This initiative supports English Learners and/or low income students.

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LCAP State Priorities:
Basic-- teacher appropriate assignment
Implementation of state standards
Parental involvement
Pupil achievement
Pupil engagement
School climate
Course access
Other pupil outcomes

Overall Student
Achievement Impact

positive impact on student achievement
negative impact on student achievement

budget change


See Some Winning Hands

Hand 2: Focusing on English Learners and Low Income Students

Net Budget Change = 6.2%

This hand emphasizes investment in low-performing schools and interventions for struggling students which will benefit all students, including English learners and low income students.

Highlighted cards support English learners and/or low-income students


    Student Achievement Impact
  • Invest in technology lab to allow teachers to work with smaller groups on a rotating basis
    0.1% Why?
  • Reduce average ELA and math class sizes for 9th grade by 6 (from 31 to 25) to support transition to high school
    0.6% Why?
  • Reduce average class size for grades K-2 by 4 from 28 to 24 during transition to full LCFF implementation
    1.2% Why?
  • Reduce average ELA and math class sizes for 6th by 11 (from 31 to 20) to support transition to middle school
    1.2% Why?
  • Repurpose existing teacher and principal professional development time to support the implementation of the Common Core
    0.0% Why?
  • Add school leader staff to double time available for teacher evaluation and support
    0.6% Why?
  • Establish parent/district groups, targeting parents of high-need student populations (English learners, low income students, foster youth), to engage them in the LCAP goal and prioritization process and collect feedback
    0.2% Why?
  • Invest in a Safety Officer in each high school to monitor halls and school grounds to ensure a safe learning environment
    0.3% Why?
  • Invest in a Response to Intervention (RTI) program
    0.1% Why?
  • Provide a one-time payment for course work to allow for cross-certification across multiple subjects and specialties for 10% of teachers
    0.8% Why?
  • Give $10K stipend to your top 15% contributing teachers, including those who are taking on leadership roles and work in hard-to-staff subjects and schools, as a first step to revising job and compensation structure
    1.0% Why?
  • Student Achievement Impact
  • Offer 20% higher principal salaries and $10K stipends to Master Teachers to attract them to move to the 25% lowest performing schools
    0.3% Why?
  • Provide double blocks of ELA and math for struggling students and students in transition grades
    0.0% Why?
  • Add 60 minutes of learning time to the school day in the 25% lowest performing schools
    1.0% Why?


    Student Achievement Impact
  • Close or consolidate under-enrolled schools to increase district utilization from 85% to 90%
    -0.5% Why?
  • Reduce special education placements by 5% by addressing over-identification
    -0.3% Why?
  • Student Achievement Impact
  • Make teacher layoff decisions based on performance instead of seniority
    -0.4% Why?


  • Increasing core instructional time and intervention efforts, including reducing ELA and math class sizes in transition grades and social service support for struggling students
  • Recruiting strong school leaders
  • Incentivizing teachers to cross-certify
  • Investing in evaluation and support


  • Consolidating under-enrolled schools and reducing cost premiums of small schools
  • Improving Special Education referrals and program management
  • Reducing compensation cost to the district through performance-based dismissals and freezing pay for teachers rated unsatisfactory

It is nearly impossible to navigate a conversation about increasing budgets without talking about increases in compensation. Rather than across-the-board salary increases and reinstating cuts made in previous years, consider investing in leadership and targeted class size increases. These moves embody the research that small group instruction at key junctures during the school day and effective, well-supported teaching are far better investments than expensive, district-wide small class sizes.

Your individual district context will dictate variations on these themes as you sort through what you can target in the short and long-term. What is important is that even as budgets are easing, you see these cards as critical tradeoffs that can get you closer to reform – and can help decrease the pressure to reinstate cuts you made in previous years.

As you contemplate controversial changes (such as changes to compensation), you'll need to consider your political capital. Changes will be more palatable with clear communication of the decision process and corresponding gains. Developing a sequenced approach over several budget cycles will allow you to communicate your goals, build consensus, and avoid trying to introduce too many changes at once.