2021-22 LCFF Budget Overview for Parents Data Input Sheet
Local Educational Agency (LEA) Name:
Big Valley Joint Unified School District
CDS Code:
18-64089
LEA Contact Information:
Name:
Paula Silva
Position:
Superintendent/Principal
Email:
Phone:
5302945231
Coming School Year:
2021-22
Current School Year:
2020-21
*NOTE: The "High Needs Students" referred to in the tables below are Unduplicated Students for LCFF funding purposes.
Projected General Fund Revenue for the 2021-22 School Year
Amount
Total LCFF Funds
$1,846,681
LCFF Supplemental & Concentration Grants
$202,840
All Other State Funds
$111,709
All Local Funds
$150,878
All federal funds
$60,284
Total Projected Revenue
$2,169,552
Total Budgeted Expenditures for the 2021-22 School Year
Amount
Total Budgeted General Fund Expenditures
$2,324,634
Total Budgeted Expenditures in the LCAP
$216,804
Total Budgeted Expenditures for High Needs Students in the LCAP
$202,840
Expenditures not in the LCAP
$2,107,830
Expenditures for High Needs Students in the 2020-21 School Year
Amount
Total Budgeted Expenditures for High Needs Students in the Learning Continuity Plan
$79,809
Actual Expenditures for High Needs Students in Learning Continuity Plan
$79,308
Funds for High Needs Students
Amount
2021-22 Difference in Projected Funds and Budgeted Expenditures
$0
2020-21 Difference in Budgeted and Actual Expenditures
$-501
Required Prompts(s)
Response(s)
Briefly describe any of the General Fund
Budget Expenditures for the school year
not included in the Local Control and
Accountability Plan (LCAP).
The most significant general fund expenditures not included in the LCAP
are primarily related to:
1. Salaries of Certificated staff - $712,400,
2. Salaries of Classified staff - $482,714,
3. Employee Benefits - $628,866,
4. Books and Supplies - $89,402, and
5. Services and Other Operating Expenditures - $194,448.
The total actual expenditures for actions
and services to increase or improve
services for high needs students in 2020-
21 is less than the total budgeted
expenditures for those planned actions
and services. Briefly describe how this
difference impacted the actions and
services and the overall increased or
improved services for high needs
students in 2020-21.
In 2020-2021, Big Valley Joint Unified School District's LCAP budgeted
$79,809 for planned actions to increase or improve services for high
needs students. Big Valley Joint Unified School District actually spent
$79,308.
Between switching from In-Person Instruction to Distance Learning on
multiple occasions in the 20-21 school year, expenditures for high needs
students were $501 less than originally planned.
LCFF Budget Overview for Parents
Local Educational Agency (LEA) Name: Big Valley Joint Unified School District
CDS Code: 18-64089
School Year: 2021-22
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).
Budget Overview for the 2021-22 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 total revenue projected for Big Valley Joint Unified School District is $2,169,552, of which $1,846,681
is Local Control Funding Formula (LCFF), $111,709 is other state funds, $150,878 is local funds, and
$60,284 is federal funds. Of the $1,846,681 in LCFF Funds, $202,840 is generated based on the
enrollment of high needs students (foster youth, English learner, and low-income students).
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 2021-22. It shows how much of the total is tied to planned actions and services in the LCAP.
Big Valley Joint Unified School District plans to spend $2,324,634 for the 2021-22 school year. Of that
amount, $216,804 is tied to actions/services in the LCAP and $2,107,830 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 - $712,400,
2. Salaries of Classified staff - $482,714,
3. Employee Benefits - $628,866,
4. Books and Supplies - $89,402, and
5. Services and Other Operating Expenditures - $194,448.
Increased or Improved Services for High Needs Students in the LCAP for the 2021-22
School Year
In 2021-22, Big Valley Joint Unified School District is projecting it will receive $202,840 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 $202,840 towards meeting this requirement, as
described in the LCAP.
LCFF Budget Overview for Parents
Update on Increased or Improved Services for High Needs Students in 2020-21
This chart compares what Big Valley Joint Unified School District budgeted last year in the Learning
Continuity Plan 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.
In 2020-21, Big Valley Joint Unified School District's Learning Continuity Plan budgeted $79,809 for
planned actions to increase or improve services for high needs students. Big Valley Joint Unified School
District actually spent $79,308 for actions to increase or improve services for high needs students in 2020-
21.
In 2020-2021, Big Valley Joint Unified School District's LCAP budgeted $79,809 for planned actions to
increase or improve services for high needs students. Big Valley Joint Unified School District actually
spent $79,308.
Between switching from In-Person Instruction to Distance Learning on multiple occasions in the 20-21
school year, expenditures for high needs students were $501 less than originally planned.
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Big Valley Joint Unified School District
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Annual Update for Developing the 2021-22 Local Control and
Accountability Plan
Annual Update for the 2019–20 Local Control and Accountability Plan Year
LEA Name
Contact Name and Title
Email and Phone
Big Valley Joint Unified School District
Paula Silva
Superintendent/Principal
5302945231
The following is the local educational agency’s (LEA’s) analysis of its goals, measurable outcomes and actions and services from the
2019-20 Local Control and Accountability Plan (LCAP).
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Big Valley Joint Unified School District
Goal 1
BVJUSD strives to create a positive school climate that promotes student wellness, student engagement, and increases parent
involvement in the school community.
State and/or Local Priorities addressed by this goal:
State Priorities:
X
Priority 3: Parental Involvement (Engagement)
X
Priority 5: Pupil Engagement (Engagement)
X
Priority 6: School Climate (Engagement)
Local Priorities:
Annual Measurable Outcomes
Expected
Actual
Metric/Indicator
Priority 3: Local Indicator/Parent Involvement/Local Evaluation
Tool
19-20
3A: Continue to maintain or increase the survey results below.
Building Relationships
1. Rate the LEA’s progress in developing the capacity of staff
(i.e. administrators, teachers, and classified staff) to build trusting
and respectful relationships with families. 2 - Beginning
Development
2. Rate the LEA’s progress in creating welcoming environments
for all families for all families in the community. 2 - Beginning
Development
3. Rate the LEA’s progress in supporting staff to learn about
each family’s strengths, cultures, languages, and goals for their
children. 1 - Exploration and Research Phase
3A: Continue to maintain or increase the survey results below.
(Met)
Building Relationships
1. 3 - Initial Implementation. The LEA’s progress in developing
the capacity of staff (i.e. administrators, teachers, and classified
staff) to build trusting and respectful relationships with families.
2. 3 - Initial Implementation. The LEA’s progress in creating
welcoming environments for all families for all families in the
community.
3. 1 - Exploration and Research Phase. The LEA’s progress in
supporting staff to learn about each family’s strengths, cultures,
languages, and goals for their children.
4. 3 - Initial Implementation. The LEA’s progress in developing
multiple opportunities for the LEA and school sites to engage in 2-
way communication between families and educators using
language that is understandable and accessible to families.
Building Partnerships for Student Outcomes
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Big Valley Joint Unified School District
Expected
Actual
4. Rate the LEA’s progress in developing multiple opportunities
for the LEA and school sites to engage in 2-way communication
between families and educators using language that is
understandable and accessible to families. 3 - Initial
Implementation
Building Partnerships for Student Outcomes
5. Rate the LEA’s progress in providing professional learning
and support to teachers and principals to improve a school’s
capacity to partner with families. 2 - Beginning Development
6. Rate the LEA’s progress in providing families with information
and resources to support student learning and development in
the home. 2- Beginning Development
7. Rate the LEA’s progress in implementing policies or programs
for teachers to meet with the families and students to discuss
student progress and ways to work together to support improved
student outcomes. 3 - Initial Implementation
8. Rate the LEA’s progress in supporting families to understand
and exercise their legal rights and advocate for their own
students and all students. 1 - Exploration and Research Phase
Seeking Input for Decision-making
9. 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. 2 - Beginning
Development
10. Rate the LEA’s progress in building the capacity of
supporting family members to effectively engage in advisory
groups and decision-making. 1 - Exploration and Research
Phase
5. 3 - Initial Implementation. The LEA’s progress in providing
professional learning and support to teachers and principals to
improve a school’s capacity to partner with families.
6. 3 - Initial Implementation. The LEA’s progress in providing
families with information and resources to support student learning
and development in the home.
7. 3 - Initial Implementation. The LEA’s progress in implementing
policies or programs for teachers to meet with the families and
students to discuss student progress and ways to work together to
support improved student outcomes.
8. 2- Beginning Development. The LEA’s progress in supporting
families to understand and exercise their legal rights and advocate
for their own students and all students.
Seeking Input for Decision-making
9. 3 - Initial Implementation. 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.
10. 2- Beginning Development. The LEA’s progress in building the
capacity of supporting family members to effectively engage in
advisory groups and decision-making.
11. 2 - Beginning Development. The LEA’s progress in providing
all families with opportunities to provide input on policies and
programs, and implementing strategies to reach and seek input
from any underrepresented groups in the school community.
12. 3 - Initial Implementation. The LEA’s progress in providing
opportunities to have families, teachers, principals, and district
administrators work together to plan, design, implement and
evaluate family engagement activities at school and district levels.
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Big Valley Joint Unified School District
Expected
Actual
11. Rate the LEA’s progress in providing all families with
opportunities to provide input on policies and programs, and
implementing strategies to reach and seek input from any
underrepresented groups in the school community. 2 - Beginning
Development
12. Rate the LEA’s progress in providing opportunities to have
families, teachers, principals, and district administrators work
together to plan, design, implement and evaluate family
engagement activities at school and district levels. 1 - Exploration
and Research Phase
Baseline
3A: 16% of the BVJUSD Family Involvement Survey parent
surveys were completed and returned to the school district, as
evidenced by survey responses from parents.
3A: For the 2019-2020 school year, 21% of the BVJUSD Family
Involvement Survey parent surveys were completed and returned
to the school district, as evidenced by survey responses from
parents. (Met)
Metric/Indicator
Priority 3: Local Indicator/Parent Involvement/Local Evaluation
Tool
19-20
3B: The Parents of EL students are included in the responses of
the self reflection survey in 3A.
Baseline
3B: We currently have 9 English Learners & no parent
participated on site council.
3B: The Parents of EL students are included in the responses of
the self reflection survey in 3A. (Met)
Metric/Indicator
Priority 3: Local Indicator/Parent Involvement/Local Evaluation
Tool
19-20
3C: The Parents of exceptional needs students are included in
the responses of the self reflection survey in 3A.
Baseline
3C: The Parents of exceptional needs students are included in the
responses of the self reflection survey in 3A.(Met)
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Big Valley Joint Unified School District
Expected
Actual
3C: We currently have 5% of Exceptionally Needs parents (16
students) participating in school functions and meetings, as
evidenced by parent sign-in sheets.
Metric/Indicator
Priority 5: State Indicator/Student Engagement/Chronic
absenteeism rates
19-20
5A. Maintain the Attendance Rate at 95.6%, as evidenced by
Aeries.
Baseline
5A. Student Attendance Rates increased. The Attendance Rate
is 91.7%, as evidenced by Aeries.
5A. Student Attendance Rates decreased slightly by 1.06%. The
Attendance Rate is 94.54%, as evidenced by Aeries. (Not Met)
Metric/Indicator
Priority 5: State Indicator/Student Engagement/Chronic
absenteeism rates
19-20
5B. Decrease the chronic absenteeism rate to 14.6%, as
evidenced by the California Dashboard.
Baseline
5B. Chronic Absenteeism rate increased to 16%, as evidenced
by Aeries.
5B. Chronic Absenteeism rate increased to 18.49%, as evidenced
by Aeries. It is a 2.49% increase. (Not Met)
Metric/Indicator
Priority 5: State Indicator/Student Engagement/Chronic
absenteeism rates
19-20
5C. Maintain the middle school dropout rate at 0%, as evidenced
by Aeries.
Baseline
5C. The middle school dropout rate is 0%, as evidenced by
Aeries.
5C. The middle school dropout rate is 0%, as evidenced by Aeries.
(Met)
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Big Valley Joint Unified School District
Expected
Actual
Metric/Indicator
Priority 5: State Indicator/Student Engagement/Chronic
absenteeism rates
19-20
5D. Maintain the high school dropout rate at 0%, as evidenced
by CALPADS.
Baseline
5D. High school cohort dropout rates decrease in numbers from
9.5% to 0.0% as evidenced by CALPADS.
5D. High school cohort dropout rates increase in numbers from
0.0% to 17.65% as evidenced by CALPADS. (Not Met)
Metric/Indicator
Priority 5: State Indicator/Student Engagement/High School
Graduation Rate Indicator
19-20
5E. Maintain the graduation rate increased at 100%, as
evidenced by the California Dashboard.
Baseline
5E. High school cohort graduation rate is 94.1%, as evidenced by
CALPADS.
5E. High school cohort graduation rate is 76.47%, as evidenced by
CALPADS. It decreased by 17.63%. (Not Met)
Metric/Indicator
Priority 6: State Indicator/Student Suspension Indicator
19-20
6A. Decreased the suspension rate to 4.9%, as evidenced by the
California Dashboard.
Baseline
6A. The suspension rates actually increased by 3.5% to 10.1%,
as evidenced by the California School Dashboard. All students
increased to 10.1%, +.02% increase. Socioeconomically
Disadvantaged is high at 11.8&, but fell -1.6%, Hispanic
increased from 0% to 7.1%. Whites decreased to 11.2%, a drop
of -1.3%.
6A. The suspension rates decreased by 7.4% to 2.7%, as
evidenced by the California School Dashboard. (Met)
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Big Valley Joint Unified School District
Expected
Actual
Metric/Indicator
Priority 6: Local Indicator/Local tool for school climate
19-20
6A. Maintain the expulsion rate at 0%, as evidenced by the
CALPADS.
Baseline
6B. The expulsion rate is maintained at 0%, as evidenced by the
California School Dashboard.
6B. The expulsion rate is maintained at 0%, as evidenced by the
California School Dashboard. (Met)
Metric/Indicator
Priority 6: Local Indicator/Local tool for school climate
19-20
6C. Using the results from a parent/student survey and California
Healthy Kids Survey, Continue to maintain a safe, respectful,
supporting, and engaging in school, as measured by using the
parent/student survey in California Healthy Kids Survey.
Baseline
6C. The feeling of safety increased by 4% to 71.3%, as
measured by parent/student survey and California Healthy Kids
Survey.
6C. The feeling of safety is 71%, as measured by parent/student
survey and California Healthy Kids Survey. (Met)
Actions / Services
Planned
Actions/Services
Budgeted
Expenditures
Actual
Expenditures
1. Due to the loss of the Modoc Public Health grant, the behavior
counselor will not be retained. The PBIS behavior aide will work with
students, families, and staff to provide support services. (Priority 5 & 6)
Action Eliminated 5800:
Professional/Consulting Services
And Operating Expenditures
Other 0
Action Eliminated 0
2. Continue to provide on-going PBIS incentives with focus on low
income students, Fund PBIS store and End of the Year Field Trip.
(Priority 5 and 6)
PBIS incentives 4000-4999:
Books And Supplies LCFF
Supplemental and Concentration
$1000
PBIS incentives & SEL activities
4000-4999: Books And Supplies
LCFF Supplemental and
Concentration $1350.52
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Big Valley Joint Unified School District
Planned
Actions/Services
Budgeted
Expenditures
Actual
Expenditures
Motivational speaker 5000-5999:
Services And Other Operating
Expenditures LCFF Supplemental
and Concentration $2000
Motivational Speaker 5000-5999:
Services And Other Operating
Expenditures LCFF Supplemental
and Concentration 0
3. Assess and evaluate the six year PBIS program. Maintain the
position of a PBIS Behavior Aide to provide support and coordination of
activities within the District related to the implementation of Positive
Behavior Support and for assisting with the behavioral needs of
students throughout the District. (Priority 6)
PBIS Behavior Aide 2000-2999:
Classified Personnel Salaries
LCFF Supplemental and
Concentration $19,774.00
PBIS Behavior Aide/Substitute
2000-2999: Classified Personnel
Salaries LCFF Supplemental and
Concentration $6570.41
4. Action eliminated.
No expenditures.
Action Eliminated Not Applicable
Not Applicable $0
0
5. Provide two (2) site discipline coordinators. One for elementary
school and another for the junior high/high school to maintain a learning
atmosphere that is safe, conducive to learning, and free from
unnecessary disruption.
discipline coordinators 1000-1999:
Certificated Personnel Salaries
LCFF Supplemental and
Concentration $7320
One (1) Discipline Coordinator
1000-1999: Certificated Personnel
Salaries LCFF Supplemental and
Concentration $3645.82
6. Provide a stipend for academic counselor who will oversee college
and career planning for high--risk students, increase access to college-
prep courses, and monitoring of 4 year high school plans.
Academic Counselor 1000-1999:
Certificated Personnel Salaries
LCFF Supplemental and
Concentration $3660
Academic Counselor 1000-1999:
Certificated Personnel Salaries
LCFF Supplemental and
Concentration $3645.82
7. Action eliminated.
No expenditures.
Action Eliminated Not Applicable
Not Applicable 0
8. Continue to provide summer school for high school students who not
on track to graduate. (Priority 5)
Summer School Stipends 1000-
1999: Certificated Personnel
Salaries LCFF Supplemental and
Concentration $7320
Summer School Stipends for
06/19 and 06/20 1000-1999:
Certificated Personnel Salaries
LCFF Supplemental and
Concentration $7291.64
Cyberhigh Exams 5000-5999:
Services And Other Operating
Expenditures LCFF Supplemental
and Concentration $2500
0
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Big Valley Joint Unified School District
Planned
Actions/Services
Budgeted
Expenditures
Actual
Expenditures
9. Action eliminated.
No expenditures.
