021–22 LCAP and Annual Update.
BVJUSD considers the LCAP to be the comprehensive planning document that captures the priorities, goals, and actions to improve student
outcomes. The remaining CARES funds, CRRSA funds and additional funds received under ARP complement the 21-22 LCAP. The
implementation of these fiscal resources received in the 2021-2022 school year are specifically aligned to the LCAP by addressing chronic
attendance, targeted professional development in SEL and increasing instructional strategies, technology upgrades and improvements,
increased CTE pathways and A-G course access, and improving academic achievement.
Referencing the following actions/services that are specifically incorporated in the 21-22 LCAP:
G1, A1: Two-way communication between home and school
G1, A2: Truancy Reduction Program
G1, A4: Summer School for high school students
G1, A6: Socio Emotional Professional Development
G2, A2: Professional Development- Instructional Strategies
G2, A3: Technology Upgrades and Improvements (Interactive TVs)
G2, A6: Increased course pathways & CTE courses (BV Ag Dept)
G3, A2: Expansion of UC Scout AP/Honors and Cyberhigh Online Learning Platforms
G3, A4: Recruit one .5 teacher at the elementary school
Both of the following plans allocate the fiscal resources to maintain a safe, positive, and in-person educational environment for all students
while addressing significant loss of learning during the 19-20 and 20-21 school years.
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Safe Return to In-Person Instruction and Continuity of Services Plan: Big Valley Joint Unified School District used its fiscal resources to
implement the requirements of the Safe Return to In-Person Instruction and Continuity of Services Plan by purchasing air purifiers, PPE,
installing Plexiglass barriers, hiring additional cleaning staff, coordinating weekly COVID PCR testing for staff and indoor athletes, and daily
health screening for staff, students and visitors.
ESSER III Expenditure Plan
Big Valley Joint Unified School District used its fiscal resources to implement the requirements of the ESSER III Expenditure Plan and the
implementation of the additional funds received in the 2021-2022 school year. Full implementation and specifically aligned to the LCAP
included both actions:
1. COVID-19 Daily Cleaning position in the area of custodial assistance and
2. The addition of one certificated person in the elementary school to address the learning needs of English learners, low income students,
homeless youth, foster youth, and students with disabilities.
Instructions for the Supplement to the Annual Update for the 2021–22 Local
Control and Accountability Plan Year
For additional questions or technical assistance related to the completion of the Supplement to the Annual Update to the 2021–22 Local
Control and Accountability Plan (LCAP), please contact the local county office of education (COE), or the California Department of Education’s
(CDE’s) Local Agency Systems Support Office, by phone at 916-319-0809 or by email at [email protected].
Introduction
California’s 2021–22 Budget Act, the federal American Rescue Plan Act of 2021, and other state and federal relief acts have provided local
educational agencies (LEAs) with a significant increase in funding to support students, teachers, staff, and their communities in recovering
from the COVID-19 pandemic and to address the impacts of distance learning on students. 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:
• The Supplement to the Annual Update for the 2021–22 LCAP (2021–22 Supplement);
• All available mid-year outcome data related to metrics identified in the 2021–22 LCAP; and
• Mid-year expenditure and implementation data on all actions identified in the 2021–22 LCAP.
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When reporting available mid-year outcome, expenditure, and implementation data, LEAs have flexibility to provide this information as best
suits the local context, provided that it is succinct and contains a level of detail that is meaningful and accessible for the LEA’s educational
partners.
The 2021–22 Supplement is considered part of the 2022–23 LCAP for the purposes of adoption, review, and approval, and must be included
with the LCAP as follows:
• The 2022–23 Budget Overview for Parents
• The 2021–22 Supplement
• The 2022–23 LCAP
• The Action Tables for the 2022–23 LCAP
• The Instructions for the LCAP Template
As such, the 2021–22 Supplement will be submitted for review and approval as part of the LEA’s 2022–23 LCAP.
Instructions
Respond to the following prompts, as required. In responding to these prompts, LEAs must, to the greatest extent practicable, provide succinct
responses that contain a level of detail that will be meaningful and accessible for the LEA’s educational partners and the broader public and
must, to the greatest extent practicable, use language that is understandable and accessible to parents.
In responding to these prompts, the LEA has flexibility to reference information provided in other planning documents. An LEA that chooses to
reference information provided in other planning documents must identify the plan(s) being referenced, where the plan(s) are located (such as
a link to a web page), and where in the plan the information being referenced may be found.
Prompt 1: “A description of how and when the LEA engaged, or plans to engage, its educational partners on the use of funds provided
through the Budget Act of 2021 that were not included in the 2020–21 Local Control and Accountability Plan (LCAP).”
In general, LEAs have flexibility in deciding what funds are included in the LCAP and to what extent those funds are included. If the LEA
received funding through the Budget Act of 2021 that it would have typically included within its LCAP, identify the funds provided in the Budget
Act of 2021 that were not included in the LCAP and provide a description of how the LEA has engaged its educational partners on the use of
funds. If an LEA included the applicable funds in its adopted 2021–22 LCAP, provide this explanation.
Prompt 2: “A description of how LEA used, or plans to use, the concentration grant add-on funding it received to increase the number of staff
who provide direct services to students on school campuses with an enrollment of students who are low-income, English learners, and/or
foster youth that is greater than 55 percent.”
If LEA does not receive a concentration grant or the concentration grant add-on, provide this explanation.
Describe how the LEA is using, or plans to use, the concentration grant add-on funds received consistent with California Education Code
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Section 42238.02, as amended, to increase the number of certificated staff, classified staff, or both, including custodial staff, who provide
direct services to students on school campuses with greater than 55 percent unduplicated pupil enrollment, as compared to schools with an
enrollment of unduplicated students that is equal to or less than 55 percent.
In the event that the additional concentration grant add-on is not sufficient to increase the number of staff providing direct services to students
at a school with an enrollment of unduplicated students that is greater than 55 percent, describe how the LEA is using the funds to retain staff
providing direct services to students at a school with an enrollment of unduplicated students that is greater than 55 percent.
Prompt 3: “A description of how and when the LEA engaged its educational partners on the use of one-time federal funds received that are
intended to support recovery from the COVID-19 pandemic and the impacts of distance learning on pupils.”
If the LEA did not receive one-time federal funding to support recovery from the COVID-19 pandemic and the impacts of distance learning on
students, provide this explanation.
Describe how and when the LEA engaged its educational partners on the use of one-time federal funds it received that are intended to support
recovery from the COVID-19 pandemic and the impacts of distance learning on students. See the COVID-19 Relief Funding Summary Sheet
web page (https://www.cde.ca.gov/fg/cr/relieffunds.asp) for a listing of COVID-19 relief funding and the Federal Stimulus Funding web page
(https://www.cde.ca.gov/fg/cr/) for additional information on these funds. The LEA is not required to describe engagement that has taken place
related to state funds.
Prompt 4: “A description of how the LEA is implementing the federal American Rescue Plan Act and federal Elementary and Secondary
School Emergency Relief expenditure plan, and the successes and challenges experienced during implementation.”
If an LEA does not receive ESSER III funding, provide this explanation.
Describe the LEA’s implementation of its efforts to maintain the health and safety of students, educators, and other staff and ensure the
continuity of services, as required by the federal American Rescue Plan Act of 2021, and its implementation of the federal Elementary and
Secondary School Emergency Relief (ESSER) expenditure plan to date, including successes and challenges.
Prompt 5: “A description of how the LEA is using its fiscal resources received for the 2021–22 school year in a manner that is consistent with
the applicable plans and is aligned with the LEA’s 2021–22 LCAP and Annual Update.”
Summarize how the LEA is using its fiscal resources received for the 2021–22 school year to implement the requirements of applicable plans
in a manner that is aligned with the LEA’s 2021–22 LCAP. For purposes of responding to this prompt, “applicable plans” include the Safe
Return to In-Person Instruction and Continuity of Services Plan and the ESSER III Expenditure Plan.
California Department of Education
November 2021
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Local Control Accountability Plan
The instructions for completing the Local Control and Accountability Plan (LCAP) follow the template.
Local Educational Agency (LEA) Name
Contact Name and Title
Email and Phone
Big Valley Joint Unified School District
Paula Silva
Superintendent/Principal
5302945231
Plan Summary [2022-23]
General Information
A description of the LEA, its schools, and its students in grades transitional kindergarten–12, as applicable to the LEA.
Big Valley Joint Unified School District's Mission: We encourage students to become lifelong learners by providing strong, yet
accommodating, academic programs. Through the cooperative efforts of staff, students, parents and our community, the mission of Big
Valley Joint Unified School District is to ensure a safe and caring environment and to provide every student the opportunity to graduate as a
responsible, confident citizen. We will create opportunities for each student to successfully cultivate his or her utmost potential.
BVJUSD has 121 students enrolled in the district. There are 53 unduplicated students which is 44% of the student population. Compared to
the previous years, this dropped in unduplicated students represents a reduction in supplemental funding because less families were
identified as low income and less families qualified for migrant education. Actions and services have been reduced in scope.
BVJUSD serves the following student populations: 76.92% White or 90 students, 7.4% Hispanic or 9 students, 5.7% American Indian or
Alaska Native or 7 students, 0% Black (Non-Hispanic) or 0 students, 64.1% Socioeconomically disadvantaged, 8.5% English learners,
13.67% Students with disabilities, 1.7% Foster Youth, and 0% Homeless Youth. For our foster youth, we provide academic tutoring,
mentoring, and counseling services by the foster youth coordinator. The school board has adopted a Homeless Student Policy to provide for
their needs. Briefly, that policy designates the Superintendent/Principal as the district liaison for homeless students to ensure that homeless
students have full and equal opportunity to enroll and succeed. Eligible students are identified through the enrollment process in the
registration packets. Should any such students enter our school, we would convene an SST meeting early in the school year to provide the
best possible environment for the child. Homeless services will be provided to all homeless students, so they can participate fully in all school
activities and programs for which they are eligible.
The actions and services were reduced in scope, but there were no changes to the Goal 1, metrics, desired outcomes or actions or metrics.
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BVJUSD is located in Bieber, California. The town of Bieber is situated in rural Lassen County on Highway 299, approximately 100 miles
east of Redding, California where the school district houses two campuses Big Valley Elementary School and Big Valley Jr./Sr. High School.
Big Valley is an isolated frontier area with residents primarily employed in the ranching and logging industries along with government service.
Big Valley Joint Unified School District is a major employer in our community. BVJUSD is the center of the community and it has leveraged a
variety of opportunities to forge relationships with the multiple community partners. The district continued offering Big Valley Adult School
and expanded by offering an Big Valley Adult Construction class. It has leased the closed Adin Primary School which was closed in 2008 to
the newly voter approved Southern Cascades Community Services District. The Adin Primary School houses a regional 24 hour emergency
ground crews. The Big Valley One Stop Resource Center is currently renting a building on the campus and is operating a preschool to help
prepare the district's future students.
Big Valley Joint Unified School District, a Positive Behavior Interventions and Supports (PBIS) district, has adopted a unified set of school-
wide positive expectations. The school-wide positive expectations establishes a common vision, language, and experience for all students,
parents/guardians, staff, and community members. The three expectations are Be Responsible, Be Respectful and Be a Problem Solver,
and these expectations align with the district's three (3) LCAP goals:
Goal 1: BVJUSD creates a positive school climate that promotes student wellness, student engagement, and increases parent involvement
in the school community. (State Priorities 3, 5, & 6)
Goal 2: BVJUSD students will have access to a broad course of study emphasizing California State Standards (CCSS) and will be taught by
fully credentialed, appropriately assigned teachers. Curriculum will be sufficiently accessible by students. All facilities will be maintained to a
high standard. (State Priorities 1, 2, & 7)
GOAL 3: BVJUSD student achievement will increase in all subject areas and achievement gap will be reduced, and all students will be
prepared for high school, college and career. (Priority 4 and 8)
Reflections: Successes
A description of successes and/or progress based on a review of the California School Dashboard (Dashboard) and local data.
On June, 2020, Senate Bill 98 and AB 130 suspended the reporting of performance indicators in the California School Dashboard for 2020-
21 and 2021-22, and reflections on successes and areas of need are based on the most recently available state and local data.
Based on a review of performance on the state indicators and local performance indicators included in the California Dashboard, progress
toward LCAP goals has been made via local self-assessment tools and input from our educational partners.
As a result, the following achievement on the California Dashboard trends from 2019 to 2021 were made:
Attendance Rate:
The Attendance rate remained stable at 94%, despite some interruptions for student and staff COVID-19 quarantine or isolation events.
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Chronic Absenteeism Rates:
Chronic Absenteeism Rates were in the yellow performance band for all students. The rate dropped from 19.70% in 20-21 to 15.3% in 21-22.
The District's participation in the Lassen County Truancy Program showed success by offering positive support to students who struggle with
attendance issues. We will continue to participate in the truancy program and consider new curriculum from elementary through secondary
for social emotional learning to support students and systems to monitor and track attendance.
Middle School Dropout Rate:
Middle School Dropout Rate remained at 0%.
Graduation Rate
Graduation Rate showed improvement and moved to the yellow performance band for all students. The rate increased from 76.50% in 19-20
to 81.80 in 20-21. The District continues to focus on monitoring students through the California Longitudinal Pupil Achievement Data System
(CALPADS) and commits to a student-centered focus by offering credit recovery programs, afterschool tutoring, and hosting
parent/administration meetings to ensure graduation criteria is met.
Expulsion Rate:
Middle School Dropout Rate remained at 0%.
CTE Sequence Completion:
Completion of CTE Sequence: The number of students who completed a CTE Sequence increased to 45.5% in 20-21. A huge increase
from 0% in 18/19 & 19-20.
According to 18-19 & 19-20 CALPADS data, 0% of high school students are college and career ready, as demonstrated by completing a CTE
sequence In order to increase the number of students who complete a CTE sequence, the District will maintain a fully credentialed, CTE
Agriculture Education teacher (Goal 3, Action 5) (Goal 2, Action 1).
The District met all local indicators in the 2021 Dashboard.
Priority 1: No misassignments of teachers of ELs, total teacher misassignments, or vacant teacher positions. 89% of teachers were
credentialed. All students had access to their own copies of standards-aligned instructional materials for use at school and at home. All
facilities were rated at the “exemplary” standard.
Priority 2: Implementation of Academic Standards Local Indicator: Based on the reflection tool and our BVJUSD Teaching and Learning
Survey, our teachers have initial implementation of the California state standards in ELA and Math and enable English learners access the
CCSS & ELD standards. The District continues to focus on professional development in the areas of English language arts and mathematics
and first best instruction to include collaboration and engagement strategies to support growth for all students.
Priority 7: 100% of all students, including low income, English learners, foster youth, & students with disabilities, have access and
enrollment in a broad course of study.
Priority 8: 62% of students who are at or above standard at the of 2nd MAP assessment. An increase of 7% from 20-21.
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Big Valley Joint Unified School District (BVJUSD) stayed committed to providing continuity of instruction to students by maintaining in-person
instruction since August, 2021. Input from our stakeholders has informed the development of a comprehensive plan which addresses the
necessary components of ensuring students, families, and staff have tools and resources in place to implement high-quality teaching and
learning. Building on our previous 1:1 device to student ratio, BVJUSD replaced and upgraded the classrooms with interactive TVs and
offered hotspots to students who needed them to access learning from home when the District had to quarantine or isolate students. The
district has provided professional development and ongoing support to teachers for in-person. The areas of support include the use of the
learning management system, new blended learning and technical platforms, as well as accessibility tools to support student access to
learning. In addition, training and support to improve pedagogical strategies and ensuring differentiation, attention to health, wellness, and
social-emotional learning.
Reflections: Identified Need
A description of any areas that need significant improvement based on a review of Dashboard and local data, including any areas of low
performance and significant performance gaps among student groups on Dashboard indicators, and any steps taken to address those areas.
SB 98 and AB 130 suspended the reporting of performance indicators in the Dashboard for 2020–21 and 2021–22, respectively, and
reflections on successes and areas of need are based on the most recently available state and local data.
High School Cohort Dropout Rate:
High School Cohort Dropout Rate increased by 5%; from 17.65 in 19-20 to 18.2% in 20-21. Deeper analysis shows some patterns in the
data, including at last count, 100% of dropouts were in the socioeconomically disadvantaged, or low income, subgroup. Looking at parental
participation data correlated with student engagement data, it has been seen that as students age, their parents take less interest in school
as a whole, and student engagement drops as well. This leads BVJUSD to the conclusion that strengthening the home to school connection
may lead to increased outcomes for students in the district. Strengthening academic and behavior supports and connecting families with
family support services through the truancy program will be several actions to address this need.
Suspension Rate remained at the orange performance band for all students. The rate remained in the 5% band. The rate was 5.5% in 19-
20, 2.7% in 20-21 and 5.7 in 21-22. The District applied for and was awarded a $50,000 Multi-Tiered Systems of Support grant and will be a
part of cohort C for Academic and Behavior intervention supports.
Examination of data about student, staff, and parent perception of school connectedness and safety as measured in the California Healthy
Kids Survey (CHKS) shows that as students age, their
connectedness and motivation to succeed in school diminishes. Many actions in Goal 1 are designed to address some of the concerns
about school climate that have emerged in surveys, educational partner feedback, and thus create spaces within the community that are
beloved, cared for and about, and thus become inherently welcoming to students of all backgrounds, but paying special attention to our most
at-risk students - foster youth, low income, English learners, students with disabilities, and homeless students.
20-21 California Healthy Kids Survey Results: 21-22 California Healthy Kids Survey Results:
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 20 of 94
Feeling of Safety= 71% Feeling of Safety= 54%
School connectedness= 68% School connectedness= 58%
Student Response Rate=92% Student Response Rate=96%
Academic indicators dropped with both ELA and Math in the red for all students. However, Big Valley Joint Unified School District is aware of
the need for improvement and established additional supports based on the fact that several student groups are not growing academically at
the same rate as overall peers. In ELA and Math, English Learners scored in the orange and Students with Disabilities in the red. Hispanic
and Socioeconomically Disadvantaged students scored at the red in math.
Pupil Achievement:
(Based upon 2018-2019 CAASPP Data) (Based upon 2020-2021 CAASPP Data)
English Language Arts English Language Arts
Grade 3: 25% met or exceeded Grade 3: 0% met or exceeded
Grade 4: 28% met or exceeded Grade 4: 10% met or exceeded
Grade 5: 3% met or exceeded Grade 5: 0% met or exceeded
Grade 6: 43% met or exceeded Grade 6: 22% met or exceeded
Grade 7: 3% met or exceeded Grade 7: 25% met or exceeded
Grade 8: 3% met or exceeded Grade 8: 27% met or exceeded
Grade 11: 30.30% met or exceeded Grade 11: 0% met or exceeded
(Based upon 2018-2019 CAASPP Data) (Based upon 2020-2021 CAASPP Data)
Mathematics Mathematics
Grade 3: 23.10% met or exceeded Grade 3: 0% met or exceeded
Grade 4: 0% met or exceeded Grade 4: 0% met or exceeded
Grade 5: 8.3% met or exceeded Grade 5: 0% met or exceeded
Grade 6: 0% met or exceeded Grade 6: 0% met or exceeded
Grade 7: 9% met or exceeded Grade 7: 13% met or exceeded
Grade 8: 9.09% met or exceeded Grade 8: 18% met or exceeded
Grade 11: 7.70% met or exceeded Grade 11: 0% met or exceeded
Science 19-20 Science 20-21
Grade 5: 17% proficient or above Grade 5: 0% proficient or above
Grade 8: 32% proficient or above Grade 8: 18% proficient or above
Grade 12: 35% proficient or above Grade 12: 0% proficient or above
Utilizing the A-G Improvement Grant, the District has recruited a jr/sr high school social science teacher to expand the master schedule and
offer more in-person educational opportunities to students. After reviewing course completions and course drops and surveying students, the
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 21 of 94
District recognized many unduplicated students struggled to complete A-G courses through Distance Learning and/or without a teacher
available for academic support.
