CDSCode|LEA|PriorityNumber|NativeSummary|ProfLearningELA|ProfLearningELD|ProfLearningMath|ProfLearningScience|ProfLearningSocial|MaterialELA|MaterialELD|MaterialMath|MaterialScience|MaterialSocial|ProgramELA|ProgramELD|ProgramMath|ProgramScience|ProgramSocial|StandardTechEd|StandardHealthEd|StandardPhysicalEd|StandardPerformingArts|StandardWorldLang|ActivityGroupNeeds|ActivityIndividualNeeds|ActivitySupport|Performance|AdditionalInfo|Year 16639170000000|Hanford Elementary|2||4|4|4|3|3|5|5|5|3|3|4|4|4|3|3|2|3|4|4|1|5|5|4|Met||2018 23656152330413|Redwood Academy of Ukiah|2||4|3|5|3|2|4|3|5|3|2|5|3|4|3|2|1|3|3|5|5|4|4|3|Met||2018 23656152330454|Accelerated Achievement Academy|2||5|3|5|5|5|5|3|5|3|5|5|3|5|5|5|5|5|5|1|4|5|5|5|Met||2018 37683380109033|King-Chavez Arts Academy|2||4|3|5|5|4|4|3|5|5|4|4|3|4|4|4|1|3|4|4|1|4|4|4|Met|The KCAA instructional program is fully described in our charter.|2018 37683380109041|King-Chavez Athletics Academy|2||4|3|5|5|4|4|3|5|5|4|4|3|4|4|4|1|3|4|4|1|4|4|4|Met|KCAA's full course of study is described in its charter.|2018 50755645030176|Oakdale Charter|2||4|4|5|1|1|4|4|5|1|1|4|4|5|1|1|3|4|4|2|1|4|4|4|Met|We rate a little lower on the instructional materials for NGSS and Social Science because we are waiting for the OJUSD to adopt a new curriculum for those subjects. We are using the current books and additional resources to meet all of the academic standards and curriculum frameworks that have been adopted by the State Board of Education.|2018 49708390120584|Pivot Online Charter - North Bay|2||3|3|3|2|3|4|3|4|3|4|3|3|3|3|3|3|4|4|3|4|3|3|2|Met||2018 21654746118491|Willow Creek Academy|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|3|5|5|5|5|5|5|5|Met||2018 29768770000000|Penn Valley Union Elementary|2|Over the last three years we have completed curriculum adoptions for ELA (that contains the ELD component), Math and some Social Studies. We will be working on Science curriculum this year but created systems to immediately support Next Generation Science Standards. As for Visual and Performing Arts (VPA), we have teamed up with the Nevada County Arts Council to create art lessons that directly align with VPA standards and also incorporate standards from all four core academic areas.|4|4|4|4|3|5|5|5|5|5|5|4|5|5|5|0|0|5|5|0|5|4|4|Met||2018 54722310000000|Tulare City|2||3|2|3|2|2|4|4|4|2|2|4|3|3|2|2|1|2|1|2|1|4|3|2|Met||2018 27661750000000|San Ardo Union Elementary|2||4|4|4|4|3|5|5|5|5|3|4|4|3|4|3|2|4|4|4|1|4|3|4|Met||2018 27102722730232|Monterey County Home Charter|2||4|4|4|2|2|5|5|5|2|4|5|4|4|2|3|3|4|4|4|2|4|4|3|Met||2018 45701100000000|Redding Elementary|2|Redding School District (RSD) is using a variety of locally selected measures or tools that the local education agency will use to monitor the progress of the implementation of the state academic standards. The content areas have benchmarks that are utilized to assess students’ progress at least three times a year. Specific examples of such assessments are Aimsweb fluency, EveryDay Math Benchmark tests, Accelerated Reader, Basic Phonics Skills Test, and Wonders Unit Assessment tests. RSD is in the second year of the English Language Arts adoption of Wonders. During the 17/18 all staff received training in regard to the new program. In addition, grades 3-5 standards mapped and paced the curriculum. Kindergarten through second took part in the California Reading Literacy Project in regard to effective reading instruction. In regard to math, grade levels reviewed common assessments and shared agreements. History is currently being evaluated for adoption. The 18/19 school year will have a cohort of teachers piloting three staff chosen publishers. In December, staff will be given the opportunity to take part in the Next Generation Science Standards adoption. In 17/18 all middle school science teachers received training in regard to the Health Education Standards via Planned parenthood. Physical education, Visual and Performing Arts, and World Language are also being taught. World language is supported through Spanish instruction in the middle schools and in the Dual Immersion program that is at a K-5 site.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 27662250000000|Spreckels Union Elementary|2||5|4|5|5|2|5|3|5|5|2|5|5|5|5|3|1|4|4|3|4|4|3|4|Met||2018 20652430134510|Sherman Thomas STEM Academy|2||5|4|5|5|3|5|4|5|5|3|5|4|5|5|3|3|3|3|2|1|4|4|5|Met||2018 45701106117931|Monarch Learning Center|2||5|5|5|5|4|5|5|5|5|5|5|5|5|5|5|3|3|4|3|2|5|5|5|Met||2018 54768360000000|Exeter Unified|2||4|3|4|1|1|3|3|3|3|3|4|4|4|4|4|3|1|3|3|1|3|3|3|Met||2018 09619290000000|Mother Lode Union Elementary|2||4|3|4|2|2|4|3|4|2|2|4|4|4|2|4|1|3|4|4|4|4|4|4|Met|The District is piloting History/Social Science in Fall 2018 and will start the NGSS adoption process during the 2018-19 school year.|2018 19647330111211|New Heights Charter|2||5|4|5|4|4|5|4|5|3|4|5|5|5|4|4|1|2|3|3|1|5|5|5|Met||2018 53105380000000|Trinity County Office of Education|2|Trinity County Office of Education did not have any students enrolled as our school was closed at the end of 2016 - 2017 school year.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|Trinity County Office of Education did not have any students enrolled as our school was closed at the end of 2016 - 2017 school year.|2018 33752420000000|Val Verde Unified|2|Val Verde has continued to implement the CCSS and NGSS with the belief that those closest to the work should be leading the work. To ensure this, teachers in Val Verde are given a myriad of opportunities to lead and become involved. Val Verde has 3 types of teacher leader teams that interact together to further implement the CCSS. These three teams are the Curriculum Council, the content area/grade level specific Common Core Implementation Teams (CCIT) and the Professional Learning Networks (PLNs). The Curriculum Council is a decision making body jointly ran by the Val Verde Teacher’s Association and Educational Services. The member body consists of teachers from every site ensuring equal representation. This Council meets several times a year to research, discuss and ultimately decide on issues concerning curriculum such as grading policies, approval of instructional materials and areas of concern sites bring up. The CCIT teacher leader teams are responsible for the development of comprehensive curriculum guides (Year Plans/Units of Study), and have created and utilized common assessments that align to subject specific CCSS standards to inform instruction through data team analysis. The CCIT teams are made up of teachers from every site and every grade level/subject. In addition to teachers leading the work of these teams, members may also include district leadership, site administrators and instructional coaches. CCIT members are given release time several days a year for this purpose. The purpose of the PLN cohorts is to learn together, plan, and deliver the Professional Learning needed for CCSS Instruction, STEAM, Writing, Technology, ELPD etc. Each PLN consists of a cohort of teachers passionate about a particular educational topic or based on subject/grade level needs. Each PLN explores the cohort topic in depth on an ongoing basis alongside Ed Services. These cohorts become the in-house resident experts on the topic and are then able to lead Professional Development for ALL teachers either at District Wide Professional Learning Days, Core days, Staff Meetings, Collaborative Coaching and Learning Observation cycles (CCLS), and/or department/grade level Meetings etc. Val Verde teachers continue to receive support through ongoing district-wide workshops, site-based instructional coaching, and grade level/content area professional learning communities. These multiple venues have been held both during the summer and throughout the school year. It has been through these countless opportunities for professional growth that teachers have been able to attend grade/subject level professional development and self-select sessions and workshops that meet their individual needs. Val Verde is founded upon the ideals of collaborative professionalism and teacher empowerment.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 39686350000000|Oak View Union Elementary|2||5|5|5|3|4|5|5|5|2|3|5|5|5|3|4|1|3|5|3|1|5|5|5|Met||2018 06616140000000|Pierce Joint Unified|2||4|3|4|3|3|5|4|4|2|2|4|3|4|2|3|3|4|4|3|4|4|4|4|Met|English Language Arts, English Language Development and Math curriculum instructional materials are all state aligned from K-12. Science and social studies state adopted instructional materials aligned to state standards have not been purchased at the K-5 elementary school level. The elementary schools will be pursuing the purchase of social science material in the 2018/19 school year. Content area teachers at the 7-12 grade levels have received training on the science and social studies standards at a higher degree than have the elementary school teachers with multiple subject credentials. Through the survey tool, it is indicated that teachers would like more training and support in the area of teaching English Language Development.|2018 37681300000000|Grossmont Union High|2||4|3|3|3|4|4|4|3|3|4|4|4|3|3|4|4|5|5|5|5|4|4|4|Met|The District is currently implementing brand-new curriculum in mathematics; specifically, the adoption of integrated mathematics. In Fall 2018, the first course — Integrated Math I — will be introduced to most freshmen. In subsequent years, additional courses will be added to the sequence. Curricular redesign is also underway in science courses in order to the align with the Next Generation Science Standards (NGSS) and the associated State science test (CAST). The District has, for some time, been aligning all English Language Arts (ELA) courses to State Standards with an increased focus on informational texts. Our implementation of the associated English Language Development (ELD) standards is also ongoing. We are committed to implementing high standards and provide ongoing teacher professional development at both the District and school levels.|2018 19645760000000|Glendora Unified|2|In the fall of each school year, the district administration and each school site principal report to the governing school board the districts and individual schools CAASPP results and the progress of their students and student groups related to the previous year's school goals. The Glendora Unified School District began the transition to the Common Core or California State standards in mathematics and ELA in 2010 when they were adopted by the state. Textbook adoption occurred in Cmmon Core aligned mathematics curriculum in the Spring of 2014 with implementation occurring in the 2015-16 school year. In the Spring of 2017 ELA/ELD curriculum was adopted. Implementation of ELA/ELD aligned curriculum occurred in the 2017-18 school year. History Social Science is being piloted during the 2018-19 school year to be implemented in 2019. GUSD is transitioning to NGSS and provides supplemental materials for teachers and students as we await the textbook recommendations from the state. The standards adopted in all curricular areas are being implemented with current and relevant supplemental materials to address any changes in content or state requirements. GUSD continues to provide teacher collaboration, coaching, PD and release time to work on focused curricular areas. During the last two years, the focus areas have been in the areas of math, ELA/ELD, NGSS, special population, English Learners and school safety.|4|4|5|3|2|5|5|5|2|2|5|5|5|3|2|3|5|5|4|4|4|5|4|Met||2018 54720170000000|Oak Valley Union Elementary|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|3|4|3|1|3|3|3|Met||2018 10621170000000|Clovis Unified|2||4|4|4|3|4|5|5|5|3|5|4|3|5|3|5|4|5|5|4|5|4|4|4|Met||2018 10621660114553|University High|2|UHS has chosen to use the Smarter Balanced State Assessments to track the progress of our students. We feel this assessment provides significant summative data that tells us how our students are performing compared to other students in other schools. Additionally, the school uses internal benchmarks to help us track individual student progress through our math curriculum to ensure our school has a successful articulated curriculum. In areas outside of math and English, the school uses different metrics to determine success. With the Next Generation Science Standards, our school expects students to take and complete five different (A-G approved) science courses over their four-year program including three college level science classes. We also ensure social science, Visual and Performing Arts and World Language competency by requiring ALL students to take and pass 3 years of A-G approved social science, 4 years of A-G approved Visual and Performing Class and 3 years of a language other than English. Expectations for all of these classes exceed any state requirements. Lastly, with PE, the school the school uses State PE test scores of freshmen. Because all UHS students must complete an A-G college prep curriculum to earn a high school diploma, we do not separately measure CTE enrollment. Progress by the students has been terrific. • With ELA and Math on the Smarter balanced we had 100 percent of our junior students either met or exceeded the standard. With Math we had 92 % that met or exceeded the standard. • With Physical Education Standards we had 68% reach 6 out of 6 performance standards. • With A-G completion rates that we use to measure science, visual and performing arts, World Language and social science we expect 75% of our students to complete A-G requirements (meaning they must earn a grade of C or better) with a graduation rate of 95% or above. This past year we achieved this target with 92%, or 103 out of 112 students completing their A-G requirements with all C or better grades.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 47704170000000|Montague Elementary|2||5|3|5|2|5|5|3|5|1|5|5|2|5|2|4|1|2|4|4|1|4|4|4|Met||2018 16639176010391|Jefferson Charter Academy|2||4|4|4|5|3|5|5|5|4|3|5|5|5|5|4|3|3|4|4|4|5|5|4|Met||2018 54719020000000|Earlimart Elementary|2||4|3|4|3|3|3|3|3|2|2|3|3|3|2|2|1|1|4|3|1|4|4|2|Met||2018 12629190000000|Kneeland Elementary|2|Kneeland School District implemented the Common Core State Standards for ELA in 2015-2016 school year and has created a sustainable ELA program. Kneeland School District implemented a Common Core State Standard program in 2015-2016 school year and has incorporated additional components of Common Core State Standards in 2016-2017 and in 2017-2018 to increase modalities of instructional access to provide a broad spectrum of learning opportunities for all students. Report cards, state standardized testing, and monitoring assessments track the success of implemented programs.|5|5|4|4|4|5|5|4|4|4|5|5|4|4|4|4|5|5|5|3|4|4|4|Met||2018 42692110000000|Hope Elementary|2||4|4|4|4|3|4|4|4|4|3|4|4|4|4|3|1|1|1|2|1|4|4|4|Met|Hope School District's MTSS plan brings a strong focus to our academic systems and programs. A team of staff from all three campuses are analyzing the academics of the district to identify areas needing more support and areas of strength which could be expanded.|2018 55724210000000|Twain Harte|2||5|5|5|3|2|5|5|5|3|2|5|5|5|3|2|1|3|4|3|1|5|5|5|Met|We are piloting social studies curriculum for the 2018-19 year and will adopt for the 2019-20 school year. We will begin piloting science curriculum in 2019-20 for adoption in 2020-21.|2018 17640480000000|Lucerne Elementary|2||4|4|4|3|1|5|3|5|1|2|4|3|4|2|2|1|4|4|2|1|4|3|2|Met||2018 39686270133116|Insight @ San Joaquin|2||4|4|4|4|4|4|4|4|4|4|5|5|5|5|5|1|1|5|5|1|5|5|5|Met|Standards Alignment – All courses are aligned to the appropriate standards via pacing guides. These guides are reviewed quarterly and at the end of the year to ensure proper alignment. Teachers receive ongoing training on standards. Through their trainings, teachers create materials to support students in mastering the standards. Professional Development – Teachers receive both virtual and in person professional development. During these sessions, teachers receive support and training to deepen their understanding on standards and overall student support. Teachers are observed every month and are also paired up with fellow teachers for classroom observation. Teacher Support – All teachers receive a training/professional development plan at the beginning of each school year. Teachers have access to a multitude of optional trainings based on their interests. This plan outlines the goals for the school year. Surveys are sent to teachers to identify ongoing needs and areas of support. Struggling teachers are provided additional support through their respective Lead and trainer.|2018 15636280127209|Insight School of California|2||4|4|4|4|4|4|4|4|4|4|5|5|5|5|5|1|1|5|5|1|5|5|5|Met|Standards Alignment – All courses are aligned to the appropriate standards via pacing guides. These guides are reviewed quarterly and at the end of the year to ensure proper alignment. Teachers receive ongoing training on standards. Through their trainings, teachers create materials to support students in mastering the standards. Professional Development – Teachers receive both virtual and in person professional development. During these sessions, teachers receive support and training to deepen their understanding on standards and overall student support. Teachers are observed every month and are also paired up with fellow teachers for classroom observation. Teacher Support – All teachers receive a training/professional development plan at the beginning of each school year. Teachers have access to a multitude of optional trainings based on their interests. This plan outlines the goals for the school year. Surveys are sent to teachers to identify ongoing needs and areas of support. Struggling teachers are provided additional support through their respective Lead and trainer.|2018 37684030125401|Insight @ San Diego|2||4|4|4|4|4|4|4|4|4|4|5|5|5|5|5|1|1|5|5|1|5|5|5|Met|Standards Alignment – All courses are aligned to the appropriate standards via pacing guides. These guides are reviewed quarterly and at the end of the year to ensure proper alignment. Teachers receive ongoing training on standards. Through their trainings, teachers create materials to support students in mastering the standards. Professional Development – Teachers receive both virtual and in person professional development. During these sessions, teachers receive support and training to deepen their understanding on standards and overall student support. Teachers are observed every month and are also paired up with fellow teachers for classroom observation. Teacher Support – All teachers receive a training/professional development plan at the beginning of each school year. Teachers have access to a multitude of optional trainings based on their interests. This plan outlines the goals for the school year. Surveys are sent to teachers to identify ongoing needs and areas of support. Struggling teachers are provided additional support through their respective Lead and trainer.|2018 36750440000000|Hesperia Unified|2||3|3|3|2|1|4|4|4|2|1|4|3|4|3|3|3|3|3|3|3|4|4|4|Met||2018 37680236037956|Feaster (Mae L.) Charter|2|Feaster Charter school follows the state’s curriculum cycle to adopt updated, high quality textbooks and related materials. The evaluation and adoption of textbooks and instructional materials is based on recommendations by teachers, academic coaches and administrators. Students are provided with an adequate supply of Board-approved textbooks for all subject areas. The reading/language arts and mathematics curricula are aligned with California Common Core Standards.. All of our students have access to textbooks and supportive instructional materials in all core subjects, which are in good condition. Core materials are available in both English and Spanish. English Language Arts and English Language Development standards are taught and assessed using the Benchmark Universe curriculum. Mathematics standards are taught and assessed through Engage New York's Eureka curriculum. NGSS science standards are taught and assessed through Amplify & Benchmark curriculum. History and Social Science are taught and assessed through Benchmark and TCI curriculum. In addition to core content areas, PE, VAPA and STEM teachers explicitly teach Physical Education Content Standards, Visual and Performing Artws and Career Technical Education standards to students in grades TK-8th. Feaster's vision is to prepare students to succeed in the 21st Century and is committed to providing students with 21st century tools, and the necessary infrastructure to support said tools. Feaster has also invested in software applications to assist with formative and summative assessments, literacy skills, mathematics and language acquisition. In addition, teachers are integrating technology tools to facilitate day to day tasks such as attendance, report cards and electronic communication.|5|5|5|3|3|5|5|5|3|5|5|5|5|4|5|5|5|5|5|2|5|5|5|Met||2018 36676450000000|Central Elementary|2||5|3|5|3|2|5|5|5|3|2|5|3|5|4|4|3|4|4|4|1|4|4|4|Met|Central School District believes that effective professional development provides the foundation for excellent instruction and continuous student progress. To support this, science and social studies teachers received release days to work with district experts to strengthen instruction using the Next Generation Science Standards and newly adopted Social Studies framework. All ELA and math teachers participated in 2 days of customized professional development based on needs assessments results in addition to 3 district wide student free staff development days.|2018 52714980000000|Corning Union Elementary|2||4|3|4|2|1|5|5|5|2|2|5|4|4|2|1|2|5|4|3|1|4|3|3|Met||2018 43695260000000|Los Gatos Union Elementary|2||4|4|5|3|3|4|4|5|3|3|4|4|5|3|3|3|3|4|4|4|4|4|4|Met||2018 51714310000000|Pleasant Grove Joint Union|2||4|3|5|3|3|4|2|5|3|2|4|2|4|3|2|1|4|4|3|1|4|4|4|Met||2018 39686270129916|Valley View Charter Prep|2|Valley View Charter Prep is committed to using educational data to drive instruction. To that end, we use NWEA MAP benchmark assessment for all 2nd-11th grade students in reading and mathematics. VVCP embraces NWEA’s MAP testing as our most important and effective assessment and monitoring system to determine student progress toward achievement of the academic standards and the schoolwide learner outcomes. Students are assessed in reading and math bi-annually. The initial administration takes place in the first two weeks of the school year. After the data has been dis-aggregated, VVCP’ teachers engage in data dialogues to analyze student performance to verify placement in English and math courses. Results from this screener are incorporated into school ‘growth goals’ that are shared with our School Board. Valley View Charter Prep works collectively to ensure that all students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the schoolwide learner outcomes. VVCP implements and uses appropriate Common Core aligned curriculum along with standards based supplemental supports. VVCP offers multiple pathways for learning and for achieving the Schoolwide Learner Outcomes. We support our students in accessing the curriculum through a pathway that meets their individual learning needs, their post-graduation goals, and their interests. Each of these opportunities contains rigor and, particularly, student relevance and meets or exceeds the adopted Common Core Standards in the core subject areas.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 04615150000000|Oroville Union High|2|OUHSD completed a Needs Assessment in 2012. The independent consultant determined all staff needed to be trained in California Common Core Standards. The consultant and her team has been working with OUHSD to implement California Common Core Standards in all core academic subjects.|5|5|4|3|5|5|5|4|3|5|5|5|4|3|5|5|5|5|5|5|4|4|4|Met|OUHSD has provided staff professional development and technical assistance in the implementation of California Common Core Standards. The focus for the 18-19 school year is to fully implement the Next Generation Science Standards.|2018 10621660114355|Sierra Charter|2|The curriculum at SCS was rewritten by the instructional staff four years ago to incorporate the State Standards at all grade levels. Lets Go Learn is the in-house assessment that is used to track student's progress of the standards and drive additional instruction. Edulastic, an online assessment tool, supports staff in identifying areas where they can improve in delivering instruction.|5|3|5|4|5|5|3|5|5|5|3|3|5|5|5|3|3|5|5|3|5|5|5|Met|Using our 2017-18 LCAP goals, this priority has been met.|2018 19645841996305|Gorman Learning Center|2||3|3|4|3|2|5|2|5|3|2|2|3|3|2|2|4|5|2|3|3|4|5|2|Met||2018 23656230125658|Willits Elementary Charter|2||5|4|5|3|2|5|4|5|4|3|5|4|5|3|2|4|4|5|5|4|5|5|5|Met||2018 18101810000000|Lassen County Office of Education|2|"Using a standards implementation rubric, teachers are moving from “Initial Awareness” and ""Developing Awareness” to ""Developing Awareness"" and ""Full Awareness."" a. English Language Arts – Full Awareness b. Mathematics - Full Awareness c. English Language Development - Full Awareness d. Career Technical Education -Full Awareness e. Health Education Content Standards - Initial Awareness f. History-Social Science - Developing Awareness g. Model School Library Standards – Initial Awareness h. Physical Education Model Content Standards – Initial Awareness i. Next Generation Science Standards– Initial Awareness j. Visual and Performing Arts – Initial Awareness k. World Language – Initial Awareness"|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 04614400000000|Feather Falls Union Elementary|2||3|3|3|2|3|2|2|2|2|2|3|3|3|3|3|2|2|3|1|1|4|4|3|Not Met||2018 19648570000000|Palmdale Elementary|2||4|4|4|3|2|4|4|4|3|2|4|3|4|3|2|3|2|3|3|3|3|3|3|Met|Reported to Board of Trustees 8/14/18|2018 33103300125237|Riverside County Education Academy|2||4|4|4|4|4|4|4|4|3|4|4|4|4|4|4|1|1|1|4|4|4|4|3|Met||2018 50712660000000|Salida Union Elementary|2||3|3|4|2|1|3|3|4|2|1|3|3|3|2|1|1|2|4|2|1|4|3|2|Met|Due to our K-8 district status, Career Technical Education and World Language academic standards do not apply. This information was reported to the board at a regularly scheduled Salida USD Governing Board meeting on May 15, 2018.|2018 37735690000000|Oceanside Unified|2||4|4|4|2|1|4|3|4|3|1|4|3|4|1|1|5|3|4|1|4|3|3|3|Met||2018 17769760000000|Upper Lake Unified|2||2|2|2|2|2|5|5|5|2|1|3|3|3|3|3|2|2|4|4|1|3|2|2|Met||2018 37679830000000|Borrego Springs Unified|2||5|5|5|3|3|5|5|5|3|3|4|4|4|2|2|5|4|3|3|1|4|4|4|Met||2018 43696740000000|Santa Clara Unified|2||5|4|5|4|4|4|3|5|4|2|4|4|4|4|4|5|5|5|5|5|5|5|5|Met||2018 01612910000000|San Leandro Unified|2||4|3|4|3|2|4|4|4|3|2|3|3|4|3|2|3|3|4|3|3|4|4|3|Met|This priority ensures that San Leandro USD demonstrates progress in the implementation of state academic standards. The data source for this priority is the Local Control Funding Formula Self Assessment Tool Survey completed by all school leaders. The key factors of meeting the requirements for meeting the requirements form implementation of state standards are: 1. Providing curriculum-materials to all students 2. Having career-pathways in our secondary schools 3. Implementation of project-based learning across grade levels. 4. Providing professional development to teachers in implementing state standards|2018 10622570000000|Kingsburg Joint Union High|2||4|4|4|2|3|4|3|4|2|4|4|3|4|3|3|4|4|4|4|4|3|3|3|Met||2018 37683040000000|Ramona City Unified|2||4|3|4|4|2|4|3|5|3|2|4|3|4|3|2|4|2|4|3|4|5|5|5|Met|The Self-Reflection Tool results were shared with the RUSD Board on October 18, 2018.|2018 53750280000000|Mountain Valley Unified|2||5|3|5|4|2|5|5|5|5|5|4|2|5|4|3|5|4|5|5|3|5|5|5|Met||2018 40688096043194|Bellevue-Santa Fe Charter|2||4|4|5|4|4|4|5|5|2|3|4|4|5|3|3|3|3|5|5|1|4|4|3|Met||2018 33103300134320|Riverside County Education Academy - Indio|2||4|4|4|4|4|4|4|4|3|4|4|4|4|4|4|1|1|1|1|2|4|4|3|Met||2018 04100410430090|Hearthstone School|2|N/A|2|2|2|2|1|3|3|5|1|1|2|2|2|1|1|3|3|3|3|3|4|4|3|Met|Students have access to a variety of online and hard bound curriculum options to best meet the personal needs of individual students and their families. Because BCOE school programs serve high risk students, staff have been heavily invested in professional learning to support improved student behavior and social emotional needs. Due to the small number of staff, focus on these needs has taken precedence over academic professional learning.|2018 23656072330272|Eel River Charter|2||4|4|4|4|3|5|5|5|3|3|3|3|3|3|3|1|3|3|4|1|3|3|3|Met|ERCS is a Charter school serving grades K-6. The Career Technical Education and World Language standards do not apply to this age group of students.|2018 34674473430758|San Juan Choices Charter|2||5|5|5|4|4|4|4|4|3|3|4|4|4|3|3|3|3|3|4|3|3|3|3|Met||2018 01751190000000|Sunol Glen Unified|2||4|4|4|4|3|4|4|5|4|3|4|4|4|3|3|3|3|4|4|1|4|4|4|Met|The Sunol Glen School district has adopted Lucy Calkin's Readers and Writer's workshop for our English Language program inclusive of the differentiation necessary to meet the needs of our English Language Development population. Our staff has been fully trained on this program and all K-8 grade teachers fully utilize it in their classrooms. For Math, the K-5 teachers have been trained and employ Eureka Math and have the program Zearn to provide supplemental support for ELD and at-risk students (as well as all students). The 6-8 grade teachers utilize Go Math curriculum and utilize Khan and other supplemental programs to support their students' with differentiated skills. For the 2018-19 school year, we are piloting Stemscopes and are in the process of receiving on going professional development support from the Stemscopes trainers. We are still researching different curriculum for Social Studies - and all teachers are given opportunities to explore the new state framework to adjust their instruction accordingly.|2018 47703590000000|Hornbrook Elementary|2||4|1|4|2|3|4|3|4|1|3|4|2|4|2|3|1|1|5|2|1|3|3|3|Met||2018 53717380000000|Junction City Elementary|2||4|4|5|5|4|5|5|5|5|4|5|5|5|5|4|4|4|4|4|4|5|4|4|Met||2018 39103973930476|Venture Academy|2||4|4|3|3|4|5|4|4|2|5|3|3|3|3|3|3|3|3|5|4|4|3|3|Met||2018 50713240000000|Valley Home Joint Elementary|2||5|4|5|3|5|4|4|4|4|4|4|4|4|4|4|1|3|3|3|1|5|4|4|Met||2018 19647336020044|Woodland Hills Elementary Charter For Enriched Studies|2||5|4|5|4|5|5|5|5|4|5|5|4|5|4|5|5|5|5|5|5|4|4|4|Met||2018 19647336071435|Castlebay Lane Charter|2|Castlebay Lane Charter aligns its instruction and curricula to the multi-tiered system of support framework to ensure that all students are prepared for college, career and life. Our school is at full implementation and partial sustainability of the English Language Arts (ELA), English Language Development (ELD), mathematics, and history standards. Our school is at the initial implementation and partial full implementation of the Next Generation Science Standards. Our teachers are provided with weekly professional learning opportunities on science, social studies, ELA, ELD, and mathematics standards, as well as instructional pedagogy and technology. Our school has also implemented a new ELA/ELD instructional program for grades K-5 and a new English Learner and Standard English Learner Master Plan. Castlebay uses a variety of measures to track student progress including beginning, middle, and end of year DIBELS testing, an English Learner progress online dashboard system with real-time data, online academic ELA and mathematics software programs, and bi-annual ELA and mathematics Smarter Balanced Assessment (SBA) interim assessment blocks. We use this data to identify additional resources such as materials, tutoring, and intervention programs that support student progress during the year. Priority 2 Criteria: Standard Met|4|4|4|3|4|4|4|4|3|4|3|3|4|3|4|5|4|5|4|5|4|4|4|Met|Castlebay Lane Charter aligns its instruction and curricula to the multi-tiered system of support framework to ensure that all students are prepared for college, career and life. Our school is at full implementation and partial sustainability of the English Language Arts (ELA), English Language Development (ELD), mathematics, and history standards. Our school is at the initial implementation and partial full implementation of the Next Generation Science Standards. Our teachers are provided with weekly professional learning opportunities on science, social studies, ELA, ELD, and mathematics standards, as well as instructional pedagogy and technology. Our school has also implemented a new ELA/ELD instructional program for grades K-5 and a new English Learner and Standard English Learner Master Plan. Castlebay uses a variety of measures to track student progress including beginning, middle, and end of year DIBELS testing, an English Learner progress online dashboard system with real-time data, online academic ELA and mathematics software programs, and bi-annual ELA and mathematics Smarter Balanced Assessment (SBA) interim assessment blocks. We use this data to identify additional resources such as materials, tutoring, and intervention programs that support student progress during the year. Priority 2 Criteria: Standard Met|2018 19647336019954|Wilbur Charter For Enriched Academics|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2018 53738330000000|Southern Trinity Joint Unified|2||5|4|5|4|4|5|4|5|5|5|5|4|5|5|5|3|3|5|4|5|4|4|4|Met||2018 20651850000000|Bass Lake Joint Union Elementary|2|The LEA has adopted two new standards-aligned curriculum programs in the past three years, one for English language arts/English language development (Wonders/Amplify) and the other for mathematics (Eureka Math, with Holt and CPM still also in use). The District continues to monitor options for new science curriculum aligned to NGSS, as well as new history-social science curriculum after changes were completed to the state frameworks, both of which likely to occur in the coming years. As standards aligned materials become available, the District will continue to adopt and implement programs that have been adopted or recommended by the state board (SBE). Programs that are adopted are reported to the governing board at regularly scheduled public meetings.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 51714645130125|Yuba City Charter|2||5|5|5|3|3|5|5|5|3|3|4|4|4|3|3|4|5|4|5|5|5|4|4|Met|YCCS continues its path toward full implementation of a well-rounded education program for all students enrolled. Direct instruction in foreign language for all students K-12 is fully implemented. Music instruction, PE, and Health is a part of every students day at YCCS. ELD classes provide language acquisition for all ELL students, and all core classes use Standards Based curricula.|2018 04100410114991|CORE Butte Charter|2||5|3|5|3|2|4|3|5|2|2|4|2|4|3|2|3|2|2|3|3|5|4|2|Met||2018 19647330128025|Lashon Academy|2||5|5|5|4|4|5|5|5|5|5|5|5|5|4|4|4|4|4|5|5|5|5|5|Met||2018 19101990128025|Lashon Academy|2||5|5|5|4|4|5|5|5|5|5|5|5|5|4|4|4|4|4|5|5|5|5|5|Met||2018 54753250000000|Farmersville Unified|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|3|3|2|3|3|3|3|Met|"The 2017-2018 Implementation of State Academic Survey results indicate consistent growth in comparison to the 2016-2017 baseline survey results. The survey results indicate one level growth in 95% of staff responses from the previous year. In the area of providing professional learning and teaching to the academic standards and/or curriculum frameworks indicate Full implementation in ELA, ELD, math; and Initial implementation for NGSS and History and Social Science. The same pattern of staff survey responses were replicated in making instructional materials available in classrooms aligned to academic standards and or curriculum frameworks; and in staff responses to LEA's progress in implementing policies and programs to support staff in delivering instruction aligned to academic standards and/or curriculum frameworks. District survey results mirror the California Department of Education timelines for the release of Common Core State Standards content frameworks and professional development implementation support resources available for district staff. District survey results for ""other adopted academic standards indicate Initial implementation for CTE, Health, PE, World Language; and Beginning implementation for Visual and Performing Arts. District survey results in the area of support for teachers and administrators indicate Initial implementation. The Board of Education reviewed Local Priority 2 evidence and progress during the September 25,2018 Board of Education meeting."|2018 42691610000000|Cold Spring Elementary|2|A 2018-2019 Professional Learning plan was created to provide support to teachers around the following three priority goals: 1. Preparing students for life, learning and work in the 21st century, 2. Maintaining a high level of student engagement and attendance through a robust Specialist program, 3. Engaging students, families and the community to promote student success. Science: Teachers will begin the school year by examining the Next Generation Science Standards, developing their instructional strategies for effective science learning, and continuing with the Amplify Science pilot in preparation for the approved science curriculum adoption from the California Department of Education in November of 2018. Once the adoption list is available, the staff will engage in discussion around an official adoption. The STEAM teacher and technology teacher will work with classroom teachers to enhance their knowledge of the computer science standards and engineering practices. Mathematics: All TK-4th grade teachers will engage in a Dreambox Learning training, while all 5-6th grade teachers will engage in an Accelerated Math training. Technology: CSSD is working closely with the SBCEO to support teachers with implementing Google Suite in the classroom and working toward a Google 1 certification. In addition, teachers are learning how to incorporate the Common Sense Media Digital Citizenship curriculum and lessons. English Language Arts: Dahlia Dallal, the founder of Literacy Partners, will continue to train and support teachers with the Lucy Calkins Writing Workshop model that comes from the Teachers College Reading and Writing Project, Columbia University. Teachers will receive 2 full-days of professional learning and coaching to support writing workshop. Parents will receive two parent workshops in the evening. Social Studies: CSSD addresses the CA History-Social Science Content Standards through nonfiction text, literature, and connections to the community through guest speakers. Physical Education and Health: The Physical Education program prepares children to be physically and mentally active, fit and healthy for life. The sixth-grade teacher partners with UC Santa Barbara’s Gevirtz Graduate School of Education, to increase students understanding of mental health disorders, to reduce the associated stigma, and share wellness practices. Fine Arts: The Cold Spring School art program is designed to be integrated into critical standards in the classroom and STEAM with the goal that each child gains a sense of confidence and enthusiasm that comes from being creative. Music: The music curriculum is designed to teach music literacy and music appreciation through vocal and instrumental training, Dalcroze movement strategies, Orff technique, and Kodaly solfege reading and singing.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|Cold Spring School District is committed to continuing the work conducted by its teachers in the preparation of curriculum, design of instructional lessons, and development of engaging delivery of cognitively rich and challenging content that is accessible by all students. The students at CSS continue to perform in the top tier on the CAASPP in both English Language Arts and Mathematics. The high summative test scores can be attributed to teachers using their formative assessment data to monitor and adjust their instruction daily. The superintendent/principal progress monitors with teachers, students and parents to ensure all students make substantial progress toward meeting their quarterly benchmark goals and strive to improve. For more information, please read the Superintendent/Principal “Back to School Night” presentation around the school’s Goals and Priorities: https://coldspringschool.net/sites/default/files/Back%20to%20School%20-%20September%202018%20Revised.pdf|2018 42692600000000|Orcutt Union Elementary|2||4|4|4|2|1|4|4|4|1|1|4|4|4|2|1|1|4|4|4|1|4|2|4|Met|The Orcutt Union School District continues its progress toward full implementation of the California State Standards. The district has Teachers on Special Assignment (TOSA) at school sites to support teachers in the implementation of and transition to the new standards. The TOSAs are available to support staff development efforts and support teacher implementation of State Standards, integrating technology into the instructional program and a systematic approach to student academic and behavioral intervention. The primary role of the TOSAs is Tier 1 instruction support as we continue to implement new expectations for students in Math and English Language Arts/English Language Development and move forward with the implementation of the Next Generation Science Standards, History/Social Science Framework, and new standards in other content areas. This year we have also embarked on a partnership with Discovery Education with a STEAM Leaders Academy for teachers and a partnership with iSchool Initiative to support teachers with the successful integration of technology and engaging students in learning through new teaching strategies.|2018 10101086085112|Edison-Bethune Charter Academy|2||4|4|4|1|4|5|5|5|1|4|4|4|4|1|4|1|1|4|4|1|4|4|4|Met||2018 31668450000000|Loomis Union Elementary|2||4|3|4|2|1|5|3|5|2|1|5|3|5|2|1|1|3|3|2|3|5|4|4|Met||2018 19649640000000|San Marino Unified|2||5|4|5|3|3|5|4|5|3|3|5|4|5|3|3|3|3|5|5|5|4|4|4|Met||2018 10620260000000|Big Creek Elementary|2||5|5|5|3|5|5|5|5|3|5|5|5|5|3|5|2|5|5|5|1|5|5|5|Met||2018 37681220000000|Fallbrook Union High|2||3|4|3|3|3|3|4|3|3|3|4|4|4|4|4|4|3|3|3|2|4|2|4|Met||2018 04614246113773|Chico Country Day|2|Chico Country Day School used Butte County Office of Education’s CA Standards Implementation Metric for measuring the implementation of the ELA and Math state standards each year for the past three years. The school used teacher survey results related to Next Generation Science Standards as a baseline for measuring implementation of these standards. In addition, we measure and track the standards that are being addressed with project work through project planning documentation. We chose these tools to ensure the school is making decisions based on reflection from teachers about their implementation in the classroom and project work that is representative of the standards. After gathering the data, the majority of the staff have identified (3) full awareness of the ELA standards. Evidence includes collaboration between grade levels and resource teachers in developing benchmark goals in reading and writing, project planning work with vertical teams, and success criteria being coordinated over the grades. A new ELA curriculum was adopted and is in the first year of implementation. The teachers have identified that they are evenly split on (2) developing awareness and (3) full awareness for the Math standards. Teachers are using formative and summative assessments to monitor students and all teachers are moving students to engage in mathematical practices (creating models, using precision, communicating their understanding.) The additional state standards implementation were not measured by this metric yet.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 54719850000000|Liberty Elementary|2||5|5|5|3|1|5|5|5|5|1|5|5|5|4|1|3|1|3|1|1|5|3|4|Met||2018 31668940000000|Placer Union High|2||5|4|4|4|4|4|4|4|3|3|5|4|5|3|4|3|4|4|4|4|4|4|4|Met||2018 55724050000000|Summerville Elementary|2||4|4|4|2|3|5|5|5|2|3|4|4|4|3|3|2|4|3|3|1|4|4|4|Met||2018 20651930000000|Chowchilla Elementary|2||4|4|5|1|1|4|4|5|1|1|4|3|5|1|1|1|1|4|1|1|3|3|3|Met||2018 52716210000000|Red Bluff Union Elementary|2||4|4|4|2|1|4|4|4|2|2|4|4|4|2|1|2|2|3|2|1|3|3|3|Met|Instructional materials/curriculum for math, ELA, and ELD are standards aligned. The TK-5 ELA curriculum themes are based on the social studies and science standards topics. Each site has two instructional coaches, one for ELA/ELD and one for math, to support implementation of the academic standards. Weekly, teacher teams are released for up to 50 minutes during the day to collaborate, review data, identify strengths, needs and strategies for standards instruction in ELA/ELD and math. Site and district administrators attended the Standards Institute in the summer of 2018 focused on standards aligned instruction and equity for all students.|2018 42692450000000|Los Olivos Elementary|2||5|5|5|3|5|5|5|5|3|5|5|5|5|4|5|4|5|5|5|3|5|5|5|Met|The Los Olivos School District has met this priority. As new frameworks and standards have been adopted at the state level, Los Olivos School District has implemented the new standards. Teachers and administrators regularly receive professional development training for the implementation of content standards. Currently, the district continues to focus on the full implementation of NGSS and continued implementation of career technical education for our older students.|2018 24657710000000|Merced City Elementary|2||4|4|4|4|2|5|5|5|3|2|4|4|4|3|2|2|4|5|3|2|4|4|2|Met|Implementation of standards aligned math and ELA/ELD adoptions began in 2013. NGSS and CTE standards are taught within the District's adoption, as well as through the District's STEAM program. In 2018-2019 the District will pilot standards aligned History-Social Studies materials and identify an adoption.|2018 37103710000000|San Diego County Office of Education|2||4|3|2|1|2|3|3|2|1|2|3|3|2|2|2|2|2|1|2|1|3|3|2|Met|Our LEA is an alternative school district (juvenile court and community schools). We are working hard to support every teacher with taking ownership over integrated ELD instruction to meet the needs of all of our students, with special emphasis on our English Language Learners. We have implemented a new integrated ELD instructional framework across all courses as well as a new integrated ELA/ELD curriculum. Later this year, we will begin the process of aligning our curriculum in all other content areas (beginning with math) to our integrated ELD framework.|2018 19647336018923|Riverside Drive Charter|2||4|5|4|3|4|5|5|5|3|5|3|4|4|3|3|5|5|5|4|5|4|4|4|Met||2018 45700780000000|North Cow Creek Elementary|2||5|3|5|3|3|5|5|5|3|3|5|5|5|4|4|3|4|4|4|2|5|5|5|Met||2018 55723710000000|Sonora Elementary|2||4|4|4|3|4|5|5|5|2|5|4|4|4|2|4|1|3|4|4|1|4|4|4|Met||2018 55723060000000|Belleview Elementary|2||5|4|5|4|4|5|5|5|5|5|5|5|5|5|5|4|4|4|4|2|5|5|5|Met||2018 01613090000000|San Lorenzo Unified|2||4|3|3|3|2|4|3|3|2|1|5|3|3|3|1|3|3|5|3|4|4|4|4|Met|As the above ratings are for TK-12 and some items may be rated at different stages of implementation based upon the level (i.e. elementary, middle or high), we averaged the ratings as follows: Item 1 - Mathematics overall 3 (Elementary - 2, Middle & High - 4); Next Generation Science overall 3 (Elementary - 2, Middle & High - 4); History-Social Science overall 2 (Elementary - 1, Middle - 1, High - 3) Item 2 - English Language Development overall 3 (Elementary - 4, Middle & High - 2); Mathematics overall 3 (Elementary - 1, Middle & High - 5); Next Generation Science overall 2 (Elementary - 1, Middle & High - 3) Item 3 - Mathematics overall 3 (Elementary - 2, Middle - 5, High - 4), Next Generation Science overall 3 (Elementary - 3, Middle - 3, High - 4) Item 4 - Health Education overall 3 (Elementary - 1, Middle - 3, High - 5)|2018 56724620000000|Hueneme Elementary|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|3|4|4|4|5|5|4|Met||2018 40688090000000|San Luis Coastal Unified|2||5|3|5|4|2|4|3|5|3|2|4|3|5|4|2|4|3|5|4|4|5|5|4|Met||2018 52714720000000|Antelope Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|3|5|3|3|4|4|4|Met||2018 42691120000000|Blochman Union Elementary|2||5|4|5|1|3|5|5|5|1|5|5|5|5|1|5|1|4|3|3|1|5|5|5|Met||2018 30103060126037|Samueli Academy|2||4|4|4|3|2|4|3|4|3|2|4|3|4|4|4|5|5|5|3|4|3|3|3|Met||2018 19651280000000|Whittier Union High|2||4|3|3|3|3|4|3|4|4|4|4|3|4|4|4|3|3|4|4|5|4|4|4|Met|The survey was originally given to Course Leads at Summer Professional Learning, then discussed with other Teacher Leadership Groups, as well as with Administrative Groups, to ensure common understanding. Following the original survey, the annual administration and follow-up falls to a more select District Committee who oversees extensive Professional Learning in the summer and throughout the year for all content areas, both structured content PD and collaborative groups at their request. This collaborative professional learning has led to a relatively high rating for many content areas. Transition to the Common Core began in the summer of 2010 -- the same time SBE was adopting the standards for ELA and math, with the content frameworks used as a source for ongoing, embedded professional learning. Utilizing new standards and content frameworks within our collaborative groups allows for this new content to be processed by our teachers and seamlessly woven into assessments and activities that they develop themselves, allowing not only for full implementation but also sustainability.|2018 18640890000000|Big Valley Joint Unified|2||2|1|1|2|1|3|3|4|2|2|3|2|3|2|2|4|3|2|2|3|3|3|3|Met||2018 15634380000000|Edison Elementary|2||4|3|4|2|3|4|4|4|2|3|4|3|4|2|3|2|3|3|3|1|4|3|3|Met||2018 19647330107755|Port of Los Angeles High|2|POLAHS teachers received training and professional development in implementing Common Core State Standards, NGSS, CTE, and aligning SBE adopted standards, internally all year. They have also been provided training in the implementation of Illuminate Ed, a software used to create assessments aligned to state standards, with the ability to analyze the results through multiple built-in or customized reports. The English department has been transitioning to common core for many years and has prepared for the style of assessment that SBAC has implemented. The math department has fully transitioned to Integrated Math 1-3. Teachers have worked collaboratively to unpack the mathematics CCSS and develop curriculum and pacing guides for each level of integrated math. By adopting Illuminate, POLAHS has successfully developed benchmark assessments that mirror SBAC. These assessments were given once in 17-18, and will be given twice in subsequent years. The continued development of assessments and the consistent analysis of data is essential in order for POLAHS to ensure students are meeting or exceeding standards on CAASPP. POLAHS has implemented the Next Generation Science in all required science courses including Biology, Chemistry, and Physics, and incorporated them into electives such as Marine Biology, Aquaculture, and AP Environmental Science. POLAHS implements the History-Social Science Content Standards for CA Public Schools, focusing on Historical and Social Sciences Analysis Skills, World History, Culture, and Geography, US History and Geography, and the Principles of American Democracy and Economics. POLAHS continues to offer and expand Career Technical Education (CTE) pathways in Operations, Construction, and Digital Media Arts. The pathways will prepare students to be college and career-ready by providing core academic skills, employability skills, and technical job-specific skills. POLAHS’ CTE program will feature postsecondary, and industry partnerships, enabling clear pathways to certifications and degrees. Health standards have historically been aligned with SBE standards and implemented through the PE department, but going forward, health will be aligned with standards in Biology. Visual and Performing Arts Content Standards are measured through 5 week benchmarks in courses such as Intro, Intermediate and Advanced Drama, Art and Dance. POLAHS implements the World Language Content Standards in all courses including Spanish 1-4, Spanish Non-native, and AP Spanish Language. They are measured through benchmark assessments. In the 2018-2019 school year, POLAHS implemented a 10th grade PE program that allows students to choose an area of fitness focus. 10th grade PE courses now include: Kickboxing, Crossfit, Weight Lifting and Dance. 9th grade PE continues to be somewhat traditional, following PE Model Content Standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 28662900000000|Saint Helena Unified|2||5|5|5|4|4|5|5|5|4|3|5|5|5|5|5|5|5|5|5|5|5|5|5|Met|The district will continue to put a strong emphasis on collegial coaching and professional development in mathematics and English Language Arts and English Language Development (ELA/ELD) curricular areas to improve instructional strategies within the classrooms to support all students. A continued emphasis on the instructional framework of Gradual Release of Responsibility (GRR) and in the areas of content, language, and social objectives, collaborative and productive group work strategies plus targeted instruction will remain as a focus for the professional development with the inclusion of Depth of Knowledge (DOK) training, observations, and feedback for administrators and leadership teams. WestEd provided a two day training for teaching staff on language acquisition strategies in June 2018. The purpose of the training is to support all students in accessing content related language and materials in a manner that they are able to deconstruct text for understanding and improve academic vocabulary. Continued teacher training from WestEd on language acquisition strategies will continue in 2018-19. MTSS and UDL staff training will be provided throughout the school year to develop and aligned system of support at each site.|2018 45700450000000|Junction Elementary|2||4|3|5|3|3|5|4|5|3|4|4|4|4|3|3|4|4|4|4|3|5|5|5|Met||2018 19646260000000|Hughes-Elizabeth Lakes Union Elementary|2||4|4|5|1|1|4|4|5|1|1|2|2|2|1|1|1|1|1|2|1|5|4|4|Met||2018 19647330120014|Endeavor College Preparatory Charter|2|Option #2, Question #4: Career Technical Education, Health Education, VAPA, World Languages, and Physical education do not apply to Endeavor College Preparatory Charter School, based on its educational program outlined in its approved charter petition, and it serves grades TK-8.|3|2|3|1|2|3|3|3|1|2|3|3|3|1|1|0|0|0|0|0|4|4|4|Met|The following is an explanation for questions ranked with “1” for the 2017-18 school year: • Q#1 - NGSS: Endeavor College Preparatory Charter School has hired a Science Instructional Coach who provides professional development on the Next Generation Science Standards (NGSS) schoolwide. In addition, 2 credentialed full-time Science teachers were hired and provide Science instruction for in K-5 classrooms. • Q#2 – NGSS: Last year, our teachers designed NGSS aligned lessons. Upon our annual review of our curriculum and instruction, our school selected to hire a Science Instructional Coach to collaborate with our teachers to strengthen instruction and content delivery for Science, using 4 resources purchased by the school. • Q#3 – NGSS: The Science Coach was hired to provide professional development, on-site coaching, planning of NGSS aligned lessons, and observe Science instruction. In addition, this year, Endeavor has installed a Science Lab to facilitate hands-on Science lessons. • Q#3 – History: Endeavor has purchased and implemented a new standards-aligned ELA curriculum for grades K-6, which embeds History aligned standards. In addition, the Humanities Coach collaborates with grade 7-8 History teachers to ensure alignment and delivery of the History Standards. The Instructional Coach participates in content team meetings, and in lesson planning. Question #4: Does not apply to Endeavor, based on its educational program outlined in its approved charter petition.|2018 30664640123729|Community Roots Academy|2|For Option 2, Question #4: Career Technical Education, and World Languages do not apply to Community Roots Academy based on its educational program outlined in the school’s charter petition and it serves grades K-8.|4|3|4|3|1|4|4|3|4|1|4|4|4|3|1|0|3|4|3|0|4|4|4|Met|The following is an explanation for questions ranked with a “1” for the 2017-18 school year: • For questions 1, 2, and 3, History-Social Science earned a score of 1, because Community Roots Academy is in the Planning & Research Phase or reviewing the newly adopted CA Standards for History and Social Science in order to provide all teachers with extensive professional development, purchase and adopt curricular and instructional materials; and develop and implement policies that support teachers in improving pedagogical strategies to address the diverse learning needs of our students, ensure academic rigor, and check for student understanding. • Question #4: Career Technical Education, and World Languages do not apply to Community Roots Academy based on its educational program outlined in the school’s charter petition and it serves grades K-8.