Action Eliminated 4000-4999:
Books And Supplies LCFF Base 0
10. Action eliminated.
No expenditures.
Action Eliminated 5000-5999:
Services And Other Operating
Expenditures LCFF Supplemental
and Concentration $0
11. Maintain and confirm that all parents have regular access to clear,
concise, and easily readable information about their child's school and
classroom progress including in Spanish: Weekly Grade Checks,
ConnectEd, school newsletter, school website, classroom newsletter,
and biweekly bulletin. (Priority 3)
Parent Communication 4000-
4999: Books And Supplies LCFF
Supplemental and Concentration
$1000
0
Technology for parent
communication 5000-5999:
Services And Other Operating
Expenditures LCFF Supplemental
and Concentration $2000
Blackboard 5000-5999: Services
And Other Operating
Expenditures LCFF Supplemental
and Concentration $1,165.85
12. Action eliminated.
No expenditures.
Action Eliminated Not Applicable
Not Applicable 0
0
13. Improve the attendance rate and reduce the chronic absenteeism
rate by refining the Attendance Works program and further develop the
local toolkit.
Attendance Works Program 4000-
4999: Books And Supplies LCFF
Supplemental and Concentration
$500
Attendance Certification Tranining
5000-5999: Services And Other
Operating Expenditures LCFF
Supplemental and Concentration
$315.00
14. Replace one piece of playground equipment for the middle school
students
Playground Equipment
replacement 6000-6999: Capital
Outlay LCFF Supplemental and
Concentration $8300
Playground Equipment 6000-
6999: Capital Outlay LCFF
Supplemental and Concentration
$8163.87
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Big Valley Joint Unified School District
Goal Analysis
A description of how funds budgeted for Actions/Services that were not implemented were used to support students, families, teachers,
and staff.
The primary reason for spending less than budgeted for Goal 1 in 2019-20 is due to closing school on March 19, 2020 for the
prevention of COVID-19 community spread. Between Distance Learning and the majority of staff working remotely, expenditures for
LCAP Actions and Services were $23,225.07 less than the originally planned budgeted amount of $55,374.
Funds that were not implemented were used to support students, families, teachers and staff in the following ways:
Provided all students in grades 3 - 12 and staff who needed a device with a Chromebook and charger,
Students in K-2 received independent study pencil/paper bi-weekly packets,
Provided meal service which included daily breakfast and lunch meals for all student through its school nutritional program,
Transitioned “To Go” meal box delivery service into twice weekly for all participating families, and
Incurred increased expenses in the nutritional department and clerical staff with prepackaged, individual food and milk meals, office
supplies, and salaries.
A description of the successes and challenges in implementing the actions/services to achieve the goal.
Due to the COVID pandemic, some of the funds budgeted for actions/services in 2019-2020 were shifted the last few months of school
to support distance learning, extra cleaning and additional meal prep. Chromebooks for students in grades 3-12, additional curriculum
and school supplies, Distance Learning training for staff, access to the internet for staff and students that had unreliable internet
services or no services at all, additional cleaning supplies/services, increased cafeteria supplies for “to-go” meals, and additional
transportation for delivering meals and student work. Student packets were assembled and a significant amount of staff time, paper
and copy supplies were used.
Special Education staff quickly transitioned to virtual meetings using the Zoom platform. Teachers spent more time engaging with
parents either through virtual meetings, emails, texts, and phone calls. Teachers worked tirelessly to put together paper packets
and/or Google Classrooms. Parents became the primary teacher for their children. Support staff were used where needed.
Facilities maintenance spent many hours of deep cleaning and were able to tackle maintenance projects ahead of the summer
because students were not in attendance.
Successes:
Facilitating In person high school graduation ceremony and the 8th grade promotion ceremony outdoors instead of indoors increased
the normal expenditure due to COVID-19 preventative measures.
The District employed one discipline coordinator.
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Big Valley Joint Unified School District
An academic counselor managed college and career planning for high--risk students, increase access to college-prep courses, and
monitoring of 4 year high school plans.
The District provided in-person summer school for jr/sr high school students who were not on track to graduate.
The District contracted with Blackboard Connect-Parent communication. Some of these expenses were covered by using CRF funds
awarded through the CARES act in the 2020-21 budget adoption.
The attendance certificate training sponsored by Attendance Works was located in Redding instead of the Sacramento area. Cost of
travel expenses were reduced.
The District replaced one piece of playground equipment for the middle school students.
Challenges:
The COVID 19 pandemic caused our staff to transition quickly from in-person learning to parents educating their students at home.
Our staff quickly put together learning packets and Google Classrooms. Additionally, we relaxed our attendance and grading policies
in the spring to account for the massive changes our students and community endured. Perhaps our biggest challenge was engaging
certain students during this difficult time and meeting the Special Education requirements. The District also spent a considerable
amount of time drafting a COVID plan and designing our campus to incorporate social distancing and additional hygiene protocols to
protect our staff and students. Snow days, power safety power shutoffs, and COVID interrupted academics.
Deferrals were put in place when the COVID pandemic hit creating budget concerns for schools throughout California.
Due to the school closure, the motivational speaker scheduled for late spring was cancelled and the family engagement night.
The PBIS Aide salary was reduced because it was filled by substitutes when the original hire left the District in November, 2020.
Substitutes were no longer needed when students went to Distance Learning and the school closed on March 19,2020.
Less students attended summer school than projected and summer school was offered in-person.
Communication lagged until parent/guardian contact information was updated.
There was less paper-based communication due to the cancellation of in-person activities normally scheduled in late spring with
families when students went to Distance Learning and/or some of these expenses were covered by using CRF funds awarded through
the CARES act in the 2020-21 budget adoption.
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Big Valley Joint Unified School District
Goal 2
BVJUSD offers access to all students including a broad course of study, appropriately assigned, fully credentialed teachers, access to
standards-aligned instructional materials, and facilities in good repair.
State and/or Local Priorities addressed by this goal:
State Priorities:
X
Priority 1: Basic (Conditions of Learning)
X
Priority 2: State Standards (Conditions of Learning)
X
Priority 7: Course Access (Conditions of Learning)
Local Priorities:
Annual Measurable Outcomes
Expected
Actual
Metric/Indicator
Priority 1: Local Indicator/Teacher credential
19-20
1A: Maintain 100% of District’s teachers and staff will be
appropriately assigned and credentialed using the SARC report.
Baseline
Priority 1: Basic
1A: 90% of District’s teachers and staff are appropriately
assigned and credentialed using the SARC report.
1A: 91.6% of District’s teachers are credentialed and 100% of the
teachers are appropriately assigned using the SARC report. (Not
Met)
Metric/Indicator
Priority 1: Local Indicator/ Instructional materials
19-20
1B: Maintain 100% of our students will have sufficient
instructional materials as verified by a district board resolution
and Williams report on 10/17/2018.
Baseline
1B: 100% of our classrooms have sufficient instructional materials
as verified by a district board resolution and/or Williams Report,
September 18, 2019. (Met)
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Big Valley Joint Unified School District
Expected
Actual
1B: 100% of our classrooms have sufficient instructional
materials as verified by a district board resolution and/or Williams
Report.
Metric/Indicator
Priority 1: Local Indicator/ Facilities in good repair
19-20
1C: Facilities Inspections will be conducted quarterly. Routine
maintenance will be completed in a timely fashion after each
inspection. Maintain 100% of the schools in good or exemplary
condition as measured by the Facility Inspection Tool
(FIT)/Williams report.
Baseline
1C: As of 09/02/16, the District has 100% of their schools
exemplary condition as measured by the Facility Inspection Tool
(FIT)/Williams report.
1C: As of 09/19/19, the District has 100% of their schools
exemplary condition as measured by the Facility Inspection Tool
(FIT)/Williams report. (Met)
Metric/Indicator
Priority 2: Local Indicator/Implementation of State
Standards/Local Evaluation Tool
19-20
2A: Increase the results from the implementation survey for the
California state standards.
Scale: 1-Initial Awareness; 2-Developing Awareness; 3-Full
Awareness; 4Student Awareness; 5-Full Implementation
English Language Arts: 2-Full Awareness
English Language Development: 2-Developing Awareness
Career Technical Education: 2-Developing Awareness
Mathematics: 2-Developing Awareness
Health Education Content Standards: 1-Initial Awareness
History-Social Science: 2-Developing Awareness
Model School Library Standards: 1-Initial Awareness
Next Generation Science Standards: 3-Full Awareness
2A: Teachers are moving from "Developing Awareness" to "Full
Awareness" in implementing the California standards for English
Language Arts/English Language Development, NGSS,
history/social science, physical education, and visual and
performing arts and world language, as evidenced by survey
results. (Met)
Scale: 1-Exploration and Research Phase; 2-Beginning
Development; 3-Initial Implementation; 4-Full Implementation; 5-
Full Implementation and Sustainability
English Language Arts: 3-Initial Implementation
English Language Development: 3- Initial Implementation
Career Technical Education: Agriculture-3 Initial Implementation
and Wood-2 Beginning Development
Mathematics: 3- Initial Implementation
Health Education Content Standards: 2-Beginning Development
History-Social Science: 3-Initial Implementation
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Big Valley Joint Unified School District
Expected
Actual
Physical Education Content Standards: 2-Developing
Awareness
Visual and Performing Arts: 2-Developing Awareness
World Language: 2-Developing Awareness
Baseline
2A: Teachers are moving from "Beginning development" to "Initial
Implementation" in implementing the California standards for
English Language Arts/English Language Development, NGSS,
history/social science, physical education, and visual and
performing arts and world language, as evidenced by survey
results.
Model School Library Standards: 1-Exploration and Research
Next Generation Science Standards: 3-Initial Implementation
Physical Education: 2-Beginning Development
Visual and Performing Arts: 2-Beginning Development
World Language: 4-Full Full Implementation
Metric/Indicator
Priority 2: Local Indicator/Implementation of State
Standards/ELD
19-20
2B: Maintain our programs and services to enable English
learners access to the CSS and the ELD standards as evidenced
by the master schedule.
Baseline
2B: 90% of our teachers attended ELA/ELD CA State Standards
trainings through Wonders (K-6) and StudySync professional
development (7-12). 100% of our teachers attended
differentiation training for standards implementation at the Lassen
County Profession Institute Day in September 23, 2016 which
was a focus on English Learners.
2B: The District has maintained its programs and services to
enable English learners access to the CSS and the ELD standards
as evidenced by the master schedule. (Met)
Metric/Indicator
Priority 7: State Indicator/College/ Career Indicator (HS only)
19-20
7A: Increase the number of student who are considered
concentrators and completers in the CTE Agriculture Pathway,
according to CALPADS 3.14 report.
7A: All students have access to one-to-one Chromebook
computers for each student in 7th -12th grades to fully access
technology, Cyberhigh.org courses, and Lassen Community
College courses, as evidence by the 2019-20 master schedule.
An Agriculture Career and Technical Education pathway is offered
with a credentialed Agriculture teacher for all class levels including
the junior high. (Not Met)
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Big Valley Joint Unified School District
Expected
Actual
Baseline
7A: All students have access to one-to-one Chromebook
computers for each student in 7th -12th grades to fully access
technology, Fuel Education online courses, Cyberhigh.org
courses, and Lassen Community College courses, as evidence
by the 2016-17 master schedule.
Metric/Indicator
Priority 7: Local Metric/A broad course of study
19-20
7A: Access to Broad Course of Study
Identify: Maintain that all students have access to, and are
enrolled in a broad course of study through Aeries.
Summary of Access: Ensure all studentl have access to the
same course of study using the master schedule.
Barriers: Due to economy of scale, the District has difficulty in
recruiting and retaining credentialed teachers in single subjects.
Extremely small class sizes limits the master schedule. Conflicts
among course offerings.
Revisions, decisions, or new actions to ensure access to a broad
course of study for all students:
Students will have access to online programs such as UC Scout
and Cyberhigh for A-G courses, enrichment and credit recovery.
Students have access to dual enrollment with Lassen Community
College and Chico State University for college credit.
Baseline
7A: One year of high school Art class and one semester of junior
high Art class were added to the 2016-17 master schedule. An
Agriculture Career and Technical Education pathway is offered
with a credentialed Agriculture teacher for all class levels
7A: All students in grades K-12 have access to a broad course of
study in all areas. Additionally, there is one year of high school Art
course. Multiple quarter length electives, middle school financial
literacy, foreign language and art class were added to the of junior
high course schedule in the 2019-20 master schedule. The Meet
the Masters Art curriculum was added to the elementary school
and all K-6 teachers have access to the Meet the Masters Art
curriculum. (Met)
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Big Valley Joint Unified School District
Expected
Actual
including the junior high was added to the 2016-17 master
schedule.
Metric/Indicator
Priority 7: Local Metric/Programs/services developed and
provided to unduplicated pupils
19-20
7B: Access to Broad Course of Study for Unduplicated Students.
Identify: Maintain that all students have access to, and are
enrolled in a broad course of study through Aeries.
Summary of Access: Ensure all studentl have access to the
same course of study using the master schedule.
Barriers: Due to economy of scale, the District has difficulty in
recruiting and retaining credentialed teachers in single subjects.
Extremely small class sizes limits the master schedule. Conflicts
among course offerings.
Revisions, decisions, or new actions to ensure access to a broad
course of study for all students:
Students will have access to online programs such as UC Scout
and Cyberhigh for A-G courses, enrichment and credit recovery.
Students have access to dual enrollment with Lassen Community
College and Chico State University for college credit.
Baseline
7B: All of our unduplicated pupils not only have access to the
onsite master schedule, but all students have access to our A-G
approved virtual learning programs: Fuel Education,
Cyberhigh.org., Lassen Community College concurrent
enrollment, as evidence by the 2016-17 master schedule.
7B: All of our unduplicated pupils not only have access to the
onsite master schedule, but all students have access to our A-G
approved virtual learning programs: Cyberhigh.org., Lassen
Community College concurrent enrollment, as evidence by the
2019-20 master schedule. (Met)
Metric/Indicator
7C: Students with exceptional needs not only have access to the
onsite master schedule, but all students have access to our A-G
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Big Valley Joint Unified School District
Expected
Actual
Priority 7: Local Metric/Programs/services developed and
provided to individuals with exceptional needs
19-20
7C: Access to Broad Course of Study for exceptional needs
students.
Identify: Maintain that all students have access to, and are
enrolled in a broad course of study through Aeries.
Summary of Access: Ensure all studentl have access to the
same course of study using the master schedule.
Barriers: Due to economy of scale, the District has difficulty in
recruiting and retaining credentialed teachers in single subjects.
Extremely small class sizes limits the master schedule. Conflicts
among course offerings.
Revisions, decisions, or new actions to ensure access to a broad
course of study for all students:
Students will have access to online programs such as UC Scout
and Cyberhigh for A-G courses, enrichment and credit recovery.
Students have access to dual enrollment with Lassen Community
College and Chico State University for college credit.
Baseline
7C: Students with exceptional needs not only have access to the
onsite master schedule, but all students have access to our A-G
approved virtual learning programs: Fuel Education,
Cyberhigh.org., Lassen Community College concurrent
enrollment, as evidence by the 2016-17 master schedule.
approved virtual learning programs: Cyberhigh.org., Lassen
Community College concurrent enrollment, as evidence by the
2019-20 master schedule. (Met)
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Big Valley Joint Unified School District
Actions / Services
Planned
Actions/Services
Budgeted
Expenditures
Actual
Expenditures
1. Continue to ensure all teachers are qualified and appropriately
credentialed by providing Alliance for Teacher Excellence (ATE) for all
new teachers and second year teachers. (Priority 1)
Professional Development-
Induction Program 5000-5999:
Services And Other Operating
Expenditures Title II $4200
Teacher Induction ATE, Chico
State Internship 5000-5999:
Services And Other Operating
Expenditures Title II $7200
2. Provide professional development and staff collaboration early
release time one day a week at 2.5 hours per day for 37 days to
increase student learning outcomes and support instruction,
assessment, and curriculum aligned to California State Standards and
Next Generation Science Standards (NGSS). (Priority 1 & 2)
Professional Development 1000-
1999: Certificated Personnel
Salaries LCFF Supplemental and
Concentration $54,715.06
Professional Development 1000-
1999: Certificated Personnel
Salaries LCFF Supplemental and
Concentration $58457.91
3. The District will continue to develop the curriculum alignment and
mapping process to include development of pacing guides, lesson
design, formative and summative assessments. (Priority 2)
Wonders, Big Ideas, StudySync,
Carnegie Learning 5000-5999:
Services And Other Operating
Expenditures LCFF Supplemental
and Concentration $1,000
PD, Assessment Tracking, A-G
Course Alignment 5800:
Professional/Consulting Services
And Operating Expenditures
LCFF Supplemental and
Concentration $1020.01
4. Staff will continue to participate in mathematics curriculum and
instructional training to support all students in mathematics. (Priority 1
&7)
PD-Carnegie Learning and Math
Expressions 5800:
Professional/Consulting Services
And Operating Expenditures
LCFF Supplemental and
Concentration $1,500
IXL - PD and Math intervention
and support 5800:
Professional/Consulting Services
And Operating Expenditures
LCFF Supplemental and
Concentration $1274.00
5. Action eliminated.
No Expenditures.
Action eliminated Not Applicable
Not Applicable 0
6. Service eliminated.
No Expenditures.