UC & CSU Course Requirement Completers:
30% in 2018-19 & 2019-20 and 0% in 2020-21
LCAP Highlights
A brief overview of the LCAP, including any key features that should be emphasized.
Big Valley Joint Unified School District continues to implement the comprehensive 2021-2024 Local Control and Accountability Plan.
Through analysis of our state and local data, input from staff and stakeholders, we identified key features to be addressed. The 2022-23
LCAP was written after consulting members from our educational partners across the district. Our educational partners agreed with the
District's plan to continue the three goals. Our three goals include strategies and actions to increase services for our unduplicated students
as we meet the needs of our entire community.
The 2022-23 LCAP includes Actions and Services to address a variety of needs identified by our educational partners and to achieve the
LCAP goals.
These include:
1) Accelerated Learning For All Students As Part of Our Learning Recovery Plan:
a) The District employed one additional General Education teacher in the elementary school for Grade 6 in 2021-22 to reduce class sizes,
avoid multiple grade levels in one classroom and plan to continue this
reduction in class size for 2022-23.
b) The District employed an Agriculture Education teacher in the jr/sr high school to expand Career Technical Education classes in master
schedule, provide a CTE pathway for students to complete and encourage
unduplicated students to access technical curriculum and experiences in the agriculture program.
c) The District offered a 4 week Summer Academy Program for unduplicated pupil count students to accelerate learning recovery and/or
credit recovery. The District will continue to offer this 4 week Summer Academy in
2022-23 and include enrichment opportunities for students.
d) The District will continue to provide various software programs for intervention including ESGI, IXL Learning, Mystery Science, and Read
Naturally.
2) Professional Development: The District will assess and refine its comprehensive Professional Development plan with emphasis on
universal academic supports, supplemental intervention support, and intensified interventions and supports. This plan will include the use of
consultants, additional days/hours for teachers, release time, and stipends for engaging in Professional Learning activities.
3) Social-Emotional Learning Support: The District will contract with the Lassen County Truancy Program to help reduce chronic
absenteeism and help connect families with wrap around services for our unduplicated students. In addition, the district will provide funds for
expansion of school-wide positive incentives, student engagement activities, and celebrate student success.
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4) Strengthening Student Connectedness: Actions here are related to those addressing Accelerated Learning and Social-Emotional Learning.
Support described above.
5) Strengthening Family Engagement: The District will continue to fully implement and extend the use of user friendly, cell phone based apps
to assist families with needed services and resources. Using cell phone based apps have shown a positive increase in communication
between teachers and families who have elementary school aged students. It is a more effective means of communication with families
since many families have difficulty obtaining consistent internet connectivity in our rural and remote area.
Other key features of the LCAP include:
1. Instruction
a) Provide strong Tier 1 instruction, and
b) Continue to offer summer class recovery opportunities.
2. Engagement
a) Celebrate student success through a range of activities and incentives, and
b) Provide funds for student engagement activities such as extra curricular and enrichment activities.
3. Professional Development and Teaching
a) Increase the use of highly effective, research-based instructional strategies, and
b) Provide professional development and staff collaboration early release time one day a week.
4. Students
a) Improve parent communication by fully implementing, and extending the use of Seesaw and Remind Apps, and
b) Provide funding at both school libraries for the purchase of library materials to improve reading achievement and literacy.
Comprehensive Support and Improvement
An LEA with a school or schools eligible for comprehensive support and improvement must respond to the following prompts.
Schools Identified
A list of the schools in the LEA that are eligible for comprehensive support and improvement.
Not Applicable
Support for Identified Schools
A description of how the LEA has or will support its eligible schools in developing comprehensive support and improvement plans.
Not Applicable
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Engaging Educational Partners
A summary of the process used to engage educational partners and how this engagement was considered before finalizing the LCAP.
Educational Partners in the Big Valley Joint Unified School District's school programs include both internal and external groups, all of whom
share a common interest in creating a successful and sustainable 22-23 LCAP. BVJUSD held in-person instruction for the school year, and
staff worked with parents/guardians for students who were placed on quarantine or isolation. Through safety COVID-19 protocols, the District
remained open throughout the school year. Through survey and informal engagement with its educational partners, the District found
Distance Learning failed to meet the needs of students, staff and families due to connectivity and the rural and isolated geography of the
District. The goal for the 21-22 school year was to remain in-person as much as was allowable.
To meaningfully engage our students and family partners, electronic and telephonic surveys were conducted. A telephone survey was
conducted over a three-week period, reaching out to more than 90 families to survey distance learning, areas of need, and the services
provided to students. Ideas were offered for improving the school program, needs were addressed, and commendations were shared for
educators who are going above and beyond to assist students. Student input was received in an online Student Wellness Survey that
remained accessible throughout the school year. On March 11, 2022 the administrator met with three different age level of students to elicit
feedback and ideas for school improvement.
The district conducted numerous surveys with specific target audiences to get a deeper understanding of needs. The following are the
number of surveys conducted and their target audiences during the 2021-22 school year:
• Professional Development Needs Assessment Survey for Staff was conducted between August, 2021
• School Climate Surveys for Students in Grades 3-12 conducted in the month of November, 2021
• Local Control Accountability Plan Survey for Parents, Community & Staff conducted between March 31 - April 15, 2022
• Student LCAP Input Survey for Students in Grades 6 - 12, March 11 and 15, 2022
• Parent Engagement Surveys conducted by sites in April, 2022
• Summer Program 2022 Interest Survey April, 2022
• Needs Assessment Survey for EL Parents conducted between 03/31/22 and 04/15/22.
Staff surveys, parent surveys, and student surveys were posted on social media, mailed to families, posted on the District's website, and
emailed on April 1, 2022 to gather feedback and begin creating the 22/23 LCAP. Through Survey Monkey and mailed responses, 31 students
completed student surveys. 15 parents/guardians completed LCAP input surveys and 20 staff members completed LCAP input staff surveys.
Spanish speaking families received parent surveys in Spanish through Survey Monkey and mailers.
In addition, the District utilized the existing Districtwide Committees' meetings in 2021-22 to provide information and gathered input for the
development of the Local Control and Accountability Plan:
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• SELPA Consultation - The Special Education Local Plan Area (SELPA) Administrators of California is an association of professional
educators organized to present, review, and evaluate major special education issues. BVJUSD met with our SELPA in the 2021-22
school year: 03/23/2022.
The District continued to engage with its two bargaining units; BVTA and CSEA to develop MOUs. Once a working draft was created, the
LCAP draft was emailed to to educational partners for feedback and comments. Then the LCAP draft was sent to the county office for
consultation and review.
Multiple drafts of the Local Control and Accountability Plan was also discussed at the two advisory committee meeting to engage
stakeholders in a dialogue about the needs of teachers and methods of ensuring students are provided a continuity of learning regardless of
the model of delivery.
The District met with a representative from the Pit River tribe. The representative communicated written concerns with the treatment of Native
students and Latinx students at the high school. Responses were considered and discussed in the compilation of the LCAP.
Our partners in the community were likewise engaged in the feedback process through the sharing of information through electronic and
telephonic meetings including the Mountain Valleys Health Center and the Lassen County Foster Youth Services. These partners offered the
opportunity for the administration to provide information and updates on the educational programs being provided to students in BVJUSD’s
school programs and solicit feedback. As specialists in their respective fields, the dialogue between participants in these meetings provided
useful insights into the services and supports needed by our students.
Educational Partners responses and feedback from the surveys, mailers, and phone calls were considered and discussed in the compilation
of the LCAP.
Feedback received from the community and staff in connection with the Public Hearing where BVJUSD’s Local Control and Accountability
Plan is presented will also help to inform the direction of the school programs. Individuals wishing to provide input may join the meeting
virtually or submit written comments via email, US mail, or leave a message at a designated phone number.
A summary of the feedback provided by specific educational partners.
08/11/21, 09/15/21, 10/20/21, 11/17/21, 12/15/21, 01/19/22, 02/23/22, 03/16/22, 04/and 05/18/22. BVJUSD Administration has been involved
in monthly LCAP training meetings or workshops put on by Lassen County Office of Education. These meetings included all superintendents
in Lassen County.
09/16/21, 10/21/21, 11/18/21, 12/14/21, 01/20/22, 02/17/22, 03/17/22, 4/21/22, and 5/19/22. Superintendent/Principal provided a review and
ongoing update of the LCAP process to our community and Board of Trustees during monthly board meetings. The District metrics were
reviewed as they were released by the California Dashboard, SARC, Dataquest, and local assessments. During these presentations, the
Superintendent/Principal reminded the parents and community about the opportunity to submit comments, at any time throughout the year,
about the LCAP.
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BVJUSD Monthly School Board Meetings:
02/16/22: LCAP Dashboard Local Indicator 3, 5, & 6 Presentation
06/29/22: LCAP Dashboard Local Indicators 1,2, 4, 7 & 8 Presentation
10/04/21, 11/01/21,12/06/21, 01/04/22, 01/10/22,02/07/22, 02/26/21, 3/11/22, and 6/__/22. BVJUSD Administration met with Director of Ed
Services/LCAP of Lassen County Office of Education for a LCAP review and support.
01/13/22 and 04/01/22 The superintendent/principal met with the Big Valley migrant families. The LCAP Actions and Services were reviewed
and discussed. The most recent data (ELPAC Scores and MAPS Scores) from Big Valley Schools was analyzed. Most of the discussion
centered around the district's ELLs student scores and the English Language Learner (ELL) aide. Parent surveys were distributed during the
04/01/22 meeting. 100% of the parents indicated that they want the Big Valley School District to continue with the ELL support program.
09/10/21,02/09/22 and 03/30/22. Big Valley Teachers Association (BVTA) bargaining unit were consulted via surveys, received the results of
the surveys, and asked for input in the development of the 22-23 LCAP Actions and Services. BVTA analyzed school data and evaluated the
findings. Staff surveys were given on 03/31/21.
09/10/21, 01/15/21, and 05/27/21 Classified staff (CSEA) and unrepresented employees reviewed the most recent data (three years)
available, analyzed the Actions and Services and offered feedback on LCAP. We utilized collaboration time so as to get as much
participation as possible from most school district employees. Staff surveys were given on 03/31/21.
05/19/22, 06/03/21, and 06/13/21. The superintendent/principal convened three Parent and Community LCAP Advisory meetings. The group
which included parents, teachers, and community members reviewed actions and services with a comprehensive conversation around each
priority and reviewed data from the California Dashboard, Dataquest, SARC, California Healthy Kids Survey Results, parent survey results to
inform the decision making process. On 06/03/22, the LCAP Advisory group reviewed the actions and services for all three goals and
determined the effectiveness of each one. 03/11/22 and 03/14/22 BVJUSD Administration met with the 5th,6-8th, 9th/10th, and 11th/12th
grade students about the 22/23 LCAP and students completed a five question survey. Results of the students survey were shared with staff
on 3/30/22.
On 08/19/21 and 10/13/21, staff were given the last two years of student assessment results for the CAASPP, ELPAC, AP, and SARC
Reports as well as the 2019-20 MAPS Results, the Fit Report, attendance rates, graduation rates, dropout rates, and suspension/expulsion
data to analyze and evaluate.
Elementary School LCAP Student Survey- 4th and 5th grade students responded to the California Healthy Kids survey. Ideas on ways to
improve the school for 2022-23 were identified and information was included in the LCAP.
04/01/22 Parent/family involvement survey, which was posted on Social Media, emailed to parents/guardians and mailed with 3rd Quarter
Reports Cards.
On 05/29/22 and 05/23, the District met with a representative from the Pit River tribe to discuss student climate issues.
03/23/22 The District consulted with the Lassen SELPA administrator and shared the BVJUSD's LCAP review and development plan for
students with exceptional needs.
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Public Hearing for the LCAP/Budget was held on June 22, 2022. The BVJUSD approved the LCAP/Budget for the Public Hearing on June
29, 2022 with a 3-0 vote and 2 members absent (Benson & Peck).
A description of the aspects of the LCAP that were influenced by specific input from educational partners.
The aspects of the LCAP that were influenced by specific stakeholder input are apparent in all three of our broad goals. Our goals and
actions were developed in response to stakeholder feedback. A common thread important to our educational partners is the academic
success and achievement for students, which is clearly defined in Goals 1, 2 and 3. Goal 2 specifically addresses student achievement and
actions related to helping our students (including English Language Learners, Foster Youth, Low Income and Students with Special Needs)
to be successful learners. Specific actions include Professional Development, Professional Development directly related to Socio-emotional
Learning, a District wide intervention program and adding an teacher at the middle school. Feedback on class size reduction was as an
important factor to helping students succeed by teachers as well as the local bargaining unit. Goal 1 addresses not only the parental
involvement and input opportunities that parents feel so strongly about, but that it is an indication of helping students succeed (Action 1).
Actions within Goal 1 include increased parent communication opportunities, so that parents can support their child’s education, help reduce
chronic absenteeism and continuation of PBIS supports. Goal 2 addresses student achievement support with actions including to continue to
hire highly qualified staff who are fully credentialed, and appropriately assign certificated and classified staff for high needs students. Action
4 is specifically related to student achievement as we are committed to providing Summer School to help reinforce skills and to help close the
achievement gap. Analysis also showed that safety for students and staff members is important. Big Valley is committed to providing a wide
range of student incentives from academic, behavior, and extra curricular activities as indicated in Goal 1, Action 5 and Goal 3, Actions 1 & 7.
The mental and social emotional health was valued by teachers, principals and administrators which is embedded in Goal 1, Action 6 and
Goal 2 and Action 2. These Actions will provide professional development to staff for supporting the SEL needs of students. Technology
support continues to be important to ensure optimal conditions for learning as stated in Goal 2. Goal 2, Action 3 provides for technology
upgrades and improvements as well as professional development with the use of the upgraded technology. BVJUSD clearly prioritized
stakeholder feedback as evidenced in our Goals and Actions.
These meetings gathered staff, parents, unduplicated parents, students, and community to review the actions and services of the 2022-23
Big Valley Joint Unified School District LCAP.
BVTA believed that BVJUSD should employ an elementary school teacher, a jr/high school teacher, continue with PBIS Tier 2 & 3 PBIS, and
focus on chronic absenteeism.
CSEA believed that BVJUSD should reduce behavior issues and maintain the Lassen County Truancy program.
Big Valley Migrant parents believed that BVJUSD needed to continue with English language support program.
Students identified the need to improve the facilities, keep adding electives and expanding CTE opportunities, and continue offering extra-
curricular-activities.
District parents completed paper surveys which provided another opportunity for Stakeholders to have a voice. The results from the surveys
were collected, reviewed, and where possible, included in the plan.
Some of the comments from the surveys included:
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 28 of 94
1. Improve student math scores;
2. Continue to provide behavior supports for students with challenging behaviors;
3. Maintain extra-curricular and co-curricular offerings.
4. Provide some transportation for long distance athletic events when possible.
The LCAP was submitted to the Governing Board for the Public Hearing on June 22, 2022.
The BVJUSD approved the LCAP/Budget for the Public Hearing on June 29, 2022 with a 3-0 vote, and 2 members absent (Benson & Peck).
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 29 of 94
Goals and Actions
Goal
Goal #
Description
1
BVJUSD creates a positive school climate that promotes student wellness, student engagement, and increases parent
involvement in the school community.
State Priority 3
State Priority 5
State Priority 6
An explanation of why the LEA has developed this goal.
This goal supports our vision, mission, and student body identified to support the LCAP 2021-24 cycle. Our educational partners identified
the importance of the following areas when considering the development of learning goals with a focus on the whole child.
1. Increase percentage of students that report a sense of safety and school connectedness as measured by California Healthy Kids Survey
and student survey data,
2. Decrease chronic absenteeism,
3. Improve district attendance rate,
4. Decrease Pupil Suspension as measured by suspension rates,
5. Maintain, or increase the support for, mental health services and counseling services.
6. Engage, strengthen, and provide supplemental and intensified supports to students who require more academic, behavioral, and/or
emotional support (MTSS).
Measuring and Reporting Results
Metric
Baseline
Year 1 Outcome
Year 2 Outcome
Year 3 Outcome
Desired Outcome for
2023–24
Priority 3A
Local Performance
Indicator Self
Reflection Tool
Seeking Input for
Decision Making:
3A: Initial
Implementation - 3
3A: Initial
Implementation - 3
3A: Initial
Implementation - 5
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 30 of 94
Metric
Baseline
Year 1 Outcome
Year 2 Outcome
Year 3 Outcome
Desired Outcome for
2023–24
Rate the LEA’s
progress in building
the capacity of and
supporting principals
and staff to effectively
engage families in
advisory groups and
with decision-making.
Rubric Scores For All:
1 - Exploration Phase
2 - Beginning
Development
3 - Initial
Implementation
4 - Full
Implementation
5 - Full
Implementation and
Sustainability
Average Rating of
Responses
Priority 3B
Local Performance
Indicator Self
Reflection Tool
Parent Engagement
Rating of the LEA’s
progress in building
the capacity of and
supporting family
members to effectively
engage in advisory
3B: Beginning
Development - 2
3B. Beginning
Development - 2
3B: Beginning
Development - 4
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 31 of 94
Metric
Baseline
Year 1 Outcome
Year 2 Outcome
Year 3 Outcome
Desired Outcome for
2023–24
groups and decision-
making.
Rubric Scores
1 - Exploration Phase
2 - Beginning
Development
3 - Initial
Implementation
4 - Full
Implementation
5 - Full
Implementation and
Sustainability
Average Rating of
Responses
Priority 3C
Local Performance
Indicator Self
Reflection Tool
Parent Engagement
Rate the LEA’s
progress in providing
all families, including
parents with students
of exceptional needs,
with opportunities to
provide input on
policies and
programs, and
implementing
strategies to reach
and seek input from
3C: Beginning
Development - 2
3C: Beginning
Development - 2
3C: Beginning
Development - 4
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 32 of 94
Metric
Baseline
Year 1 Outcome
Year 2 Outcome
Year 3 Outcome
Desired Outcome for
2023–24
any underrepresented
groups in the school
community.
Rubric Scores
1 - Exploration Phase
2 - Beginning
Development
3 - Initial
Implementation
4 - Full
Implementation
5 - Full
Implementation and
Sustainability
Average Rating of
Responses
5A.
Attendance Rate
%
Aeries
5A. 94.54%
5A. 94.04
97%
5B.
Chronic Absenteeism
Rate
%
Aeries
5B. 18.49%
5B. 15.3%
5%
5C.
Middle School
Dropout Rate
%
Aeries
5C. 0%
5C. 0%
0%
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 33 of 94
Metric
Baseline
Year 1 Outcome
Year 2 Outcome
Year 3 Outcome
Desired Outcome for
2023–24
5D.
High School Cohort
Dropout Rate
%
CALPADS
5D. 17.65%
5D. 18.2%
0%
5E.
High School Cohort
Graduation Rate
%
CALPADS
5E. 76.47%
5E. 81.8%
95%
6A.
Suspension Rate
%
California School
Dashboard
6A. 2.7%
6A. 5.1%
2%
6B. Expulsion Rate
%
California School
Dashboard.
6B. 0%
6B. 0%
0%
6C.
California Healthy
Kids Survey
Feeling of Safety %
School
connectedness %
Percentage of
students responding
to survey
6C.
Feeling of Safety=
71%
School
connectedness= 68%
Student Response
Rate=92%
6C.
Feeling of Safety=
54%
School
connectedness= 58%
Student Response
Rate=96%
6C.
