Eureka Union School District

Comment: A teacher in the classroom doesn’t always appear to have the experience that is equal to 21^st Century learning.
Response: In LCAP Goal 1-Core Instruction, professional development of our staff is a strong focus with 21^st Century learning skills as a priority. As professionals, we are all learners in which personal growth objectives are annually established for all teachers at the beginning of the year and reviewed at the conclusion of the year.

Comment: School nurses - does it affect staffing?
Response: Yes, a slight increase to the nursing allocation is recommended based on the ever changing complex and increased needs of our student population and mandated expectations and legal requirements.  Restricted funding will support the increase in the nursing allocation for the 2016-17 school year.

Comment: There is a need for Differentiated instruction.
Response: We agree! This is why we are focusing on professional development (PD) on Universal Design for Learning (UDL)/Differentiation.  We have a new committee that has been specifically designed to explore strategies on this and intervention.  We will also address UDL/Differentiation during professional development days. 

Comment: Before school P.E. at Junior High School.
Response: A district goal is to provide a well-rounded education for our junior high school students. By providing a “zero period” of physical education at the Junior High Schools before school, students have the opportunity to broaden their participation in elective offerings.  The top priority is given to students in an intervention class as they do not have the chance to enroll in an elective or enrichment course.

Comment: Priority of giving a particular elective takes issue with band getting 2^nd priority. Is there a compelling reason why students may be taking other electives and why would other electives have less of a priority?
Response: An advisory committee consisting of administrators, teachers, classified employees and parents recommended a higher priority for band students based on research of music and the positive benefits of learning for children.

Comment: What is bring your own device?
Response: The concept of BYOD (bring your own device) is one that is used in other districts. We will be in the initial stages of exploring and researching this model and possibility, along with the issues and risks associated with BYOD. Security will be of the utmost importance.

Comment: Consider utilizing school librarians to deliver supplies to sites.
Response: We are exploring how our Library/Media Clerks can best be used to support the new English Language Arts program at their sites.

Comment: Are there any plans for enrichment program cuts?
Response: For the 2016/2017 school year, there are no recommendations for any reductions to enrichment programs. Next year, the District will be reviewing and conducting analysis of the current enrichment programs as there may be recommendation(s) to make reductions for the 2017/2018 school year and beyond. In addition to declining enrollment and being the lowest funded district in Placer County, the financial pledge from the Eureka Schools Foundation (ESF), which supports district enrichment programs, has declined annually in the last few years while the district has made no reductions to programs that ESF helps support.

Comment: Are there any budget changes identified for next year in terms of time and transparency?
Response: The District’s budget is identified in the LCAP. In the Board approved LCAP on June 30, transparency will be noted through the goals and priorities specified in the document. Key areas of the District’s budget are based on student attendance and Supplemental funds, which are generated by students coming from economic need, or who are English Learners, and/or Foster Youth. Supplemental funds are based on the new state revenue system called the Local Control Funding Formula (LCFF). The district continues to have declining enrollment which negatively impacts our budget. In addition, though education funding in California has improved in recent years, funding for the District has not been equal. Our district is at a disadvantage because we do not receive the same amount of funding that our neighboring districts receive. The Eureka Union School District is the lowest funded district of the 16 school districts in Placer County. This is directly due to our unique demographics that generate a low level of Supplemental funds.

Comment: 1^st grade daughter needs extra help and how she can receive additional help after school?
Response: Notify teacher that help is needed and teacher may be able to help after school. Continue to work with the teacher. The feedback is appreciated as this is good input for the District to work on in creating a plan for extra support.

Comment: Parents like the Math Camp and this is something fun for students to see what they have learned throughout the year.
Response: The Math Summer Bridge Camp is being developed to provide additional instruction in targeted areas of mathematics for students needing additional support.

Comment: I am a newcomer to the USA and appreciate the support from the District, school and principal.  The principal and English teacher has been meeting with my child which has helped my child’s progress with the support. The teacher helps each day and my child appreciates and is happy to learn. Four days a week my child receives extra help to learn English. My son is the only one who speaks Mandarin and feels happy because he is making friends. The homework is getting harder and difficult for parents to help. Parents can support and learn with others.
Response: We appreciate hearing of the success of support in transitioning students who are new to the District. The additional information is useful input for the District in creating a plan for extra support.

Comment: Appreciates the Safety items, Math Bridge, and the Summer learning Camp which was very helpful. My student loves school and has made progress which has created excitement for school.
Response: This valuable input is wonderful to receive. The District will use the feedback and will include it in the LCAP.