Service eliminated. Not Applicable
Not Applicable 0
7. Increase course pathways and enrollment in Career and Technical
Education (CTE) courses at the high school through outreach efforts
(CAL-FIRE) and Agricultural Incentive Grant. (Priority 7)
Registration fees, transportation
and materials for CTE programs
4000-4999: Books And Supplies
LCFF Supplemental and
Concentration $1000
Ag Judging/Food Lab 4000-4999:
Books And Supplies LCFF
Supplemental and Concentration
$2595.74
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Big Valley Joint Unified School District
Planned
Actions/Services
Budgeted
Expenditures
Actual
Expenditures
Professional Development for new
Agriculture teacher 5000-5999:
Services And Other Operating
Expenditures LCFF Supplemental
and Concentration $1500
Ag PD 5800:
Professional/Consulting Services
And Operating Expenditures
LCFF Supplemental and
Concentration $260
8. Increase elective options through concurrent enrollment at Lassen
Community College and/or Cyberhigh.org online program. Enrollment
Fees and College Visits with a focus on low income students. (Priority
7)
Program fees and book fees
4000-4999: Books And Supplies
Other $500
CTE Business Agriculture
Pathway Development 4000-
4999: Books And Supplies Other
$568.32
9. Action eliminated.
No Expenditures.
Action eliminated. Not Applicable
Not Applicable 0
10. Continue to refine After School Tutoring and Saturday School
Academic Support programs for low income students. (Priority 1 & 7)
Certificated hourly rate 1000-
1999: Certificated Personnel
Salaries LCFF Supplemental and
Concentration $2,000
SPED behaviorial support
services for students 5800:
Professional/Consulting Services
And Operating Expenditures
LCFF Supplemental and
Concentration $1,401.22
11. Service eliminated.
No Expenditures.
Service eliminated. Not Applicable
Not Applicable 0
0
Goal Analysis
A description of how funds budgeted for Actions/Services that were not implemented were used to support students, families, teachers,
and staff.
Actions 4, 7 and 10 were not fully implemented due to impacts of the COVID-19 pandemic. The funds, $2064.78 budgeted for these
actions/services were carried forward to the 2020/21 school year.
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Big Valley Joint Unified School District
A description of the successes and challenges in implementing the actions/services to achieve the goal.
Successes:
Our staff has created a positive, academic learning culture. We will continue to focus on the social emotional learning needs of each of
our students. Interventions will continue to be a focus. During the pandemic, our staff communicated using a variety of communication
methods with our families and students. This experience brought us more closely together and we were able to target the needs of our
most vulnerable students. Teachers went above and beyond to collaborate and learn new technology.
The District provided a teacher induction program: Alliance for Teacher Excellence (ATE) for all new teachers and second year
teachers.
The expenditure for providing staff professional development with the IXL Math Intervention and Support cost less than what was
originally budgeted.
Due to the development of the Agri-business pathway and costs associated with providing students with project based materials at
home to facilitate the curriculum, the budget was exceeded due to unexpected online access fees for the development of the CTE
Business Agriculture Pathway.
Challenges:
The COVID19 pandemic had a strong impact on the LCAP plan in the spring. It altered the way we provided services and support for
our students and families. Our staff worked tirelessly, last spring to put new protocols, policies and guidance in place to ensure the
safety and health of our students, staff and families. Support staff were used in different capacities to support virtual learning and to
thoroughly disinfect the campus. We were also unable to offer counseling and a behaviorist during the shutdown. Finally, CAASPP
testing was not administered in the spring due to the COVID pandemic. Therefore, we were unable to have new state data to add to
the plan. Instead, we have had to rely on local MAP assessments to develop our LCAP.
Many professional development sponsored by the state Agriculture Program were cancelled due to the school closures in the late
spring.
Due to the cancellation of the after school tutoring and Saturday School Academic Support in the late spring, students were not able to
participate in-person .
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Big Valley Joint Unified School District
Goal 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 and/or Local Priorities addressed by this goal:
State Priorities:
X
Priority 4: Pupil Achievement (Pupil Outcomes)
X
Priority 8: Other Pupil Outcomes (Pupil Outcomes)
Local Priorities:
Annual Measurable Outcomes
Expected
Actual
Metric/Indicator
Priority 4: State Indicator/Academic Indicator/Grades 3-8 ELA
SBAC results
19-20
4A (Based upon 2018-19 CAASPP Data)
Increased English Language Arts by 3% at each grade level.
Grade 3: 25% met or exceeded
Grade 4: 28% met or exceeded
Grade 5: 3% met or exceeded
Grade 6: 43% met or exceeded
Grade 7: 3% met or exceeded
Grade 8: 3% met or exceeded
Baseline
4A (Based upon 2016 CAASPP Data)
English Language Arts
Grade 3: 23.10% met or exceeded
Grade 4: 0% met or exceeded
Grade 5: 8.30% met or exceeded
Grade 6: 0% met or exceeded
Grade 7: 25% met or exceeded
Grade 8: 27.27% met or exceeded
4A (Based upon 2020-21 CAASPP Data)
CAASPP Data suspended in 19-20 due to COVID-19
English Language Arts (Met)
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Big Valley Joint Unified School District
Expected
Actual
Metric/Indicator
Priority 4: State Indicator/Academic Indicator/Grades 3-8
mathematics SBAC results
19-20
4A (Based upon 2018-19 CAASPP Data)
Increased Mathematics by 3% at each grade level.
Grade 3: 25% met or exceeded
Grade 4: 28% met or exceeded
Grade 5: 3% met or exceeded
Grade 6: 23% met or exceeded
Grade 7: 3% met or exceeded
Grade 8: 3% met or exceeded
Baseline
4A (Based upon 2016 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
CST Science:
Grade 5: 17% proficient or above
Grade 8: 32% proficient or above
4A (Based upon 2019-20 CAASPP Data)
CAASPP Data suspended in 19-20 due to COVID-19
Mathematics (Met)
Science
Metric/Indicator
Priority 4: State Indicator/Academic Indicator/English Language
Progress Indicator
19-20
4D: English Proficiency - (Based upon the 2019-20 ELPAC data)
ELPAC Data suspended in 19-20 due to COVID-19 (Met)
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Big Valley Joint Unified School District
Expected
Actual
4D: English Proficiency – Our measurable outcome is that their
language proficiency level will increase by 1 (one) each school
year, as measure by the ELPAC.
Baseline
4D: English Proficiency –as reported by the California School
Dashboard. Status: Very low 58.3%
Metric/Indicator
Priority 4: State Indicator/Academic Indicator/Reclassification
rates
19-20
4E: Increase our reclassification rate by 20%, according to
CALPADS-2.8 report.
Baseline
4E: EL reclassification rate – CalPads data indicates a
reclassification rate of 0 students for the 2016-17 school year.
4E: EL reclassification rate - CalPads data indicates a
reclassification rate of 0 students for the 2019-20 school year.
(Not Met)
Metric/Indicator
Priority 4: State Indicator/College and Career Indicator/AP pass
rate
19-20
4F: Increase the number of students who scored a 3 or higher on
the AP exam, as reported by the CollegeBoard AP Score
summary.
Baseline
4F: No students passed AP exams with three or higher, as
reported by The College Board.
4F: No students passed AP exams with the score of three or
higher, as reported by The College Board. (Not Met)
Metric/Indicator
Priority 4: State Indicator/College and Career Indicator/Career
pathway completion
19-20
4A (Based upon 2018-19 CAASPP Data)
Improve the English Language Arts and math results by 3%.
4A: Based upon 2019-20 CAASPP Data
CAASPP Data suspended in 19-20 due to COVID-19 for 11
graders
English (Met)
Math (Met)
Science (Met)
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Big Valley Joint Unified School District
Expected
Actual
Grade 11: 33% met or exceeded in ELA.
Grade 11: 8% met or exceeded in Math.
Baseline
4A: Grade 11: 30.30% met or exceeded in ELA.
Grade 11: 7.70% met or exceeded in Math.
Grade 10: 35% proficient or above in science
Metric/Indicator
Priority 4: State Indicator/College and Career Indicator/Career
pathway completion
19-20
4C. Increase the number of students who are considered
concentrators and completers in the CTE Agriculture Pathway,
according to CALPADS 3.14 report.
Baseline
4C: 0% of pupils are college and career ready, completing a CTE
Sequence, as reported by the School Accountability Report Card
(SARC).
4C: 0% of students are college and career ready, completing a
CTE sequence, as reported by the School Accountability Report
Card (SARC). (Not Met)
Metric/Indicator
Priority 4: College and Career Ready/A-G course completion
19-20
4C: Increase the number of students who are college and career
ready, completing A-G courses, as reported by the School
Accountability Report Card (SARC).
Baseline
4C: 11% of pupils are college and career ready, completing A-G
courses, as reported by the School Accountability Report Card
(SARC).
4C: 30% of students are college and career ready, completing A-
G courses, as reported by the School Accountability Report Card
(SARC). (Met)
Metric/Indicator
8A: 88% of students achieving passing grades in all courses
described under 51210 and 51220 (a) - (i). (Not Met)
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Big Valley Joint Unified School District
Expected
Actual
Priority 8: State Indicator/College/Career Indicator (HS only)
19-20
8A: Continue to provide Summer School in order for students to
make up one or more classes, as described under 51210 and
51220 (a) – (i).
Baseline
8A: 93% of students achieving passing grades in all courses
described under 51210 and 51220 (a) – (i).
Metric/Indicator
Priority 8: Local Metric/Other student outcomes (Local
Assessments, Interims, MAPs, etc.)
19-20
8A: The reading performance of our K-2 students by 5%, using
MAPS increased:
Baseline
8A: We currently have 55% of our students reading at grade
level by the end of the 2nd grade by using the MAPS
assessment.
8A: 62% of our students reading at grade level by the end of the
2nd grade by using the MAPS assessment. (Met)
Metric/Indicator
Priority 8: Local Metric/Other student outcomes (Reach Higher
Shasta K-3 reading, Reach Higher Shasta K-2 math, iReady,
local benchmarks, PSAT 8-9, SBAC interims, STAR reading
assessment, DIBELS Plus, etc.)
19-20
8A. Increase the number students meeting the physical fitness
standards in grades 5, 7, and 9, based on the results of the
California Physical Fitness Test.
Baseline
8A: 90% of 9th grade students met at least 4 out of 6 Healthy
Fitness Zone physical fitness targets met , as measured by the
Annual CA Physical Fitness Test. 83.3% of 5th graders met at
8A: Physical Fitness Test data was suspended in 19-20 due to
COVID-19 for 5, 7, 9 graders. (Met)
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Big Valley Joint Unified School District
Expected
Actual
least 4 out of 6 Healthy Fitness Zone standards. 69.3% of 7th
graders met at least 4 out of 6 Healthy Fitness Zone standards.
Metric/Indicator
Priority 8: Local Metric/Other student outcomes (Reach Higher
Shasta K-3 reading, Reach Higher Shasta K-2 math, iReady,
local benchmarks, PSAT 8-9, SBAC interims, STAR reading
assessment, DIBELS Plus, etc.)
19-20
8A: Continue to maintain 100% percent of 8th grade students
who are eligible for enrollment in an A-G four-year, academic
high school plan, as reported by AERIES.
Baseline
8A: 100% percent of 8th grade students are eligible for
enrollment in an A-G four-year, academic high school plan, as
reported by AERIES.
8A: 100% of 8th grade students are eligible for enrollment in an A
- G four year, academic high school plan, as reported by AERIES.
(Met)
Metric/Indicator
Priority 8: State Indicator/College/Career Indicator (HS only)
19-20
8A: Increase the number of students reaching the prepared level
by 3% as measured by the College/Career Indicator, according to
the California Dashboard.
Baseline
8A: 70% of 2013-14 cohort students were at the Approaching
Prepared level as measured by the College/Career Indicator of
the California Dashboard.
8A: 29.4% of 2019-20 cohort students were at the Approaching
Prepared level as measured by the College/Career Indicator of the
California Dashboard. (Not Met)
Metric/Indicator
Priority 4: The Academic Performance Index
19-20
4B: 19-20
The API is under development. No scores reported.
4B: No API scores reported.
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Big Valley Joint Unified School District
Expected
Actual
Baseline
4B: The API is under development. No scores reported.
Metric/Indicator
Priority 4: State Indicator/College and Career Indicator/EAP-11th
Grade SBAC results
19-20
4G: Increase the EAP-SBAC results in ELA increased by 3%, as
reported by the CAASPP.
Baseline
4G: The baseline for the EAP-SBAC results was 5.3% in , as
reported by the California Dashboard.
4G: The results for the EAP-SBAC were N/A, as reported by the
California Dashboard.
CAASPP Data suspended in 19-20 due to COVID-19
Actions / Services
Planned
Actions/Services
Budgeted
Expenditures
Actual
Expenditures
1. Train staff on systems for the use of data system of formative,
interim, & summative assessments as well as to inform MTSS. (Priority
4)
Costs associated with training,
registration, transportation and
materials as well as using staff
collaboration time 5000-5999:
Services And Other Operating
Expenditures Base $1,000
Various Trainings 5800:
Professional/Consulting Services
And Operating Expenditures
LCFF Supplemental and
Concentration $1318.26
2. Students who are identified as not meeting grade level standards in
Mathematics, will be provided Tier 2 and Tier 3 interventions to
remediate their gaps in learning. Identification includes district math pre
and post tests, CAASPP, ELPAC, MAPS, and multiple other sources.
(Priority 4)
Use of Student Study Teams,
Intervention Teacher and faculty
time to plan for improving
instruction 1000-1999: Certificated
Personnel Salaries LCFF $500
0
Materials and supplies for
planning 4000-4999: Books And
Supplies LCFF $1000
Calculators and SWISS Software
5000-5999: Services And Other
Operating Expenditures LCFF
Supplemental and Concentration
$781.28
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Big Valley Joint Unified School District
Planned
Actions/Services
Budgeted
Expenditures
Actual
Expenditures
3. Ensure students who are choosing to enter college upon graduation
take appropriate coursework to meet entrance requirements for the Cal
State University and University of California system. (Priority 4)
Academic Counselor 1000-1999:
Certificated Personnel Salaries
LCFF 0 Cost already calculated.
Goal #1, Action 6
0
4. Service eliminated.
Duplicate action -College Options
No Expenditures.
Service eliminated. Not Applicable
Not Applicable 0
0
5. Teacher participates in WASC accreditation process as an official
WASC committee member reviewing another school in another county.
(Priority 8)
Substitutes Costs 1000-1999:
Certificated Personnel Salaries
LCFF Supplemental and
Concentration $800
0
6. Maintain an instructional support staff to assist teachers and other
certificated staff toward meeting student performance objectives.
(Priority 4)
Elementary School
paraprofessionals 2000-2999:
Classified Personnel Salaries Title
I $42,600.00
Elementary School
paraprofessionals 2000-2999:
Classified Personnel Salaries Title
I $44468.82
Elementary School
paraprofessionals 2000-2999:
Classified Personnel Salaries
LCFF Supplemental and
Concentration $9,400
Elementary School
paraprofessionals 2000-2999:
Classified Personnel Salaries
LCFF Supplemental and
Concentration $9190.72
Substitutes -Elementary School
paraprofessionals 2000-2999:
Classified Personnel Salaries
LCFF Supplemental and
Concentration $1477.85
7. Action eliminated.
No Expenditures.
Action eliminated. Not Applicable
Not Applicable 0
0
8. Action eliminated.
No Expenditures.
Action eliminated. Not Applicable
Not Applicable 0
0
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Big Valley Joint Unified School District
Planned
Actions/Services
Budgeted
Expenditures
Actual
Expenditures
9. Continue to provide K-12 English Language Learner staff who will
provide weekly 30 minutes of direct instruction to EL students. (Priority
4)
K-12 English Language Learner
Staff 2000-2999: Classified
Personnel Salaries Title III
$750.00
K-12 English Language Learner
Staff 2000-2999: Classified
Personnel Salaries Title III
$738.47
10. Refocus K-12 Intervention Teacher's time to implement Tier 3
interventions and assessments for K-6 and provide additional academic
support for 3rd -8th grade students who are below grade level or
referred by SSTs. (Priority 4)
K-12 Intervention Teacher 1000-
1999: Certificated Personnel
Salaries LCFF Supplemental and
Concentration $102,160.29
K-12 Intervention Teacher 1000-
1999: Certificated Personnel
Salaries LCFF Supplemental and
Concentration $96,693.84
Goal Analysis
A description of how funds budgeted for Actions/Services that were not implemented were used to support students, families, teachers,
and staff.
There was no significant discrepancy between the budgeted and actual expenditures. Minor differences are attributable to pandemic-
related school closures in March.
A description of the successes and challenges in implementing the actions/services to achieve the goal.
Successes:
The District was able to successfully implement the actions/services to achieve this goal through early March 2020. From late March
2020 to June 2020, we could not provide in-person instruction. In response to the onset of COVID-19, our district was forced to shift to
distance learning. The immediate solutions, although not ideal, were feasible for the students. However, the transition to distance
learning for students in the early grades—transitional kindergarten through third grade (TK–3)- proved difficult for students, parents,
and teachers alike. Throughout the summer and fall, administration reached out to teachers, parents, and support staff to identify
areas for improvement of distance education for our students.
We were effectively able to implement the actions and services in this goal.
We will continue our commitment to ensuring our most vulnerable students receive the academic and social emotional supports
needed to grow.