Feeling of Safety=
90%
School
connectedness= 85%
Student Response
Rate=92%
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 34 of 94
Metric
Baseline
Year 1 Outcome
Year 2 Outcome
Year 3 Outcome
Desired Outcome for
2023–24
Actions
Action #
Title
Description
Total Funds
Contributing
1.1
Two-way
communication
between home &
school
The District will promote meaningful two-way communication between
home & school to support an environment at all school sites that is
welcoming to all families and strengthening connections to student
learning. Use of Robo phone calls, website, weekly bulletins, monthly
newsletters, etc.
$2,000.00
Yes
X
1.2
Truancy Reduction
Program
The District will partner with the Lassen County Probation Department
for the Truancy Reduction Program to work with families whose
children are chronically absent, identifying and addressing the factors
contributing to high levels of absence and education families about the
resources available, helping families understand the importance and
their responsibilities make sure their children attend school
consistently.
$6,000.00
Yes
X
1.3
Funding for school
libraries to purchase
library materials
The District will provide funding at both school libraries for the
purchase of library materials to improve reading achievement and
literacy by supporting unduplicated student groups with increased
access to up-to-date school library materials.
$500.00
Yes
X
1.4
Summer School for
high school students
The District will provide Summer School for high school students who
are not on track to graduate, who may not be able to graduate
because they have failed or missed classes and may not be able to
meet requirements during the school day.
$3,660.00
Yes
X
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Action #
Title
Description
Total Funds
Contributing
1.5
School-wide PBIS
Positive Incentives
The District will promote school-wide Positive Behavior Interventions
and Support (PBIS) through expansion of school-wide positive
incentives for demonstrating good character and following school-wide
expectations for all students.
$2,300.00
Yes
X
1.6
Socio Emotional PD
(CPI) (Title 1)
The District will provide targeted professional development to staff to
enhance the social, emotional, and physical well-being to improve
positive student outcomes for all students.
$1,300.00
No
XX
Goal Analysis [2021-22]
An analysis of how this goal was carried out in the previous year.
A description of any substantive differences in planned actions and actual implementation of these actions.
All actions and services were implemented with fidelity and were found to be effective for increasing or improving services for students. There
were no substantive differences in the implementation of planned actions. Our attendance rate remained stable despite some COVID
quarantines and illnesses.
Developing a new partnership with the Lassen County Probation Department and having a truancy officer available to work closely with
families and connect them with needed resources and services have been a positive program. The chronic absenteeism rate dropped.
Supply chain issues impacted two actions, (Action 3 & 5). Staff's ability to purchase library materials and some incentive based PBIS ticket
economy system were placed on indefinite back order and ultimately cancelled.
An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of
Improved Services and Estimated Actual Percentages of Improved Services.
Generally, the District assumes a variance of 10% or more to be a material difference:
Action 1: With limited COVID-19 closures, the District used less paper based communications and Independent Study packets compared to
the use with Distance Learning in 20-21.
Action 3: Supply chain issues impacted the librarian's ability to purchase student requested library materials and some library materials were
placed on indefinite back order.
Action 4: The District was unable to hire two teachers for summer school credit recovery. One teacher was hired for high school credit
recovery and taught both high school and junior high credit recovery classes.
Action 5: Supply chain issues impacted the staff's ability to purchase student requested library materials and some library materials were
placed on indefinite back order.
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 36 of 94
An explanation of how effective the specific actions were in making progress toward the goal.
1.1: The actions resulted in families continuing to report solid levels of connectedness with schools. Increased electronic communications
and new ways of meeting with families allowed for an increase in the number of families completing the survey and participating in school
events.
1.2: The addition of the truancy program has allowed more students to improve their attendance in school. The Chronic Absenteeism rate
dropped 3%.
1.3 The library has seen an increased with the students via survey who are using the library resources; research, study hall, reading
enrichment, etc. more this year compared to last year.
1.4: Summer school credit recovery was pivotal for the 5% increase in the graduation rate since student had the opportunity to make up
classes in-person.
1.5: The PBIS Swiss data showed a drop in school wide referrals to less than one a day for the District.
A description of any changes made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from
reflections on prior practice.
Due to a reduction in unduplicated students because less families were identified as low income and less families qualified for migrant
education, there was a reduction of the supplemental funds compared to the previous school years.
The actions and services were reduced in scope, but there were no changes to the Goal 1, metrics, desired outcomes or actions or metrics.
A report of the Total Estimated Actual Expenditures for last year’s actions may be found in the Annual Update Table. A report of the
Estimated Actual Percentages of Improved Services for last year’s actions may be found in the Contributing Actions Annual Update
Table.
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 37 of 94
Goals and Actions
Goal
Goal #
Description
2
BVJUSD students will have access to a broad course of study emphasizing California State Standards (CCSS) and will be
taught by fully credentialed, appropriately assigned teachers. Curriculum will be sufficiently accessible by students. All
facilities will be maintained to a high standard.
State Priority 1
State Priority 2
State Priority 7
An explanation of why the LEA has developed this goal.
Optimal learning conditions are imperative for students to thrive and succeed. Through evaluation of curriculum and instruction of standards
aligned materials, teaching staff and facilities, the District found these foundational supports are helping children succeed through
appropriately. The previous CTE teachers were not credentialed leading to a dashboard reflection of not attaining college and career
readiness. Input received from stakeholders through the LCAP process indicates a desire to focus on the following foundational supports in
order to lay the groundwork for student success.
Measuring and Reporting Results
Metric
Baseline
Year 1 Outcome
Year 2 Outcome
Year 3 Outcome
Desired Outcome for
2023–24
Priority 1A
Percentage of
appropriately
assigned and
credentialed teachers
CalPads
(2019-2020)
Appropriately
assigned and
credentialed
teachers=91.6%
1A: 89%
(2023-24)
Appropriately
assigned and
credentialed
teachers=100%
1B:
Percentage of
classrooms with
sufficient instructional
materials as District
1B: 100%
1B: 100%
100%
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 38 of 94
Metric
Baseline
Year 1 Outcome
Year 2 Outcome
Year 3 Outcome
Desired Outcome for
2023–24
board resolution
and/or Williams
Report.
1C:
Percentage of schools
rated exemplary
condition
The Facility Inspection
Tool (FIT)/Williams
report.
1C: 100%
1C: 100%
100%
2A:
Implementation of
California State
Standards in the
following subject
areas:
Rating
ELA/ELD,
Mathematics,
History/SS, Science,
Health, Physical
Education, Visual and
Performing Arts,
Agriculture Education,
and
Foreign Language.
Local Performance
Indicator Self
Reflection Tool
2A: 3- Initial
Implementation in all
subject areas.
2A: 3- Initial
Implementation in all
subject areas.
5-Full Implementation
and Sustainability in
all subject areas
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 39 of 94
Metric
Baseline
Year 1 Outcome
Year 2 Outcome
Year 3 Outcome
Desired Outcome for
2023–24
2B:
Rating of district ability
to enable English
learners to access the
CCSS and ELD
standards for
purposes of gaining
academic content
knowledge and
English language
proficiency
Local Performance
Indicator Self
Reflection Tool
2B: 3- Initial
Implementation in all
subject areas.
2B: 3- Initial
Implementation in all
subject areas.
5 - Full
Implementation and
Sustainability in all
subject areas
7A:
Percentage of
students who have
access and enrollment
in to a broad course of
study,
2020-2021 Master
Schedules
7A: 100%
7A: 100%
100%
7B:
Percentage of
students with access
to and enrollment in
programs and
services developed
and provided to low
income, English
learner and foster
youth pupils.
7B: 100%
7B: 100%
100%
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 40 of 94
Metric
Baseline
Year 1 Outcome
Year 2 Outcome
Year 3 Outcome
Desired Outcome for
2023–24
2020-2021 Master
Schedule; rosters,
sign-in sheets
7C:
Percentage of
students with access
to and enrollment in
programs and
services developed
and provided to
students with
disabilities.
SEIS
7C: 100%
7C: 100%
100%
Actions
Action #
Title
Description
Total Funds
Contributing
2.1
Teacher Induction
Program (Title 2)
The District will continue to hire and appropriately assign fully
credentialed teachers, including providing new teacher induction
program for all first year and second year teachers to support staff
development and build capacity for teachers to provide high quality
differentiated instruction.
$10,000.00
No
XX
2.2
Professional
Development -
Instructional
Strategies
Teachers will participate in professional development to increase the
use of highly effective, research-based instructional strategies for all
students, including at-risk students and English Learners in order to
provide explicit and integrated English Language Development (ELD)
and quality first instruction.
$500.00
Yes
X
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 41 of 94
Action #
Title
Description
Total Funds
Contributing
2.3
Technology
Upgrades and
Improvements
The District will upgrade, replace and expand classroom, student, and
staff technology and resources to provide a baseline of equality across
both schools and increase student achievement for all students.
$1,100.00
Yes
X
2.4
Facilities repair for
playground &
basketball court
The District will contract with EC Paving for asphalt sealing services in
repairing the playground at the elementary school and the basketball
court at the jr/sr high school.
$0.00
Yes
X
2.5
Installation of water
bottle filling stations
The District will install three hands-free automatic water bottle filling
stations to encourage hydration, reduce illness transmission, and
promote sustainability for students and staff.
$0.00
Yes
XXX
2.6
BV Ag Dept
increased course
pathways & CTE
courses
In our quest to prepare students for college and career readiness, the
District will work with the Big Valley Agriculture Department to increase
course pathways, Career and Technical Education (CTE) courses and
electives options via dual enrollment at Lassen Community College,
UC Scout, or Cyberhigh.org online programs for all students. While
this action will serve all Big Valley students, special consideration will
be given to unduplicated students.
$500.00
Yes
X
Goal Analysis [2021-22]
An analysis of how this goal was carried out in the previous year.
A description of any substantive differences in planned actions and actual implementation of these actions.
All actions and services were implemented with fidelity and were found to be effective for increasing or improving services for students. The
District did experience some challenges in providing planned Professional Development (PD) activities due to changes in staffing. During
some periods of staff COVID related illnesses, the District was forced to cancel or postpone some PD opportunities. Due to staffing
shortages and difficulty in recruiting enough applicants, the District experienced delays in hiring for some positions.
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 42 of 94
An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of
Improved Services and Estimated Actual Percentages of Improved Services.
Generally, the District assumes a variance of 10% or more to be a material difference:
2.1: The District allocated funding for the new teacher induction program for two teachers. An unanticipated vacancy developed over the
summer and the Betterlesson, Inc teacher intern program and the CATIP induction program exceeded the budgeted cost by $1875.
2.2: The District allocated funding Professional Development - Instructional Strategies. The training exceeded exceeded the cost by
$494.31.
2.5: The District allocated funding the Installation of water bottle filling stations. Due to increased costs of shipping/handling, the third water
bottle filling stations exceeded the cost by $651.20.
2.6: Although the BV Ag Dept increased in number of course pathways & CTE courses for the 21/22 school year, the realignment and
implementation of the courses and equipment came in under budget and less students enrolled in UC Scout or the local community colleges.
Action 2.6 has $2,668.03 left from $3,000.
An explanation of how effective the specific actions were in making progress toward the goal.
In anticipation of the unique nature of this academic year, the District administration and governing board committed to prioritizing safety,
rigorous instruction, and the social-emotional wellness of our community. As we started the school year in August, both the adult and student
community experienced many anticipated and several unexpected challenges.
2.1: In 2021-22, 89% of teachers (7 out of 9) are fully credentialed and appropriately assigned; 1 has completed year 1 of the teacher
induction program and 1 is not yet fully credentialed, but has completed year 1 of an intern program. It is 2% decrease from 20-21.
2.2: The continued expansion of the math program is demonstrating progress towards goal. At this time the recent MAP benchmark data
demonstrates improvement in math skills, average student math growth in grades 3-8 & 11 show a 7 point increase from 20-21, despite the
many challenges faced during the 2021-2022 school year
2.3: The District completed technology upgrades by replacing the Smartboards and installing Interactive TVs in the classrooms. Teachers
received professional development and had access to online tools and assessment data. 100% of students, including English learners and
students with disabilities, had access and enrolled in to a broad course of study, allowing them to align courses to post-secondary plans.
2.4: The District completed the facilities repair for playground & basketball court. Use of the resurfaced, basketball courts increased by 43%
across both schools, student survey and informal observation.
2.5: The District completed the installation of water bottle filling stations. Use of the water fountain increased by 50% across both schools
with the addition of the water bottle filling station, by student survey and informal observation.
2.6: The BV Ag Department increased CTE pathways and added new courses to the master schedule. We made progress toward our
College and Career-Readiness goal. 45.5% of high school students completed one CTE pathway in 20-21.
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 43 of 94
A description of any changes made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from
reflections on prior practice.
Two actions under Goal 2 have been completed: 2.4: The District completed the facilities repair for playground & basketball court and 2.5:
The District completed the installation of water bottle filling stations. No new facilities upgrades have been planned using LCAP funds. Note:
Due to a reduction in unduplicated students because less families were identified as low income and less families qualified for migrant
education, there was a reduction of the supplemental funds compared to the previous school years. 2.4 and 2.5 actions and services have
been removed, but there were no other changes to the Goal 2, metrics, desired outcomes or actions or metrics.
A report of the Total Estimated Actual Expenditures for last year’s actions may be found in the Annual Update Table. A report of the
Estimated Actual Percentages of Improved Services for last year’s actions may be found in the Contributing Actions Annual Update
Table.
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 44 of 94
Goals and Actions
Goal
Goal #
Description
3
BVJUSD will focus on closing the achievement gap for all students, increasing student achievement in all subject areas
and ensuring that all students are prepared for high school, college and career.
State Priority 4
State Priority 8
An explanation of why the LEA has developed this goal.
Analysis of the 2019 CAASPP data results and the College and Career Indicator results shows that many of our students are below the
standards in ELA and Math. More concerning is that 0% of high school students completed a CTE Sequence and 29.4% have been identified
as Approaching Prepared by the College and Career Indicator. Input received from stakeholders through the LCAP process indicates a
strong need for improvement in student achievement.
Measuring and Reporting Results
Metric
Baseline
Year 1 Outcome
Year 2 Outcome
Year 3 Outcome
Desired Outcome for
2023–24
4A
Pupil Achievement
CAASPP Data
Percent of students
meeting or exceeding
standards on the
Smarter Balanced
Summative
Assessments for
English Language
Arts
4A
(Based upon 2018-
2019 CAASPP Data)
English Language
Arts
Grade 3: 25% met or
exceeded
Grade 4: 28% met or
exceeded
Grade 5: 3% met or
exceeded
Grade 6: 43% met or
exceeded
4A
(Based upon 2020-
2021 CAASPP Data)
English Language
Arts
Grade 3: 0% met or
exceeded
Grade 4: 10% met or
exceeded
Grade 5: 0% met or
exceeded
Grade 6: 22% met or
exceeded
English Language
Arts
Grade 3: 50% met or
exceeded
Grade 4: 50% met or
exceeded
Grade 5: 43% met or
exceeded
Grade 6: 28% met or
exceeded
Grade 7: 68% met or
exceeded
Grade 8: 28% met or
exceeded
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 45 of 94
Metric
Baseline
Year 1 Outcome
Year 2 Outcome
Year 3 Outcome
Desired Outcome for
2023–24
Grade 7: 3% met or
exceeded
Grade 8: 3% met or
exceeded
Grade 11: 30.30%
met or exceeded
Grade 7: 25% met or
exceeded
Grade 8: 27% met or
exceeded
Grade 11: 0% met or
exceeded
Grade 11: 50% met or
exceeded
4A
Pupil Achievement
CAASPP Data
Percent of students
meeting or exceeding
standards on the
Smarter Balanced
Summative
Assessments for Math
4A (Based upon 2018-
2019 CAASPP Data)
Mathematics
Grade 3: 23.10% met
or exceeded
Grade 4: 0% met or
exceeded
Grade 5: 8.3% met or
exceeded
Grade 6: 0% met or
exceeded
Grade 7: 9% met or
exceeded
Grade 8: 9.09% met
or exceeded
Grade 11: 7.70% met
or exceeded
4A (Based upon 2020-
2021 CAASPP Data)
Mathematics
Grade 3: 0% met or
exceeded
Grade 4: 0% met or
exceeded
Grade 5: 0% met or
exceeded
Grade 6: 0% met or
exceeded
Grade 7: 13% met or
exceeded
Grade 8: 18% met or
exceeded
Grade 11: 0% met or
exceeded
Mathematics
Grade 3: 43% met or
exceeded
Grade 4: 20% met or
exceeded
Grade 5: 28% met or
exceeded
Grade 6: 20% met or
exceeded
Grade 7: 29% met or
exceeded
Grade 8: 29% met or
exceeded
Grade 11: 35% met or
exceeded
4A:
Percent of students
meeting or exceeding
standards on the
Smarter Balanced
Summative
Assessments for
Science (CAST)
4A:
Grade 5: 17%
proficient or above
Grade 8: 32%
proficient or above
Grade 12: 35%
proficient or above
4A:
Grade 5: 0%
proficient or above
Grade 8: 18%
proficient or above
Grade 12: 0%
proficient or above
Grade 5: 35%
proficient or above
Grade 8: 47%
proficient or above
Grade 12: 50%
proficient or above
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 46 of 94
Metric
Baseline
Year 1 Outcome
Year 2 Outcome
Year 3 Outcome
Desired Outcome for
2023–24
4B:
Percentage of pupils
who have successfully
completed courses
that satisfy the
requirements for
entrance to the
University of California
and the California
State University
SARC
4B: 30% in 2018-19 &
2019-20
4B: 0% in 2020-21
45%
4C:
Percentage of
students who are
completers in a CTE
Sequence
SARC.
4C: 2019-2020
0%
4C: 2020-2021
45.5%
25%
4D:
Percentage of pupils
who have successfully
completed both types
of courses described
in subparagraphs (B)
and (C);
Dataquest, CCI
Report
4D: 30% in 2019-20
4D: 100% in 2020-21
45%
4E.
ELPAC
4E: English
Proficiency
1
4E: English
Proficiency
5
3
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 47 of 94
Metric
Baseline
Year 1 Outcome
Year 2 Outcome
Year 3 Outcome
Desired Outcome for
2023–24
Number of students
who have improved by
one level.
California School
Dashboard
4F.
EL Reclassification
Rate are
Number of students
who are reclassified
CALPADS
4F: 2019-2020
0
4F: 2020-2021
1
3
4G.
AP Exams
Number of students
with a score of three
or higher.
The College Board.
4G: 2019-2020
0
4G: 2020-2021
0
2
4H:
Percentage of pupils
who demonstrate
college preparedness
pursuant to the Early
Assessment Program
or any subsequent
assessment of college
preparedness.
California Dashboard.
4H: 29.4% of 2019-
2020 cohort
4H: 0% for 2020-
2021 cohort
44.4%
8A:
Percentage of 5th,
7th, & 9th grade
8A: 2018-2019 (No
PFT data in 19/20 or
20/21)
8A: 2020-2021 (No
PFT data in 19/20 or
20/21)
93% of 5th graders
80% of 7th graders
95% of 9th graders
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 48 of 94
Metric
Baseline
Year 1 Outcome
Year 2 Outcome
Year 3 Outcome
Desired Outcome for
2023–24
students who are
deemed healthy by
the Physical Fitness
Test.
SARC
83.3% of 5th graders
69.3% of 7th graders
90% of 9th graders
8B:
Percent of 8th grade
students eligible for
enrollment in an A-G
four-year, academic
high school plan
AERIES
8B: 2019-2020
100%
8B: 2020-2021
100%
100%
8C:
Percentage of
students achieving
passing grades in all
courses described
under 51210 and
51220 (a) – (i).
SARC
8C: 2020-2021
93%
8C: 2021-2022
88%
100%
8D:
Percentage of
students who are at or
above standard on the
end of the 2nd grade
MAP assessment.
8D: (January 2020)
55%
8D: (January 2020)
62%
70%
Actions
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 49 of 94
Action #
Title
Description
Total Funds
Contributing
3.1
Increasing Student
Achievement with
activities & incentives
The District will celebrate student success and increase student
engagement through a range of activities and incentives, including, but
not limited to, attendance awards, quarterly awards, progress reports,
honor roll awards, honor roll field trips and sports awards.