|2018 10621090000000|Clay Joint Elementary|2||4|4|5|3|3|5|5|5|5|4|5|4|5|3|3|1|3|5|4|2|4|4|3|Met|After a pilot using EL Education and CKLA-Amplify ELA/ELD the staff overwhelming elected to adopt CKLA-Amplify ELA/ELD for grades K-8. Following a pilot of Science curriculum the staff requested an adoption of the Amplify Science also at K-8. Furthermore the staff requested to adopt the Weekly Studies Social Studies program for K-6. The CJESD Board of Trustees approved all three adoptions.Professional growth is focused on ELA/ELD for 2018-19 with an agreement to focus on Science/Social Studies in 2019-20. Administration collects data from focused classroom walk-throughs, student performance and progress data, teacher collaboration and requests and professional development outcomes.|2018 49402536116958|Kid Street Learning Center Charter|2||4|3|4|4|4|5|4|5|5|5|4|4|4|4|4|1|4|4|4|1|5|5|5|Met||2018 20764146110076|Mountain Home Charter (Alternative)|2||5|3|5|4|5|5|4|5|4|5|5|3|5|4|5|3|4|5|5|5|5|5|5|Met|In regards to English Language Development implementation: At Mountain Home School Charter, all students receive equal access to all necessary educational resources and programs. As a Personalized Learning Program, every student receives a unique, customized learning plan that is designed around student performance data and includes student, parent and teacher input. Accordingly, EL students are provided all educational resources, supplemental or otherwise, relative to their unique academic needs. This is the most effective because every student is engaged as an individual and receives targeted resources relative to their unique and specific needs. Every identified EL student is assigned to a credentialed teacher. Every teacher meets with their student and their parent at least every 20 school days to develop and monitor each student’s customized Personal Learning Plan. Mountain Home School provides necessary high quality, on-site classes in both the core as well as enrichment academic areas. We provide opportunities for all EL students to receive on-site whole class instruction with a wide variety of subjects taught including English language arts, math, science, art, music, and physical education. In addition, a multitude of school field trips are held throughout the school year and include all EL students.|2018 20764142030237|Glacier High School Charter|2||5|3|5|4|5|5|3|5|4|5|5|2|5|4|5|3|4|5|5|5|5|5|5|Met|In regards to English Language Development implementation: At Mountain Home School Charter, all students receive equal access to all necessary educational resources and programs. As a Personalized Learning Program, every student receives a unique, customized learning plan that is designed around student performance data and includes student, parent and teacher input. Accordingly, EL students are provided all educational resources, supplemental or otherwise, relative to their unique academic needs. This is the most effective because every student is engaged as an individual and receives targeted resources relative to their unique and specific needs. Every identified EL student is assigned to a credentialed teacher. Every teacher meets with their student and their parent at least every 20 school days to develop and monitor each student’s customized Personal Learning Plan. Mountain Home School provides necessary high quality, on-site classes in both the core as well as enrichment academic areas. We provide opportunities for all EL students to receive on-site whole class instruction with a wide variety of subjects taught including English language arts, math, science, art, music, and physical education. In addition, a multitude of school field trips are held throughout the school year and include all EL students.|2018 10752750000000|Sierra Unified|2||5|4|4|3|3|5|5|5|3|3|3|3|3|3|3|4|5|4|5|5|5|5|4|Met|New materials for history-social science were adopted in June of 2018 and are in the process of implementation. Teachers are being supported in the implementation through professional learning opportunities scheduled throughout the 2018-2019 school year. We are currently awaiting the final adoption list for the Next Generation Science Standards. Science curriculum is scheduled for adoption in June of 2019.|2018 12768020000000|Fortuna Elementary|2||4|3|4|3|1|4|3|4|3|1|4|3|3|2|1|2|2|3|3|1|4|4|4|Met|This information is based on data collected in spring 2018. A new survey will be administered in spring 2019.|2018 45700520000000|Millville Elementary|2||4|1|5|3|3|5|1|5|1|1|5|1|5|3|3|3|4|5|3|2|5|5|3|Met||2018 14632480000000|Big Pine Unified|2||5|3|4|4|4|5|5|5|3|5|5|4|5|4|4|3|3|3|4|4|5|5|5|Met|Learning targets are in use in every classroom daily, and are aligned to the State Standards.|2018 19647336018774|Pomelo Community Charter|2|ELA- Benchmark Textbooks and Assessments, AMPLIFY DIBELS- BOY, MOY and EOY, regular progress monitoring, SBAC/IABs ELD- ELPAC, Initial and Summative Assessments, Benchmark ELD materials Math- MyMath, Supplemental Engage NY/ SBAC/IAB NGSS: FOSS Curriculum, embedded assessments, CAST practice test/SBAC, Implementation of NGSS via Engineering Design Process, Content Integration through Science focus. HSS: Scott Foresman Curriculum, embedded assessments Health: Macmillan/ McGraw-Hill PE: CA PE Standards, FitnessGram 5th grade VAPA: CA VAPA Standards, Embedded content integration via the arts Pomelo implements the selected measures and materials based on district adopted curriculum and assessment requirements.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|5|1|5|5|5|Met|LAUSD regular and rigorous professional development in all academic areas, based on research, data and relevant pedagogical theories. Budget priorities have been allocated towards meeting the needs of students through professional development that targets small groups, differentiated instruction, content integration and innovative teaching practices. District curriculum adoptions support common core state standards aligned instruction. Additionally, LAUSD and our school are aligning instruction and curricula to the Multi-Tiered System of Support (MTSS) framework to ensure all students are prepared for college, career and life. LAUSD provides support and training for teachers to implement the new ELD and math standards since 2011. We also implement Early Language and Literacy Plan for K-2 students and provide intensive training and materials to support this program. In June 2018, LAUSD also adopted the Master Plan and professional development for teachers to support English learners. We continue monitor instruction and progress via an online dashboard. LAUSD and our school began implementing new math standards and curricula and are expanding training and implementation for Cognitively Guided Instruction (CGI). In addition, LAUSD has improved the Language Arts and Math Interim Assessment Blocks (IAB) so teachers can align instructional outcomes and utilize data to target instruction. LAUSD will begin NGSS aligned assessments and analyze that data for future instruction.|2018 31668290000000|Eureka Union|2|EUSD utilizes multiple measures to gauge progress towards the implementation of state content standards. These measures include teacher and administrator surveys, performance in CAASPP tests, informal walkthroughs, feedback during curriculum and instruction committee meetings, and qualitative interviews with teachers and students. EUSD went through a teacher-led process of program adoption in Mathematics, and most recently, English Language Arts, taking due diligence in selecting materials that reflect the rigor of the CCSS. EUSD has also invested a significant amount of funding to provide NGSS (Next Generation Science Standards) professional development for teachers, as well as provided paid opportunities for teachers to plan and collaborate to create NGSS-aligned units that reflect the three-dimensional nature of the new standards. In the field of History/Social Science, EUSD is in the “awareness” phase, as teachers are provided access to professional development (PD)during the summer, via afternoon workshops, and workshops during the district’s PD day. Physical Education teachers are provided targeted PD that address the PE standards, emphasizing not only physical activity, but lifelong health skills and attitudes. EUSD is one of the few districts in the county that offers Spanish Language enrichment for all, addressing the World Language standards for all of our 6th grade students. EUSD is also in the awareness phase when it comes to implementing the new Health Education Frameworks and Standards. For 2018-19, EUSD is moving forward with renewed and invigorated attention to mental wellness and socio-emotional development.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 45698560000000|Anderson Union High|2||5|2|5|4|4|5|5|5|3|5|5|1|5|4|5|5|1|2|4|5|5|5|5|Met||2018 37683386119598|King-Chavez Academy of Excellence|2||3|3|4|2|1|2|3|5|3|1|2|3|4|3|1|1|1|4|2|1|4|4|2|Met||2018 56724540000000|Fillmore Unified|2||4|4|3|4|3|4|3|5|3|3|4|4|4|4|4|4|3|4|4|4|4|5|4|Met||2018 50711340000000|Keyes Union|2||4|4|4|3|3|4|4|4|3|3|5|5|4|3|3|3|3|4|3|2|4|4|4|Met|In our continued attempt to provide the best possible instruction and address the needs of the whole child we are using the following Diagnostic formative and summative assessments to drive instructional decisions. We are using iReady Diagnostic in the areas of reading and math. We are also using Star Reading and Star Math as well as Reading Plus. In addition we have local benchmarks for reading fluency and writing. We use our district adopted Language arts ELD instructional materials aligned to the State Standards. We are also using formative and summative assessments at the local level based on adopted and approved curriculum. We continue to provide staff development and training tailored to support the individual professional development needs of our staff. Board Approved November 13, 2018|2018 37683386040190|King-Chavez Primary Academy|2||4|4|4|3|4|5|5|5|3|4|4|4|4|3|4|4|5|5|5|3|4|4|4|Met||2018 37683380118851|King-Chavez Community High|2||4|4|4|4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2018 37683380111906|King-Chavez Preparatory Academy|2||3|3|3|3|3|3|3|3|3|3|4|3|3|4|4|3|4|4|4|1|4|4|3|Met||2018 44698070000000|San Lorenzo Valley Unified|2||4|2|4|3|3|4|2|5|2|3|4|2|5|3|3|4|3|4|3|5|4|4|3|Met||2018 19646830000000|Las Virgenes Unified|2|LVUSD has been engaged in a thoughtful cycle of reflection, professional learning, instructional materials adoption, and planning relating to the new California Content Standards. In brief, the following areas are noteworthy: English Language Arts: Following an in-depth two year process, LVUSD adopted a K-12 English Language Arts curriculum that was deployed in the 2018-2019 academic year. Science: A K-12 Science Committee was formed in 2016 to review the new California Science framework and recommend a strategic plan for instructional materials adoptions. This committee will make an adoption recommendation to the board in the 2019-2020 school year. Social Science: A K-12 Social Studies Committee was formed in 2016 to review the new California Social Studies framework and recommend a strategic plan for instructional materials adoptions. This committee will make an adoption recommendation to the Board in the 2018-2019 school year. Career-Technical Education (CTE) : LVUSD has worked with CTE department chairs to review/evaluate all CTE courses against the new CTE standards and the Standards for Career-Readiness.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|The Board of Education has approved over fifty new A-G classes to add to our diverse array of course options and pathways. Furthermore, concurrent enrollment partnerships are being formed with nearby community colleges to allow students to receive dual credit for college-level coursework.|2018 56105610122713|River Oaks Academy|2||5|4|5|3|4|5|4|5|4|4|5|4|5|5|5|5|4|4|5|5|5|5|5|Met|As a personalized learning public charter we support and encourage our teachers to seek professional development in all areas of learning. We provide a wide variety of opportunities for our teachers to continue their education. All of our materials are standards-aligned and meet the standards requirements. We continuously evaluate our curriculum and offer a wide variety of standards aligned materials to give our students and teachers choices. We hired a science teacher full-time to continue with the implementation of the NGSS and all of our teachers work closely with the County Office of Education for furthering their knowledge and education as well as many other resources that are available to them.|2018 13631800000000|McCabe Union Elementary|2||4|4|4|3|4|5|5|5|2|4|4|4|4|3|4|4|4|4|4|4|4|4|4|Met||2018 40754650000000|Coast Unified|2|Teachers and instructional staff continue to meet and collaborate on analyzing and implementing academic standards adopted by the State Board of Education. Professional development has been provided district wide in the areas of ELA and ELD instructional strategies. Additionally, subject specific training in the areas of Common Core State Standards for Mathematics, Next Generation Science Standards, Career Technical Education, Visual and Performing Arts Standards, and Physical Education Model Content Standards have a been a focus. CAASPP and NWEA results are shared, reviewed and analyzed in order to help track student progress and refine instruction. To assist in monitoring English Learner progress, ELPAC results are reviewed in conjunction with assessment results from individual courses and CAASPP, NWEA, and STAR Reading scores. Teachers and administrators meet quarterly to analyze course assessment results in order to both track progress and make adjustments to instructional practices to address student needs and maximize student learning. Coast Unified School District has recently adopted standards based curriculum in English Language Arts, Mathematics, and World Languages.|5|5|5|3|3|5|5|5|3|3|5|5|5|4|4|5|5|5|5|5|4|4|4|Met||2018 36679340000000|Victor Valley Union High|2||4|4|4|3|3|5|5|5|2|3|5|3|5|2|2|5|3|4|4|4|5|4|3|Met||2018 19647330132027|University Preparatory Value High|2||5|4|5|5|4|5|4|5|3|3|5|5|5|5|5|3|4|5|5|5|5|5|4|Met||2018 27660840000000|Mission Union Elementary|2||3|4|4|3|3|4|5|5|3|3|5|5|5|4|4|2|3|4|5|2|5|5|5|Met||2018 37683610000000|Santee|2||4|4|4|3|3|4|4|4|2|3|4|4|4|3|3|1|2|4|2|1|4|4|4|Met|Santee School District is in the second year of implementing our newly adopted English Language Arts programs. We adopted and implemented Wonders in grades K-5 and Amplify for grades 6-8. All teachers attend professional learning to more fully implement the program to meet individual student needs. We have worked on mapping our curriculum with a focus on standards. Santee School District also provides ongoing training at school sites through modeled lessons, coaching, and afterschool professional development sessions. Our English Language Arts program includes a comprehensive English Language Development program. Teachers receive training on how to scaffold and support English Learners during both integrated and designated English Language Development. Our district Curriculum Resource Teachers continue to provide both district and site level professional learning and coaching with our adopted mathematics program. Teachers focus on developing students’ deep conceptual understanding. Teachers use multiple evidence-based strategies to help students interact with text and making meaning across the content areas. This school year we are piloting History Social Science curriculum for grades K-8 with a plan for adoption this year and implementation in 2019-20.|2018 21102150000000|Marin County Office of Education|2||4|4|4|3|1|4|3|4|4|3|4|2|4|4|1|4|4|3|3|1|4|4|4|Met||2018 19647336061477|George Ellery Hale Charter Academy|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|5|5|5|5|4|4|4|Met||2018 07617390000000|Martinez Unified|2||5|3|5|3|3|5|3|5|3|3|4|3|4|3|3|5|4|5|5|4|5|4|4|Met|Martinez Unified was proactive in aligning to, and progressive in understanding, the CCSS for ELA and Math. Going back many years, the administration and teaching staff were supported in understanding the changes to the actual standards, as well as the necessary instructional shifts in the classroom to support the standards. To complement this understanding, MUSD adopted new, standards aligned instructional materials for ELA and Math K-12. Math was the first to be adopted, followed by English, and both have come with corresponding professional development provided by publishers, teacher leads, and administration. It is well understood that there needs to be a comparable focus given to the NGSS, History framework, and integrated and designated ELD strategies. To that end, in 2018-19 MUSD has adopted an NGSS aligned curriculum for 6-8, along with providing professional development. MUSD has identified in its 2018-19 LCAP the need to explore, pilot and adopt k-5 and 9-12 Science curriculum and to explore and pilot k-5 and 9-12 history curriculum. MUSD has also done significant work in developing career pathways and now offers 7 career pathways that are fully aligned to the various CTE Standards.|2018 45701360106013|University Preparatory|2||5|5|5|4|5|5|4|5|3|5|5|5|5|5|5|3|5|5|5|5|5|5|5|Met|A culture of continuous improvement is a key feature of U-Prep and is reinforced with the WASC school action plans and LCAP. Faculty professional development and instructional materials needs are identified through multiple sources of input: (1) individual, annual planning meetings with faculty; (2) faculty experience and competency in curriculum/instruction/assessment practices as measured through classroom observations and evaluation cycle; (3) student performance and achievement data; (4) length of time between professional learning experiences, opportunity to stay current; (5) faculty questionnaire; and, (6) master schedule course assignments. Administration works with Department Chairs and individual faculty to prioritize resources alongside identified professional learning needs. Monthly collaboration time is embedded within the school calendar; these timeframes are dedicated to grade-level team and department member collaborations. Additionally, three Staff Development Days are allocated within the school calendar for professional learning and collaboration purposes, and a summer training is provided to support staff in keeping current with new and evolving technologies. Science faculty have all received training in NGSS curriculum and practices; this is an ongoing effort and will be included in the Pre-AP science program. With the Pre-AP College Board initiative coming on board, Title II monies will be used to fund training and development.|2018 27662330000000|Washington Union Elementary|2||5|4|5|3|2|5|5|5|3|2|5|3|5|4|4|1|1|5|5|1|4|5|4|Met||2018 49706560000000|Cloverdale Unified|2||3|3|4|3|3|4|3|3|3|3|4|3|3|3|2|3|2|3|3|4|4|4|4|Met||2018 57726780119578|Da Vinci Charter Academy|2||5|3|5|2|3|5|2|5|2|3|4|2|5|3|4|1|3|4|4|4|4|3|3|Met||2018 41104130135269|Oxford Day Academy|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|1|3|3|2|4|4|4|3|Met||2018 57726780000000|Davis Joint Unified|2||4|4|5|2|2|5|5|5|1|2|2|3|3|1|2|2|3|4|4|3|4|3|3|Met|Davis Joint Unified School District made strides in 2017-2018 in identifying core instructional goals: all students will learn through 21st Century Teaching and Learning, staff will close the opportunity and achievement gap, and students will learn in safe and inclusive environments. These were discussed with our community and presented consistently when discussing the LCAP, coherence in district priorities, and in planning with leadership. As our district focuses on the 21st Century Teaching and Learning, we also engaged in extensive community outreach for the development of a Graduate Profile. This profile, in conjunction with our standards and framework, will drive our professional development. Teachers are being offered professional development aligned to these goals. We are developing PLC's toward effective instruction and using data for our own progress monitoring to measure our impact.|2018 35103550000000|San Benito County Office of Education|2||4|3|4|3|2|4|3|4|3|2|4|3|4|3|2|3|3|1|4|1|4|4|4|Met|San Benito County Office of Education operates four alternative education programs including Santa Ana Opportunity School, San Andreas Continuation High School, Pinnacles Community School and Pinnacles Juvenile Hall. Due to the requirements of alternative programs, some courses, including World Languages, are not offered to all students. Partnerships with community organizations to provide additional training, especially in the area of career technical education, exist at each school.|2018 34674470112169|California Montessori Project-San Juan Campus|2|The Montessori philosophy embraces the belief that a child has an innate desire to learn and produce purposeful, meaningful work. Dr. Maria Montessori believed that the role of an adult in a child’s education is to provide an appropriate environment, complete with tools and methods, to facilitate the child’s own discovery of knowledge and skills at the time when it has the most impact for him/her individually. This system has a foundation based on trust and respect of the individual, and a belief that children will soar beyond traditional expectations. California Montessori Project (CMP) offers an environment which has the tools, programs, resources, and support to enable students to become educated to high academic standards, and to develop themselves to their full capacity as competent, happy, productive individuals, family members, employers/employees, and contributors to a better society and a peaceful world. This is achieved through a strong commitment from the parents, teachers, school leaders, community groups, legislators and, most importantly, the individual child. CMP is grounded in a philosophy of trust in individuals to seek their greatest potential. CMP holds that an educated person is well-rounded and balanced. The CMP student shall become a collaborative member of a community, motivated to set and achieve high goals. CMP encourages students to demonstrate empathy towards others through respectful and productive communications. The student is guided to view him/herself as a global citizen who is empowered, and responsible, for making positive changes in the world within the immediate environment. The CMP student develops personal habits contributing to his/her community; participating in healthy choices regarding nutrition and exercise; and a balance between family, work and leisure activities.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 50755640000000|Oakdale Joint Unified|2||4|4|5|1|1|5|5|5|1|1|4|4|5|1|1|4|4|4|1|1|4|4|5|Met|The district's timeline for implementation of History/Social Studies curriculum: Staff are currently piloting the top two choices in each grade span/course. The recommendation for adoption will take place first semester of the current year. Teacher Boot Camps will be provided during the summer of 2019 to support K-12 implementation during the 2018-2019 school year. The district's timeline for implementation of Next Generation Science Standards Curriculum: Adopt for the 6-8 grade span in 2019-2020, K-5 in 2020-2021 and high school courses - one course each year for the sequence of three years initiating in 2019-2020.|2018 24657220000000|Le Grand Union Elementary|2||4|3|4|3|2|5|3|5|1|1|5|5|5|3|3|2|4|5|2|1|4|2|2|Met||2018 51713810000000|Franklin Elementary|2||5|4|5|2|1|5|4|5|2|2|3|3|3|3|3|2|2|5|3|1|4|4|4|Met||2018 56725200000000|Ojai Unified|2||5|5|5|3|3|5|5|5|3|3|5|5|4|3|3|5|5|5|5|5|5|5|5|Met||2018 45104540132944|Redding STEM Academy|2||3|3|3|2|3|3|3|3|3|3|3|3|3|3|3|1|2|3|2|1|3|3|3|Met|"R-STEM is in its fourth year of operation. Due to its short history, it is still in the ""Initial Implementation"" stage on the rubric above. R-STEM has purchased and trained all teachers on newly adopted curriculum in language arts, math, and science - including Project Lead the Way STEM curriculum. While teachers are competent in teaching the standards, they have not yet realized the full potential of the curriculum. We look forward to becoming experts in all of the content areas over the coming years. One area of focus for the next several years is in the area of thematic instruction. All R-STEM teachers are attending intensive instruction on the Next Generation Science Standards (NGSS), with the goal of designing thematic units which will weave NGSS standards into all areas of the curriculum, including language arts, math, art, and history."|2018 29663320000000|Grass Valley Elementary|2||4|4|4|2|2|5|5|5|2|2|4|4|4|3|2|2|2|3|3|4|4|4|4|Met||2018 37683386061964|The O'Farrell Charter|2||5|4|5|4|5|5|4|5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met|Professional development is targeted and ongoing, and is in relation to the California common core standards. Support is given to both administrators and teachers. State adopted curriculum is used in all content areas, including science's use of NGSS standards.|2018 15637760000000|Southern Kern Unified|2||4|4|4|4|2|5|4|5|3|3|4|3|4|3|2|5|3|4|3|3|4|3|3|Met||2018 01100170136101|Connecting Waters Charter - East Bay|2|Connecting Waters Charter School, East Bay chose to use the Option 2 Reflection Tool with some slight modifications due to the nature of our Independent Study setting. We asked all of our certificated teachers to rate their development level of academic standards in the following subjects: ELA Common Core, New ELD, Math Common Core, Next Generation Science, History-Social Studies, Career Technical Education, Health and PE, Visual and Performing Arts, and World Language Standards. A scale of 1-4 was used with the following descriptors: 1=Exploration and Research Phase, 2=Beginning Development, 3=Initial Understanding & Implementation, and 4=Full Understanding & Implementation. We then asked the certificated teachers to rank, on average, the how well they feel the parents on their rosters are able to implement and monitor standards for their students’ grade level for each subject using the same scale. The following is a summary of the data collected: For ELA, Math, and Next Generation Science Standards, 77%, 67%, and 33% (respectively) of Teachers considered themselves in Full Understanding & Implementation Phase; whereas for the same standards they reported only 37%, 30%, and 14% of their parents in Full Understanding & Implementation Phase (ELA, Math and Next Generation standards respectively). 42% of our teachers rated themselves in the Initial Understanding & Implementation Phase for Career Technical Education Standards, but 28% ranked their parents to be in this same phase. The LEAs leadership team and Parent LCAP Advisory Committee has reviewed the results to this evaluation in detail to help determine additional professional development for both teaches and parents.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 09618870000000|Gold Trail Union Elementary|2||3|2|4|1|2|4|2|4|2|2|3|3|4|2|3|1|2|4|4|3|3|4|4|Met||2018 42693280000000|Santa Ynez Valley Union High|2||5|3|4|3|5|5|3|4|3|5|5|3|4|3|5|4|4|5|4|5|5|4|4|Met||2018 50711346113286|Keyes to Learning Charter|2|Keyes to Learning Charter School (KTL) grades K-8 was established in 1995 as a Core Knowledge Sequence school and continues to utilize the Core Knowledge curriculum and Singapore Math that are not common core aligned or California Standards focused. KTL grades 9-12 has adopted a curriculum that is common core aligned and California Standards focused to prepare our students for college and careers. Like all California public schools, KTL uses the California Assessment of Student Performance and Progress (CAASPP) as its measure of progress in the implementation of the SBE's academic standards. On October 9, 2018, KTL reported its progress as measured by the CAASPP to its Local Governing Board. Additionally, locally selected tools KTL administers to measure its progress in implementing state standards are Moby Max, Renaissance Learning assessments, Amplify and locally created benchmarks.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|Keyes to Learning Charter School's LCAP was approved by its Local Governing Board on June 12, 2018.|2018 25735850000000|Modoc Joint Unified|2||2|2|2|2|2|2|2|2|2|2|2|2|2|2|2|4|3|3|3|4|2|2|2|Met|Evaluation in this area as an LEA is challenging as the schools are in different places. Middle and High School staff rate themselves higher in the areas of focus than the elementary staff. Because of the discrepancy, the lower scores have been used to represent the LEA.|2018 49706230000000|Bennett Valley Union Elementary|2|Measures to track progress in implementing State academic Standards: 1) Teacher participation in professional development training 2) Classroom Observations 3) Teacher survey questions regarding the implementation of standards Progress in Implementing State academic standards English Language Arts and English Language Development: Fully Implemented: During the 2015-16 school year, all teachers went through a multi-session training with West Ed on the ELA/ELD standards and aligned their teaching via curricular maps. This effort also began the implementation of more primary source and non-fiction titles at every grade level and benchmark writing assessments which are given to students three times per year. Math: Full Implemented: After two years of training (all teachers participated in a multi-session series with Marilyn Burns Math Solutions group and County Office of Education Math expert trainers), the district adopted Eureka Math in the 2015-16 school year. Next Generation Science Standards: After a kick off training by West Ed in 2016, all teachers participated in a multi-session series of training with the County Office NGSS specialist in 2016-17 and then aligned their teaching to the standards. In addition, we hired adjunct faculty from Sonoma State University to teach all classes 10 NGSS lessons in an area selected by the grade level team) that serve as great lessons for students and professional development for teachers. This is the 4th year of this program. The teachers teach the rest of the science curriculum. Visual and Performing Arts: Working artists teach each class a unit in dance, visual arts, and music appreciation. History Social Studies: This area has not changed much from prior standards but is being better integrated with English Language Arts. Career Tech Ed: NA Health Education: We are continuing to use the 1998 standards in health education until new texts are available. Physical Education: All classes have PE at least 100 minutes per week with emphasis on fitness, games--rules and techniques, sportspersonship. World Language: NA|5|4|5|3|3|4|4|5|3|3|5|4|5|4|3|1|1|3|3|1|4|4|4|Met|There are not yet State adopted/recommended instructional materials in Next Generation Science Standards, History Social Studies, Health Education, Visual and Performing Arts or Physical Education. We have been working hard to get to know the content of the standards and what has changed from prior standards and to integrate curricular content to the extent appropriate. We have just begun a multi-year implementation of Universal Design for Learning that allows teachers to go deeper with the standards and develop lessons that reduce or eliminate barriers to kids in learning the standards.|2018 49709040000000|Roseland|2||4|3|4|2|1|5|2|5|2|5|5|5|5|3|1|1|3|5|3|1|5|5|5|Met||2018 07617130000000|Lafayette Elementary|2||5|4|4|3|4|5|4|4|3|4|4|4|4|3|4|4|5|4|4|4|4|4|4|Met||2018 30666700101626|Edward B. Cole Academy|2|For Option 2, Question #4: Career Technical Education, and World Languages do not apply to Edward B. Cole Academy, per its educational program outlined in the school’s charter petition, and the school serves grades TK-5.|3|3|3|2|2|3|3|3|2|2|3|2|3|2|2|0|1|4|1|0|3|3|3|Met|The following is an explanation for questions ranked with “1” for the 2017-18 school year: • Question #4: Health Education and Visual & Performing Arts – Currently, the school’s leadership is researching professional development services to provide for all teachers on the Health and VAPA Standards for implementation in the 2019-20 school year. Question #4: Career Technical Education, and World Languages do not apply to Edward B. Cole Academy, per its educational program outlined in the school’s charter petition, and the school serves grades TK-5.|2018 28662580000000|Howell Mountain Elementary|2||3|3|4|1|1|4|4|4|1|1|4|4|4|2|2|1|1|5|4|1|5|5|5|Met|Howell Mountain Elementary School District utilizes resources to support student learning and teacher professional development. Since, Howell Mountain Elementary School District is a K-8 district, world languages, health education content standards and career technical education standards do not apply.|2018 18750360121657|Mt. Lassen Charter|2||3|3|2|1|2|3|3|3|1|1|2|2|2|1|1|1|2|2|2|1|3|3|1|Met||2018 09618460000000|Camino Union Elementary|2||5|5|5|5|5|5|5|5|4|4|5|5|5|4|4|1|5|5|4|1|5|5|5|Met|We are currently going through the adoption process for Science and History. Due to constricting budgets and commitments to complete facilities projects, actual purchase of new adoption materials is being postponed for a year.|2018 19643290000000|Bonita Unified|2||4|2|4|3|2|5|2|5|3|2|4|2|4|3|2|2|2|5|4|4|4|4|4|Met||2018 35675610000000|Tres Pinos Union Elementary|2||5|5|5|3|3|5|5|5|2|5|4|4|4|3|4|1|4|4|4|1|4|4|4|Met|The staff at Tres Pinos Elementary met on September 27, 2018 and filled out the Reflection Tool as a group. Our school is a TK-8th grade rural school and do not have world languages.|2018 10623310000000|Orange Center|2||5|5|5|3|4|5|5|5|3|4|5|5|5|3|4|5|5|5|5|3|5|5|5|Met||2018 09618460123125|Camino Polytechnic|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|5|5|5|1|5|5|5|Met||2018 49707300000000|Harmony Union Elementary|2||5|3|5|5|3|5|2|5|5|3|5|4|5|5|4|1|5|5|4|1|5|5|5|Met|As a TK-8th District the following standards do not apply: career technical education and world language. The self reflection tool requires the box to be marked, in this instance 1 represents N/A. In 2018-2019 we will begin process of adoption for new History-Social Science curriculum.|2018 19647336016240|Calabash Charter Academy|2|Calabash Charter Academy engages parents/guardians in a variety of ways by promoting participation in District, Instructional Complex,and school -wide programs.100% of our teachers and administrators participate in professional development opportunities presented by our district's Parent Engagement Unit. Calabash realizes that parents are an integral part of the success of students. We have exciting parent workshops that include topics ofgreat interest to our parents. Some of the topics include, health and nutrition, emotional wellness of children and families and how to deal with stress. We also offer instructional topics like hands on science, A-G graduation requirements, transition to middle school, GATE and the identification process, attendance, School Report Card presentation, SBAC information and how to access PASSPORT. We are also targeting parent workshops for Family Literacy, Family Math and Family Science Nights so families can meet and develop important relationships early in their children's school years and feel connected to the Calabash community. Parents are also an integral part of our Governance Council, as our policy and decision making group. Parents attend our budget, safety and positive behavior, curriculum and communications committees, where they voice opinions and engage in valuable dialogue. Calabash's Governance Council consists of 10 members, which reflect all stakeholders from our school community. There are five parent members and five staff members including the principal, coordinator, a classified employee, and three certificated teachers including the UTLA Chapter Chair. Most members sit on committees to the council and share their reports at council meetings. Every month, standing agenda items include reports from Curriculum, Safety, and Technology committees. Parents, administration, other staff, and teachers from all grade levels sit on advisory committees so information can be shared and taken back to other stakeholders. Although Calabash did not need to form an English Language Advisory Council, we kept our English Learner Parents and Governance Council well informed with District and State compliance matters as well as reclassification results.|5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|2|4|5|4|1|4|3|3|Met||2018 30664236027379|Palm Lane Elementary Charter|2|For Option #2: - Question #4: Career Technical Education, Health, & World Languages do not apply to Palm Lane Elementary Charter School as it serves grades K-6. - Question #5: does not apply to Palm Lane Elementary Charter School as this school is in its first year of implementation.|3|3|3|3|3|3|3|3|3|3|4|4|4|4|4|0|0|3|2|0|0|0|0|Met|For Question #4: Career Technical Education, Health, & World Languages do not apply to Palm Lane Elementary Charter School as it serves grades K-6. Question #5: does not apply to Palm Lane Elementary Charter School as this school is in its first year of implementation.|2018 10621661030642|School of Unlimited Learning|2||4|4|4|3|3|5|5|5|5|5|5|5|5|5|5|4|4|5|5|4|4|4|4|Not Met||2018 11101160130724|Success One!|2|Success One! is using a combination of surveys and check lists to track its progress in implementing the state academic standards adopted by the State Board of Education. Succeeds One! is a small alternative school and as such these methods were chosen for their simplicity and ease of use and understanding by all staff and stakeholders. Success One! opened late in the 2013-14 school year with one student and one part-time teachers. since that time we have grown to an average of 90 active students throughout the year, three full time teachers and two part time CTE teachers. In 14-15 school year a curriculum committee was formed with each teacher taking on standards and materials research in their subject areas.In each of the following years to present we have purchased and implemented new materials as well as providing any professional development needed for teachers and auxiliary staff members.In 18-19 we are concentrating on NGSS.|3|3|3|2|2|4|4|4|3|3|3|3|3|2|2|3|4|4|3|3|3|3|3|Met|Success One! although small is very lucky to be a part of Glenn County Office of Education which allows our teachers and staff to take part in numerous trainings and professional development opportunities as well as to stay abreast of the most up to date information regarding curriculum, state standards and materials thus providing the support needed for us to progress more quickly..|2018 11625960000000|Lake Elementary|2||4|4|4|3|3|4|4|5|3|3|4|4|5|3|3|3|3|4|4|2|4|4|4|Met|Teaching staff completed the state's reflective tool in March 2018. This is the district's second year utilizing this metric to ensure our district is making decisions based on teacher input and that our analysis reflects the implementation of standards at our site. The data identified that we are still developing awareness in NGSS and History-Social Science standards. Additionally, we lack implementation in World Language, yet provide foreign language acquisition during electives for students in grades 4-8. Positively, staff feels the district is supporting them regarding mathematical instruction as well as providing appropriate instructional materials in mathematics. Results were submitted to the Board during the April 2018 meeting.|2018 55723480000000|Columbia Union|2||4|3|4|3|3|5|4|5|1|3|4|3|4|3|3|4|4|4|3|2|3|3|3|Met||2018 56725120000000|Ocean View|2||3|3|4|4|2|2|3|4|4|3|4|4|5|4|4|3|2|3|3|3|4|4|4|Met||2018 19734520120600|iQ Academy California-Los Angeles|2||5|4|5|4|4|5|5|5|4|5|5|4|5|5|5|3|5|5|4|5|5|5|5|Met|The curriculum is aligned to standards, reviewed annually and updated as necessary to ensure materials are accurate, relevant and engaging. There is a process for all stakeholders to submit feedback and suggest updates. An annual needs assessment is completed by staff to identify areas of needed training and professional development. This needs assessment is used to design the schoolwide PD and training offerings for the following school year. Each teacher continues to receive instructional coaching. For 18-19, a weekly common planning hour has been established that is in addition to the regularly scheduled PD/PLC time. The purpose of this weekly time is to discuss best practices, standards and strategies. In-person PD is leveraged to provide workshops to teachers in areas of need, to leverage teachers as experts and bring in outside experts, as well. A work-experience plan has been approved by the state, and initial planning for implementation is under way. In addition, a number of courses have received A-G approval. iQ Academy continues to submit courses for approval.|2018 35675040000000|North County Joint Union Elementary|2||5|5|5|3|2|5|5|5|3|2|5|5|5|3|2|1|3|5|3|1|5|5|5|Met|The LEA is a TK-8th grade school with six core classes. World languages and career technical education are not provided.|2018 37684113731304|MAAC Community Charter|2||3|3|2|2|1|3|3|2|1|1|3|3|2|2|1|3|5|4|2|2|5|5|5|Met|• Question #1: The 2017-18 school year, served as the Planning phase for developing a robust professional development (PD) to introduce the History Standards. The 2018-19 school year, serves as the Implementation Phase, where teachers have and will continue to receive PD on the adopted History/Social Science Standards. • Question #2: The 2017-18 school year, served as the Planning Phase for researching curriculum for adoption that met the newly CA Approved History Standards. As a result, MAAC has purchased & implemented CA Std. aligned curriculum & instructional materials for all History courses, & all students receiving non-classroom based instruction and as funds become available, will purchase curricular & instructional materials for its classroom-based instruction. Additionally, MAAC has purchased & adopted CA Standards aligned Science curriculum for all students. • Question #3: The 2017-18 school year served as the Planning Phase for developing policies & expectations of what the standards should look like in the classroom and what the administrative team should be observing for during quarterly classroom walkthrough to ensure alignment. For 2018-19, teachers will know & understand the standards. Walkthroughs will focus on pedagogical strategies used to address the diverse learning needs of our students, alignment to the academic standards, and use of multiple forms of assessments to check for student understanding.|2018 51713990000000|Live Oak Unified|2||5|4|4|4|4|5|5|5|4|4|5|5|5|4|4|5|4|4|4|5|5|5|5|Met||2018 37683460000000|San Dieguito Union High|2||5|3|5|4|2|5|3|4|2|2|4|4|4|4|4|4|3|3|4|5|5|3|5|Met|The state adoption of the Next Generation Science Standards (September 2013) and the History-Social Science (HSS) curriculum framework (July 2016) have created a need for increased professional development for teachers in these content areas as well as a focus on exploring, developing and updating instructional materials that are aligned to the recently adopted academic standards and/or curriculum frameworks.|2018 19650290000000|South Pasadena Unified|2||4|4|5|4|3|5|4|5|3|3|5|4|5|4|3|4|4|4|5|4|4|4|4|Met||2018 23752180000000|Leggett Valley Unified|2|Leggett Valley Unified School District has made great strides in updating its curriculum to match the latest adoptions and pathways that the different subject areas are using. In English Language Arts we have adopted new curriculum for grades K-6. Our 7-11 grades are using novel based curriculum while ERWC is being used in 12th grade. We have had coaching in our ELA program over the last two years provided by the county office. Since our ELA adoption over 80% of our students have improved their ELA scores on the CAASPP test. We adopted a new math curriculum for K-12 three years ago. Teachers participated in Professional development and math coaching provided by the text book company and our county office of education. Since we have adopted our math materials over 80% of our students have improved their CAASPP scores over the last two years. We are starting the process to adopt new History curriculum. We are piloting Studies Weekly for grades K-5 and reviewing the latest adoption lists for 6-12. Teachers have taken part in the Next Generation Science Standards professional development provided by the county office over the last two years. Science is up for new adoption in our district in 2020. We are offering CTE classes through Edmentum Academy this year. Students are taking classes in everything from engineering to medical termonology to photography. Leggett offers Italian and Spanish as our foreign language options. Student salso take Health in middle school and high school. We have a robust visual arts program that includes photograpjhy. graphic art and visual art. Our P.E. program follows the most current standards out their and students do physical fitness testing during the required years.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 52715300000000|Flournoy Union Elementary|2||3|3|3|2|3|3|3|3|2|3|4|3|2|2|4|3|3|4|3|1|5|5|4|Met||2018 15637680000000|Semitropic Elementary|2|Through weekly lesson plan checks looking for standards based lessons in each subject area, administration identifies where each grade level is in implementation. In addition, administration does classroom observation to see textbooks and standards being used in the classroom.|4|3|4|2|2|4|2|4|2|1|4|2|4|2|1|1|1|1|1|1|3|3|3|Met||2018 34674210000000|Robla Elementary|2||5|5|5|2|3|5|5|5|3|5|5|5|5|4|4|2|3|5|5|3|5|5|5|Met|The Robla School Districts work with the researchers at the REEd Center at UC Davis and the SOAR Teaching Frames has been ongoing since the spring of 2015. Professional Learning Support Teachers (PLST’s) were established during the 2016-2017 school year. They support teachers in an on-going way around effective teaching strategies to support students in mastering the standards. In 2017-2018, each grade level at each school began to meet as Professional Learning Communities on a weekly basis to come together to examine data, share ideas, plan, problem solve, create and share resources.|2018 10739990000000|Kerman Unified|2||5|5|5|5|4|5|5|5|5|4|5|5|5|4|4|5|4|4|4|4|5|5|5|Met|KUSD met with parents, teachers, and Administrators to complete the Reflection Tool.|2018 10623560000000|Pacific Union Elementary|2||5|5|5|4|2|5|5|5|5|5|5|5|5|5|2|4|4|5|2|2|5|5|5|Met|Pacific Union is a single school school district serving students in grades Tk-8. Students in Tk-8 have access to English, Math Social Science, Visual and Performing Arts, Music, Health/SEL, and Physical Education. Grades 7 and 8 use a rotating elective schedule to provide students with additional instruction in subjects in such as art, math, science, and technology. Pacific Union has a full-time, credentialed Music teacher who provides instruction in Band (grades 5-8) and Music (grades Tk/k-4).|2018 10754080000000|Riverdale Joint Unified|2||4|4|4|2|3|4|4|4|2|3|3|4|3|2|2|4|1|4|4|4|3|3|3|Met|RJUSD continues to offer various forms of professional development on the state academic standards. In 2017-2018, the district concluded a two year professional development series in English Language Development that brought about the necessity to explore ELD into other subject areas. The areas of Mathematics, Visual and Performing Arts, Next Generation Science and Social Studies also began or continued their series of professional development in 2017-2018. Professional development will continue in these areas along with English Language Arts for the 2018-2019 year. Constant conversations through structured collaboration opportunities and communication through means such as LCAP surveys, have helped to assess the need of teachers and administrators.|2018 12626790111708|Union Street Charter|2|Union Street Charter implements standards in ways that are compatible with the mission and vision of the charter and the highly successful curriculum practices of past years and administer/monitor state standardized tests (CAASPP,PE & science grade 5), Dibels Screening, and other measures of student progress and achievement.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 47764550000000|Scott Valley Unified|2||5|4|5|4|3|5|5|5|4|3|5|5|5|4|3|5|5|3|4|3|5|5|5|Met||2018 12753740000000|Ferndale Unified|2||5|5|5|2|5|5|5|5|3|5|5|5|5|3|5|5|5|5|5|5|4|4|4|Met||2018 45699140135624|Tree of Life International Charter|2|Tree of Life International charter school is implementing all Common Core standards in all curricular areas--we have adopted state approved, common core curriculum for all grade levels K-5th grade for English and Spanish Language Arts, ELD and Math. All staff are trained in GLAD (Guided Language Acquisition Design) and teachers use GLAD strategies to develop integrated content based units following the Next Gen Science Standards. We have a robust Visual and Performing Arts Program beginning in TK with World Music, dance and multicultural art. Tree of Life International is a Dual Immersion program where all students receive daily instruction in Spanish.|5|5|5|3|3|5|5|5|3|3|4|4|4|3|3|1|3|4|5|5|4|4|4|Met|All classroom curriculum is standards based for Language Arts and Math. In Summer 2018 all teachers were trained in GLAD (Guided Language Acqusition Design) to use research based strategies for language learners and create integrated, common core content based units of study in the areas of Science and Social Studies. The staff participates in weekly 3-hr professional development training in standards based instruction, lesson design, assessment and data analysis to inform instruction.|2018 30103060137976|Tomorrow's Leadership Collaborative (TLC) Charter|2|For Option 2: - Question #4 in Option 2: Career Technical Education, Health Education and World Languages do not apply to Tomorrow’s Leadership Collaborative Charter School, per its educational program outlined in its charter petition and it currently serves grades TK-4. - Question #5 in Option 2 does not apply to TLC Charter School as it is in its first year of operation.|3|2|3|2|2|3|2|3|2|2|3|2|3|2|2|0|0|2|2|0|0|0|0|Met|TLC Charter School is in its first year of operation as of Fall 2018. Question #4: Career Technical Education, Health Education and World Languages do not apply to Tomorrow’s Leadership Collaborative Charter School, per its educational program outlined in its charter petition and it currently serves grades TK-4. Question #5 does not apply to TLC Charter School as it is in its first year of operation.|2018 28662820000000|Pope Valley Union Elementary|2||4|3|3|2|3|5|5|5|1|5|3|3|3|1|3|1|2|2|2|1|4|4|3|Met|For Career Tech and World Language, the standards do not apply to a K-8 school district and should be reported as non-applicable.|2018 34674390121665|Yav Pem Suab Academy - Preparing for the Future Charter|2||4|2|3|2|2|4|3|4|4|4|4|3|4|4|4|1|1|4|3|3|4|3|3|Met||2018 40104050000000|San Luis Obispo County Office of Education|2||4|3|4|2|3|4|3|4|2|4|3|3|3|3|3|3|4|4|3|1|4|4|4|Met||2018 49709040101923|Roseland Charter|2||5|3|4|3|2|5|3|5|3|3|5|3|5|4|2|1|3|4|4|4|5|4|4|Met||2018 16639250000000|Hanford Joint Union High|2||5|4|4|4|1|5|4|4|3|2|4|4|4|3|1|3|3|4|3|4|3|3|3|Met||2018 12629350000000|Maple Creek Elementary|2||5|4|5|4|5|5|4|5|4|5|5|4|5|5|5|5|3|5|5|3|5|5|5|Met||2018 09619110000000|Latrobe|2|The Latrobe School District has adopted new curriculum in the following subjects over the past four years: Mathematics, English Language Arts, Social Studies/History. Science curriculum will be adopted in the spring of 2019.|4|4|5|1|3|5|5|5|1|5|4|3|5|1|3|2|1|3|2|2|4|4|4|Met||2018 09618790000000|Gold Oak Union Elementary|2||3|3|4|2|2|4|3|4|2|2|4|3|3|2|2|1|2|4|3|1|4|4|3|Met||2018 36678430000000|Redlands Unified|2||4|2|4|3|1|5|3|5|3|1|4|3|4|3|1|3|4|4|4|4|4|3|3|Met||2018 33671736032411|Cielo Vista Charter|2||5|3|5|3|3|4|3|4|2|3|4|3|4|3|2|2|4|5|3|5|4|4|4|Met|We are consistently between initial development and full implementation of common core standards and curriculum that aligns to the standards as we gain insight through data analysis of SBAC scores and the new state accountability system, in which we have moved to a growth model of analysis. Areas such as History/Social Science and NGSS are in the beginning development due to a lack of curriculum being available. We adopted curriculum as soon as it was available for History and will do the same for Science. In the meantime we have provided teachers professional development on making the shifts needed to be prepared for our new curriculum adoptions. Professional development needs are being addressed as we determine individual and group needs based on data analysis. During the past year we have focused on social/emotional development and a restorative culture of learning. We are striving to develop systems that promote growth mindset as well as an emotional learning intelligence that encourages students to persevere and develop strong Habits of Mind. This year we will be focusing on shifting towards a more enhanced English Language Development program to meet the needs of our students who are ELLs and not reclassifying in the elementary years. We will also continue to streamline instructional strategies and develop a common academic language for math TK-8 and the development of reading comprehension and writing strategies that build upon each other year after year.|2018 04615310000000|Paradise Unified|2||5|5|5|3|4|5|5|5|3|4|5|4|5|3|4|4|2|5|4|5|5|5|5|Met|"During the 2018-2018 school year, PUSD adopted and provided initial and on-going training in Study Sync, Newsela Pro and a new CCSS scope and sequence for grade 6-12. During the last three years District-wide, PUSD recently adopted and provided initial and on-going training in a ""new K-5 and 6-12 math curriculum (Bridges in Mathematics. and CPM). 95.4% of teachers completed a minimum of 21 hours of staff development. 100% of secondary teachers have been trained in implementing ERWC strategies. 81% of teachers have participated in technology implementation strategies. 31.4 of teachers reported they have participated in NGSS training. 26.4% of teachers reported they have participated in UDL training. 75% of teachers reported that they have been provided with professional development learning that increased their skills in teaching the state academic standards."|2018 41689570000000|Las Lomitas Elementary|2||5|4|5|3|1|5|3|5|2|1|5|3|4|2|1|3|2|4|4|4|5|5|5|Met|LLESD has implemented developed a 5-year implementation plan for each content area, beginning with the Common Core Standards. The plans are implemented on a rolling basis, therefore, each content area is at a different stage of implementation. The initiatives align with state curriculum adoptions, professional development opportunities and state and local assessment timelines. Emphasis has been placed K-8 Writing, K-8 Reading, K-8 Mathematics, Equity, and Technology. NGSS is in year 2 of its implementation plan. LLESD has adopted a comprehensive mathematics curriculum in K-8 which includes universal access materials as well as materials for subgroups with additional needs. The District is beginning an adoption process for a complete English Language Arts/English Learner Development program. Moving forward, the district will continue to review and support World Language, Visual and Performing Arts, and Technology and move to adopt Science, and History curricula as well as provide robust professional development in all academic areas.|2018 39685930126094|be.tech|2||3|3|3|2|3|3|3|3|2|3|3|3|3|2|3|4|2|3|1|1|4|3|3|Met||2018 36679590114256|Inland Leaders Charter|2||5|2|5|3|2|5|1|5|3|2|5|1|5|3|1|1|4|4|3|4|5|4|5|Met||2018 09619520000000|Placerville Union Elementary|2||5|5|5|3|3|5|5|5|3|3|5|4|5|3|3|3|4|5|4|3|4|4|4|Met||2018 21654250000000|Reed Union Elementary|2||4|3|4|3|4|4|4|5|2|4|4|4|5|3|4|4|3|4|4|4|4|4|4|Met||2018 10621660121533|Morris E. Dailey Charter Elementary|2||5|4|4|4|5|5|4|5|4|4|5|4|5|4|5|1|3|4|3|4|5|5|4|Met||2018 31668370000000|Foresthill Union Elementary|2||5|4|4|2|2|5|4|5|2|2|4|3|4|2|2|1|3|4|1|1|4|4|4|Met||2018 49709614930319|Orchard View|2||4|3|4|3|4|5|3|5|3|5|4|3|5|3|5|3|4|4|5|5|4|5|4|Met||2018 18641620135756|Long Valley Charter - Susanville|2||3|3|3|2|3|3|3|3|2|2|3|3|3|2|3|3|2|3|2|2|2|2|2|Met||2018 33671990000000|Perris Elementary|2||4|4|4|1|1|3|3|3|1|4|4|4|4|3|1|1|1|4|5|1|4|4|3|Met|Perris Elementary School District is a TK-6 Elementary District. Career and Technical Educational, Health and World Language do not apply to the Elementary School District|2018 19647330137471|High Tech LA Middle|2|For Option 2, Question #4:Career Technical Education, Health Education, & World Languages do not apply to HTLA Middle School’s educational program in its approved charter petition, and it serves grades 6-7. For Option 2, Question #5 - does not apply as the school was not in operation during the 2016-17 and 2017-18 school year|3|3|3|3|3|4|4|4|4|4|4|4|4|4|4|0|0|4|4|0|0|0|0|Met|HTLA Middle School is in its first year of operation. • Career Technical Education, Health Education, & World Languages do not apply to HTLA Middle School’s educational program in its approved charter petition, and it serves grades 6-7. • Question #5 does not apply to HTLA Middle School because the school was not in operation during the 2016-17 and 2017-18 school year.