Challenges:
The greatest challenge to implement this goal was when the District was closed by the COVID 19 pandemic. Our staff had to rethink
the way we provided these services and supports to our students. Children in the early grades typically have a shorter attention span
than their older peers and need a variety of opportunities for interaction with peers in small groups. Focusing on short interactive
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lessons with small group learning opportunities benefited both students and teachers. Students in the early grades require greater
adult support to facilitate learning than do their older peers.
We had to shift some instructional aides duties to assist with the new COVID requirements.
After school tutoring did not occur after the first semester was completed as the focus changed to the preparations of Distance
Learning and the closure of schools.
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Annual Update for the 2020–21 Learning Continuity and Attendance Plan
The following is the local educational agency's (LEA's) analysis of its 2020-21 Learning Continuity and Attendance Plan (Learning
Continuity Plan).
In-Person Instructional Offerings
Actions Related to In-Person Instructional Offerings
Description
Total
Budgeted Funds
Estimated
Actual
Expenditures
Contributing
Purchase of 10 BreatheSmart Classic True HEPA Pure air purifiers
(covers up to 1100sq ft). Portable air filters
5916.50
5916.50
X
No
Purchase Personal Protective Equipment (PPE) to enhance health
and safety measures for students and staff and
provide enhanced sanitation to classrooms and school offices.
Cleaning and disinfectant supplies.
6339.66
6339.66
X
No
Remind - Two Way Communication
460.00
460.00
X
No
Code Academy -Online coding curriculum program This online
curriculum offers enrichment and supplements computer literacy
classes to address the loss of learning during distance learning. This
online program benefit low-income, EL, and Foster Youth students,
for whom the purchase of this program would be prohibitive.
75.00
75.00
X
Yes
Fund additional staff position for a COVID 19 cleaning aide to address
the new health guidelines during school time.
18,887.72
18,887.72
X
No
Purchased BVHS Math curriculum for 6th grade and 7th grade. This
curriculum principally benefit low-income, EL, and Foster Youth
students, for whom the purchase of this equipment would be
prohibitive.
3033.89
3033.89
X
Yes
Purchased Acrylic Plexiglass Barries for Elementary School Office
106.17
106.17
X
No
Enhanced cleaning measures - Janitorial supplies
2765.79
2765.79
X
No
PPE - Masks
1645.75
1645.75
X
No
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Description
Total
Budgeted Funds
Estimated
Actual
Expenditures
Contributing
Purchase BVHS Counter Shield
348.80
348.80
X
No
Purchase PE/Recess equipment for four grade combination cohorts
430.34
430.34
X
No
Purchased of disinfectant and cleaning supplies
175.52
175.52
X
No
Purchase of two portable hand washing stations
3190.69
3190.69
X
No
Suite360 - Contract for a digital resource for social-emotional learning
and intervention/restorative practices. This program will principally
benefit low-income, EL, and Foster Youth students, for whom the
purchase of this access would be prohibitive.
8,425
8,425
X
Yes
A description of any substantive differences between the planned actions and/or budgeted expenditures for in-person instruction and
what was implemented and/or expended on the actions.
All of the planned actions related to In Person instructional offerings listed above have been expended.
Analysis of In-Person Instructional Offerings
A description of the successes and challenges in implementing in-person instruction in the 2020-21 school year.
On August 10, 2020, BVJUSD's Board of Trustees approved the districts' Reopening Plan which outlined the plan to offer in-person
instructional offerings during the 2020-21 school year. Since both Lassen and Modoc Counties recorded little to no positive COVID-19
cases throughout the summer and was placed in the local tier rating of yellow according to state and local health and safety
guidelines, the District was able to offer in-person services and support to all students on August 24, 2020. The District drafted the
"Health and Safety Guidelines, COVID-19 Handbook" which contains plans and protocols to ensure the safety of students and staff.
The handbook covers protection guidelines for staff, students, and campus visitors, building access and common area protocols,
mandatory health screenings, protocols for returning to work after exposure or illness, face-covering and social distancing protocols,
Personal Protective Equipment (PPE) guidelines, and flowcharts detailing a process for students and employees if they've contracted
COVID. According to a review of state and local data, and stakeholder feedback, the following successes and challenges were
identified:
Successes:
Students and staff returned to in-person instruction and to school on August 24, 2020.
The Attendance Rate for students maintained at 94% for the school year.
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All students exceeded the minimum instructional minutes per day as required by EC 43504 four out of five days a week when
attending school in-person.
All students received instruction daily in the state minimum course requirements. (I.E., 6th-12th grade students accessed seven
periods of courses.)
All students were offered breakfast and lunches at no cost to families.
With enhanced cleaning procedures implemented during the school day, absenteeism of students and staff dropped significantly.
Teaching staff developed and implemented Google Classroom for seamless transitions between in-person instruction and distance
learning instruction.
All families have access to Chromebooks and Hot Spots.
Positive relationship with local bargaining units for reopening school to in person instruction on August 24, 2020.
Support from BVJUSD School Board and local community for reopening to in person instruction on August 24, 2020.
Support from Lassen County Office of Education and Lassen County Department of Public Health for reopening to in person
instruction.
Challenges:
State and local health and safety guidelines continued to change week by week. The District worked hard to keep up with the latest
guidance from both state and local authorities.
Quarantine and isolation orders interrupted individual or cohorts ability to receive in-person instruction for 10 or 14 day period time
span.
Loss of learning occurred across the District, but a small group of individuals or cohorts spent more time on quarantine orders than
other students or cohorts.
Lack enough substitute staff to operate the District during two separate quarantine and isolation times.
Unable to offer positive school climate activities for most of the school year. For example, no pep rallies, fall or winter athletics,
Readathon, guest presenters, Back to School Night, Winter Performance, Open House, etc.
Lack of connectivity issues for some student and staff members.
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Distance Learning Program
Actions Related to the Distance Learning Program
Description
Total
Budgeted Funds
Estimated
Actual
Expenditures
Contributing
Cost for professional development workshops and trainings for
teachers in the use of new digital teaching
platforms. These workshops and trainings benefit low-income, EL,
and Foster Youth students, for whom the purchase of this equipment
would be prohibitive.
1500.00
1500.00
X
Yes
Purchased 30 Chromebooks and 8 hotspots. Purchase of additional
devices and technology (i.e., Chromebooks and hotspots) for
students and staff to use during distance learning. These devices
principally benefit low-income, EL, and Foster Youth students, for
whom the purchase of this equipment would be prohibitive.
20,000
20,000
X
Yes
Web Cameras for teachers. These devices principally benefit low-
income, EL, and Foster Youth students, for whom the purchase of this
equipment would be prohibitive.
871.36
871.36
X
Yes
Cost for new Google applications to allow teachers to expand their
repertoire of distance teaching techniques. These applications
principally benefit low-income, EL, and Foster Youth students, for
whom the purchase of this equipment would be prohibitive.
500.00
500.00
X
Yes
IXL Learning -online math, history, science, and ELA individualized
intervention program. This program principally benefits low-income,
EL, and Foster Youth students, for whom the purchase of this
equipment would be prohibitive.
1583.00
1583.00
X
Yes
Contract with Fuel Education, an online curriculum, for use in the
home by students to engage them mentally, kinestically, and artisticall
during the times of distance learning. This program will principally
benefit low-income students by providing resources and materials
they may not be able to access. This curriculum offer enrichment,
AP/Honors, and credit recovery with a credentialed teacher.
31,090.00
31,090.00
X
Yes
Funds to support the weekly meal delivery program.
1922.65
1922.65
X
No
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Description
Total
Budgeted Funds
Estimated
Actual
Expenditures
Contributing
Emergency food transport - Driving to K&K in Alturas because
delivery of food was not available
60.37
60.37
X
No
Purchase of 6 Drawing tablets and one monitor for use during
distance learning and in person instruction. These devices principally
benefit low-income, EL, and Foster Youth students, for whom the
purchase of this equipment would be prohibitive.
630.56
630.56
X
Yes
Purchase online assessments for Cyberhigh.org. Independent Study
program and Credit Recovery program for 9th - 12th Grade students.
These assessments principally benefit low-income, EL, Homeless,
and Foster Youth students, for whom the purchase of this equipment
would be prohibitive.
8,000.00
8,000.00
X
Yes
Funds to support division-wide Disciplina Positiva virtual workshops
for Spanish-speaking families to enhance school engagement. The
curriculum for these classes was expanded by the provider to address
issues of special concern to families due to the pandemic and the
move to distance learning, such as low student motivation, excessive
screen time, and sleep disruption. These classes principally benefit
low-income families, for whom the costs of private parenting
workshops or academic coaches would be prohibitive, as well as EL
families, who need workshops conducted in their home language in
order to allow them to meaningfully participate.
500.00
0
X
Yes
A description of any substantive differences between the planned actions and/or budgeted expenditures for the distance learning
program and what was implemented and/or expended on the actions.
Only one planned action, Disciplina Positiva virtual workshops for Spanish speaking families, was not implemented due to lack of
interest from the Spanish-speaking families. The rest of the planned actions were implemented.
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Analysis of the Distance Learning Program
A description of the successes and challenges in implementing each of the following elements of the distance learning program in the
2020-21 school year, as applicable: Continuity of Instruction, Access to Devices and Connectivity, Pupil Participation and Progress,
Distance Learning Professional Development, Staff Roles and Responsibilities, and Support for Pupils with Unique Needs.
After a review of state and local data and stakeholder feedback through a Technology Survey conducted between August -
September, 2020, a Distance Learning Survey conducted in mid December, 2020, a special board meeting on August 10, 2020 and
mailers from parents, teachers, students, and staff, BVJUSD has identified the following successes and challenges:
Successes:
Continuity of Instruction: The teaching staff has established Google Classroom as the primary learning management system for
seamless transitions between in-person instruction and distance learning. Teachers expanded their knowledge base and repertoire of
Google applications for use in distance teaching. Supplemental instruction and assessment materials have been utilized as
appropriate to meet each student’s individual needs. Resources used by staff include, but are not limited to, the following: New
Wonders, StudySync, Math Expressions, Big Ideas, Inspire, Glencoe/McGraw-Hill social science and science, and IXL. Individual
distance learning plans for students with IEPs were developed for each student who participated in distance learning, but most
students received in-person services because of connectivity issues.
Access to Devices and Connectivity: All students have access to Chromebooks and Hot Spots. An additional 23 Hot Spots and 30
Chromebooks were purchased in 20-21 for families. All teachers have web cameras for their desktop computers or access to web
cameras through Chromebooks.
Pupil Participation and Progress:
BVJUSD established an online electronic attendance process that all teachers used to document student daily attendance. Teachers
established daily live contact with students using a variety of tools, including, but not limited to, in person meetings, phone calls, texts,
and emails, as well as synchronous meetings using video conferencing tools, Google applications, the Remind app and other forms of
virtual communication. Student attendance and participation were monitored using daily online course participation or verified daily
assignment completion. Time value will be measured via online participation in oral, written, and electronic assignments.
Distance Learning Professional Development:
Teachers and paraprofessionals received training in the use of the G Suites and Google applications. Professional development
workshops and trainings for teachers in the use of new digital teaching strategies were contracted monthly through the Glenn County
Office of Education. Teachers received training for instructional strategies, utilize educational apps, assign coursework, and deliver
resources to students in a safe online environment.
Staff Roles and Responsibilities:
Teachers and instructional support staff transitioned to distance learning, incorporated the delivery of instruction with alternative
methods of meeting with students such as Google Classrooms and video conferencing tools. Instructional staff spent time reaching
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out to students to engage them in distance learning and making themselves available to assist students. Site secretaries and bus
drivers assumed responsibility for conducting student and staff wellness checks. The janitorial department implemented site safety
protocols related to COVID-19 for in-person instruction. BVJUSD used Google Classroom for some instructional delivery; however,
COVID-19 prompted an immediate expansion of this delivery model, which required additional technology support for staff and
students. Staff created curriculum content for the LMS and tutorials for students, teachers, and parents on how to access Google
Classroom curriculum and communication methods being used such as video conferencing tools. BVJUSD’s Informational Technology
Department had to expand their support due to a huge rollout of technology for staff and students and the additional technical support
needed. To address the mental and physical health of students, BVJUSD has added Suite360. The mental health counselor is
working to support the social and emotional well-being of students.
Support for Pupils with Unique Needs:
English learners (EL) received additional virtual tutoring during distance learning with classroom teachers or instructional aides. In
addition to tutoring, designated ELD curriculum was offered on two digital platforms: Google Drive and Zoom, to ensure accessibility
by all teachers and students.
To ensure EL students were showing growth in the area of reading, regularly scheduled MAPS assessments allowed teachers to
monitor student progress and identify areas for improvement and further support.
The District did not purchase the curriculum called, Disciplina Positiva, for Spanish speaking families due to a lack of interest from EL
parents.
Students who have a 504 plan or Individualized Education Plan (IEP) continued to receive the services and supports across a full
continuum of placements as outlined in those plans.
During distance learning, the team expanded to include additional supports to provide targeted input on the student’s progress,
development, and needs in a remote setting, as well as recommending supports for families as they assist their children. Special
education service providers maintain frequent contact with students and families via phone, text, e-mail and video conferencing.
Special Education teachers also have ongoing and frequent contact with a student’s general education teachers and teams.
Each Foster and Homeless family was assigned a liaison to help ensure the progress of these students. The liaison helped families
understand the district and community supports offered, can connect families to these resources through direct referrals, and serve as
an advocate for students with teachers and staff.
For students who are foster youth, the Foster Youth District Educational Liaison (“Liaison”) connected with the administrator to ensure
the foster youth had what they need to be successful during remote learning. In addition, the countywide Foster Youth Services
Coordinating Program (FYSCP) provided outreach when needed.
Similarly, students who were experiencing homelessness were provided with the supports they need to be successful during remote
learning. The administrator assisted with the identification of students and reached out to families to provide information and
resources. The secretarial staff reviewed referrals and conducted a needs assessments with any families experiencing homelessness
within a week of enrollment, and referred families to school- and community-based supports through the referral process. The school
increased outreach to these families specifically to connect them with resources to support remote learning, such as Chromebooks,
online tutorials for distance learning tools, and resources for basic needs. One faith based group serving the Lookout community
served as a safe distribution point for groceries, hygiene items, clothing, and school supplies.
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Challenges:
Continuity of Instruction: If a student was required to quarantine or isolate multiple times and return to distance learning, but the class
remained with in-person instruction, the student experienced a disruption with instruction because the District lacked sufficient
substitutes to provide similar instructional services or there were connectivity issues with the student.
Access to Devices and Connectivity: Access to connectivity was cited as a barrier for families. Connectivity with more than one child
in the family's household was problematic and inconsistent. At times, students had to turn off video to help with connectivity issues.
Until connectivity improves in the Big Valley area, most families identified it as the greatest barrier with Distance Learning. Students
living in the more rural areas of our district did not have access to reliable internet in their homes. The District ordered and tested 2
hotspots from different companies and coverage was still not reliable in these areas as providers did not have coverage that extended
to these parts of the locality. In order to help these families, BVJUSD invited the students to the campus for access.
Pupil Participation and Progress:
The longer the school remained closed after Spring Break in 2020, pupil participation and academic progress declined. The District
moved from letter grades to Pass/Fail for the 2nd semester in 2020.
Distance Learning Professional Development:
Although the distance learning professional development met the needs of the teachers and paraprofessionals, the lack of time to
design, practice, and refine these new strategies varied to the individual teacher.
Staff Roles and Responsibilities:
Lack of sufficient substitutes in all departments of the school district provided difficulties with the ongoing operations. When staff were
quarantined or isolated, many of them were not able to work from home due to the connectivity issues.
Support for Pupils with Unique Needs
English Learners: Due to lack of interest from the Spanish-speaking families, Disciplina Positiva virtual workshops for Spanish-
speaking families were not implemented. Access to connectivity was cited as a barrier for families.
Students with IEPs: With access to connectivity as a barrier for families, a small number of students met with the SPED teacher and
the SPED paraprofessional individually to receive accommodations or special services despite the school closure.
Students who are foster youth or homeless: No weaknesses were identified due to the low enrollment.
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Pupil Learning Loss
Actions Related to the Pupil Learning Loss
Description
Total
Budgeted Funds
Estimated
Actual
Expenditures
Contributing
All actions have been addressed in the previous sections
0
0
X
No
A description of any substantive differences between the planned actions and/or budgeted expenditures for addressing pupil learning
loss and what was implemented and/or expended on the actions.
No substantive differences occurred.
Analysis of Pupil Learning Loss
A description of the successes and challenges in addressing Pupil Learning Loss in the 2020-21 school year and an analysis of the
effectiveness of the efforts to address Pupil Learning Loss to date.
BVJUSD has utilized PLCs to enact a systematic cycle of assessment, data analysis, and creating meaningful plans of action to
measure and address pupil learning loss. PLCs have structured collaboration time on a weekly basis to engage in these improvement
cycles. Site-specific PLCs have selected appropriate initial diagnostic assessments and common formative assessments to measure
status, learning gains, and losses.
Successes:
All students received Chromebooks and families received Hot Spots. With this expanded access to technology and connectivity, all
students had access to several online intervention programs. IXL, Suite360, Khan Academy as well as online curriculum tools at home
and at school.
During in person instruction which occurred during the majority of the 20-21 school year, all students exceeded the minimum
instructional minutes per day as required by EC 43504 four out of five days a week.
Completed the established plan of administering standardized assessment windows three times during 20-21 through MAPS
assessments and CAASPP assessments.
A central database was created in Aeries for all teachers to access student results such as MAP, CAASPP, SAT, or ASVAB scores.