$2,300.00
Yes
X
3.2
UC Scout AP/Honors
and Cyberhigh Online
Learning Platforms
The District will contract with online and concurrent learning platforms;
such as UC Scout AP/Honors and Cyberhigh, to increase student
access to honor/AP courses, elective and credit recovery options
While this action will serve all Big Valley students, special
consideration will be given to unduplicated students.
$1,500.00
Yes
X
3.3
Professional Learning
Community/Analyze
Student Data
Teachers will utilize the Professional Learning Community (PLC)
process on scheduled early release Wednesdays to analyze student
data to inform instruction that will lead to increased student
achievement.
$416.00
Yes
X
3.4
Recruit one .5
teacher at elementary
school
The District will recruit one .5 teacher at the Big Valley Elementary
School to maintain an average class size of 20:1 in grades TK-6 which
will increase academic achievement for all students and avoid having
one classroom with three grade levels.
$3,000.00
Yes
X
3.5
CTE Agriculture
Education teacher
The District will maintain one 6th – 12th Grade CTE Agriculture
Education teacher to increase the number of unduplicated students
who will complete a CTE pathway (completers) which is critical for
preparing students for jobs in local and regional economies.
$75,645.00
Yes
X
3.6
Intervention support
The District will contract with intervention programs to provide targeted
intervention support designed to improve students’ academic
language, literacy and meet academic goals. While this action is
available all 7-12 grades Big Valley students, special consideration will
be given to unduplicated students.
$4,000.00
Yes
X
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 50 of 94
Action #
Title
Description
Total Funds
Contributing
3.7
Funds for student
engagement activities
The District will provide funds for student engagement activities, such
as, but not limited to, clubs, student leadership, academic and athletic
activities and other extracurricular activities to increase school
connectedness.
$1,500.00
Yes
X
Goal Analysis [2021-22]
An analysis of how this goal was carried out in the previous year.
A description of any substantive differences in planned actions and actual implementation of these actions.
All actions and services were implemented with fidelity and were found to be effective for increasing or improving services for students. The
District experienced a decrease in SBAC Math and SBAC English Language Arts scores and attributes this decrease to less instructional
time using Distance Learning in response to the pandemic quarantines or school closures. Additional interruptions to instructional time
occurred with absences due to quarantines and testing positive for COVID.
There were no substantive differences in the implementation of planned actions.
Essential academic interventions were implemented for our students with the highest needs (unduplicated students). Our leadership and staff
adapted to mitigate the potential impact of the pandemic on our students through focusing on 1:1 relationships and consistent practices for
communication. Tutors provided virtual support to our students to improve their credit completion efforts.
An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of
Improved Services and Estimated Actual Percentages of Improved Services.
Generally, the District assumes a variance of 10% or more to be a material difference:
Action 2: Due unanticipated vacancies in the social science department and Special Education department, the District was unable to offer
Foreign Language or US History due to lack of capacity in the master schedule. High school teachers absorbed a required social science
class. This action resulted in less students enrolling in the Cyberhigh program and UC Scout program.
Action 4: The estimated expenditure for the 1/2 time 6 Grade teacher was less than originally budgeted due to a projected increased in
unemployment taxes. The District spent $3,841.75 less than the original budgeted amount.
Action 6: The estimated expenditure for the intervention program was less than originally budgeted amount. The District spent $4,359.97
less than the original budgeted action.
Action 7: Supply chain issues impacted the staff's ability to purchase some student enrichment equipment and some academic incentives
were placed on indefinite back order. The District spent $863.42 less than the budgeted amount for this action.
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 51 of 94
An explanation of how effective the specific actions were in making progress toward the goal.
Overall, the combined seven actions of this goal have increased the academic progress of our students as measured by key metrics such as
the CTE completers, improvement by one level of our English learners, and 62% of our second graders at or above standards according to
MAP assessments. As shown above, the Measuring and Reporting Results chart showed that the CTE completion rate rose in 20-21. This
results from a comprehensive and strategic approach to helping students complete their coursework and earn credits towards graduation.
MAP and ESGI assessments were used to identify learning gaps and instruction, including intervention and English Language Development,
was provided as planned. Print and digital reading materials were provided. Class size was reduced in Grade 6. Students participated in
Khan Academy and credit recovery programs. We had limited instruction taking place outside school time because of pandemic-related
stressors during the fall semester, but we increased tutoring and academic intervention opportunities in spring.
We analyzed MAP data for unduplicated students, comparing fall to winter, and found declines, not increases, in the percentage of students
in grades 3-5 scoring in the average and above range. In Reading, 60.2% of unduplicated students scored average or above in the fall,
declining to 50% in the winter. In Math, 46.9% scored average or above in the fall, declining slightly to 43.4% in the winter. When we looked
at all students, we found similar declines of -6.9% in Reading and -3.9% in Math. We have anecdotal evidence that students are struggling
with complex grade level concepts because of shaky foundational skills developed during the pandemic. Instructional planning for next year,
including modifications to pacing guides, is in progress.
Passing courses is a rough measure of success. At the end of first semester in 20-21, 7% of semester grades were Fs at Big Valley Jr/Sr
High School. This fall (2021), 12% were Fs, a slight increase. Two unfilled teaching vacancies reference earlier may have impacted
unduplicated students because the master schedule was unable to accommodate intervention and academic support class sections.
We are confident that continuing with an additional elementary school teacher, multiple enrichment programs, and a a robust English Learner
intervention program will continue to see academic improvements for the reclassification rate for 21-22 and CTE employment opportunities
for post-graduates. We will continue to see improved metrics overall as students make increased academic progress.
A description of any changes made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from
reflections on prior practice.
Due to a reduction in unduplicated students because less families were identified as low income and less families qualified for migrant
education, there was a reduction of the supplemental funds compared to the previous school years. The actions and services were reduced
in scope, but there were no changes to the Goal 3, metrics, desired outcomes or actions or metrics.
A report of the Total Estimated Actual Expenditures for last year’s actions may be found in the Annual Update Table. A report of the
Estimated Actual Percentages of Improved Services for last year’s actions may be found in the Contributing Actions Annual Update
Table.
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 52 of 94
Increased or Improved Services for Foster Youth, English Learners, and Low-
Income Students [2022-23]
Projected LCFF Supplemental and/or Concentration Grants
Projected Additional LCFF Concentration Grant (15 percent)
$116,221
0
Required Percentage to Increase or Improve Services for the LCAP Year
Projected Percentage to Increase
or Improve Services for the
Coming School Year
LCFF Carryover — Percentage
LCFF Carryover — Dollar
Total Percentage to Increase or
Improve Services for the Coming
School Year
7.52%
4.25%
$67,614.17
11.77%
The Budgeted Expenditures for Actions identified as Contributing may be found in the Contributing Actions Table.
Required Descriptions
For each action being provided to an entire school, or across the entire school district or county office of education (COE), an explanation of
(1) how the needs of foster youth, English learners, and low-income students were considered first, and (2) how these actions are effective in
meeting the goals for these students.
Using the FCMAT LCFF calculator, Big Valley Joint Unified School District has calculated it will receive $116,211 in Supplemental and
Concentration funding under the Local Control Funding Formula. Big Valley Joint Unified School District (BVJUSD) serves an unduplicated
student group population of 44%. All actions and expenditures of funds marked as contributing to increased or improved services were
developed focusing on the needs, conditions, or circumstances of our unduplicated population with further consideration of the actions
design, content, method, and/or school site that best meets the identified need. All actions were developed using careful analysis of data and
input from our stakeholders. Our student population of students identified as low income, English learners, and Foster Youth does not exceed
the 55% unduplicated threshold for using our funds schoolwide. The school will expend these funds according to the identified areas of need
for our unduplicated pupils and through current research.
How were the needs of foster youth, English learners, and low-income students (high needs students) considered first in our planning?
The District began our planning by looking at a broad range of student outcomes for members of this group, including academic performance
on assessments and grades earned as well as non-academic areas such as attendance and behavior. This process provides information
about strengths and needs. The District consulted with educational partners, considering all of the feedback we receive, which is detailed in
the Summary of Feedback from Educational partner Groups section under Educational Partner Engagement. From there, the District planned
actions and services to support the broad range of needs of students in the unduplicated group. The District use research studies and district
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data to guide our decisions, including actions and services where there is evidence of effectiveness in improving outcomes on multiple
measures for low-income students, English learners, foster youth, and homeless students.
How are our actions and services effective in meeting the needs of these student groups?
The actions in our LCAP labeled as “contributing” are principally directed toward and effective in meeting our goals for high needs students
(also called “unduplicated” students: low-income students, English learners, foster children, and homeless students). We begin LCAP
planning by considering the needs of these high needs student groups. Then we look at previous LCAP actions and services to see whether
they should be continued, modified, or eliminated. To be started or maintained, actions and services must meet the three tests:
1) Are high needs students the primary recipients of, or participants in, the action or service?
2) Do we have evidence that the action or service is effective for the high needs student group? Can we show student outcomes are
improving?
The District is focused on improving the performance of all struggling students, especially students from groups facing current and historical
discrimination. To close the achievement gap, we must focus on all students performing below grade level.
3) Is the action or service the best use of the funds?
To answer this question, the District compared the positive effects of the action or service to costs. We also considered alternative uses of
the funding. Is there something different the District could be doing that might be more effective in closing the achievement gap and meeting
our goals for low-income students, English learners, foster youth, and homeless students?
Information including supporting research and experience (our effectiveness data) used to support the inclusion of actions and services in our
LCAP is detailed below.
NWEA MAP and ESGI Assessments
These assessments are a critical element in our efforts to plan appropriate instruction for unduplicated students and to monitor their
progress. We use ESGI assessments in K-1 and with struggling students in grade 2 to monitor acquisition of basic skills, including letter and
number recognition and letter sounds. Our primary teachers selected ESGI because it provides valid, reliable information about student
progress. Results are used to place struggling students into groups for the instruction they need to move forward.
NWEA MAP assessments and reports on student academic growth in reading and math provide our teachers with accurate, actionable
evidence to help target instruction for each student or group of students. Our teachers use the data to place struggling students into groups
for targeted instruction. We also use data aggregated by student group to monitor the progress, of low income, foster, homeless and English
learner students as part of our process where we consider which LCAP actions and services are effective in meeting the needs of
unduplicated students. We consider whether actions and services and should be continued or modified, and which are ineffective and should
be discontinued. NWEA publishes research on the validity and reliability of these assessments and on best practices in their use.
Print and Digital Reading Material
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Students in low-income families are less likely to have access to a variety of print and electronic reading material at home. We developed this
action to meet the need of low-income students to have access to more print material and expanded selections in online libraries at home.
Research indicates that time spend on independent reading outside school is a strong predictor of reading success. Time spent reading
improves critical thinking, vocabulary development, and knowledge of the world. What we are providing is high interest and attractive,
encouraging reading. Our improved library also allows students looking for something to do at home to check out a book from their school
library to read. It also provides access to research materials for students writing papers.
6th Grade Classroom Size Reduction (4-6 grades)
We reduced the classroom size to benefit unduplicated students, who have often missed mastering critical concepts and skills that future
math and English instruction builds upon. The pandemic has increased that challenge because math is difficult to learn at home without an
adult to answer questions. There were several indicators that avoiding multi grades in a single classroom (grades 4-6) was effective. Low-
income students and English learners improved their MAP math and English assessments, indicating that this action is effective for target
groups. The MAP Conditional Growth Index (CGI) was greater than one standard deviation above the average of what other schools around
the country achieved that year. However, the District will need to interpret this result cautiously because of the small number of students. The
low income student group has CGIs of 1.04 in 5th grade and 1.42 in 6th grade (small sample size). This group gained more than typical gains
in schools across the nation.
Credit recovery
Many unduplicated students face barriers to graduation, including unstable housing, food insecurity, and language barriers. Our online and
in-person credit recovery program, designed to provide accessibility for students facing these barriers, has yielded adequate results as
evidenced by graduation rates for unduplicated students. Our low-income students' graduation rate was 76% in 2020, compared to 81% in
the state. We do not have evidence that Cyber High fills in knowledge and skill gaps in unduplicated students, such as closing gaps in math
performance. Still, it is an effective tool for general credit recovery.
Socio-emotional Learning (SEL) lessons and Positive Behavioral Interventions & Supports (PBIS)
Second Step, our socio-emotional learning program, provides research evidence of the program’s effectiveness. There are positive effects
on executive functioning in
young children (predictor of academic success) as well as multiple studies showing improvements in prosocial skills, empathy, and behavior.
Taylor et al. provide an analysis that concludes that SEL is effective from K-12. We are finding special benefits for our unduplicated students,
especially in the area of interpersonal problem solving where we see students articulating the Second Step processes as they work through
conflicts. SEL is a critical component of PBIS.
An article in Pediatrics reported the effects of PBIS on behavior in elementary schools serving a large number of low income students.
Significant improvement in
behavior, concentration, social-emotional functioning, and prosocial behavior were found. Children in PBIS school were 33% less likely to
receive an office referral.
Research on PBIS provides strong evidence of effectiveness.
Parent Communication
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During the pandemic, the District found we got more participation from families of unduplicated students through surveys and other electronic
communication than we have had previously, so we intend to continue our focus in this area. We will also continue to provide interpretation
and translation services as needed. Although the percentage of English learners in our schools is small, contracting with an local community
member for interpretation and translation services as needed continues to be an essential service for the families of our English learners.
New Teacher Induction
A meta-analysis, https://www.jstor.org/stable/23014368, of the impact of new teacher induction programs on student achievement showed
that students of participating teachers had higher test scores. New
teacher induction focused on equity helps beginning teachers become more effective with unduplicated students faster, positively affecting
their achievement.
Technology Access
Low-income students may face barriers in accessing technology outside of school. Most have an Internet connection, but many lack devices
or are part of large families where too many children must share a single computer. Loaning laptops to low-income students removes barriers
to technology that become barriers to learning. Students and families need to check grades, assignments, attendance, and Google
Classroom, and access to online curriculum resources and learning software can be helpful.
Low Income Families: Through current research, we have found several barriers that this student group experiences and are currently trying
to address them. Parents of these families often work longer hours or multiple jobs, meaning they may not be available to make sure their
children attend school or assist their children with their schoolwork. Low income families often have fewer resources at home to complete
homework, study, or engage in activities that helps equip them for success during the school day. Many impoverished families lack access to
computers, high-speed internet, transportation, and other materials that can aid a student outside of school (Baker, Timberely L, et al.
Identifying Barriers: Creating Solutions to Improve Family Engagement. 2016, www.schoolcommunitynetwork.org/SCJ.aspx).
English language Learners: Pre-pandemic, our efforts in serving English learners were effective. Performance on the Dashboard English
Learner Indicator (ELPI) was adequate. The district met the state on the metrics. Winter NWEA MAP assessment results improved in 2020-
21 over the prior year, despite students learning at home. All English learners have graduated for the past few years. Students rarely become
Long Term English Learners (LTELs).
Suspension and chronic absence rates are low for English learners, indicating engagement in school. English learners report that they find
the teachers helpful. Staff rate ELD as effective. Parents of English learners said through migrant ed meetings that they appreciate our
dependable delivery of services and that the instruction is helping their children. They especially appreciate the outreach of several teachers
who help their children with tutoring.
Scholars agree that parent engagement is a challenge with ELL students because of varying cultural beliefs and expectations (Copeland,
2007; De Jong & Harper, 2005; Shim, 2013; Vera et al., 2012). According to Copeland (2007), “Barriers that may prevent involvement of
parents of ELLs have been identified as language, cultural differences, work schedules, and lack of transportation” (p. 18). Copeland (2007)
then expanded on the aforementioned concept of cultural differences by explaining that, “Parental involvement in school is not a universal
expectation” (p. 67). Vera et al. (2012) offered an additional explanation for misunderstandings regarding the role of parent involvement due
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to cultural differences by explaining that many parents do not want “to interfere with how teachers do their jobs” (p. 186) and feel that
communication would be disrespectful to the teacher.
Foster Youth: Children who have suffered neglect appear to be particularly vulnerable to academic deficits (Stone, 2007). In general, children
in foster care have been found to score significantly below their non-foster peers on standardized tests, with researchers reporting a deficit of
between 15 and 20 percentile points (Emerson & Lovitt, 2003). Additionally, Emerson and Lovitt (2003) found that 30% to 96% were
performing below grade level in math and/or reading. Shin (2003) found that 33% of foster youth, with an average age of 17.5, were reading
below the 6th-grade level, 31% had reading skills between the 6th- and 8th-grade level, and 18% were reading at the 9th and 11th-grade
level. In addition to facing academic challenges, children and youth in foster care also struggle with behavior issues. Scherr (2007) found that
24% of youth in foster care had experienced either a suspension or expulsion from school. Their research suggests that youth in foster care
are 3 times more likely to experience disciplinary actions than their non-foster peers. Emotional and behavioral challenges can also help to
explain grade retention and representation in special education at higher rates than non-foster peers (Zetlin & Weinberg, 2004). It is clear
that youth in foster care bring emotional and behavioral challenges into a classroom and that the education system may not be adequately
prepared to meet those unique needs.
In this second year of our three-year plan to meet the needs of all of our students, including unduplicated students, the district is expending
supplemental and concentration funds through the following goals and actions.
Under Goal 1, the contributing actions are:
Action 1: Two-way communication between home & school.
The parents of unduplicated students are some of some of the least involved stakeholders (43%). Parent and stakeholder engagement is an
essential component to effective schooling for our unduplicated students. We know that parents, guardians, and their families have a difficult
time engaging with meaningful school activities. We will provide multiple modes of communication for families and promote the school as a
welcoming place for everyone. We will continue to provide this action, because we know that stakeholder engagement is important and
helpful in promoting the value of education in the family. This action will increase involvement of the parents of unduplicated students in our
surveys, parent meetings and parent organizations.
Action 2: Truancy Reduction Program.
The unduplicated student population has some of the highest chronic absenteeism rates (18.49%). School activities and events are important
to our unduplicated students and their families, so that they feel connected to the school’s purpose and have increased support and
engagement. The expense for this action includes working with families whose children are chronically absent, identifying and addressing the
factors contributing to high levels of absence and educating families about the resources available. This actions will have a positive impact on
the Chronic Absenteeism rate of our unduplicated students
Action 3: Funding for School Libraries to purchase library materials.
The district librarian provides additional support to meet the needs of unduplicated students beyond what is provided in the classroom. As
Stephen Krashen said, “Research consistently shows that when children have access to good libraries with plenty of good books and with
adequate staffing, they read more, and thus do better on reading tests. For children of poverty, libraries are typically the only possible source
of reading material.” Not only does the school libraries provides an area for these students to access technology, it is a safe space for
students to use as a study room before and after school. Additionally, low-income students are more likely to lack access to technology
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supports (internet access) and funds to purchase high quality reading material. BVJUSD will provide funds to purchase more library books
and materials on a districtwide basis to both schools, to ensure that programming is equitable across both sites The librarian, through
increased hours from the Expanded Learning Grant, will advertise library hours and the resources it offers through the range of available
communication channels so that students and families are aware of the new opportunities present at both libraries.
Action 4: Summer School for high school students.
The District has designed its academic programming intentionally to focus on the needs of unduplicated students and to improve District's
four year adjusted cohort graduation rate (76.74%). The Academic Counselor and Superintendent/Principal reviews the progress of
unduplicated students and provides guidance to ensure that students stay on track for graduation and can equitably access college
preparatory and advanced coursework. This is intended to support unduplicated students in particular, as they are historically less likely to
self-advocate or have family who have graduated from college at home. The Academic Counselor and Superintendent/Principal review credit
recovery programming to ensure that students who have fallen off-track for graduation and college eligibility make progress, or are provided
intervention support to accelerate progress. Credit recovery options include the evening adult school, Summer School, and online school-
based options.