|2018 19647330117614|New Los Angeles Charter|2|For Option 2, Question #4: Career Technical Education and World Languages do not apply to New Los Angeles Charter School’s educational program outlined in its charter petition, since it serves grades 6-8.|5|2|4|4|4|5|2|5|4|4|5|2|4|5|4|0|3|4|5|0|5|5|5|Met|Question #4: Career Technical Education and World Languages do not apply to New Los Angeles Charter School’s educational program outlined in its charter petition, since it serves grades 6-8.|2018 13631230118455|Ballington Academy for the Arts and Sciences|2||4|3|5|5|5|4|4|5|5|5|4|4|4|5|5|0|3|3|4|0|4|4|4|Met|Question #4: CTE and World Languages does not apply to Ballington Academy for the Arts & Sciences - El Centro, as it serves grades K-6|2018 15633390000000|Beardsley Elementary|2||5|4|4|3|4|5|5|5|3|5|5|5|5|3|5|5|3|5|5|5|5|5|4|Met|Beardsley School District is current with state adoptions. Plans to adopt Science materials from the California State Board of Education recommended list during the 2018-19 school year have been made. The District has formed an adoption committee that includes students, staff and parents and will begin the process once the SBE makes final adoptions in November or December 2018. The second and fourth Thursdays of each month are designated as an early out for professional development. Beardsley staff participated in a consortia of 3 local LEAs to review its ELA and math programs. Teachers spent one school year to analyze the new California State Standards and develop a rigorous curriculum in ELA and math. The Beardsley RCD team then lead other staff members through a unit by unit review of all standards, prioritizing key standards for focus on throughout the school year.|2018 31669510000000|Western Placer Unified|2||5|3|4|4|4|5|5|5|3|2|5|4|5|4|3|4|4|4|4|4|4|3|3|Met||2018 36738900000000|Silver Valley Unified|2||5|4|5|3|5|5|4|5|2|5|5|3|5|3|5|3|4|5|4|4|5|5|4|Met||2018 04614400121509|Ipakanni Early College Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|5|5|5|5|4|4|4|Met||2018 10623720000000|Pine Ridge Elementary|2||5|4|5|4|3|5|4|5|3|3|4|3|4|3|3|2|4|5|4|1|3|4|4|Met||2018 15633880000000|Caliente Union Elementary|2||5|2|5|1|1|5|2|5|1|1|5|5|2|1|1|1|1|5|1|1|5|5|5|Met|Presently the district does not have EL students. Teachers have materials ready to teach English Language Learners. The district has not adopted NGSS or History-Social Studies Common Core textbooks. Teachers do supplement Science with STEM activities and NGSS.|2018 49708470000000|Old Adobe Union|2||4|3|5|3|1|4|3|5|3|1|5|3|5|3|1|1|4|5|4|1|5|5|5|Met||2018 15635290000000|Kern High|2||4|3|4|2|2|3|3|3|2|2|3|3|3|2|2|3|3|1|3|3|2|2|2|Met|Fundamental to the district’s mission is providing a comprehensive and rigorous curriculum that allows all students access to higher levels of learning. The district and school sites collaborate in professional learning communities (PLCs) to ensure teachers have support to implement, review and assess their students in relation to academic standards and proficiency levels. District PLCs have been designed to allow teachers from all content areas to meet as a district to ensure sustainability and fidelity of curriculum. Professional development in all content areas is designed to meet the needs of the teacher and student. ELA, ELD and math teachers receive professional development specifically around creating collaborative common assessments (CCAs). Teachers in these content areas continue to re-examine their learning targets, write lessons and develop CCAs that adhere to common core standards. Our ELD teachers currently engage in trainings around the new ELPAC assessment and with a newly approved curriculum, they continue to explore curriculum implementation and adjust their instructional practices to serve our EL students. In science, teachers are outlining the NGSS-aligned standards and revising their scope and sequence to include the NGSS cross-cutting concepts. Our history-social science teachers receive professional development and consultation from the social science framework writers and are working to align lessons and assessments with the new framework.|2018 05100580000000|Calaveras County Office of Education|2||3|3|3|4|4|4|4|4|4|4|4|4|4|4|4|3|3|4|3|1|4|4|3|Met||2018 42693360000000|Solvang Elementary|2||5|4|5|4|3|5|5|5|3|3|5|5|5|3|3|4|3|3|4|3|4|4|4|Met||2018 47701930000000|Bogus Elementary|2||3|1|3|1|1|4|2|4|1|3|3|1|3|3|3|1|3|4|4|1|3|3|3|Met||2018 19642610000000|Arcadia Unified|2||4|4|5|3|2|5|5|5|3|1|5|5|5|5|5|4|5|5|5|5|5|5|5|Met||2018 34673140111732|California Montessori Project - Elk Grove Campus|2|The Montessori philosophy embraces the belief that a child has an innate desire to learn and produce purposeful, meaningful work. Dr. Maria Montessori believed that the role of an adult in a child’s education is to provide an appropriate environment, complete with tools and methods, to facilitate the child’s own discovery of knowledge and skills at the time when it has the most impact for him/her individually. This system has a foundation based on trust and respect of the individual, and a belief that children will soar beyond traditional expectations. California Montessori Project (CMP) offers an environment which has the tools, programs, resources, and support to enable students to become educated to high academic standards, and to develop themselves to their full capacity as competent, happy, productive individuals, family members, employers/employees, and contributors to a better society and a peaceful world. This is achieved through a strong commitment from the parents, teachers, school leaders, community groups, legislators and, most importantly, the individual child. CMP is grounded in a philosophy of trust in individuals to seek their greatest potential. CMP holds that an educated person is well-rounded and balanced. The CMP student shall become a collaborative member of a community, motivated to set and achieve high goals. CMP encourages students to demonstrate empathy towards others through respectful and productive communications. The student is guided to view him/herself as a global citizen who is empowered, and responsible, for making positive changes in the world within the immediate environment. The CMP student develops personal habits contributing to his/her community; participating in healthy choices regarding nutrition and exercise; and a balance between family, work and leisure activities.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 34674390111757|California Montessori Project - Capitol Campus|2|The Montessori philosophy embraces the belief that a child has an innate desire to learn and produce purposeful, meaningful work. Dr. Maria Montessori believed that the role of an adult in a child’s education is to provide an appropriate environment, complete with tools and methods, to facilitate the child’s own discovery of knowledge and skills at the time when it has the most impact for him/her individually. This system has a foundation based on trust and respect of the individual, and a belief that children will soar beyond traditional expectations. California Montessori Project (CMP) offers an environment which has the tools, programs, resources, and support to enable students to become educated to high academic standards, and to develop themselves to their full capacity as competent, happy, productive individuals, family members, employers/employees, and contributors to a better society and a peaceful world. This is achieved through a strong commitment from the parents, teachers, school leaders, community groups, legislators and, most importantly, the individual child. CMP is grounded in a philosophy of trust in individuals to seek their greatest potential. CMP holds that an educated person is well-rounded and balanced. The CMP student shall become a collaborative member of a community, motivated to set and achieve high goals. CMP encourages students to demonstrate empathy towards others through respectful and productive communications. The student is guided to view him/herself as a global citizen who is empowered, and responsible, for making positive changes in the world within the immediate environment. The CMP student develops personal habits contributing to his/her community; participating in healthy choices regarding nutrition and exercise; and a balance between family, work and leisure activities.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 12101240137364|Northern United - Humboldt Charter|2||4|3|4|3|2|4|3|4|3|2|4|4|4|3|3|2|3|4|3|3|4|3|3|Met||2018 37680230119594|Leonardo da Vinci Health Sciences Charter|2|Having a specific focus throughout the content areas ensures that integrated project-based learning aspects tie these curricular areas together in a way that makes learning relevant to students and to today's society. The educational program at LdVCS provides a rigorous, engaging and comprehensive education for students. The LdVCS program is focused around the Next Generation Science Standards (NGSS) and the California History-Social Studies Science Content Standards and integrated with the Common Core State Standards (CCSS) for California English Language Arts (ELA) and Mathematics (hereinafter, collectively the State Standards). While aligned with the State Standards, learning engagements at LdVCS go beyond these standards by promoting project-based learning and enrichment opportunities designed to enhance student engagement, subject matter comprehension, and content application in every classroom. In addition to building foundational skills in the core academic subject areas, LdVCS provides enrichment programs embedded within the regular school day as well as after school.|4|4|5|4|5|5|5|5|4|5|5|5|5|3|4|2|4|5|4|5|5|5|4|Met|LdVCS uses Illuminate Educations digital assessment platform to continuously assess, monitor, and engage students in lessons that meet their individual needs. This continuous assessment cycle allows us to ensure students are not falling further behid in key core subject areas.|2018 11101160000000|Glenn County Office of Education|2||3|3|3|3|1|4|4|4|4|2|3|3|3|3|2|5|5|5|3|2|5|5|5|Met|The Tier III (ED) regional programs use age/grade appropriate General Education curriculum for all instruction in ELA, Math, Science, and Social Studies. The regional programs for students with significant disabilities use General Education curriculum for ELA and Math, but use lots of scaffolding and supplemental materials in order to make it attainable. For Science and Social Studies the programs use supplemental materials and curriculum.|2018 05615560000000|Bret Harte Union High|2|ELA: The District has implemented campus-wide writing assessments administered quarterly along with administering the CAASPP. The District does not have sufficient ELD population to require tracking. Standards based textbooks have been purchased. Math: The District has implemented benchmark assessments along with administering the CAASPP Standards based textbooks have been purchased. Science: Staff members have attended trainings and the District is transitioning to the NGSS. The past two years, the District has been part of the pilot program for CAST testing. Social Science: Standards based textbooks have been purchased and staff have attended trainings. CTE: Career Pathways have been developed and articulation has occured with the Junior Colleges. The District received a competitive grant and a career counselor is now on staff. Health Education/PE: New updated standards have been approved the District's Curriculum Committee and will be approved by the Governing Board at the next scheduled meeting. In PE, the District has committed to a three year requirement which is higher than the state requirement of two years. State testing is completed Freshman year and results are shared with parents/guardians. Visual and Performing Arts: The program is aligned with state standards and have been A-G approved. World Language: The program is aligned with state standards, has been A-G approved, and on-line curriculum is offered in other languages. All local and state results are shared with the Governing Board in an open meeting on an annual basis.|5|5|5|5|5|5|5|5|3|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met|The District is committed to including all stakeholders in the continual implementation of state standards with annual reports to the Governing Board in regularly scheduled meetings. Staring in January of each fiscal year, the District has an open discussion item agendized in every Governing Board meeting, Site Council Meeting, Curriculum Committee, and staff meetings. Information from these meeting is consolidated in the LCAP.|2018 49708050000000|Mark West Union Elementary|2||4|4|4|4|4|4|4|4|3|3|4|4|4|3|2|1|2|2|1|1|4|4|4|Met|For Adopted Academic Standards: Career Technical Education, Visual and Performing Arts and World Language -Not applicable as these standards are outside our district grade levels. MWUSD is a K-6 district.|2018 36678190000000|Ontario-Montclair|2||5|5|5|3|2|5|5|5|2|2|5|5|5|2|2|2|2|3|3|4|5|4|3|Met|Ontario-Montclair School District continues to implement and expand on the state and Board of Trustees adopted academic standards and curriculum frameworks. This includes the work in progress of piloting and researching History-Social Science- and Next Generation Science Standards-aligned instructional materials in preparation for future adoption. Continuing to expand the Career Technical Education courses, such as the adoption of the Computer Science standards is in the beginning phases. Health Education Content Standards instructional materials were last adopted in 1984 in Ontario-Montclair School District, but recent curriculum aligned to the California Healthy Youth Act was purchased and implemented last year.|2018 19647330101683|Renaissance Arts Academy|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2018 04100410000000|Butte County Office of Education|2|N/A|2|2|2|2|2|3|3|5|1|1|2|2|2|1|1|3|3|3|3|3|4|4|3|Met|"Not all school programs require courses identified in ""Other Adopted Standards"". Because BCOE school programs serve high risk students, staff have been heavily invested in professional learning to support improved student behavior and social emotional needs. Due to the small number of staff, focus on these needs has taken precedence over academic professional learning."|2018 04100410134213|Come Back Butte Charter|2|N/A|2|2|2|2|1|3|3|5|1|1|2|2|2|1|1|3|3|3|3|3|4|4|3|Met|"Not all school programs require courses identified in ""Other Adopted Standards"". Because BCOE school programs serve high risk students, staff have been heavily invested in professional learning to support improved student behavior and social emotional needs. Due to the small number of staff, focus on these needs has taken precedence over academic professional learning."|2018 04614320000000|Durham Unified|2|The Durham Unified School District locally tracks implementation activities and progress. The process begins with standards and framework reviews; establishing an early implementer team for in depth framework study focusing on the selection and evaluation of materials; reviewing SBE approved programs; selecting and piloting programs; conducting comparison studies to inform program selection; involving stakeholders in program examinations; conducting/providing professional development; and identifying site leads to serve as implementation experts who can provide ongoing coaching support. Implementation monitoring is supported with administrative observations, evaluations, walk-throughs, and peer to peer observations. Monitoring of student and educator access to online resources is providing an additional level of monitoring. Successful implementation is evident in student achievement. There has been growth in relative standings to comparison groups which indicate strong initial implementations (see the LCAP annual report) at: http://www.durhamunified.org/documents/-18-19%20Draft%20LCAP%20June%2015%202018.pdf Implementations are supported with centralized PD, site based PD, and weekly collaboration meetings where course alike, as well as cross-curricular teachers can plan together. DUSD implementation status by curriculum areas is summarized below: Mathematics: Fully implemented and sustainable since Fall 2015 ELA/ELD: Adopted, initial implementation, fully implement Fall 2016, building internal capacity Social Science: Awareness, framework study stage, scheduled to fully implement Fall 2018 Science/NGSS: Awareness, instructional shifts, scheduled to fully implement Fall 2019 Career Technical Education: Agriculture and Manufacturing/Engineering have established pathways, with plans to expand to include Ag based science courses and industry certification in solid works. Health Education: Fully implemented Positive Prevention Plus curriculum in accordance with California Healthy Youth Act (2016) Physical Education: Fully implemented in alignment with Physical Education Framework. Visual and Performing Arts: Fully implemented at grades 6-12, Awareness and development of a Tk-5 program. World Languages Adopted and fully implemented new and approved curriculum|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647170000000|Little Lake City Elementary|2||2|3|4|3|1|2|2|5|3|1|5|1|4|3|1|1|1|5|5|1|5|5|4|Met||2018 48705240000000|Benicia Unified|2||4|3|4|3|4|5|3|5|3|3|4|4|4|4|4|5|4|4|5|5|5|5|5|Met||2018 47702430000000|Dunsmuir Elementary|2||5|4|5|3|5|5|5|5|3|5|5|4|5|3|4|3|3|4|3|1|4|4|4|Met||2018 49709610000000|Twin Hills Union Elementary|2||5|4|5|4|4|5|5|5|5|4|5|5|5|5|4|4|4|5|5|2|5|5|5|Met||2018 12628280000000|Freshwater Elementary|2|In October of 2018, Freshwater School District teachers completed the CDE survey for Priority Two. The following data was reported and is reflected in the Reflection Tool below.|4|3|4|3|3|4|4|4|3|3|4|3|4|3|3|4|3|4|4|3|4|4|4|Met||2018 37683870000000|Solana Beach Elementary|2||5|4|5|3|5|5|4|5|3|5|4|4|4|3|4|1|5|5|5|1|5|4|4|Met|As an elementary school district, Career Technical Education and World Language standards do not apply.|2018 12627940000000|Fieldbrook Elementary|2||4|5|4|1|1|4|4|4|4|4|3|3|3|3|3|3|4|4|5|3|3|3|3|Met||2018 19647330131722|Fenton Charter Leadership Academy|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|5|5|5|1|5|5|5|Met||2018 37684030000000|Spencer Valley Elementary|2||4|3|5|2|2|4|2|5|2|1|4|2|5|2|1|1|3|3|1|1|4|3|3|Met|Staffing turn over occurred between the 17-18 & 18-19 school year. District has ongoing collaboration with SDCOE to improve integrated and designated ELD supports, staff development training on development of quality performance tasks, and the adoption of social studies and Next Generation Science curriculum.|2018 33670586031959|George Washington Charter|2|Washington Charter School selected a standards aligned mathematics series in the spring of 2016. En Vision is used in grades K and 2 and Go Math for grades 2-5. Since adopting each series the staff and to a degree parents has become more comfortable and confident with the textbook series. In the spring of 2017 the Governing Board of Washington Charter approved a new English Language Arts series for grades K-5. The first year of Benchmark did present some challenges. especially in the area of pacing and not being familiar with the stories and how best to deliver the content. That said our students and staff rose to the occasion and by mid year many items were successfully addressed. Each year based on staff feedback we make refinements and improvements. This year will be no exception. Even with improved CAASPP scores we identified areas that would result in improved alignment and efficiency. We still have growth to make in NGSS and History Social Studies. Some staff members have attended trainings and workshops in these areas. As an Elementary Charter School in question 4 it is difficult to answer the questions as it relates to CTE, World Language and Health Education|5|4|5|3|3|5|4|5|3|3|4|4|4|3|3|1|1|3|4|1|4|4|3|Met|Washington Charter School selected a standards aligned mathematics series in the spring of 2016. En Vision is used in grades K and 2 and Go Math for grades 2-5. Since adopting each series the staff and to a degree parents has become more comfortable and confident with the textbook series. In the spring of 2017 the Governing Board of Washington Charter approved a new English Language Arts series for grades K-5. The first year of Benchmark did present some challenges. especially in the area of pacing and not being familiar with the stories and how best to deliver the content. That said our students and staff rose to the occasion and by mid year many items were successfully addressed. Each year based on staff feedback we make refinements and improvements. This year will be no exception. Even with improved CAASPP scores we identified areas that would result in improved alignment and efficiency. We still have growth to make in NGSS and History Social Studies. Some staff members have attended trainings and workshops in these areas. As an Elementary Charter School in question 4 it is difficult to answer the questions as it relates to CTE, World Language and Health Education|2018 19647336017016|Fenton Avenue Charter|2||5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|1|5|5|5|1|5|5|5|Met|"Many of the items in ""Other Adopted Academic Standards"" pertain to high school and do not apply to the grade levels we serve. Career Technical Education and World Language do not apply to the grade levels we serve."|2018 12629680000000|Orick Elementary|2||4|1|5|2|2|5|1|5|2|2|5|1|5|5|5|4|2|5|3|3|5|5|5|Met|NOTE - A rating of 1 was used to indicate Not Applicable. There are no English Learners at Orick School, nor have any ELs enrolled in the past 8 years, therefore, items pertaining to ELD are NA.|2018 45104540000000|Shasta County Office of Education|2|We use the following state standards-aligned online curricula: Odyssey Ware (a comprehensive curriculum, which includes both core and elective courses); Achieve 3000 (uses current events to build comprehension and writing skills) ; Criterion (a writing program, which provides immediate and comprehensive feedback).|4|3|4|3|4|5|5|5|3|4|4|3|4|3|4|4|4|3|4|4|5|5|5|Met||2018 10622650000000|Kings Canyon Joint Unified|2||5|4|5|4|1|5|5|5|2|1|5|5|5|3|1|5|5|5|5|5|5|5|4|Met|KCUSD continues to work towards full implementation and sustainability of content and professional learning in the areas of English Language Arts, Math, Career Technical Education, Health Education, Physical Education, Visual and Performing Arts, and World Languages. KCUSD will continue to develop professional learning for integrated ELD, Next Generation Science Standards (NGSS) and Social Science. In the areas of Science and Social Science, KCUSD is in the process of adopting new curriculum to align with the most current frameworks and standards. The goal is for this curriculum to be adopted in 2019-2020 for Science and 2020-2021 for Social Science. Professional development for the NGSS is in progress as KCUSD has been a part of the NGSS Early Implementation Grant and has teacher leaders conducting lesson studies. Support for these initiatives is provided through instructional coaches supporting sites and delivery of professional learning. Differentiated professional learning is provided based on response to teacher needs based on surveys following professional learning sessions, feedback from administrators and through administrator Leadership Academies. KCUSD continues to incorporate job embedded professional learning opportunities with coaches and during extended year courses.|2018 49708050105890|Mark West Charter|2||4|4|4|4|4|4|4|4|3|3|4|4|4|3|2|1|2|2|1|1|4|4|4|Met|For Adopted Academic Standards: Career Technical Education, Visual and Performing Arts and World Language - Not applicable as these standards are outside our district grade levels. MWUSD is a K-6 district|2018 07100740731380|Clayton Valley Charter High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met|Clayton Valley Charter High School is proud of our strong curriculum and instructional programming. CVCHS invests in ongoing teacher professional development including our Summer Curriculum Institute,and monthly professional development sessions including coaching cycles. CVCHS teachers meet in Professional Learning Communities three times a month to review curriculum, instructional guides, data from benchmark assessments, and overall student progress towards mastery of standards.|2018 49708056111066|John B. Riebli Elementary|2||4|4|4|4|4|4|4|4|3|3|4|4|4|3|2|1|2|2|1|1|4|4|4|Met|For Adopted Academic Standards: Career Technical Education, Visual and Performing Arts and World Language –Not applicable as these standards are outside our district grade levels. MWUSD is a K-6 district.|2018 18641050000000|Janesville Union Elementary|2||3|3|4|2|1|4|3|4|2|1|2|2|2|2|1|2|2|2|2|1|3|3|3|Met||2018 49708056051858|San Miguel Elementary|2||4|4|4|4|4|4|4|4|3|3|4|4|4|3|2|1|2|2|1|1|4|4|4|Met|For Adopted Academic Standards: Career Technical Education, Visual and Performing Arts and World Language –Not applicable as these standards are outside our district grade levels. MWUSD is a K-6 district.|2018 44104470000000|Santa Cruz County Office of Education|2||4|4|4|3|2|4|4|3|3|2|3|3|3|3|3|3|5|3|3|2|5|4|4|Met|The Santa Cruz County Office of Education Court and Community Schools continue to provide targeted professional learning for its teachers and staff to ensure all students are prepared for college and career. The objectives of the staff development program are currently focused on reading and writing across the curriculum, as well as on math and science standards. The Alternative Education program plans to adopt mathematics and science materials in 2020. While our teachers have opportunities to collaborate throughout the year, time to observe each other in action would be further beneficial.|2018 01611920119248|Golden Oak Montessori of Hayward|2||4|3|4|4|3|4|4|4|4|3|4|4|4|4|3|2|4|4|3|4|4|4|4|Met|Teachers spend significant time aligning Common Core Standards with Montessori instruction and materials. This effort is evident in school-wide CAASPP mathematics test scores increasing 10% in two years, and Golden Oak students performing above state averages in English Language Arts. Alignment to standards continues for English Language Development, Science, History-Social Science, Health Education/PE, Visual and Performing Arts, and Spanish with full implementation efforts underway. Career Technical Education standards are being refined at the Middle School level. The LCAP for future years illustrates commitment to academic objectives including work to ensure vertical and horizontal alignment of curriculum, integration of Common Core skills with Montessori methods, and supportive services for students performing below “met standard.” Full Option Science Systems and Engineering is Elementary kits, both aligned with Next Generation Science Standards, bring hands on experience to these concepts. Engineering is Elemental's hands on curriculum also supplements NGSS with practice and cross cutting concepts at all levels. The Second Steps Health Education curriculum, covering social-emotional health, and FLASH curriculum for sex education, was launched in 2017-18.|2018 10621660127514|Kepler Neighborhood|2|Kepler has implemented the use of MAP assessments through NWEA. Students in K-8 are assessed three times annually in ELA, Math and now Science as appropriate for their grade level. The NWEA assessment was chosen as it is a nationally recognized assessment that provides detailed information to the school and teacher where learning gaps are occurring. In addition, the MAP is standards based, adaptive, and provides data directly tied to the CAASPP assessment allowing for accurate projections. The school hired VAPA and Physical Education teachers this year in order to focus on implementation of those standards specifically. New Science and reading curriculums were purchased and implemented for the 2018-19 school year which support the Next Generation Science Standards. Professional Development around Eureka Math and Wit and Wisdom (ELA) Curriculums occurred over the summer for all teaching staff to support a deeper implementation of those two curriculums. Using assessment data, a multitiered system of support was developed to target gap areas in math and reading. The school employs three interventionists who push into classrooms supporting small group instruction for those students who are identified as needing support. During the reauthorization process Kepler lost a large number of staff. The uncertainty of stability after being denied by Fresno Unified School District resulted in a large number of teacher opting to seek employment elsewhere. A new Site Director was also hired for the 2018-19 school year. With significant numbers of new staff, many who are new to the profession, we have had to step back and do basic training to ensure familiarity with the state standards. Overall Professional Development plans were put in place for the staff at the appropriate implementation stage for curriculum integration, work still needs to be done around targeted individualized training. These are all anticipated issues considering the changes we have experienced over the last year.|4|3|4|4|4|4|4|4|4|4|3|3|3|3|3|1|2|3|4|3|4|2|2|Met||2018 10101080127514|Kepler Neighborhood|2|Kepler has implemented the use of MAP assessments through NWEA. Students in K-8 are assessed three times annually in ELA, Math and now Science as appropriate for their grade level. The NWEA assessment was chosen as it is a nationally recognized assessment that provides detailed information to the school and teacher where learning gaps are occurring. In addition, the MAP is standards based, adaptive, and provides data directly tied to the CAASPP assessment allowing for accurate projections. The school hired VAPA and Physical Education teachers this year in order to focus on implementation of those standards specifically. New Science and reading curriculums were purchased and implemented for the 2018-19 school year which support the Next Generation Science Standards. Professional Development around Eureka Math and Wit and Wisdom (ELA) Curriculums occurred over the summer for all teaching staff to support a deeper implementation of those two curriculums. Using assessment data, a multitiered system of support was developed to target gap areas in math and reading. The school employs three interventionists who push into classrooms supporting small group instruction for those students who are identified as needing support. During the reauthorization process Kepler lost a large number of staff. The uncertainty of stability after being denied by Fresno Unified School District resulted in a large number of teacher opting to seek employment elsewhere. A new Site Director was also hired for the 2018-19 school year. With significant numbers of new staff, many who are new to the profession, we have had to step back and do basic training to ensure familiarity with the state standards. Overall Professional Development plans were put in place for the staff at the appropriate implementation stage for curriculum integration, work still needs to be done around targeted individualized training. These are all anticipated issues considering the changes we have experienced over the last year.|4|3|4|4|4|4|4|4|4|4|3|3|3|3|3|1|2|3|4|3|4|2|2|Met||2018 07616300000000|Acalanes Union High|2||3|4|5|3|3|4|4|5|3|3|4|5|5|4|4|4|5|5|5|5|5|5|5|Met|Priority 2 reflection tool information is based on the 2017-2018 school year. AUHSD staff has been implementing changes in all curricular areas most of which are the result of implementation of California State Standards (Common Core ELA and Math and Next Generation Science Standards) and changes in the Social Studies curricular framework. AUHSD has been methodically and systematically updating all courses with the re-alignment to the new standards being done one grade level at a time.|2018 36678760117192|SOAR Charter Academy|2||5|4|5|3|2|5|4|5|4|2|4|3|4|3|1|1|3|5|4|3|5|5|4|Met|Professional learning, collaboration, and support have been a focus for a few years now. We design professional development based on a needs assessment of our teaching staff. We then develop whole school PD based on the results. We also offer money to each credentialed staff member to choose their own professional development during the school year to attend to individual professional needs. This multi-year professional learning plan supports continuous improvement of instruction. NGSS and the new History/Social Science Framework remain on our radar for professional development but we have Math and ELA as our main focus right now due to our CAASPP results not being where we want them to be. We have implemented two supplemental math programs called Ironbox and Reflex Math to increase our students performance with math fluency and numeral literacy. The students are very engaged and motivated by Reflex Math. It is also our second year with Envision 2.0, a CCSS aligned math curriculum. This new curriculum is shining a spotlight on the gaps that our students currently have and will continued to be addressed over the next couple of years. The teachers' and students' confidence level in Math seems to be improving from last year.|2018 26102640000000|Mono County Office of Education|2||4|4|4|4|2|5|4|5|4|4|4|4|4|4|4|5|5|5|3|2|5|5|4|Met||2018 10624140000000|Sanger Unified|2||4|4|5|3|4|5|4|5|3|3|5|5|5|4|4|4|4|5|4|4|5|5|5|Met||2018 44697650100388|Tierra Pacifica Charter|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|3|5|5|5|Met|In the last four years, Tierra Pacifica Charter School has updated all of its Math, Language Arts and Science curriculum to reflect the new Common Core State Standards and Next Generation Science Standards. Classroom teachers at every grade level have undergone professional development of at least one, if not all, of these areas. Most teachers have completed weeklong immersive trainings of Lucy Calkins’s Units of Study in writing. All teachers of science have completed multi-day trainings on Next Generation Science standards provided by: Full Option Science System (FOSS), the County Office of Education, and the Exploratorium Science Museum in San Francisco. All math teachers recently took a Stanford University online math course together. Parents at TPCS are also aware of the implementation of Common Core Standards. The 2018 parent surveys show that 98% of parent respondents agree that their students are receiving Common Core Standards based instruction. One of Tierra Pacifica's LCAP goals is to continue to improve support for English Language Learners and increase teacher expertise in this area. The school has recently added technology-based language intervention programs to help students, including ELLs, has two reading intervention teachers trained in Orton-Gillingham instruction and continues to pursue excellent professional development in this area for our classroom teachers.|2018 49709380000000|Sebastopol Union Elementary|2|Current measures include the pilot and purchase of instructional materials. SUSD K-5 has fully implemented mathematics, and K-6 fully implemented ELA. Our middle school is still piloting ELA 7/8 and Math 6-8. For this reason, we can only choose #3 - Initial Implementation in the ELA/ELD and mathematics areas. NGSS materials are being piloted in 6-8. Once determined for adoption the K-5 program in NGSS will be aligned. H/SS materials are currently being explored. Elementary teachers are reviewing the Frameworks for alignment to the adopted ELA/ELD program. We are finding good alignment! Arts have been a focus for us as is CTE. Please refer to the Brook Haven schedule for exact classes in these areas. World Language is a desire for SUSD, but funds do not currently allow for this nonmandated program in 7-8. Physical education minutes are completed per mandate at each grade level.|3|3|3|3|3|3|3|3|3|2|3|3|3|3|3|2|2|3|3|1|3|4|4|Met|Our two schools are in different places in regards to CCSS implementation. For this reason, we will not score more than a 3 in many areas.|2018 53716620000000|Burnt Ranch Elementary|2||4|2|4|3|3|5|2|5|3|4|4|2|4|4|4|3|3|4|4|2|4|4|4|Met||2018 54105460125542|Sycamore Valley Academy|2|At SVA we use assessment data from multiple sources, as defined by the Sycamore Valley Academy charter. We utilize normed NWEA MAP assessments throughout the year for growth tracking and data collection leading up to the CAASPP assessment in the Spring. We also use portfolios, projects, and presentations scored with rubrics, Guided Reading Levels, Lucy Calkins on-demand writing assessments and teacher created tools to monitor growth and track our progress in implementing the state academic standards adopted by the State Board of Education. Another tool utilized to measure implementation of the academic standards is the review of teacher lesson plans and schedules on a regular basis. Sycamore Valley Academy has fully implemented the academic standards adopted by the State Board of Education in the areas required for a K-8 school.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 15636690000000|Midway Elementary|2||5|5|5|2|2|5|5|5|2|2|5|5|5|2|2|2|4|4|4|1|5|5|5|Met||2018 52105200000000|Tehama County Department of Education|2|"TCDE is utilizing the CA School Dashboard results for Local Indicator State Priority 2 as it’s local measure in summarizing the progress on the implementation of academic standards. All districts in Tehama County report a rating of ""Met"". These ratings represent the baseline for Tehama districts. The tool used was self-reporting through LCAPs and stakeholder sessions. This tool allows provides no empirical evidence of standards implementation, however as districts move toward use of the Fidelity Integrity Assessment (FIA) and/or the Local Education Agency Self-Assessment (LESA), more empirical evidence will become available. TCDE Stakeholder sessions indicate districts/schools are making progress with implementation of CCSS for ELA, Math, however NGSS and History-Social Science are still areas that are in the early stages of understanding and implementation; Most districts have adopted Benchmark curriculum and received curriculum based professional development on how best to implement and integrate ELD Standards. Professional development opportunities were provided on-line, at specific districts/schools and at the county office. Options included: ~ ELD related needs (instruction, reclassification, assessment) ~ CCSS/ELD/NGSS/History classroom implementation ~ Visual and Performing Arts"|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19101990132605|Valiente College Preparatory Charter|2||5|4|4|4|3|5|5|4|4|3|5|4|4|4|4|5|4|4|4|4|5|5|4|Met||2018 10623310137661|California Virtual Academy at Fresno|2||5|4|5|2|4|5|5|5|2|5|5|4|5|2|5|3|5|5|5|5|5|5|5|Met|"The curriculum is standards aligned, reviewed annually and updated as necessary to ensure accuracy and relevancy. The science courses in all grade levels are working toward alignment with NGSS standards. The school is encouraging science staff and curriculum specialists to attend additional outside professional development. There is a process for all stakeholders to submit feedback on the curriculum and content. An annual needs assessment identifies training and professional development needs to design the school wide offerings for the following school year. High school students participate in a required ""Finding Your Path"" course to guide them through the CTE standards and options for post secondary education. Teachers participate in regular instructional coaching and collaboration opportunities. High school lab sciences and visual and performing arts are A-G approved. In the past year, the LEA has further aligned the curriculum and instruction to SBAC major targets and supporting standards. Teachers receive instructional coaching to ensure standards are taught to an appropriate depth of knowledge using high quality, targeted instruction."|2018 54721810000000|Sunnyside Union Elementary|2||4|4|4|3|4|4|4|4|3|3|4|3|4|3|3|2|3|4|3|2|4|4|4|Met||2018 33671160109843|Santa Rosa Academy|2||5|5|5|4|3|4|4|4|2|2|4|4|4|2|2|3|5|5|5|5|4|3|2|Met|Because we are a single site charter, Santa Rosa Academy does not have the resources and staffing to curate curriculum for newly adopted state standards. Therefore, there is a delay in the acquisition of curricular resources as we wait for state frameworks to be developed and adopted, for publishers to create programs that align to frameworks and standards, and for the State Board review and adoption process to be completed. We then spend a period of time reviewing and piloting available options before adoption can occur. Results were presented to the Santa Rosa Academy Board members on October 18, 2018, Agenda Item 10.1.|2018 51713570000000|Brittan Elementary|2||4|4|3|2|3|4|4|3|2|3|4|4|3|2|3|1|3|3|3|1|4|3|4|Met||2018 56724705630363|Golden Valley Charter|2||4|4|4|4|5|5|5|5|3|5|4|4|4|4|5|4|4|5|5|5|5|5|5|Met||2018 33671160000000|Menifee Union Elementary|2||4|3|3|3|2|5|5|5|4|4|4|4|4|4|4|2|4|5|4|1|4|3|3|Met||2018 33671810000000|Palo Verde Unified|2|PVUSD progress implementing State Board of Education adopted academic standards: Elementary, Grades TK-8: • All students in each elementary school use state and board adopted curriculum aligned with state standards for ELA, ELD, and Mathematics • Science and Social Studies content aligned with state standards are embedded in the ELA curriculum • Physical Education standards are taught the SPARK curriculum High School: • All students use state and board adopted curriculum aligned with state standards for ELA, ELD, and Mathematics • Next Generation Science Standards curriculum is being reviewed by the science department during the 2018-2019 school year. A science curriculum committee will be developed to review curriculum and begin the process of recommending NGSS adoption beginning in the 2019-2020 school year. • History-Social Science Framework was adopted by the State Board of education on July 14, 2016 and the framework with resources support history and social science being taught at the high school. PVUSD evidenced-based instructional delivery practice is Direct Interactive Instruction (DII). Teachers are trained in DII using the coaching-mentoring model so that the DII training can be integrated into classroom teaching practices for all content areas. DII is the professional development for teachers that began in 2017-2018. PVUSD is committed to sustaining DII practices through professional development to support teachers and improve student learning. PVUSD leadership and stakeholders utilize the LCAP process and state reflection tool to identify the implementation process of the 2018 California Dashboard.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|This local priority was presented to the Palo Verde Board of Trustees on November 6, 2018. A hearing was held at that meeting to allow for public comment.|2018 44698074430179|SLVUSD Charter|2||4|4|4|3|3|4|4|4|3|3|4|1|4|3|2|2|3|3|4|3|4|4|4|Met||2018 47704250000000|Mt. Shasta Union Elementary|2||4|3|4|1|1|4|3|4|1|1|3|2|3|1|1|2|2|4|3|1|3|3|3|Met|Teachers continue to explore and pilot various science and social studies programs. The district is beginning to explore world language study options that could be folded into the social studies curriculum.|2018 24753170000000|Dos Palos Oro Loma Joint Unified|2||5|5|5|3|3|5|5|5|3|4|5|5|5|4|4|5|4|4|3|4|5|4|5|Met||2018 49708476051924|Old Adobe Elementary Charter|2||4|3|5|3|1|4|3|5|3|1|5|3|5|3|1|1|4|5|4|1|5|5|5|Met||2018 49708476114755|Sonoma Mountain Elementary|2||4|3|5|3|1|4|3|5|3|1|5|3|5|3|1|1|4|5|4|1|5|5|5|Met||2018 49708476072136|Miwok Valley Elementary Charter|2||4|3|5|3|1|4|3|5|3|1|5|3|5|3|1|1|4|5|4|1|5|5|5|Met||2018 10752340000000|Golden Plains Unified|2||5|5|4|3|4|4|5|4|3|4|4|5|4|3|3|4|5|5|4|5|5|4|4|Met||2018 47736840000000|Butte Valley Unified|2||5|5|5|3|3|5|5|5|3|4|4|4|5|3|3|4|5|4|3|4|5|4|4|Met||2018 19647336019079|Santa Monica Boulevard Community Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|5|5|5|1|5|5|5|Met|Career Technical Education and World Language are not applicable to our elementary school.|2018 19647330131466|Fenton STEM Academy: Elementary Center for Science Technology Engineering and Mathematics|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|5|5|5|1|5|5|5|Met||2018 18641880000000|Shaffer Union Elementary|2||4|4|4|2|2|5|4|5|2|2|4|3|4|3|3|2|3|4|3|4|3|3|3|Met||2018 04614570000000|Golden Feather Union Elementary|2||3|3|3|1|1|3|3|3|1|1|2|2|2|1|1|1|1|3|2|1|3|2|2|Met||2018 50710430000000|Ceres Unified|2||4|4|4|3|4|4|4|4|2|3|4|4|4|3|4|4|4|4|4|4|4|4|4|Met|Ceres Unified School District has a strong focus on teaching adopted standards. Purchase of math curriculum aligned to the new standards was completed in 2015-2016, and professional learning to deepen expertise in the use of this material is ongoing. In 2016-2017, staff completed review and adoption of English Language Arts/English Language Development materials for purchase and implementation in 2017-2018. Work has begun in the implementation of Next Generation Science Standards, new courses have been developed in grades 7-10 based on the new standards, a new course for grade 11 is in development to be implemented in 2019-20, and teachers will be reviewing instructional materials for K-8 adoption for purchase and implementation in 2019-2020. A review of instructional materials for science in grades 9-12 will take place in 2019-20 for implementation in 2020-21. The new History/Social Science framework and new instructional materials were implemented to begin the 2018-19 school year. This information was reported to the board at a regularly scheduled Ceres Unified Governing Board meeting at the October 25, 2018 board meeting.|2018 45699890000000|Fall River Joint Unified|2||5|4|4|3|4|5|5|5|3|3|5|5|4|3|3|4|4|5|5|5|5|5|5|Met|While the purchase of a new social studies curriculum in grades 7-12 is being implemented, there are some issues with accessing the on-line curriculum. As of now, we are waiting for answers from the textbook company.|2018 44698230000000|Santa Cruz City High|2|Santa Cruz City Schools (SCCS) drafted a Curriculum Master Plan in 2016-17, which is helping to guide and monitor our implementation of the California Common Core State Standards (CCSS) as well as our instructional Tier 1 focus. We chose this tool to measure our progress because we wanted a locally developed tool that met our specific and unique needs. Because we created this tool, it directly applies to our students’ areas of need and identifies and lays out a plan for meeting these needs. The following is an assessment of SCCS’s implementation of the CCSS in each content standard area: English Language Arts: Both Middle and High school, ELA teachers have Common Core aligned lessons and Scope and Sequences. At the secondary level, we are beginning to develop a district CCSS curriculum map. We use district writing diagnostic and summative assessments modeled after CAASPP Performance Tasks. English Language Development: All ELD teachers have received PD regarding the ELD standards and have implemented these into their instruction. All schools in our district have agreed to focus on moving towards an Integrated ELD approach over the next 5 years, meaning ELD standards, instructional strategies, and scaffolds and supports are used in all content areas by all teachers throughout the school. We are in the beginning stages of PD and implementation regarding Integrated ELD. Mathematics: SCCS middle schools are in year 6 and high school is in year 3 of CPM aligned CCSS curriculum and instruction. Every summer and during the school year math teachers participate in CPM and/or SVMI math training that is CCSS focused. Next Generation Science Standards: We are working with BaySci as a countywide NGSS initiative. In this process we are refining our district NGSS implementation plan. We have established lead science teachers at each elementary, middle, and high schools. These leads have been to many NGSS trainings and meet monthly to deepen their understanding and implementation of NGSS and are supporting the implementation of NGSS at each of their respective sites. We aim to have full NGSS implementation within the next 3 years. History-Social Science: All secondary HSS teachers have attended the HSS Framework training offered in our area. We are looking into a HSS textbook adoption process for next school year and this year are continuing to send teachers to framework training. Career Technical Education: CTE teachers and classes are aligned to the outlined state descriptions and teachers are working to incorporate the necessary Leadership standards. We are building as many CTE pathways as funds and instructors allow. Health Education, Physical Education, Visual and Performing Arts, and World Language standards are followed in each of their respective courses.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 09618380111724|California Montessori Project-Shingle Springs Campus|2|The Montessori philosophy embraces the belief that a child has an innate desire to learn and produce purposeful, meaningful work. Dr. Maria Montessori believed that the role of an adult in a child’s education is to provide an appropriate environment, complete with tools and methods, to facilitate the child’s own discovery of knowledge and skills at the time when it has the most impact for him/her individually. This system has a foundation based on trust and respect of the individual, and a belief that children will soar beyond traditional expectations. California Montessori Project (CMP) offers an environment which has the tools, programs, resources, and support to enable students to become educated to high academic standards, and to develop themselves to their full capacity as competent, happy, productive individuals, family members, employers/employees, and contributors to a better society and a peaceful world. This is achieved through a strong commitment from the parents, teachers, school leaders, community groups, legislators and, most importantly, the individual child. CMP is grounded in a philosophy of trust in individuals to seek their greatest potential. CMP holds that an educated person is well-rounded and balanced. The CMP student shall become a collaborative member of a community, motivated to set and achieve high goals. CMP encourages students to demonstrate empathy towards others through respectful and productive communications. The student is guided to view him/herself as a global citizen who is empowered, and responsible, for making positive changes in the world within the immediate environment. The CMP student develops personal habits contributing to his/her community; participating in healthy choices regarding nutrition and exercise; and a balance between family, work and leisure activities.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 15633540000000|Blake Elementary|2||4|5|5|3|5|5|5|5|3|5|5|5|5|3|5|1|5|4|5|1|4|4|4|Met|Blake School District is implementing all state academic standards. There is a need for specific strategies to use with working with multiple grade levels at one time. The NGSS textbooks are new this year and implementation of the science standards is at the emerging stage.|2018 43696900000000|Sunnyvale|2||4|4|4|4|2|3|3|4|4|3|4|4|4|4|3|2|4|4|4|3|4|4|4|Met|As the various content frameworks have been adopted, we have focused our professional development on one content area at a time to ensure teachers have time to process the information and improve their practice. Prior to this school year, our focuses have been English language arts, English language development, math and science. As of the 2018-19 school year we have fully implemented NGSS at all of our schools. This year we will be providing professional development for middle school social studies teachers around the new social studies framework, and undertaking a pilot of the new instructional materials.|2018 43696330000000|Orchard Elementary|2||4|3|4|2|2|4|3|4|2|3|4|3|4|2|2|3|4|4|3|1|3|3|3|Met||2018 09619600000000|Pollock Pines Elementary|2||4|4|4|2|1|4|4|4|2|1|3|3|3|3|3|1|3|4|4|1|4|4|3|Met||2018 42691460000000|Carpinteria Unified|2||3|3|4|3|1|4|4|4|3|1|3|3|3|3|1|4|3|4|3|4|3|3|3|Met||2018 09619860000000|Silver Fork Elementary|2||5|5|5|5|3|5|5|5|5|3|5|5|5|5|5|2|3|5|5|3|5|5|5|Met||2018 58727280000000|Camptonville Elementary|2||4|3|5|2|3|4|3|5|3|4|5|4|5|4|4|2|3|5|3|4|5|3|4|Met||2018 07617470000000|Moraga Elementary|2|The Moraga School District uses measures or tools to track progress including: Fountas & Pinnell Benchmark Assessment System, Dibels reading and math, report cards, Interim Assessment Blocks (IAB), writing pre/post rubric scores, 6th-8th grade math assessments, Do the Math intervention data, physical education 5th and 7th grade healthy zone assessments, and Dreambox math online differentiation and progress monitoring. Student progress based on local measures and pacing schedules are used to monitor the implementation of SBE academic standards. Additionally, district provided professional development, staff meetings, department meetings, and grade level common planning time are used to monitor implementation. The Moraga School District has adopted ELA and math curriculum aligned to the SBE academic standards. The District will recommend curriculum to the Governing Board in the following areas: Next Generation Science Standards (2019), History-Social Science (2019, 2020), World Language (2018, 2019), and Health Education (2019). Staff review SBE academic standards to ensure alignment with lesson plans and assessments.|4|4|4|3|2|5|5|5|3|2|5|4|4|3|2|3|2|5|2|3|4|4|4|Met||2018 01611680000000|Emery Unified|2||4|4|4|3|3|5|5|5|4|4|4|4|4|4|3|4|3|4|5|5|5|4|4|Met||2018 19647336016778|Dixie Canyon Community Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|5|5|5|1|5|5|5|Met|Dixie Canyon continues to work with state - adopted curriculum and supplemental research-based instructional strategies. School-wide Dixie Canyon utilizes the following curriculums, Wonders, My Math, Write From the Beginning (Writing), Foss Next Generation, Health and Wellness (Health), History/Social Science for California (Social Studies), and Mind Up (Social Emotional). During the last school year Dixie Canyon began implementation of LAUSD’s English Language and Literacy Plan (ELLP). We are an elementary school and we do not have Career Technical Education curriculum. We emphasize the College and Career Common Core Standards which build on the necessary capacities required for college or technical careers. Exposure to World languages at a K-5 level will be evaluated this year. The school educational leadership team will look into available curriculum.|2018 47104700117168|Golden Eagle Charter|2||4|2|4|3|3|5|3|5|4|4|4|2|4|4|3|4|3|3|3|4|4|4|3|Met||2018 09619450000000|Pioneer Union Elementary|2||3|1|4|1|2|5|3|5|1|1|3|1|4|1|1|1|4|4|1|1|4|4|4|Met||2018 19648570125377|Palmdale Aerospace Academy|2||5|5|4|3|4|5|5|4|4|4|5|5|4|4|4|1|4|5|2|4|5|4|4|Met|TPAA does not have a Career Technical Education program at this time.|2018 52715550000000|Kirkwood Elementary|2||4|3|4|2|3|5|5|5|2|2|4|3|5|2|2|3|3|5|3|1|4|4|3|Met||2018 45699710000000|Enterprise Elementary|2|Enterprise has recently adopted English Language Arts, Mathematics approved by State Board of Education. We are currently piloting History-Social Science curriculum and we will adopt in the Sring of 2019. We are investigating Next Generation Science material and out plan is to adopt during the 2019-2020 school year.|5|5|5|3|3|5|5|5|3|4|4|4|4|4|4|4|4|5|4|3|5|5|5|Met||2018 12629500000000|McKinleyville Union Elementary|2||4|3|4|2|1|4|4|4|2|2|3|2|3|1|1|1|1|1|2|1|3|2|2|Met|Narrative: McKinleyville Union School District operates three schools with a total of 48 classroom teachers plus an additional 20 support teachers. Analysis: The teachers who contritubed to the data identified that Math is the content area where the LEA has made the most growth. This includes professional learning for teachers, adopted curriculum aligned to the standards and teacher collaboration to support the teaching of the standards. English Language Arts was identified as the content area where we made the second most growth. NGSS and History Social Science are the two Core content areas where we need to focus professional learning for teachers as well as adopting curriculum aligned with the standards. Additionally, the teachers identified additional professional learning and curriculum are need in the Model Physical Education standards as well as Visual and Performing Arts and Health Education.|2018 23656232330363|Willits Charter|2||5|3|4|5|4|5|3|5|5|5|5|3|4|5|4|3|3|3|5|4|5|5|4|Met||2018 19647330115048|Fenton Primary Center|2|Fenton Primary Center uses a Professional Learning Community approach with committees that evaluate and monitor implementation of all instructional programs. The Curriculum and Instruction Committee meets once a month to discuss topics such as new adoptions and piloting possible adoptions in all subjects. The committee is comprised of teachers, special education specialists, administrators and lead teachers. This committee is an advisory committee to our Fenton Charter Public Schools Board.