Comment: Staff expressed their appreciation for the lighting retrofits.
Response: We are happy that our maintenance department continues to show their responsiveness to our needs that improve safety and security around our sites, while also creating energy savings in the process. 

Comment: Are we making reductions?
Response: As education funding in California has improved in recent years, funding for Eureka has not been equal. Our district is at a disadvantage because we do not receive the same amount of funding that our neighboring districts receive. The Eureka Union School District is the lowest funded district of the 16 school districts in Placer County. This is directly due to our unique demographics that generate a low level of Supplemental funds based on the Local Control Funding Formula. Also, the district continues to have declining enrollment while the financial pledge from the Eureka Schools Foundation (ESF), which supports district enrichment programs, continues to decline annually. For the 2016/2017 school year, there are recommendations for reductions that minimally impact staffing such as reductions to the professional development budget, site/district materials budgets, eliminate Coordinator of Student Enrichment, etc. These reductions will be highlighted in the LCAP. Next year, the District will be reviewing and conducting an analysis of all programs with stakeholder input as we will have no other option but to make additional increased reductions so that we are able to meet the minimum budget reserve requirements overseen by the Placer County Office of Education. 

Comment: How many are eligible for a CPR stipend? 
Response: 45 certificated and classified stipends will be available on a first come first serve basis.  All staff have the opportunity to become CPR certified, at no charge. There will be four opportunities offered by the District across the upcoming school year.

Comment: Very much appreciate M&O for the lighting. Is there a possibility for the carpet to be replaced due to a safety and a tripping hazard?  Could the carpet be removed to alleviate the tripping hazard and flooring installed instead of carpet?
Response: An initial assessment has been completed with a list of priorities. Carpet is on the list of priorities. Schools are a priority and needs to be addressed.

Comment: Like “zero period” for junior high school P.E. so that there is the opportunity for extra time at the end of the day to receive extra help where needed. 
Response: An advisory committee consisting of administrators, teachers, classified employees and parents recommended the “zero period” concept. A district goal is to provide a well-rounded education for our junior high school students. By providing a “zero period” of physical education at the Junior High Schools before school, students have the opportunity to broaden their participation in elective offerings.  The top priority is given to students in an intervention class as they do not have the chance to enroll in an elective or enrichment course.

Comment: Making cuts and hiring outside for projects will cost more in the long run. Grounds has been challenged regarding Oakhills, Ridgeview, Olive Ranch and Maidu Elementary Schools requiring repairs at the same time due to aging landscaping. With current staff it is challenging for painting and paving as staff are falling behind. Regular maintenance of the school sites can extend the life of the structure in comparison to waiting until deterioration occurs.  
Response: It is difficult to fiscally balance all of the needs of the district. The Facilities Sub Committee has been working diligently to prioritize funding and keeping projects in line with safety items which are a top level priority.  Also, there is a current focus on improving processes and workflow to result in more efficient operations to provide additional staffing time to address increasing facility needs.

Comment: There is a need for a technology replacement plan, the redesign of access to the network and internet security concerns. There are particular needs regarding the wireless network and how to implement professional development for training.  Best practices are important to integrate into curriculum. Services for the district are needed including storage, image data retention and options for iCloud storage. There are computer room server opportunities. Phone system hardware, server replacement, image archiving, back-up support or replacement are needed. Encouragement of staff to use the Google drive may be needed. The servers are aging and the relationship with Deco Tech has been severed and the replacement of the firewall is needed.
Response: With increased use of technology for classroom, curriculum and administrative purposes, there will be an increased need to address stated issues.  It will be necessary to provide adequate infrastructure to support ongoing growth and sophisticated technology.

Comment: Will library clerk hours remain the same?
Response: The library clerk hours will remain the same for the 2016/2017 school year. Next year, the District will be reviewing and conducting analysis of the current enrichment programs as there may be recommendation(s) to make reductions for the 2017/2018 school year and beyond. In addition to declining enrollment and being the lowest funded district in Placer County, the financial pledge from the Eureka Schools Foundation (ESF), which supports district enrichment programs, has declined annually in the last few years while the district has made no reductions to programs that ESF helps support.

Comment: Review job description and current job duties of Library/Media Clerks to assess the level of support for assisting, sorting and coordinating new curriculum.
Response: The Human Resources Department coordinates with the Eureka Union Classified Organization (EUCO) leadership when conducting job description reviews. This request will be shared with EUCO.

Comment: Discuss Title I estimated allocations. Additional information is being sought for what is being allocated including MediCal billing and other allocations.
Response: Supplemental funding is allocated to each site as determined by targeted sub-group demographics (low-socioeconomics, English Learners, Foster Youth) for site based intervention planning.

