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Literacy Coaches and Reading Specialists (LCRS) Funds

LCRS Funds Contact Info



Program Administrator

Please list the name of the person who serves as the Program Administrator of the LCRS. This person is the main point of contact between the California Department of Education (CDE) and the LCRS Program Administrator.

First Name
Last Name
Title
Office
Telephone Number
Extension (Optional)
Email



Fiscal Agent (Optional/If needed)

Please list the name of the person who serves as the Fiscal Agent of the LCRS if this person is different from the Program Administrator. This person is included on communications regarding budget and accounting for the LCRS.

First Name
Last Name
Title
Telephone Number
Extension (Optional)
Email


LCRS Funds Report Overview



Total Amount of Funds Used This Fiscal Year

Provide the dollar amount of the LCRS funds used for this fiscal year. Local Educational Agencies (LEAs) are not required to spend funds in every fiscal year. If zero dollars were used in any fiscal year, report this as zero.

$

If zero funds were spent in any fiscal year, provide narrative details (max 2,000 characters) as to why, and when funds will be spent. For more information on apportionments for the LCRS Grant Program, see the CDE’s Funding Results for the LCRS Grant Program web page: https://www.cde.ca.gov/fg/fo/r14/litcoaches22result.asp.




Collaboration

Indicate whether you have worked with the LCRS county office lead and, if so, summarize the supports the county has provided (max 2,000 characters):




Executive Summary

Provide a brief executive summary (max 2,000 characters) of this fiscal year’s activities, including:

  • How funds were used to employ literacy coaches and reading and literacy specialists for eligible schools
  • How funds were used to develop and implement school literacy programs
  • How expenditures impacted students’ literacy achievement, including for student subgroups



Literacy Coaches and Reading Specialists Information



Literacy Coaches Information
Identify the number of new literacy coaches hired using LCRS funds:

Expenditure Categories Expenditure Amounts
Identify the amount of LCRS funding used to hire new literacy coaches: $
Identify the amount of LCRS funding used for other purposes related to literacy coaches: $
Total LCRS expenditure amount for literacy coaches (calculated): $

Were coaching services provided by a vendor?


If "Yes", what were the names of the vendor(s):


If "Yes", please include information about any vendors/providers that were utilized, including their specific services provided, dates of trainings, etc. (max 1,000 characters):


Reading Specialists (non-bilingual) Information

reading specialists have received the Reading and Literacy Added Authorization or the Reading and Literacy Leadership Specialist Credential, as accredited by the California Commission on Teacher Credentialing. Note: You will report separately on bilingual reading specialists below.


Identify the number of new reading specialists hired using LCRS funds:

Of the new reading specialists hired, how many have the Reading and Literacy Added Authorization (CL-812):

Of the new reading specialists hired, how many have the Reading and Literacy Leadership Specialist Credential (CL-537):

Expenditure Categories Expenditure Amounts
Identify the amount of LCRS funding used to hire new reading specialists: $
Identify the amount of LCRS funding used for other purposes related to reading specialists: $
Total LCRS expenditure amount for reading specialists (calculated): $

Were services provided by a vendor?


If "Yes", what were the names of the vendor(s):


If "Yes", please include information about any vendors/providers that were utilized, including their specific services provided, dates of trainings, etc. (max 1,000 characters):


Bilingual Reading Specialists Information
Identify the number of new bilingual reading specialists hired using LCRS funds:

Expenditure Categories Expenditure Amounts
Identify the amount of LCRS funding used to hire new bilingual reading specialists: $
Identify the amount of LCRS funding used for other purposes related to bilingual reading specialists: $
Total LCRS expenditure amount for bilingual reading specialists (calculated): $

Were services provided by a vendor?


If "Yes", what were the names of the vendor(s):


If "Yes", please include information about any vendors/providers that were utilized, including their specific services provided, dates of trainings, etc. (max 1,000 characters):



Other Funds

If applicable, indicate whether other funds were used, including the source and the amount, to support the activities in this section (max 2,000 characters):




Successes

Check the appropriate boxes to indicate any notable successes in training, hiring, and supporting literacy coaches, reading specialists, and bilingual reading specialists, including any notable impacts on student achievement:
Details about selected Successes (max 2,000 characters):



Barriers and Challenges

Check the appropriate boxes to indicate any barriers or challenges faced in training, hiring, and supporting literacy coaches, reading specialists, and bilingual reading specialists:
Details about selected Challenges (max 2,000 characters):


LCRS School Literacy Plan



Indicate whether the entity has developed a school literacy plan(s) with LCRS funds:

Note: Questions about family specific literacy plan(s) will be covered in a subsequent section.