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met|Fenton Primary Center is a TK-2 grade school and some adopted academic standards do not apply. The school’s teachers, administrators, and parents have consistently reviewed, modified, and adopted new curriculum to improve student success. The school adopted the state standards in English language arts and mathematics, continues to implement the Mutt-i-grees social-emotional program, provides staff with quality professional development, and provides students and staff with the latest technology. The school continues to review and plan the implementation of Next Generation Science Standards. The school continues to successfully implement new technologies in every classroom and staff was an integral part of the construction of the new facility. Teachers have access to many additional resources available online and the latest education programs. The facility is equipped with high-speed wireless Internet connection, computers in every classroom (9 desktops, 1 teacher laptop, at least 1 iPad), document camera, and an interactive projector. FPC has met the goal of implementing and integrating technology.|2018 19651510000000|Wilsona Elementary|2||4|3|4|1|2|5|5|5|1|2|4|3|4|2|2|3|5|4|3|1|5|4|3|Met|Wilsona School District is an elementary District that adopted Math curriculum in 2014 and ELA/ELD in 2015. The District is exploring the NGSS Framework and professional development is being provided. Wilsona School District is currently piloting the HSS curriculum. PE is in full implementation with professional development of OPEN curriculum and a fully credentialed PE teacher at the middle school. As a small K-8 District World Languages is not offered at this time. Professional Development surveys are sent out annually to identify areas of need to improve practice with academic standards and/or benchmarks. Principals identify and plan support for teachers who have individual needs and or assistance on standards not yet mastered. These findings were shard with the Wilsona School District Board of Trustees at their regularly scheduled Board Meeting on November 15, 2018.|2018 30665140000000|Fullerton Joint Union High|2||4|4|3|4|3|5|5|3|3|3|5|4|5|4|3|4|5|5|4|5|4|4|4|Met||2018 29102980000000|Nevada County Office of Education|2||4|3|3|2|2|5|4|3|3|3|4|3|4|4|2|3|3|4|4|1|4|4|5|Met||2018 37683380121681|SD Global Vision Academy|2|For Question #4 in Option 2 below: Career Technical Education, Health Education, VAPA, & World Languages does not apply to San Diego Global Vision Academy (SDGVA) as it serves grades TK-8.|5|2|4|2|1|4|1|3|2|1|3|1|2|2|1|0|0|3|0|0|4|3|3|Met|The following is an explanation for questions ranked with “1” for the 2017-18 school year: • Question #1 History: The K-8 History Leadership Team (HLT) of educators participated in the professional learning series at the San Diego County Office of Education (SDCOE) for the rollout of the CA History Frameworks in 2017-2018 (4 sessions). The HLT will provide Professional Development (PD) to all teachers in the 2018-19 school year on inquiry-based lesson planning & use of primary source documents. • Question 2: ELD: The K-8 Leadership Team participated in GLAD Training on the rollout of the ELD & History Framework in August 2017. The Leadership Team reviewed sample curriculum options various publishers aligned to the new ELD Standards. • Question 2: History: The HLT reviewed standards-aligned curriculum from 4 publishers. SDGVA purchased curricular and Instructional materials to pilot for grades 2, 4 & 6 for implementation in the 2018-19 school year. • Question #3 ELD: ELD materials were purchased for schoolwide implementation. Administration revised both the teacher observation protocol and self-evaluation process for educators to include specific evidence of ELD instruction throughout year & was presented during PD. • Question #3: History: The HLT will conduct on-going formative check-ins with Administration to include samples of student work for discussion as part of assessing the piloted curriculum. Final recommendations by Spring 2019 for the 2019-20 school year.|2018 12630240000000|Scotia Union Elementary|2||5|4|5|3|3|5|5|5|2|2|5|5|5|3|3|1|3|3|4|1|5|5|5|Met||2018 19647331933746|Granada Hills Charter High|2|Granada Hills Charter continues to implement the Common Core State Standards (CCSS) for English Language Arts (ELA) and Math with a system for monitoring which includes school site created and implemented benchmark assessments as well as opportunities for intervention, refinement and enrichment through instructional practice. Granada Hills Charter has refined the English Learner Master Plan to include the new English Language Proficiency Assessments for California (ELPAC) which includes school site criteria in order to identify and reclassify students and has a clear alignment to the ELA CCSS. GHC is in its third year of implementation for the Next Generation Science Standards (NGSS) with continued professional development focused on interdisciplinary coordination for the cross cutting concepts. Additionally, GHC has fully embraced the adopted CA History-Social Science, Career Technical Education, Health, Physical Education, Visual and Performing Arts and World Language Content Standards with aligned Professional Development implemented continuously throughout the year and using data to identify areas of need within all student sub groups, decided actions for implementation to address the identified needs as well as a process for reflection and refinement.|5|4|4|4|4|5|5|5|5|5|4|4|4|4|4|5|5|5|5|5|4|4|4|Met|Targeted professional development for the school site as well as focus on the individual needs of teachers was designed and aligned with the submitted Local Control Accountability Plan and Single Plan for Student Achievement which addresses a three year period from fall of 2018. Differentiation, Intervention and School Climate are identified goals which resulted from stakeholder survey results, analysis of discipline specific benchmark, California Assessment of Student Performance and Progress (CAASPP), Northwestern Evaluation Association (NWEA) and Dashboard data as well as information provided through stakeholder committee groups. Teachers and administrators collaborate in teams around professional development focusing on the implementation of differentiated curriculum, interdisciplinary school teams to address targeted students meeting criteria for intervention as well as engaging stakeholders around school climate and the implementation of community building opportunities for all stakeholders. Individual teachers and administrators, based on experience and growth needs are offered opportunities for tailored professional development offered at the school site and off site. However, professional development in collaborative communities is implemented weekly with a focus on content areas and interdisciplinary academic programs. Professional Development is developed and designed within academic departments and programs in collaboration with leadership aligned to the LCAP.|2018 10624146117865|Quail Lake Environmental Charter|2||4|4|5|3|4|5|4|5|3|3|5|5|5|4|4|4|4|5|4|4|5|5|5|Met||2018 36675870000000|Adelanto Elementary|2|AESD has adopted the California State standards and since 2014 has spent a significant amount of time and resources training teachers in both ELA, math and NGSS for science.In 2017-18, the district completed the first K-8 ELA and Math standards alignment document. During the staff development day and through substitute days, teachers met as grade level teams and completed the alignment document which clearly includes standards identified as Priority, Supportive, and Supplemental standards for each grade for ELA and Math. Over the summer, almost 60 teachers met from each grade level and developed common formative assessments (CFA) in a ELA and math to be implemented each quarter of 2018 19 school. These CFA's include writing as well to support the ELA/ELD standards. All teachers in grades 3- 8 have been trained in NGSS and are currently implementing pilot material to support with this transition. Science has also developed a CFA to be conducted in grades 6-8 this year.All teachers in grades 6-8 are being trained in Social Studies framework and are currently implementing pilot materials to support with this transition. Social studies has also developed a CFA to be conducted in grades 6-8 this year. All students in moderate to severe (SDC) classes are provided ELA and math materials as well as supplemental materials to support science and social studies instruction. AESD is monitoring progress towards implementation of the academic standards through data chats related to assessment results from multiple sources such as CFA's, states tests, STAR reading and math, and other formative assessments. Each of the schools have committed to conducting these data chats withgrade level teachers during scheduled time within the instructional day to allow teachers to look deeper at all results pertaining to state and local tests and share best practices with their grade level peers. Visual and performing arts are offered as electives in the middle school and as enrichment options in the elementary schools. Teachers follow a well-developed curricula but there is more work to be done in the area of alignment between sites. In PE, science, and social studies similar alignment work has started. Elementary PE has been provided standardized assessment tools. In prior years the district has conducted two ICAs, one in the fall and one in the spring. Teachers will also conduct one full length practice test, the Interim Common Assessments, and use the results to teach and reteach prior to the state testing in May. AESD will be using these data sources to monitor student progress across grades and across subgroups. In the area of CTE, the district has introduced the CTE-like middle school electives which are aligned to the career pathways offered at the high school level. More work will occur n the area of World Language, in regards to the alignment process and training teachers in developing the curriculum expectations across the district.|4|4|4|3|3|5|5|5|3|3|4|4|4|3|3|3|4|4|3|1|4|4|4|Met|AESD has continued to focus on teacher knowledge around standards implementation. Almost every professional development day agenda includes time for teachers to learn and develop further skills around the standards applicable to the classroom. The work that we have started in 2017 has allowed all teachers to gain deeper knowledge in grade level standards along with understanding the standards that are being taught in the grade before and the grade after. At each grade level, teachers have collaboratively identified the priority, supportive and the supplemental standards. Posters have been prepared for each grade level and visible in every classroom. Therefore, vertical articulation and horizontal alignment is driving coherence across school sites and grade levels. With the implementation of the common formative assessments (CFA), teachers are also getting a deeper understanding of the kinds of questions that are applicable to each of the standards and how to teach the standards so that students can achieve mastery by the end of the year. Middle school Science and Social Studies teachers have begun coordinating their curriculum around grade level standards and have developed CFAs which will be conducted in the spring of 2019. In PE, K8 alignment of standards has started with middle school single subject teachers creating a backward map to support the learning from grade K-6.|2018 21654820000000|Tamalpais Union High|2||5|3|5|3|3|5|2|5|2|2|4|3|5|4|3|4|5|5|5|5|4|4|4|Met||2018 23656070000000|Round Valley Unified|2||4|4|4|2|1|5|5|5|2|1|3|3|3|1|1|4|4|5|5|5|5|4|4|Met||2018 34674390135343|Growth Public|2||3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|1|1|1|1|1|3|3|3|Met||2018 15633470000000|Belridge Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|5|5|1|1|5|5|5|Met|Based on research and experience Belridge Stakeholders believe the following list is the most effective use of LCFF funds to meet the needs of our students: 1) An additional teacher to reduce class sizes 2) Align standards to meet the needs of our students 3) Provide additional formative assessment and feedback 4) Monitor student progress 5) Provide staff training based on needs of all students 6) Provide staff training based on needs of the teachers 7) Provide support to teachers based on ELPAC results|2018 44697994430245|Diamond Technology Institute|2||5|4|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|4|5|5|5|5|5|Met||2018 19648810000000|Pasadena Unified|2||5|4|4|3|5|5|4|4|4|4|4|4|4|4|3|5|3|4|4|5|5|5|5|Met||2018 10624146117873|Sanger Academy Charter|2||4|4|5|3|4|5|4|5|3|3|5|5|5|4|4|4|4|5|4|4|5|5|5|Met||2018 10624141030766|Hallmark Charter|2||4|4|5|3|4|5|4|5|3|3|5|5|5|4|4|4|4|5|4|4|5|5|5|Met||2018 16639580000000|Kit Carson Union Elementary|2||4|3|4|2|1|4|3|4|2|1|4|3|4|2|1|1|1|4|4|1|4|4|4|Met||2018 54105460135459|Blue Oak Academy|2|Teachers use assessment data from multiple sources as outlined in the Blue Oak Academy charter. We assess students by analyzing authentic student work, including projects, portfolios, presentations, and Lucy Caulkins reading and writing assessments with rubrics. In addition, we implement the national standardized assessment tool with NWEA Map testing twice a year, leading up to the CAASP testing in the spring. Students assessment data are regularly analyzed during our teacher professional learning committees. A Whole School Report Card also compiles the data into one place that is presented three times a year to the school board. These tools were chosen to measure student growth of the state's academic standards as well as other areas. Teachers are held accountable through evaluations and walkthroughs focusing on lesson plans and schedules. They received professional development targeting implementation of English Language Arts and English Language Development with expert, Nancy Fetzer. Our instructional coach has also provided individualized guidance and support with teachers as they seek to help students access the curriculum.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 01100170000000|Alameda County Office of Education|2||4|4|3|1|2|3|4|3|1|2|4|4|3|1|2|2|3|4|3|1|4|4|3|Met||2018 19647336015986|Beckford Charter for Enriched Studies|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met|Beckford Charter Elementary is not required to implement Career Technical Education and World Language as an elementary school. Beckford Charter continues to be in Full Implementation or Full Implementation with Sustainability in all areas.|2018 47702270000000|Delphic Elementary|2||4|2|4|2|3|5|2|5|2|3|2|2|2|2|2|1|3|3|1|1|3|3|3|Met||2018 16639740000000|Lemoore Union Elementary|2||3|3|3|2|1|3|3|3|1|1|3|3|3|2|1|1|5|5|5|5|5|5|5|Met||2018 54720410000000|Pixley Union Elementary|2||4|4|5|1|3|4|4|5|1|3|4|5|3|1|1|4|5|5|5|1|5|5|5|Met||2018 24658700000000|Winton|2||3|3|4|1|1|3|3|4|1|1|3|3|4|1|1|5|5|5|5|5|4|3|3|Met|"The section ""Other Adopted Academic Standards"" rating scale is marked ""5""; however, this section does not apply as Winton School District is a TK-8 district. It is requirement that a rating is selected. There was not a ""Not Applicable"" button to select. The History Social Science Adopted Textbooks were approved by the State Board of Education in the Fall of 2017. Winton School District has formed a History Social Science Committee composed of teachers from the elementary and middle school. These committee members attended a publishers fair in September 2018. Committee members will be piloting selected History Social Science textbooks during the 2018-19 school year. The State Board of Educations is expected to take action on recommendation for a list of adopted Science instructional materials November 8-9, 2018. The timeline of this Science adoption events are subject to change."|2018 50712660120063|Independence Charter|2||4|4|4|2|1|4|4|4|2|2|4|4|4|2|1|1|3|4|2|1|4|3|3|Met|Due to our K-8 charter status, Career Technical Education and World Language academic standards do not apply. This information was reported to the board at a regularly scheduled Salida USD Governing Board meeting on May 15, 2018.|2018 45700290000000|Igo, Ono, Platina Union Elementary|2|Igo, Ono, Platina Union Elementary (IOP) is using a variety of locally selected measures or tools that the local education agency will use to monitor the progress of the implementation of the state academic standards. The content areas have benchmarks that are utilized to assess students’ progress at least three times a year. Specific examples of such assessments are Aimsweb fluency, EveryDay Math Benchmark tests, Accelerated Reader, Basic Phonics Skills Test, and Wonders Unit Assessment tests. IOP is in the second year of the English Language Arts adoption of Wonders. During the 17/18 all staff received training in regard to the new program. In addition, grades 3-5 standards mapped and paced the curriculum. Kindergarten through second took part in the California Reading Literacy Project in regard to effective reading instruction. In regard to math, grade levels reviewed common assessments and shared agreements. History has currently been adopted. In December, staff will be given the opportunity to take part in the Next Generation Science Standards adoption. In 17/18 all middle school science teachers received training in regard to the Health Education Standards via Planned parenthood. Physical education, Visual and Performing Arts, and World Language are also being taught. World language is supported through Spanish instruction in the middle schools through Rosetta Stone.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 13630810000000|Brawley Union High|2||4|4|3|4|3|5|5|4|3|2|4|4|3|3|2|3|3|5|4|4|3|3|3|Met||2018 47104700000000|Siskiyou County Office of Education|2||4|3|4|1|4|4|3|4|1|4|3|3|3|1|4|4|4|2|4|1|4|4|4|Met||2018 45701280000000|Shasta Union Elementary|2|Shasta Union Elementary (SUE) is using a variety of locally selected measures or tools that the local education agency will use to monitor the progress of the implementation of the state academic standards. The content areas have benchmarks that are utilized to assess students’ progress at least three times a year. Specific examples of such assessments are Aimsweb fluency, EveryDay Math Benchmark tests, Accelerated Reader, Basic Phonics Skills Test, and Wonders Unit Assessment tests. SUE is continuing to work on the alignment of Montessori to the Common Core State Standards. In addition, grades Tk-5 standards mapped and paced the standards using Montessori materials. Kindergarten through second took part in the California Reading Literacy Project in regard to effective reading instruction. In regard to math, grade levels reviewed common assessments and shared agreements. History has currently been adopted. In December, staff will be given the opportunity to take part in the Next Generation Science Standards adoption. In 17/18 all middle school science teachers received training in regard to the Health Education Standards via Planned parenthood. Physical education, Visual and Performing Arts, and World Language are also being taught.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 50711000000000|Hickman Community Charter|2||4|3|4|3|3|5|5|5|2|3|4|4|4|3|3|1|3|4|3|1|4|4|3|Met|Local Indicators were presented to the Board on November 13, 2018.|2018 51105120000000|Sutter County Office of Education|2||3|3|3|3|3|4|4|4|2|3|3|3|3|2|3|3|3|3|1|1|4|4|4|Met||2018 45699550000000|Cottonwood Union Elementary|2||5|5|5|2|4|5|5|5|2|4|5|5|5|3|4|4|3|4|5|5|5|5|5|Met|The new History-Social Science curriculum was adopted and implemented this 2018/2019 school year and the district will be looking at adopting and purchasing the new science curriculum for the 2019/2020 school year.|2018 04615070129577|STREAM Charter|2|STREAM has implemented all current age-appropriate standards in California. To track our progress in implementation of State academic standards in ELA and Math, we use Track My Progress (TMP). We chose this tool as our benchmark, because we believe it to be a reasonably accurate reflection of student academic progress. STREAM administers four quarterly TMP assessments: Fall, Winter, Spring, and Summer. According to TMP, our student scores suggest the following growth pattern during the 2017-2018 school year: Fall ELA = 56% of students met/exceeded state standards, while 15% of students did not meet standard; Winter ELA = 61% of students met/exceeded state standards, while 11% of students did not meet standards; Spring ELA = 57% of students met/exceeded state standards, while 12% of students did not meet standards; Summer ELA = 59% of students met/exceeded state standards, while 12% did not meet standards. On the CAASPP ELA assessment, 52.51% of students met/exceeded state standards, while 16.76% did not meet standards. Fall Math = 59% of students met/exceeded state standards, while 6% of students did not meet standard; Winter Math = 70% of students met/exceeded state standards, while 5% of students did not meet standards; Spring Math = 68% of students met/exceeded state standards, while 4% of students did not meet standards; Summer Math = 83% of students met/exceeded state standards, while 4% did not meet standards. On the CAASPP Math assessment, 54.19% of students met/exceeded state standards, while 15.08% did not meet standards. We piloted the new science assessment, but have not received scores. Our teachers use the NGSS and have worked to ensure spiraling concepts between grade levels. English Language Development is aligned to state standards and students receive 30-40 minutes of additional instruction daily. History-Social Science follows the current standards. Health Education follows the current standards. Physical Education models the content standards and exceeds the recommended minimum minutes for Physical Education instruction and activity. All students participate in PE with a credentialed teacher every day. All students participate in the visual and performing arts every day. Visual arts are integrated into daily classroom lessons and all students have a daily music class with a credentialed music teacher.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 43695830000000|Morgan Hill Unified|2|The Morgan Hill Unified School District uses a locally created adoption tracker to establish a timeline of implementation activities. The tool begins with standards and framework reviews; establishing an early implementer team for in depth framework study focusing on the selection and evaluation of materials; reviewing SBE approved programs; selecting and piloting programs; conducting comparison studies to inform program selection; involving stakeholders in program examinations; conducting professional development; and identifying site leads to serve as implementation experts who can provide ongoing coaching support. Implementation monitoring is supported with administrative observations, peer to peer observations, and more formalized instructional rounds. Monitoring of student and educator access to online resources is providing an additional level of monitoring. Successful implementation is evident in student achievement. There is demonstrable growth in Math and ELA using multiple measures as reported in the LCAP Annual Report Goal 1 Metrics at: http://mhusd.org/wp-content/uploads/2018/03/LCAP-Annual-Report-2017-18-English-for-Website.pdf MHUSD also conducts Professional Development and Implementation Status surveys of our instructional staff. Survey results indicate that we are on track with core implementations: 3.9 Mathematics: Implemented Fall 2016, K-5 Pearson Investigations, 6-12 CPM 3.2 ELA/ELD: Implemented Fall 2017, K-5 McGraw Wonders, 6-12 McGraw StudySync 1.5 Social Science Implemented TCI grade 6-8 Fall 2018, Pearson grades 9-12 Fall 2018 and Pearson K-5 Winter 2018 2.1 NGSS Practicing instructional shifts, completed secondary course design have commenced vendor selection previews and adoption process as of October 2018 Health Ed: Implemented Red Cross Positive Prevention Plus curriculum in 2016-17 (Gr 7 & 9) Physical Ed: Current courses aligned to state framework; updated for CPR/AED (gr. 9) Visual & Performing Arts: Comprehensive program with renewal of VAPA plan for 2018-19 school year. World Languages: Implemented Fall 2016: Vista Education 6-12 Career Technical Ed: Continuing alignment of CTE pathways with Core Curriculum and K-5 Focus Academies|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 30103060132613|Vista Heritage Global Academy|2||5|4|4|4|4|4|4|4|4|4|5|4|5|4|4|2|4|5|4|1|4|4|4|Met|We are currently still limited in our physical capacity to expand, but once we are able to do so, we will begin to implement more CTE and World Language programs. We have improved and expanded our arts and health programs within the past year, and we have a heavy focus on professional learning and support for each teacher through a comprehensive, yet individualized professional learning model.|2018 44697990000000|Pajaro Valley Unified|2||4|2|4|3|3|4|2|4|2|3|4|3|4|3|3|2|2|5|3|4|4|3|3|Met||2018 19650940112706|California Virtual Academy @ Los Angeles|2||5|4|5|2|4|5|5|5|2|5|5|4|5|2|5|3|5|5|5|5|5|5|5|Met|"The curriculum is standards aligned, reviewed annually and updated as necessary to ensure accuracy and relevancy. The science courses in all grade levels are working toward alignment with NGSS standards. The school is encouraging science staff and curriculum specialists to attend additional outside professional development. There is a process for all stakeholders to submit feedback on the curriculum and content. An annual needs assessment identifies training and professional development needs to design the school wide offerings for the following school year. High school students participate in a required ""Finding Your Path"" course to guide them through the CTE standards and options for post secondary education. Teachers participate in regular instructional coaching and collaboration opportunities. High school lab sciences and visual and performing arts are A-G approved. In the past year, the LEA has further aligned the curriculum and instruction to SBAC major targets and supporting standards. Teachers receive instructional coaching to ensure standards are taught to an appropriate depth of knowledge using high quality, targeted instruction."|2018 16638750112698|California Virtual Academy at Kings|2||5|4|5|2|4|5|5|5|2|5|5|4|5|2|5|3|5|5|5|5|5|5|5|Met|"The curriculum is standards aligned, reviewed annually and updated as necessary to ensure accuracy and relevancy. The science courses in all grade levels are working toward alignment with NGSS standards. The school is encouraging science staff and curriculum specialists to attend additional outside professional development. There is a process for all stakeholders to submit feedback on the curriculum and content. An annual needs assessment identifies training and professional development needs to design the school wide offerings for the following school year. High school students participate in a required ""Finding Your Path"" course to guide them through the CTE standards and options for post secondary education. Teachers participate in regular instructional coaching and collaboration opportunities. High school lab sciences and visual and performing arts are A-G approved. In the past year, the LEA has further aligned the curriculum and instruction to SBAC major targets and supporting standards. Teachers receive instructional coaching to ensure standards are taught to an appropriate depth of knowledge using high quality, targeted instruction."|2018 15636280137687|California Virtual Academy at Maricopa|2||5|4|5|2|4|5|5|5|2|5|5|4|5|2|5|3|5|5|5|5|5|5|5|Met|"The curriculum is standards aligned, reviewed annually and updated as necessary to ensure accuracy and relevancy. The science courses in all grade levels are working toward alignment with NGSS standards. The school is encouraging science staff and curriculum specialists to attend additional outside professional development. There is a process for all stakeholders to submit feedback on the curriculum and content. An annual needs assessment identifies training and professional development needs to design the school wide offerings for the following school year. High school students participate in a required ""Finding Your Path"" course to guide them through the CTE standards and options for post secondary education. Teachers participate in regular instructional coaching and collaboration opportunities. High school lab sciences and visual and performing arts are A-G approved. In the past year, the LEA has further aligned the curriculum and instruction to SBAC major targets and supporting standards. Teachers receive instructional coaching to ensure standards are taught to an appropriate depth of knowledge using high quality, targeted instruction."|2018 37684036120893|California Virtual Academy @ San Diego|2||5|4|5|2|4|5|5|5|2|5|5|4|5|2|5|3|5|5|5|5|5|5|5|Met|"The curriculum is standards aligned, reviewed annually and updated as necessary to ensure accuracy and relevancy. The science courses in all grade levels are working toward alignment with NGSS standards. The school is encouraging science staff and curriculum specialists to attend additional outside professional development. There is a process for all stakeholders to submit feedback on the curriculum and content. An annual needs assessment identifies training and professional development needs to design the school wide offerings for the following school year. High school students participate in a required ""Finding Your Path"" course to guide them through the CTE standards and options for post secondary education. Teachers participate in regular instructional coaching and collaboration opportunities. High school lab sciences and visual and performing arts are A-G approved. In the past year, the LEA has further aligned the curriculum and instruction to SBAC major targets and supporting standards. Teachers receive instructional coaching to ensure standards are taught to an appropriate depth of knowledge using high quality, targeted instruction."|2018 39686270127191|California Virtual Academy @ San Joaquin|2||5|4|5|2|4|5|5|5|2|5|5|4|5|2|5|3|5|5|5|5|5|5|5|Met|"The curriculum is standards aligned, reviewed annually and updated as necessary to ensure accuracy and relevancy. The science courses in all grade levels are working toward alignment with NGSS standards. The school is encouraging science staff and curriculum specialists to attend additional outside professional development. There is a process for all stakeholders to submit feedback on the curriculum and content. An annual needs assessment identifies training and professional development needs to design the school wide offerings for the following school year. High school students participate in a required ""Finding Your Path"" course to guide them through the CTE standards and options for post secondary education. Teachers participate in regular instructional coaching and collaboration opportunities. High school lab sciences and visual and performing arts are A-G approved. In the past year, the LEA has further aligned the curriculum and instruction to SBAC major targets and supporting standards. Teachers receive instructional coaching to ensure standards are taught to an appropriate depth of knowledge using high quality, targeted instruction."|2018 41689160112284|California Virtual Academy San Mateo|2||5|4|5|2|4|5|5|5|2|5|5|4|5|2|5|3|5|5|5|5|5|5|5|Met|"The curriculum is standards aligned, reviewed annually and updated as necessary to ensure accuracy and relevancy. The science courses in all grade levels are working toward alignment with NGSS standards. The school is encouraging science staff and curriculum specialists to attend additional outside professional development. There is a process for all stakeholders to submit feedback on the curriculum and content. An annual needs assessment identifies training and professional development needs to design the school wide offerings for the following school year. High school students participate in a required ""Finding Your Path"" course to guide them through the CTE standards and options for post secondary education. Teachers participate in regular instructional coaching and collaboration opportunities. High school lab sciences and visual and performing arts are A-G approved. In the past year, the LEA has further aligned the curriculum and instruction to SBAC major targets and supporting standards. Teachers receive instructional coaching to ensure standards are taught to an appropriate depth of knowledge using high quality, targeted instruction."|2018 49707970107284|California Virtual Academy @ Sonoma|2||5|4|5|2|4|5|5|5|2|5|5|4|5|2|5|3|5|5|5|5|5|5|5|Met|"The curriculum is standards aligned, reviewed annually and updated as necessary to ensure accuracy and relevancy. The science courses in all grade levels are working toward alignment with NGSS standards. The school is encouraging science staff and curriculum specialists to attend additional outside professional development. There is a process for all stakeholders to submit feedback on the curriculum and content. An annual needs assessment identifies training and professional development needs to design the school wide offerings for the following school year. High school students participate in a required ""Finding Your Path"" course to guide them through the CTE standards and options for post secondary education. Teachers participate in regular instructional coaching and collaboration opportunities. High school lab sciences and visual and performing arts are A-G approved. In the past year, the LEA has further aligned the curriculum and instruction to SBAC major targets and supporting standards. Teachers receive instructional coaching to ensure standards are taught to an appropriate depth of knowledge using high quality, targeted instruction."|2018 51714150129007|California Virtual Academy at Sutter|2||5|4|5|2|4|5|5|5|2|5|5|4|5|2|5|3|5|5|5|5|5|5|5|Met|"The curriculum is standards aligned, reviewed annually and updated as necessary to ensure accuracy and relevancy. The science courses in all grade levels are working toward alignment with NGSS standards. The school is encouraging science staff and curriculum specialists to attend additional outside professional development. There is a process for all stakeholders to submit feedback on the curriculum and content. An annual needs assessment identifies training and professional development needs to design the school wide offerings for the following school year. High school students participate in a required ""Finding Your Path"" course to guide them through the CTE standards and options for post secondary education. Teachers participate in regular instructional coaching and collaboration opportunities. High school lab sciences and visual and performing arts are A-G approved. In the past year, the LEA has further aligned the curriculum and instruction to SBAC major targets and supporting standards. Teachers receive instructional coaching to ensure standards are taught to an appropriate depth of knowledge using high quality, targeted instruction."|2018 04614240118042|Forest Ranch Charter|2||3|2|3|3|3|3|3|3|3|3|3|3|3|3|3|2|3|3|3|1|3|4|3|Met||2018 45699480134122|Redding School of the Arts|2||5|4|5|3|1|5|5|5|3|1|5|5|5|4|3|3|2|5|5|5|5|4|4|Met||2018 45700940000000|Pacheco Union Elementary|2||5|5|5|3|4|5|5|5|2|4|5|5|5|2|4|4|5|5|5|5|5|5|5|Met||2018 19101990121772|Environmental Charter Middle|2||5|4|4|4|2|5|4|5|4|4|4|4|4|4|3|3|1|4|4|1|4|4|3|Met|At ECMS-G, the Career Technical Education standards, Health Education Content, and World Language Standards are not part of our educational program, as described in our charter petition. We implement Physical Education Model Standards through our Games & Movement course sequence, where we also implement Collaborative Skill Standards. Visual and Performing Arts standards are implemented in our Handwork and Art course sequence. Our Green Ambassadors course incorporates the California Education and the Environment Initiative.|2018 19101990127498|Environmental Charter Middle - Inglewood|2||5|3|4|4|4|4|3|4|3|4|5|3|4|4|4|3|2|4|4|1|5|5|4|Met|At ECMS-I, the Career Technical Education standards, Health Education Content, and World Language Standards are not part of our educational program, as described in our charter petition. We implement Physical Education Model Standards through our Games & Movement course sequence, where we also implement Collaborative Skill Standards. Visual and Performing Arts standards are implemented in our Handwork and Art course sequence. Our Green Ambassadors course incorporates the California Education and the Environment Initiative. We teach College Readiness, where students develop important lifelong learning skills, but do not follow the Career Tech Ed standards within this class.|2018 30666700106567|Nova Academy|2||4|4|4|2|2|5|5|5|2|2|5|5|5|2|2|4|5|4|4|5|4|4|4|Met||2018 19646911996438|Environmental Charter High|2||4|4|5|3|3|4|4|5|3|3|5|5|5|3|3|1|5|1|5|5|5|4|4|Met|At ECHS, the Career Technical Education standards and the Physical Education Model Standards are not currently in our charter petition. Health Education Content standards are included in curriculum provided to our students by Peer Health Exchange. Visual and Performing Arts standards as well as World Language Standards are fully implemented into our core art and Spanish classes, which are all A-G approved.|2018 45701100135889|Stellar Charter|2|Stellar Charter School uses a variety of locally selected measures to monitor the progress of the implementation of the state academic standards. The content areas have benchmarks that are utilized to assess students’ progress at least three times a year. Specific examples of such assessments are: Aimsweb fluency, EveryDay Math Benchmark tests, Accelerated Reader, Basic Phonics Skills Test, and Wonders Unit Assessment tests. Stellar is in the second year of the English Language Arts adoption of Wonders. During the 17/18 school year, staff and parents received training in regard to the new program. Our Kindergarten teacher, data technician and literacy specialist took part in the California Reading Literacy Project in regard to effective reading instruction. In regard to math, CCSS aligned assessments were developed and utilized. History was evaluated for adoption. In December, staff will be given the opportunity to take part in the Next Generation Science Standards adoption. Physical education, Visual and Performing Arts, and World Language are also being taught. World language is supported through Spanish instruction in the middle school and high school is being provided. 100% of teachers surveyed felt prepared to teach the California standards. 100% of teachers are properly credentialed to teach ELL. Administrator walk-throughs confirm the implementation of Academic content and Performance standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 12755151230150|Pacific View Charter 2.0|2||5|4|5|3|4|5|5|4|2|4|4|4|4|3|3|4|4|4|4|3|4|4|4|Met|The Pacific View Charter School 2.0 operates 2 schools with a total of 17 teachers. Out of the 17, 12 are veteran teachers with 5 or more years of teaching and 5 are new with less than 5 years of teaching experience. Out of the 17 teachers, 8 are in self contained classrooms, 4 are in subject based classrooms and 5 are push-in/pull-out teachers. Based on the survey’s identified needs, we plan to purchase a common core state standards based NGSS science program for K-6 in the Spring of 2019. We plan to purchase common core state standards based H/SS program K-8. We plan to continue to purchase licenses for Apex Learning (online curriculum) for the high school students and educate staff on NGSS. Year to year, 2018-2019 survey saw a large increase in Support for Teachers , Implementation of Standards on a greater than 1 point average.|2018 56725460115105|Camarillo Academy of Progressive Education|2||5|5|5|5|3|5|5|5|5|3|5|5|5|5|5|3|5|5|5|5|5|5|5|Met|The premise of CAPE’s progressive education is to create a learning environment where students actively experience their education and are continually challenged in an ever-changing, yet organized setting. There is an active cooperative partnership among parents, students and teachers, where learning is for its own sake, for the joy of it, and for its intrinsic value. Each student is held accountable for his or her own progress while utilizing the support system of teachers and parents. Teachers will create classroom environments that challenge and support students’ learning of standards-based curriculum while promoting diversity, creativity, cooperation and individual learning styles. CAPE has purchased and trained all employees in Common Core Mathematics (Everyday Math), Common Core English/Language Arts (Lucy Calkins), Common Core Writing (Lucy Calkins), Next Generation Science Standards (Delta Foss) and has started the implementation process for History-Social Science. CAPE teachers have 4 full days and 2 half days of staff development each year. Teachers are also encouraged to attend training and come back to teach the rest of the staff during weekly staff meetings. Administration does regular snapshot observations to provide valuable feedback and find areas where additional supports might be needed.|2018 54720580000000|Pleasant View Elementary|2|Pleasant View Elementary School District has chosen the following as our local measures to gauge the academic development of our students. These measures will be looked at annually and included in our local LCAP metrics or used in the needs assessment of the district when it comes to planning actions and services. Parent/Guardian Input Measure: • 100% of our students had access to common core aligned instructional materials in Reading/Language Arts and Math. • 90% of students K-5th were working on grade level material on Lexia an online reading skills adaptive based reading program. That compares to 76% of students last year were working on grade level material. • 54% of 6th-8th grade students were working on grade level material on Reading Plus and adaptive based reading program. That compares to 52% of students last year were working on grade level material. • 16% of our students scored Standard Met in Reading Language Arts on the SBAC. Whereas a year ago 16% of our students scored at the Standard Met Level. 12% of our students scored Standard Met in Mathematics on the SBAC. Whereas a year ago 8% scored at the Standard Met Level. The district will continue to look at ways to improve Reading Language Arts and Math core instruction. • 8% of our ELD students scored Standard Met in Reading Language Arts on the SBAC. Whereas a year ago 8% of our students scored at the Standard Met Level. 8.5% of our ELD students scored Standard Met in Mathematics on the SBAC. Whereas a year ago 8% scored at the Standard Met Level. The district will continue to look at ways to improve Reading Language Arts and Math core instruction for our English Learner Students. • 3% of ELD students were re-classified English Proficient. This met our goal of 3% • 46% of students 2nd-8th grade scored at Grade Level on STAR Reading Assessments. Whereas a year ago 34% of students scored at Grade Level. • 47% of 7th and 8th grade students scored at Grade Level on the STAR Math Assessments. Whereas a year ago 36% scored at Grade level. The NWEA MAP assessment is given 3 times a year and the following was our year to year growth. In Reading 5th-8th grew on avg. 6.2pts exceeding projected growth of 3.8pts. In Language Use 5th-8th grew on avg. 5.6pts exceeding projected growth of 3.3pt. In Math 5th-8th grew on avg. 6.5pts exceeding projected growth of 4.1pts.The implementation of the Local Control Funding Formula (LCFF) has placed a renewed emphasis on setting high academic standards for all students. The measures have been established in our LCAP in Goal 2 and are present in our actions and services within this goal. Pleasant View recognizes the ongoing need to continually reflect and make changes to how we measure the progress of our students. As Pleasant View continues to evolve and align instructional pedagogy with common core aligned materials the district will continue to look at new ways to measure the growth of our students, and align our actions and services accordingly.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 50711670138057|Connecting Waters Charter School - Central Valley|2|Connecting Waters Charter School, Central Valley chose to use the Option 2 Reflection Tool with some slight modifications due to the nature of our Independent Study setting. We asked all of our certificated teachers to rate their development level of academic standards in the following subjects: ELA Common Core, New ELD, Math Common Core, Next Generation Science, History-Social Studies, Career Technical Education, Health and PE, Visual and Performing Arts, and World Language Standards. A scale of 1-4 was used with the following descriptors: 1=Exploration and Research Phase, 2=Beginning Development, 3=Initial Understanding & Implementation, and 4=Full Understanding & Implementation. We then asked the certificated teachers to rank, on average, the how well they feel the parents on their rosters are able to implement and monitor standards for their students’ grade level for each subject using the same scale. The following is a summary of the data collected: For ELA, Math, and Next Generation Science Standards, 77%, 67%, and 33% (respectively) of Teachers considered themselves in Full Understanding & Implementation Phase; whereas for the same standards they reported only 37%, 30%, and 14% of their parents in Full Understanding & Implementation Phase (ELA, Math and Next Generation standards respectively). 42% of our teachers rated themselves in the Initial Understanding & Implementation Phase for Career Technical Education Standards, but 28% ranked their parents to be in this same phase. The LEAs leadership team and Parent LCAP Advisory Committee has reviewed the results to this evaluation in detail to help determine additional professional development for both teaches and parents.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 50755725030317|Connecting Waters Charter|2|Connecting Waters Charter School chose to use the Option 2 Reflection Tool with some slight modifications due to the nature of our Independent Study setting. We asked all of our certificated teachers to rate their development level of academic standards in the following subjects: ELA Common Core, New ELD, Math Common Core, Next Generation Science, History-Social Studies, Career Technical Education, Health and PE, Visual and Performing Arts, and World Language Standards. A scale of 1-4 was used with the following descriptors: 1=Exploration and Research Phase, 2=Beginning Development, 3=Initial Understanding & Implementation, and 4=Full Understanding & Implementation. We then asked the certificated teachers to rank, on average, the how well they feel the parents on their rosters are able to implement and monitor standards for their students’ grade level for each subject using the same scale. The following is a summary of the data collected: For ELA, Math, and Next Generation Science Standards, 77%, 67%, and 33% (respectively) of Teachers considered themselves in Full Understanding & Implementation Phase; whereas for the same standards they reported only 37%, 30%, and 14% of their parents in Full Understanding & Implementation Phase (ELA, Math and Next Generation standards respectively). 42% of our teachers rated themselves in the Initial Understanding & Implementation Phase for Career Technical Education Standards, but 28% ranked their parents to be in this same phase. The LEAs leadership team and Parent LCAP Advisory Committee has reviewed the results to this evaluation in detail to help determine additional professional development for both teaches and parents.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 36675950000000|Alta Loma Elementary|2||5|4|5|4|5|5|5|5|3|4|5|5|5|3|4|3|4|4|4|4|5|5|5|Met|LCAP stakeholder survey and student assessment data is used to quantify progress in the implementation of standards in content areas, instructional strategies, and 21st Century skills. Using a continuous improvement model, results are compared on a yearly basis to determine focused District initiatives. Questions involving the instructional shifts in content areas are posed to administrators, parents, students, and staff. Responses may include the percentage of students reading a balance of literature and informational text, practicing evidence based reading and writing, the embedded mathematical practices used during the instructional process, or the percentage of students participating in District initiatives such as Number Talks, or model drawing. This information along with analyzed assessment targets, drive professional development decisions that are prioritized by areas of greatest need for groups of teachers, principals, and school sites. Collaborative data analysis and planning meetings further implementation. Grade levels regularly revisit common assessments used to monitor progress.The facilitation of professional learning cohorts by content and technology coaches, along with access to high quality standards-based curriculum and state framework study ensures the sustainability of the implementation and improvement cycle. The District Survey and assessment data have both indicated continuous improvement and effectiveness in the implementation of standards.|2018 37682050000000|Lemon Grove|2||5|5|5|1|2|5|5|5|1|2|5|5|5|1|2|1|2|4|3|4|5|5|5|Met|The LEA is in Year 4 of the Go Math! adoption. All students have Common Core aligned instructional materials for home and school use. Additionally, students and teachers have accounts which will provide them with access to digital resources. The District adopted the State approved program Benchmark Advance/Adelante for grades TK-6. Benchmark has both integrated and designated ELD instruction built into the balanced literacy components. Like Go Math! Benchmark provides digital resources that match the print version and enhance the experience for students through numerous interactive components. For grades 6-8, teachers have selected Study-Sync, a cross-curricular, core program with hundreds of texts, video and multimedia lessons intended to prepare students for college and careers through relevant reading, writing, speaking and listening assignments. Study-Sync also has both integrated and designated ELD in the program. The History Social Science framework was revised in 2016 and instructional materials became available for consideration in 2017-18. At grades 7 & 8 three State approved publisher programs have been piloted and the program selection will be made Fall of 2018. The Next Generation Science Standards State approved instructional materials list will be available for consideration in Fall of 2018-19. Lemon Grove will view and possibly pilot materials in grades 7 & 8 in the Spring of 2019. Grades TK-6 will investigate options for piloting Fall of 2019.|2018 05615800000000|Vallecito Union|2|Measures for piloting and adoption of state-approved curriculum, including ELA, Math, NGSS, involve a districtwide Curriculum and Instruction committee which articulates with Technology stakeholders and leaders to explore and implement suitable materials and best practices. Occasional surveys, including the California Healthy Kids Survey, to parents, staff, and other stakeholders, have been implemented to elicit feedback from those sources. The LCAP outlines procedures and expenditures that support the use of the listed measures and tools. School Site Councils help provide feedback on curricular, staffing, and facility issues to inform the Curriculum and Instruction committee and the LCAP|5|4|5|1|1|5|5|5|2|1|5|4|5|2|1|1|4|4|5|1|5|5|5|Met||2018 10625130000000|Washington Colony Elementary|2||4|4|4|3|1|5|4|5|3|1|4|4|4|3|1|4|3|4|4|1|5|4|4|Met||2018 54105460119602|University Preparatory High|2||5|5|5|4|4|5|5|5|4|3|5|5|5|4|3|5|5|5|4|3|5|5|5|Met||2018 47704820000000|Weed Union Elementary|2||4|3|4|2|3|5|4|5|3|3|5|4|5|3|3|4|3|2|4|1|5|4|4|Met||2018 13631640000000|Imperial Unified|2||4|3|4|3|2|4|3|5|3|2|3|3|3|3|2|3|3|2|2|2|4|3|3|Met||2018 19757130000000|Alhambra Unified|2||4|3|4|3|3|4|3|4|3|2|4|3|4|3|3|3|3|3|3|3|4|3|3|Met|The California Dashboard Priority #2 State Academic Standards’ survey from the 2017-2018 school year was examined and analyzed to determine district need. In comparing survey results from 2017-2018 to 2018-2019 school year, evidence shows the following: In regards to providing professional learning for teaching to the recent adopted academic standards and frameworks, survey results remained the same with the exception of social science that moved from Beginning Development to Initial Implementation. In regards to AUSD making progress in making instructional materials available to classroom teachers, survey results indicated that all areas remained the same with the exception of Next Generation Science Standards moving from Beginning Development to Initial Implementation. In regards to AUSD’s progress in implementing policies or programs to support staff in identifying areas where they can improve in delivering instruction aligned to adopted academic standards, survey results maintained the same with the exception of History Social Science that moved from Beginning Development to Initial Implementation. In regards to AUSD’s progress toward implementing academic standards in CTE, Health Education, Physical Education, VAPA, and World Languages, all areas remained at Initial Implementation. In regards to AUSD’s success at engaging teachers and school administrators in determining professional development needs, all areas remained the same.|2018 37681140000000|Fallbrook Union Elementary|2||5|5|5|3|3|5|5|5|3|3|5|4|5|3|4|3|4|4|3|4|5|5|5|Met|FUESD is a TK through eighth-grade district. We offer career and college readiness pathways through personalized learning experiences built on interest, leadership development, and state standards connections.|2018 37681303732732|Helix High|2||5|4|5|3|3|5|4|4|3|3|4|4|4|4|4|5|4|4|4|5|4|4|4|Met||2018 21654740000000|Sausalito Marin City|2|SMCSD/Bayside MLK staff are using multiple measures to assess student progress in ELA and Math. For ELA and Math, we are using the MAP assessment tool 3 times per year as a formative assessment. Both curricula also come with weekly/bi-monthly end of lesson and unit assessments that we use on a consistent basis. We also participate in the CA state assessments in the spring to provide us with summative data on student progress. Bayside MLK does not have an adopted curriculum for History or Science in grades TK-5. Different instructional strategies are implemented in each classroom and the content covered varies depending upon teacher experience and choice. Health education is taught by student nurses to our TK-5 students and our middle school students receive the mandatory sexual health education through a partnership with the Spahr Center, a local agency in Marin County. Visual and Performing Arts (art and music) are provided to all students one time per week in grades TK-8 and many classes also offer our kids exposure to experiences in theater through a partnership with the Marin Theater Company. All students in TK-8th grade receive the mandatory minutes of PE instruction per week and we use the CA State Physical Fitness Assessment to assess our students in PE. We do not currently offer world language or career technical education at Bayside MLK.|3|3|3|1|1|3|3|3|1|1|3|3|3|1|1|0|2|2|3|0|2|2|2|Not Met For Two or More Years|We are designing a plan to ensure all teachers are fully prepared to address the state History and NGSS standards. Professional development and teacher preparation time will be provided from January, 2019 through June 2020 dedicated solely to the History and NGSS standards.|2018 49710350000000|Wright Elementary|2||5|2|5|2|1|5|3|5|2|1|5|2|5|2|1|1|1|1|1|1|4|3|3|Met||2018 12101240000000|Humboldt County Office of Education|2||5|5|5|1|2|5|5|5|1|2|5|5|5|1|2|3|5|5|4|4|5|5|5|Met|The Humboldt County Office of Education operates the Court and Community Schools with a total of five schools and ten teachers. Eight of the teachers are veteran teachers and two are in their fourth year of teaching. All sites are self-contained classrooms with a teacher and an instructional aide. CCS operates both classroom programs and Independent study (IS) programs. There are three Community School sites and two locked court schools. CCS is in the process of exploring NGSS and Social Studies Standards. A curriculum committee has been formed and are exploring options that would meet CCS needs for both classroom and IS. We are utilizing HCOE CTE programs, focusing on Humboldt Hydro Farms (HHF) and the Building Trades Academy. This year HHF is partnering with American Hydroponics to create a hydroponics certification. This will ensure that students will show mastery in key hydroponic operations.