Action 5: School-wide PBIS Positive Incentives for demonstrating good character and following expectations.
Social Emotional Learning (SEL) and Positive Behavioral Intervention and Supports (PBIS) remain an important program focus in the
district’s overall effort to improve the culture and climate of the district at the classroom, school, and community level. According to the 20-21
PBIS data from Swis Suite, nearly a third of our low income students (35.98%) have missed class time due behavior and non-compliance
issues. This action is jointly focused to minimize lost instructional time that occurs by the disruptive behavior of the students and the time the
teacher needs to address the disruptive behavior. It supports the teacher's ability to provide students the training, skills, and tools they need
to establish and maintain a positive school climate and culture. The incentives are intended to develop each individual’s social and emotional
capacity to be successful in college, career, and life. While a positive school culture and climate are important for all students, they are
particularly important for low income pupils and other groups who have historically and continue to experience disproportionate discipline and
other unhealthy impacts of a negative school climate and culture.
Under Goal 2, the contributing actions are:
Action 2: Professional Development Strategies.
Overall, this action is intended to improve academic outcomes for unduplicated students in meeting academic standards across math content
areas as measured by state assessments and local assessments. The efforts during 2018-19 to implement the new Math curriculum did
correlate to a significant increase in Math on the state assessment, increasing 5.2 points for all students as measured by Distance from
Standard met. Socioeconomically Disadvantaged students improved by 5.7 points, Foster Youth by almost 3 points, and English Learners by
1.4 points. All groups performed below the ‘Standard Met’ threshold (58.7 points) and much room for improvement remains. To address this
issue, professional development for our teachers and staff is essential to continue with the progress our unduplicated students; specifically
with our English Language learners have shown. Professional Development and professional learning communities provide information for
our capacity for meeting our students’ needs academically. To continue to provide educators and staff with instructional training in math in
order to increase the efficiency and efficacy of practice related to the delivery of math curriculum, instructional success, and increased
academic achievement of students.
Action 3: Technology Upgrades and Improvements.
Ensuring that our unduplicated students receive and benefit from effective technology platforms and programs is an ongoing effort in helping
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them to access their curriculum. The District will upgrade, replace and expand classroom, staff and student technology. Teachers and staff
continually support students’ access to technology and provide training and materials to close any gaps. We have seen this action be
effective with our students through feedback from student's surveys. The District provided Chromebooks to all students and hot spots to our
low-income families during this year, but staff surveys identified a need to modernize the Smartboards in their classrooms.
Action 4: Facilities repair for playground & basketball court.
Through student meetings, the students at both schools identified the need for playground asphalt sealing improvements. The elementary
playground and the jr/sr high school, outdoor basketball courts have deteriorated to a point that students are no longer using the areas during
school or after school; including the students who live in the town of Bieber. This is especially important to reference since there are not any
alternative basketball courts, recreation centers or age appropriate playground structures for 5th - 12 grade students in the town of Bieber
outside of the school facilities. Approximately this impacts about 1/3 of the student body and all of our English Language Learner families
who reside in Bieber. The overall well-being of a child's educational experience increases with the opportunity to play and is an essential
component of daily school routines. The "Novelty-Arousal Theory" indicates that people function better when they experience a change of
pace. (Ross, 2012) This means that kids with conditions such as ADHD respond better to classroom learning after a change of pace - such
as time on a playground.
Action 5: Installation of water bottle filling stations.
According to the American Public Health Association's article, "Water Access in the United States: Health Disparities Abound and Solutions
Are Urgently Need" by the Laurie A. Schmidt, PhD published in September, 2017, Minority and low-income populations are more likely to live
in rural areas with water contaminants and in older housing prone to lead contamination... Distrust in tap water is heightened among
immigrants from countries where tap water is unsafe to drink. Even if safe, water that tastes bad, is discolored, or dispensed from an old,
dirty tap may trigger distrust. In many communities, it may be easier to purchase bottled water than to find a clean, functioning drinking
fountain, but it puts a financial burden on low income families and minorities. In the rural town of Bieber, the town's water appears dirty with
water contaminants, and was tested for lead in March, 2018. Approximately this impacts about 1/3 of the student body and all of our English
Language Learner families. Students residing in the towns of Adin, Lookout and Nubieber rely on wells and usually bring water bottles from
their home. Through student meetings, the students in the middle school, specifically low income and English Learners, identified the need
for the installation of water bottle filling stations on the campus. The water bottle fillings stations will encourage hydration, reduce illness
transmission, and promote sustainability for students and staff.
Action 6: Increase Big Valley Agriculture Department's course pathways & CTE courses.
Career Technical Education (CTE) is an important part of the district’s plan to provide unduplicated students' access to relevant and rigorous
work- based learning experiences that increase post-secondary success. The District wants to improve the curriculum for students enrolled in
agricultural education programs through the development and implementation of (a) an integrated academic and vocational curriculum, (b)
curriculum that reflects workplace needs and instruction, and (c) support services for low income students, English Language Learner, foster
youth students and students with disabilities who have been underrepresented and lack technical skill attainment . Five students out of
Twenty-six students completed the Agribusiness CTE Pathway in 20-21, of the five completers, only 1 student was low income, 1 student
with disabilities and 0 students who were English Language learners or foster youth. The CTE pathways in BVJUSD enable students to
develop specific skills that can lead to future employment and integrate their learning through curriculum with direct application to real-life
contexts. The percentage of graduates completing a CTE pathway decreased from 8.9% in 2018-19 to 0% in 2019-20. Recognizing this drop
in completion, the district must not only maintain, but also expand CTE opportunities. This need has been emphasized across stakeholder
groups with critical importance for unduplicated student groups. The district’s WASC report included a specific focus on career preparation in
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their recommendations to the board, citing the need to expand program offerings, increase the information students receive about
career/trades options, and reduce the overall stigma associated with trade occupations. Staff have noted that increasing the number of
students who successfully complete a CTE pathway will have a positive impact on students’ post-secondary success, and will be
documented by the district’s indicator of overall college and career readiness on the Dashboard. Expanded efforts in 2021-22.
Under Goal 3, the contributing actions are:
Action 1: Increasing Student Achievement with activities & incentives.
This action will provide the additional funding for new and expanded enrichment activities and incentives, and ensures access to
opportunities beyond the academic core. The unduplicated student population has some of the lowest attendance rates. 71.22% of
unduplicated students in grades TK-5 missed more than 5% of the school year and 30.77% of unduplicated students in grades 6-12 missed
more than 5% of the school year in 20-21, according to Calpads report, 14.1. Ensuring that our unduplicated students are attending and
engaging in school is foundational to our program. Many of our unduplicated students struggle academically and don’t enjoy attending school
and seem unmotivated, but research shows that providing them with enrichment activities and incentives may strengthen their academics,
develop grit and resiliency, and give them additional opportunities to feel successful and confident in school. Additionally, the District shows a
need for an ongoing program implementation to address student achievement and motivational needs as determined through the LCAP
parent survey conducted in April, 2021 by increasing the numbers of activities and incentives to plan activities that are highly beneficial for
our EL, foster youth, and low-income youth populations. 41 low income students are below grade level standard in English and math,
according the 2019 CA Dashboard. These activities and incentives are crucial to increase access for unduplicated pupils to take part in
activities since our remote town and the surrounding valley lack access to organized performing arts activities, organized sporting
opportunities (youth soccer, Little League) or other access to community based clubs (Boy Scouts, Girls Scout). Many families of our
unduplicated families (low income and ELs) do not have the financial means to transport students or ability to miss work to participate in
these type of activities outside of the valley on a daily or weekly basis. There is a deficit for our unduplicated students to have focused
experiences and activities in the Big Valley area. The families with financial means are able to transport their students out of the area to take
part in enrichment activities and travel sports for practices, meetings and other opportunities; plus these families are able to pay participation
dues at an increasingly inflated cost.
Action 2: UC Scout AP/Honors and Cyberhigh Online Learning Platforms.
BVJUSD's unduplicated students lack access to academic counseling services and college readiness activities as compared to peers who
have more financial resources, speak English at home, or have family members who have graduated college. The District's graduation rate
fell to 76.47% and the drop out rate increased to 17.65%. Many will be the first in their family to pursue postsecondary education.
Implementing robust and predictable academic services provides all students guidance to support their successful navigation of high school
and the path to college and career. BVJUSD has designed its academic programming intentionally to focus on the needs of unduplicated
students and provide districtwide guidance for allocation of course scheduling to support equitable A-G course access for low income, foster
youth and English learner student groups.
Professional Learning Community/Analyze Student Data.
Action 3: All unduplicated students will have enhanced access to standards aligned curriculum. We utilize a vetted and standards-aligned
curriculum delivery program, with personalized and targeted instruction and differentiation to meet the unique needs of each student learner.
Teachers will utilize the Professional Learning Community (PLC) process on scheduled early release Wednesdays to analyze student data to
inform instruction that will lead to increased student achievement. We monitor the quality of our curriculum program using the CDE rubric
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each year. The District continues to see a gap in opportunities in advanced classes as well as achievement outcomes among our low income
student group.
Action 4: Recruit one .5 teacher at the Big Valley Elementary School.
The District will recruit one .5 teacher at the Big Valley Elementary School to maintain an average class size of 20:1 in grades TK-6.
Maintaining small class sizes allows teachers to provide increased differentiated instruction for the specific needs of low income students and
support the targeted development of relationship building with our students who are trauma exposed students from the effects of poverty.
According to research cited in "Teaching in a Trauma-Sensitive Classroom: What Educators Can Do to Support Students", (American
Educator, v43 n2 pg 12-17 Sum 2019), the first step in providing support to children and teens exposed to trauma and adversity is helping
them to feel safe at school and demonstrating alternative working models of relationships. Additionally, trauma-exposed students may
interfere with classroom learning, which can be frustrating. Helping them can be particularly challenging because they may have difficulty
trusting peers and adults, especially authority figures. This action has been created to accelerate learning and address learning loss from the
pandemic for the 32 elementary low income students who are below grade level standards in English and math (2019 CA Dashboard).
Action 5: CTE Agriculture Education Teacher.
Some of our lowest college and career readiness rates are among the unduplicated student groups. Five students out of Twenty-six students
completed the Agribusiness CTE Pathway in 20-21, of the five completers, only 1 student was low income, 1 student with disabilities and 0
students who were English Language learners or foster youth. A credentialed Agriculture Education teacher is a specialization and only CTE
Agriculture Education are authorized to teach Ag Education CTE pathways. Previous hires did not have the specialization and therefore the
College and Career Indicator rates dropped because the District was unable to have CTE completers even though the pathway was offered
on the master schedule. It is shown by the percentage of graduates completing a CTE pathway that decreased from 8.9% in 2018-19 to 0%
in 2019-20. The CTE pathway enables students to develop specific skills that can lead to future employment and integrate their learning
through curriculum with direct application to real-life contexts. Recognizing this drop in completion, the district must not only maintain, but
also expand CTE opportunities. This need has been emphasized across stakeholder groups with critical importance for unduplicated student
groups. To address this need, our unduplicated students need to be prepared to pursue a career, or attend a college. We take into
consideration local employment opportunities and student interests to help guide students into coursework that is meaningful to them.
Students engage in career inventory, exploration through Agriculture Education and overview of professional job skills in order to align their
interests into either career or post-secondary education. We require all students to participate in a CTE program before graduation. These
actions will have a positive impact on our college and career readiness rates for our unduplicated student population.
Action 6: Intervention Support - Lexia.
Low income families often have fewer resources at home to complete homework, study, or engage in activities that helps equip them for
success during the school day. Many impoverished families lack access to computers, high-speed internet, transportation, and other
materials that can aid a student outside of school. State and local assessments in ELA and Math indicate that some of our lowest performing
students are the unduplicated student groups. To address this need Interventions will be provided for our unduplicated students struggling
with academic proficiency which will help them improve their skills. Targeted instruction 1:1, in small group settings or through other
effectively proven intervention programs (Lexia) will increase their academic abilities.
Action 7: Funds for Student Engagement Activities.
The unduplicated students served by the school have additional obstacles that often interfere with attendance and lower their academic
motivation as indicated by Chronic Absenteeism rate (18.49%) and below state standards (44 low income students in ELA & Math, 2019
CAASPP data). BVJUSD is a high-poverty district, and students often lack the opportunities that are possible in a more affluent community.
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Many families of our low income and ELs do not have the financial means to transport students, pay for enrichment programs or the ability to
miss work to participate in these type of activities outside of the valley on a daily or weekly basis. There is a deficit for our unduplicated
students to have focused experiences and activities in the Big Valley area. Student input has continued to affirm the desire for more
engaging experiences outside of the classroom including extra and co-curricular opportunities. The activities proposed in these two actions
seek to mitigate the effects of poverty on students by providing access to College Visits, Field Trips, and other experiential learning
opportunities, elementary athletics, and Visual and Performing Arts (VAPA) opportunities. These actions are intended to primarily benefit
students who are low income and EL learners, as they may not have the same access to such opportunities outside of school. These actions
will have a positive impact on improved engagement, as evidenced by a declined in Chronic Absenteeism rate, reduced suspension, and
improved reporting of connectedness on the annual School Climate survey are the desired outcomes.
We will be monitoring these actions to ensure these services are effective in supporting our students from low income families, English
learners and Foster Youth.
A description of how services for foster youth, English learners, and low-income students are being increased or improved by the percentage
required.
The District needs to increase and improve services by 7.52% for 2022-23. We are adding additional staff and resources to the base program
to provide more services to high needs students and we are improving existing services offered.
Added staff and staff time:
• 1 .50 elementary teacher to reduce classroom size
• 11 Student Support Specialists
• Tutoring for academic support
• Summer school staff
Added resources:
• Assessments: NWEA MAP and ESGI, AP tests for unduplicated students
• Communication and data systems: Catapult K12, Blackboard Inc, Seesaw Learning
• Data systems and learning software: Cyber High, Khan Academy MAP Accelerator, Remind, SWISS (PBIS),
• Expanded reading: Mystery Science, Accelerated Reader, diversified literature
• Instructional materials: Social Emotional Learning (SEL) (Mister Brown); learning acceleration materials
• Technology: Science lab improvement for English learners,
*Lassen County Truancy Reduction Program
Training and coaching:
• Data analysis tool development and support
• Equity Action Team support; diversity, equity, inclusion training
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• Evidence-based instructional materials training
• Math coaching
• New Teacher Induction program
• Crisis Prevention Institute (CSI) training program
• Training in building positive relationships
The increase in services reflects additional programs and expenditures including 1) instructional support for intervention to support student
needs for our low-income students, English Language Learners, and Foster Youth; 2) additional professional development and coaching to
help teachers learn techniques and strategies to meet the needs of our low income students, English Language learners, and Foster Youth,
and; 3) additional student engagement opportunities for the low income students, English Language learners, and Foster Youth, 4) Lassen
County Truancy Reduction Program, with support for English Language learners, Foster Youth, and low income students and; 5) recruit one
.5 elementary teacher to meet the unique needs of these student populations. In addition, through our PBIS program, we will continue to
increase our efforts to establish a cohesive framework to support the academic, behavioral and social emotional needs of our unduplicated
students.
A description of the plan for how the additional concentration grant add-on funding identified above will be used to increase the number of staff
providing direct services to students at schools that have a high concentration (above 55 percent) of foster youth, English learners, and low-
income students, as applicable.
N/A, the District does not receive Concentration Grant Funds.
Staff-to-student ratios by
type of school and
concentration of
unduplicated students
Schools with a student concentration of 55 percent or
less
Schools with a student concentration of greater than 55
percent
Staff-to-student ratio of
classified staff providing
direct services to students
2
0
Staff-to-student ratio of
certificated staff providing
direct services to students
2
0
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 63 of 94
2022-23 Total Expenditures Table
Totals
LCFF Funds
Other State
Funds
Local Funds
Federal Funds
Total Funds
Total Personnel
Total Non-
personnel
Totals
$104,921.00
$11,300.00
$116,221.00
$116,221.00
Goal
Action #
Action Title
Student Group(s)
LCFF Funds
Other State Funds
Local Funds
Federal Funds
Total Funds
1
1.1
Two-way
communication
between home &
school
XEnglish Learners
XFoster Youth
XLow Income
$2,000.00
$2,000.00
1
1.2
Truancy Reduction
Program
XEnglish Learners
XFoster Youth
XLow Income
$6,000.00
$6,000.00
1
1.3
Funding for school
libraries to purchase
library materials
XEnglish Learners
XFoster Youth
XLow Income
$500.00
$500.00
1
1.4
Summer School for
high school students
XEnglish Learners
XFoster Youth
XLow Income
$3,660.00
$3,660.00
1
1.5
School-wide PBIS
Positive Incentives
XEnglish Learners
XFoster Youth
XLow Income
$2,300.00
$2,300.00
1
1.6
Socio Emotional PD
(CPI) (Title 1)
XAll
XStudents with
Disabilities
$1,300.00
$1,300.00
2
2.1
Teacher Induction
Program (Title 2)
XAll
XStudents with
Disabilities
$10,000.00
$10,000.00
2
2.2
Professional
Development -
Instructional
Strategies
XEnglish Learners
XFoster Youth
XLow Income
$500.00
$500.00
2
2.3
Technology Upgrades
and Improvements
XEnglish Learners
XFoster Youth
$1,100.00
$1,100.00
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 64 of 94
Goal
Action #
Action Title
Student Group(s)
LCFF Funds
Other State Funds
Local Funds
Federal Funds
Total Funds
XLow Income
2
2.4
Facilities repair for
playground &
basketball court
XEnglish Learners
XFoster Youth
XLow Income
$0.00
$0.00
2
2.5
Installation of water
bottle filling stations
XEnglish Learners
XFoster Youth
XLow Income
$0.00
$0.00
2
2.6
BV Ag Dept
increased course
pathways & CTE
courses
XEnglish Learners
XFoster Youth
XLow Income
$500.00
$500.00
3
3.1
Increasing Student
Achievement with
activities & incentives
XEnglish Learners
XFoster Youth
XLow Income
$2,300.00
$2,300.00
3
3.2
UC Scout AP/Honors
and Cyberhigh Online
Learning Platforms
XEnglish Learners
XFoster Youth
XLow Income
$1,500.00
$1,500.00
3
3.3
Professional Learning
Community/Analyze
Student Data
XEnglish Learners
XFoster Youth
XLow Income
$416.00
$416.00
3
3.4
Recruit one .5
teacher at elementary
school
XEnglish Learners
XFoster Youth
XLow Income
$3,000.00
$3,000.00
3
3.5
CTE Agriculture
Education teacher
XEnglish Learners
XFoster Youth
XLow Income
$75,645.00
$75,645.00
3
3.6
Intervention support
XEnglish Learners
XFoster Youth
XLow Income
$4,000.00
$4,000.00
3
3.7
Funds for student
engagement activities
XEnglish Learners
XFoster Youth
XLow Income
$1,500.00
$1,500.00
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 65 of 94
2022-23 Contributing Actions Table
1. Projected
LCFF Base
Grant
2. Projected
LCFF
Supplemental
and/or
Concentration
Grants
3. Projected
Percentage to
Increase or
Improve
Services for
the Coming
School Year
(2 divided by
1)
LCFF
Carryover —
Percentage
(Percentage
from Prior
Year)
Total
Percentage to
Increase or
Improve
Services for
the Coming
School Year
(3 + Carryover
%)
4. Total
Planned
Contributing
Expenditures
(LCFF Funds)
5. Total
Planned
Percentage of
Improved
Services
(%)
Planned
Percentage to
Increase or
Improve
Services for
the Coming
School Year
(4 divided by
1, plus 5)
Totals by
Type
Total LCFF
Funds
$1,545,123
$116,221
7.52%
4.25%
11.77%
$104,921.00
0.00%
6.79 %
Total:
$104,921.00
LEA-wide
Total:
$16,616.00
Limited Total:
$0.00
Schoolwide
Total:
$88,305.00
Goal
Action #
Action Title
Contributing to
Increased or
Improved
Services?