Increased teacher and administrator accessibility to student results via MAP Assessments, which provided both individual and
collective outcome data.
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For students who are English learners, time away from the classroom impacted the language development skills. Teachers offered
one-on-one academic counseling with individual students to mitigate lost learning and created a plan for completing missed
coursework. Teachers and the ELL paraprofessional provided 30 minute weekly intervention sessions with students. The
teacher/aide team monitored students’ academic progress by reviewing progress reports. Some parents communicated via the
telephone for tutoring and homework assistance. Students attended the afterschool tutoring program started after Spring Break.
For students who are low-income, academic tutoring was offered during the last period multiple times a week, through the afterschool
tutoring programs, and Saturday School.
The Foster Youth District Educational Liaison continued to track and support foster youth with complete MAP assessments.
Additionally, the Liaison and the countywide Foster Youth Services Coordinator worked collaboratively to help identify and connect
foster youth with tutoring support as needed. Students were offered the opportunity to attend the afterschool tutoring program which
started after Spring Break.
Students experiencing homelessness showed regular attendance. One student graduated at the conclusion of Fall, 2020.
Challenges:
Fall MAP data, administered in early September, 2020, shows that students experienced learning loss during school closure. MAP
data showed an average of 13% declined in ELA assessments and 21% declined in MATH assessments. A comprehensive learning
recovery program is needed to help address learning loss. Also, targeted supports such as small-group and individual interventions
are needed for struggling learners. Helping students to become comfortable with online assessment platforms and test-taking
strategies proved to be a challenge during distance learning. Teachers stepped up efforts to train students to use these platforms with
ease after undergoing professional development in using technology in teaching and assessment.
Additionally, ongoing teacher-based formative assessment and analysis of individual student work and completion of courses provided
evidence that learning loss a student experienced is being addressed. This individualized approach to instruction is a foundation of the
education programs and is designed to support student completion of grade level requirements, leading to promotion/graduation and a
successful transition to college and career, with the necessary academic content knowledge and skills.
Analysis of Effectiveness:
The most visible aspect of learning loss was seen in the area of academic achievement and active student participation, but there
were other equally important aspects of learning loss that was observed. The social/emotional, behavioral and mental health aspects
of learning loss was monitored and measured daily. Teacher’s and students reported that the Suite360 library was not helpful for
approximately 38% of the student population according to a student survey from December, 2020. Living in a rural and isolated
community, low income students identified the lack of in-person interaction as the preferred vehicle of social engagement. About 77%
of low income students ride the school bus from Adin, Lookout, or Nubieber, low income students in these areas were isolated by
geography, access to transportation, and lack of adequate internet connectivity.
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Our teacher's relationship with the student and the frequent (daily) communication, made that teacher uniquely qualified to notice the
more subtle aspect of learning loss such as motivation, engagement or participation. Teachers monitored students for signs and
symptoms of emotional distress, and behavioral changes that signaled mental health issues. Teachers, administrators, or any staff
that interacted with students who requested interventions for a student who struggled contacted the parent with a phone call or
through email. Interventions started with a student teacher conference, a teacher/parent conference or a Student Study Team meeting
(SST). Student supports included help from tutors, the academic counselor, program specialist or administrators. Supports were
individualized to meet the needs of the student.
Students with disabilities were consistently assessed for learning loss using a variety of standardized, formative, and informal
assessments as part of their IEP process. The IEP reviews progress on goals and objectives based on specific reporting periods
outlined in the student’s IEP. Progress was also reviewed following extended school breaks. These data-driven practices were
implemented and reviewed during multiple designated collaboration times to determine the type of learning loss, strategies needed to
address the learning loss and the effectiveness of the intervention on the learning loss.
Adjustments and modifications were based on the individual needs of the student and documented in the student’s IEP. Students with
disabilities were allowed to meet weekly with their teacher for academic and SEL reports. Many parents/guardians were appreciative
of the weekly in-person sessions.
Similarly, students who are English learners were allowed to meet in-person with their teachers on a weekly basis for an hour.
Although this in-person instruction was helpful, the MAP data showed us that these K/1 students showed some learning loss when
they were assessed by the classroom teacher and by MAPS in early, September, 2020.
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Analysis of Mental Health and Social and Emotional Well-Being
A description of the successes and challenges in monitoring and supporting mental health and social and emotional well-being in the
2020-21 school year.
Successes:
BVJUSD provided a learning environment to help students understand and manage emotions, set and achieve positive goals, feel and
show empathy for others, establish and maintain positive relationships, and make responsible decisions by following the three tiered
support created from the 20-21 LCP. Big Valley staff received professional development in the Suite360 SEL curriculum. The District
held routine meetings weekly during collaboration time for mental health check ins for staff. Self care and self help information was
distributed via email from Central Valley Trust (CVT) and Keenan quarterly. Additionally, the Lassen County SEL Community of
Practice shared resources county wide for staff.
Tier I – Universal Interventions
o Check in/Check Out
All students received daily live contact from their teacher(s). Students who were recorded as absent or did not log on to class during
Distance Learning received a daily phone call from the site secretaries. For students in the 6-12 grades, the student received phone
calls during each period marked absent until contact was made to the parents/guardians or the student logged into the class. Site
secretaries noted the communication between the parent/guardians or student in Aeries.
The District contracted with Suite360 for SEL programs: Suite360:Student and 360:Intervention. Suite360 was chosen as a student
resource because the program is a digital program, so students would access it if they were on Distance Learning or attending school
in-person. Suite360 offered more supports for students than was previously offered.
o Linkage and connections to school and community supports
The School Resource Officer provided resources and wraparound service support to the District's homeless students and low income
students.
Junior high students participated in the virtual You Matter Conference on 2/18/21.
The elementary school students were able to participate in swimming activities at the local pool, Dress Up Fridays, and local field trips.
Tier II – Targeted Interventions
o Group meetings (Coping with Stress, Healthy Relationships, Motivation Decision-Making, etc.)
Life Skills Classes provided by Lassen County Sheriff's Office Prevention & Education Program team occurred near weekly to the
junior high students.
o – Anger Management, Healthy Relationships, Grief & Loss, etc.
Identified students received targeted support from the PBIS Behavior Aide through SST meetings. The PBIS Behavior Aide increased
her caseload by 12% of new student referrals in 20-21 for targeted support.
Administration facilitated referrals between the student, family and the Mental Health Counselor. Mental Health Counselor met with
students weekly.
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o Linkage and connections to school and community supports
Provided a safe space for a small group of students to complete school work once or twice a week during Distance Learning.
Students with disabilities, students who are English Learners, and foster youth students comprised these small groups.
Provided an academic support for unduplicated students to complete school work once or twice a week during Distance Learning.
Expanded access for unduplicated students to meet with a credentialed teacher two or three times a week on the school campus.
Tier III – Intensive Interventions
o Individual Counseling
The District resumed Zoom based mental health counseling sessions with previously identified students weekly with Dr. Mendel from
Mountain Valleys Health Center.
Families received referral information for the The Living in Wellness Center. Student referrals to Dr. Mendel increased by 17% in 20-
21.
National, statewide, and countywide mental health supports were posted on the District website, Social Media, communicated through
emails, and sent through robocalls.
o Risk & Safety Assessments
The District saw an increase in referrals to CPS when students returned to school. Between Lassen County and Modoc County,
approximately five referrals were made to CPS in the first eight days of school in August, 2020. The District usually averages 1-2
referrals monthly during the school year.
Challenges:
With Suite360 operating through the internet, connectivity issues during Distance Learning continued to plagued families because
streaming issues caused dropped connections or frozen screens.
Few parents and guardians participated in the online social media safety presentation held on 9/29//20.
Parents/guardians expressed frustrations with ordered school closures or with multiple quarantine or isolation orders which limited in
person access to school.
On a few occasions, the Mental Health Counselor was unable to meet with students weekly, so students would go two weeks without
counseling.
Geographical isolation limited social interactions among staff and students, but school closures or quarantine/isolation orders
exacerbated the social-emotional well-being of students and staff.
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Big Valley Joint Unified School District
Analysis of Pupil and Family Engagement and Outreach
A description of the successes and challenges in implementing pupil and family engagement and outreach in the 2020-21 school year.
BVJUSD’s learning community ensured that students continued to receive educational experiences despite the interruptions due to
closure from public health orders, quarantine and isolation orders during the 2020-21 school year. Devices and hotspots were
provided to all students and communication with students and families increased via robo calls, District website, letters mailed home,
emails, Remind App, and social media to keep students and families connected with the school. However, despite these engagement
efforts, several students demonstrated a lack of engagement and irregular attendance from Distance Learning opportunities.
The District worked hard to engage students throughout in-person learning and into the different phases of Distance Learning. The
district is proud to have averaged a 94% attendance rate. The district also increased its efforts to communicate with parents in a timely
manner through multiple means and in their home language. Throughout this school year, we mailed letters home, posted regularly to
our website, and utilized our Aeries communication system to send important information and to connect with parents. Feedback
received in community surveys, board meetings, and informally about parent communication was generally positive. In a survey
provided in Spring of 2021, 74% of parents surveyed have participated in at least one school meeting, conference, event, etc. this
year. Qualitative feedback during the WASC parent/community stakeholder meetings also indicated that parents were satisfied with
communication during the school year.
Successes:
Staff reviewed and implemented the Attendance Changes/Requirements for SB98, Student Engagement and Attendance Strategies
for Distance Learning, and Strategies for Addressing Student Socio-emotional Mental Heath support.
Teachers were able to utilize Google Classroom as their central learning management system and provided seamless instruction
between Distance Learning and In-Person instruction several times during the school year.
A Distance Learning Survey through Survey Monkey was conducted during the week of December 14, 2020 through the January 8,
2021 to receive feedback from students and families.
Overall the three Tier strategies for Student Engagement and Attendance Strategies for Distance Learning worked extremely well.
The District's attendance rate average at 94% despite strict health screening protocols to prevent COVID 19.
Tier I
Teachers conducted live daily interaction with each student at least once day. Most of the time multiple contacts were made with the
student as the student logged into classes.
When a teacher was unable to make contact with a student or the student did not log in to the class, the teacher emailed an absence
notification to the site secretary. The site secretary called parent/guardian of the student during the class and informed them that their
child was not in logged into class.
Tier II
If contact was made, the site secretary informed the administrator.
If contact was not made, the administrator made contact through email or mail with a supportive letter.
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For students who missed more than three classes during Distance Learning, the principal increased the modes of communication
means to engage the parent and student; such as Facebook messenger, text messages, email, and notes through breakfast/lunch
meal delivery. Facebook messenger was the most successful form of communication
Tier III
The Principal was involved.
If more than three daily absences occurred, the principal facilitated the scheduling of a parent/teacher conference. When there was
no response to scheduling a parent/teacher conference, a home visit was scheduled following COVID 19 safety guidelines. If contact
is not made, the school resource officer would be engaged. The District reached Tier 3 once and discovered the student was no
longer residing in the location on file, and the school resource officer was notified. The student moved out of the District and did not
enroll in another school until early May, 2021.
Weaknesses:
Inaccurate contact phone numbers and emails address from families hampered engagement strategies for a couple of students.
Connectivity issues with families provided difficulty with communication.
Positiva Disciplina was not successful. ELL Families did not respond to the online platform.
Analysis of School Nutrition
A description of the successes and challenges in providing school nutrition in the 2020-21 school year.
BVJUSD continued to provide nutritionally adequate breakfasts and lunches to all students who participate in both in-person
instruction and distance learning.
Successes:
The District provided twice weekly meal service through its school nutritional program. When the District offered in-person instruction,
the District continued to participate in the school nutrition program by providing daily breakfast and lunch meals for all students. For
students participating in Distance Learning, students were offered daily breakfast and lunch meals at the school cafeteria. Two school
buses delivered the meal boxes and utilized previously adopted bus stops. Town students picked up their meal boxes at the
elementary cafeteria. Bus stop delivery provided a better avenue for families where transportation options are limited or the purchase
of fuel is a barrier for low-income families.
BVJUSD recognized the effect of the current economy and loss of jobs has on our families, and the secretarial staff contacted families
to inform them that all students qualified for free meals this school year.
In addition BVJUSD had partnered with community-based agencies, nonprofit organizations, and faith-based groups to provide direct
food assistance to families as well as information about food pantries, and regular distribution sites.
Weaknesses:
Switching to ready-to-go meals were expensive and difficult to obtain.
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Coordination of delivery for cold storage food items and ready-to-go meals did not occur during contracted work hours or work days.
Unanticipated and additional unbudgeted expenses occurred due to overtime.
Lack of extra freezer space to hold cold storage food items created logistical issues and the District had to place smaller orders of cold
storage food items.
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Additional Actions and Plan Requirements
Additional Actions to Implement the Learning Continuity Plan
Section
Description
Total
Budgeted Funds
Estimated
Actual
Expenditures
Contributing
School Nutrition
Additional cost to extend contracts for one staff
member during the summer months to provide
additional cafeteria services and strategies to
support vulnerable populations most impacted by
COVID-19. These factors, along with the disruption
of school routine, cause students to experience
feelings of anxiety and depression. These school-
based services will principally benefit low-income
and EL students, who may not have access to
private mental health support due to lack of
insurance coverage, transportation, or other
barriers.
6204.91
6204.91
X
No
School Nutrition
Additional cost to extend the contract for one staff
member during the summer months to provide
additional transportation services for food meal
delivery to support vulnerable populations most
impacted by COVID-19. These factors, along with
the disruption of school routine, cause students to
experience feelings of anxiety and depression.
These school-based services will principally benefit
low-income and EL students, who may not have
access to private mental health support due to lack
of insurance coverage, transportation, or other
barriers.
1,170.67
1,170.67
X
No
Pupil Learning Loss
(Pupil Learning Loss
Strategies)
Provided two options for summer school for credit
recovery. In person and distance learning summer
school were offered by the Distance for students in
7th -12th grades. These two options principally
benefit low-income, EL, and Foster Youth students,
3,600
3,600
X
Yes
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Section
Description
Total
Budgeted Funds
Estimated
Actual
Expenditures
Contributing
for whom the purchase of this equipment would be
prohibitive.
A description of any substantive differences between the planned actions and budgeted expenditures for the additional plan
requirements and what was implemented and expended on the actions.
No substantive differences between the planned actions and budgeted expenditures.
Overall Analysis
An explanation of how lessons learned from implementing in-person and distance learning programs in 2020-21 have informed the
development of goals and actions in the 2021–24 LCAP.
Many lessons were learned during the 19-20 and 20-21 school years from implementing in-person and distance learning programs,
but the most important lesson is the need for human interaction and connectedness. Student engagement became a high priority
whether instruction was delivered remotely or in-person. Staff and students learned to use technology in new ways. COVID-19
changed the way staff and students interacted with one another and increased the importance of hygiene practices and cleaning
protocols. Staff worked tirelessly to keep students in cohorts, enforce mask wearing, and deliver quality instruction. Both staff and
students did not experience the usual impact of the Flu or cold season due because of the daily attention paid to cleanliness.
Focusing on engaging students, providing high quality instruction, addressing social emotional well-being for each student, providing a
safe and clean learning environment for all have become continuing priorities. Throughout the changes, the district has tried to offer a
high-quality educational program for students that included academic support, technology, mental health services, meals, social-
emotional support, and supports for students with special circumstances.
COVID created a need for more interactions with families and staff. Multiple modes of communication were used to reach parents. For
the most part, parents were highly engaged in their child’s learning. For families that were hard to reach, we used new strategies to
engage them with school. The plan is to close our distance learning option and continue to have in-person and Independent Study as
our instructional models.
An explanation of how pupil learning loss continues to be assessed and addressed in the 2021–24 LCAP, especially for pupils with
unique needs.
BVJUSD plans to continually monitor the effectiveness of the targeted actions provided to Low Income, English Learners, Homeless
and Foster Youth students by using multiple methods of data collection, including needs assessment and satisfaction surveys,
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engaging students and parents who participate in the School Site Council. BVJUSD will also carefully monitor student engagement
and academic achievement through
progress reports, NWEA Assessments, Smarter Balanced Assessments, and ELPAC. Instructional leaders will create the time and
space needed for school staff to analyze student group achievement, discuss trends, and collaborate on effective practices and
resources to support student groups.
Ongoing self-evaluation allows BVJUSD to monitor its school programs with respect to the support and services provided to Low
Income students, English learners, and Foster Youth and adjust accordingly to reflect changing times. On March 19, 2020 when
schools shifted to distance learning, BVJUSD immediately reassessed the status of the school programs with respect to remote
learning environments and
evaluated the needs of staff and students. The immediate need among students was for devices and connectivity to continue the
learning process in the home. Although these items were offered to all students except for the hot spots, but principally benefited low-
income students who may not otherwise have access to technology outside of the classroom. Understanding that economic conditions
can fluctuate, follow up calls to families were made in July to verify students still needed the devices and connectivity necessary for
distance learning and assign devices to students whose circumstances had changed since the first equipment roll-out.
The paper/pencil packets are an example of a resource being provided to all students which principally benefits a selected group of
students. For low income students who may not have access at home to the supplemental supplies contained in the packets, this
resource allows them to engage in a variety of kinesthetic and artistic activities they might not otherwise be able to experience.
A description of any substantive differences between the description of the actions or services identified as contributing towards
meeting the increased or improved services requirement and the actions or services implemented to meet the increased or improved
services requirement.
There were no substantive differences between the planned actions and budgeted expenditures for the additional plan requirements.