|2018 56105616055974|Meadows Arts and Technology Elementary|2|MATES has been successful in implementing the California State Standards. Our success is indicated in our CAASPP Scores. In the 2017-18 school year, 80% of MATES students met or exceeded standards in ELA. Our teachers have worked hard to continue implementing the ELA/ELD framework aligned to the California State Standards for ELA. 2017-18 Assessments show that English Language Learners increased their overall performance on the English Language Arts Assessment of CAASPP by 30%. MATES has also been very successful in implementation of the California State Standards for Mathematics. In the 2017-18 school year, 78.5% of MATES students met or exceeded standards in Mathematics. In the 2017-18 school year, MATES teachers fully implemented the Next Generation Science Standards using the STEMscopes curriculum. MATES prides itself on integrating History-Social Science into the curriculum. Students are exposed to the state adopted standards on a regular basis. MATES provides students with a physical education specialist to deliver the Physical Education Model Content Standards in an interdisciplinary, project-based manner. As an art and technology school, MATES does an outstanding job integrating the visual and performing arts standards into the curriculum. The school hosts an annual Winter Art Gallery in which art created as a part of thematic units is displayed. Each student proudly displays 2-3 art pieces. Additionally, each grade level has at least one musical performance per year integrating either the science or social science curriculum.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 13631150000000|Central Union High|2||5|4|4|2|2|5|4|4|1|4|3|3|2|1|3|4|4|3|5|3|4|4|3|Met||2018 21750020000000|Ross Valley Elementary|2||5|3|5|3|3|5|3|5|3|3|5|2|5|3|3|3|3|4|4|3|4|4|3|Met||2018 30103060000000|Orange County Department of Education|2||5|4|4|3|5|5|4|4|3|5|5|4|4|3|5|3|4|4|3|4|4|4|3|Met||2018 16639820000000|Lemoore Union High|2||4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|4|4|5|4|Met|LUHSD has worked very hard to provide Professional Development opportunities for all staff and especially in content standards to assure all students are receiving excellent instruction in both core and non-core content areas.|2018 07100740114470|Making Waves Academy|2||4|4|4|4|4|5|5|5|3|5|4|4|4|4|4|3|5|5|4|4|4|4|3|Met||2018 50712900000000|Sylvan Union Elementary|2||4|4|4|2|2|4|4|4|2|2|4|3|4|2|2|1|1|3|3|1|3|3|3|Met|Due to Sylvan District's elementary district status, Career Technical Education and World Language academic standards do not apply. This information was presented to the Board of Trustees at a regularly scheduled board meeting of the Sylvan Union Elementary District governing board on October 30, 2018.|2018 19647330133710|Girls Athletic Leadership School Los Angeles|2|See Option 2.|5|4|5|4|4|5|5|5|5|5|5|4|5|4|4|5|5|5|4|4|5|4|4|Met|The Girls Athletic Leadership School Los Angeles (GALS) has been open for only 2 years. The GALS LA 2017-18 SBAC results for Math and ELA exceeded the results of the local middle schools that over 75% of our students would have attended if they did not attend GALS. Another area we would like to highlight is that the amount of required physical education California mandates is at least 200 minutes of physical education every 10 school days. GALS requires a minimum of 120 minutes of physical education every 5 school days. Our ADA was for the two years we were open was 96%.|2018 08100820830059|Castle Rock|2||4|4|4|3|5|4|4|4|3|5|4|3|4|3|4|4|4|4|4|4|4|4|3|Met||2018 19647336016935|Encino Charter Elementary|2||5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|5|5|5|4|5|Met|Encino Charter Elementary is not required to implement Career Technical Education and World Language as an elementary school. Encino Charter continues to be in Full Implementation or Full Implementation with Sustainability in all areas.|2018 49707970000000|Liberty Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2018 43693936046510|Blackford Elementary|2|Using the dashboard reflection tool, CUSD has an overall rating of Met. The following content areas scored a three or higher, representing full implementation and sustainability: ELA, ELD, Math, Health, World Language, Visual and Performing Arts, and Physical Education. The two areas where we are in exploration or beginning development are NGSS and History/Social Science. Campbell Union School District began the process of Common Core State Standard Implementation during the 2013-2014 academic year. The Instructional Services department supported educators via ELA, ELD, Math, and NGSS essential standards identification, ELA/ELD and Math curriculum pilots and adoptions with embedded ELD supports, as well as NGSS. As a STEAM focused district, we have established strong partnerships to provide students with extended inquiry-based, hands-on experiences in the areas of visual and performing arts, science, technology, engineering, world languages, and mathematics. The District Leadership Team uses and analyzes a number of local surveys to identify the professional learning needs of teachers, administrators, and whole school staffs. The detailed work of district-wide teachers on special assignment (TOSA), site level Equity TOSAs, BTSA support providers, demonstration classroom teacher observations, professional learning communities (PLCs), and online professional development, support advancing the professional learning needs of individual teachers. Administrators at the site and district level, use their knowledge of the teaching practices’ standards (TPEs), goal setting meetings, and evaluation cycles to support teachers on the standards that they have not yet mastered.|4|3|4|2|2|4|3|4|2|2|3|3|3|2|2|2|3|4|3|3|4|3|3|Met||2018 23739160000000|Laytonville Unified|2||3|3|3|2|3|3|2|3|3|2|3|3|3|3|2|3|2|3|4|4|3|3|3|Met||2018 16639820110205|Lemoore Middle College High|2||5|5|5|3|4|5|5|5|4|4|5|5|4|4|4|1|5|5|5|5|5|5|5|Met|The LMCHS certificated staff completed a survey and discussed in a staff meeting to complete this section.|2018 48705320122267|Dixon Montessori Charter|2||4|3|5|4|5|5|4|5|5|5|4|4|4|3|4|4|3|5|5|1|4|4|3|Met||2018 49707976051833|Liberty Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2018 13632220000000|Seeley Union Elementary|2||4|3|4|2|1|4|3|4|3|1|4|2|4|2|1|1|1|2|5|1|4|4|4|Met|SUSD is in the research and exploration phase of the new History/Social Studies adoption. Teachers will have the opportunity to preview and choose two of the California state adopted History curriculum. A decision will be made at the end of the school year to ensure that full implementation and professional development will be provided.|2018 44698150000000|Santa Cruz City Elementary|2|Santa Cruz City Schools (SCCS) drafted a Curriculum Master Plan in 2016-17, which is helping to guide and monitor our implementation of the California Common Core State Standards (CCSS) as well as our instructional Tier 1 focus. We chose this tool to measure our progress because we wanted a locally developed tool that met our specific and unique needs. Because we created this tool, it directly applies to our students’ areas of need and identifies and lays out a plan for meeting these needs. The following is an assessment of SCCS’s implementation of the CCSS in each content standard area: English Language Arts: At elementary teachers have Common Core aligned lessons. Our elementary schools are beginning a CCSS textbook adoption pilot using Benchmark Advance, McGraw Hill Wonders, and Benchmark Workshop and are also receiving CCSS ELA PD. English Language Development: All ELD teachers have received PD regarding the ELD standards and have implemented these into their instruction. All schools in our district have agreed to focus on moving towards an Integrated ELD approach over the next 5 years, meaning ELD standards, instructional strategies, and scaffolds and supports are used in all content areas by all teachers throughout the school. We are in the beginning stages of PD and implementation regarding Integrated ELD. Mathematics: SCCS elementary schools are in year 3 of CCSS curriculum and instruction using the Eureka Mathematics program. Last year both elementary and high school adopted CCSS aligned curriculum and engaged in PD to support the CCSS. This year elementary is continuing their implementation and PD to support it, with the focus being on language routines and accountable talk to support mathematics instruction. Next Generation Science Standards: We are in year 3 of a 3 year NGSS implementation plan. We have established lead science teachers at each elementary, middle, and high schools. These leads have been to many NGSS trainings and meet monthly to deepen their understanding and implementation of NGSS. These leads are supporting the implementation of NGSS at each of their respective sites. We aim to have full NGSS implementation within the next 3-5 years. We are part of a county-wide science initiative with the purpose of full implementation of NGSS in our elementary, middle, and high school classes History-Social Science: We have done some PD to support the implementation of the CA Content Literacy Standards in history. As the new History standards were just adopted, this will be an area of focus over the next 3-5 years. Visual and Performing Arts: Our credentialed visual and performing arts teachers follow the standards for their content area as well as our district curriculum master plan and are integrating integrated ELD into their respective courses. All elementary children receive music and art classes.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 43693936046536|Capri Elementary|2|Using the dashboard reflection tool, CUSD has an overall rating of Met. The following content areas scored a three or higher, representing full implementation and sustainability: ELA, ELD, Math, Health, World Language, Visual and Performing Arts, and Physical Education. The two areas where we are in exploration or beginning development are NGSS and History/Social Science. Campbell Union School District began the process of Common Core State Standard Implementation during the 2013-2014 academic year. The Instructional Services department supported educators via ELA, ELD, Math, and NGSS essential standards identification, ELA/ELD and Math curriculum pilots and adoptions with embedded ELD supports, as well as NGSS. As a STEAM focused district, we have established strong partnerships to provide students with extended inquiry-based, hands-on experiences in the areas of visual and performing arts, science, technology, engineering, world languages, and mathematics. The District Leadership Team uses and analyzes a number of local surveys to identify the professional learning needs of teachers, administrators, and whole school staffs. The detailed work of district-wide teachers on special assignment (TOSA), site level Equity TOSAs, BTSA support providers, demonstration classroom teacher observations, professional learning communities (PLCs), and online professional development, support advancing the professional learning needs of individual teachers. Administrators at the site and district level, use their knowledge of the teaching practices’ standards (TPEs), goal setting meetings, and evaluation cycles to support teachers on the standards that they have not yet mastered.|4|3|4|2|2|4|3|4|2|2|3|3|3|2|2|2|3|4|3|3|4|3|3|Met||2018 43693936046544|Castlemont Elementary|2|Using the dashboard reflection tool, CUSD has an overall rating of Met. The following content areas scored a three or higher, representing full implementation and sustainability: ELA, ELD, Math, Health, World Language, Visual and Performing Arts, and Physical Education. The two areas where we are in exploration or beginning development are NGSS and History/Social Science. Campbell Union School District began the process of Common Core State Standard Implementation during the 2013-2014 academic year. The Instructional Services department supported educators via ELA, ELD, Math, and NGSS essential standards identification, ELA/ELD and Math curriculum pilots and adoptions with embedded ELD supports, as well as NGSS. As a STEAM focused district, we have established strong partnerships to provide students with extended inquiry-based, hands-on experiences in the areas of visual and performing arts, science, technology, engineering, world languages, and mathematics. The District Leadership Team uses and analyzes a number of local surveys to identify the professional learning needs of teachers, administrators, and whole school staffs. The detailed work of district-wide teachers on special assignment (TOSA), site level Equity TOSAs, BTSA support providers, demonstration classroom teacher observations, professional learning communities (PLCs), and online professional development, support advancing the professional learning needs of individual teachers. Administrators at the site and district level, use their knowledge of the teaching practices’ standards (TPEs), goal setting meetings, and evaluation cycles to support teachers on the standards that they have not yet mastered.|4|3|4|2|2|4|3|4|2|2|3|3|3|2|2|2|3|4|3|3|4|3|3|Met||2018 43693936046577|Forest Hill Elementary|2|Using the dashboard reflection tool, CUSD has an overall rating of Met. The following content areas scored a three or higher, representing full implementation and sustainability: ELA, ELD, Math, Health, World Language, Visual and Performing Arts, and Physical Education. The two areas where we are in exploration or beginning development are NGSS and History/Social Science. Campbell Union School District began the process of Common Core State Standard Implementation during the 2013-2014 academic year. The Instructional Services department supported educators via ELA, ELD, Math, and NGSS essential standards identification, ELA/ELD and Math curriculum pilots and adoptions with embedded ELD supports, as well as NGSS. As a STEAM focused district, we have established strong partnerships to provide students with extended inquiry-based, hands-on experiences in the areas of visual and performing arts, science, technology, engineering, world languages, and mathematics. The District Leadership Team uses and analyzes a number of local surveys to identify the professional learning needs of teachers, administrators, and whole school staffs. The detailed work of district-wide teachers on special assignment (TOSA), site level Equity TOSAs, BTSA support providers, demonstration classroom teacher observations, professional learning communities (PLCs), and online professional development, support advancing the professional learning needs of individual teachers. Administrators at the site and district level, use their knowledge of the teaching practices’ standards (TPEs), goal setting meetings, and evaluation cycles to support teachers on the standards that they have not yet mastered.|4|3|4|2|2|4|3|4|2|2|3|3|3|2|2|2|3|4|3|3|4|3|3|Met||2018 43693936046601|Lynhaven Elementary|2|Using the dashboard reflection tool, CUSD has an overall rating of Met. The following content areas scored a three or higher, representing full implementation and sustainability: ELA, ELD, Math, Health, World Language, Visual and Performing Arts, and Physical Education. The two areas where we are in exploration or beginning development are NGSS and History/Social Science. Campbell Union School District began the process of Common Core State Standard Implementation during the 2013-2014 academic year. The Instructional Services department supported educators via ELA, ELD, Math, and NGSS essential standards identification, ELA/ELD and Math curriculum pilots and adoptions with embedded ELD supports, as well as NGSS. As a STEAM focused district, we have established strong partnerships to provide students with extended inquiry-based, hands-on experiences in the areas of visual and performing arts, science, technology, engineering, world languages, and mathematics. The District Leadership Team uses and analyzes a number of local surveys to identify the professional learning needs of teachers, administrators, and whole school staffs. The detailed work of district-wide teachers on special assignment (TOSA), site level Equity TOSAs, BTSA support providers, demonstration classroom teacher observations, professional learning communities (PLCs), and online professional development, support advancing the professional learning needs of individual teachers. Administrators at the site and district level, use their knowledge of the teaching practices’ standards (TPEs), goal setting meetings, and evaluation cycles to support teachers on the standards that they have not yet mastered.|4|3|4|2|2|4|3|4|2|2|3|3|3|2|2|2|3|4|3|3|4|3|3|Met||2018 43693936046619|Marshall Lane Elementary|2|Using the dashboard reflection tool, CUSD has an overall rating of Met. The following content areas scored a three or higher, representing full implementation and sustainability: ELA, ELD, Math, Health, World Language, Visual and Performing Arts, and Physical Education. The two areas where we are in exploration or beginning development are NGSS and History/Social Science. Campbell Union School District began the process of Common Core State Standard Implementation during the 2013-2014 academic year. The Instructional Services department supported educators via ELA, ELD, Math, and NGSS essential standards identification, ELA/ELD and Math curriculum pilots and adoptions with embedded ELD supports, as well as NGSS. As a STEAM focused district, we have established strong partnerships to provide students with extended inquiry-based, hands-on experiences in the areas of visual and performing arts, science, technology, engineering, world languages, and mathematics. The District Leadership Team uses and analyzes a number of local surveys to identify the professional learning needs of teachers, administrators, and whole school staffs. The detailed work of district-wide teachers on special assignment (TOSA), site level Equity TOSAs, BTSA support providers, demonstration classroom teacher observations, professional learning communities (PLCs), and online professional development, support advancing the professional learning needs of individual teachers. Administrators at the site and district level, use their knowledge of the teaching practices’ standards (TPEs), goal setting meetings, and evaluation cycles to support teachers on the standards that they have not yet mastered.|4|3|4|2|2|4|3|4|2|2|3|3|3|2|2|2|3|4|3|3|4|3|3|Met||2018 43693936046627|Monroe Middle|2|Using the dashboard reflection tool, CUSD has an overall rating of Met. The following content areas scored a three or higher, representing full implementation and sustainability: ELA, ELD, Math, Health, World Language, Visual and Performing Arts, and Physical Education. The two areas where we are in exploration or beginning development are NGSS and History/Social Science. Campbell Union School District began the process of Common Core State Standard Implementation during the 2013-2014 academic year. The Instructional Services department supported educators via ELA, ELD, Math, and NGSS essential standards identification, ELA/ELD and Math curriculum pilots and adoptions with embedded ELD supports, as well as NGSS. As a STEAM focused district, we have established strong partnerships to provide students with extended inquiry-based, hands-on experiences in the areas of visual and performing arts, science, technology, engineering, world languages, and mathematics. The District Leadership Team uses and analyzes a number of local surveys to identify the professional learning needs of teachers, administrators, and whole school staffs. The detailed work of district-wide teachers on special assignment (TOSA), site level Equity TOSAs, BTSA support providers, demonstration classroom teacher observations, professional learning communities (PLCs), and online professional development, support advancing the professional learning needs of individual teachers. Administrators at the site and district level, use their knowledge of the teaching practices’ standards (TPEs), goal setting meetings, and evaluation cycles to support teachers on the standards that they have not yet mastered.|4|3|4|2|2|4|3|4|2|2|3|3|3|2|2|2|3|4|3|3|4|3|3|Met||2018 43693936046668|Rolling Hills Middle|2|Using the dashboard reflection tool, CUSD has an overall rating of Met. The following content areas scored a three or higher, representing full implementation and sustainability: ELA, ELD, Math, Health, World Language, Visual and Performing Arts, and Physical Education. The two areas where we are in exploration or beginning development are NGSS and History/Social Science. Campbell Union School District began the process of Common Core State Standard Implementation during the 2013-2014 academic year. The Instructional Services department supported educators via ELA, ELD, Math, and NGSS essential standards identification, ELA/ELD and Math curriculum pilots and adoptions with embedded ELD supports, as well as NGSS. As a STEAM focused district, we have established strong partnerships to provide students with extended inquiry-based, hands-on experiences in the areas of visual and performing arts, science, technology, engineering, world languages, and mathematics. The District Leadership Team uses and analyzes a number of local surveys to identify the professional learning needs of teachers, administrators, and whole school staffs. The detailed work of district-wide teachers on special assignment (TOSA), site level Equity TOSAs, BTSA support providers, demonstration classroom teacher observations, professional learning communities (PLCs), and online professional development, support advancing the professional learning needs of individual teachers. Administrators at the site and district level, use their knowledge of the teaching practices’ standards (TPEs), goal setting meetings, and evaluation cycles to support teachers on the standards that they have not yet mastered.|4|3|4|2|2|4|3|4|2|2|3|3|3|2|2|2|3|4|3|3|4|3|3|Met||2018 43693936046692|Sherman Oaks Elementary|2|Using the dashboard reflection tool, CUSD has an overall rating of Met. The following content areas scored a three or higher, representing full implementation and sustainability: ELA, ELD, Math, Health, World Language, Visual and Performing Arts, and Physical Education. The two areas where we are in exploration or beginning development are NGSS and History/Social Science. Campbell Union School District began the process of Common Core State Standard Implementation during the 2013-2014 academic year. The Instructional Services department supported educators via ELA, ELD, Math, and NGSS essential standards identification, ELA/ELD and Math curriculum pilots and adoptions with embedded ELD supports, as well as NGSS. As a STEAM focused district, we have established strong partnerships to provide students with extended inquiry-based, hands-on experiences in the areas of visual and performing arts, science, technology, engineering, world languages, and mathematics. The District Leadership Team uses and analyzes a number of local surveys to identify the professional learning needs of teachers, administrators, and whole school staffs. The detailed work of district-wide teachers on special assignment (TOSA), site level Equity TOSAs, BTSA support providers, demonstration classroom teacher observations, professional learning communities (PLCs), and online professional development, support advancing the professional learning needs of individual teachers. Administrators at the site and district level, use their knowledge of the teaching practices’ standards (TPEs), goal setting meetings, and evaluation cycles to support teachers on the standards that they have not yet mastered.|4|3|4|2|2|4|3|4|2|2|3|3|3|2|2|2|3|4|3|3|4|3|3|Met||2018 43693930106005|Village|2|Using the dashboard reflection tool, CUSD has an overall rating of Met. The following content areas scored a three or higher, representing full implementation and sustainability: ELA, ELD, Math, Health, World Language, Visual and Performing Arts, and Physical Education. The two areas where we are in exploration or beginning development are NGSS and History/Social Science. Campbell Union School District began the process of Common Core State Standard Implementation during the 2013-2014 academic year. The Instructional Services department supported educators via ELA, ELD, Math, and NGSS essential standards identification, ELA/ELD and Math curriculum pilots and adoptions with embedded ELD supports, as well as NGSS. As a STEAM focused district, we have established strong partnerships to provide students with extended inquiry-based, hands-on experiences in the areas of visual and performing arts, science, technology, engineering, world languages, and mathematics. The District Leadership Team uses and analyzes a number of local surveys to identify the professional learning needs of teachers, administrators, and whole school staffs. The detailed work of district-wide teachers on special assignment (TOSA), site level Equity TOSAs, BTSA support providers, demonstration classroom teacher observations, professional learning communities (PLCs), and online professional development, support advancing the professional learning needs of individual teachers. Administrators at the site and district level, use their knowledge of the teaching practices’ standards (TPEs), goal setting meetings, and evaluation cycles to support teachers on the standards that they have not yet mastered.|4|3|4|2|2|4|3|4|2|2|3|3|3|2|2|2|3|4|3|3|4|3|3|Met||2018 43693930000000|Campbell Union|2|Using the dashboard reflection tool, CUSD has an overall rating of Met. The following content areas scored a three or higher, representing full implementation and sustainability: ELA, ELD, Math, Health, World Language, Visual and Performing Arts, and Physical Education. The two areas where we are in exploration or beginning development are NGSS and History/Social Science. Campbell Union School District began the process of Common Core State Standard Implementation during the 2013-2014 academic year. The Instructional Services department supported educators via ELA, ELD, Math, and NGSS essential standards identification, ELA/ELD and Math curriculum pilots and adoptions with embedded ELD supports, as well as NGSS. As a STEAM focused district, we have established strong partnerships to provide students with extended inquiry-based, hands-on experiences in the areas of visual and performing arts, science, technology, engineering, world languages, and mathematics. The District Leadership Team uses and analyzes a number of local surveys to identify the professional learning needs of teachers, administrators, and whole school staffs. The detailed work of district-wide teachers on special assignment (TOSA), site level Equity TOSAs, BTSA support providers, demonstration classroom teacher observations, professional learning communities (PLCs), and online professional development, support advancing the professional learning needs of individual teachers. Administrators at the site and district level, use their knowledge of the teaching practices’ standards (TPEs), goal setting meetings, and evaluation cycles to support teachers on the standards that they have not yet mastered.|4|3|4|2|2|4|3|4|2|2|3|3|3|2|2|2|3|4|3|3|4|3|3|Met||2018 33670330000000|Corona-Norco Unified|2||5|5|5|3|3|5|5|4|3|3|5|5|5|4|4|5|5|4|4|4|4|4|4|Met|Corona Norco Unified School District uses the concept of continuous improvement specifically in the area of implementation of rigorous state standards. With this, data is gathered and analyzed to gauge progress on implementation of state standards as well as student achievement in relation to the standards. Professional Learning opportunities for teachers and administrators are created and refined through this process.Professional Learning in the Corona-Norco Unified School District is provided to continuously build teacher and administrator capacity and provide First Best Instruction to meet the needs of all students. CNUSD reports that 14% of the student enrollment are English Learners. The Professional Learning in which CNUSD teachers participate is designed to support all learners, including English Learners and includes strategies to differentiate curriculum to meet the needs of all students. Instruction is designed to provide access to CCSS for all learners, most especially ELs, for purposes of gaining academic content knowledge and English language proficiency. ELD is vehicle to support the English Learner in their academic success. Additional focus has been placed, through Professional Learning and curriculum development, in the areas of Next Generation Science Standards and the implementation of the new History/Social Science Framework.|2018 57105790000000|Yolo County Office of Education|2||3|3|4|2|3|4|4|4|2|2|3|3|4|2|2|3|2|2|2|1|4|4|3|Met|Reflection tool was completed by the Executive Director and Principal on 10/18/18.|2018 50755560000000|Riverbank Unified|2||5|3|5|4|4|5|5|5|2|4|4|3|5|4|4|5|4|1|5|5|5|5|4|Met|Teachers have had professional learning opportunities in ELA, Math, ELD, and science over the last five years. With the implementation of new curriculum aligned to the History Social Science Standards, teachers are now receiving professional learning in that content area. This past school year we adopted History Social Science curriculum K-12 and we are now implementing it. In 2018-19 we are beginning a two-year process to adopt science curriculum. For the current school year we will be examining available curriculum and planning for a pilot of science curriculum beginning August 2019. All administrators in the district participate in classroom walks. Teachers have collaboration days up to two per month for Professional Learning Communities. All teachers have access to instructional coaching while some work with mentors.|2018 49709614930350|Sunridge Charter|2||4|3|4|3|3|4|3|4|3|4|4|3|4|3|4|4|4|5|5|4|4|4|4|Met|Our CAASPP scores for 3-8 grades in 2018 averaged 83% of students who met or exceeded the ELA standards and 63% of students who met or exceeded the math standards.|2018 11626380000000|Plaza Elementary|2||4|2|4|2|1|4|2|4|1|2|4|2|4|2|2|1|4|4|2|1|4|4|4|Met|We are a one school K-8 without a high school. Therefore, CTE is not applicable.|2018 19642950000000|Bassett Unified|2||4|4|3|3|1|5|5|5|2|1|3|3|3|2|1|3|2|3|2|5|3|3|4|Met||2018 04615070000000|Oroville City Elementary|2||3|3|4|1|1|4|4|4|1|1|4|3|4|1|1|1|1|1|1|1|3|3|3|Met||2018 33671570000000|Nuview Union|2||4|3|4|2|2|5|4|5|2|2|4|3|5|2|2|1|2|4|2|1|5|5|3|Met|We are in our third year of implementation of Eureka Mathematics. All staff has received training and support in this curriculum. Several of our teachers continue to participate in a Teaching English Learner Early Mathematics grant in partnership with RCOE and Cal State San Bernardino. This grant provides additional support to our staff in changes to the Math curriculum in Common Core and emphasizes the foundational concepts in the scope and sequence for Mathematics. In grades 3-8 we have fully implemented a one to one chrome book program. This implementation has allowed us to use Open Educational Resources as tools in the teaching curriculum. Our teachers in grades 4-8 frequently meet to discuss best practices in the delivery of English Language Arts instruction. Our Tk-3 grade has now fully implemented our implementation of McGraw Hill Wonders for ELA and ELD. This school year we are looking to pilot materials in both Science and Social Studies and plan to implement one or both of these subject areas in the 2019-2020 school year.|2018 49706980000000|Fort Ross Elementary|2||4|4|4|3|2|4|3|4|3|2|4|3|4|3|2|1|4|5|5|1|4|4|3|Met|RE #4: This is a K-8 elementary-no Career Tech Ed or World Languages|2018 19768690000000|Wiseburn Unified|2||5|5|5|2|2|5|5|5|2|2|4|4|4|2|2|2|3|5|5|1|4|4|4|Met|Curriculum and skills covered in each grade level are reviewed annually to ensure accessibility, relevance, and rigor that meet the needs of our students. Staff receives ongoing professional development monthly in addition to three staff development days annually. The CDE Self Reflection Tool was administered with all school site Leadership Teams.|2018 12768020124164|Redwood Preparatory Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|5|5|5|1|5|5|5|Met|Career Technical Education and World Language are not marked with a 1 because they are not applicable to our Elementary School.|2018 18641130000000|Johnstonville Elementary|2||4|3|3|2|1|4|3|4|2|1|4|3|4|2|1|2|2|4|3|1|3|3|3|Met||2018 19648730000000|Paramount Unified|2|PUSD’s LCAP includes a wide range of activities and services to support the implementation of state academic standards. These include professional development in Language Arts, ELD, mathematics, NGSS/science, history social science, health, Career Technical Education, AVID and instructional technology to develop the capacity of teacher leaders, academic coaches and principals. Teacher teams in elementary, middle and high school write high quality curriculum guides and assessments to guide the implementation of standards based instruction and monitor students’ academic progress throughout the year. PUSD selected two measures to assess this priority: 1) the number of Lead Teachers participating, and 2) the percent of teachers who participated in professional development. Both of these measures align with the district’s emphasis on developing the capacity of teachers and leaders. Lead Teachers PUSD has a long standing commitment to developing teacher leadership. Lead Teachers play a leadership role at all schools by supporting implementation of professional development and providing collegial support for implementing instructional approaches that support rigorous learning. These teacher leaders provide leadership and expertise that have increased the implementation of state standards. Lead Teachers collaborate with the principal and academic coaches to provide on-site activities deepen instruction that reflects the rigor of state standards. The role of the Lead Teacher has developed the capacity of each school to support teachers as they apply inquiry, questioning and increased rigor for all. In 2017-18, 103 Lead Teachers supported schools, exceeding the local target of 75. Teachers Complete Professional Development The transition to new standards in ELA, ELD, math and science as well as a new History Social Science Framework all speak to the need for high quality professional development. In 2017-18, the district provided 240 full day sessions of professional development in ELA, ELD, math, science, CTE and Special Education. These days are offered in summer, during winter break and throughout the school year. All newly hired teachers attend a specially designed New Teacher Institute where they learn how to use Thinking Maps, how to teach writing and proactive approaches to behavior and classroom management. In order to support teachers in understanding the shifts required to teach math and science, professional development in CGI math has been provided for teams of K-5 teachers; professional development supported by lesson study and coaching provided for grades 6-12 teachers. In 2017-18, 95% of teachers completed professional development, meeting the target. Information on progress toward the local indicator of State Academic Standards was reported at a Board of Education meeting on November 14, 2018.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 06616060000000|Maxwell Unified|2||3|3|4|2|1|4|3|4|1|1|3|3|4|1|1|2|2|2|2|2|3|3|3|Met||2018 15634460000000|Elk Hills Elementary|2||3|3|3|2|1|3|3|3|2|1|3|3|3|2|1|2|2|4|3|1|3|3|3|Met||2018 33736760000000|Coachella Valley Unified|2||3|3|3|1|1|2|2|3|1|1|2|2|3|1|1|4|1|3|3|5|5|4|3|Met|English Learner access to common core and EL standards: 3 - Initial Implementation Ratings were gathered for the elementary and secondary levels separately. For eight of the twenty-three areas rated, the rating was the same. Fifteen areas had different ratings for the elementary and secondary levels. Since the California Dashboard requires a single rating, we reported the lower of the two ratings.|2018 27754730000000|Gonzales Unified|2||3|3|2|1|3|3|3|4|3|3|3|3|3|2|3|4|3|3|3|2|3|3|3|Met||2018 04614080000000|Biggs Unified|2|A rating scale was used to measure this Priority. Each grade level was given a rating scale that addressed 5 areas and addressed the following academic areas: ELA Math ELD NGSS History/SS With the rating from 1-5 1-Exploratin Phase 2-Beginning Development 3- Initial Implementation 4-Full Implementation 5-Full Implementations and Sustainability The results of showed 4-5 in ELA/ELD in all areas from knowledge of the frameworks to implementation of the curriculum 3-5 in Math 1-3 in NGSS 2-4 in History/SS In the area of Support for teacher 3-4 This year we have a more robust staff development plan than we have had in the past and designated meeting and planning time built into our calendar.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 24656800000000|El Nido Elementary|2||4|4|4|3|3|5|5|5|2|2|4|4|4|3|3|5|5|5|5|5|5|5|5|Met|"El Nido Elementary School District is a small single school district which serves grades TK-8. The ""Other Adopted Academic Standards"" section does not apply to this district."|2018 13631310000000|Heber Elementary|2||4|4|4|3|1|4|4|5|3|1|4|3|3|3|1|1|2|3|1|1|4|4|2|Met|During our monthly leadership meeting, teachers and administrators completed the survey. Results were tabulated and recorded.|2018 19647336019186|Sherman Oaks Elementary Charter|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|1|4|4|4|1|4|4|4|Met|Sherman Oaks Elementary Charter continues to work with state adopted curriculum and supplemental research based instructional strategies. School wide SOEC utilizes the following curriculums: Benchmark, My Math, Write from the Beginning, Foss Next Generation, Health and Wellness (Health), History/Social Science for California (Social Studies). During the last school year SOEC began implementation of LAUSD's English Language and Literacy Plan. Sherman Oaks Elementary Charter is not required to implement Career Technical Education and World Language as an elementary school. Sherman Oaks Elementary Charter continues to be in Full Implementation or Full Implementation with Sustainability in all areas.|2018 19647330122739|Vista Charter Middle|2||5|5|5|5|5|5|5|5|5|5|5|4|5|4|4|4|4|5|5|5|4|4|4|Met|We are excited to have expanded our engineering curriculum through the Project Lead the Way network to now include Design and Modeling, Automation and Robotics and Green Architecture which includes elements of career technical education. Additionally, our Visual Arts programs have expanded to all grade levels.|2018 15638420000000|Wasco Union Elementary|2|"The district continued to contract with an external program monitor during the 2017-2018 school year. The program monitor walked all classrooms in the district last year collecting data regarding the implementation of state academic standards as well as differentiated instructional supports for student subgroups. Each year, the monitor provides a report to the Wasco Union Elementary board of trustees that summarizes the observation data and offers recommendations to the district for future planning toward improving instruction and academic programs. The following are quotes taken from the monitor's end of year report presented to the board of trustees in May 2018. These comments serve as evidence of the district's success to implement state academic standards at high levels. 1. ""The district’s restructured Designated ELD delivery model for grades 4-6 is working more effectively than it was in October 2017. All grade 4-6 students are now deployed to ELD classrooms based upon their respective English proficiency level (mixed grade levels). The iLit Level 5 ELD Program was implemented for use with the emerging and expanding-level students, and the district is reporting positive trends in growth, based on the assessment data the program generates. The E3D Curriculum supports the other levels of EL instruction as well as the Long-term English Learner (LTEL) students. Principals report that through training and ongoing support, teachers are more comfortable using the new curriculum. More training is planned for this year."" 2. ""A number of the district’s initiatives were observed to be occurring more effectively throughout the district. These include: a) Student engagement strategies such as small-group and partner collaboration b) Writing across the curriculum c) Appropriate grouping/deployment for Designated ELD instruction d) Various types of assessment data (fluency, APT, writing, etc.) used by teachers to plan interventions e) Instructional use of technology (Google docs for collaboration, word-processed reports, presentations, etc.) f) Language objectives posted in ELD"" 3) ""The K-8 Literacy Collaborative meets twice a month to review the “Building Blocks of Literacy” and to plan strategies to address the needs of students. The 95% Literacy Program data indicates that the program is increasing fluency and reading comprehension for Clemens and Burke students. Many classrooms are using Lexia during Universal Access time so that teachers are free to work with students individually or in small groups. These activities were observed to be effectively occurring in a great number of classrooms throughout the district. The principals and the district monitor student use of the Lexia Reading Software Program. Also, concerning literacy, the district recruited and paid a large number of teachers throughout the district to complete the Reading Certification Program through Point Loma."" See ""Recommendations"" Below"|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|"The following recommendations to the district from its external program monitor was presented to the board of trustees for consideration at the conclusion of the 2017-2018 school year. RECOMMENDATIONS: ""In light of the achievement disparities between ALL students and ELs, as well as the high percentage of ELs in the district, the district should ensure that Integrated ELD is being used every day in every classroom in every subject..."" ""The district should continue to provide explicit professional learning and support for Integrated ELD. In addition, grade levels/content areas should be supported in their lesson design activities to ensure that lessons are designed with intentionality to meet the needs of the EL students in their classroom..."" ""...ensuring that language objectives are written, understood and reviewed just as content objectives 2) identifying the academic language that will be taught across a range of disciplines and the leveled scaffolding that will be needed by students (leveled sentence frames) to support not only newcomers, but also help challenge the LTELS to grow in their proficiency, 3) building lessons with opportunities for all students, including ELs, to interact and use new language purposefully...""."|2018 58727690000000|Wheatland Union High|2||4|2|4|3|3|3|2|5|3|2|3|2|3|3|3|3|4|4|4|4|3|3|3|Met|The above data came from input from department chairs in the October 2018. Math, English, Science, and Social Studies curriculum instructional materials are all state aligned, but Math is the only subject area that has purchased new Common Core aligned instructional materials. Science is piloting Biology - NGSS aligned instructional materials this year and has plans to do the same for Chemistry for the 19/20 school year. Social Studies and English are both having departmental conversations with administration as to their plans to adopt Common Core aligned instructional materials in the near future.|2018 07100740730614|Golden Gate Community Charter|2||4|3|3|2|3|4|3|4|2|2|3|2|4|2|2|3|3|1|2|1|3|3|3|Met|All teachers were trained on the new Math standards when there was a new textbook adoption. Teachers are on both the County Office of Education’s Science Committee and the ELA/ELD Committees. These teachers routinely report back to their colleagues about what they learned and they coach other teachers. The school is piloting a new ELA novel curriculum, Reading with Relevance, in the spring of 2019. Currently, the school uses the Character Based Instruction novels program. Additionally, the school uses Odysseyware as the curriculum because it is Common Core Aligned, A-G, and Board approved. In October 2018, all teachers are attending a one day conference put on by Odysseyware to improve their delivery of the Odysseyware curriculum. All teachers as well as staff attend monthly meetings on Culturally Relevant Teaching. In addition, they are coached on how to teach all subjects using Culturally Relevant Techniques. The school is working on improving the delivery of Health Education. Currently, they use an outside agency to teach Heath twice a year. In the future, the goal is for the Science teacher to train all other teachers to teach Health. Lastly, the school is seeking additional training on how to more effectively reach designated ELD students on a daily basis. This information was presented to the Contra Costa County Board of Education on 10/17/18.|2018 42767866111603|Santa Barbara Charter|2|The teachers and Director of Education at Santa Barbara Charter School examined the curriculum and frameworks in use at school, and also examined our progress in making instructional materials align to the recently adopted standards. Teachers work as a Professional Learning Community on a weekly basis, and the teachers collectively determine areas of improvement and select professional learning needs. Teachers referenced the LCFF reflection tool provided, and opted to complete this narrative summary, as it allows us to more clearly describe our progress and next steps. Santa Barbara Charter School continues to provide professional development opportunities for teachers and other staff with the Common Core State Standards in Math and English Language Arts, with full implementation and sustainability. During 2017/18, we began focusing on the Next Generation Science Standards as a primary target for professional development, with full implementation and aligned instructional materials in these areas as a goal. We met our LCAP goals in this area during the year, and these efforts will continue in 2018/19. As the History and Social Science standards were released more recently, we are in the beginning phases of development and in the exploration phase of curriculum alignment. We are in the initial implementation phase of staff development regarding ELD. During 2017/18, we re-visioned our PE program with the hiring of a new specialist who will implement a program that address grade-specific standards in a more systematic manner. Visual and Performing Arts continue to be addressed through art specialists, class plays, and chorus/instrumental music units for all grades. The teaching staff engages in a continuous improvement cycle annually, which relates to teaching strategies and delivery of instruction. Teachers and school administrators were engaged with identifying professional learning needs of both individual teachers and the entire teaching staff at the level of full implementation and sustainability. Teachers drive the professional development plan at Santa Barbara Charter School and engage in a model of goal setting for continuous improvement on an annual basis.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 40687910000000|Pleasant Valley Joint Union Elementary|2||5|4|5|5|3|5|5|5|5|4|4|4|4|4|3|2|4|5|4|2|4|4|4|Met|The District publicized, posted, and shared a survey to all parents, staff, and students asking for feedback on a number of areas. One of the areas was regarding parent communication The feedback received from the survey indicated that overall parents felt that the level of communication from the school was very good. They appreciated the new ParentSquare program where the District sent home posts with copies of important flyers and other pieces of information. One improvement that was suggested was that they would like to anticipate more in person, but they would appreciate knowing specifically what the needs are at the school so they can determine if they are able to help for that specific need rather than receiving a general request for help that lacked the specifics. The District chose to use a Google Forms the survey and both English and Spanish as well as asking for and collecting data from feedback given by parents and community members at School Site Council, ELAC, and the school’s PTA meetings.|2018 34752830108860|Westlake Charter|2|Westlake Charter School continues to focus resources and time on fully implementing the state academic standards adopted by the State Board of Education. As a locally selected measurement, Westlake Charter School (WCS) uses the NWEA MAP series of assessments to determine progress on the implementation of California State Standards. Students participate in NWEA MAP testing three times a year, and the instructional staff uses the nationally normed data to monitor student progress on ELA and math standards. Additionally, NWEA provides information that helps to predict student performance on CASSPP. Instructional staff meets weekly in grade level meetings where the Professional Learning Communities (PLC) model is used to collaborate on standards, frameworks and student data. In addition to Math and ELA standards, WCS staff focus on all academic standards adopted by the State Board of Education through backwards design work. WCS staff uses Wiggins’ Backwards Design method to create units of study integrating Next Generation Science and history/social science standards into units of study. Teachers at WCS design thematic units of study where multiple subjects and standards are integrated into each unit of study. These units, along with grade level scope and sequences, are accessible to all staff on our school’s internal website. WCS continues to develop professional development focused on ELD standards to support its EL students and the new ELPAC assessment. WCS has a .4 FTE Teacher on Special Assignment who focuses on ELD development and provides support to staff in classrooms, during grade level PLC time, and providing essential resources. At WCS, students use 1:1 technology to enhance instruction and address career and technical standards. Furthermore, all students are enrolled in Spanish, art, and physical education classes K-8th grade. These courses are led by credentialed teachers and designed using the California State Standards. WCS demonstrates strong progress in the implementation of content standards by continually investing in the professional development of its instructional staff.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 45737000000000|Mountain Union Elementary|2|Quarterly, the District reviews the Williams Settlement data and reports status and complaints during open session post public hearing on sufficiency of materials. There have been no instances of insufficiency nor complaints of such.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 52715710000000|Los Molinos Unified|2||3|3|4|2|3|4|4|4|2|2|3|3|4|2|2|4|4|5|4|5|4|4|3|Met|LMUSD adopted ELA curriculum in 2017/2018. Math curriculum was purchased for the High School and Middle School used CPM. We are reviewing NGSS curriculum for 2018/2019 with intent to implement for 2019/2020.|2018 16639820136234|Lemoore Online College Preparatory High|2||5|5|4|4|5|5|5|5|4|5|5|5|5|4|5|5|5|4|5|5|4|5|5|Met|Lemoore Online College Preparatory High began operation in the 2017-2018 school year. Lemoore Online is a public charter authorized through Lemoore Union High School District. The school operates as a full-time, independent online, diploma-granting public school that will serve students in grades 9-12 who have needs that may not be easily met in a traditional school or classroom setting. The school provides a personalized, flexible, innovative, instructor-facilitated and supervised learning program, where students can study at their own pace, on their own schedule, with instruction, supervision, and support from a team of highly qualified California certified instructors. The school provides a rigorous and challenging breadth of curriculum for students of all abilities to equip them with the skills and knowledge to successfully move onto the next stage of their educational/career path. Courses in Core subject areas of English-Language Arts, Mathematics, Science, and Social Studies are offered to give all students the opportunity to enroll into the CSU or UC systems. Students have the opportunity to explore career pathway elective courses. These electives will provide students with real-world scenario|2018 19646000000000|Hermosa Beach City Elementary|2||4|3|5|3|1|5|4|5|3|1|4|4|4|3|1|4|4|4|5|4|4|4|4|Met||2018 23655650000000|Fort Bragg Unified|2||5|5|5|3|3|5|5|5|3|3|4|4|4|3|3|4|4|4|3|4|4|3|3|Met||2018 45752670113407|Rocky Point Charter|2||4|4|4|4|4|4|4|4|4|4|5|4|5|4|4|3|3|4|3|3|5|5|5|Met||2018 24657480000000|Livingston Union|2|Livingston Union School District (LUSD) is in full implementation of English Language Arts and Mathematics Common Core State Standards and uses the standards aligned Smarter Balanced Interim Assessments as well as local benchmarks to measure student progress in these areas. In addition to these assessments, LUSD uses the number of English Learners reclassified as Fluent English Proficient to measure progress in English Language Development. The district is continuing to explore and research materials for K-5 History-Social Science and has begun the adoption process for grades 6-8. Next Generation Science Standards are being implemented at all grade levels. The district also monitors the number of students receiving and exiting intensive intervention support services.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 38684786040935|Thomas Edison Charter Academy|2||5|4|4|4|3|5|4|4|5|4|5|4|5|4|4|4|4|4|5|5|5|5|5|Met|TECA provides daily collaboration time for teachers and weekly PD to develop skills to meet the needs of students, as identified by analyzing student benchmark data in ELA and Math. Longitudinal benchmark results show student academic growth and success. Since baseline, TECA has grown an average of 7% each year in Reading, and 4% in Math. Through the Dashboard evaluation process, TECA identified 3 areas needing support. To address these needs, we did the following: A cross-grade-level PLC is unpacking Social Science standards, with a final goal of a vertical alignment analysis to support full implementation of standards across grades. We purchased Spanish SS curriculum for our Dual Immersion classes in 4th and 6th grades. Use of Science FOSS kits has been fully implemented and teachers are using them with fidelity. Students are deepening their level of Science inquiry with NGSS and thriving. The California Reading and Literature Project will improve our school-wide Designated and Integrated ELD program that can be built upon to support EL students to access and understand English. The CRLP will support TECA faculty to create schedules and lesson plans to maximize language learning for all students. TECA modified our Response to Intervention program. Instead of pulling students from enrichment to receive support, fully credentialed teachers provide push-in support to classrooms to support our students and ensure they are free to access all content and enrichment instruction.|2018 29102980126219|Forest Charter|2||5|5|5|3|2|5|5|5|3|3|5|5|5|3|3|2|4|4|4|4|5|5|4|Met||2018 30665890000000|Magnolia Elementary|2|Magnolia School District continues to implement actions and services that ensure implementation of State Standards. Updated textbooks and instructional materials have been carefully reviewed and selected for Math, English Language Arts, and English Language Development to ensure that they are aligned to standards and provide a rigorous and powerful academic program. The District is in the process of implementing a supplemental curriculum tool and associated teacher training for science that is aligned with Next Generation Science Standards. History-Social Science textbooks are in every classroom from the last state adoption cycle, with related texts integrated into English language arts. Students also receive standards-aligned instruction in physical education and the arts from both classroom teachers and specialized music teachers. Our District Arts Integration program also includes student experiences in visual arts, theatre, and dance. Professional development is provided through the District Staff Development Day, Classroom Connections Conference, and various other trainings throughout the school year to provide teachers with strategies, resources, and tools to implement State Standards. A robust, standards-aligned district online assessment and reporting system system empowers educators to closely monitor student progress and mastery of State Standards in English language arts and mathematics. To address needs identified by data, Summer Learning Academy programs were implemented as planned, including a Third Grade Jump Start Program for all District third graders, a Language and Literacy Program for at-risk Long Term English learners, and Extended School Year summer programs for students in Special Education. Actions and services described above have resulted in desired outcomes: -All students have standards aligned materials in core subjects. -ALL students are receiving content area instruction focused on mastery of California State Standards (CCSS). -All students are participating in formative and summative assessments to monitor progress on mastery of State Standards. -All teachers are receiving professional development aligned to delivery of high-quality, standards-based instruction.