Scope
Unduplicated
Student Group(s)
Location
Planned
Expenditures for
Contributing
Actions (LCFF
Funds)
Planned
Percentage of
Improved
Services (%)
1
1.1
Two-way communication
between home & school
XYes
XLEA-wide
XEnglish Learners
XFoster Youth
XLow Income
XAll Schools
$2,000.00
1
1.2
Truancy Reduction Program
XYes
XLEA-wide
XEnglish Learners
XFoster Youth
XLow Income
XAll Schools
$6,000.00
1
1.3
Funding for school libraries
to purchase library materials
XYes
XLEA-wide
XEnglish Learners
XFoster Youth
XLow Income
XAll Schools
$500.00
1
1.4
Summer School for high
school students
XYes
XSchoolwide
XEnglish Learners
XFoster Youth
XLow Income
Specific Schools:
Big Valley Jr/Sr
High School
6-12
$3,660.00
1
1.5
School-wide PBIS Positive
Incentives
XYes
XLEA-wide
XEnglish Learners
XFoster Youth
XLow Income
XAll Schools
$2,300.00
2
2.2
Professional Development -
Instructional Strategies
XYes
XLEA-wide
XEnglish Learners
XFoster Youth
XLow Income
XAll Schools
$500.00
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 66 of 94
Goal
Action #
Action Title
Contributing to
Increased or
Improved
Services?
Scope
Unduplicated
Student Group(s)
Location
Planned
Expenditures for
Contributing
Actions (LCFF
Funds)
Planned
Percentage of
Improved
Services (%)
2
2.3
Technology Upgrades and
Improvements
XYes
XLEA-wide
XEnglish Learners
XFoster Youth
XLow Income
XAll Schools
$1,100.00
2
2.4
Facilities repair for
playground & basketball
court
XYes
XLEA-wide
XEnglish Learners
XFoster Youth
XLow Income
XAll Schools
$0.00
2
2.5
Installation of water bottle
filling stations
XXXYes
XLEA-wide
XSchoolwide
XLimited to
Unduplicated
Student Group(s)
XEnglish Learners
XFoster Youth
XLow Income
XAll Schools
$0.00
2
2.6
BV Ag Dept increased
course pathways & CTE
courses
XYes
XSchoolwide
XEnglish Learners
XFoster Youth
XLow Income
Specific Schools:
Big Valley Jr/Sr
High School
6-12
$500.00
3
3.1
Increasing Student
Achievement with activities
& incentives
XYes
XLEA-wide
XEnglish Learners
XFoster Youth
XLow Income
XAll Schools
$2,300.00
3
3.2
UC Scout AP/Honors and
Cyberhigh Online Learning
Platforms
XYes
XSchoolwide
XEnglish Learners
XFoster Youth
XLow Income
Specific Schools:
Big Valley Jr/Sr
High School
6-12
$1,500.00
3
3.3
Professional Learning
Community/Analyze
Student Data
XYes
XLEA-wide
XEnglish Learners
XFoster Youth
XLow Income
XAll Schools
$416.00
3
3.4
Recruit one .5 teacher at
elementary school
XYes
XSchoolwide
XEnglish Learners
XFoster Youth
XLow Income
Specific Schools:
Big Valley
Elementary School
$3,000.00
3
3.5
CTE Agriculture Education
teacher
XYes
XSchoolwide
XEnglish Learners
XFoster Youth
XLow Income
Specific Schools:
Big Valley Jr/Sr
High School
7-12
$75,645.00
3
3.6
Intervention support
XYes
XSchoolwide
XEnglish Learners
XFoster Youth
XLow Income
Specific Schools:
Big Valley Jr/Sr
High School
7-12
$4,000.00
3
3.7
Funds for student
engagement activities
XYes
XLEA-wide
XEnglish Learners
XFoster Youth
XAll Schools
$1,500.00
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 67 of 94
Goal
Action #
Action Title
Contributing to
Increased or
Improved
Services?
Scope
Unduplicated
Student Group(s)
Location
Planned
Expenditures for
Contributing
Actions (LCFF
Funds)
Planned
Percentage of
Improved
Services (%)
XLow Income
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 68 of 94
2021-22 Annual Update Table
Totals
Last Year's
Total Planned
Expenditures
(Total Funds)
Total Estimated
Expenditures
(Total Funds)
Totals
$216,840.00
$194,978.77
Last Year's
Goal #
Last Year's Action
#
Prior Action/Service Title
Contributed to Increased
or Improved Services?
Last Year's Planned
Expenditures
(Total Funds)
Estimated Actual
Expenditures
(Input Total Funds)
1
1.1
Two-way communication between
home & school
Yes
X
$5,000.00
$3,876.78
1
1.2
Truancy Reduction Program
Yes
X
$14,362.50
$14,362.00
1
1.3
Funding for school libraries to
purchase library materials
Yes
X
$3,000.00
$1,833.95
1
1.4
Summer School for high school
students
Yes
X
$3,660.00
$2,633.85
1
1.5
School-wide PBIS Positive
Incentives
Yes
X
$5,000.00
$3,171.36
1
1.6
Socio Emotional PD (CPI) (Title 1)
No
XX
$5,600.00
$5401.79
2
2.1
Teacher Induction Program (Title 2)
No
XX
$8,400.00
$10,275.22
2
2.2
Professional Development -
Instructional Strategies
Yes
X
$1,500.00
$1,994.31
2
2.3
Technology Upgrades and
Improvements
Yes
X
$8,000.00
$8,321.64
2
2.4
Facilities repair for playground &
basketball court
Yes
$11,300.00
$11,300.00
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 69 of 94
Last Year's
Goal #
Last Year's Action
#
Prior Action/Service Title
Contributed to Increased
or Improved Services?
Last Year's Planned
Expenditures
(Total Funds)
Estimated Actual
Expenditures
(Input Total Funds)
X
2
2.5
Installation of water bottle filling
stations
Yes
XXX
$4,500.00
$5,151.20
2
2.6
BV Ag Dept increased course
pathways & CTE courses
Yes
X
$3,000.00
$331.97
3
3.1
Increasing Student Achievement
with activities & incentives
Yes
X
$5,000.00
$4,804.68
3
3.2
UC Scout AP/Honors and
Cyberhigh Online Learning
Platforms
Yes
X
$10,000.00
$3,596.00
3
3.3
Professional Learning
Community/Analyze Student Data
Yes
X
$1,000.00
$1,052.86
3
3.4
Recruit one .5 teacher at
elementary school
Yes
X
$38,417.50
$32,605.17
3
3.5
CTE Agriculture Education teacher
Yes
X
$75,400.00
$75,789.38
3
3.6
Intervention support - Lexia
Yes
X
$8,700.00
$4,340.03
3
3.7
Funds for student engagement
activities
Yes
X
$5,000.00
$4,136.58
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 70 of 94
2021-22 Contributing Actions Annual Update Table
6. Estimated
LCFF
Supplemental
and/or
Concentration
Grants
(Input Dollar
Amount)
4. Total Planned
Contributing
Expenditures
(LCFF Funds)
7. Total Estimated
Expenditures for
Contributing
Actions
(LCFF Funds)
Difference
Between Planned
and Estimated
Expenditures for
Contributing
Actions
(Subtract 7 from
4)
5. Total Planned
Percentage of
Improved
Services (%)
8. Total Estimated
Percentage of
Improved
Services
(%)
Difference
Between Planned
and Estimated
Percentage of
Improved
Services
(Subtract 5 from
8)
$162,543
$202,840.00
$94,928.83
$107,911.17
0.00%
0.00%
0.00%
Last
Year's
Goal #
Last
Year's
Action #
Prior Action/Service Title
Contributing to
Increased or
Improved Services?
Last Year's Planned
Expenditures for
Contributing
Actions (LCFF
Funds)
Estimated Actual
Expenditures for
Contributing
Actions
(Input LCFF Funds)
Planned Percentage
of Improved
Services
Estimated Actual
Percentage of
Improved Services
(Input Percentage)
1
1.1
Two-way communication
between home & school
XYes
$5,000.00
$2,696.39
1
1.2
Truancy Reduction Program
XYes
$14,362.50
$7,311.00
1
1.3
Funding for school libraries to
purchase library materials
XYes
$3,000.00
$929.05
1
1.4
Summer School for high
school students
XYes
$3,660.00
$2,633.85
1
1.5
School-wide PBIS Positive
Incentives
XYes
$5,000.00
$451.46
2
2.2
Professional Development -
Instructional Strategies
XYes
$1,500.00
$1,725.47
2
2.3
Technology Upgrades and
Improvements
XYes
$8,000.00
$8,321.64
2
2.4
Facilities repair for playground
& basketball court
XYes
$11,300.00
$11,300.00
2
2.5
Installation of water bottle
filling stations
XXXYes
$4,500.00
$3,210.85
2
2.6
BV Ag Dept increased course
pathways & CTE courses
XYes
$3,000.00
$277.97
3
3.1
Increasing Student
Achievement with activities &
incentives
XYes
$5,000.00
$2,392.35
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 71 of 94
Last
Year's
Goal #
Last
Year's
Action #
Prior Action/Service Title
Contributing to
Increased or
Improved Services?
Last Year's Planned
Expenditures for
Contributing
Actions (LCFF
Funds)
Estimated Actual
Expenditures for
Contributing
Actions
(Input LCFF Funds)
Planned Percentage
of Improved
Services
Estimated Actual
Percentage of
Improved Services
(Input Percentage)
3
3.2
UC Scout AP/Honors and
Cyberhigh Online Learning
Platforms
XYes
$10,000.00
$1,596.00
3
3.3
Professional Learning
Community/Analyze Student
Data
XYes
$1,000.00
$2,392.35
3
3.4
Recruit one .5 teacher at
elementary school
XYes
$38,417.50
$32,605.17
3
3.5
CTE Agriculture Education
teacher
XYes
$75,400.00
$13,564.63
3
3.6
Intervention support - Lexia
XYes
$8,700.00
$448.00
3
3.7
Funds for student engagement
activities
XYes
$5,000.00
$3,072.65
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 72 of 94
2021-22 LCFF Carryover Table
9. Estimated
Actual LCFF
Base Grant
(Input Dollar
Amount)
6. Estimated
Actual LCFF
Supplemental
and/or
Concentration
Grants
LCFF
Carryover —
Percentage
(Percentage
from Prior
Year)
10. Total
Percentage to
Increase or
Improve
Services for
the Current
School Year
(6 divided by 9
+ Carryover
%)
7. Total
Estimated
Actual
Expenditures
for
Contributing
Actions
(LCFF Funds)
8. Total
Estimated
Actual
Percentage of
Improved
Services
(%)
11. Estimated
Actual
Percentage of
Increased or
Improved
Services
(7 divided by
9, plus 8)
12. LCFF
Carryover —
Dollar Amount
(Subtract 11
from 10 and
multiply by 9)
13. LCFF
Carryover —
Percentage
(12 divided by
9)
$1,589,939
$162,543
10.22%
$94,928.83
0.00%
5.97%
$67,614.17
4.25%
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 73 of 94
Instructions
Plan Summary
Engaging Educational Partners
Goals and Actions
Increased or Improved Services for Foster Youth, English Learners, and Low-Income Students
For additional questions or technical assistance related to the completion of the Local Control and Accountability Plan (LCAP) template,
please contact the local county office of education (COE), or the California Department of Education’s (CDE’s) Local Agency Systems Support
Office, by phone at 916-319-0809 or by email at [email protected].
Introduction and Instructions
The Local Control Funding Formula (LCFF) requires local educational agencies (LEAs) to engage their local educational partners in an annual
planning process to evaluate their progress within eight state priority areas encompassing all statutory metrics (COEs have 10 state priorities).
LEAs document the results of this planning process in the LCAP using the template adopted by the State Board of Education.
The LCAP development process serves three distinct, but related functions:
• Comprehensive Strategic Planning: The process of developing and annually updating the LCAP supports comprehensive strategic planning
(California Education Code [EC] Section 52064[e][1]). Strategic planning that is comprehensive connects budgetary decisions to teaching and
learning performance data. LEAs should continually evaluate the hard choices they make about the use of limited resources to meet student and
community needs to ensure opportunities and outcomes are improved for all students.
• Meaningful Engagement of Educational Partners: The LCAP development process should result in an LCAP that reflects decisions made
through meaningful engagement (EC Section 52064[e][1]). Local educational partners possess valuable perspectives and insights about an LEA's
programs and services. Effective strategic planning will incorporate these perspectives and insights in order to identify potential goals and actions to
be included in the LCAP.
• Accountability and Compliance: The LCAP serves an important accountability function because aspects of the LCAP template require LEAs to
show that they have complied with various requirements specified in the LCFF statutes and regulations, most notably:
o Demonstrating that LEAs are increasing or improving services for foster youth, English learners, and low-income students in proportion to
the amount of additional funding those students generate under LCFF (EC Section 52064[b][4-6]).
o Establishing goals, supported by actions and related expenditures, that address the statutory priority areas and statutory metrics (EC
sections 52064[b][1] and [2]).
o Annually reviewing and updating the LCAP to reflect progress toward the goals (EC Section 52064[b][7]).
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 74 of 94
The LCAP template, like each LEA’s final adopted LCAP, is a document, not a process. LEAs must use the template to memorialize the
outcome of their LCAP development process, which should: (a) reflect comprehensive strategic planning (b) through meaningful engagement
with educational partners that (c) meets legal requirements, as reflected in the final adopted LCAP. The sections included within the LCAP
template do not and cannot reflect the full development process, just as the LCAP template itself is not intended as a tool for engaging
educational partners.
If a county superintendent of schools has jurisdiction over a single school district, the county board of education and the governing board of
the school district may adopt and file for review and approval a single LCAP consistent with the requirements in EC sections 52060, 52062,
52066, 52068, and 52070. The LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all
budgeted and actual expenditures are aligned.
The revised LCAP template for the 2021–22, 2022–23, and 2023–24 school years reflects statutory changes made through Assembly Bill
1840 (Committee on Budget), Chapter 243, Statutes of 2018. These statutory changes enhance transparency regarding expenditures on
actions included in the LCAP, including actions that contribute to meeting the requirement to increase or improve services for foster youth,
English learners, and low-income students, and to streamline the information presented within the LCAP to make adopted LCAPs more
accessible for educational partners and the public.
At its most basic, the adopted LCAP should attempt to distill not just what the LEA is doing for students in transitional kindergarten through
grade twelve (TK–12), but also allow educational partners to understand why, and whether those strategies are leading to improved
opportunities and outcomes for students. LEAs are strongly encouraged to use language and a level of detail in their adopted LCAPs intended
to be meaningful and accessible for the LEA’s diverse educational partners and the broader public.
In developing and finalizing the LCAP for adoption, LEAs are encouraged to keep the following overarching frame at the forefront of the
strategic planning and educational partner engagement functions:
Given present performance across the state priorities and on indicators in the California School Dashboard (Dashboard), how is the
LEA using its budgetary resources to respond to TK–12 student and community needs, and address any performance gaps, including
by meeting its obligation to increase or improve services for foster youth, English learners, and low-income students?
LEAs are encouraged to focus on a set of metrics and actions that the LEA believes, based on input gathered from educational partners,
research, and experience, will have the biggest impact on behalf of its TK–12 students.
These instructions address the requirements for each section of the LCAP, but may include information about effective practices when
developing the LCAP and completing the LCAP itself. Additionally, information is included at the beginning of each section emphasizing the
purpose that each section serves.
Plan Summary
Purpose
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 75 of 94
A well-developed Plan Summary section provides a meaningful context for the LCAP. This section provides information about an LEA’s
community as well as relevant information about student needs and performance. In order to provide a meaningful context for the rest of the
LCAP, the content of this section should be clearly and meaningfully related to the content included in the subsequent sections of the LCAP.
Requirements and Instructions
General Information – Briefly describe the LEA, its schools, and its students in grades TK–12, as applicable to the LEA. For example,
information about an LEA in terms of geography, enrollment, or employment, the number and size of specific schools, recent community
challenges, and other such information as an LEA wishes to include can enable a reader to more fully understand an LEA’s LCAP.
Reflections: Successes – Based on a review of performance on the state indicators and local performance indicators included in the
Dashboard, progress toward LCAP goals, local self-assessment tools, input from educational partners, and any other information, what
progress is the LEA most proud of and how does the LEA plan to maintain or build upon that success? This may include identifying specific
examples of how past increases or improvements in services for foster youth, English learners, and low-income students have led to improved
performance for these students.
Reflections: Identified Need – Referring to the Dashboard, identify: (a) any state indicator for which overall performance was in the “Red” or
“Orange” performance category or any local indicator where the LEA received a “Not Met” or “Not Met for Two or More Years” rating AND (b)
any state indicator for which performance for any student group was two or more performance levels below the “all student” performance.
What steps is the LEA planning to take to address these areas of low performance and performance gaps? An LEA that is required to include
a goal to address one or more consistently low-performing student groups or low-performing schools must identify that it is required to include
this goal and must also identify the applicable student group(s) and/or school(s). Other needs may be identified using locally collected data
including data collected to inform the self-reflection tools and reporting local indicators on the Dashboard.
LCAP Highlights – Identify and briefly summarize the key features of this year’s LCAP.
Comprehensive Support and Improvement – An LEA with a school or schools identified for comprehensive support and improvement (CSI)
under the Every Student Succeeds Act must respond to the following prompts:
● Schools Identified: Identify the schools within the LEA that have been identified for CSI.
● Support for Identified Schools: Describe how the LEA has or will support the identified schools in developing CSI plans that included
a school-level needs assessment, evidence-based interventions, and the identification of any resource inequities to be addressed
through the implementation of the CSI plan.
● Monitoring and Evaluating Effectiveness: Describe how the LEA will monitor and evaluate the implementation and effectiveness of
the CSI plan to support student and school improvement.
Engaging Educational Partners
2022-23 Local Control Accountability Plan for Big Valley Joint Unified School District Page 76 of 94
Purpose
Significant and purposeful engagement of parents, students, educators, and other educational partners, including those representing the
student groups identified by LCFF, is critical to the development of the LCAP and the budget process. Consistent with statute, such
engagement should support comprehensive strategic planning, accountability, and improvement across the state priorities and locally
identified priorities (EC Section 52064[e][1]). Engagement of educational partners is an ongoing, annual process.
This section is designed to reflect how the engagement of educational partners influenced the decisions reflected in the adopted LCAP. The
goal is to allow educational partners that participated in the LCAP development process and the broader public understand how the LEA
engaged educational partners and the impact of that engagement. LEAs are encouraged to keep this goal in the forefront when completing
this section.
Statute and regulations specify the educational partners that school districts and COEs must consult when developing the LCAP: teachers,
principals, administrators, other school personnel, local bargaining units of the LEA, parents, and students. Before adopting the LCAP, school
districts and COEs must share it with the Parent Advisory Committee and, if applicable, to its English Learner Parent Advisory Committee. The
superintendent is required by statute to respond in writing to the comments received from these committees. School districts and COEs must
also consult with the special education local plan area administrator(s) when developing the LCAP.
Statute requires charter schools to consult with teachers, principals, administrators, other school personnel, parents, and students in
developing the LCAP. The LCAP should also be shared with, and LEAs should request input from, schoolsite-level advisory groups, as
applicable (e.g., schoolsite councils, English Learner Advisory Councils, student advisory groups, etc.), to facilitate alignment between
schoolsite and district-level goals and actions.
Information and resources that support effective engagement, define student consultation, and provide the requirements for advisory group
composition, can be found under Resources on the following web page of the CDE’s website: https://www.cde.ca.gov/re/lc/.