LCRS School Literacy Plan



Indicate the goals/actions of the school literacy plan(s) (max 2,000 characters):


Identify the metrics that will be used to measure progress on the goals/actions of the school literacy plan(s) (max 2,000 characters):


Provide the amount of funding spent on developing and/or implementing school literacy plan(s)
$


Indicate whether any other funds were used, including the source and the amount, to support the activities in this section (max 2,000 characters):


Please provide the expenditure amount and details of those expenses for each category of allowable uses listed below:
Expenditure Type Expenditure Amount
Object Code 1000–1999: Certificated Personnel Salaries:

Details (max 500 characters):
$
Object Code 2000–2999: Classified Personnel Salaries:

Details (max 500 characters):
$
Object Code 3000–3999: Employee Benefits:

Details (max 500 characters):
$
Object Code 4000–4999: Books and Supplies:

Details (max 500 characters):
$
Object Code 5000–5999: Services and Other Operating Expenditures:

Details (max 500 characters):
$
Object Code 5100:

Details (max 500 characters):
$
Object Code 5200:

Details (max 500 characters):
$
Object Code 7000–7499: Other Ongoing

Details (max 500 characters):
$



Successes

Check the appropriate boxes to indicate any notable successes in developing and implementing a school literacy plan:

Details about selected Successes (max 2,000 characters):



Barriers and Challenges

Check the appropriate boxes to indicate any barriers or challenges faced in developing and implementing a school literacy plan:

Details about selected Challenges (max 2,000 characters):


LCRS Family Literacy Plan



Indicate whether the entity has developed a family literacy plan(s) with LCRS funds:


LCRS Family Literacy Plan



Indicate the goals/actions of the family literacy plan(s) (max 2,000 characters):


Identify the metrics that will be used to measure progress on the goals/actions of the family literacy plan(s) (max 2,000 characters):


Provide the amount of funding spent on developing and/or implementing family literacy plan(s)
$


Family Literacy Supports
Indicate the number of family literacy outreach specialists serving the families of the eligible sites:

Indicate the languages spoken by the family literacy outreach specialists (max 500 characters):
Indicate the number of home visits family literacy outreach specialists performed:
Indicate the number of extended day events related to literacy:
Indicate the total number of families served at the extended day events related to literacy:
Indicate the number of summer events related to literacy:
Indicate the total number of families served at the summer events related to literacy:
Indicate the number of weekend events related to literacy:
Indicate the total number of families served at the weekend events related to literacy:
Provide the name(s) of public libraries the LEA has partnered with to provide supports for family literacy (max 500 characters):
Provide any additional information on family events related to literacy that the above questions did not address (max 500 characters).


Please provide the expenditure amount and details of those expenses for each category of allowable uses listed below:
Expenditure Type Expenditure Amount
Object Code 1000–1999: Certificated Personnel Salaries:

Details (max 500 characters):
$
Object Code 2000–2999: Classified Personnel Salaries:

Details (max 500 characters):
$
Object Code 3000–3999: Employee Benefits:

Details (max 500 characters):
$
Object Code 4000–4999: Books and Supplies:

Details (max 500 characters):
$
Object Code 5000–5999: Services and Other Operating Expenditures:

Details (max 500 characters):
$
Object Code 5100:

Details (max 500 characters):
$
Object Code 5200:

Details (max 500 characters):
$
Object Code 7000–7499: Other Ongoing

Details (max 500 characters):
$


Indicate whether any other funds were used, including the source and the amount, to support the activities in this section (max 2,000 characters):



Successes

Check the appropriate boxes to indicate any notable successes in family literacy supports, including any notable impacts on student achievement:

Details about selected Successes (max 2,000 characters):



Barriers and Challenges

Check the appropriate boxes to indicate any barriers or challenges in family literacy supports:

Details about selected Challenges (max 2,000 characters):


Professional Learning


Professional Learning - Overview

Report the number of participants that received professional learning during this fiscal year with LCRS funding:

If applicable, how many participants were district based?

If applicable, how many participants were site based?

Total number of hours of professional learning offered:

Total number of professional learning opportunities offered:


Professional Classification Total Number That Received Training
Classroom Teachers:
Literacy Coaches:
Reading Specialists:
Administrators:
Paraprofessionals:
Other Classified Staff:


Types of Professional Learning Offered




Professional Learning


Professional Learning in the English Language Arts/English Language Development Framework and Literacy Instruction

Identify the number and focus of each professional learning event in this category. Provide details on the materials used, such as trainer, provider, curriculum, etc. (max 1,000 characters):


Professional Classification Total Number Served
Classroom Teachers:
Literacy Coaches:
Reading Specialists:
Administrators:
Paraprofessionals:
Other Classified Staff:

Please provide the total expenditure amount for this professional learning category:

$




Professional Learning


Professional Learning in Culturally Responsive Curriculum and Instruction

Identify the number and focus of each professional learning event in this category. Provide details on the materials used, such as trainer, provider, curriculum, etc. (max 1,000 characters):


Professional Classification Total Number Served
Classroom Teachers:
Literacy Coaches:
Reading Specialists:
Administrators:
Paraprofessionals:
Other Classified Staff:

Please provide the total expenditure amount for this professional learning category:

$




Professional Learning


Professional Learning in the Use of Data to Support Effective Instruction and Struggling Students

Identify the number and focus of each professional learning event in this category. Provide details on the materials used, such as trainer, provider, curriculum, etc. (max 1,000 characters):


Professional Classification Total Number Served
Classroom Teachers:
Literacy Coaches:
Reading Specialists:
Administrators:
Paraprofessionals:
Other Classified Staff:

Please provide the total expenditure amount for this professional learning category:

$




Professional Learning


Professional Learning Total Funds
Please provide the expenditure amount and details for those expenses for all professional learning provided in this section:
Expenditure Type Expenditure Amount
Object Code 1000–1999: Certificated Personnel Salaries:

Details (max 500 characters):
$
Object Code 2000–2999: Classified Personnel Salaries:

Details (max 500 characters):
$
Object Code 3000–3999: Employee Benefits:

Details (max 500 characters):
$
Object Code 4000–4999: Books and Supplies:

Details (max 500 characters):
$
Object Code 5000–5999: Services and Other Operating Expenditures:

Details (max 500 characters):
$
Object Code 5100:

Details (max 500 characters):
$
Object Code 5200:

Details (max 500 characters):
$
Object Code 7000–7499: Other Ongoing

Details (max 500 characters):
$


Indicate whether any other funds were used, including the source and the amount, to support the activities in this section (max 2,000 characters):



Successes

Check the appropriate boxes to indicate any notable successes in professional learning supports, including any notable impacts on student achievement:

Details about selected Successes (max 2,000 characters):



Barriers and Challenges

Check the appropriate boxes to indicate any barriers or challenges in professional learning supports:

Details about selected Challenges (max 2,000 characters):



Student Achievement


Impact on Student Achievement: State Assessment (Grade 3)

For the fiscal year of this report, indicate the overall percentage of increase or decrease in students’ literacy achievement for grade three at each site served using the California Assessment of Student Performance and Progress (CAASPP):

%

For the fiscal year of this report, indicate the percentage of increase or decrease in students’ literacy achievement for grade three at each site served for the following student subgroups using CAASPP:

Student Subgroup Percentage Increase or Decrease
African American: %
American Indian: %
Asian: %
English Learners: %
Filipino: %
Foster Youth: %
Hispanic: %
Homeless: %
Pacific Islander: %
Socio-economically Disadvantaged: %
Students with Disabilities: %
Two or More Races: %
White: %


Impact on Student Achievement: Local Assessment (Grade 3)

For the fiscal year of this report, indicate the locally adopted assessments that the eligible sites are using for grade three (max 500 characters):

For the fiscal year of this report, indicate the overall percentage of increase or decrease in students’ literacy achievement for grade three at each site served using locally adopted assessment data:

%

For the fiscal year of this report, indicate the percentage of increase or decrease in students’ literacy achievement for grade three at each site served for the following student subgroups using data from locally adopted assessments:

Student Subgroup Percentage Increase or Decrease
African American: %
American Indian: %
Asian: %
English Learners: %
Filipino: %
Foster Youth: %
Hispanic: %
Homeless: %
Pacific Islander: %
Socio-economically Disadvantaged: %
Students with Disabilities: %
Two or More Races: %
White: %


Impact on Student Achievement: Local Assessment (Before Grade 3)

For the fiscal year of this report, indicate the locally adopted assessments that the eligible sites are using for any grades below three, including transitional kindergarten (max 500 characters):

For the fiscal year of this report, indicate the overall percentage of increase or decrease in students’ literacy achievement for any grades below three, including transitional kindergarten at each site served using locally adopted assessment data:

%

For the fiscal year of this report, indicate the percentage of increase or decrease in students’ literacy achievement for grades below three, including transitional kindergarten at each site served for the following student subgroups using data from locally adopted assessments:

Student Subgroup Percentage Increase or Decrease
African American: %
American Indian: %
Asian: %
English Learners: %
Filipino: %
Foster Youth: %
Hispanic: %
Homeless: %
Pacific Islander: %
Socio-economically Disadvantaged: %
Students with Disabilities: %
Two or More Races: %
White: %


English Language Learner Reclassification

For the year prior to receiving LCRS funds, indicate the percentage of English Learners:

%

For the year prior to receiving LCRS funds, indicate the percentage of Reclassified English Learners:

%

For this current fiscal year, indicate the current number of English Learners:

%

For this current fiscal year, indicate the current number of Reclassified English Learners:

%


Electronic Signature


The authorizing official should type their name in the following field, which will serve as a signature that certifies agreement with the statement below.


I hereby certify that, to the best of my knowledge, the information in this report is correct and complete.




Questions: Professional Learning Innovations Office | PLIO@cde.ca.gov |

California Department of Education
1430 N Street
Sacramento, CA 95814

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