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 26736920000000|Mammoth Unified|2||5|4|4|3|1|5|5|4|2|1|4|4|3|2|1|5|4|4|5|5|5|4|4|Met||2018 40687260000000|Cayucos Elementary|2||4|4|4|3|3|5|5|5|3|3|4|4|4|3|3|1|4|4|4|1|4|3|3|Met||2018 10622400000000|Kingsburg Elementary Charter|2||5|5|5|3|3|5|5|5|3|3|5|5|4|3|3|3|3|4|3|1|5|5|4|Met|"The Kingsburg Elementary Charter School District is waiting for the state to release its state adopted curriculum for NGSS. The district has a plan in place to review and adopt NGSS curriculum. The district adopted curriculum for HSS at the middle school level. Grades TK-6 will work with the local county offices to ensure implementation of the new HSS framework expectations and literacy standard for HSS.In regards to other adopted academic standards. KESD is a TK-8 only district. Many of the ""Other Academic Standards"" does not apply to grades TK-8."|2018 51714230000000|Nuestro Elementary|2||4|2|4|1|1|5|5|5|1|1|5|2|4|1|1|1|2|2|3|1|4|4|4|Met||2018 06615980000000|Colusa Unified|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|5|5|5|5|5|4|4|4|Met||2018 50755720000000|Waterford Unified|2|The district uses the Instructional Materials Evaluation Toolkit to assess and rate curriculum under consideration for its alignment to state standards. The district provides curriculum that is on the State Board of Education listing of approved instructional materials. In 2017-18, the district mirrored the state’s Reflection Tool to rate our progress in implementing the state academic standards adopted by the State Board of Education. The rating scale has good descriptors for depicting our current status of implementing the state adopted standards in the area of ELA, ELD, Math, NGSS and History/Social Science. Rating Scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation; 4 – Full Implementation; 5 – Full Implementation and Sustainability For 2017-18, our progress in each identified subject areas is rated as: ELA 3; ELD 2; Math 2; NGSS 1; H/SS (2). Progress for implementing the state adopted standards in these content areas will again be reviewed in 2018-19. Rating the progress for implementing the state adopted standards in other content areas, CTE, Health, Physical Education, Visual and Performing Arts, and World Languages will be initiated in 2018-19. Regarding the professional learning associated with implementing the standards, teachers are surveyed for their estimation on the quality of professional training they receive to support the implementation of the standards. In 2017-18, teachers rated the professional development as “satisfactory”. In 2018-19 and 2019-20, the district will expand the use of the state’s Reflection Tool to include all adopted academic standards, and the support for teachers and administrators.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 55751840000000|Big Oak Flat-Groveland Unified|2||5|4|5|3|3|5|4|5|3|3|5|4|5|3|3|4|3|5|3|3|4|4|4|Met||2018 31669513130168|Horizon Charter|2||3|3|4|2|1|4|3|4|2|2|4|3|4|3|1|4|3|4|3|3|4|3|3|Met||2018 42691120111773|Family Partnership Home Study Charter|2||4|3|4|3|2|4|3|4|3|2|4|3|4|3|2|3|3|4|3|3|4|3|3|Met|Family Partnership Charter School (FPCS) is in the third year of implementation of its mathematics and ELA CCSS aligned curricula. Initial training was provided to teachers at the time of adoption and ongoing training is identified and offered annually based on the expressed and observed needs of the teachers. The implementation of the science curriculum aligned to the NGSS is in the initial stages. FPCS has purchased materials and resources which are currently being utilized in the classroom as part of instruction. Lead science instructors are participating in trainings offered by the County Education Office (CEO) in preparation for full implementation of a curriculum next school year. The implementation of the Career Pathway curriculum is in the initial stages, as well. FPCS has identified and made available the online coursework for three career pathways in the Health Science/Medical Technology and Information/Communication/Technology fields. Students will begin taking the courses in the 2-3 year programs during this school year with the goal of earning certifications in these areas by the time they graduate. Additional career pathways that would leverage the resources of local community colleges are also being explored. The implementation of the history/social science and the health education standards are only the beginning development stages. FPCS is actively participating in the CEO trainings and information sessions and will be exploring possible curriculum.|2018 10101080000000|Fresno County Office of Education|2||5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|4|5|5|5|5|5|5|5|Met||2018 15101570135467|Wonderful College Prep Academy - Lost Hills|2||5|4|4|4|5|5|4|5|5|5|5|4|5|5|5|1|2|3|4|1|4|4|4|Met|Wonderful College Prep Academy - Lost Hills currently serves grades K-4 and 6. There are adopted curricula for reading, math, ELD, art and science. WCPA balances rigorous college prep expectations with highly personalized learning supports. As such, curricular offerings are explored and evaluated each year.|2018 27660760000000|Lagunita Elementary|2|Lagunita works hard to align instruction to adopted standards in all grades K-8, and we've made progress in adopting up-to-date materials and supporting technology in the classroom to fully implement the Common Core, History & Social Sciences Framework, and Next Generation Science Standards. Support for STEAM activities continues to be a priority for teacher training and collaboration, and continues to be a LCAP Goal as well. In this academic year we plan to adopt, purchase, and fully implement new science curricula that will bring Lagunita into full NGSS alignment and encourage hands-on real-world science lessons that engage students. Teachers are supported with Professional Development options that are specific to their grade level and training needs, and COE support is given on school-wide issues of implementation and assessment. All teachers are participants in the Induction program and receive additional support there.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 24657630000000|McSwain Union Elementary|2||5|5|5|4|4|5|5|5|5|5|5|5|5|4|5|1|1|1|4|1|5|5|5|Met||2018 39686500000000|Ripon Unified|2||5|3|4|3|1|5|5|5|2|1|5|4|4|3|1|4|4|5|3|3|4|4|4|Met||2018 43695910000000|Mountain View Whisman|2||4|4|4|3|3|5|5|5|2|2|4|4|4|2|2|1|3|4|4|3|5|3|4|Met|Professional development on the Common Core Standards in English Language Arts/Literacy and mathematics began in 2013-14. The District convened task forces that reviewed, piloted and adopted materials (Eureka Math) in 2014-15 and ELA/ELD (Benchmark Advance/Adelante and StudySync) in 2015-16. Professional Development on the materials/standards was provided. In 2014-15, the District implemented an instructional coaching model. The District has 1 instructional coach at each elementary school, 1 elementary math coach and the middle schools share 1.5 literacy, 1.0 math, 1.0 science coaches. All teachers have weekly collaboration time. During the 2016-17 school year, the District began training coaches, teachers, and administrators on the Sheltered Instruction Observation Protocol (SIOP). Training will continue through 2019. In spring of 2018 the District convened a Professional Development Committee made up of teachers and District administrators that surveyed teachers about their needs and created a menu of professional development options for teachers. The District is beginning its implementation of both Next Generation Science Standards/Framework and the History Social Science Standards/Framework. In June 2018, middle school Social Studies teachers had 3 days of professional development on the Framework and developed units of instruction. Follow up training was provided in October 2018. The District is currently writing a Science Plan for implementation in 2019-20.|2018 42691796118434|Santa Ynez Valley Charter|2||4|3|5|3|2|3|3|4|3|3|3|3|4|3|3|3|3|4|4|2|3|3|3|Met||2018 55724130000000|Summerville Union High|2||4|2|4|3|4|4|2|2|5|5|3|2|1|4|3|3|4|3|4|3|2|1|1|Met||2018 49708130000000|Monte Rio Union Elementary|2||5|4|4|2|2|5|5|5|1|1|5|4|5|2|2|3|5|5|5|1|5|5|5|Met||2018 15635520000000|Lakeside Union|2||5|4|5|3|3|5|5|5|3|5|5|4|5|5|5|1|5|5|4|1|5|4|5|Met|Regarding Other Adopted Academic Standards, the district serves students from Kindergarten through 8th grade; therefore, does not offer Career Technical Education or World Language.|2018 50710840000000|Gratton Elementary|2||4|4|4|3|2|5|5|5|2|2|4|4|4|3|3|3|3|5|5|3|4|4|4|Met||2018 41689320000000|Pacifica|2||4|4|4|3|1|5|4|5|2|1|5|4|4|2|2|1|4|4|3|1|3|3|3|Met|In the 2017-2018 school year, Pacifica School District elected to survey the teachers for Priority 2 regarding implementation of State Academic Standards. We used Panorama to survey the teachers in April of 2018. The questions and response options were identical to Option 2 Reflection Tool. 149 teacher responded to the survey. The average response to each question is recorded in the above responses. As compared to the 2017 responses, the 2018 responses from teachers had a higher number of responses to ELA, Math and ELD at Full implementation and Sustainability. While the responses to NGSS and History/Social Science tended to be more around Beginning Development. This is to be expected in that Pacifica School District have just or are presently going through the adoption process for both curricular areas.|2018 19647330122754|Valley Charter Elementary|2||5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|2|5|5|5|1|5|5|5|Met||2018 27102720112177|Monterey Bay Charter|2||4|3|4|3|5|5|3|4|3|5|4|3|4|3|5|3|5|5|5|5|5|5|5|Met||2018 44697996119077|Watsonville Charter School of the Arts|2||3|3|4|2|2|4|4|4|3|3|4|3|4|3|3|2|4|4|5|1|4|4|4|Met||2018 39685440000000|Jefferson Elementary|2||4|3|5|2|3|4|3|5|2|3|4|3|4|2|3|5|4|5|4|5|4|4|4|Met||2018 33670410000000|Desert Center Unified|2|Embedded assessments within the State adopted curriculum are being used to monitor student progress.|4|4|4|2|3|5|5|5|1|3|5|5|5|2|3|0|0|0|0|0|4|4|4|Met||2018 24737260000000|Merced River Union Elementary|2||5|3|5|2|1|5|3|5|2|1|5|3|5|2|1|1|1|1|1|1|5|4|4|Met|These past years, the Merced River School District has been committed to adopting and implementing a rigorous California State Standards aligned curriculum in ELA/ELD and Math. The district has remained faithful to these two programs and continues to provide teachers and staff with professional development to ensure successful implementation. The programs come with some ELD support, but not enough to substantiate the needs of all English Learners. The district will invest time in the coming year to pilot supplemental ELD programs to support the core programs and the various levels of EL students. One of the district's next steps is to pilot a rigorous science program for all students. With the support of the county office of education, the district has begun the initial implementation of a science program across the district with a focus on the NGSS standards. Additionally, the district will work with the county office of education to begin to look at Social Studies/History materials. Finally, the Merced River School District remains committed to ensuring that all staff receives the necessary professional development in all core areas as well as best practices, which will best support learning outcomes for teachers and students. The district believes that supporting teachers plays an important role in the success of all of its programs.|2018 49706800000000|Forestville Union Elementary|2||4|4|4|4|4|5|5|5|3|4|4|4|5|4|4|1|2|3|5|1|4|4|4|Met||2018 49402460124339|Sixth Grade Charter Academy at Petaluma Jr. High|2||3|3|4|2|1|3|3|4|2|1|3|3|3|2|1|1|3|4|1|1|3|3|3|Met|CTE, visual and performing arts, and world languages are not offered at the Sixth Grade Charter Academy this year. This is why the academic standards are at a 1.|2018 49402466051932|Mary Collins Charter School at Cherry Valley|2||3|2|3|4|1|3|2|3|3|1|3|3|2|3|1|1|3|3|5|4|3|3|3|Met|This year the middle school adopted the ELA program Study Sync, and they continue to use CPM math. Training continues to be provided by the district and support is also available through the publishers. Spanish A and B continues to be offered in grades 6 - 8.|2018 49402460128157|Gateway to College Academy|2||5|5|1|1|4|5|5|1|1|5|4|4|1|1|4|4|5|1|1|1|3|3|2|Met|This school is a dual enrollment, Early College High School, whereby students complete high school courses in 2-3 subject areas and complete high school credit for non-high school courses through a community college (i.e. dual credit). Therefore, subjects such as Mathematics, Science, Physical Education, Visual and Performing Arts, and World Languages are provided through the college or through an online platform (Edgenuity) and not all courses nor teachers follow State Board of Education standards.|2018 49402466051981|Penngrove Elementary|2||3|3|4|2|1|3|3|4|2|1|3|3|3|1|1|1|4|5|1|1|4|4|4|Met||2018 05615640000000|Calaveras Unified|2||3|2|3|2|3|3|2|3|2|3|3|2|3|2|3|3|3|3|3|4|4|3|3|Met|We have identified areas for growth in all academic areas. We continue to work on standards alignment in these areas both with our administrative team and with our Calaveras Unified Instructional Leadership Team. This team is made up of TK-12 teacher leaders and site administrators, and is facilitated by our Directors of Educational Services. We continue to evaluate all current instructional initiatives.|2018 49402460000000|Petaluma City Elementary/Joint Union High|2||3|3|5|1|1|3|3|5|1|1|3|3|5|1|1|3|5|5|5|5|5|5|3|Met||2018 49708620000000|Petaluma Joint Union High|2||3|3|5|1|1|3|3|5|1|1|3|3|5|1|1|3|5|5|5|5|5|5|3|Met||2018 33671730000000|Palm Springs Unified|2||4|4|3|3|2|4|4|3|2|1|4|4|3|3|1|4|2|4|4|2|4|2|2|Met||2018 53765130000000|Trinity Alps Unified|2||4|4|4|3|5|4|4|3|3|5|5|5|3|3|5|4|3|4|5|5|5|5|3|Met||2018 39686270000000|New Jerusalem Elementary|2|1 We have selected Northwest Evaluation Association’s (NWEA) Measures of Academic Progress (MAP) for measuring growth of English Language Arts (ELA) and Mathematics State Standards. Additionally, we review curriculum-embedded assessments to inform daily teaching and learning in both curricular areas. 2. We have chosen MAP because it personalizes each formative assessment by adapting test questions to each student’s learning level. As a result, the MAP scores help the LEA understand every student’s current achievement level and plan instruction and academic support accordingly. As an LEA, reports are created and analyzed (district, school, grade, class, and individual student levels). We administer MAP three times annually (Fall, Winter and Spring). We monitor and analyze data after each MAP and curriculum-embedded assessment through ongoing Cycles of Inquiry with school administrators and teachers. 3. ELA - After gathering multiple measures of academic performance data from the site, the teacher and principal agree there are many factors influencing very low student performance. With a developing awareness of the California (CA) ELA standards, shifts in teaching pedagogy, and a newly adopted curriculum, various professional development opportunities are needed. As a result, the district hired a Director of Educational Services to support and monitor both Curriculum and Instruction and provide support and resources in order for successful Assessment and Accountability reporting. Math: After gathering multiple measures of academic performance data from the site, the teacher and principal agree there are many factors influencing very low student performance. With a developing awareness of the CA Math standards, there is a need for increased understanding of the CA Math standards, academic rigor, and teaching mathematics processes, proficiencies and pedagogy. Professional development is an ongoing need in the areas of developing explicit learning targets and a Gradual Release Model (GRM) of implementation involving high levels of student engagement. As a result, the district hired a Director of Educational Services to support and monitor Curriculum and Instruction as well as Assessment and Accountability reporting. In order to focus district priorities and resources, three district-wide goals have been created for current and subsequent years: Goal 1: Implement a Standards-Based Core Curriculum, including Reading and Math Interventions, for low performing students. Goal 2: Involve all stakeholders in strengthening learning environments that are effective, engaging and safe. Goal 3: Increase Average Daily Attendance Based on these goals, an Academic Plan is monitored and adjusted.|0|4|3|2|2|5|5|4|3|3|4|4|3|2|2|3|2|3|3|2|4|4|4|Met|The Following is a summary of where our site stakeholders have placed themselves concerning the other state standards based on the Standards Implementation Metric: Scale: 1- Initial Awareness; 2 – Developing Awareness; 3 – Full Awareness; 4 - Student Awareness; 5 – Full Implementation English Language Development 2 Career Technical Education NA History-Social Science 2 Model School Library Standards 2 Physical Education Model Content Standards 2 Next Generation Science Standards 2 Visual and Performing Arts 2 World Language 2|2018 52715060000000|Corning Union High|2||5|3|4|2|4|5|4|5|4|4|5|5|5|5|5|4|5|5|4|4|4|4|4|Met||2018 44698070110007|Ocean Grove Charter|2||5|5|5|4|2|5|5|5|4|2|5|5|5|5|2|3|5|5|5|5|4|4|2|Met|We have written and implemented several high school science courses that follow NGSS. We also continue to offer NGSS project-based science classes for K-6 with Project Lead the Way. Over the past year, the enrollment in school offered STEM classes has nearly doubled with the current student enrollment of 301. We continue to review NGSS-aligned textbooks with the plan to rewrite our biology, chemistry, and physics syllabi once an adequate textbook is found. We have 11 complete CTE pathways through online classes. We are in the process of developing more career pathways for the future. We are now in our 4th year of implementation of an individualized approach to professional development. This approach involves using individual professional goal setting, data from teacher evaluations, and schoolwide strategic planning to plan and deliver PD. For 2018-19, we have added targeted teacher PD workshops on schoolwide identified areas of focus in small group cohorts that will meet 4 times throughout the school year.|2018 07100740000000|Contra Costa County Office of Education|2||4|2|4|4|4|4|2|4|3|4|4|2|4|4|4|3|3|3|2|1|4|4|4|Met|All core content teams have been meeting bi-monthly for PD led by expert coaches (Math- Christen Schwartz- CCCOE Math Coordinator,, Hilary Dito- CCCOE STEAM Coordinator, ELA/Social Science- Phylis Goldsmith of the UC Berkeley). Teachers have also attended many outside professional development opportunities as a team (CA STEAM Symposium, NGSS Roll out days, Oral Language Development seminars). McKinley adopted a new ELA curriculum, Reading with Relevance. The school also began offering an AP Computer Science course at the Martinez Campus (training and ongoing support from code.org) and a Building and Construction course at our Byron Campus. Areas for growth include solidifying how and to whom the school can offer designated ELD supports and strengthening the PE, Health and Arts offerings. The school is also registering core classes through the College Board portal and now offer a core A-G program for all of youth. This information was presented to the Contra Costa County Board on 10/17/18.|2018 19647330128371|New Horizons Charter Academy|2||5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|4|4|4|4|2|4|4|4|Met||2018 36750510115089|Sky Mountain Charter|2||5|5|5|4|2|5|5|5|4|2|5|5|5|5|2|3|5|5|5|5|4|4|2|Met|We have written and implemented several high school science courses that follow NGSS. We also continue to offer NGSS project-based science classes for K-6 with Project Lead the Way. Over the past year, the enrollment in school offered STEM classes has nearly doubled with the current student enrollment of 301 for SM. We continue to review NGSS-aligned textbooks with the plan to rewrite our biology, chemistry, and physics syllabi once an adequate textbook is found. We have 11 complete CTE pathways through online classes. We are in the process of developing more career pathways for the future. We are now in our 4th year of implementation of an individualized approach to professional development. This approach involves using individual professional goal setting, data from teacher evaluations, and schoolwide strategic planning to plan and deliver PD. For 2018-19, we have added targeted teacher PD workshops on schoolwide identified areas of focus in small group cohorts that will meet 4 times throughout the school year.|2018 15634790000000|Fruitvale Elementary|2|The Fruitvale School District created a survey tool that replicated the Reflection Tool Criteria for tracking the progress of implementing the state academic standards. This tool broke the academic standards into curricular areas and measured staff input on each area. Seventy three percent of the teaching staff responded to the survey. Results indicated a majority of teachers feel that there is full implementation of the Common Core State Standards for English Language Arts and Mathematics. Results also showed that staff felt English Language Development is at an initial Implementation Stage. The Next Generation Science Standards and History-Social Studies were both rated as exploration and research phase. Career technical education is being implemented in appropriate grade levels and physical education was measured by the majority at full implementation and beyond. The majority of teachers implementing Visual and Performing Arts were doing so at the full implementation level.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 49104960000000|Sonoma County Office of Education|2||3|3|2|2|2|3|3|3|3|3|3|3|3|3|3|3|3|1|1|1|4|3|3|Met||2018 50710500000000|Chatom Union|2||4|3|5|2|1|4|4|4|2|2|4|4|4|2|1|1|2|3|2|1|4|4|3|Met|The information collected utilizing the CDE reflection tool represents an average rating of the two schools within the District. The individual rating per site varies due to the date in which the core curricular programs were first adopted and implemented.|2018 51714070109793|South Sutter Charter|2||5|5|5|4|2|5|5|5|4|2|5|5|5|5|2|3|5|5|5|5|4|4|2|Met|We have written and implemented several high school science courses that follow NGSS. We also continue to offer NGSS project-based science classes for K-6 with Project Lead the Way. Over the past year, the enrollment in school offered STEM classes has nearly doubled with the current student enrollment of 385. We continue to review NGSS-aligned textbooks with the plan to rewrite our biology, chemistry, and physics syllabi once an adequate textbook is found. We continue to offer 11 complete CTE pathways through online classes. We continue to work on developing more career pathways for the future. We are now in our 4th year of implementation of an individualized approach to professional development. This approach involves using individual professional goal setting, data from teacher evaluations, and schoolwide strategic planning to plan and deliver PD. For 2018-19, we have added targeted teacher PD workshops on schoolwide identified areas of focus in small group cohorts that will meet 4 times throughout the school year.|2018 10767780000000|Washington Unified|2||5|4|5|5|3|5|5|5|3|4|5|4|5|5|5|5|5|5|5|5|5|5|5|Met|WUSD spends significant time ensuring all teachers have the training and tools necessary to effectively implement the State Academic Standards. Academic Coaches work with individual teachers; Administrators perform regular classroom walk-throughs, and staff works to create systems for success in each of these areas. Effective instructional practices aligned to the State Academic Standards are a core focus of the WUSD.|2018 33671996105571|Innovative Horizons Charter|2|IHCS focus on academics and instruction is obtained through the implementation of standards-aligned instructional materials and resources. Through the use of formal and informal assessments, the IHCS staff provides instruction and academic support to ensure proper placement in enrichment programs, to include honors courses, AVID, ELD, and math intervention. By implementing training and professional development for Read 180, math intervention resources, AVID strategies, and ELD interventions, students who are at risk and not meeting grade level standards receive additional support to ensure academic success. Technology is incorporated into daily instruction allowing students to become twenty first century learners. Technology has been updated and accessible using online and blended opportunities Through these actions and resources, it increases students opportunities to collaborate, critically think, be creative, and communicate across disciplines. Additionally, IHCS offers an instructional program that supports such balance by providing students with a rigorous standards-based curriculum as well as an engaging visual and performing arts program. IHCS believes the integration of these two components will prepare students for success in school and for the future as productive members of society in the 21st Century.|4|4|4|1|1|5|5|5|1|1|5|5|5|1|1|4|1|4|4|1|5|5|5|Met|IHCS has provided opportunities for teachers to collaborate and develop Project-Based-Learning experiences that incorporates Visual and Performing Arts (VAPA), Sciences, Technology, and Engineering and Math (STEM) as applicable. Throughout the year professional development opportunities were made available to classified, certificated, and administrative staff. This includes professional development in ELD, AVID, and Restorative Practices.|2018 49707306120588|Pathways Charter|2|Pathways Charter School has fully implemented the use of Common Core aligned materials in all core subjects. In the past several years, through the committed work of our highly qualified teachers, we have worked to update our curriculum charts by grade level as well as the associated support tools such as pacing guides. Teachers all serve on a subject area work group or department and those groups keep curriculum charts and documents updated and posted to the school website.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 50712820000000|Stanislaus Union Elementary|2||4|4|4|3|2|4|4|4|2|2|4|4|4|3|2|1|3|3|3|1|3|3|3|Met|All schools administered the self-reflection tool aligned with Local Indicator 2 in the Spring of 2018 to all teachers and administrators. Due to our K-8 district status, Career Technical Education and World Language academic standards do not apply. This information was reported to the board at a regularly scheduled SUSD Governing Board meeting at the March 8, 2018 board meeting.|2018 30664800000000|Cypress Elementary|2||4|3|4|3|2|3|3|5|3|1|3|1|3|3|1|1|4|4|3|1|4|3|2|Met||2018 15101570119669|Wonderful College Prep Academy|2||5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|4|3|5|4|5|5|5|5|Met|Wonderful College Prep Academy serves grades K-12. There are adopted curricula for reading, math, ELD, art and science. WCPA balances rigorous college prep expectations with highly personalized learning supports. As such, curricular offerings are explored and evaluated each year. Teachers are afforded regular professional development on a weekly basis – with school starting two hours late on Friday to accommodate weekly teacher training. Teachers also receive access to regular instructional coaching, with weekly observations and feedback. Throughout the year teachers also receive a full week of paid professional development prior to the start of the school year and two full days prior to students returning from break in January.|2018 47702500000000|Dunsmuir Joint Union High|2||4|3|4|4|3|4|4|4|3|2|4|3|4|4|3|4|4|4|4|4|4|3|3|Met|The scores are averaged from the anonymous survey of faculty members. Some measurements are up from last year, some down. The changes in perception of implementation may stem from several factors, including: having 10% new staff on board; increased understanding; or differing expectations re the new standards.|2018 01750930000000|Dublin Unified|2||3|3|3|3|3|3|3|3|2|2|3|3|3|3|3|5|3|4|3|4|4|3|3|Met||2018 36676780137547|Allegiance STEAM Academy - Thrive|2|- Standards-aligned core and supplemental materials adopted for core and non-core content areas. - Professional development in standards-based instruction provided bi-monthly to staff - Standards-aligned scope and sequence used in core and non-core courses.|3|2|3|3|3|3|2|3|3|3|3|3|3|3|3|0|0|3|3|3|0|0|0|Met||2018 34765050000000|Twin Rivers Unified|2||3|3|4|3|2|4|3|4|3|2|4|3|4|2|2|3|3|4|5|5|5|3|2|Met||2018 54721570000000|Strathmore Union Elementary|2||5|5|5|3|4|5|5|5|1|5|4|4|4|3|3|2|4|5|3|1|5|5|4|Met||2018 37680070000000|Cardiff Elementary|2||5|4|5|3|4|4|4|4|3|4|5|4|5|3|4|1|3|4|3|1|4|4|4|Met|Cardiff School District has made significant progress implementing professional development and instructional materials that fully align to the SBE adopted academic standards and curriculum frameworks in English language arts and mathematics. Cardiff School District is now focusing attention on designing and implementing professional development and instructional materials that align to the newly adopted English Language Development standards and the Next Generation Science Standards.|2018 33736760121673|NOVA Academy - Coachella|2||4|2|4|2|1|3|4|5|1|1|2|2|4|2|2|1|5|5|5|5|5|4|4|Met||2018 54721730000000|Sundale Union Elementary|2||5|5|5|5|4|5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|5|5|5|Met|Sundale provides professional development for the staff through the Tulare County Office of Education's offerings in addition to contracting with consultants to provide support on campus and attending trainings outside of the County. Students in all grades work towards the standards under World Language and Visual and Performing Arts, although these are further emphasized in grades 6-8th grades with more implementation seen at this time. Teachers are working at the full implementation level across all grades level. A number of the standards are currently being addressed through English Language Arts, Social Studies, Ceramics, and Art through the Core Subject areas. Under Visual and Performing Arts, emphasis has been placed in the area of music and theatre. Under World Language Standards focus has been on analyzing cultural similarities and differences.|2018 23655810000000|Mendocino Unified|2||4|3|4|3|3|5|4|5|3|4|4|3|4|4|4|5|4|4|4|4|4|4|4|Met||2018 49707220136465|California STEAM Sonoma II|2|California STEAM Sonoma ll uses curriculum that is standards based and aligned with the common core. Courses are A-G approved for admissions to California universities. The tool that California STEAM Sonoma ll uses to measure the implementation of state academic standards is the K12 and FuelED standards aligned curriculum. This coursework offers extensive course opportunities for students. All teachers are highly qualified and credentialed in their subject areas and meet in professional learning communities regularly to discuss progress for effective implementation of academic standards.|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|4|4|4|5|5|5|5|4|Met||2018 37684520000000|Vista Unified|2||4|3|3|3|3|4|3|4|3|3|3|2|3|3|3|4|4|4|4|4|4|3|3|Met|Vista Unified has made significant progress implementing professional development and instructional materials that fully align to the SBE adopted academic standards and curriculum frameworks in English language arts and mathematics. Vista Unified is also focusing attention on designing and implementing professional development and instructional materials that align to the newly adopted English Language Development standards and the Next Generation Science Standards.|2018 43695836118541|Charter School of Morgan Hill|2||5|4|5|4|3|5|4|5|4|3|5|4|5|4|3|2|4|5|5|5|5|5|5|Met|CSMH is an academically demanding, community-connected elementary and middle school program with strong family involvement. All students are expected to perform at their highest level and to excel in the content areas outlined in the state curriculum standards. State academic standards are met through a variety of methodologies. Our primary method is Project Based Learning (PBL) - active exploration leads to a better understanding of concepts. More effective learning takes place when students can relate new information to past experiences, their community, and their culture. The staff embraced the Common Core State Standards and Next Generation Science Standards soon after their release. The staff has developed multiple projects over the past few years that address the standards and encourage students to think critically and problem solve. Staff has also been required to develop annual SMART goals that demonstrate their implementation of the Common Core State Standards and Next Generation Science Standards. Through Professional Learning Communities and other professional development opportunities, staff have had time to examine in depth the Common Core State Standards and Next Generation Science Standards. CSMH has aligned teaching methodologies, instructional materials and assessments to the state content standards. Core teacher teams meet on a regular basis to examine student work and realign curriculum and instruction as needed.|2018 23656230000000|Willits Unified|2||4|4|4|3|4|5|3|4|3|3|5|4|4|3|3|5|4|3|4|4|5|4|4|Met|Significant training and purchases have happened in ELA and Math K-12. Science and Social Studies are in the process of curriculum and materials review.|2018 12628286116289|Freshwater Charter Middle|2|In October of 2018, Freshwater Charter Middle School teachers completed the CDE survey for Priority Two. The following data is reported in the Reflection Tool below.|5|4|5|4|5|4|4|3|4|5|5|4|5|5|5|4|4|3|5|3|4|4|5|Met||2018 09737830000000|Black Oak Mine Unified|2|Black Oak Mine Unified School District uses results from the California State Dashboard, the CAASPP, as well site based multiple measures to determine progress in implementing state academic standards in English Language Arts, English Language Development, Mathematics, Next Generation Science Standards, VAPA and other adopted standards. Site based multiple measures include but are not limited to the following: STAR 360, Lexia Rapid Reading, ALEKS Mathematics, Pearson Math, Houghton Mifflin Big Ideas, Study Sync and other content adoption measures. BOMUSD uses the selected measures as universal screens that address broad performance areas for improvement and individual screens that provide formative assessment information on individual students that guide instruction and intervention programs and processes. LEA Progress toward implementation is characterized as full implementation in English Language Arts and Mathematics as evidenced in our 18-19 LCAP Professional Development Survey. Additionally, BOMUSD is aligning with the El Dorado County Office of Education in regards to the adoption and exploration of the NGSS (Next Generation Science Standards ) and History/Social Studies Standards and reports that we/they are at Beginning and Initial development in regards to providing professional learning to those standards. BOMUSD elementary sites adopted USA Studies Weekly for the 2018-19 school year as their History/Social Studies curriculum. Students in BOMUSD have full access to the necessary curriculum and tools for all adopted content and curriculum.|4|4|4|2|3|5|5|5|2|3|4|4|4|2|3|4|4|4|4|3|4|4|3|Met|Although BOMUSD's survey indicates full implementation in ELA and Mathematics has been achieved, the complexity of the NGSS implementation has slowed progress on science standard professional development. Therefore we consider our achievement indicators as mixed results.|2018 07617210000000|Liberty Union High|2||4|3|4|3|3|4|4|4|2|3|4|3|4|2|3|4|4|4|5|5|5|3|4|Met|LUHSD supports staff and provides professional development and materials for the successful implementation of academic standards. Information in this Self-Reflection Tool was gathered from a variety of meetings with administrators, content coaches, department chairs, and other curricular leaders. Resources that the district offers to support staff include: - Recent Math, English-Language Arts, Social Science, World Language, and Advanced Placement Textbook adoptions - Nine instructional coaches to provide support, guidance, and expertise for English-Language Arts (3), Math (3), and Science (3) - Provide teachers administrators professional development opportunities through 13 professional development late start days, 2 staff development days, and numerous in-service, conference, and workshop opportunities during school, after school, and over weekends and breaks. Throughout the year, these opportunities have included trainings such as: the LUHSD Summer Institute; McREL Lesson and Unit Design; Mathematics Project at Sacramento State; Silicon Valley Math Initiative; UC Berkeley's History- Social Science Project; Next Generation Science Standards Committee; Professional learning specialists from Lawrence Hall of Science; California Department of Education representatives and County Office professional development for Career Technical Education; Community College articulation for CTE; and facilitating common assessments.|2018 09619780000000|Rescue Union Elementary|2||5|3|5|3|3|5|5|5|2|2|5|3|5|3|3|3|5|5|5|5|5|5|5|Met|The Rescue Union School District has prioritized the adoption of materials, professional development, instruction, and policies that support effective implementation of the California State Standards. Early on, we trained teachers and para-educators on the new Math and ELA/ELD standards, and when state recommended materials became available, our district was well-poised to review, pilot, and adopt materials that were aligned to the Common Core State Standards. We recognize that ongoing professional development is always needed to ensure that our teachers are best prepared and that our students receive the highest quality instruction. We survey our staff each year to ascertain specific needs. We have also trained staff on the Next Generation Science Standards and the new History-Social Science Framework. New History Social Science materials were adopted for use in grade 6-8. We have also adopted policies such as “early release collaboration time” and set aside funds to allow teachers to observe peers and learn through coaching opportunities in an effort to support our teachers as we make these transitions. In response to stakeholder feedback, the Rescue Union School District offers world language courses, visual and performing arts electives, and career technical education classes and supports these programs through funding outlined in our LCAP.|2018 19648320000000|Newhall|2||4|4|5|3|4|5|4|5|3|4|4|4|4|3|4|1|4|4|4|1|4|4|4|Met|As a TK-6 District we rated our implementation of Career and Technical Education and World Language Standards as '1' since we do not have these programs in our District and the on-line tools requires us to provide a rating in order to submit this data|2018 49709530000000|Sonoma Valley Unified|2|Sonoma Valley Unified School District (SVUSD) continues to prioritize high quality implementation of state standards to enhance student learning and made the following progress during the 2017-18 school year. Providing professional learning for teaching Professional development (PD) focused on the writing domain of the Common Core State Standards (CCSS) for grades K-5. Professional development at the 6-12 level was subject specific and was focused on literacy, mathematics, Next Generation Science Standards (NGSS), and integrated English language development (ELD). After receiving PD, teachers completed surveys. Input from teachers was used to plan PD for the 2018-19 school year. Instructional materials for core academic standards We implemented newly adopted instructional materials were purchased for designated ELD in grades 4-8, math in grades TK-5, and various math courses at the secondary level. Instructional materials related to the CCSS writing domain were purchased for grades K-5. Science teachers reorganized current materials to be in alignment with NGSS as high quality new curriculum is not available. New materials for History/Social Science have not yet been addressed. Implementing policies or programs to support staff in identifying areas where they can improve in delivering instruction Teachers have 5 days within the contract for PD, weekly collaboration time through student early release, and 8 additional opportunities for after school collaboration throughout the year. In addition, teachers attend a variety of conferences and other PD opportunities outside the district throughout the year. Other Adopted Academic Standards SVUSD continues to provide a variety of opportunities outside of the core curriculum including more than 40 sections of Career Technical Education (CTE) at Sonoma Valley High School, a K-12 Dual Immersion/World Language program, a TK-12 Physical Education program, a variety of visual and performing arts opportunities including courses, clubs, and after school activities such as Valley Vibes Orchestra. Support for Teachers and Administrators SVUSD continues to support teachers and administrators new to the profession through an induction program offered by through Sonoma County Office of Education (SCOE) as well as coaching and mentoring opportunities through academic coordinators and teachers on special assignment (TOSAs). The following TOSA’s supported teachers and administration throughout the year: 1.0 Ed Tech Coordinator, 5.0 EL Coordinator/Academic Coordinators for at elementary sites.|2|2|3|2|2|3|3|3|3|3|3|3|3|2|2|3|3|4|4|4|2|2|2|Met||2018 19647336019855|Welby Way Charter Elementary School And Gifted-High Ability Magnet|2|Welby Way is at full implementation of the English Language Arts (ELA), English Language Development (ELD) and mathematics standards. Teachers have been provided professional learning opportunities on the Common Core ELA and mathematics standards since 2011. Welby has been at full implementation of the Benchmark Advance ELA/ELD instructional program since 2017. Teachers continue to receive professional development on the ELA/ELD framework, as well as training to support understanding of the program components. Welby Way is now in the second year of implementation of the Early Language and Literacy Plan in grades K through 2nd, with the goal of supporting early literacy foundational skills. We continue to analyze data and provide small group instruction to meet the needs of all students. Welby is in full implementation of the math instructional program, which supports the Common Core mathematics standards. Welby has been utilizing the Smarter Balanced Assessment (SBA) interim assessment blocks aligned to ELA and mathematics. Welby is at full implementation of the Next Generation Science standards (NGSS) and continues to receive professional development on the NGSS and instructional shifts necessary for classroom implementation. Welby Way has a 1 to 1 ratio of devices in grades 3rd through 5th and an average of 2 to 1 ratio in grades 1st and 2nd. Welby Way is in full implementation of blended learning, where we combine traditional face-to-face learning and online digital media. Welby Way utilizes programs such as Google Classroom and various media applications to help students apply their critical thinking skills and conduct research. Welby uses technology in various ways to demonstrate creative thinking and develop innovative products and processes. Welby Way Elementary is not required to implement Career Technical Education and World Language as an elementary school. Welby Way continues to be in Full Implementation or Full Implementation with Sustainability in all other areas.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 50711670000000|Modesto City Elementary|2||4|3|4|2|2|4|3|4|1|1|4|3|4|1|1|4|2|4|3|1|4|3|3|Met||2018 34674130000000|River Delta Joint Unified|2||4|4|4|4|4|5|5|5|2|3|5|5|5|4|4|5|4|5|5|5|4|4|4|Met||2018 36103630000000|San Bernardino County Office of Education|2||3|3|3|4|3|4|3|3|3|3|3|3|3|4|3|4|2|1|2|2|3|3|2|Met||2018 37683120000000|Rancho Santa Fe Elementary|2||5|3|5|4|1|5|3|5|1|1|5|2|5|4|1|3|2|5|5|5|4|4|4|Met||2018 19647330108886|Gabriella Charter|2||5|4|4|3|2|4|4|4|4|2|5|4|4|3|2|2|3|5|5|1|5|4|3|Met||2018 50712740121558|Shiloh Charter|2|Shiloh Charter has made significant strides in recent years to both adopt curriculum aligned to academic standards adopted by the State Board of Education and monitor student, teacher and school progress in meeting those goals. In addition to having instructional materials which are current and aligned, the district has purchased supplemental resources to track and monitor student progress. By incorporating these tools, reviewing the formative and summative results from both curriculum and supplementary resources, as well as using ELPAC, CAASPP and PFT state testing results, the district believes that the foundation of an academic system has been established and built upon over the last few years to promote student and school success.|4|5|4|3|2|5|5|4|4|3|5|5|4|3|2|1|3|4|1|1|3|4|4|Met||2018 50712740000000|Shiloh Elementary|2|Shiloh Elementary has made significant strides in recent years to both adopt curriculum aligned to academic standards adopted by the State Board of Education and monitor student, teacher and school progress in meeting those goals. In addition to having instructional materials which are current and aligned, the district has purchased supplemental resources to track and monitor student progress. By incorporating these tools, reviewing the formative and summative results from both curriculum and supplementary resources, as well as using ELPAC, CAASPP and PFT state testing results, the district believes that the foundation of an academic system has been established and built upon over the last few years to promote student and school success.|4|5|4|3|2|5|5|4|4|3|5|5|4|3|2|1|3|4|1|1|3|4|4|Met||2018 54105465430327|La Sierra High|2|La Sierra uses annual summative assessments, formative assessments, and writing benchmark assessments to indicate growth, as well as college placement scores to evaluate implementation of the state standards. English Language Arts, Mathematics, Science Standards, and History-Social Science Standards have been fully implemented. Next Generation Science Standards Implementation are at the beginning development phase. ELA and Math consultants provide support in delivering instruction and teaching the academic standards. LA Sierra also measures growth via rubrics as part of their partnership with TCOE Multi-tiered Systems of Support MTSS programs, New Pedagogies for Deeper Learning NPDL a collaborative that helps schools assess their service to all students and deeper learning for closing achievement gaps.|4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|4|4|4|4|4|5|5|5|Met||2018 20756060125021|Minarets Charter High|2|Minarets Charter High School has started using I-Ready Math and ELA assessments on a quarterly basic to measure progress in those areas. We are investigating other academic measures for other core subjects for the coming years.|3|3|3|1|4|4|4|4|1|3|3|3|3|2|3|4|3|3|3|3|4|3|3|Met|As part of a larger chartering district we are moving forward with implementation. Time is the biggest concern.|2018 20756060000000|Chawanakee Unified|2||3|1|3|1|1|4|4|4|2|2|3|3|3|2|2|4|3|3|3|3|3|3|3|Met||2018 20756060132936|Chawanakee Academy Charter|2||3|1|3|1|1|4|4|4|2|2|3|3|3|2|2|3|2|3|3|3|3|3|3|Met||2018 19647330135509|Gabriella Charter 2|2||3|4|4|3|2|4|4|4|4|2|4|4|4|3|2|2|3|5|5|1|4|4|3|Met||2018 39103970127134|River Islands Technology Academy II|2||5|3|5|4|4|5|5|5|5|4|5|3|5|4|4|1|4|5|5|1|5|5|4|Met|- CTE is not applicable to K-8 Schools - World Languages are not applicable to K-8 Schools|2018 19647330117036|Enadia Way Technology Charter|2||5|4|5|4|3|5|5|5|4|3|5|5|5|5|3|3|3|5|5|1|5|5|5|Met|Our teachers are always researching new practices and applying new strategies to teach the content standards to their fullest using the District adopted state curriculum and textbooks. Where the instructional materials may lack, the teachers supplement and enhance the materials to reach the level of rigor required by the CCSS. The Social Studies series provided by the LAUSD does not adhere to the CCSS in History/Social Science; thus the teachers must create their own enhanced curriculum in this subject area. Likewise, the teachers are having to greatly supplement and alter the District provided Science texts to meet the NGSS.|2018 56724470000000|Briggs Elementary|2||3|3|4|1|1|4|3|4|3|1|4|4|4|2|2|1|1|1|1|1|4|3|4|Met||2018 27661590000000|Salinas Union High|2||4|4|4|4|3|4|4|4|3|2|4|4|4|3|4|4|4|4|3|4|5|4|3|Met||2018 19647336019673|Van Gogh Charter|2||5|5|4|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|Met|Van Gogh Charter Elementary is not required to implement Career Technical Education and World Language as an elementary school. Van Gogh Charter continues to be in Full Implementation or Full Implementation with Sustainability in all areas.|2018 19647336016729|Dearborn Elementary Charter Academy|2||5|5|4|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|1|5|5|5|Met|Dearborn Elementary Charter Academy is not required to implement Career Technical Education and World Language as an elementary school. Dearborn Elementary Charter Academy continues to be in Full Implementation or Full Implementation with Sustainability in all areas.|2018 19647336017743|Knollwood Preparatory Academy|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met|Knollwood Preparatory Academy is not required to implement Career Technical Education and World Language as an elementary school. Knollwood Preparatory Academy continues to be in Full Implementation or Full Implementation with Sustainability in all areas.|2018 42692290000000|Lompoc Unified|2||4|3|4|3|1|4|4|4|1|1|3|3|4|3|1|3|2|4|3|3|3|3|3|Met||2018 56105610000000|Ventura County Office of Education|2||5|5|5|4|4|5|5|5|4|4|4|4|4|4|3|4|2|3|2|2|4|4|4|Met||2018 42767866045918|Peabody Charter|2|Peabody Charter School (PCS) uses a variety of measures to track its progress in implementing the state academic standards. One measure PCS has chosen to use is survey data collected from each grade level and teacher about progress toward implementing the standards. This is gathered annually and is linked to goals in the school’s LCAP. Other tools include data collected during grade level Professional Learning Community (PLC) time, staff meeting discussions, and release time provided specifically to make progress in exactly these areas. PCS has made progress in implementing the standards for math, ELA, ELD, and science. We are in the third year of using a new standards-based and aligned ELA/ELD curriculum in grades K-4 and have expanded to include 5th grade as well. Based on an internal review, we will be re-working our math program during the 2018-19 school year. We are in the third year of using a standards-aligned science curriculum. In the 2017-18 school year, PCS piloted a school-wide common assessment for both reading and math, and we have adopted this program for the 2018-19 school year. PCS has particular goals this year in the area of science instruction. With the LCAP calling for an increase in both the frequency and quality of science instruction for all students, PCS has made significant progress in this area. We have purchased more materials, provided additional training, and rearranged school-wide schedules to help facilitate progress toward this goal. Next steps will include identifying where and how science can converge with other subjects. This idea of identifying where curricular areas overlap, integrate, or support each other – where they ‘converge’ – is an overarching school-wide goal. Now with history-social science standards on the horizon, it is clear that we simply cannot continue to think about each curricular area in isolation. Speaking specifically to the history-social science standards PCS is currently learning more about these newly adopted standards. As our understanding grows, we will be able to direct appropriate time and resources to their integration into our overall program. The lens that PCS will use to work on this idea of integration or convergence is the school’s Learner Profile. This guiding document outlines the skills and dispositions that the PCS community believes that every student graduating from Peabody should know and/or be able to do. PCS continues to benefit from its strong standards-based physical education program. Thanks to continued community support PCS is able to offer PE three days a week for all students. All of this work continues to be a focus for all students and all subgroups. To maximize student achievement, PCS continues to design and offer a well-rounded program that leverages all curricular areas for maximum impact on learning.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 11754810000000|Orland Joint Unified|2||3|2|3|2|2|4|1|3|1|2|3|3|2|1|2|3|3|2|2|3|3|2|1|Met||2018 37680800000000|Encinitas Union Elementary|2||4|2|4|3|2|4|2|4|2|1|4|2|3|2|1|5|4|4|4|5|4|4|4|Met||2018 27659790000000|Bradley Union Elementary|2||5|3|5|3|2|5|3|5|3|2|5|2|5|3|2|1|1|1|4|1|4|5|3|Met||2018 36750510000000|Lucerne Valley Unified|2||3|3|3|3|3|5|4|5|3|3|3|3|3|3|3|4|4|4|4|3|4|4|3|Met|N/A|2018 15101570000000|Kern County Office of Education|2||5|3|5|2|3|5|2|5|2|3|5|2|5|3|3|3|2|2|2|1|4|5|3|Met||2018 34673300106757|Folsom Cordova K-8 Community Charter|2|Since we are a home school program, parents are able to choose the curriculum they are teaching their child. Currently, a majority of our home school families are choosing CCSS/Academic Standards aligned curriculum in English Language Arts, Mathematics, Science, and History/Social Science.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 15635780135186|Grimmway Academy Shafter|2||5|4|5|3|3|5|5|5|4|3|5|5|5|4|3|3|5|5|5|1|5|5|5|Met||2018 01611190130625|Alternatives in Action|2||3|3|2|2|3|3|3|2|2|3|3|3|2|2|3|4|2|2|3|4|4|4|2|Met||2018 41689650000000|Menlo Park City Elementary|2||5|3|5|4|2|5|3|5|3|2|5|5|5|5|2|3|3|5|5|5|5|5|5|Met||2018 44754320000000|Scotts Valley Unified|2||5|4|5|3|3|5|5|5|4|3|5|5|5|5|5|4|4|5|4|5|4|4|4|Met|SVUSD is participating in a county wide effort to educated teachers on NGSS practices and concepts. A history textbook adoption is in place to be completed over the next several years.|2018 55723550000000|Curtis Creek Elementary|2||5|4|5|3|5|5|4|5|3|5|5|5|5|3|5|1|5|5|4|1|5|5|4|Met|The Fall 2017 CA School Dashboard data (Spring 2017 CAASPP ) are summarized as follows: English/Language Arts: All students : YELLOW: “Increased Significantly” 22.5 + points. Socioeconomically Disadvantaged “ Increased Significantly” 18.8 + points. Hispanic: ORANGE: “Maintained” 2.6 – points. White: GREEN:” Increased Significantly” 27.6 + points. Mathematics: All students: YELLOW: “Increased Significantly” 19.6 + points. Socioeconomically Disadvantaged “Increased Significantly”17.2 + points. Hispanic: YELLOW “Increased Significantly” 13.7 + points. White: YELLOW: “Increased Significantly” 21.6 + points. CAASPP 2017 Results: ELA: “ALL” increased by 26%. Third grade increased by 55%. Other grades increased from 12% to 31%, and one grade level maintained their percentage. Mathematics: “ALL” increased by 20%. One grade level dropped one percentage point, all other grade levels had an increase in percentage points including third grade whose percentage points rose by 45% and 7th grade whose percentage points rose by 53% from last year.|2018 39684860000000|Banta Elementary|2||5|5|5|4|3|5|5|5|5|5|5|4|4|5|4|1|4|5|4|1|5|4|5|Met|2017-2018 100% of students had access to Common Core, NGSS and/or standards-based state board adopted instructional materials in all content areas, including English Learners. 2017-2018 100% of teachers were trained in California aligned instructional materials.|2018 30664230000000|Anaheim Elementary|2||5|5|5|3|1|5|5|5|3|1|5|5|5|3|1|1|5|5|3|3|4|5|5|Met|The Social Studies adopted materials are aligned to existing state standards, yet opportunities exist to implement teacher understanding and application of the new History -Social Science Framework for CA Public Schools K-12 released in 2016. The updated framework provides a number of instructional strategies, new course descriptions, appendices, classroom examples and vignettes to guide instruction. Like curriculum frameworks of other subject areas, it also includes chapters on assessment, universal access, and professional learning. The Framework centers on four key themes: Content, Inquiry, Literacy & Citizenship. AESD’s implementation of NGSS follows the CDE’s recommended roll out phases of Awareness, Transition and Implementation. At this time, AESD is supporting all teachers in transitioning to NGSS standards by: *Understanding performance standards at their grade level *Making cross curricular connections *Using the framework to deepen understanding and plan lessons *Exploring 5E inquiry based model to teach NGSS *Utilization of new digital curriculum (i.e. Mystery Science K-5) and instructional segments resource (6th) The Career Technical Education Standards are not applicable to an elementary TK-6 educational setting and were written for grades seven through twelve.