Comment: (language about broadening) - Recommend looking at support and there is a significant population of Free and Reduced and supplemental funding.  Have a better outreach, looking at fiscal resources for McKinney Vento. A depth of support is needed.
Response: We will maintain course offerings to include a greater number of electives, enrichments and extracurricular offerings in high interest areas (STEM, Challenge 21, sports, arts, music, world languages and culture).

Comment: Look at device breakage and impact of all electronics.
Response: The Technology Replacement Plan will continue to be necessary and become increasingly expensive as more devices are added.  Policies may need to be updated to address reimbursement due to breakage.

Comment: No additional support for Maintenance crews, keep the lines of communication open. Safety issues occur because of budget cuts and there is a need to increase the efficiency of our process. Maintain supplemental funding to avoid more work due to a delay in repairs.
Response: The Facilities Sub Committee has helped to develop a prioritized list of items to complete as funding becomes available, starting with safety items as a top priority. Focus on efficiency and effective communication will continue. It is unfortunate funding has not been consistently adequate to allocate resources quickly to ensure district operations and facilities are appropriately assessed and maintained.

Comment: Reading lab aides at Title I funded school sites
Response: The District administration is currently working towards appropriate support staff based on allocation of Title I funding in addition to supplemental funding.

Comment: Include professional opportunities for English Language Arts (ELA)
Response: We are including this under our action item for full implementation of the ELA program that has been adopted for K-5.

Comment: TK-6 - being mindful of how World Language is presented and learning how to implement.
Response: It is the expectation that the Spanish Immersion program will be successful as it currently is in neighboring districts. Communication and coordination will be a high priority.

Comment: The wording is unclear, because currently there is not a School Resource Officer (SRO) at Excelsior.
Response: We will revise this wording to clarify to stakeholders. Due to jurisdictional issues, the Placer County Sheriff SRO cannot support the Roseville elementary schools. We will continue to work with the police department and research possible solutions, especially if more funding becomes available.

Comment: Excelsior is not using water conserving sprinkler heads on fields.
Response: Although irrigation retrofits have occurred throughout the District, there is still more opportunity for efficient water measures.  Staff has been coordinating water-saving efforts with available grants from San Juan Water District (SJWD) to leverage district funds, but only districts within the SJWD jurisdiction are eligible for their rebates.

Comment: Likes core instructional program – Class size of 33 students, thought we were having 28 students per class and a possible combo class for next year. Teachers expressed concern especially with the new language adoption. 
Response: It is not our intent to have combination classes but in a time when the district is recommending reductions we must be efficient and judicious with our resources. For classes to have a “rich” student to teacher ratio is not sensible and in rare times a combination class is necessary.

Comment: Professional Development for Universal Design for Learning (UDL), keep in mind K-6 teachers has new programs and keep goals in mind. Concerned about adding another program…cannot overload and retain quality.
Response: There are no “new programs.”  We are already doing differentiation and Universal Design for Learning (UDL).  The goal is to explicitly call the work being done.  UDL is an approach, a mindset and is not a new “program”. We will be clear about what UDL is. Next Generation Science Standards will be approached in slow doses, so it does not become too overwhelming in 2018-2019.  We will use our ELA program in K-5 as a springboard, as well as Challenge 21 for 6th grade.

Comment: Refine and improve what we have.
Response: Our focus is to ensure that our existing programs are implemented with fidelity but as new content standards and adoptions are on the horizon we will embrace them with professional development, open communication, and clear expectations.

Comment: Have CPR certification during PD Day to eliminate stipend.
Response: CPR certification for certificated staffing in not a requirement for their position.  Since it is voluntary, certificated staff may take advantage of several opportunities outside of their work day to become certified. 

Comment: ELA support – are we paying for a new EL teacher and administrator?
Response: We have a Coordinator of Student Intervention which is a stipend to a principal for 12 additional days of compensation. We are funding both the Coordinator and our English Learner Support Teacher with Supplemental funds, funding that is specifically required for student sub-groups (students from low-socioeconomic circumstances, English Learners, and/or Foster Youth) under the Local Control Funding Formula.

Comment: World Language – working around special education services, band, vocal music and P.E.  Teachers are concerned about scheduling around World Language.
Response: It is the expectation that the Spanish Immersion program will be successful as it currently is in neighboring districts. Communication and coordination are a high priority. We are coordinating the 60 minutes per week schedule for Spanish Immersion with input from principals and staff.

Comment: Would like special education students to have access to World Language.
Response: Yes. We will be creative in making sure we provide Spanish Immersion to all students.