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Overall Analysis of the 2019-20 LCAP and the 2020-21 Learning Continuity and
Attendance Plan
A description of how the analysis and reflection on student outcomes in the 2019-20 LCAP and 2020-21 Learning Continuity and
Attendance Plan have informed the development of the 21-22 through 23-24 LCAP.
The Big Valley Joint Unified School district has taken an analytical approach in the development of the 21-24 LCAP. The LCAP
Advisory team analyzed district and site level achievement data using the California School Dashboard, Dataquest, SARC, and our
Aeries student information system. We have presented that data to stakeholders including staff, students, parents, and community
members in an effort to gain honest feedback about the needs of our students and families and to evaluate whether the plans we have
in place are truly meeting the needs of the students we serve. In reviewing both the quantitative and qualitative data and through an
evaluation of our current programs, we believe that we have developed a comprehensive plan to ensure that we accomplish our
mission of being a district of academic excellence provided through supportive leadership, systems, and culture to ensure that all
students graduate college and/or career ready.
The district needs to continue to focus on the academic of achievement of struggling learners, including those in underperforming
subgroups such as English Language Learner students, Homeless students, and Low Income students. The district recognizes that an
effort is necessary to continue to make gains towards closing the achievement gap. Specifically, efforts towards supporting first best
instruction for unduplicated subgroups with targeted professional development will aid in the progress of these students. The District
was able to implement all of the actions and services within the 2019-2020 LCAP up until COVID-19 hit in March, 2020.
The COVID-19 pandemic had a significant impact on our district and the community. The speed with which we entered distance
learning mode back in March was so swift that it was not, and could not have been, done with excellence. Some of our parents work,
and child care and supervision was a huge issue; others in our district had no internet service at home. This hampered their ability to
distance learn, as they first had to establish services, then quickly learn how to connect and use the device; still others in our
classrooms are homeless, and distance learning for them was truly challenging. The pandemic has altered the way we provide
services and support for our students and families. Our classified staff has worked tirelessly, this past year, to establish new cleaning
protocols, various policies, and sought guidance to ensure the safety and health of our students, staff, and families. Our teaching staff
have self-trained and attended virtual tech training so they are better versed in various distance learning platforms. They also have
sought ways to quantify and mitigate learning loss. As always, it is our goal to provide a safe, engaging, rigorous learning experience
for all of our students. Knowing that, most families expressed the desire to return to in-person learning. COVID flare-ups wreaked
havoc on our staffing as there were no available substitute teachers in the area. COVID caused us to be creative with instructional
models and staffing. Although we were able to implement tutoring in cohorts, we were unable to deliver flexible grouping interventions.
The community response to COVID-19 mirrored that of the country. Some were terrified; others were fearless; and each group thought
the other was wrong. This polarization was not healthy for any community; and especially our school community. The rules and
protocols have shifted so frequently that it was difficult for our school community to keep pace - and even more difficult for parents and
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community members to comprehend the complexities we have faced this past year. This experience has been taxing on our small
staff. The administrator and support staff have had to implement COVID notifications and calling protocols and office staff have had
to isolate students that are infected and/or close contacts. Teachers have had to flip between in-person learning and distance learning.
We instituted new practices to address learning modalities, movement around the facilities, and interaction with one another.
Implementing the requirement to don face masks, maintain social distancing, provide extra cleaning, modeling hygiene practices,
addressing learning loss, offering a rigorous remote learning program as well as in-person learning and Distance Learning options,
creating cohorts of students that may incorporate siblings, providing “Grab and Go” meals and modifying how we serve meals to our
students in school, working with a COVID-19 Liaison to the Health Department, and designing desk arrangements to maximize
spacing while addressing capacity issues are just some of the modifications that have been implemented.
We have learned that we need to continue to provide mental health resources and to provide ways for students to be identified or to
self-identify if they have a social-emotional need. During distance learning, this required re-directing staff duties to ensure that this
critical component was not missed. It also required booting efforts to use virtual platforms such as the school website, where students
could confidentially ask for help if they needed it. Some teachers began using social media platforms such as Instagram and
Facebook to connect to students and to inform families about opportunities for assistance or events at school. By expanding our
methods of communication, we have been able to reach more students and families.
Finally, we have learned that we need to support our teachers and students in learning to use technology for learning. This requires a
sustained effort to provide devices, connectivity, and technical support to both staff and families in our district.
Our goals for the 2021-2024 plan will remain similar to pre-pandemic. It is our desire to have students and staff return to a sense of
normalcy while providing a supportive, inclusive and academically-rich environment. We have used local data to determine actions
and services in our plan as there is no state data available. Student engagement, social emotional learning and explicit direct
instructional strategies will be a focus in the next few years. The District will improve 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.
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Instructions: Introduction
The Annual Update Template for the 2019-20 Local Control and Accountability Plan (LCAP) and the Annual Update for the 2020–21
Learning Continuity and Attendance Plan must be completed as part of the development of the 2021-22 LCAP. In subsequent years,
the Annual Update will be completed using the LCAP template and expenditure tables adopted by the State Board of Education.
For additional questions or technical assistance related to the completion of the LCAP template, please contact the local 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
Instructions: Annual Update for the 2019–20 Local Control and Accountability Plan
Year
Annual Update
The planned goals, state and/or local priorities, expected outcomes, actions/services, and budgeted expenditures must be copied
verbatim from the approved 2019-20 Local Control and Accountability Plan (LCAP). Minor typographical errors may be corrected.
Duplicate the Goal, Annual Measurable Outcomes, Actions / Services and Analysis tables as needed.
Annual Measurable Outcomes
For each goal in 2019-20, identify and review the actual measurable outcomes as compared to the expected annual measurable
outcomes identified in 2019-20 for the goal. If an actual measurable outcome is not available due to the impact of COVID-19 provide a
brief explanation of why the actual measurable outcome is not available. If an alternative metric was used to measure progress towards
the goal, specify the metric used and the actual measurable outcome for that metric.
Actions/Services
Identify the planned Actions/Services, the budgeted expenditures to implement these actions toward achieving the described goal and
the actual expenditures to implement the actions/services.
Goal Analysis
Using available state and local data and input from parents, students, teachers, and other stakeholders, respond to the prompts as
instructed.
If funds budgeted for Actions/Services that were not implemented were expended on other actions and services through the end
of the school year, describe how the funds were used to support students, including low-income, English learner, or foster youth
students, families, teachers and staff. This description may include a description of actions/services implemented to mitigate the
impact of COVID-19 that were not part of the 2019-20 LCAP.
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Big Valley Joint Unified School District
Describe the overall successes and challenges in implementing the actions/services. As part of the description, specify which
actions/services were not implemented due to the impact of COVID-19, as applicable. To the extent practicable, LEAs are
encouraged to include a description of the overall effectiveness of the actions/services to achieve the goal.
Instructions: Annual Update for the 2020–21 Learning Continuity and Attendance
Plan
Annual Update
The action descriptions and budgeted expenditures must be copied verbatim from the 2020-21 Learning Continuity and Attendance
Plan. Minor typographical errors may be corrected.
Actions Related to In-Person Instructional Offerings
In the table, identify the planned actions and the budgeted expenditures to implement actions related to in-person instruction and
the estimated actual expenditures to implement the actions. Add additional rows to the table as needed.
Describe any substantive differences between the planned actions and/or budgeted expenditures for in-person instruction and
what was implemented and/or expended on the actions, as applicable.
Analysis of In-Person Instructional Offerings
Using available state and/or local data and feedback from stakeholders, including parents, students, teachers and staff, describe
the successes and challenges experienced in implementing in-person instruction in the 2020-21 school year, as applicable. If in-
person instruction was not provided to any students in 2020-21, please state as such.
Actions Related to the Distance Learning Program
In the table, identify the planned actions and the budgeted expenditures to implement actions related to the distance learning
program and the estimated actual expenditures to implement the actions. Add additional rows to the table as needed.
Describe any substantive differences between the planned actions and/or budgeted expenditures for the distance learning
program and what was implemented and/or expended on the actions, as applicable.
Analysis of the Distance Learning Program
Using available state and/or local data and feedback from stakeholders, including parents, students, teachers and staff, describe
the successes and challenges experienced in implementing distance learning in the 2020-21 school year in each of the following
areas, as applicable:
o Continuity of Instruction,
o Access to Devices and Connectivity,
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Big Valley Joint Unified School District
o Pupil Participation and Progress,
o Distance Learning Professional Development,
o Staff Roles and Responsibilities, and
o Supports for Pupils with Unique Needs, including English learners, pupils with exceptional needs served across the full
continuum of placements, pupils in foster care, and pupils who are experiencing homelessness
To the extent practicable, LEAs are encouraged to include an analysis of the effectiveness of the distance learning program to
date. If distance learning was not provided to any students in 2020-21, please state as such.
Actions Related to Pupil Learning Loss
In the table, identify the planned actions and the budgeted expenditures to implement actions related to addressing pupil learning
loss and the estimated actual expenditures to implement the actions. Add additional rows to the table as needed.
Describe any substantive differences between the planned actions and/or budgeted expenditures for addressing pupil learning
loss and what was implemented and/or expended on the actions, as applicable.
Analysis of Pupil Learning Loss
Using available state and/or local data and feedback from stakeholders, including parents, students, teachers and staff, describe
the successes and challenges experienced in addressing Pupil Learning Loss in the 2020-21 school year, as applicable. To the
extent practicable, include an analysis of the effectiveness of the efforts to address pupil learning loss, including for pupils who
are English learners; low-income; foster youth; pupils with exceptional needs; and pupils who are experiencing homelessness,
as applicable.
Analysis of Mental Health and Social and Emotional Well-Being
Using available state and/or local data and feedback from stakeholders, including parents, students, teachers and staff, describe
the successes and challenges experienced in monitoring and supporting Mental Health and Social and Emotional Well-Being of
both pupils and staff during the 2020-21 school year, as applicable.
Analysis of Pupil and Family Engagement and Outreach
Using available state and/or local data and feedback from stakeholders, including parents, students, teachers and staff, describe
the successes and challenges related to pupil engagement and outreach during the 2020-21 school year, including implementing
tiered reengagement strategies for pupils who were absent from distance learning and the efforts of the LEA in reaching out to
pupils and their parents or guardians when pupils were not meeting compulsory education requirements or engaging in
instruction, as applicable.
Analysis of School Nutrition
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Big Valley Joint Unified School District
Using available state and/or local data and feedback from stakeholders, including parents, students, teachers and staff, describe
the successes and challenges experienced in providing nutritionally adequate meals for all pupils during the 2020-21 school
year, whether participating in in-person instruction or distance learning, as applicable.
Analysis of Additional Actions to Implement the Learning Continuity Plan
In the table, identify the section, the planned actions and the budgeted expenditures for the additional actions and the estimated
actual expenditures to implement the actions, as applicable. Add additional rows to the table as needed.
Describe any substantive differences between the planned actions and/or budgeted expenditures for the additional actions to
implement the learning continuity plan and what was implemented and/or expended on the actions, as applicable.
Overall Analysis of the 2020-21 Learning Continuity and Attendance Plan
The Overall Analysis prompts are to be responded to only once, following an analysis of the Learning Continuity and Attendance Plan.
Provide an explanation of how the lessons learned from implementing in-person and distance learning programs in 2020-21
have informed the development of goals and actions in the 2021–24 LCAP.
o As part of this analysis, LEAs are encouraged to consider how their ongoing response to the COVID-19 pandemic has
informed the development of goals and actions in the 2021–24 LCAP, such as health and safety considerations, distance
learning, monitoring and supporting mental health and social-emotional well-being and engaging pupils and families.
Provide an explanation of how pupil learning loss continues to be assessed and addressed in the 2021–24 LCAP, especially for
pupils with unique needs (including low income students, English learners, pupils with disabilities served across the full
continuum of placements, pupils in foster care, and pupils who are experiencing homelessness).
Describe any substantive differences between the actions and/or services identified as contributing towards meeting the
increased or improved services requirement, pursuant to California Code of Regulations, Title 5 (5 CCR) Section 15496, and the
actions and/or services that the LEA implemented to meet the increased or improved services requirement. If the LEA has
provided a description of substantive differences to actions and/or services identified as contributing towards meeting the
increased or improved services requirement within the In-Person Instruction, Distance Learning Program, Learning Loss, or
Additional Actions sections of the Annual Update the LEA is not required to include those descriptions as part of this description.
Overall Analysis of the 2019-20 LCAP and the 2020-21 Learning Continuity and
Attendance Plan
The Overall Analysis prompt is to be responded to only once, following the analysis of both the 2019-20 LCAP and the 2020-21
Learning Continuity and Attendance Plan.
Describe how the analysis and reflection related to student outcomes in the 2019-20 LCAP and 2020-21 Learning Continuity and
Attendance Plan have informed the development of the 21-22 through 23-24 LCAP, as applicable.
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Big Valley Joint Unified School District
California Department of Education
January 2021
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Big Valley Joint Unified School District
Annual Update for the 2019–20 Local Control and Accountability Plan Year
Expenditure Summary
Total Expenditures by Funding Source
Funding Source
2019-20
Annual Update
Budgeted
2019-20
Annual Update
Actual
All Funding Sources
279,999.35
259,595.37
0.00
0.00
Base
1,000.00
0.00
LCFF
1,500.00
0.00
LCFF Base
0.00
0.00
LCFF Supplemental and Concentration
229,449.35
206,619.76
Not Applicable
0.00
0.00
Other
500.00
568.32
Title I
42,600.00
44,468.82
Title II
4,200.00
7,200.00
Title III
750.00
738.47
* Totals based on expenditure amounts in goal and annual update sections.
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Big Valley Joint Unified School District
Total Expenditures by Object Type
Object Type
2019-20
Annual Update
Budgeted
2019-20
Annual Update
Actual
All Expenditure Types
279,999.35
259,595.37
0.00
0.00
1000-1999: Certificated Personnel Salaries
178,475.35
169,735.03
2000-2999: Classified Personnel Salaries
72,524.00
62,446.27
4000-4999: Books And Supplies
5,000.00
4,514.58
5000-5999: Services And Other Operating Expenditures
14,200.00
9,462.13
5800: Professional/Consulting Services And Operating Expenditures
1,500.00
5,273.49
6000-6999: Capital Outlay
8,300.00
8,163.87
Not Applicable
0.00
0.00
* Totals based on expenditure amounts in goal and annual update sections.
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Big Valley Joint Unified School District
Total Expenditures by Object Type and Funding Source
Object Type
Funding Source
2019-20
Annual Update
Budgeted
2019-20
Annual Update
Actual
All Expenditure Types
All Funding Sources
279,999.35
259,595.37
0.00
0.00
1000-1999: Certificated Personnel Salaries
LCFF
500.00
0.00
1000-1999: Certificated Personnel Salaries
LCFF Supplemental and Concentration
177,975.35
169,735.03
2000-2999: Classified Personnel Salaries
LCFF Supplemental and Concentration
29,174.00
17,238.98
2000-2999: Classified Personnel Salaries
Title I
42,600.00
44,468.82
2000-2999: Classified Personnel Salaries
Title III
750.00
738.47
4000-4999: Books And Supplies
LCFF
1,000.00
0.00
4000-4999: Books And Supplies
LCFF Base
0.00
0.00
4000-4999: Books And Supplies
LCFF Supplemental and Concentration
3,500.00
3,946.26
4000-4999: Books And Supplies
Other
500.00
568.32
5000-5999: Services And Other Operating
Expenditures
Base
1,000.00
0.00
5000-5999: Services And Other Operating
Expenditures
LCFF Supplemental and Concentration
9,000.00
2,262.13
5000-5999: Services And Other Operating
Expenditures
Title II
4,200.00
7,200.00
5800: Professional/Consulting Services And
Operating Expenditures
LCFF Supplemental and Concentration
1,500.00
5,273.49
5800: Professional/Consulting Services And
Operating Expenditures
Other
0.00
0.00
6000-6999: Capital Outlay
LCFF Supplemental and Concentration
8,300.00
8,163.87
Not Applicable
Not Applicable
0.00
0.00
* Totals based on expenditure amounts in goal and annual update sections.
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Big Valley Joint Unified School District
Total Expenditures by Goal
Goal
2019-20
Annual Update
Budgeted
2019-20
Annual Update
Actual
Goal 1
55,374.00
32,148.93
Goal 2
66,415.06
72,777.20
Goal 3
158,210.29
154,669.24
* Totals based on expenditure amounts in goal and annual update sections.
Annual Update for Developing the 2021-22 Local Control and Accountability Plan Page 63 of 63
Big Valley Joint Unified School District
Annual Update for the 2020–21 Learning Continuity and Attendance Plan
Expenditure Summary
Total Expenditures by Offering/Program
Offering/Program
2020-21 Budgeted
2020-21 Actual
In-Person Instructional Offerings
$51,800.83
$51,800.83
Distance Learning Program
$66,657.94
$66,157.94
Pupil Learning Loss
Additional Actions and Plan Requirements
$10,975.58
$10,975.58
All Expenditures in Learning Continuity and Attendance Plan
$129,434.35
$128,934.35
Expenditures by Offering/Program (Not Contributing to Increased/Improved requirement)
Offering/Program
2020-21 Budgeted
2020-21 Actual
In-Person Instructional Offerings
$40,266.94
$40,266.94
Distance Learning Program
$1,983.02
$1,983.02
Pupil Learning Loss
Additional Actions and Plan Requirements
$7,375.58
$7,375.58
All Expenditures in Learning Continuity and Attendance Plan
$49,625.54
$49,625.54
Expenditures by Offering/Program (Contributing to Increased/Improved requirement)
Offering/Program
2020-21 Budgeted
2020-21 Actual
In-Person Instructional Offerings
$11,533.89
$11,533.89
Distance Learning Program
$64,674.92
$64,174.92
Pupil Learning Loss
Additional Actions and Plan Requirements
$3,600.00
$3,600.00
All Expenditures in Learning Continuity and Attendance Plan
$79,808.81
$79,308.81
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 [2021-22]
General Information
A description of the LEA, its schools, and its students.