|2018 54719930000000|Lindsay Unified|2||5|5|4|4|2|4|4|5|5|5|5|4|4|4|3|5|5|5|5|5|5|4|4|Met||2018 39686760000000|Stockton Unified|2||4|4|4|3|3|5|4|5|3|3|4|4|4|3|3|3|4|4|4|4|3|4|3|Met||2018 04615316112999|Paradise Charter Middle|2||4|2|4|3|4|4|2|4|4|4|4|2|4|4|4|1|3|3|3|1|4|4|4|Met||2018 18641626010763|Long Valley Charter|2||3|3|3|2|3|3|3|3|2|2|3|3|3|3|3|3|3|2|3|3|3|3|3|Met||2018 41689160000000|Jefferson Elementary|2||3|3|3|1|1|4|4|5|1|1|3|3|3|1|1|1|3|2|1|1|3|2|2|Met||2018 19647330131847|Public Policy Charter|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|3|3|5|2|1|5|5|5|Met|The teachers work with the school's Principal to identify their individual learning needs and support they need related to standards that they have not yet mastered. The teachers have Professional Development every week on the school's short day (Wednesdays) for two hours. They also have Professional Development for the week prior to the start of the school year, 2 days between the 1st and 2nd Semester and 3 days at the end of the school year. Topics that relate to working with English Langauge Learners (SDAIE Strategies, Primary Language Supports etc.), CAASPP and SBAC state testing, NWEA Benchmark testing, New Generation Science Standards (NGSS) among other items are covered during Professional Development.|2018 41690620000000|Sequoia Union High|2|As curriculum is created or selected, the District has worked with leaders in all content areas to create rubrics to gauge alignment to state standards. The District chose this approach for measurement in order to create teacher buy-in to the process. In some subject areas, external consultants have been hired to review the effectiveness of the materials and help staff strengthen where needed. Common assessments are part of all department developments so that we are able to measure the effectiveness of the materials chosen. ELA Common Core, standards-based units and common assessments have been developed and implemented across all four years of ELA. An outside consultant used the state standards rubric to work with teachers in reviewing the common units and revising where needed. This year, Common Core year-long standards-maps have been created for ninth and 10th grade ELA courses. ELD teachers created common-core-aligned units. Designated ELD teachers have participated in a five-day institute around ELD standards and best instructional practices in ELD. Math Common Core aligned textbooks have been implemented for all Common Core courses. An Interim Common Assessment will be administered to all tenth and eleventh grade students this year as well as common Algebra benchmarks. Next Generation Science developed and implemented NGSS units across courses. Science teachers have participated in local and county-wide professional development around NGSS and SEPs. History-Social Science: Social Studies teachers continue to administer a common assessment, as well as one expository and one argument writing. History and social science teachers have participated in professional development on the California HSS framework and are selecting textbooks for all required courses. CTE courses were all re-written to align to the 2013 state CTE standards. The adoption tool was developed from the CTE pathway standards. Health Ed. is a quarter-long living skills class during which most of the Health Education Content Standards are covered. The District’s Health Ed. Coordinator works with teachers, counselors and nurses to ensure that remaining standards are covered and the District uses student survey results to assess the effectiveness of the curriculum. PE: The PE Department Chairs worked with District Teachers on Special Assignment and outside consultants to ensure that all PE “Courses” are covered in the PE sequence. PE teachers meet to share the results of the end of course assessments for each of the 10 “courses”. VPA have designed curriculum aligned to the academic content standards for their subject area. World Language has adopted and implemented new curriculum materials using a standards-aligned rubric.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|A strong focus for the District is to provide professional development around rigorous, engaging, standards-aligned instruction. Additionally, we have also undertaken extensive PD efforts related to integrated ELD strategies. Professional development is offered in afternoon sessions, June Institute, Teacher Orientation Week. In June of 2018, there were 26 sessions offered and 301 attended. During Teacher Orientation Week, 28 sessions were offered and 512 session attendances were logged. District staff also attend two All-Staff Professional Development days. PD offerings are all aligned to areas of focus determined through analysis of our student assessment data and community feedback: engaging, rigorous, standards-aligned instruction with embedded language support and meaningful technology integration. With respect to language support, at present 33% of District teachers have participated in a five-day Integrated ELD training from EL Achieve, Constructing Meaning Institute. Additionally, 30% of teachers who have completed training have participated in an implementation cohort in which collaborative teams have received coaching support to implement the instructional tools and strategies. We have also invested in growing leadership capacity; seventeen teachers have participated in a five-day leadership seminar along with six administrators, and there are six certified or apprentice presenters.|2018 44697990117804|Ceiba College Preparatory Academy|2|Option 2,Question #4 - Career Technical Education does not apply to Ceiba College Preparatory Charter School based on its educational program outlined in its charter petition.|4|3|3|2|3|4|3|2|2|3|3|3|3|3|3|0|4|4|3|4|4|4|3|Met|Question #4 - Career Technical Education does not apply to Ceiba College Preparatory Charter School based on its educational program outlined in its charter petition.|2018 15737420000000|Sierra Sands Unified|2||5|5|5|3|2|5|5|5|3|1|5|5|5|3|1|3|5|4|5|5|5|4|3|Met||2018 36676860000000|Colton Joint Unified|2||4|3|3|3|1|5|5|4|1|1|3|2|3|2|1|5|4|5|4|4|4|4|4|Met|During the 2017-18 school year professional development was provided to teachers on Common Core Standards and full implementation of the adopted English/Language Arts and English Language Development curriculum. In addition, professional learning continued on the Next Generation Science Standards with course outlines being adopted representing the new standards. At the end of the School year adoption teams were formed for the History/Social Studies adoption at the secondary level to occur in the 2018-2019 school year.|2018 43693690000000|Alum Rock Union Elementary|2||3|3|3|2|1|4|4|4|1|1|4|4|4|1|1|1|1|2|3|1|3|3|3|Met|There were 3 professional development days that provided professional learning opportunities. These sessions aligned with focus areas from the LCAP parent, community and teacher surveys. All site staff participated in extensive ELD learning opportunities informed by their site data allowing them to backwards map the standards and tasks for the new ELPAC. NGSS overview PD were offered to all administrators and all site teachers. An instructional coach with Special Education background provided direct support. Opt-in learning opportunities included PLC’s for ELD, math, and balanced literacy. Instructional coaches worked with induction teachers, facilitated Grade Level Collaboration, offered coaching cycles with teachers based on need and request. 2017-2018 was the first year of the new CCSS adopted curriculum/integrated ELD and full implementation in middle school. In addition, we implemented Imagine Learning and English 3D for designated ELD. The middle schools piloted CCSS History-Social Studies programs for adoption. All teachers were given the opportunity to explore a variety of possible NGSS curriculums. Site coaches support teachers in the delivery of instruction aligned to CCSS and CA frameworks. As a district, we are in the development stages of aligning practices and calibrating around instruction, assessment and supports. We began to research Career Technical Education options for our population.|2018 56726030000000|Simi Valley Unified|2||5|5|5|2|3|5|4|5|2|3|4|4|4|4|4|4|4|5|5|5|4|4|4|Met|Simi Valley USD has completed the adoption process for math and English Language Arts (ELA). New math curriculum was adopted in the spring of 2015. New ELA curriculum was adopted in the spring of 2017. We are currently piloting social science curriculum with intent to adopt new social science curriculum in spring of 2019. We also intend to pilot Next Generation Science Standards (NGSS) curriculum in fall of 2019 with intent to adopt NGSS curriculum in spring of 2020.|2018 11625540000000|Capay Joint Union Elementary|2||4|4|5|2|1|5|5|5|2|2|3|3|3|2|2|2|2|4|2|1|4|4|3|Met||2018 15739080000000|McFarland Unified|2||4|2|4|1|2|4|4|4|1|2|4|3|4|1|2|3|3|4|3|3|3|3|3|Met|MUSD has held several newly adopted History/SS standards-based textbooks. We are planning follow-up sessions with our Academic Coaches later in the year. We have also formed a team of middle and high school history teachers to create pacing guides with essential questions and resources for our middle and high school history teachers. We have scheduled two initial trainings on the NGSS, and are in the process of forming a science textbook adoption committee of teachers to adopt standards-based textbooks for the following year. MUSD recently began working with Dr. Kate Kinsella and her associate Blanca Tolpezninkas to work with our ELD teachers to provide more rigorous designated ELD time for all school sites. Dr. Kinsella will begin working with all teachers in January as we integrate essential EL strategies throughout all content areas. We are currently implementing newly created pathways and CTE courses at our high school so we hope to see that percentage grow next year.|2018 49709530105866|Woodland Star Charter|2||4|4|4|4|4|4|4|4|2|4|4|4|4|3|4|3|3|3|5|4|4|4|4|Met||2018 51713730000000|East Nicolaus Joint Union High|2||4|4|4|3|3|5|4|5|3|4|4|3|4|4|4|5|5|5|5|5|4|4|4|Met||2018 50710920000000|Hart-Ransom Union Elementary|2||5|4|5|3|3|5|5|5|1|3|5|4|5|2|3|1|4|4|3|1|4|4|4|Met|In the areas of ELA/ELD and math there is full implementation of standards aligned, state adopted materials. There is on-going professional development for teachers in these areas, provided by Stanislaus County Office of Education. There has been initial professional development in NGSS science standards and in the 2018-19 school year, state adopted materials will be selected. In the 2017-18 school year, History/SS state adopted materials were selected and put into place in the 18-19 year. Staff is receiving professional development on these. Each week grade-level teams, joined by specialists, meet as Profession Learning Community teams to analyze formative assessments, design interventions and enrichment learning for students based on needs and plan for good first teaching based on data. Because Hart-Ransom is a small single traditional school in the district, there are not the resources to provide Career Technical Education and World Languages courses. The Visual and Performing Arts offerings for students are increasing each year. Administrators are in continuous process of identifying and supporting staff needs through observation, evaluation tools and conversations. Individual support is given to teachers who have not yet mastered all standards for the teaching profession. This support is given through mentoring by the administration in a regular and scheduled process.|2018 13630730000000|Brawley Elementary|2||4|3|4|2|2|4|3|4|2|2|4|3|4|2|2|2|2|3|2|1|3|3|3|Met|Presented to the Board of Trustees on 10/9/18. As we analyzed our data from the CA Standards Implementation Survey, we noted that teachers rate our implementation in the areas of ELA and Mathematics higher this year than last. While our averages remained the same in most areas, we noted the difference in rating between the junior high school and the elementary sites. We attributed this difference to the fact that our junior high school has stronger physical education, VAPA and STEM/Tech programs. Our goal is to strengthen our programs at the elementary sites. We have added an itinerant PE teacher that will provide standards based instruction using the SPARK program to our elementary students. In addition, the PE teacher will work directly with classroom teachers to model lessons that can be used by the teacher. We are also preparing for the addition of art instruction at the elementary site and hope to have it in place this year.|2018 55724135530191|Connections Visual and Performing Arts Academy|2||4|2|4|3|4|4|2|2|5|5|3|2|1|4|3|3|4|3|4|3|2|1|1|Met||2018 45752670000000|Gateway Unified|2||5|4|4|3|4|5|4|5|3|4|5|4|5|3|4|4|3|4|3|4|4|4|4|Met||2018 37683950000000|South Bay Union|2||5|4|4|2|2|5|5|4|2|2|5|4|4|3|2|1|3|3|3|5|4|4|3|Met|SBUSD educational programs are fully aligned to academic content standards. Significant work has been accomplished in ensuring the alignment of professional learning, classroom pedagogy and instructional materials in the areas of ELA and ELD. This has been an area of significant growth and refinement for the district. The district has sponsored teacher leadership and professional learning related to Next Generation Science standards over the past two years. The training and implementation of math/science teachers on special assignment (TOSAs) has increased the organizational capacity related to these content areas. This is especially important as the district will adopt new instructional materials in science during the 2018-19 school year. Job-embedded professional learning continued in the area of literacy through a lab-site model in 2017-2018. Lab-sites in mathematics will take place in 2018-2019, followed by science in 2019-2020. The district recognizes the need for updated history-social science instructional materials. During the 2017-2018 school year, the governing board approved a five-year strategic arts plan to ensure equitable, standads-aligned visual and performing arts opportunities for all students.|2018 15101570124040|Grimmway Academy|2||5|5|5|4|3|5|5|5|5|3|5|5|5|3|3|3|5|5|5|1|5|5|5|Met||2018 47704090000000|McCloud Union Elementary|2||5|1|5|4|4|5|1|4|4|4|5|1|4|4|4|1|1|4|4|1|4|5|4|Met|The rating for the English Language Development (Aligned to English Language Arts Standards) category is low because we do not currently have any EL students, nor have we historically had them here at our school. Many teachers are CLAD certified but don't utilize that training. If there was a NA option I would have selected that for this category. The same rating applies to courses above that we don't offer because we are an elementary school and not a high school (ie. Career Technical Education and World Languages)|2018 39686760124248|Pacific Law Academy|2||4|4|4|3|3|5|4|5|3|3|4|4|4|3|3|3|3|4|4|4|4|3|3|Met||2018 39686766042725|Nightingale Charter|2||4|4|4|3|3|5|4|5|3|3|4|4|4|3|3|3|3|4|4|4|4|3|3|Met||2018 34752833430659|Natomas Charter|2||4|3|4|3|5|5|3|4|3|5|4|3|4|3|5|3|5|4|5|5|4|4|4|Met|Natomas Charter School continues to demonstrate growth in the implementation of content standards and professional development for all staff. NCS continues to focus resources on fully implementing ELA and Math standards by examining our practices in the areas of writing, critical thinking, and math. NCS utilizes professional learning communities to provide teachers with the flexibility needed to support the diversity of our educational programs and the range of teaching experiences at our school. In 2015, NCS formed a Science Cadre to discuss the implementation of the new Science standards as related assessments are released. We are in the process of refining our practices in this area as data from the first California Science Test (CAST) is released. The school continues to refine its support of English Learners (EL) and the training of its teachers on ELD standards in response to an increasing EL population and the new ELPAC Assessment. Finally, we are in the process of completing and refining a CTE arts pathway for students enrolled in PFAA. All staff are fully engaged in cycles of continuous learning from workshops to professional inquiry projects and 1:1 coaching. Teachers new to the profession as well as teachers new to the school receive one-on-one support from mentor teachers and peer coaching and support. We also encourage staff to pursue professional growth they have identified through individual professional development funds.|2018 37681060000000|Escondido Union High|2||5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|4|5|4|5|5|5|4|4|Met||2018 33672310000000|Romoland Elementary|2|Romoland School District’s progress in implementing the academic standards adopted by the State Board or Education, based on the locally selected measures or tools: Romoland School District measures its progress implementing state academic standards with site administrator weekly classroom visits. Classroom visit data collection is documented with the DigiCoach data collection tool. The DigiCoach data was selected, because it quantifies observed implementation/teaching of academic standards. There were 3,151 documented classroom visits during the 2017-18 school year. Additionally, the District has weekly Professional Learning Community (PLC) teacher collaboration time built into the schedule. Site administrators join the weekly PLC sessions to engage in anecdotal data collection of academic standards implementation, as well as analysis of student performance data on local and state assessments. Professional learning in support of teacher implementation of academic standards is available. Five full-time instructional coaches were available during the 2017-18 school year to support teachers through one-one-one, small group, and large group sessions. Session calendars are managed digitally and quantified to identify support service time provided to teachers. In addition to instructional coaches, professional learning opportunities are offered through: whole group sessions, consultant support, and school-site professional learning sessions. All sessions are managed in a district online management system to quantify hours/time and participants. The online management system also collects session evaluation data. The data is analyzed throughout the year to inform professional learning session planning and delivery. As developing teacher capacity remains a priority we have determined that 3,543 participants (individuals repeat with multiple consultations) engaged in 951 consultations with our instructional coaches via individual or small group sessions. The district has provided 151 various trainings sessions in which 825 teachers have participated (individuals repeat with multiple sessions attended). Teachers were provided incentives to achieve certifications in district level programs which resulted in 6 new Google certifications. Finally, we have structures and resources that allow for teachers to engage in online, on-demand modules and learning games to cater to their specific area(s) of interest. In 2017-18, 205 certificated staff completed 7,272 online learning activities constituting 850 hours of professional development.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 39767600000000|Lammersville Joint Unified|2||5|4|5|3|1|5|5|5|4|2|5|4|5|3|2|4|5|5|5|5|5|5|5|Met||2018 47701850000000|Big Springs Union Elementary|2||3|2|2|1|1|3|1|3|1|3|3|2|3|1|3|1|3|3|2|2|3|2|3|Met||2018 39686270129890|Delta Home Charter|2|Identify the locally selected measures or tools that the LEA is using to track its progress: We have selected Northwest Evaluation Association’s (NWEA) Measures of Academic Progress (MAP) for measuring growth of English Language Arts (ELA) and Mathematics State Standards. Additionally, we review curriculum-embedded assessments to inform daily teaching and learning in both curricular areas. 2. Description of why we chose these measures or tools: We have chosen MAP because it personalizes each formative assessment by adapting test questions to each student’s learning level. As a result, the MAP scores help the LEA understand every student’s current achievement level and plan instruction and academic support accordingly. As an LEA, reports are created and analyzed (district, school, grade, class, and individual student levels). We administer MAP three times annually (Fall, Winter and Spring). We monitor and analyze data after each MAP and curriculum-embedded assessment through ongoing Cycles of Inquiry with school administrators and teachers. 3. Summary of Progress: ELA - After gathering multiple measures of academic performance data from the site, the teacher and principal agree there are many factors influencing very low student performance. With a developing awareness of the California (CA) ELA standards, shifts in teaching pedagogy, and a newly adopted curriculum, various professional development opportunities are needed. As a result, the district hired a Director of Educational Services to support and monitor both Curriculum and Instruction and provide support and resources in order for successful Assessment and Accountability reporting. Math: After gathering multiple measures of academic performance data from the site, the teacher and principal agree there are many factors influencing very low student performance. With a developing awareness of the CA Math standards, there is a need for increased understanding of the CA Math standards, academic rigor, and teaching mathematics processes, proficiencies and pedagogy. Professional development is an ongoing need in the areas of developing explicit learning targets and a Gradual Release Model (GRM) of implementation involving high levels of student engagement. As a result, the district hired a Director of Educational Services to support and monitor Curriculum and Instruction as well as Assessment and Accountability reporting. In order to focus district priorities and resources, three district-wide goals have been created for current and subsequent years: Goal 1: Implement a Standards-Based Core Curriculum, including Reading and Math Interventions, for low performing students. Goal 2: Involve all stakeholders in strengthening learning environments that are effective, engaging and safe. Goal 3: Increase Average Daily Attendance Based on these goals, an Academic Plan is monitored and adjusted.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|1. The Following is a summary of where our site Staff assessed the other state standards based on the Standards Implementation Metric: Scale: 1- Initial Awareness; 2 – Developing Awareness; 3 – Full Awareness; 4 - Student Awareness; 5 – Full Implementation ELD - 3/ Career Technical Education - NA/ History-Social Science - 2/ Model School Library Standards - 2/ Physical Education Model Content Standards - 3/ Next Generation Science Standards - 2/ Visual and Performing Arts - 3/ World Language - 2|2018 39686276119309|Delta Charter|2|1. Identify the locally selected measures or tools that the LEA is using to track its progress: We have selected Northwest Evaluation Association’s (NWEA) Measures of Academic Progress (MAP) for measuring growth of English Language Arts (ELA) and Mathematics State Standards. Additionally, we review curriculum-embedded assessments to inform daily teaching and learning in both curricular areas. 2. Description of why we chose these measures or tools: We have chosen MAP because it personalizes each formative assessment by adapting test questions to each student’s learning level. As a result, the MAP scores help the LEA understand every student’s current achievement level and plan instruction and academic support accordingly. As an LEA, reports are created and analyzed (district, school, grade, class, and individual student levels). We administer MAP three times annually (Fall, Winter and Spring). We monitor and analyze data after each MAP and curriculum-embedded assessment through ongoing Cycles of Inquiry with school administrators and teachers. 3. Summary of Progress: ELA - After gathering multiple measures of academic performance data from the site, the teacher and principal agree there are many factors influencing very low student performance. With a developing awareness of the California (CA) ELA standards, shifts in teaching pedagogy, and a newly adopted curriculum, various professional development opportunities are needed. As a result, the district hired a Director of Educational Services to support and monitor both Curriculum and Instruction and provide support and resources in order for successful Assessment and Accountability reporting. Math: After gathering multiple measures of academic performance data from the site, the teacher and principal agree there are many factors influencing very low student performance. With a developing awareness of the CA Math standards, there is a need for increased understanding of the CA Math standards, academic rigor, and teaching mathematics processes, proficiencies and pedagogy. Professional development is an ongoing need in the areas of developing explicit learning targets and a Gradual Release Model (GRM) of implementation involving high levels of student engagement. As a result, the district hired a Director of Educational Services to support and monitor Curriculum and Instruction as well as Assessment and Accountability reporting. In order to focus district priorities and resources, three district-wide goals have been created for current and subsequent years: Goal 1: Implement a Standards-Based Core Curriculum, including Reading and Math Interventions, for low performing students. Goal 2: Involve all stakeholders in strengthening learning environments that are effective, engaging and safe. Goal 3: Increase Average Daily Attendance Based on these goals, an Academic Plan is monitored and adjusted.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|1. The Following is a summary of where our site Staff assessed the other state standards based on the Standards Implementation Metric: Scale: 1- Initial Awareness; 2 – Developing Awareness; 3 – Full Awareness; 4 - Student Awareness; 5 – Full Implementation ELD - 3/ Career Technical Education - 3/ History-Social Science - 2/ Model School Library Standards - 2/ Physical Education Model Content Standards - 3/ Next Generation Science Standards - 2/ Visual and Performing Arts - 3/ World Language - 2|2018 39686270132050|Delta Bridges Charter|2|Identify the locally selected measures or tools that the LEA is using to track its progress: We have selected Northwest Evaluation Association’s (NWEA) Measures of Academic Progress (MAP) for measuring growth of English Language Arts (ELA) and Mathematics State Standards. Additionally, we review curriculum-embedded assessments to inform daily teaching and learning in both curricular areas. 2. Description of why we chose these measures or tools: We have chosen MAP because it personalizes each formative assessment by adapting test questions to each student’s learning level. As a result, the MAP scores help the LEA understand every student’s current achievement level and plan instruction and academic support accordingly. As an LEA, reports are created and analyzed (district, school, grade, class, and individual student levels). We administer MAP three times annually (Fall, Winter and Spring). We monitor and analyze data after each MAP and curriculum-embedded assessment through ongoing Cycles of Inquiry with school administrators and teachers. 3. Summary of Progress: ELA - After gathering multiple measures of academic performance data from the site, the teacher and principal agree there are many factors influencing very low student performance. With a developing awareness of the California (CA) ELA standards, shifts in teaching pedagogy, and a newly adopted curriculum, various professional development opportunities are needed. As a result, the district hired a Director of Educational Services to support and monitor both Curriculum and Instruction and provide support and resources in order for successful Assessment and Accountability reporting. Math: After gathering multiple measures of academic performance data from the site, the teacher and principal agree there are many factors influencing very low student performance. With a developing awareness of the CA Math standards, there is a need for increased understanding of the CA Math standards, academic rigor, and teaching mathematics processes, proficiencies and pedagogy. Professional development is an ongoing need in the areas of developing explicit learning targets and a Gradual Release Model (GRM) of implementation involving high levels of student engagement. As a result, the district hired a Director of Educational Services to support and monitor Curriculum and Instruction as well as Assessment and Accountability reporting. In order to focus district priorities and resources, three district-wide goals have been created for current and subsequent years: Goal 1: Implement a Standards-Based Core Curriculum, including Reading and Math Interventions, for low performing students. Goal 2: Involve all stakeholders in strengthening learning environments that are effective, engaging and safe. Goal 3: Increase Average Daily Attendance Based on these goals, an Academic Plan is monitored and adjusted.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|1. The Following is a summary of where our site Staff assessed the other state standards based on the Standards Implementation Metric: Scale: 1- Initial Awareness; 2 – Developing Awareness; 3 – Full Awareness; 4 - Student Awareness; 5 – Full Implementation ELD - 3/ Career Technical Education - 1/ History-Social Science - 2/ Model School Library Standards - 2/ Physical Education Model Content Standards - 3/ Next Generation Science Standards - 2/ Visual and Performing Arts - 3/ World Language - 2|2018 56739400000000|Moorpark Unified|2||4|4|4|4|3|4|4|5|2|2|4|4|4|4|4|4|4|4|4|4|5|4|4|Met|The information from the self-reflection tool was shared at a regularly scheduled meeting of the Moorpark USD Board of Education on October 9, 2018. In completing the self-reflection tool, it was evident that there was a difference in item 4 between elementary and secondary levels. Health Education, Visual and Performing Arts, and World Language standards have been fully implemented at the secondary level. These standards have been implemented with less consistency at the elementary level.|2018 54722980000000|Woodville Union Elementary|2|The locally selected measures, tools, and methods Woodville Union School District/Tulare County Office of Education (TCOE) used to track toward implementing the state academic standards adopted by the State Board of Education were stated in two metrics listed under Goal 1 of WUSD/TCOE’s Local Control Accountability Plan (LCAP). They are listed below with the associated rationale: Local Indicator (LCAP Metric in Goal 1): WUSD, TCOE Percentage of ELA and Math teachers completing Common Core State Standards Professional Development Modules with Tulare County Office of Education (TCOE). The first metric was selected because the California Department of Education and state of California have invested substantial resources toward providing high quality professional development on the implementation of the Common Core State Standards for ELA and Math. Woodville USD is in “full implementation” of providing professional learning opportunities for teaching to the adopted academic standards (CCSS). WUSD contracted with our local county office of education to provide scientifically based professional development training in ELA, mathematics and ELD for all TK-8 teachers since 2015. WUSD has chosen its Tulare COE and DataWORKS as providers to train them in the most up-to-date pedagogies in these core discipline areas. The district and COE providers have collaborated in an effort to create the utmost professional development to benefit the needs of the teachers and the students in preparation for the 21st century education. The School Board adopted curriculum has been recognized and approved by the state and COE per William’s visit. WUSD strives to meet the needs of all their students by ensuring teachers are equipped to teach effectively and in a cohesive manner. All training has been extended to and accepted by on-site Special Education teacher as well. With this in mind, all teachers have ongoing training in Reading Units of Study and Writing Units of Study, DRA assessment and Guided Reading in grade TK-3. The district has purchased “classroom libraries” to support newly implemented Reading Units of Study in grades K-8. Additional resource books i.e. “Reading Strategies” & “Writing Strategies have also been purchased to provide additional in class support. Evidence of progress is gained from pre and post assessments and teacher-student conferences. Grade level collaboration and vertical articulation amongst certificated, classified, Special Ed and administration staff have proven to be an effective piece of the puzzle creating continuous conversation about next steps in our quest to improve student growth. WUSD is in the “initial implementation” phase of creating a more fluid ELD program campus wide by building master course offering (Designated ELD Time) aligned to state requirement. This year, WUSD teachers are participating in Designated ELD training with COE.|4|4|4|1|1|4|4|4|1|1|3|3|3|1|1|1|1|3|1|1|3|3|3|Met||2018 37682210101360|Integrity Charter|2||5|4|5|4|4|5|5|5|4|3|4|4|4|4|4|4|4|5|3|1|4|4|4|Met||2018 36677770000000|Morongo Unified|2||5|4|4|3|3|5|4|4|3|3|4|4|4|3|3|4|4|4|3|3|4|4|3|Met|Morongo Unified has adopted and implemented History/Social Studies materials for secondary teachers this year. All secondary teachers of this core subject were provided an electronic copy of the framework. We are in the process of adopting History/Social Studies for elementary teachers. We are in our second and third years of adopted ELA/ELD and Math, respectively. Trainings for all adoptions are held every year in our Summer Institute 2018. NGSS course descriptions will be written by teachers this year an aligned to our next adoption which will be Science. We will look toward providing elementary professional development for History/Social Studies upon the teacher generated recommendation for adoption in anticipation of elementary implementation next year.|2018 10751270000000|Mendota Unified|2||4|4|4|3|3|4|3|4|4|3|4|4|4|3|3|4|3|4|4|4|4|4|4|Met||2018 39686270130864|Delta Charter Online|2|1. Identify the locally selected measures or tools that the LEA is using to track its progress: We have selected Northwest Evaluation Association’s (NWEA) Measures of Academic Progress (MAP) for measuring growth of English Language Arts (ELA) and Mathematics State Standards. Additionally, we review curriculum-embedded assessments to inform daily teaching and learning in both curricular areas. 2. Description of why we chose these measures or tools: We have chosen MAP because it personalizes each formative assessment by adapting test questions to each student’s learning level. As a result, the MAP scores help the LEA understand every student’s current achievement level and plan instruction and academic support accordingly. As an LEA, reports are created and analyzed (district, school, grade, class, and individual student levels). We administer MAP three times annually (Fall, Winter and Spring). We monitor and analyze data after each MAP and curriculum-embedded assessment through ongoing Cycles of Inquiry with school administrators and teachers. 3. Summary of Progress: ELA - After gathering multiple measures of academic performance data from the site, the teacher and principal agree there are many factors influencing very low student performance. With a developing awareness of the California (CA) ELA standards, shifts in teaching pedagogy, and a newly adopted curriculum, various professional development opportunities are needed. As a result, the district hired a Director of Educational Services to support and monitor both Curriculum and Instruction and provide support and resources in order for successful Assessment and Accountability reporting. Math: After gathering multiple measures of academic performance data from the site, the teacher and principal agree there are many factors influencing very low student performance. With a developing awareness of the CA Math standards, there is a need for increased understanding of the CA Math standards, academic rigor, and teaching mathematics processes, proficiencies and pedagogy. Professional development is an ongoing need in the areas of developing explicit learning targets and a Gradual Release Model (GRM) of implementation involving high levels of student engagement. As a result, the district hired a Director of Educational Services to support and monitor Curriculum and Instruction as well as Assessment and Accountability reporting. In order to focus district priorities and resources, three district-wide goals have been created for current and subsequent years: Goal 1: Implement a Standards-Based Core Curriculum, including Reading and Math Interventions, for low performing students. Goal 2: Involve all stakeholders in strengthening learning environments that are effective, engaging and safe. Goal 3: Increase Average Daily Attendance Based on these goals, an Academic Plan is monitored and adjusted.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|1. The Following is a summary of where our site Staff assessed the other state standards based on the Standards Implementation Metric: Scale: 1- Initial Awareness; 2 – Developing Awareness; 3 – Full Awareness; 4 - Student Awareness; 5 – Full Implementation ELD - 3/ Career Technical Education - 3/ History-Social Science - 2/ Model School Library Standards - 2/ Physical Education Model Content Standards - 3/ Next Generation Science Standards - 2/ Visual and Performing Arts - 3/ World Language - 2|2018 39686270136135|Delta Charter Online No.2|2|1. Identify the locally selected measures or tools that the LEA is using to track its progress: We have selected Northwest Evaluation Association’s (NWEA) Measures of Academic Progress (MAP) for measuring growth of English Language Arts (ELA) and Mathematics State Standards. Additionally, we review curriculum-embedded assessments to inform daily teaching and learning in both curricular areas. 2. Description of why we chose these measures or tools: We have chosen MAP because it personalizes each formative assessment by adapting test questions to each student’s learning level. As a result, the MAP scores help the LEA understand every student’s current achievement level and plan instruction and academic support accordingly. As an LEA, reports are created and analyzed (district, school, grade, class, and individual student levels). We administer MAP three times annually (Fall, Winter and Spring). We monitor and analyze data after each MAP and curriculum-embedded assessment through ongoing Cycles of Inquiry with school administrators and teachers. 3. Summary of Progress: ELA - After gathering multiple measures of academic performance data from the site, the teacher and principal agree there are many factors influencing very low student performance. With a developing awareness of the California (CA) ELA standards, shifts in teaching pedagogy, and a newly adopted curriculum, various professional development opportunities are needed. As a result, the district hired a Director of Educational Services to support and monitor both Curriculum and Instruction and provide support and resources in order for successful Assessment and Accountability reporting. Math: After gathering multiple measures of academic performance data from the site, the teacher and principal agree there are many factors influencing very low student performance. With a developing awareness of the CA Math standards, there is a need for increased understanding of the CA Math standards, academic rigor, and teaching mathematics processes, proficiencies and pedagogy. Professional development is an ongoing need in the areas of developing explicit learning targets and a Gradual Release Model (GRM) of implementation involving high levels of student engagement. As a result, the district hired a Director of Educational Services to support and monitor Curriculum and Instruction as well as Assessment and Accountability reporting. In order to focus district priorities and resources, three district-wide goals have been created for current and subsequent years: Goal 1: Implement a Standards-Based Core Curriculum, including Reading and Math Interventions, for low performing students. Goal 2: Involve all stakeholders in strengthening learning environments that are effective, engaging and safe. Goal 3: Increase Average Daily Attendance Based on these goals, an Academic Plan is monitored and adjusted.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|1. The Following is a summary of where our site Staff assessed the other state standards based on the Standards Implementation Metric: Scale: 1- Initial Awareness; 2 – Developing Awareness; 3 – Full Awareness; 4 - Student Awareness; 5 – Full Implementation ELD - 3/ Career Technical Education - 3/ History-Social Science - 2/ Model School Library Standards - 2/ Physical Education Model Content Standards - 3/ Next Generation Science Standards - 2/ Visual and Performing Arts - 3/ World Language - 2|2018 39686270136028|Delta Keys Charter #2|2|1. Identify the locally selected measures or tools that the LEA is using to track its progress: We have selected Northwest Evaluation Association’s (NWEA) Measures of Academic Progress (MAP) for measuring growth of English Language Arts (ELA) and Mathematics State Standards. Additionally, we review curriculum-embedded assessments to inform daily teaching and learning in both curricular areas. 2. Description of why we chose these measures or tools: We have chosen MAP because it personalizes each formative assessment by adapting test questions to each student’s learning level. As a result, the MAP scores help the LEA understand every student’s current achievement level and plan instruction and academic support accordingly. As an LEA, reports are created and analyzed (district, school, grade, class, and individual student levels). We administer MAP three times annually (Fall, Winter and Spring). We monitor and analyze data after each MAP and curriculum-embedded assessment through ongoing Cycles of Inquiry with school administrators and teachers. 3. Summary of Progress: ELA - After gathering multiple measures of academic performance data from the site, the teacher and principal agree there are many factors influencing very low student performance. With a developing awareness of the California (CA) ELA standards, shifts in teaching pedagogy, and a newly adopted curriculum, various professional development opportunities are needed. As a result, the district hired a Director of Educational Services to support and monitor both Curriculum and Instruction and provide support and resources in order for successful Assessment and Accountability reporting. Math: After gathering multiple measures of academic performance data from the site, the teacher and principal agree there are many factors influencing very low student performance. With a developing awareness of the CA Math standards, there is a need for increased understanding of the CA Math standards, academic rigor, and teaching mathematics processes, proficiencies and pedagogy. Professional development is an ongoing need in the areas of developing explicit learning targets and a Gradual Release Model (GRM) of implementation involving high levels of student engagement. As a result, the district hired a Director of Educational Services to support and monitor Curriculum and Instruction as well as Assessment and Accountability reporting. In order to focus district priorities and resources, three district-wide goals have been created for current and subsequent years: Goal 1: Implement a Standards-Based Core Curriculum, including Reading and Math Interventions, for low performing students. Goal 2: Involve all stakeholders in strengthening learning environments that are effective, engaging and safe. Goal 3: Increase Average Daily Attendance Based on these goals, an Academic Plan is monitored and adjusted.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|1. The Following is a summary of where our site Staff assessed the other state standards based on the Standards Implementation Metric: Scale: 1- Initial Awareness; 2 – Developing Awareness; 3 – Full Awareness; 4 - Student Awareness; 5 – Full Implementation ELD - 3/ Career Technical Education - 3/ History-Social Science - 2/ Model School Library Standards - 2/ Physical Education Model Content Standards - 3/ Next Generation Science Standards - 2/ Visual and Performing Arts - 3/ World Language - 2|2018 36678920134247|California STEAM San Bernardino|2|California STEAM San Bernardino uses curriculum that is standards based and aligned with the common core. Courses are A-G approved for admissions to California universities. The tool that California STEAM San Bernardino uses to measure the implementation of state academic standards is the K12 and FuelED standards aligned curriculum. This coursework offers extensive course opportunities for students. All teachers are highly qualified and credentialed in their subject areas and meet in professional learning communities regularly to discuss progress for effective implementation of academic standards.|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|4|4|4|5|5|5|5|4|Met||2018 28102800000000|Napa County Office of Education|2||4|2|3|2|2|4|2|3|2|2|5|2|3|2|2|3|3|5|3|1|5|5|5|Met||2018 42750100134866|California STEAM Santa Barbara|2|California STEAM Santa Barbara uses curriculum that is standards based and aligned with the common core. Courses are A-G approved for admissions to California universities. The tool that California STEAM Santa Barbara uses to measure the implementation of state academic standards is the K12 and FuelED standards aligned curriculum. This coursework offers extensive course opportunities for students. All teachers are highly qualified and credentialed in their subject areas and meet in professional learning communities regularly to discuss progress for effective implementation of academic standards.|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|4|4|4|5|5|5|5|4|Met||2018 51714150132761|California Prep Sutter 8-12|2|California Prep Sutter 8-12 uses curriculum that is standards based and aligned with the common core. Courses are A-G approved for admissions to California universities. The tool that California Prep Sutter 8-12 uses to measure the implementation of state academic standards is the K12 and FuelED standards aligned curriculum. This coursework offers extensive course opportunities for students. All teachers are highly qualified and credentialed in their subject areas and meet in professional learning communities regularly to discuss progress for effective implementation of academic standards.|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|4|4|4|5|5|5|5|4|Met||2018 51714150132753|California Prep Sutter K-7|2|California Prep Sutter K-7 uses curriculum that is standards based and aligned with the common core. Courses are A-G approved for admissions to California universities. The tool that California Prep Sutter K-7 uses to measure the implementation of state academic standards is the K12 and FuelED standards aligned curriculum. This coursework offers extensive course opportunities for students. All teachers are highly qualified and credentialed in their subject areas and meet in professional learning communities regularly to discuss progress for effective implementation of academic standards.|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|4|4|4|5|5|5|5|4|Met||2018 27660926118962|International School of Monterey|2||5|5|4|4|5|5|5|5|5|5|4|4|4|4|4|1|3|1|4|3|5|5|4|Met|ISM teachers have aligned their work to the ELA, math, science, and history-social science standards, and have embedded them in their planning and reporting. ISM is currently increasing alignment with the Health and World Language standards in planning and reporting, and using the visual and performing arts standards while also working on realignment. ISM is in the exploration phase for the CTE and PE standards. With the implementation of a 1:1 Chromebook program in grades 6-8 and ubiquitous access to computers for all, ISM provides ample access to resources for exploring the academic standards. Since ISM does not cyclically purchase print resources, the school can afford to access the most current online resources for the standards. Teachers have collaborative time built into their schedules, including a full afternoon of staff development on Wednesdays. All grade levels engage in focused teacher pairing walkthroughs, and the principal gives feedback during walkthroughs which focus on different areas of need at different times. ISM has an ongoing system in place to look at overall feedback from observations and about goals. Teachers receive support on areas that they and the administration identify, including areas tied to standards. Overall, all teachers in all subject areas and grade levels have aligned their planning and teaching to the applicable standards. Most are also currently reviewing and refining that alignment for further improvement and deeper learning.|2018 19647336016869|El Oro Way Charter For Enriched Studies|2||4|4|4|4|4|4|4|4|4|4|5|4|5|4|4|4|4|4|4|1|4|4|4|Met|El Oro Way Charter for Enriched Studies is not required to implement Career Technical Education and World Language as an elementary school. El Oro Way Charter for Enriched Studies continues to be in Full Implementation or Full Implementation with Sustainability in all areas.|2018 15638590000000|Wasco Union High|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2018 44697994430229|Pacific Coast Charter|2||5|5|5|3|3|3|3|3|3|3|4|3|3|4|3|3|3|3|3|3|4|4|3|Met||2018 01612340000000|Newark Unified|2||4|3|4|3|2|4|3|4|3|1|4|2|4|4|2|4|3|4|4|4|4|4|4|Met||2018 34752830126060|Leroy Greene Academy|2|During the 2017-2018 school year site administrators worked with staff to further implement an aligned instructional system through: Common structures and processes for School Building Team and Grade Level Leads Team, implementing and monitoring Curriculum Alignment Guides to ensure access and readiness for all students, professional development for teachers and leaders to implement State Standards. Interim Assessment Blocks (IAB’s) and curriculum based unit assessments are used as our local benchmark assessments and are aligned to Common Core Standards. Both are computer-based, and provide data to monitor our student progress over time. Content and grade level PLC’s conduct data cycles and review results and use those results on standards based assessments to inform instruction.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|LGA is implementing a guaranteed and viable curriculum for students, aligning effective teaching with standards based curriculum, and assessments that inform student learning. LGA began training teachers on Common Core State Standards (CCSS) in 2013 and adopted new CCSS aligned English textbooks in 2015. LGA adopted CCSS aligned textbooks in 2016. This work, building an aligned instructional system, is important work for our staff to undertake to improve student achievement.|2018 44697730000000|Mountain Elementary|2||0|3|4|4|2|4|3|5|4|2|4|3|5|4|2|2|2|5|5|2|4|4|4|Met|Mountain Elementary School District is fully committed to high quality and sustainable implementation of state academic standards across content areas. As a K-6 single school district, we actively engage with our teachers to select curricular resources and professional learning to support best instructional practices. Teachers collaborate to align these practices in the best interest of all student levels and learning styles. Language Arts, Mathematics, and Science have been core priority areas for many years; we plan to expand this invaluable work to incorporate History/Social Science in recognition of the recently approved State framework. The data collected from the reflection tool will drive allocation of district resources to achieve full implementation and sustainability ratings in each target area.|2018 28662660000000|Napa Valley Unified|2||4|3|4|2|1|5|4|5|1|1|3|3|3|1|1|4|3|4|3|3|2|3|3|Met|There have been initial training and purchase of ELA/ELD and Math materials. Teachers have had enough training to implement. However, NVUSD has also battled declining budgets and enrollment. Therefore, there have been far fewer resources for Science and Social Studies, and no curriculum. As we move forward in 2018-2019, we will work to find resources that better guide teachers for implementing all content, including Science and Social Studies.|2018 33752000000000|Murrieta Valley Unified|2||3|3|4|3|1|4|3|4|1|1|3|2|3|2|1|4|4|1|2|2|3|3|3|Met|At the elementary level, we have fully implemented the ELA and math standards. We have adopted curriculum for each. Teachers have been trained in the math curriculum and receive ongoing support through coaching to reinforce implementation. This is the second year of the implementation of the ELA adoption. Ongoing training and coaching efforts are in place with a focus on using the curriculum to support differentiation, English Learner strategies and scaffolding rigorous texts. Elementary teachers are also receiving training in the NGSS standards and instructional practices, and have received standards-aligned units. At the secondary level, we have fully implemented ELA and math standards. Middle school ELA and high school math are piloting materials this year. Secondary subject area teachers are continuing to be trained on the ELD and literacy standards. Staff are continuing to develop science curriculum aligned to the standards. The health curriculum has been developed to be aligned with the California Healthy Youth Act and teachers have been trained to deliver the curriculum. The CTE courses and pathways are continuing to be developed to include a 3-course sequence and have been revised to include the CTE standards.|2018 24658210000000|Planada Elementary|2|"The LEA uses an internally developed self assessment tool to measure the implementation of the CA State Academic Standards (CASS). The survey is taken by each teacher in a facilitated focus group environment. This setting allows the teachers to ask clarifying questions of the facilitator and each other. The self assessment tool asks questions about the number of students taught, how many have the most current CASS aligned curriculum, and what percentage of instruction in the various content areas is rigorously aligned to the most recently adopted CASS. The LEA chose this particular tool because it focuses on the implementation of standards in the instructional process and gives the district one number to simply and effectively measure annual progress. In addition this tool was developed before the CDE's self-reflection tools and thus provides annual growth going back three academic years. The 2016-2017 and 2017-2018 average response to the question, ""Of the daily instruction your students receive from you, what percentage is rigorously aligned to the current CASS in your content area."" were respectively, 79% and 76%. The 2016-2017 and 2017-2018 average response to the same question, but for ELD instruction only were 72% and 84%, respectively."|4|3|4|1|1|4|3|4|1|1|4|4|4|1|1|3|3|4|2|2|4|4|3|Met||2018 36676940000000|Cucamonga Elementary|2||4|3|4|3|2|3|3|4|3|1|4|4|4|3|2|3|4|4|3|4|4|3|4|Met||2018 19642460000000|Antelope Valley Union High|2||5|5|5|3|2|5|5|5|3|3|5|5|5|4|4|5|4|5|5|5|5|5|5|Met||2018 50711750000000|Modesto City High|2||4|3|4|2|2|4|3|4|1|1|4|3|4|1|1|4|2|4|3|1|4|3|3|Met||2018 56725790000000|Santa Clara Elementary|2||5|4|5|2|2|5|4|5|2|2|5|4|5|3|3|1|2|4|4|1|4|4|4|Met||2018 56726110000000|Somis Union|2||5|4|5|3|3|5|4|5|3|4|4|3|4|3|4|3|2|4|4|1|4|4|3|Met|This year's focus is on Social Studies/History and ELD.|2018 34673220000000|Elverta Joint Elementary|2||5|5|5|2|2|5|5|5|2|2|5|5|5|2|2|1|5|5|5|1|5|5|3|Met||2018 49709616052302|Twin Hills Charter Middle|2||5|4|5|5|4|5|4|4|5|4|4|4|4|4|4|5|5|5|4|4|5|5|4|Met||2018 34673220127860|Alpha Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2|5|5|5|5|5|5|5|Met||2018 42691380000000|Buellton Union Elementary|2||5|5|5|3|5|5|5|5|3|4|5|5|5|4|5|1|5|5|4|3|5|5|5|Met|We do not have a CTE program (elementary and middle school only). We are continuing to implement a new health curriculum in middle school in 2018-19. We also have health and PE in grades 4-8. We offer Spanish and music as middle school electives. We are in the third year of implementing the NGSS.