Comment: How is Math Summer Bridge Camp being funded?
Response: The Math Summer Bridge Camp is provided through Supplemental funding and there will be one class for each grade level.  

Comment: Targeted evidenced-based school and classroom practices. Who will be funding supplies for the supplemental services?
Response: Research based programs will be piloted, in Kindergarten through 5th grade, the ELA adoption will include tier 2 intervention curricula which will also be utilized.

Comment: Heard we are going to have to cut back and what are the reductions?
Response: As education funding in California has improved in recent years, funding for Eureka has not been equal. Our district is at a disadvantage because we do not receive the same amount of funding that our neighboring districts receive. The Eureka School District is the lowest funded district of the 16 school districts in Placer County. This is directly due to our unique demographics that generate a low level of Supplemental funds based on the Local Control Funding Formula. Also, the district continues to have declining enrollment while the financial pledge from the Eureka Schools Foundation (ESF), which supports district enrichment programs, continues to decline annually. For the 2016/2017 school year, there are recommendations for reductions that minimally impact staffing such as reductions to the professional development budget, site/district materials budgets, eliminate Coordinator of Student Enrichment, etc. These reductions will be highlighted in the LCAP. Next year, the District will be reviewing and conducting analysis of all programs with stakeholder input as we will have no other option but to make additional increased reductions so that we are able to meet the minimum budget reserve requirements overseen by the Placer County Office of Education. 

Comment: Liked Professional Development for Classified staff.
Response: We were pleased to be able to provide professional development for our classified staff. The feedback was overwhelming positive. We plan on having more professional development opportunities for classified staff in 2016/2017.

Comment: When will World Language take place and will there be a grade?
Response: We are coordinating the 60 minutes per week schedule for Spanish Immersion for grades K – 3 in 2016/2017 with input from principals and staff. In 2017/2018, Spanish Immersion will be increased at grades 4 – 6.

Comment: What reductions will be made?
Response: As education funding in California has improved in recent years, funding for Eureka has not been equal. Our district is at a disadvantage because we do not receive the same amount of funding that our neighboring districts receive. The Eureka Union School District is the lowest funded district of the 16 school districts in Placer County. This is directly due to our unique demographics that generate a low level of Supplemental funds based on the Local Control Funding Formula. Also, the district continues to have declining enrollment while the financial pledge from the Eureka Schools Foundation (ESF), which supports district enrichment programs, continues to decline annually. For the 2016/2017 school year, there are recommendations for reductions that minimally impact staffing such as reductions to the professional development budget, site/district materials budgets, eliminate Coordinator of Student Enrichment, etc. These reductions will be highlighted in the LCAP. Next year, the District will be reviewing and conducting analysis of all programs with stakeholder input as we will have no other option but to make additional increased reductions so that we are able to meet the minimum budget reserve requirements overseen by the Placer County Office of Education. 

Comment: Concerns regarding bringing your own device to school.
Response: The concept of BYOD (bring your own device) is one that is used in other districts. We will be in the initial stages of exploring and researching this model and possibility, along with the issues and risks associated with BYOD. Security will be of the utmost importance.

Comment: Support of modifications to Professional Development plan which allows for budget savings.
Response: This creative recommendation will allow for the district to reduce expenditures on professional development so that we can offset the deficit spending that is depleting our budget.

Comment: Concern with supplemental funding provided to all sites will taking away from sites that have a concentration of students who are from low-socioeconomic background, English learners, or Foster Youth.
Response: The District administration is currently working towards appropriate support staff based on allocation of Title I funding in addition to supplemental funding.

Comment: Be sure to research and study plan for BYOD (Bring Your Own Device)
Response: The concept of BYOD (bring your own device) is one that is used in other districts. We will be in the initial stages of exploring and researching this model and possibility, along with the issues and risks associated with BYOD. Security will be of utmost importance.

Comment: Support to increase Nursing time.
Response: A slight increase to the nursing allocation is recommended based on the ever changing complex and increased needs of our student population and mandated expectations and legal requirements.  Restricted funding will support the increase in the nursing allocation for the 2016-17 school year.

Comment: Support to proceed with Prop 39 energy savings projects.
Response: Staff is continuing to pursue and research the Prop 39 application process. We have a strong interest in addressing heating ventilation/air conditioning (HVAC) efficiency.

Comment: Consider funds to be set aside for implementing a different start time for junior high schools.
Response: This year the district conducted a study to review start times at all of our schools. In addition, looking at different master schedules to consider at the junior high schools was studied. An advisory group of Principals, Parents, Trustees, Teachers, Directors, Chief Business Officer and Superintendent reviewed data and research recommending that the start time at the junior high schools remain the same for next year. In addition, the advisory committee recommended the organization of a study team to review master schedules in the 2016/2017 school year.