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 117 students enrolled in the district. There are 84 unduplicated students which is 69% of the student population. BVJUSD
serves the following student populations: 76.92% White or 90 students, 17.09% Hispanic or 20 students, 4.27% American Indian or Alaska
Native or 5 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 1% 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.
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
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 3 of 57
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.
Last June, 2020, Senate Bill 98 suspended the reporting of state and local indicators for the 2020 California School Dashboard. For this
reason, Big Valley Joint Unified School District used the 2019 California Dashboard data to identify areas of success.
After we closed our schools in March of 2020, BVJUSD stayed committed to providing continuity of instruction to students by returning to in-
person instruction in August, 2020. 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 expanded access to students in TK-3 and distributed Chromebooks
and hotspots to all 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 or distance learning. 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. Since March 2020, a very small group or individual students were able to continue with in-
person instruction at either the elementary or the jr/sr high school sites, following health guidance, in order to provide more individualized
support and interaction for those students who needed it.
Another area of success is our progress with ELA and Math. From our Fall 2019 Dashboard results, ELA academic results show that ALL
students are at the Yellow level at 33.9 points below standard, an increase of 32 points. Additionally, our Math scores have improved with an
all students status of Yellow and an increase of 38.8 points. Our low income students increased their ELA academic results with a 30.8 and
40.3 point jump in Math.
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 4 of 57
The student attendance rate was measured by Aeries at 94.54%, despite the District's school closure twice during the school year for COVID
outbreaks.
Both school sites continued to implement the PBIS tools and resources to support the behavior expectations of a positive learning
environment for everyone regardless of the difficulties distance learning and the impacts of COVID-19. This was very evident throughout the
district as an indication of how our students positively responded to the school climate survey that was administered in the California Healthy
Kids Survey in November, 2020. (17 students from grades 3-8 responded to the survey):
Feeling of Safety= 71% (a 4% increase from 2019-20)
School connectedness= 68% (a baseline from 2020-21)
Student Response Rate=92% (a baseline from 2020-21)
We met all local indicators in the 2019 Dashboard.
Priority 1: No misassignments of teachers of ELs, total teacher misassignments, or vacant teacher positions. No students without access to
their own copies of standards-aligned instructional materials for use at school and at home. No identified instances where facilities do not
meet the “good repair” standard (including deficiencies and extreme deficiencies).
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.
Last June, 2020, Senate Bill 98 suspended the reporting of state and local indicators for the 2020 California School Dashboard. For this
reason, Big Valley Joint Unified School District used the 2019 California Dashboard data to identify areas of low performance among student
groups.
Big Valley Joint Unified School District has one area, the Suspension Rate, where a state performance indicator for which overall
performance is in the Orange level on the December 2019 Dashboard. There are no subgroups that fall two levels below overall
performance or are significantly below standard as compared to other subgroups.
After analyzing the December 2019 Dashboard Data for Suspension rate, we know that we need to focus our efforts and reduce our
suspension rate (10.1%). Although the 2020 CALPADS suspension rate decreased to 2.7%, this decline was partially due to the school
closure in March, 2020, less in-person student attendance, and the transition to Distance Learning. We will continue to provide supports and
services through our PBIS model for social-emotional and behavior supports next school year in order to increase student engagement and
school connectedness (Goal 1, Action 5). Supports and services include implementation of other means of correction, first instruction in
classrooms, our social-emotional curriculum, professional development in Crisis Prevention Intervention (CPI), increased school-based
mental health services, bullying prevention, and improved incentive based Positive Behavioral Intervention Supports (PBIS) system at each
school site (Goal 1, Action 2)(Goal 3, Action 1)(Goal 3, Action 7).
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 5 of 57
As evidenced by CALPADS for the 19-20 school year, the high school cohort graduation rate dropped to 76.47% and the high school cohort
dropout rates increase in numbers from 0.0% to 17.65%. The District will maintain credit recovery options during the summer (Goal 1, Action
4). It will offer increased course pathways, CTE courses, and elective options (Goal 2, Action 6). The District will contract with online and
concurrent learning platforms to expand course offerings for high school students (Goal 3, Action 2).
According to 2020 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).
LCAP Highlights
A brief overview of the LCAP, including any key features that should be emphasized.
Big Valley Joint Unified School District has developed a comprehensive Local Control and Accountability Plan for the next three years, 2021-
24. Through analysis of our state and local data, input from staff and stakeholders, we identified key features to be addressed. The 2021-24
LCAP was written after consulting members from each stakeholder group across the district. Our stakeholders agreed with the
District's plan to continue the three goals with minor adjustments that the Big Valley Joint Unified School District included in the previous
LCAP. Our three goals include strategies and actions to increase services for our unduplicated students as we meet the needs of our entire
community.
Supporting pupil success and engagement while providing parent involvement is one of our most important mandates as evidenced in Goal
1: BVJUSD creates a positive school climate that promotes student wellness, student engagement, and increases parent involvement in the
school community.
Ensuring optimal conditions for learning for all students is the focus of Goal 2. 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. It is essential that we continue to
work together with the parents of our students to assure that each student is successful, while continuing and building on the PBIS supports
in place.
Unmistakably, increasing student achievement is a significant goal for Big Valley. This objective is encompassed in Goal 3. 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.
Including the three goals outlined above will allow BVJUSD to continue our focus and efforts in supporting all students, especially those who
are low-income students, English Learner, foster/homeless youth, which represent approximately 69% of our total student population. These
three goals also address the eight state priorities.
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The Districtwide areas of focus will continue to be with improvement in Mathematics, English Language Arts, increase the graduation rate,
decrease the drop out rate and decrease chronic absenteeism. We will continue to develop the following common agreements to guide our
five key LCAP actions/services:
1. Instruction
a) Provide strong Tier 1 instruction
b) Upgrade, replace and expand classroom, student, and staff technology and resources
2. Intervention
a) Use PLC process to analyze student data to inform instruction
b) Contract with Lexia to provide targeted intervention support
3. Facilities Improvement
a) Repair the outdoor playground and the outdoor basketball court
b) Install hands-free automatic water bottle filling stations
4. Professional Development and Teaching
a) Increase the use of highly effective, research-based instructional strategies
b) Provide professional development and staff collaboration early release time one day a week.
5. Students
a) Reduce Chronic Absenteeism by partnering with the Lassen County Probation Department for the Truancy Reduction Program.
b) Provide funds for expansion of school-wide positive incentives, student engagement activities, and celebrate student success.
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
Monitoring and Evaluating Effectiveness
A description of how the LEA will monitor and evaluate the plan to support student and school improvement.
Not Applicable
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 7 of 57
Stakeholder Engagement
A summary of the stakeholder process and how the stakeholder engagement was considered before finalizing the LCAP.
Stakeholders 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 LCAP. BVJUSD held in-person instruction for the majority of the school year,151
days. As the need to switch to remote learning occurred between Thanksgiving and Winter Breaks and again in late January, 2021, the
District engage its stakeholders with a Distance Learning survey to ascertain the weaknesses identified through the Learning Continuity and
Attendance Plan approved at the September, 2020 school board meaning. 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 April 19, 2021 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 2020-21 school year:
• Professional Development Needs Assessment Survey for Staff was conducted between October - November, 2020
• Local Control Accountability Plan Survey for Parents, Community & Staff conducted between March 31 - April 30, 2021
• School Climate Surveys for Students in Grades 3-8 conducted between October - November, 2020
• Parent Engagement Surveys conducted by sites in April, 2021
• Summer Program 2021 Interest Survey April 2021
• Parent Interest Survey for Distance Learning in 2021-22 School Year was conducted December 2020
• Parent Technology Survey was conducted between August - September, 2020
• Needs Assessment Survey for EL Parents conducted between 03/31/21 and 04/30/21
Staff surveys, parent surveys, and student surveys were posted on social media, mailed to families, posted on the District's website, and
emailed in mid December, 2020 to gather feedback and begin creating the reopening plan. Through Survey Monkey and mailed responses,
25 students completed student surveys. 40 parents/guardians completed Reopening School surveys and 23 staff members completed 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 2020-21 to provide information and gathered input for the
development of the Local Control and Accountability Plan:
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 2020-21
school year: 04/26/2021 and 06/15/21.
The District continued to engage with its two bargaining units; BVTA and CSEA to develop MOUs. Once a working draft was created, the
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 8 of 57
LCAP draft was emailed to to stakeholders for feedback and comments. Then the LCAP draft was sent to the county office for consultation
and review.
Multiple drafts of the Learning Control and Accountability Plan was also discussed at the three advisory committee meeting to engage
stakeholders in a dialogue about the needs of teachers, methods for successfully engaging the distance learner, and methods of ensuring
students are provided a continuity of learning regardless of the model of delivery.
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.
Stakeholders 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 stakeholder groups.
08/11/20, 09/15/20, 10/20/20, 11/17/20, 12/15/20, 01/19/19, 02/23/21, 03/16/21, 04/and 05/18/21. 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.
09/16/18, 10/21/20, 11/18/20, 12/14/20, 01/20/21, 02/17/21, 03/17/21, 4/21/21, and 5/19/21. 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.
BVJUSD Monthly School Board Meetings:
02/17/21: LCAP Dashboard Local Indicator 3, 5, & 6 Presentation
06/16/21: LCAP Dashboard Local Indicators 1,2, 4, 7 & 8 Presentation
02/23/21, 02/26/21, 3/18/21, 04/19/2, 05/05/21, 5/24/21 and 6/3/21. BVJUSD Administration met with Director of Ed Services/LCAP of
Lassen County Office of Education for a LCAP review and support.
01/13/21 and 03/22/21 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
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 9 of 57
centered around the district's ELLs student scores and the English Language Learner (ELL) aide. Parent surveys were distributed during the
03/22/21 meeting. 100% of the parents indicated that they want the Big Valley School District to continue with the ELL support program.
09/10/20,01/15/21 and 05/27/21. 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 21-24 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.
05/03/21, 05/11/21, and 06/2/21. 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 03/03/21, the LCAP Advisory group reviewed the actions and services for all three goals and
determined the effectiveness of each one. 04/19/21 BVJUSD Administration met with the 5th,6-8th, 9th/10th, and 11th/12th grade students
during the WASC Mid-Cycle Review while the school staff participated in a WASC staff meeting.
4/19/21 6th-12th graders completed the 10 question needs assessment during their English period classes. 7th/8th Grade class completed
the 10 question survey during their elective class.
On 10/18/20 and 3/6/21, all of the stakeholders 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 2021-22 were identified and information was included in the LCAP.
3/31/21 Parent/family involvement survey, which was posted on Social Media, emailed to parents/guardians and mailed with 3rd Quarter
Reports Cards.
05/17/21 The District consulted with the Lassen SELPA administrator and shared the BVJUSD's LCAP review and development plan for
students with exceptional needs.
Public Hearing for the LCAP/Budget was held on June 21, 2021. The BVJUSD approved the LCAP/Budget for the Public Hearing on June
23, 2021 with a 5-0 vote and no members absent.
A description of the aspects of the LCAP that were influenced by specific stakeholder input.
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 stakeholders 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
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 10 of 57
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. We are
devoted to maintaining safe and clean facilities at all sites as evidenced by Goal 2, Actions 4 & 5. 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 2021-24
Big Valley Joint Unified School District LCAP.
BVTA believed that BVJUSD should employ 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 increase the hours of paraprofessionals.
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:
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 21, 2021.
The BVJUSD approved the LCAP/Budget for the Public Hearing on June 23, 2021 with a 5-0 vote, and no members absent.
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 11 of 57
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.
Analysis of the BVJUSD Family Involvement Survey shows that parent involvement and input opportunities are important. The data shows
that 86% of parents feel the school encourages them to be an active partner therefore it is imperative that parent involvement opportunities
stay at the forefront of our minds in fostering student success. With 43% of parents actively involved with the school, there is clearly room for
improvement. Input received from stakeholders through the LCAP process indicates a desire to improve parent involvement and input
opportunities. We plan to improve parent involvement and input opportunities to further support student growth using ongoing data as
identified in the metrics identified below.
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:
Rate the LEA’s
progress in building
the capacity of and
supporting principals
and staff to effectively
engage families in
3A: Initial
Implementation - 3
3A: Initial
Implementation - 5
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 12 of 57
Metric
Baseline
Year 1 Outcome
Year 2 Outcome
Year 3 Outcome
Desired Outcome for
2023–24
advisory groups and
with 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 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
groups and decision-
making.
Rubric Scores
1 - Exploration Phase
2 - Beginning
Development
3B: Beginning
Development - 2
3B: Beginning
Development - 4
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 13 of 57
Metric
Baseline
Year 1 Outcome
Year 2 Outcome
Year 3 Outcome
Desired Outcome for
2023–24
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 with
opportunities to
provide input on
policies and
programs, and
implementing
strategies to reach
and seek input from
any underrepresented
groups in the school
community.
Rubric Scores
1 - Exploration Phase
2 - Beginning
Development
3 - Initial
Implementation
3C: Beginning
Development - 2
3C: Beginning
Development - 4
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 14 of 57
Metric
Baseline
Year 1 Outcome
Year 2 Outcome
Year 3 Outcome
Desired Outcome for
2023–24
4 - Full
Implementation
5 - Full
Implementation and
Sustainability
Average Rating of
Responses
5A.
Attendance Rate
%
Aeries
5A. 94.54%
97%
5B.
Chronic Absenteeism
Rate
%
Aeries
5B. 18.49%
5%
5C.
Middle School
Dropout Rate
%
Aeries
5C. 0%
0%
5D.
High School Cohort
Dropout Rate
%
CALPADS
5D. 17.65%
0%
5E.
High School Cohort
Graduation Rate
5E. 76.47%
95%
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 15 of 57
Metric
Baseline
Year 1 Outcome
Year 2 Outcome
Year 3 Outcome
Desired Outcome for
2023–24
%
CALPADS
6A.
Suspension Rate
%
California School
Dashboard
6A. 2.7%
2%
6B. Expulsion Rate
%
California School
Dashboard.
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%
Feeling of Safety=
90%
School
connectedness= 85%
Student Response
Rate=92%
Actions
Action #
Title
Description
Total Funds
Contributing
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.
$5,000.00
X
Yes
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 16 of 57
Action #
Title
Description
Total Funds
Contributing
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.
$14,362.50
X
Yes
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.
$3,000.00
X
Yes
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
X
Yes
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.
$5,000.00
X
Yes
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.
$5,600.00
X
X
No
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 17 of 57
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.
Analysis of the 2021-22 goals will occur during the 2022-23 update cycle.
An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures.
Analysis of the 2021-22 goals will occur during the 2022-23 update cycle.
An explanation of how effective the specific actions were in making progress toward the goal.
Analysis of the 2021-22 goals will occur during the 2022-23 update cycle.
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.
Analysis of the 2021-22 goals will occur during the 2022-23 update cycle.
A report of the Estimated Actual Expenditures for last year’s actions may be found in the Annual Update Expenditures Table.
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 18 of 57
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%
(2023-24)
Appropriately
assigned and
credentialed
teachers=100%
1B:
Percentage of
classrooms with
sufficient instructional
materials as District
board resolution
1B: 100%
100%
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 19 of 57
Metric
Baseline
Year 1 Outcome
Year 2 Outcome
Year 3 Outcome
Desired Outcome for
2023–24
and/or Williams
Report.
1C:
Percentage of schools
rated exemplary
condition
The Facility Inspection
Tool (FIT)/Williams
report.
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.
5-Full Implementation
and Sustainability in
all subject areas
2B:
Rating of district ability
to enable English
learners to access the
2B: 3- Initial
Implementation in all
subject areas.
5 - Full
Implementation and
Sustainability in all
subject areas
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 20 of 57
Metric
Baseline
Year 1 Outcome
Year 2 Outcome
Year 3 Outcome
Desired Outcome for
2023–24
CCSS and ELD
standards for
purposes of gaining
academic content
knowledge and
English language
proficiency
Local Performance
Indicator Self
Reflection Tool
7A:
Percentage of
students who have
access and enrollment
in to a broad course of
study,
2020-2021 Master
Schedules
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.
2020-2021 Master
Schedule; rosters,
sign-in sheets
7B: 100%
100%
7C:
7C: 100%
100%
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 21 of 57
Metric
Baseline
Year 1 Outcome
Year 2 Outcome
Year 3 Outcome
Desired Outcome for
2023–24
Percentage of
students with access
to and enrollment in
programs and
services developed
and provided to
students with
disabilities.
SEIS
Actions
Action #
Title
Description
Total Funds
Contributing
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.
$8,400.00
X
X
No
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.
$1,500.00
X
Yes
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.
$8,000.00
X
Yes
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 22 of 57
Action #
Title
Description
Total Funds
Contributing
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.
$11,300.00
X
Yes
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.
$4,500.00
X
X
X
Yes
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.
$3,000.00
X
Yes
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.
Analysis of the 2021-22 goals will occur during the 2022-23 update cycle.
An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures.
Analysis of the 2021-22 goals will occur during the 2022-23 update cycle.