Requirements and Instructions
Below is an excerpt from the 2018–19 Guide for Annual Audits of K–12 Local Education Agencies and State Compliance Reporting, which is
provided to highlight the legal requirements for engagement of educational partners in the LCAP development process:
Local Control and Accountability Plan:
For county offices of education and school districts only, verify the LEA:
a) Presented the local control and accountability plan to the parent advisory committee in accordance with Education Code section
52062(a)(1) or 52068(a)(1), as appropriate.
b) If applicable, presented the local control and accountability plan to the English learner parent advisory committee, in accordance
with Education Code section 52062(a)(2) or 52068(a)(2), as appropriate.
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c) Notified members of the public of the opportunity to submit comments regarding specific actions and expenditures proposed to
be included in the local control and accountability plan in accordance with Education Code section 52062(a)(3) or 52068(a)(3),
as appropriate.
d) Held at least one public hearing in accordance with Education Code section 52062(b)(1) or 52068(b)(1), as appropriate.
e) Adopted the local control and accountability plan in a public meeting in accordance with Education Code section 52062(b)(2) or
52068(b)(2), as appropriate.
Prompt 1: “A summary of the process used to engage educational partners and how this engagement was considered before finalizing the
LCAP.”
Describe the engagement process used by the LEA to involve educational partners in the development of the LCAP, including, at a minimum,
describing how the LEA met its obligation to consult with all statutorily required educational partners as applicable to the type of LEA. A
sufficient response to this prompt must include general information about the timeline of the process and meetings or other engagement
strategies with educational partners. A response may also include information about an LEA’s philosophical approach to engaging its
educational partners.
Prompt 2: “A summary of the feedback provided by specific educational partners.”
Describe and summarize the feedback provided by specific educational partners. A sufficient response to this prompt will indicate ideas,
trends, or inputs that emerged from an analysis of the feedback received from educational partners.
Prompt 3: “A description of the aspects of the LCAP that were influenced by specific input from educational partners.”
A sufficient response to this prompt will provide educational partners and the public with clear, specific information about how the engagement
process influenced the development of the LCAP. The response must describe aspects of the LCAP that were influenced by or developed in
response to the educational partner feedback described in response to Prompt 2. This may include a description of how the LEA prioritized
requests of educational partners within the context of the budgetary resources available or otherwise prioritized areas of focus within the
LCAP. For the purposes of this prompt, “aspects” of an LCAP that may have been influenced by educational partner input can include, but are
not necessarily limited to:
• Inclusion of a goal or decision to pursue a Focus Goal (as described below)
• Inclusion of metrics other than the statutorily required metrics
• Determination of the desired outcome on one or more metrics
• Inclusion of performance by one or more student groups in the Measuring and Reporting Results subsection
• Inclusion of action(s) or a group of actions
• Elimination of action(s) or group of actions
• Changes to the level of proposed expenditures for one or more actions
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• Inclusion of action(s) as contributing to increased or improved services for unduplicated services
• Determination of effectiveness of the specific actions to achieve the goal
• Determination of material differences in expenditures
• Determination of changes made to a goal for the ensuing LCAP year based on the annual update process
• Determination of challenges or successes in the implementation of actions
Goals and Actions
Purpose
Well-developed goals will clearly communicate to educational partners what the LEA plans to accomplish, what the LEA plans to do in order to
accomplish the goal, and how the LEA will know when it has accomplished the goal. A goal statement, associated metrics and expected
outcomes, and the actions included in the goal should be in alignment. The explanation for why the LEA included a goal is an opportunity for
LEAs to clearly communicate to educational partners and the public why, among the various strengths and areas for improvement highlighted
by performance data and strategies and actions that could be pursued, the LEA decided to pursue this goal, and the related metrics, expected
outcomes, actions, and expenditures.
A well-developed goal can be focused on the performance relative to a metric or metrics for all students, a specific student group(s), narrowing
performance gaps, or implementing programs or strategies expected to impact outcomes. LEAs should assess the performance of their
student groups when developing goals and the related actions to achieve such goals.
Requirements and Instructions
LEAs should prioritize the goals, specific actions, and related expenditures included within the LCAP within one or more state priorities. LEAs
should consider performance on the state and local indicators, including their locally collected and reported data for the local indicators that
are included in the Dashboard in determining whether and how to prioritize its goals within the LCAP.
In order to support prioritization of goals, the LCAP template provides LEAs with the option of developing three different kinds of goals:
• Focus Goal: A Focus Goal is relatively more concentrated in scope and may focus on a fewer number of metrics to measure improvement. A Focus
Goal statement will be time bound and make clear how the goal is to be measured.
• Broad Goal: A Broad Goal is relatively less concentrated in its scope and may focus on improving performance across a wide range of metrics.
• Maintenance of Progress Goal: A Maintenance of Progress Goal includes actions that may be ongoing without significant changes and allows an
LEA to track performance on any metrics not addressed in the other goals of the LCAP.
At a minimum, the LCAP must address all LCFF priorities and associated metrics.
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Focus Goal(s)
Goal Description: The description provided for a Focus Goal must be specific, measurable, and time bound. An LEA develops a Focus Goal
to address areas of need that may require or benefit from a more specific and data intensive approach. The Focus Goal can explicitly
reference the metric(s) by which achievement of the goal will be measured and the time frame according to which the LEA expects to achieve
the goal.
Explanation of why the LEA has developed this goal: Explain why the LEA has chosen to prioritize this goal. An explanation must be
based on Dashboard data or other locally collected data. LEAs must describe how the LEA identified this goal for focused attention, including
relevant consultation with educational partners. LEAs are encouraged to promote transparency and understanding around the decision to
pursue a focus goal.
Broad Goal
Goal Description: Describe what the LEA plans to achieve through the actions included in the goal. The description of a broad goal will be
clearly aligned with the expected measurable outcomes included for the goal. The goal description organizes the actions and expected
outcomes in a cohesive and consistent manner. A goal description is specific enough to be measurable in either quantitative or qualitative
terms. A broad goal is not as specific as a focus goal. While it is specific enough to be measurable, there are many different metrics for
measuring progress toward the goal.
Explanation of why the LEA has developed this goal: Explain why the LEA developed this goal and how the actions and metrics grouped
together will help achieve the goal.
Maintenance of Progress Goal
Goal Description: Describe how the LEA intends to maintain the progress made in the LCFF State Priorities not addressed by the other goals
in the LCAP. Use this type of goal to address the state priorities and applicable metrics not addressed within the other goals in the LCAP. The
state priorities and metrics to be addressed in this section are those for which the LEA, in consultation with educational partners, has
determined to maintain actions and monitor progress while focusing implementation efforts on the actions covered by other goals in the LCAP.
Explanation of why the LEA has developed this goal: Explain how the actions will sustain the progress exemplified by the related metrics.
Required Goals
In general, LEAs have flexibility in determining what goals to include in the LCAP and what those goals will address; however, beginning with
the development of the 2022–23 LCAP, LEAs that meet certain criteria are required to include a specific goal in their LCAP.
Consistently low-performing student group(s) criteria: An LEA is eligible for Differentiated Assistance for three or more consecutive years
based on the performance of the same student group or groups in the Dashboard. A list of the LEAs required to include a goal in the LCAP
based on student group performance, and the student group(s) that lead to identification, may be found on the CDE’s Local Control Funding
Formula web page at https://www.cde.ca.gov/fg/aa/lc/.
• Consistently low-performing student group(s) goal requirement: An LEA meeting the consistently low-performing student group(s) criteria must
include a goal in its LCAP focused on improving the performance of the student group or groups that led to the LEA’s eligibility for Differentiated
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Assistance. This goal must include metrics, outcomes, actions, and expenditures specific to addressing the needs of, and improving outcomes for,
this student group or groups. An LEA required to address multiple student groups is not required to have a goal to address each student group;
however, each student group must be specifically addressed in the goal. This requirement may not be met by combining this required goal with
another goal.
• Goal Description: Describe the outcomes the LEA plans to achieve to address the needs of, and improve outcomes for, the student group or
groups that led to the LEA’s eligibility for Differentiated Assistance.
• Explanation of why the LEA has developed this goal: Explain why the LEA is required to develop this goal, including identifying the student
group(s) that lead to the LEA being required to develop this goal, how the actions and associated metrics included in this goal differ from previous
efforts to improve outcomes for the student group(s), and why the LEA believes the actions, metrics, and expenditures included in this goal will help
achieve the outcomes identified in the goal description.
Low-performing school(s) criteria: The following criteria only applies to a school district or COE with two or more schools; it does not apply
to a single-school district. A school district or COE has one or more schools that, for two consecutive years, received the two lowest
performance levels on all but one of the state indicators for which the school(s) receive performance levels in the Dashboard and the
performance of the “All Students” student group for the LEA is at least one performance level higher in all of those indicators. A list of the LEAs
required to include a goal in the LCAP based on school performance, and the school(s) that lead to identification, may be found on the CDE’s
Local Control Funding Formula web page at https://www.cde.ca.gov/fg/aa/lc/.
• Low-performing school(s) goal requirement: A school district or COE meeting the low-performing school(s) criteria must include a goal in its
LCAP focusing on addressing the disparities in performance between the school(s) and the LEA as a whole. This goal must include metrics,
outcomes, actions, and expenditures specific to addressing the needs of, and improving outcomes for, the students enrolled at the low-performing
school or schools. An LEA required to address multiple schools is not required to have a goal to address each school; however, each school must
be specifically addressed in the goal. This requirement may not be met by combining this goal with another goal.
• Goal Description: Describe what outcomes the LEA plans to achieve to address the disparities in performance between the students enrolled at
the low-performing school(s) and the students enrolled at the LEA as a whole.
• Explanation of why the LEA has developed this goal: Explain why the LEA is required to develop this goal, including identifying the schools(s)
that lead to the LEA being required to develop this goal; how the actions and associated metrics included in this goal differ from previous efforts to
improve outcomes for the school(s); and why the LEA believes the actions, metrics, and expenditures included in this goal will help achieve the
outcomes for students enrolled at the low-performing school or schools identified in the goal description.
Measuring and Reporting Results:
For each LCAP year, identify the metric(s) that the LEA will use to track progress toward the expected outcomes. LEAs are encouraged to
identify metrics for specific student groups, as appropriate, including expected outcomes that would reflect narrowing of any existing
performance gaps.
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Include in the baseline column the most recent data associated with this metric available at the time of adoption of the LCAP for the first year
of the three-year plan. LEAs may use data as reported on the 2019 Dashboard for the baseline of a metric only if that data represents the
most recent available (e.g., high school graduation rate).
Using the most recent data available may involve reviewing data the LEA is preparing for submission to the California Longitudinal Pupil
Achievement Data System (CALPADS) or data that the LEA has recently submitted to CALPADS. Because final 2020–21 outcomes on some
metrics may not be computable at the time the 2021–24 LCAP is adopted (e.g., graduation rate, suspension rate), the most recent data
available may include a point in time calculation taken each year on the same date for comparability purposes.
The baseline data shall remain unchanged throughout the three-year LCAP.
Complete the table as follows:
● Metric: Indicate how progress is being measured using a metric.
● Baseline: Enter the baseline when completing the LCAP for 2021–22. As described above, the baseline is the most recent data
associated with a metric. Indicate the school year to which the data applies, consistent with the instructions above.
● Year 1 Outcome: When completing the LCAP for 2022–23, enter the most recent data available. Indicate the school year to which the
data applies, consistent with the instructions above.
● Year 2 Outcome: When completing the LCAP for 2023–24, enter the most recent data available. Indicate the school year to which the
data applies, consistent with the instructions above.
● Year 3 Outcome: When completing the LCAP for 2024–25, enter the most recent data available. Indicate the school year to which the
data applies, consistent with the instructions above. The 2024–25 LCAP will be the first year in the next three-year cycle. Completing
this column will be part of the Annual Update for that year.
● Desired Outcome for 2023–24: When completing the first year of the LCAP, enter the desired outcome for the relevant metric the LEA
expects to achieve by the end of the 2023–24 LCAP year.
Timeline for completing the “Measuring and Reporting Results” part of the Goal.
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Metric
Baseline
Year 1 Outcome
Year 2 Outcome
Year 3 Outcome
Desired Outcome
for Year 3
(2023–24)
Enter information
in this box when
completing the
LCAP for 2021–
22.
Enter information
in this box when
completing the
LCAP for 2021–
22.
Enter information
in this box when
completing the
LCAP for 2022–
23. Leave blank
until then.
Enter information
in this box when
completing the
LCAP for 2023–
24. Leave blank
until then.
Enter information
in this box when
completing the
LCAP for 2024–
25. Leave blank
until then.
Enter information
in this box when
completing the
LCAP for 2021–
22 or when
adding a new
metric.
The metrics may be quantitative or qualitative; but at minimum, an LEA’s LCAP must include goals that are measured using all of the
applicable metrics for the related state priorities, in each LCAP year as applicable to the type of LEA. To the extent a state priority does not
specify one or more metrics (e.g., implementation of state academic content and performance standards), the LEA must identify a metric to
use within the LCAP. For these state priorities, LEAs are encouraged to use metrics based on or reported through the relevant self-reflection
tool for local indicators within the Dashboard.
Actions: Enter the action number. Provide a short title for the action. This title will also appear in the action tables. Provide a description of the
action. Enter the total amount of expenditures associated with this action. Budgeted expenditures from specific fund sources will be provided
in the summary tables. Indicate whether the action contributes to meeting the increase or improved services requirement as described in the
Increased or Improved Services section using a “Y” for Yes or an “N” for No. (Note: for each such action offered on an LEA-wide or
schoolwide basis, the LEA will need to provide additional information in the Increased or Improved Summary Section to address the
requirements in California Code of Regulations, Title 5 [5 CCR] Section 15496(b) in the Increased or Improved Services Section of the LCAP).
Actions for English Learners: School districts, COEs, and charter schools that have a numerically significant English learner student
subgroup must include specific actions in the LCAP related to, at a minimum, the language acquisition programs, as defined in EC
Section 306, provided to students and professional development activities specific to English learners.
Actions for Foster Youth: School districts, COEs, and charter schools that have a numerically significant Foster Youth student
subgroup are encouraged to include specific actions in the LCAP designed to meet needs specific to Foster Youth students.
Goal Analysis:
Enter the LCAP Year.
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Using actual annual measurable outcome data, including data from the Dashboard, analyze whether the planned actions were effective in
achieving the goal. Respond to the prompts as instructed.
● Describe the overall implementation of the actions to achieve the articulated goal. Include a discussion of relevant challenges and
successes experienced with the implementation process. This must include any instance where the LEA did not implement a planned
action or implemented a planned action in a manner that differs substantively from how it was described in the adopted LCAP.
● Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures and between the Planned
Percentages of Improved Services and Estimated Actual Percentages of Improved Services, as applicable. Minor variances in
expenditures or percentages do not need to be addressed, and a dollar-for-dollar accounting is not required.
● Describe the effectiveness of the specific actions to achieve the articulated goal as measured by the LEA. In some cases, not all
actions in a goal will be intended to improve performance on all of the metrics associated with the goal. When responding to this
prompt, LEAs may assess the effectiveness of a single action or group of actions within the goal in the context of performance on a
single metric or group of specific metrics within the goal that are applicable to the action(s). Grouping actions with metrics will allow for
more robust analysis of whether the strategy the LEA is using to impact a specified set of metrics is working and increase transparency
for educational partners. LEAs are encouraged to use such an approach when goals include multiple actions and metrics that are not
closely associated.
● Describe any changes made to this goal, expected outcomes, metrics, or actions to achieve this goal as a result of this analysis and
analysis of the data provided in the Dashboard or other local data, as applicable.
Increased or Improved Services for Foster Youth, English Learners, and Low-
Income Students
Purpose
A well-written Increased or Improved Services section provides educational partners with a comprehensive description, within a single
dedicated section, of how an LEA plans to increase or improve services for its unduplicated students in grades TK–12 as compared to all
students in grades TK–12, as applicable, and how LEA-wide or schoolwide actions identified for this purpose meet regulatory requirements.
Descriptions provided should include sufficient detail yet be sufficiently succinct to promote a broader understanding of educational partners to
facilitate their ability to provide input. An LEA’s description in this section must align with the actions included in the Goals and Actions section
as contributing.
Requirements and Instructions
Projected LCFF Supplemental and/or Concentration Grants: Specify the amount of LCFF supplemental and concentration grant funds the
LEA estimates it will receive in the coming year based on the number and concentration of low income, foster youth, and English learner
students.
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Projected Additional LCFF Concentration Grant (15 percent): Specify the amount of additional LCFF concentration grant add-on funding,
as described in EC Section 42238.02, that the LEA estimates it will receive in the coming year.
Projected Percentage to Increase or Improve Services for the Coming School Year: Specify the estimated percentage by which services
for unduplicated pupils must be increased or improved as compared to the services provided to all students in the LCAP year as calculated
pursuant to 5 CCR Section 15496(a)(7).
LCFF Carryover — Percentage: Specify the LCFF Carryover — Percentage identified in the LCFF Carryover Table. If a carryover
percentage is not identified in the LCFF Carryover Table, specify a percentage of zero (0.00%).
LCFF Carryover — Dollar: Specify the LCFF Carryover — Dollar amount identified in the LCFF Carryover Table. If a carryover amount is not
identified in the LCFF Carryover Table, specify an amount of zero ($0).
Total Percentage to Increase or Improve Services for the Coming School Year: Add the Projected Percentage to Increase or Improve
Services for the Coming School Year and the Proportional LCFF Required Carryover Percentage and specify the percentage. This is the LEAs
percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all students in
the LCAP year, as calculated pursuant to 5 CCR Section 15496(a)(7).
Required Descriptions:
For each action being provided to an entire school, or across the entire school district or COE, an explanation of (1) how the needs
of foster youth, English learners, and low-income students were considered first, and (2) how these actions are effective in meeting
the goals for these students.
For each action included in the Goals and Actions section as contributing to the increased or improved services requirement for unduplicated
pupils and provided on an LEA-wide or schoolwide basis, the LEA must include an explanation consistent with 5 CCR Section 15496(b). For
any such actions continued into the 2021–24 LCAP from the 2017–2020 LCAP, the LEA must determine whether or not the action was
effective as expected, and this determination must reflect evidence of outcome data or actual implementation to date.
Principally Directed and Effective: An LEA demonstrates how an action is principally directed towards and effective in meeting the LEA’s
goals for unduplicated students when the LEA explains how:
● It considers the needs, conditions, or circumstances of its unduplicated pupils;
● The action, or aspect(s) of the action (including, for example, its design, content, methods, or location), is based on these
considerations; and
● The action is intended to help achieve an expected measurable outcome of the associated goal.
As such, the response provided in this section may rely on a needs assessment of unduplicated students.
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Conclusory statements that a service will help achieve an expected outcome for the goal, without an explicit connection or further explanation
as to how, are not sufficient. Further, simply stating that an LEA has a high enrollment percentage of a specific student group or groups does
not meet the increase or improve services standard because enrolling students is not the same as serving students.
For example, if an LEA determines that low-income students have a significantly lower attendance rate than the attendance rate for all
students, it might justify LEA-wide or schoolwide actions to address this area of need in the following way:
After assessing the needs, conditions, and circumstances of our low-income students, we learned that the attendance rate of our low-
income students is 7 percent lower than the attendance rate for all students. (Needs, Conditions, Circumstances [Principally Directed])
In order to address this condition of our low-income students, we will develop and implement a new attendance program that is
designed to address some of the major causes of absenteeism, including lack of reliable transportation and food, as well as a school
climate that does not emphasize the importance of attendance. Goal N, Actions X, Y, and Z provide additional transportation and
nutritional resources as well as a districtwide educational campaign on the benefits of high attendance rates. (Contributing Action[s])
These actions are being provided on an LEA-wide basis and we expect/hope that all students with less than a 100 percent attendance
rate will benefit. However, because of the significantly lower attendance rate of low-income students, and because the actions meet
needs most associated with the chronic stresses and experiences of a socio-economically disadvantaged status, we expect that the
attendance rate for our low-income students will increase significantly more than the average attendance rate of all other students.