Comment: Is the Catapult Emergency Management System in the draft Local Control Accountability Plan?
Response: Yes, there is a budget of $7000 for the Catapult Emergence Management System in the draft Local Control Accountability Plan Goal 5 – Learning Environment & Facilities. As Catapult is the designer and support for our new website that will be launched over the summer, the EMS component will provide a seamless format at all sites for staff to quickly and efficiently address and communicate safety issues.

Comment: With a 50% reduction in the professional development budget, what steps will be taken to ensure quality training?
Response: We will still provide excellent professional development (PD) for both our certificated and classified staff next year. To reduce costs, we will limit and closely monitor the amount of out-of-town PD as additional expenses are incurred with lodging and travel.  As was done this year, we will continue to utilize our talented teaching staff to assist in delivering quality and engaging PD. Regarding the adoption of the McGraw/Hill Reading Wonders Program, training will be provided by the publisher to insure a successful launch of the program. Finally, we have one less PD Day for staff next year as this year’s 4^th PD Day was negotiated in 2014/2015. With one less PD Day, expenses will be reduced.  We are also relying on increased collaboration with other districts to facilitate exchanges in talents and expertise.

Comment: I see that Library Media/Clerks were listed with reductions as TBD. What are the plans for Library/Media Clerks?
Response: The library clerk hours will remain the same for the 2016/2017 school year. Next year, the District will be reviewing and conducting analysis of the current enrichment programs as there may be recommendation(s) to make reductions for the 2017/2018 school year and beyond. In addition to declining enrollment and being the lowest funded district in Placer County, the financial pledge from the Eureka Schools Foundation (ESF), which supports district enrichment programs, has declined annually in the last few years while the district has made no reductions to programs that ESF helps support.

Comment: How are Mental Health funds distributed?
Response: The District receives mental health funds to address targeted needs of students who receive special education services.  Funds are restricted and may be used for counseling and guidance and individual counseling services as part of a student’s Individual Education Plans, parent and staff training as well as curriculum to address needs of students.  The District continues to consider the needs of our students and makes a determination throughout the school year on how to allocate the funding on staffing, professional development and materials.

Comment: With the reduction from two math intervention classes to one math intervention class at each Junior High School, what will the intervention look like next year?
Response: Junior High School site administrators are working closely with math department teachers on reviewing student data to determine needs and planning targeted interventions.  Planning will continue throughout the summer and CASPP data will be considered when determining students who will benefit from the math intervention class offered at each site.

Comment: What is attendance like in the hourly before and after school intervention programs?
Response: Each site offers varied before and after school intervention options, based on an analysis of student performance data. Program offerings are well received and many students benefit. There is a recommendation of reducing funding for before and after school intervention program offerings based on funding allocated for intervention for the upcoming school year.

Comment: By establishing a base with Supplemental funds, are we limiting intervention for our students who are from economic need, English Learners, or Foster Youth as it relates to funding for intervention?
Response: The District administration worked with appropriate support staff based on allocation of Title I and Supplemental funding. On May 16, the District was informed by the California Department of Education that our Title I funding would be cut by 43% next year. This has played a significant role in forcing intervention services to be reduced. With the remaining and limited funds for intervention available, the district created a base of Supplemental funding distributed to sites according to the enrollment of students (economic need, English Learners, or Foster Youth) who generate those funds based.

Comment: Please explain how the 0.1 Intervention Support Teacher at Oakhills and the 0.1 Teacher at Ridgeview will be used at those sites next year?
Response: In order to provide a base level of intervention across K-6 sites, the non Title I sites (Oakhills and Ridgeview) are recommended to be allocated approximately two days a month of support through an Intervention Support Teacher.  The teacher’s role would be to work collaboratively with the site principal and grade level teams to review student performance data and determine intervention plans throughout the school year. The teacher would bring knowledge of tier 2 English Language Arts intervention curriculum to each site and provide professional development in this area as needed.  The District recognizes that the teacher would have a limited role at each site, yet with a restricted level of funding for intervention supports would be a helpful resource to staff.

Comment: Are students in the junior high school hourly intervention programs students who fall under the designated subgroups for Supplemental funding and Title 1?
Response: The subjective response from the junior high school principals shared at the June 7 Board meeting is that the hourly intervention classes have a majority of students who fall under the sub-groups of economically disadvantaged, English Learner and/or Foster Youth.