An explanation of how effective the specific actions were in making progress toward the goal.
Analysis of the 2021-22 goals will occur during the 2022-23 update cycle.
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 23 of 57
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.
Analysis of the 2021-22 goals will occur during the 2022-23 update cycle.
A report of the Estimated Actual Expenditures for last year’s actions may be found in the Annual Update Expenditures Table.
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 24 of 57
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
Grade 7: 3% 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
Grade 11: 50% met or
exceeded
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 25 of 57
Metric
Baseline
Year 1 Outcome
Year 2 Outcome
Year 3 Outcome
Desired Outcome for
2023–24
Grade 8: 3% met or
exceeded
Grade 11: 30.30%
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
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
Grade 5: 35%
proficient or above
Grade 8: 47%
proficient or above
Grade 12: 50%
proficient or above
4B:
Percentage of pupils
who have successfully
4B: 30% in 2018-19 &
2019-20
45%
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 26 of 57
Metric
Baseline
Year 1 Outcome
Year 2 Outcome
Year 3 Outcome
Desired Outcome for
2023–24
completed courses
that satisfy the
requirements for
entrance to the
University of California
and the California
State University
SARC
4C:
Percentage of
students who are
completers in a CTE
Sequence
SARC.
4C: 2019-2020
0%
25%
4D:
Percentage of pupils
who have successfully
completed both types
of courses described
in subparagraphs (B)
and (C);
4D: 30% in 2019-20
45%
4E.
ELPAC
Number of students
who have improved by
one level.
California School
Dashboard
4E: English
Proficiency
1
3
4F.
4F: 2019-2020
0
3
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 27 of 57
Metric
Baseline
Year 1 Outcome
Year 2 Outcome
Year 3 Outcome
Desired Outcome for
2023–24
EL Reclassification
Rate are
Number of students
who are reclassified
CALPADS
4G.
AP Exams
Number of students
with a score of three
or higher.
The College Board.
4G: 2019-2020
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
44.4%
8A:
Percentage of 5th,
7th, & 9th grade
students who are
deemed healthy by
the Physical Fitness
Test.
SARC
8A: 2018-2019 (No
PFT data in 19/20 or
20/21)
83.3% of 5th graders
69.3% of 7th graders
90% of 9th graders
93% of 5th graders
80% of 7th graders
95% of 9th graders
8B:
8B: 2019-2020
100%
100%
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 28 of 57
Metric
Baseline
Year 1 Outcome
Year 2 Outcome
Year 3 Outcome
Desired Outcome for
2023–24
Percent of 8th grade
students eligible for
enrollment in an A-G
four-year, academic
high school plan
AERIES
8C:
Percentage of
students achieving
passing grades in all
courses described
under 51210 and
51220 (a) – (i).
SARC
8C: 2020-2021
93%
100%
8D:
Percentage of
students who are at or
above standard on the
end of the 2nd grade
MAP assessment.
8D: (January 2020)
55%
70%
Actions
Action #
Title
Description
Total Funds
Contributing
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.
$5,000.00
X
Yes
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 29 of 57
Action #
Title
Description
Total Funds
Contributing
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.
$10,000.00
X
Yes
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.
$1,000.00
X
Yes
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.
$38,417.50
X
Yes
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.
$75,400.00
X
Yes
6
Intervention support -
Lexia
The District will contract with Lexia 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.
$8,700.00
X
Yes
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.
$5,000.00
X
Yes
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 30 of 57
Action #
Title
Description
Total Funds
Contributing
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.
Analysis of the 2021-22 goals will occur during the 2022-23 update cycle.
An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures.
Analysis of the 2021-22 goals will occur during the 2022-23 update cycle.
An explanation of how effective the specific actions were in making progress toward the goal.
Analysis of the 2021-22 goals will occur during the 2022-23 update cycle.
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.
Analysis of the 2021-22 goals will occur during the 2022-23 update cycle.
A report of the Estimated Actual Expenditures for last year’s actions may be found in the Annual Update Expenditures Table.
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 31 of 57
Increased or Improved Services for Foster Youth, English Learners, and Low-
Income Students [2021-22]
Percentage to Increase or Improve Services
Increased Apportionment based on the Enrollment of Foster Youth, English Learners, and Low-
Income students
13.65%
202,840
The Budgeted Expenditures for Actions identified as Contributing may be found in the Increased or Improved Services Expenditures
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 $202,840 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 69%. 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 exceeds
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.
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: 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
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 32 of 57
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 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 first 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
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 33 of 57
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
them to access their curriculum. The District will upgrade, replace and expand classroom, staff and student technology. Teachers and staff
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 34 of 57
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 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
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 35 of 57
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
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.
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 36 of 57
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. Many families of our low income and ELs do not have the financial means to transport students, pay for enrichment programs or
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 37 of 57
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 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.
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 38 of 57
Total Expenditures Table
LCFF Funds
Other State Funds
Local Funds
Federal Funds
Total Funds
$202,840.00
$14,000.00
$216,840.00
Totals:
Total Personnel
Total Non-personnel
Totals:
$216,840.00
Goal
Action #
Student Group(s)
Title
LCFF Funds
Other State Funds
Local Funds
Federal Funds
Total Funds
1
1
X
English Learners
X
Foster Youth
X
Low Income
Two-way communication between
home & school
$5,000.00
$5,000.00
1
2
X
English Learners
X
Foster Youth
X
Low Income
Truancy Reduction Program
$14,362.50
$14,362.50
1
3
X
English Learners
X
Foster Youth
X
Low Income
Funding for school libraries to
purchase library materials
$3,000.00
$3,000.00
1
4
X
English Learners
X
Foster Youth
X
Low Income
Summer School for high school
students
$3,660.00
$3,660.00
1
5
X
English Learners
X
Foster Youth
X
Low Income
School-wide PBIS Positive
Incentives
$5,000.00
$5,000.00
1
6
X
All
X
Students with
Disabilities
Socio Emotional PD (CPI) (Title 1)
$5,600.00
$5,600.00
2
1
X
All
X
Students with
Disabilities
Teacher Induction Program (Title
2)
$8,400.00
$8,400.00
2
2
X
English Learners
X
Foster Youth
X
Low Income
Professional Development -
Instructional Strategies
$1,500.00
$1,500.00
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 39 of 57
Goal
Action #
Student Group(s)
Title
LCFF Funds
Other State Funds
Local Funds
Federal Funds
Total Funds
2
3
X
English Learners
X
Foster Youth
X
Low Income
Technology Upgrades and
Improvements
$8,000.00
$8,000.00
2
4
X
English Learners
X
Foster Youth
X
Low Income
Facilities repair for playground &
basketball court
$11,300.00
$11,300.00
2
5
X
English Learners
X
Foster Youth
X
Low Income
Installation of water bottle filling
stations
$4,500.00
$4,500.00
2
6
X
English Learners
X
Foster Youth
X
Low Income
BV Ag Dept increased course
pathways & CTE courses
$3,000.00
$3,000.00
3
1
X
English Learners
X
Foster Youth
X
Low Income
Increasing Student Achievement
with activities & incentives
$5,000.00
$5,000.00
3
2
X
English Learners
X
Foster Youth
X
Low Income
UC Scout AP/Honors and
Cyberhigh Online Learning
Platforms
$10,000.00
$10,000.00
3
3
X
English Learners
X
Foster Youth
X
Low Income
Professional Learning
Community/Analyze Student Data
$1,000.00
$1,000.00
3
4
X
English Learners
X
Foster Youth
X
Low Income
Recruit one .5 teacher at
elementary school
$38,417.50
$38,417.50
3
5
X
English Learners
X
Foster Youth
X
Low Income
CTE Agriculture Education teacher
$75,400.00
$75,400.00
3
6
X
English Learners
X
Foster Youth
X
Low Income
Intervention support - Lexia
$8,700.00
$8,700.00
3
7
X
English Learners
X
Foster Youth
X
Low Income
Funds for student engagement
activities
$5,000.00
$5,000.00
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 40 of 57
Contributing Expenditures Tables
Totals by Type
Total LCFF Funds
Total Funds
Total:
$202,840.00
$202,840.00
LEA-wide Total:
$63,662.50
$63,662.50
Limited Total:
$4,500.00
$4,500.00
Schoolwide Total:
$143,677.50
$143,677.50
Goal
Action #
Action Title
Scope
Unduplicated
Student Group(s)
Location
LCFF Funds
Total Funds
1
1
Two-way
communication
between home &
school
X
LEA-wide
X
English Learners
X
Foster Youth
X
Low Income
X
All Schools
$5,000.00
$5,000.00
1
2
Truancy Reduction
Program
X
LEA-wide
X
English Learners
X
Foster Youth
X
Low Income
X
All Schools
$14,362.50
$14,362.50
1
3
Funding for school
libraries to purchase
library materials
X
LEA-wide
X
English Learners
X
Foster Youth
X
Low Income
X
All Schools
$3,000.00
$3,000.00
1
4
Summer School for
high school students
X
Schoolwide
X
English Learners
X
Foster Youth
X
Low Income
Specific Schools:
Big Valley Jr/Sr High
School
6-12
$3,660.00
$3,660.00
1
5
School-wide PBIS
Positive Incentives
X
LEA-wide
X
English Learners
X
Foster Youth
X
Low Income
X
All Schools
$5,000.00
$5,000.00
2
2
Professional
Development -
Instructional
Strategies
X
LEA-wide
X
English Learners
X
Foster Youth
X
Low Income
X
All Schools
$1,500.00
$1,500.00
2
3
Technology
Upgrades and
Improvements
X
LEA-wide
X
English Learners
X
Foster Youth
X
Low Income
X
All Schools
$8,000.00
$8,000.00
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 41 of 57
Goal
Action #
Action Title
Scope
Unduplicated
Student Group(s)
Location
LCFF Funds
Total Funds
2
4
Facilities repair for
playground &
basketball court
X
LEA-wide
X
English Learners
X
Foster Youth
X
Low Income
X
All Schools
$11,300.00
$11,300.00
2
5
Installation of water
bottle filling stations
X
LEA-wide
X
Schoolwide
X
Limited to
Unduplicated
Student Group(s)
X
English Learners
X
Foster Youth
X
Low Income
X
All Schools
$4,500.00
$4,500.00
2
6
BV Ag Dept
increased course
pathways & CTE
courses
X
Schoolwide
X
English Learners
X
Foster Youth
X
Low Income
Specific Schools:
Big Valley Jr/Sr High
School
6-12
$3,000.00
$3,000.00
3
1
Increasing Student
Achievement with
activities & incentives
X
LEA-wide
X
English Learners
X
Foster Youth
X
Low Income
X
All Schools
$5,000.00
$5,000.00
3
2
UC Scout AP/Honors
and Cyberhigh Online
Learning Platforms
X
Schoolwide
X
English Learners
X
Foster Youth
X
Low Income
Specific Schools:
Big Valley Jr/Sr High
School
6-12
$10,000.00
$10,000.00
3
3
Professional Learning
Community/Analyze
Student Data
X
LEA-wide
X
English Learners
X
Foster Youth
X
Low Income
X
All Schools
$1,000.00
$1,000.00
3
4
Recruit one .5
teacher at elementary
school
X
Schoolwide
X
English Learners
X
Foster Youth
X
Low Income
Specific Schools:
Big Valley
Elementary School
$38,417.50
$38,417.50
3
5
CTE Agriculture
Education teacher
X
Schoolwide
X
English Learners
X
Foster Youth
X
Low Income
Specific Schools:
Big Valley Jr/Sr High
School
7-12
$75,400.00
$75,400.00
3
6
Intervention support -
Lexia
X
Schoolwide
X
English Learners
X
Foster Youth
X
Low Income
Specific Schools:
Big Valley Jr/Sr High
School
7-12
$8,700.00
$8,700.00
3
7
Funds for student
engagement activities
X
LEA-wide
X
English Learners
X
Foster Youth
X
Low Income
X
All Schools
$5,000.00
$5,000.00
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 42 of 57
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 43 of 57
Annual Update Table Year 1 [2021-22]
Annual update of the 2021-22 goals will occur during the 2022-23 update cycle.
Last Year's
Goal #
Last Year's
Action #
Prior Action/Service Title
Contributed to
Increased or Improved
Services?
Last Year's Total Planned
Expenditures
Total Estimated Actual
Expenditures
Totals:
Planned Expenditure Total
Estimated Actual Total
Totals:
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 44 of 57
Instructions
Plan Summary
Stakeholder Engagement
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 LCAP template, please contact the local 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
Introduction and Instructions
The Local Control Funding Formula (LCFF) requires LEAs to engage their local stakeholders in an annual planning process to evaluate their
progress within eight state priority areas encompassing all statutory metrics (COEs have ten state priorities). LEAs document the results of this
planning process in the Local Control and Accountability Plan (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] 52064(e)(1)). Strategic planning that is comprehensive connects budgetary decisions to teaching and learning
performance data. Local educational agencies (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 Stakeholder Engagement: The LCAP development process should result in an LCAP that reflects decisions made through meaningful
stakeholder engagement (EC 52064(e)(1)). Local stakeholders 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 52064(b)(4-6)).
o Establishing goals, supported by actions and related expenditures, that address the statutory priority areas and statutory metrics (EC
52064(b)(1) & (2)).
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 45 of 57
o Annually reviewing and updating the LCAP to reflect progress toward the goals (EC 52064(b)(7)).
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 stakeholders 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 stakeholder engagement tool.
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 stakeholders and the public.
At its most basic, the adopted LCAP should attempt to distill not just what the LEA is doing, but also allow stakeholders 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 stakeholders 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 stakeholder engagement functions:
Given present performance across the state priorities and on indicators in the California School Dashboard, how is the LEA using its
budgetary resources to respond to 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 or a set of actions that the LEA believes, based on input gathered from stakeholders,
research, and experience, will have the biggest impact on behalf of its 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.
2021-22 Local Control Accountability Plan for Big Valley Joint Unified School District Page 46 of 57
Plan Summary
Purpose
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 students and community. 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, stakeholder input, 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? 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.
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Stakeholder Engagement
Purpose
Significant and purposeful engagement of parents, students, educators, and other stakeholders, 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 stakeholder
engagement should support comprehensive strategic planning, accountability, and improvement across the state priorities and locally
identified priorities (EC 52064(e)(1)). Stakeholder engagement is an ongoing, annual process.
This section is designed to reflect how stakeholder engagement influenced the decisions reflected in the adopted LCAP. The goal is to allow
stakeholders that participated in the LCAP development process and the broader public understand how the LEA engaged stakeholders 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 stakeholder groups 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 stakeholder 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 stakeholder engagement 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 stakeholder process and how the stakeholder engagement was considered before finalizing the LCAP.”
Describe the stakeholder engagement process used by the LEA to involve stakeholders in the development of the LCAP, including, at a
minimum, describing how the LEA met its obligation to consult with all statutorily required stakeholder groups 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 stakeholders. A response may also include information about an LEA’s philosophical approach to stakeholder engagement.
Prompt 2: “A summary of the feedback provided by specific stakeholder groups.”
Describe and summarize the stakeholder feedback provided by specific stakeholders. A sufficient response to this prompt will indicate ideas,
trends, or inputs that emerged from an analysis of the feedback received from stakeholders.
Prompt 3: “A description of the aspects of the LCAP that were influenced by specific stakeholder input.”
A sufficient response to this prompt will provide stakeholders and the public clear, specific information about how the stakeholder 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 stakeholder feedback described in response to Prompt 2. This may include a description of how the LEA prioritized
stakeholder requests 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 stakeholder 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
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
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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 stakeholders 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 stakeholders 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.
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.
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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 stakeholders. 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 stakeholders, 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.
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.
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 2020–2021 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:
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● 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.
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Timeline for completing the “Measuring and Reporting Results” part of the Goal.
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.
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 expenditure 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 expenditure 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. Minor variances in expenditures 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 stakeholders. 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 stakeholders with a comprehensive description, within a single dedicated
section, of how an LEA plans to increase or improved services for its unduplicated students as compared to all students 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 stakeholders 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
This section must be completed for each LCAP year.
When developing the LCAP in year 2 or year 3, copy the “Increased or Improved Services” section and enter the appropriate LCAP year.
Using the copy of the section, complete the section as required for the relevant LCAP year. Retain all prior year sections for each of the three
years within the LCAP.
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Percentage to Increase or Improve Services: Identify the 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).
Increased Apportionment based on the enrollment of Foster Youth, English Learners, and Low-Income Students: Specify the estimate
of the amount of funds apportioned on the basis of the number and concentration of unduplicated pupils for the LCAP year.
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.
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.
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% 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
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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% 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%: For school districts with an unduplicated pupil percentage of 55% 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%: For school districts with an unduplicated pupil percentage of less than 55%, 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:
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% 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% 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.”
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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. 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.
Expenditure Tables
Complete the Data Entry table for each action in the LCAP. The information entered into this table will automatically populate the other
Expenditure Tables. All information is entered into the Data Entry table. Do not enter data into the other tables.
The following expenditure tables are required to be included in the LCAP as adopted by the local governing board or governing body:
Table 1: Actions
Table 2: Total Expenditures
Table 3: Contributing Expenditures
Table 4: Annual Update Expenditures
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, provide the following information for each action in the LCAP for the relevant 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.
Increased / Improved: 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:
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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 K-5), 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”.
Personnel Expense: This column will be automatically calculated based on information provided in the following columns:
o Total Personnel: Enter the total amount of personnel expenditures utilized to implement this action.
o Total Non-Personnel: This amount will be automatically calculated.
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).
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.