(Measurable Outcomes [Effective In])
COEs and Charter Schools: Describe how actions included as contributing to meeting the increased or improved services requirement on an
LEA-wide basis are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities as
described above. In the case of COEs and charter schools, schoolwide and LEA-wide are considered to be synonymous.
For School Districts Only:
Actions Provided on an LEA-Wide Basis:
Unduplicated Percentage > 55 percent: For school districts with an unduplicated pupil percentage of 55 percent or more, describe how
these actions are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities as
described above.
Unduplicated Percentage < 55 percent: For school districts with an unduplicated pupil percentage of less than 55 percent, describe how
these actions are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities. Also
describe how the actions are the most effective use of the funds to meet these goals for its unduplicated pupils. Provide the basis for this
determination, including any alternatives considered, supporting research, experience, or educational theory.
Actions Provided on a Schoolwide Basis:
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School Districts must identify in the description those actions being funded and provided on a schoolwide basis, and include the required
description supporting the use of the funds on a schoolwide basis.
For schools with 40 percent or more enrollment of unduplicated pupils: Describe how these actions are principally directed to and
effective in meeting its goals for its unduplicated pupils in the state and any local priorities.
For school districts expending funds on a schoolwide basis at a school with less than 40 percent enrollment of unduplicated pupils:
Describe how these actions are principally directed to and how the actions are the most effective use of the funds to meet its goals for foster
youth, English learners, and low-income students in the state and any local priorities.
A description of how services for foster youth, English learners, and low-income students are being increased or improved by the
percentage required.
Consistent with the requirements of 5 CCR Section 15496, describe how services provided for unduplicated pupils are increased or improved
by at least the percentage calculated as compared to the services provided for all students in the LCAP year. To improve services means to
grow services in quality and to increase services means to grow services in quantity. Services are increased or improved by those actions in
the LCAP that are included in the Goals and Actions section as contributing to the increased or improved services requirement, whether they
are provided on an LEA-wide or schoolwide basis or provided on a limited basis to unduplicated students. A limited action is an action that
only serves foster youth, English learners, and/or low-income students. This description must address how these action(s) are expected to
result in the required proportional increase or improvement in services for unduplicated pupils as compared to the services the LEA provides
to all students for the relevant LCAP year.
For any action contributing to meeting the increased or improved services requirement that is associated with a Planned Percentage of
Improved Services in the Contributing Summary Table rather than an expenditure of LCFF funds, describe the methodology that was used to
determine the contribution of the action towards the proportional percentage. See the instructions for determining the Planned Percentage of
Improved Services for information on calculating the Percentage of Improved Services.
A description of the plan for how the additional concentration grant add-on funding identified above will be used to increase the
number of staff providing direct services to students at schools that have a high concentration (above 55 percent) of foster youth,
English learners, and low-income students, as applicable.
An LEA that receives the additional concentration grant add-on described in EC Section 42238.02 is required to demonstrate how it is using
these funds to increase the number of staff who provide direct services to students at schools with an enrollment of unduplicated students that
is greater than 55 percent as compared to the number of staff who provide direct services to students at schools with an enrollment of
unduplicated students that is equal to or less than 55 percent. The staff who provide direct services to students must be certificated staff
and/or classified staff employed by the LEA; classified staff includes custodial staff.
Provide the following descriptions, as applicable to the LEA:
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An LEA that does not receive a concentration grant or the concentration grant add-on must indicate that a response to this prompt is not
applicable.
Identify the goal and action numbers of the actions in the LCAP that the LEA is implementing to meet the requirement to increase the number
of staff who provide direct services to students at schools with an enrollment of unduplicated students that is greater than 55 percent.
An LEA that does not have comparison schools from which to describe how it is using the concentration grant add-on funds, such as an LEA
that only has schools with an enrollment of unduplicated students that is greater than 55 percent, must describe how it is using the funds to
increase the number of credentialed staff, classified staff, or both, including custodial staff, who provide direct services to students at selected
schools and the criteria used to determine which schools require additional staffing support.
In the event that an additional concentration grant add-on is not sufficient to increase staff providing direct services to students at a school with
an enrollment of unduplicated students that is greater than 55 percent, the LEA must describe how it is using the funds to retain staff providing
direct services to students at a school with an enrollment of unduplicated students that is greater than 55 percent.
Complete the table as follows:
• Provide the staff-to-student ratio of classified staff providing direct services to students with a concentration of unduplicated students that is 55
percent or less and the staff-to-student ratio of classified staff providing direct services to students at schools with a concentration of unduplicated
students that is greater than 55 percent, as applicable to the LEA. The LEA may group its schools by grade span (Elementary, Middle/Junior High,
and High Schools), as applicable to the LEA. The staff-to-student ratio must be based on the number of full time equivalent (FTE) staff and the
number of enrolled students as counted on the first Wednesday in October of each year.
• Provide the staff-to-student ratio of certificated staff providing direct services to students at schools with a concentration of unduplicated students
that is 55 percent or less and the staff-to-student ratio of certificated staff providing direct services to students at schools with a concentration of
unduplicated students that is greater than 55 percent, as applicable to the LEA. The LEA may group its schools by grade span (Elementary,
Middle/Junior High, and High Schools), as applicable to the LEA. The staff-to-student ratio must be based on the number of FTE staff and the
number of enrolled students as counted on the first Wednesday in October of each year.
Action Tables
Complete the Data Entry Table for each action in the LCAP. The information entered into this table will automatically populate the other Action
Tables. Information is only entered into the Data Entry Table, the Annual Update Table, the Contributing Actions Annual Update Table, and
the LCFF Carryover Table. With the exception of the Data Entry Table, the word “input” has been added to column headers to aid in identifying
the column(s) where information will be entered. Information is not entered on the remaining Action tables.
The following tables are required to be included as part of the LCAP adopted by the local governing board or governing body:
• Table 1: Total Planned Expenditures Table (for the coming LCAP Year)
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• Table 2: Contributing Actions Table (for the coming LCAP Year)
• Table 3: Annual Update Table (for the current LCAP Year)
• Table 4: Contributing Actions Annual Update Table (for the current LCAP Year)
• Table 5: LCFF Carryover Table (for the current LCAP Year)
Note: The coming LCAP Year is the year that is being planned for, while the current LCAP year is the current year of implementation. For
example, when developing the 2022–23 LCAP, 2022–23 will be the coming LCAP Year and 2021–22 will be the current LCAP Year.
Data Entry Table
The Data Entry Table may be included in the LCAP as adopted by the local governing board or governing body, but is not required to be
included. In the Data Entry Table, input the following information for each action in the LCAP for that applicable LCAP year:
• LCAP Year: Identify the applicable LCAP Year.
• 1. Projected LCFF Base Grant: Provide the total amount of LCFF funding the LEA estimates it will receive for the coming school year,
excluding the supplemental and concentration grants and the add-ons for the Targeted Instructional Improvement Grant Program and
the Home to School Transportation Program, pursuant to 5 CCR Section 15496(a)(8).
See EC sections 2574 (for COEs) and 42238.02 (for school districts and charter schools), as applicable, for LCFF apportionment
calculations.
• 2. Projected LCFF Supplemental and/or Concentration Grants: Provide the total amount of LCFF supplemental and concentration
grants the LEA estimates it will receive on the basis of the number and concentration of unduplicated students for the coming school
year.
• 3. Projected Percentage to Increase or Improve Services for the Coming School Year: This percentage will not be entered; it is
calculated based on the Projected LCFF Base Grant and the Projected LCFF Supplemental and/or Concentration Grants, pursuant to 5
CCR Section 15496(a)(8). This is the percentage by which services for unduplicated pupils must be increased or improved as
compared to the services provided to all students in the coming LCAP year.
• LCFF Carryover — Percentage: Specify the LCFF Carryover — Percentage identified in the LCFF Carryover Table from the prior
LCAP year. If a carryover percentage is not identified in the LCFF Carryover Table, specify a percentage of zero (0.00%).
• Total Percentage to Increase or Improve Services for the Coming School Year: This percentage will not be entered; it is calculated
based on the Projected Percentage to Increase or Improve Services for the Coming School Year and the LCFF Carryover —
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Percentage. This is the percentage by which the LEA must increase or improve services for unduplicated pupils as compared to the
services provided to all students in the coming LCAP year.
• Goal #: Enter the LCAP Goal number for the action.
• Action #: Enter the action’s number as indicated in the LCAP Goal.
• Action Title: Provide a title of the action.
• Student Group(s): Indicate the student group or groups who will be the primary beneficiary of the action by entering “All,” or by
entering a specific student group or groups.
• Contributing to Increased or Improved Services?: Type “Yes” if the action is included as contributing to meeting the increased or
improved services; OR, type “No” if the action is not included as contributing to meeting the increased or improved services.
• If “Yes” is entered into the Contributing column, then complete the following columns:
o Scope: The scope of an action may be LEA-wide (i.e., districtwide, countywide, or charterwide), schoolwide, or limited. An action
that is LEA-wide in scope upgrades the entire educational program of the LEA. An action that is schoolwide in scope upgrades
the entire educational program of a single school. An action that is limited in its scope is an action that serves only one or more
unduplicated student groups.
o Unduplicated Student Group(s): Regardless of scope, contributing actions serve one or more unduplicated student groups.
Indicate one or more unduplicated student groups for whom services are being increased or improved as compared to what all
students receive.
o Location: Identify the location where the action will be provided. If the action is provided to all schools within the LEA, the LEA
must indicate “All Schools.” If the action is provided to specific schools within the LEA or specific grade spans only, the LEA must
enter “Specific Schools” or “Specific Grade Spans.” Identify the individual school or a subset of schools or grade spans (e.g., all
high schools or grades transitional kindergarten through grade five), as appropriate.
• Time Span: Enter “ongoing” if the action will be implemented for an indeterminate period of time. Otherwise, indicate the span of time
for which the action will be implemented. For example, an LEA might enter “1 Year,” or “2 Years,” or “6 Months.”
• Total Personnel: Enter the total amount of personnel expenditures utilized to implement this action.
• Total Non-Personnel: This amount will be automatically calculated based on information provided in the Total Personnel column and
the Total Funds column.
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• LCFF Funds: Enter the total amount of LCFF funds utilized to implement this action, if any. LCFF funds include all funds that make up
an LEA’s total LCFF target (i.e., base grant, grade span adjustment, supplemental grant, concentration grant, Targeted Instructional
Improvement Block Grant, and Home-To-School Transportation).
o Note: For an action to contribute towards meeting the increased or improved services requirement it must include some
measure of LCFF funding. The action may also include funding from other sources, however the extent to which an action
contributes to meeting the increased or improved services requirement is based on the LCFF funding being used to implement
the action.
• Other State Funds: Enter the total amount of Other State Funds utilized to implement this action, if any.
• Local Funds: Enter the total amount of Local Funds utilized to implement this action, if any.
• Federal Funds: Enter the total amount of Federal Funds utilized to implement this action, if any.
• Total Funds: This amount is automatically calculated based on amounts entered in the previous four columns.
• Planned Percentage of Improved Services: For any action identified as contributing, being provided on a Limited basis to
unduplicated students, and that does not have funding associated with the action, enter the planned quality improvement anticipated for
the action as a percentage rounded to the nearest hundredth (0.00%). A limited action is an action that only serves foster youth, English
learners, and/or low-income students.
o As noted in the instructions for the Increased or Improved Services section, when identifying a Planned Percentage of Improved
Services, the LEA must describe the methodology that it used to determine the contribution of the action towards the proportional
percentage. The percentage of improved services for an action corresponds to the amount of LCFF funding that the LEA
estimates it would expend to implement the action if it were funded.
For example, an LEA determines that there is a need to analyze data to ensure that instructional aides and expanded learning
providers know what targeted supports to provide to students who are foster youth. The LEA could implement this action by
hiring additional staff to collect and analyze data and to coordinate supports for students, which the LEA estimates would cost
$165,000. Instead, the LEA chooses to utilize a portion of existing staff time to analyze data relating to students who are foster
youth. This analysis will then be shared with site principals who will use the data to coordinate services provided by instructional
assistants and expanded learning providers to target support to students. In this example, the LEA would divide the estimated
cost of $165,000 by the amount of LCFF Funding identified in the Data Entry Table and then convert the quotient to a
percentage. This percentage is the Planned Percentage of Improved Service for the action.
Contributing Actions Table
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As noted above, information will not be entered in the Contributing Actions Table; however, the ‘Contributing to Increased or Improved
Services?’ column will need to be checked to ensure that only actions with a “Yes” are displaying. If actions with a “No” are displayed or if
actions that are contributing are not displaying in the column, use the drop-down menu in the column header to filter only the “Yes” responses.
Annual Update Table
In the Annual Update Table, provide the following information for each action in the LCAP for the relevant LCAP year:
• Estimated Actual Expenditures: Enter the total estimated actual expenditures to implement this action, if any.
Contributing Actions Annual Update Table
In the Contributing Actions Annual Update Table, check the ‘Contributing to Increased or Improved Services?’ column to ensure that only
actions with a “Yes” are displaying. If actions with a “No” are displayed or if actions that are contributing are not displaying in the column, use
the drop-down menu in the column header to filter only the “Yes” responses. Provide the following information for each contributing action in
the LCAP for the relevant LCAP year:
• 6. Estimated Actual LCFF Supplemental and/or Concentration Grants: Provide the total amount of LCFF supplemental and concentration
grants the LEA estimates it will actually receive based on of the number and concentration of unduplicated students in the current school year.
• Estimated Actual Expenditures for Contributing Actions: Enter the total estimated actual expenditure of LCFF funds used to implement this
action, if any.
• Estimated Actual Percentage of Improved Services: For any action identified as contributing, being provided on a Limited basis only to
unduplicated students, and that does not have funding associated with the action, enter the total estimated actual quality improvement anticipated
for the action as a percentage rounded to the nearest hundredth (0.00%).
o Building on the example provided above for calculating the Planned Percentage of Improved Services, the LEA in the example implements
the action. As part of the annual update process, the LEA reviews implementation and student outcome data and determines that the action
was implemented with fidelity and that outcomes for foster youth students improved. The LEA reviews the original estimated cost for the
action and determines that had it hired additional staff to collect and analyze data and to coordinate supports for students that estimated
actual cost would have been $169,500 due to a cost of living adjustment. The LEA would divide the estimated actual cost of $169,500 by the
amount of LCFF Funding identified in the Data Entry Table and then convert the quotient to a percentage. This percentage is the Estimated
Actual Percentage of Improved Services for the action.
LCFF Carryover Table
• 9. Estimated Actual LCFF Base Grant: Provide the total amount of LCFF funding the LEA estimates it will receive for the current
school year, excluding the supplemental and concentration grants and the add-ons for the Targeted Instructional Improvement Grant
Program and the Home to School Transportation Program, pursuant to 5 CCR Section 15496(a)(8).
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• 10. Total Percentage to Increase or Improve Services for the Current School Year: This percentage will not be entered. The
percentage is calculated based on the amounts of the Estimated Actual LCFF Base Grant (9) and the Estimated Actual LCFF
Supplemental and/or Concentration Grants (6), pursuant to 5 CCR Section 15496(a)(8), plus the LCFF Carryover – Percentage from
the prior year. This is the percentage by which services for unduplicated pupils must be increased or improved as compared to the
services provided to all students in the current LCAP year.
Calculations in the Action Tables
To reduce the duplication of effort of LEAs, the Action Tables include functionality such as pre-population of fields and cells based on the
information provided in the Data Entry Table, the Annual Update Summary Table, and the Contributing Actions Table. For transparency, the
functionality and calculations used are provided below.
Contributing Actions Table
• 4. Total Planned Contributing Expenditures (LCFF Funds)
o This amount is the total of the Planned Expenditures for Contributing Actions (LCFF Funds) column
• 5. Total Planned Percentage of Improved Services
o This percentage is the total of the Planned Percentage of Improved Services column
• Planned Percentage to Increase or Improve Services for the coming school year (4 divided by 1, plus 5)
o This percentage is calculated by dividing the Total Planned Contributing Expenditures (4) by the Projected LCFF Base Grant (1), converting
the quotient to a percentage, and adding it to the Total Planned Percentage of Improved Services (5).
Contributing Actions Annual Update Table
Pursuant to EC Section 42238.07(c)(2), if the Total Planned Contributing Expenditures (4) is less than the Estimated Actual LCFF
Supplemental and Concentration Grants (6), the LEA is required to calculate the difference between the Total Planned Percentage of
Improved Services (5) and the Total Estimated Actual Percentage of Improved Services (7). If the Total Planned Contributing Expenditures (4)
is equal to or greater than the Estimated Actual LCFF Supplemental and Concentration Grants (6), the Difference Between Planned and
Estimated Actual Percentage of Improved Services will display “Not Required.”
• 6. Estimated Actual LCFF Supplemental and Concentration Grants
o This is the total amount of LCFF supplemental and concentration grants the LEA estimates it will actually receive based on of the number
and concentration of unduplicated students in the current school year.
• 4. Total Planned Contributing Expenditures (LCFF Funds)
o This amount is the total of the Last Year's Planned Expenditures for Contributing Actions (LCFF Funds)
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• 7. Total Estimated Actual Expenditures for Contributing Actions
o This amount is the total of the Estimated Actual Expenditures for Contributing Actions (LCFF Funds)
• Difference Between Planned and Estimated Actual Expenditures for Contributing Actions (Subtract 7 from 4)
o This amount is the Total Estimated Actual Expenditures for Contributing Actions (7) subtracted from the Total Planned Contributing
Expenditures (4)
• 5. Total Planned Percentage of Improved Services (%)
o This amount is the total of the Planned Percentage of Improved Services column
• 8. Total Estimated Actual Percentage of Improved Services (%)
o This amount is the total of the Estimated Actual Percentage of Improved Services column
• Difference Between Planned and Estimated Actual Percentage of Improved Services (Subtract 5 from 8)
o This amount is the Total Planned Percentage of Improved Services (5) subtracted from the Total Estimated Actual Percentage of Improved
Services (8)
LCFF Carryover Table
• 10. Total Percentage to Increase or Improve Services for the Current School Year (6 divided by 9 + Carryover %)
o This percentage is the Estimated Actual LCFF Supplemental and/or Concentration Grants (6) divided by the Estimated Actual LCFF Base
Grant (9) plus the LCFF Carryover – Percentage from the prior year.
• 11. Estimated Actual Percentage of Increased or Improved Services (7 divided by 9, plus 8)
o This percentage is the Total Estimated Actual Expenditures for Contributing Actions (7) divided by the LCFF Funding (9), then converting the
quotient to a percentage and adding the Total Estimated Actual Percentage of Improved Services (8).
• 12. LCFF Carryover — Dollar Amount LCFF Carryover (Subtract 11 from 10 and multiply by 9)
o If the Estimated Actual Percentage of Increased or Improved Services (11) is less than the Estimated Actual Percentage to Increase or
Improve Services (10), the LEA is required to carry over LCFF funds.
The amount of LCFF funds is calculated by subtracting the Estimated Actual Percentage to Increase or Improve Services (11) from the
Estimated Actual Percentage of Increased or Improved Services (10) and then multiplying by the Estimated Actual LCFF Base Grant (9).
This amount is the amount of LCFF funds that is required to be carried over to the coming year.
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• 13. LCFF Carryover — Percentage (12 divided by 9)
o This percentage is the unmet portion of the Percentage to Increase or Improve Services that the LEA must carry over into the coming LCAP
year. The percentage is calculated by dividing the LCFF Carryover (12) by the LCFF Funding (9).
California Department of Education
January 2022