|2018 37684523730942|Guajome Park Academy Charter|2||5|4|5|4|3|5|5|5|4|3|4|4|4|4|4|3|3|4|4|5|5|5|5|Met|Significant time and investment has been committed to professional development for Instructional Leaders, teachers, and administration. A professional development calendar is created for each school year based on student performance data and input from the grade level and subject area teams. The professional development calendar is built to include departmental and divisional collaboration, breakout sessions, whole group trainings, and is modified throughout the school year as needed. Beyond internal PD, we have been committed to providing opportunities outside of our campus in the terms of workshops, conferences, and a variety of other trainings for our teachers, Instructional Leaders, and administration. In addition to training, both our Math and English Language Arts Departments have gone through significant textbook/curriculum adoptions to bring in curriculum that is aligned with the State Common Core Standards. Our Science and History-Social Studies Departments are beginning research to pilot curriculum aligned with their new curriculum focuses as well. Furthermore, this year we have begun the implementation of three career-pathways, partnering with Brightwood College for a medical pathway, Palomar College for a computer science pathway, and Moonlight Amphitheater establishing a theater internship. These partnerships are all in alignment with our pursuit for authorization to become an IB Career-Programme School|2018 19644510000000|Downey Unified|2||5|3|5|4|3|5|3|5|2|1|4|3|4|2|3|5|2|1|4|5|5|5|5|Met||2018 56725536120620|University Preparation Charter School at CSU Channel Islands|2||4|4|5|4|1|4|4|4|5|1|4|4|4|4|1|1|3|3|2|4|4|4|4|Met||2018 23656150115055|River Oak Charter|2|River Oak uses the CAASPP test scores to measure student progress in English Language Arts and Math, and the CAST scores to measure progress in implementing Next Generation Science Standards. Weekly quizzes and project rubrics are used to track progress in implementing state academic standards in ELA, Math, ELD, NGSS, History-Social Science. The Physical Fitness Test is used to measure progress toward implementing state standards in Physical Education. Quizzes, tests, and projects are used to measure progress in the Spanish classes. Class oral presentations, volcano presentations, business Math presentations, and annual plays are performed by students in grades 1-8 to implement Visual and Performing Arts standards. Health Education standards are implemented through our Science curriculum.|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|2|4|4|5|4|4|4|4|Met||2018 42691950000000|Goleta Union Elementary|2||5|5|5|2|2|5|5|5|2|2|5|5|5|2|2|2|4|5|3|1|5|5|4|Met||2018 30665060000000|Fullerton Elementary|2|The modified Reflection Tool is similar to the instrument provided by CDE. The difference was limiting responses to three options from the five listed in the original tool: 1) Exploration and Research Phase, 2) Initial Implementation, and 3) Full Implementation. Overall, in the areas of ELA (100%), ELD (100%), and mathematics (92%), the survey results showed that staff believed that we are at the initial or full implementation stage for standards and framework, professional development, availability of of standards aligned materials in the classroom, and standards aligned co-learning opportunities compared to the prior year. Administrators provide time for teachers to improve delivery of instruction aligned to the standards through professional learning communities, focused classroom walkthroughs, and grade level planning time. Only 76% of those surveyed believed that the District was implementing NGSS at initial or full implementation. However, that percentage is an increase from the prior year. For standards aligned materials, 52% of survey participants in 2017-2018 believed we had the appropriate classroom materials compared with an increase to 56% in 2018-2019. Of those surveyed, 68% believed that time was being provided for growth in professional learning through learning strategies as compared to 52% in the prior year. History-Social Science (HSS) was the one area that showed a decrease in implementation of standards aligned professional development (from 25% to 12%), standards-aligned instructional materials (22% to 16%), and standards aligned co-learning time (31% to 16%). The district chose to focus on ELA, ELD, mathematics, and science. Full Implementation of the updated HSS framework is set for 2020-2021 school year. Schools and teachers will be given time to implement the recently adopted programs. However, Grades 7 and 8 HSS teachers began to implement the new framework in 2017-2018 with the available materials. As an elementary school district, the District focused on health education content standards, physical education standards and visual and performing arts standards. Health education, and especially nutrition, is delivered by our full-time physical education teachers to students in grades kindergarten to six. Seventh grade students receive health education in compliance with CHYA. Physical education standards are delivered by designated, subject-specific physical education teachers in grades kindergarten to eighth. Teachers met as a PLC at least three times a year to plan implementation of the health and PE standards. The visual and performing arts standards are delivered through visiting arts experts with the support of classroom teachers. The district continues to support administrators and teachers with 88% of those surveyed this year identifying professional learning needs of teachers and staff are being met. In the prior year, 31%-41% of survey participants indicated their needs were being met.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 07618120000000|Walnut Creek Elementary|2||4|3|4|2|2|4|3|5|2|2|3|3|4|2|2|2|3|4|3|4|3|3|3|Met||2018 10623800136754|California Academy of Sports Science Fresno|2|California Academy of Sports Science Fresno uses curriculum that is standards based and aligned with the common core. Courses are planned for A-G approved for admissions to California universities. The tool that California Academy of Sports Science Fresno uses to measure the implementation of state academic standards is the K12 and FuelED standards aligned curriculum. This coursework offers extensive course opportunities for students. All teachers are highly qualified and credentialed in their subject areas and meet in professional learning communities regularly to discuss progress for effective implementation of academic standards.|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|4|4|4|5|5|5|5|4|Met||2018 42750100136630|Valiant Santa Barbara|2|Valiant Santa Barbara uses curriculum that is standards based and aligned with the common core. Courses are planned for A-G approval for admissions to California universities. The tool that Valiant Santa Barbara uses to measure the implementation of state academic standards is the rigorous internal audit of standards aligned curriculum. This coursework offers extensive course opportunities for students. All teachers are highly qualified and credentialed in their subject areas and meet in professional learning communities regularly to discuss progress for effective implementation of academic standards.|5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|3|3|4|5|5|5|5|4|Met||2018 19753090130955|Valiant Academy of Los Angeles|2|Valiant Academy of Los Angeles uses curriculum that is standards based and aligned with the common core. Courses are A-G approved for admissions to California universities. The tool that Valiant Academy of Los Angeles uses to measure the implementation of state academic standards is the Pearson and Connexus standards aligned curriculum. This coursework offers extensive course opportunities for students. All teachers are highly qualified and credentialed in their subject areas and meet in professional learning communities regularly to discuss progress for effective implementation of academic standards.|5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|3|3|3|4|5|5|5|4|Met||2018 37680490131169|Valiant Academy of Southern California|2|VASC uses curriculum that is standards based and aligned with the common core. Courses are A-G approved for admissions to California universities. The tool that VASC uses to measure the implementation of state academic standards is the K12 and FuelED standards aligned curriculum. This coursework offers extensive course opportunities for students. All teachers are highly qualified and credentialed in their subject areas and meet in professional learning communities regularly to discuss progress for effective implementation of academic standards.|5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|3|3|3|4|5|5|5|4|Met||2018 37680490136747|California Academy of Sports Science|2|CASS uses curriculum that is standards based and aligned with the common core. Courses are planned for A-G approval for admissions to California universities. The tool that CASS uses to measure the implementation of state academic standards is the K12 and FuelED standards aligned curriculum. This coursework offers extensive course opportunities for students. All teachers are highly qualified and credentialed in their subject areas and meet in professional learning communities regularly to discuss progress for effective implementation of academic standards.|5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|3|3|3|4|5|5|5|4|Met||2018 49708390000000|Oak Grove Union Elementary|2||3|3|4|3|3|2|2|4|2|4|3|2|4|3|3|1|4|5|5|1|4|4|4|Met|All teachers have knowledge of standards, and have created curriculum aligned to standards. Teachers work in teams to develop and implement goals related to standards. We have used a training-the-trainer model with regard to ELD, with our ELD specialists having received professional development and then supporting the teachers with best practices. This is an area that requires continual focus and attention. We have employed a variety of PD methods in mathematics such as outside training, released days for collaboration, observation, and lesson study. Integrating Next Generation Science and ELA standards is a focus at the elementary school level. New texts have already been adopted and are being utilized in mathematics. This year, we are conducting a formal pilot of ELA materials. We are most proud of implementation and integration of the arts within our curriculum. Spanish is not currently being offered. We are aware of the need to be more deliberate in the implementation of career and technical education for our 7/8th grade students.|2018 37681970000000|La Mesa-Spring Valley|2||4|4|4|3|2|5|5|5|2|2|4|3|3|3|2|3|4|4|3|3|4|4|4|Met||2018 37683380124347|City Heights Preparatory Charter|2||4|4|4|3|4|4|4|4|3|4|4|4|3|2|2|1|1|2|3|5|2|5|2|Met||2018 31668450117150|Loomis Basin Charter|2|Student performance and achievement is measured and analyzed by school staff on a regular basis through assessment, academic conferences, progress monitoring, and collaboration. Students are assessed annually on the CAASPP assessments. District adopted benchmarks are used throughout the year to measure student growth, and teacher created formative and summative assessments are used to measure and communicate student knowledge and application of IB units of study. Academic conferences are held three times a year to analyze student data, determine interventions needed, and to ensure all students' needs are being met. IB philosophy is focused on developing the whole child and places equal importance on ELA, Math, Humanities, Physical and Health Education, World Language, Arts, Design, and Science. Integrated into all standards is the Learner Profile, which is central to the IB program. Students will be inquiring, reflective, caring, balanced, principled, knowledgeable, risk-taking, thinkers, open-minded, and able to communicate. Students will also develop skills essential to success beyond classroom walls. The Approaches to Learning Skills developed throughout the PYP and MYP include research, communication, collaboration, affective, and creative and critical thinking skills.|5|3|5|5|5|5|3|5|5|5|5|3|5|5|5|5|5|5|4|5|5|5|5|Met|Common Core State Standards are incorporated into IB units of study. Teachers collaborate to write units of study and reflect during and after teaching to continue to improve student learning. LBCS uses a variety of assessment processes to evaluate student progress on academic content standards and IB criterion. Assessment tools include the CAASPP system of summative and interim assessments to evaluate student progress on state standards, curriculum based measures, local benchmark assessments, and IB formative and summative assessments. Student progress towards grade level standard proficiency is communicated to students and families through teacher feedback on student work and assessments, semester progress reports, semester report cards, and CAASPP reports.|2018 37682130129668|County Collaborative Charter|2|County Collaborative Charter School monitors and reviews curriculum/vendor options to ensure that a wide variety of course options are offered, as well as on multiple platforms to best meet various learning styles. We continually update our A-G list to offer a variety of a-g courses We create personalized 4-year high school plans for our students to ensure that CTE/college/graduation requirements are met, while still being able to appeal to the students’ interests. Edmentum is used for standards aligned coursework and assessment Report cards and transcripts are reviewed continuously throughout the year Student progress is monitored regularly Our students have access to co-curricular and extra-curricular opportunities including career based field trips, and college tours.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|5|5|5|5|5|5|5|5|Met|County Collaborative Charter School curriculum is CA standards aligned. All online courses come with a standards alignment map. Additionally, all courses are a-g approved for rigorous, college preparatory content. The success of implementation is measured primarily by CAASPP scores, course completion, internal assessments (Edmentum pre/post test to measure growth), CTE pathway completers, Graduation Rate, etc.|2018 43104390131748|Voices College-Bound Language Academy at Morgan Hill|2||3|4|4|2|2|4|4|5|1|1|4|4|4|1|1|1|1|1|1|1|4|4|4|Met|When looking at “Other Adopted Academic Standards,” Voices Morgan Hill has courses that do not apply to our charter petition; Career Technical Education, Visual and Performing Arts, and Health Education Standards.|2018 19644770000000|Eastside Union Elementary|2||3|2|3|1|1|3|2|3|1|1|2|2|2|1|1|1|2|2|2|1|2|2|1|Met||2018 19753090132654|Community Collaborative Charter|2|English Language Arts - Common Core State Standards for ELA - CAASPP scores and course completion, Internal assessments English Language Development (for English Learners aligned to Common Core ELA standards) - CAASPP scores, ELPAC/RFEP rates, English Learner File(ELF) cards, internal assessments NGSS - SBAC Science Test History-Social Science - course completion CTE - implementation of pathways, measured by pathways completers Health Education Content Standards - health courses have been amended to include new content standards. Physical Education Model Content Standards Visual and Performing Arts - a-g visual arts course approved World Language - common core, a-g approved curriculum|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|Community Collaborative Charter School curriculum is CA standards aligned. All online courses come with a standards alignment map. Additionally, all courses are A-G approved for rigorous, college preparatory content. The success of implementation is measured primarily by CAASPP scores, course completion, internal assessments (Edmentum pre/post test to measure growth), CTE pathway completers, Graduation Rate, etc. We strive to offer the very best in personalized learning options to meet academic standards adopted by the State Board of Education. We now have over 3,000 combined service and material vendors to offer variety as well challenging academic instruction. SBAC and iready for ELA and Math, ELPAC testing for ELs, English Learner File (ELF) cards, and PFT for 5th, 7th and 9th graders.|2018 54720900000000|Rockford Elementary|2||4|4|4|3|3|5|4|5|3|3|5|4|5|3|3|3|4|4|3|2|4|4|5|Met||2018 31750850114371|Rocklin Academy at Meyers Street|2||5|4|5|4|4|4|3|4|3|4|4|3|4|3|4|5|4|4|4|5|5|5|5|Met|"According to the California Department of Education, Question 4 under ""Other Adopted Academic Standards; Career Technical Education"", these standards were adopted by the State Board of Education on May 11, 2005, and written for grades 7-12. As a K-6 elementary site, this question does not apply. However, there was not the option of N/A. Therefore, as directed to do by a representative from the California Department of Education, we indicated ""5"" as our response and explaining in this narrative that it was not an applicable question."|2018 31750856118392|Rocklin Academy|2||5|3|5|3|3|4|3|4|3|4|4|3|4|3|4|5|4|4|4|5|5|5|5|Met|"According to the California Department of Education, Question 4 under ""Other Adopted Academic Standards; Career Technical Education"", these standards were adopted by the State Board of Education on May 11, 2005, and written for grades 7-12. As a K-6 elementary site, this question does not apply. However, there was not the option of N/A. Therefore, as directed to do by a representative from the California Department of Education, we indicated ""5"" as our response and explaining in this narrative that it was not an applicable question."|2018 31668520127928|Rocklin Academy Gateway|2||5|3|5|3|3|4|3|4|3|4|4|3|4|3|4|5|4|4|4|5|5|5|5|Met|"According to the California Department of Education, Question 4 under ""Other Adopted Academic Standards; Career Technical Education"", these standards were adopted by the State Board of Education on May 11, 2005, and written for grades 7-12 and do not apply to charter schools. However, there was not the option of N/A. Therefore, as directed to do by a representative from the California Department of Education, ""5"" was indicated as the response and this narrative explaining that it was not an applicable."|2018 31750850119487|Western Sierra Collegiate Academy|2||5|3|5|3|3|4|3|4|3|4|5|3|4|3|4|5|3|4|5|5|5|5|5|Met|In regards to question 4, progress implementing Career Technical Education Standards, Western Sierra Collegiate Academy has partnered with CTE Works through the Placer County Office of Education to provide students with opportunities to participate in CTE courses.|2018 19646340000000|Inglewood Unified|2||3|2|2|1|1|3|2|3|1|1|3|2|2|1|1|2|3|3|2|1|3|3|3|Met|Many of the ratings on the local indicators did not change from the 2017.18 indicators. We attribute this to the implementation of a new IUSD 5 year strategic plan that was developed during the 2017.18 school year. This strategic plan has redesigned curriculum implementation. Our new strategic plan is built on four pillars: 1) A: Rigorous, Culturally Responsive Teaching and Learning; B): Strong Relationships with Families and Community; C): Effective Teachers, Leaders, and Staff; and D) Data Informed Effective and Efficient Systems. Our Strategic Plan is now guiding how we provide professional learning around content standards. The district is working on best practices for providing Professional learning opportunities with out too much disruption to effective teaching. IUSD is now providing the support of instructional coaches to all sites and teachers. The coaches are also receiving the most current evidenced based professional development to enhance thier expertise. We now have a Cycle of Inquiry that will inform student progress at each school, each grade level or department. Progress is measured through the implementation of standards based Common Formative Assessments and the interim assessments blocks (IABs). We expect to see our indicators move for the next dashboard.|2018 37754160132472|California Pacific Charter - San Diego|2|English Language Arts - Common Core State Standards for ELA - CAASPP scores and course completion, Internal assessments English Language Development (for English Learners aligned to Common Core ELA standards) - CAASPP scores, ELPAC/RFEP rates, English Learner File(ELF) cards, internal assessments NGSS - SBAC Science Test History-Social Science - course completion CTE - implementation of pathways, measured by pathways completers Health Education Content Standards - health courses have been amended to include new content standards. Physical Education Model Content Standards Visual and Performing Arts - a-g visual arts course approved World Language - common core, a-g approved curriculum|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|California Pacific Charter School (CPCS) curriculum is CA standards aligned. All online courses come with a standards alignment map. Additionally, all courses are A-G approved for rigorous, college preparatory content. The success of implementation is measured primarily by CAASPP scores, course completion, internal assessments (Edmentum pre/post test to measure growth), CTE pathway completers, Graduation Rate, etc.|2018 07617960136903|Voices College-Bound Language Academy at West Contra Costa County|2||2|3|4|2|2|4|4|5|1|1|3|3|4|1|1|1|1|1|1|1|4|4|4|Met|When looking at “Other Adopted Academic Standards,” Voices West Contra Costa has courses that do not apply to our charter petition; Career Technical Education, Visual and Performing Arts, and Health Education Standards.|2018 35675530000000|Southside Elementary|2||4|3|4|4|4|5|4|5|3|4|4|4|4|3|4|1|2|5|2|1|4|4|4|Met||2018 19644440000000|Culver City Unified|2||4|2|4|3|2|4|3|5|3|1|4|3|4|3|2|2|4|5|4|4|4|4|3|Met||2018 43694500113662|Voices College-Bound Language Academy|2||3|4|4|2|2|4|4|5|1|1|4|4|4|1|1|1|1|1|1|1|4|4|4|Met|When looking at “Other Adopted Academic Standards,” Voices Franklin McKinley has courses that do not apply to our charter petition; Career Technical Education, Visual and Performing Arts, and Health Education Standards.|2018 10101080111682|Hume Lake Charter|2||4|3|4|4|4|4|3|4|4|4|4|3|4|3|4|2|5|4|4|4|4|4|4|Met||2018 43104390132530|Voices College-Bound Language Academy at Mt. Pleasant|2||3|4|4|2|2|4|4|5|1|1|4|4|4|1|1|1|1|1|1|1|4|4|4|Met|When looking at “Other Adopted Academic Standards,” Voices Mount Pleasant has courses that do not apply to our charter petition; Career Technical Education, Visual and Performing Arts, and Health Education Standards.|2018 29663326111140|Grass Valley Charter|2||5|4|4|5|2|5|4|5|4|2|5|4|5|4|2|1|4|4|4|1|5|5|5|Met|GVCS has done extensive work in aligning our learning expeditions to ELA common core state standards and Next Generation Science Standards. The 17/18 academic year was the 2nd year of a school-wide math adoption and considerable professional development hours were spent building and improving instructional practices in implementing the new adoption. As the History-Social Science standards have been just recently adopted, the work to aligning learning expeditions to those has yet to happen but will certainly be on our next three-year strategic plan (2019 -2022)|2018 37683530000000|San Pasqual Union Elementary|2||5|4|5|3|2|5|3|5|4|2|5|4|5|3|2|3|3|5|4|4|4|4|4|Met||2018 18642040000000|Westwood Unified|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|4|4|4|Met||2018 39686760119743|Stockton Early College Academy|2||5|4|5|3|3|5|4|5|3|3|4|4|4|3|3|3|3|4|4|4|3|4|3|Met||2018 30665630000000|La Habra City Elementary|2||4|3|2|2|1|4|4|3|1|1|5|3|3|1|1|2|1|5|2|2|4|3|3|Met||2018 19646420136127|Community Collaborative Virtual - Keppel Partnership Academy|2|English Language Arts - Common Core State Standards for ELA - CAASPP scores and course completion, Internal assessments English Language Development (for English Learners aligned to Common Core ELA standards) - CAASPP scores, ELPAC/RFEP rates, internal assessments, ELF cards NGSS - SBAC Science Test History-Social Science - course completion CTE - implementation of pathways, measured by pathways completers Health Education Content Standards - health courses have been amended to include new content standards. Physical Education Model Content Standards Visual and Performing Arts - a-g visual arts course approved World Language - common core, a-g approved curriculum|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|CCVS-Keppel Academy curriculum is CA standards aligned. All online courses come with a standards alignment map. Additionally, all courses are a-g approved for rigorous, college preparatory content. The success of implementation is measured primarily by CAASPP scores, course completion, internal assessments (Edmentum pre/post test to measure growth), CTE pathway completers, Graduation Rate, etc. We strive to offer the very best in personalized learning options to meet academic standards adopted by the State Board of Education. We now have over 3,000 combined service and material vendors to offer variety as well challenging academic instruction. SBAC and iready for ELA and Math, ELPAC testing for ELs, ELF cards, and PFT for 5th, 7th and 9th graders.|2018 19647330129866|Village Charter Academy|2||4|4|4|3|3|5|4|5|4|4|5|5|5|3|4|3|5|5|5|1|5|5|5|Met||2018 43695750000000|Moreland|2||5|3|5|3|1|5|5|5|3|1|5|5|5|3|1|3|4|5|4|3|5|5|5|Met|This priority area is aligned to and measured in Moreland's LCAP under Goal 1.|2018 31667870000000|Auburn Union Elementary|2||4|4|4|3|1|4|4|5|2|1|4|4|4|2|1|1|4|4|3|1|4|4|4|Met||2018 52715480000000|Gerber Union Elementary|2|Gerber Elementary School has adopted and purchased ELA/ELD and math curriculum that aligns to the common core academic standards adopted by the State Board of Education. Committees were used to review newly adopted materials. Teachers also had opportunities to review programs and give input. The 6-8 grade teachers piloted three ELA/ELD programs during the 16-17 school year before making their recommendation for adoption. Recommendations from committees were taken to board for final review and approval. Teachers have and continue to receive professional development (PD) for new program implementation. This PD will be ongoing based on need. During the 2018-2019 school year, all teachers and administrators will receive training from Tehama County Office of Education to support implementation of the Next Generation Science Standards (NGSS).|4|3|4|2|1|5|5|5|2|1|3|3|3|2|1|1|1|1|1|1|4|4|3|Met||2018 41690130000000|San Bruno Park Elementary|2||3|3|4|2|2|4|4|4|1|1|3|3|4|1|1|1|1|4|3|2|4|4|3|Met||2018 31750850117879|Maria Montessori Charter Academy|2||5|2|5|2|2|5|2|5|2|3|5|2|5|1|2|1|3|4|3|2|4|4|4|Met||2018 54719510000000|Hot Springs Elementary|2|Hot Springs Elementary teaching staff have been trained with regards to the CCSS. The teachers writes weekly standardized lessons and track number of standards that students work with each week. The teachers reviews and discusses the plan with instructional aide so they are aware of their role in the instructional support. In addition, the teachers develops within their plans Depth of Knowledge that students will gain with the lesson. Staff develop in their understanding and use of CCSS through Professional Development meetings held routinely throughout the school year and a consultant works on an individual level with the teachers to further develop methods to improve instruction in this area. Teachers use the current adopted series for basic instruction in all subjects to insure content standards are met.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 18641960000000|Susanville Elementary|2||3|3|4|2|1|4|4|4|2|2|3|3|4|2|2|2|2|2|2|2|2|2|2|Met|ELA/ELD and Mathematics curriculum that supports the CA State Standards have been implemented in all classrooms and all teachers have received training on implementing the standards using the curriculum. Science curriculum that supports the Next Generation Science Standards (NGSS) is not yet available. New History/Social Studies curriculum has yet to be selected from the state list of approved providers. Most Science teachers in the upper grades have been trained to teach the NGSS and are currently adapting curriculum to meet the new standards. Once adoptions are available, training will be conducted with the entire staff.|2018 36677360136069|Community Collaborative Virtual - Sage Oak Charter|2|We provide standards based online curriculum at no cost to instructional funds. All curriculum purchased with instructional funds is standards aligned. We ensure all planned learning and accomplished learning is in line with standards as shown on the Assignment and Work Records submitted each learning period. We are creating CTE pathways for our students and currently offer a few pathways Tracking of this is done through the teacher as all ordering and educational planning goes through them. Progress is tracked through local and state assessments iReady pre and post and progress monitoring ELPAC CASSPP Assessments within chosen curriculum and courses|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|We ensure all planned learning and accomplished learning is in line with standards as shown on the Assignment and Work Records submitted each learning period. Progress is tracked through local and state assessments.|2018 21654330000000|Ross Elementary|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|4|4|Met||2018 54755230000000|Porterville Unified|2||4|3|4|3|1|4|3|4|2|1|4|3|3|3|1|4|4|3|4|4|4|4|4|Met|"PUSD continues to provide Professional Development on the California Standards and ELD. PUSD supports staff and students by expanding the Technology specialist with professional development on best technology practices at all schools. PUSD district leadership and site leadership monitor student learning, assessment, and the implementation of interventions using the data management system and classroom observations of the high quality highly effective lessons. PUSD monitors student achievement in California State Standards (California Standards, English Language Arts, Mathematics, and Next Generation Science Standards (NGSS), by analyzing the annual CAASPP results in those areas. The ELPAC assessment results are also analyzed to monitor the English Language Development progress of our EL students. Administrators use Progress Adviser monitoring system to monitor the implementation of California and ELD standards and for professional development support as needed individually or school-wide. PUSD teachers continue to be supported in teaching the California Standards including the integration of technology to ensure all students have access to the curriculum and technology necessary to be successful. PUSD also plans to continue focus on professional development for teachers with students of Special Need and Native American Students. These subgroups were in the 'Red"" based on California Dashboard Fall 2017 ELA and Math Results."|2018 15636280000000|Maricopa Unified|2||3|3|4|2|3|5|5|5|2|3|4|4|4|2|3|3|3|3|4|3|4|4|4|Met|Common Core State Standard textbooks and materials have been adopted and implemented districtwide for Math, ELA, and Social Science. The CDE will adopt State Science Textbook options this school year and the district will review, adopt and order one of the state selected series for implementation in 2019-20 school year.|2018 47705160000000|Yreka Union High|2||5|3|5|3|4|5|3|5|3|4|4|3|4|3|4|4|4|5|5|5|4|4|4|Met||2018 19644690000000|Duarte Unified|2||3|3|4|2|3|3|3|4|2|2|4|4|4|3|3|3|3|3|3|3|3|3|3|Met||2018 12626790137653|Redwood Coast Montessori|2||5|5|4|4|4|5|5|5|4|5|4|4|4|4|4|4|5|4|5|4|4|5|4|Met||2018 12626790127266|Redwood Coast Montessori|2||5|5|4|4|4|5|5|5|4|5|4|4|4|4|4|4|5|4|5|4|4|5|4|Met||2018 31667950000000|Colfax Elementary|2|Colfax Elementary School District adopted ELA in Spring of 2018. We are in the implementation phase of CCSS (Common Core State Standards) in ELA in Wonders K-5 and Springboard 6-8 and progressing satisfactorily towards full implementation of CCSS in ELA and Mathematics. We are in beginning implementation of the Next Generation Science Standards and developing awareness of the new History/Social Science Standards. New programs in ELA have been adopted recently for Grades TK-8 and professional development provided to all TK-8 teachers utilizing the program. Additionally, training on aligning teaching practices to the CCSS continue to be provided to teachers during the regular academic year. . Feedback from teachers are regularly sought in weekly staff meetings to inform professional development opportunities provided. Ongoing professional development in the new ELA programs has been provided as well as Inclusive Education for all teaching staff. Assessments for ELA and Math in the adopted curriculum are provided regularly through chapter and unit assessments and trimester Benchmark with progress reports to the Board of Trustees three times a year. Other assessment tools that are used to measure progress toward standards are Dibels, Lexia, SIPPS, Accelerated Reader Grade Equivalency and STAR MATH. Local assessments are also provided in the adopted curriculum for science, social studies and health and physical education. We are proud to have a credentialed art teacher in which all students TK-8th grade receive art which is driven by the Visual and Performing Arts Standards as well as integrated with the California Common Standards .|3|3|4|3|4|5|5|5|3|3|3|3|5|3|4|2|4|5|2|2|3|3|3|Met||2018 23102310000000|Mendocino County Office of Education|2||2|2|3|2|2|2|2|3|1|1|3|3|3|2|2|2|1|1|1|1|2|2|2|Met|The programs within the alternative schools have experienced a significant turnover of staff during the past year. The newly formed team has already built a strong collaborative network since the beginning of the 2018-19 school year. A focus of the program over the past year has been to establish a day-treatment program for students with substance abuse, as well as social/emotional challenges. This year the focus will be to strengthen the instructional program, increase content rigor and expand classroom engagement strategies with the recently built team.|2018 30666700135897|Advanced Learning Academy|2|• Math – Fully adopted, ongoing training opportunities for teachers as a group and also to meet individual needs. Framework training for pilot teachers was provided. • Language Arts/English Language Development (ELD) –Adoption took place last year, and we are currently in full implementation of the ELA/ELD curriculum. Framework training has already been provided for teachers • ELD Intervention – Fully adopted, ongoing training opportunities for teachers. Training is also provided on an individual basis to meet teacher needs. • Science – Curriculum Specialists and Instructional Coaches are working with the science team on the new framework. Three-year implementation plan is in place. • History/Social Science - Curriculum Specialists and Instructional Coaches are working with the History/Social Science department on the new framework. Three-year implementation plan is being created. • Career Technical Education (CTE), Health, Visual and Performing Arts (VAPA) and Physical Education (PE) frameworks, standards and teaching training has occurred and is ongoing.|4|4|4|3|2|3|4|4|2|2|4|4|4|2|2|3|5|5|3|3|5|3|3|Met||2018 21654090000000|Nicasio|2||3|3|4|2|2|3|3|4|2|2|4|4|4|2|2|1|4|5|5|4|4|4|4|Met|Newly adopted English Language Arts curriculum (aligned with the English Language Development Framework) is implemented in grades TK-5 with opportunities for professional learning. English Language Arts curriculum (aligned with the English Language Development Framework) is being piloted in grades 6-8. Math curriculum is in full implementation. Staff participated in opportunities for professional learning for NGSS and History-Social Science standards during the 2017-18 school year and we are beginning to develop and utilize instructional materials. Staff is exploring and researching state-adopted curriculum in these areas for future formal district adoption. Staff engages in weekly collaborative time to support staff in identifying areas where they can improve practice. Professional development opportunities are also provided through the county office of education. We currently are in the research phase of Career Technical Education.|2018 45104540132647|Shasta County Independent Study Charter|2||5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|3|4|4|4|4|5|5|5|Met||2018 41688660000000|Belmont-Redwood Shores Elementary|2||3|2|3|2|3|4|2|5|2|4|3|2|3|2|3|1|4|3|1|5|5|4|3|Met||2018 39686760123802|Health Careers Academy|2||4|4|4|3|3|5|4|5|4|4|4|4|4|3|3|5|3|4|4|4|4|4|3|Met||2018 37682130121582|College Preparatory Middle - East County|2||5|4|5|4|4|5|5|5|4|4|5|4|5|4|4|2|4|4|4|1|4|4|4|Met||2018 01612420000000|New Haven Unified|2||4|3|4|3|2|4|3|4|3|2|5|3|5|2|1|3|1|2|1|4|5|5|5|Met||2018 53717460000000|Lewiston Elementary|2||3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|1|2|2|3|1|3|3|3|Met||2018 48705320000000|Dixon Unified|2||3|4|4|4|3|4|4|4|3|3|3|4|4|2|2|4|4|3|3|3|3|3|2|Met||2018 27659870000000|Carmel Unified|2||5|4|5|3|3|5|4|5|3|2|5|4|5|4|4|5|3|5|5|5|5|5|5|Met|CUSD is currently in the adoption phase for SS/History materials. New resources are anticipated to be implemented in K-8 in the 2019-20 school year and at the high school level in 2020-21. Following the adoption of new science materials by the California Department of Education (CDE), CUSD will begin an adoption process for new K-8 materials. This process is anticipated to commence in the 2019-20 school year. Following the adoption of a new Health Framework by the CDE CUSD will review current programming resources to determine the need for new materials and/or programming.|2018 01611760000000|Fremont Unified|2||4|4|4|3|1|4|4|4|3|1|4|3|4|3|2|3|2|5|3|4|5|5|3|Met||2018 37682130123224|San Diego Virtual|2|SDVS provides a robust curriculum to all students enrolled. Adaptations to the curriculum are implemented to best serve students' needs, and when additional support is needed, students are provided access to counselors and teachers. SDVS has also implemented a comprehensive, school-wide Benchmark Assessment program to identify, monitor, review, and assist students in need. SDVS also diagnoses students in need of growth through the yearly CAASPP results. After review, our school makes adjustments on areas of focus and implements intervention strategies for the identified individuals. SDVS remains current with the Common Core Standards, adopted by the State Board of Education, by continuously reviewing the current curriculum and making improvements when necessary. The improvements are created and implemented by the highly qualified teachers. One content area that SDVS is devoting itself to this year is the creation of staff-wide best practices to support our English Language Learners. In doing so, SDVS is working to align the English Language Arts standards to a comprehensive ELD program that closely monitors, remediates, and accommodates the students identified to participate. These students will be provided with additional resources and highly qualified teachers to assist them with vocabulary building and comprehension development.|5|5|5|5|5|5|5|5|0|5|5|4|5|4|5|2|3|4|5|5|5|4|5|Met||2018 54722150000000|Tipton Elementary|2||4|2|3|1|2|3|2|5|1|3|4|2|3|1|2|1|2|1|2|1|3|3|4|Met||2018 30665300000000|Huntington Beach City Elementary|2||4|4|5|3|1|5|5|5|2|1|4|4|5|2|1|2|3|4|4|4|5|4|4|Met|Focused time, energy, and fiscal resources have been dedicated to learning about and implementing academic standards in English Language Arts, English Language Development, Mathematics, and Science. History-Social Science will be a future focus and we continue to fully implement Health, Physical Education and Visual and Performing Arts. Career Technical Education is being expanded to identify ways to better align with our local high school district with several career pathway options already in place. In terms of World Language, Spanish is offered as electives at both middle schools and supplemental language programs are offered at elementary schools as an extended learning option. Professional development for teachers is offered in specific content areas of focus to support these implementations as well as through 'Choice' professional learning sessions allowing teachers to attend to particular areas of interest, need, and passion.|2018 51713650000000|Browns Elementary|2|Our school has adopted all the state adopted materials that are available at this time. We are using benchmarks from the adopted materials to show progress of the students in their academics. We believe our teachers are addressing all the standards and we have hired outside coaches to help us in meeting the needs of each and every student.|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|2|3|4|3|2|3|3|4|Met||2018 54105460124057|Valley Life Charter|2||5|5|5|3|5|5|5|5|3|5|5|5|5|2|4|3|3|5|5|5|4|4|4|Met|A complete list of curriculum used to implement the state academic standards is found here: http://www.vlcs.me/cirriculum/ Teachers receive training, through the Tulare County Office of Education, Consultants, in ELA, Math, and Science. Teachers are encouraged to attend other trainings, such as STEAM, Project Based Learning, and Putting it all together. The visual and performing arts program at Valley Life is an exemplary program. All students are involved in music, which may be choral, band, or orchestra. Each student performs at least three times per year. Dance is mandatory for students in grades K - 3, and optional in grades 4th - 8th. All students receive art instruction weekly.|2018 27660920000000|Monterey Peninsula Unified|2||3|4|3|3|3|5|5|5|4|4|4|4|4|3|3|4|4|4|5|4|5|5|4|Met||2018 58105875830112|Yuba County Career Preparatory Charter|2||5|4|4|5|5|5|4|4|5|5|5|4|5|5|5|5|4|5|4|2|5|5|5|Met|In the 2016/17 school year, and continuing through the present, leadership has made a concerted effort in focusing, revising, and implementing curriculum and assessment and evaluative processes that reflect the adapted academic standards and curriculum frameworks to better meet the needs of the students we serve. Leadership has been developing, purchasing, and/or coordinating curriculum, training, and monthly articulations to accomplish these goals as well as new curriculum, Illuminate and Edmentum usage, cross curricular curriculum design, and Career Tech Education (CTE) articulation and alignment to the standards, certifications, and the 11 Essential Elements. We also continue to: • structure articulation and PLC work - collecting and evaluating assessment data and designing a sequential and logical system of usage and programmatic adjustment based on that data • data-driven instruction, with measurable outcomes, as part of reflective collaboration practices • inclusion of EDGE ELD curriculums, labs, and practices into classroom and IS settings • peer evaluation in both the classroom and IS settings • teacher curriculum specialists to maintain and update curriculum resource material, attend training and presentations to support curriculum development for school-wide use • individual professional growth opportunities included in each teacher observation • continue full-time CTE Coordinator and Academic Technologies (assessment and reporting) positions|2018 19647331938612|Taft Charter High|2||4|4|4|3|4|3|4|4|3|4|4|4|4|3|4|4|5|5|5|4|4|4|4|Met||2018 19647330111484|New Village Girls Academy|2|Our school will continue to use the Read 180 reading assessment program to evaluate and track student Lexile levels. Students with lower levels of English proficiency will use the System 44 program to target basic English reading skills. This year, our school will implement the STAR Renaissance 360 program to further assess school-wide English and math proficiency. Our school will continue to use the Content-Area Competencies to guide curricular frame-works and practices throughout all subjects including English, math, social studies, science, health, physical education, foreign language, and visual and performing arts. Additionally, native Spanish speaking students will be allowed to participate in the Spanish Equivalency Exam to demonstrate proficiency in a foreign language. Finally, all students will showcase their semester's work during our final end-of-term exhibitions where they will present their learning from the previous term, including project work, internships, significant research and more.|4|4|4|4|4|5|5|5|5|5|5|5|3|5|4|3|5|5|5|5|4|4|5|Met||2018 19649980000000|Saugus Union|2||5|5|5|3|5|5|5|5|2|5|5|5|5|5|5|2|5|5|5|1|5|5|5|Met||2018 31668860000000|Placer Hills Union Elementary|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2018 19646670000000|Lancaster Elementary|2||4|3|3|3|1|5|4|5|2|1|4|3|3|2|1|1|1|3|4|1|3|3|3|Met|In the 2017-18 school year Lancaster School District (LSD) has focused heavily on providing professional development to our staff through various PD structures. In order to extend our teachers understanding regarding ELD, ELA, Math, History Social Studies and the Next Generation Science Standards, we have implemented PD in all areas via our Lancaster Learning Institute PD structure, Pink Tuesday’s (half day student-free time for PD), and via committee work. We are beginning our exploration of the History Social Studies standards via the framework, and have provided training to all elementary school teachers, as well as, all History Social Science teachers in the middle schools. Regarding math, we have contracted with an outside consultant to provide expertise in mathematics instruction as we have observed a significant gap in the teaching and learning of Common Core math. We have also provided for instructional coaches at each of the sites throughout the district, as well as, four district coaches for Multi-Tiered Systems of Supports, Math/NGSS, Writing/ELA, and Intervention. This year our focus has turned to providing lesson studies in order to increase the efficacy of all math teachers. This serves to disseminate BEST practice, as well as, provide for collaboration among all teachers. In order to facilitate this structure, LSD provided Solution Tree - PLC training. All teachers in LSD were trained on the process of PLC’s to provide collaborative structures for all sites.|2018 54720820000000|Richgrove Elementary|2||4|4|4|3|3|5|4|5|3|2|5|5|5|3|2|3|2|3|3|4|5|5|4|Met||2018 30739240000000|Los Alamitos Unified|2||4|2|5|4|4|2|2|5|3|4|5|4|5|4|5|4|4|4|5|5|5|5|5|Met|The primary areas of focus for staff development are the District’s Signature Practices: Cognitively Guided Instruction (CGI), Readers & Writers Workshop, Reading Foundations for the Common Core (RFCC), Thinking Maps and Depth and Complexity. Student data is collected via District benchmarks and various formal assessments, such as CAASPP and Fountas & Pinnell Leveled Reading Assessments, to determine instructional needs for teachers. The District provides annual training to ensure accurate calibration in the administration of reading and mathematics assessments in order to assess site vs. district-wide areas of concerns. Professional development is delivered by way of release time for teachers in all of the Signature Practices. Teachers new to the Los Alamitos Unified School District are placed on a five-year professional development plan. Teachers are placed into cohorts according to the number of years with the District and attend professional development sessions. Teachers are also released to attend pre-approved workshops and conferences with the expectation of disseminating their findings by way of instructional networking. The District also provides content specific training when needed by departments or grade level teams. Teachers are supported through on-going, in-class coaching by District TOSAs. Site admin provide regular, ongoing feedback by conducting classroom observations, setting individual goals for teachers, and by providing time for teacher collaboration.|2018 11101161130103|William Finch|2||4|4|4|1|1|4|2|4|1|1|4|2|4|1|1|2|2|1|2|2|3|3|3|Met||2018 15735440000000|Rio Bravo-Greeley Union Elementary|2||5|4|5|5|5|5|5|5|5|5|5|4|5|5|4|5|5|5|4|4|5|5|5|Met||2018 05100580530154|Mountain Oaks|2||5|5|5|3|4|5|5|5|3|4|5|5|5|5|5|4|5|5|5|5|5|5|4|Met|94% of the Mountain Oaks parents and students feel they are achieving implementation of academic standards and improving academically. The i-Ready assessment and remediation program documents student academic levels and progress, and provides targeted intervention and/or remediation for students as needed.|2018 39684860131789|NextGeneration STEAM Academy|2||4|5|3|4|3|5|5|5|5|4|4|5|5|4|3|2|4|3|3|1|5|5|5|Met||2018 37682130000000|Mountain Empire Unified|2||4|3|4|2|3|5|4|5|2|3|3|3|3|1|2|3|1|1|1|3|3|3|3|Met||2018 27659790135111|Uplift Monterey|2||4|3|4|3|4|4|3|4|3|4|4|4|4|4|4|3|4|3|4|4|4|4|4|Met||2018 33751760000000|Lake Elsinore Unified|2||4|4|4|2|2|4|4|4|1|1|4|4|4|2|2|4|3|4|3|3|4|4|3|Met||2018 17101730000000|Lake County Office of Education|2||4|4|3|4|4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2018 45699480000000|Columbia Elementary|2|Columbia Elementary School District utilizes English Language Arts, Math, and History / Social Science curriculum from the state approved publishers list. We have no Williams' Complaints filed nor verbal or written statements during the Public Hearing in September 2018 regarding sufficiency of materials. Grade levels participate in the Shasta County Office of Education adoption series and we look forward to adopting Next Generation Science Standards in the Spring/Summer for 2019-20.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 47104700137372|Northern United - Siskiyou Charter|2||4|2|3|3|3|3|1|4|3|3|3|3|3|3|3|2|3|3|4|3|3|3|3|Met||2018 30664490000000|Brea-Olinda Unified|2||5|4|5|3|3|5|5|5|3|3|5|5|5|5|5|5|3|5|5|5|5|5|5|Met|BOUSD offers a comprehensive Professional Development plan for staff that addressed the CCSS in ELA, Math an NGSS. The District continues to work with the county to address the needs to social science teachers as the standards and instructional materials evolve.|2018 58727510000000|Wheatland|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|5|5|5|5|5|5|5|4|Met|*CTE and World Languages are high school content areas and we are a TK – 8th grade District|2018 52715220000000|Evergreen Union|2||5|4|4|3|2|5|5|4|3|2|3|3|4|2|1|2|3|5|3|1|4|3|3|Met||2018 19647330109934|Our Community Charter|2||5|4|5|4|5|5|5|5|5|5|5|4|5|4|5|2|5|5|5|1|5|5|4|Met|Our Community School is a TK-8 school and some of the other adopted academic standards do not apply.|2018 19642790000000|Azusa Unified|2||5|5|5|2|3|5|5|5|2|3|5|5|5|2|2|5|5|5|5|5|5|5|5|Met|AUSD uses a systematic, layered approach to adopting standards/frameworks. The district began significant curricular and instructional changes with the adoption of instructional materials and professional learning around Math and English Lang Arts/ELD. Pilot and analysis occurred resulting in selections that best match the needs of district students. AUSD is fully implementing and sustaining ELA, ELD, and Math standards, curriculum and professional learning. AUSD initiated implementation of the History-Social Science (H-SS) Framework at the secondary level. AUSD will increase focus and implementation of the H-SS Framework at the elementary level and initiate curriculum implementation of Next Generation Science Standards. AUSD’s standards implementation has utilized research-based practices in teacher learning, such as coaching, collaboration, and job-embedded application. AUSD is deeply committed to a culture of ongoing learning and improvement. Therefore, the professional learning, collaboration, and support have been initiated as the district rolls out new standards and frameworks then continues through a multi-year professional learning plan supporting continuous improvement of instruction. The ongoing cycle ensures that all shifts identified in state adopted academic standards are being instituted and sustained in an authentic manner. AUSD leadership and stakeholders utilized the state reflection tool to identify the implementation progress for the 2018 Dashboard.|2018 19646340121186|Children of Promise Preparatory Academy|2||4|3|5|3|4|5|4|5|4|5|5|3|5|3|4|3|3|3|4|3|5|4|5|Met||2018 19734370132845|Today's Fresh Start-Compton|2||5|4|5|3|3|5|5|5|3|3|5|5|5|4|4|3|4|4|4|2|4|4|4|Met||2018 19646340119552|Today's Fresh Start Charter School Inglewood|2||5|4|5|3|3|5|5|5|3|3|5|5|5|4|4|3|4|4|4|2|4|4|4|Met||2018 27661910000000|Santa Rita Union Elementary|2||5|5|5|3|4|5|5|5|3|4|5|5|5|5|5|3|4|5|5|4|5|4|4|Met||2018 50105040117457|Great Valley Academy|2||4|2|3|3|2|4|2|2|2|2|3|2|3|2|2|1|3|4|1|1|2|3|2|Met|As a K-8 charter school, we are subject to the academic standards in the areas per our charter (1's are noted in the areas not applicable).|2018 54755310000000|Dinuba Unified|2||5|3|5|3|3|5|4|5|3|3|5|4|5|3|3|4|4|5|5|4|5|5|5|Met|Dinuba Unified strives to provide quality professional development & support to all teachers & support staff. We work closely with Tulare County Office of Education, West Ed, Calif Education Partners, & Central Valley Educational Leadership Institute in our efforts to continuously improve.|2018 16639330000000|Island Union Elementary|2||5|5|5|5|3|5|5|5|4|4|4|4|4|4|4|2|3|5|3|1|4|4|3|Met|We are a single school school district and therefore work closely together with our school community as well as local community. We continue to meet in our weekly professional learning communities with our teaching staff to improve our instructional craft. We also meet with our stake holders on a regular basis to get input. We communicate with our local county office for updates and next best instructional practices.|2018 21654170000000|Novato Unified|2||4|4|4|3|2|4|4|4|3|2|4|4|4|4|4|3|4|4|4|4|4|4|4|Met|The district used the California Department of Education’s Self-Reflection Tool to survey district administrators in fall 2018 on progress in areas of professional learning, instructional materials, and policies and programs that support improvement.|2018 54718520000000|Columbine Elementary|2|Columbine has fully implemented the Common Core Standards in Language Arts. Grades TK-5 are using the McGraw-Hill Wonders Program and grades 6-8 Houghton-Mifflin Collections Program. The staff has completed appropriate training and the programs are working well. Both feature excellent English Language Development Programs and are used to support our EL students. Our Math programs emphasize the Common Core Standards too. Saxon and CGP are being used to implement the standards. Buckle Down and Common Core Math also stress the standards. Columbine adopted Common Core Social Studies programs with Pearson Learning TK-5 and National Geographic- Cengage 6-8, The staff has been trained and the programs were implemented in August of 2018. The District will adopt Common Core Science in 2018-19. The staff will be trained and program implementation will occur in 2019-20 All Physical Education classes cover the Common Core Standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 55723970000000|Soulsbyville Elementary|2||4|3|4|1|1|4|4|4|2|2|4|4|4|3|2|1|2|2|3|1|3|3|2|Met||2018 10621250000000|Coalinga-Huron Unified|2|"The District has a scheduled series of benchmarks in English Language Arts and Mathematics. We use Illuminate Ed and FastBridge software systems to monitor and track student progress. ""My Access"", an on line program designed to give students immediate feedback on their writing, is used to support student writing in all content areas. The CHUSD has a robust Career Technical Education Program with six different pathways. The District is starting to look at adoptions for HSS and Science for the next school year. The District has implemented SEAL (Sobrato Early Academic Language) in grades TK-5. SEAL is a comprehensive language and literacy program designed for English Learners and is directed at meeting the goals for all students especially low-income, English Learners, Homeless, and Foster Youths. The SEAL Model provides embedded teacher professional development and training aimed at increasing teacher capacity and understanding of ELD standards, CCSS, NGSS, and HSS and effective evidenced based instructional practices for English Learners. At the same time, the District is at the beginning stages of training the staff at the Secondary Levels on BELIEF (Blueprints for Effective Leadership and Instruction for our English Learners' Future). Furthermore, Principals are receiving high quality training in the areas of Supervision of Instruction and Teacher Support."|3|2|2|2|2|4|3|4|1|1|4|3|4|1|1|4|1|4|3|3|2|2|3|Met|The District provides Two Full Staff Development Days at the beginning of the school year, 1.5 hours per month of Professional Development and One hour per week for Professional Collaboration. Throughout the school year, the district provides workshops, trainings, and conferences to keep teachers and administrators current on Common Core Instructional Strategies.|2018 29102982930147|John Muir Charter|2||4|3|3|2|2|4|3|4|2|2|4|3|4|2|2|4|3|3|1|1|5|5|4|Met||2018 45701364530267|Shasta Charter Academy|2||5|5|4|1|3|5|5|5|2|3|5|5|5|2|3|3|2|5|5|5|5|4|4|Met||2018 50755560113852|Riverbank Language Academy|2||5|4|4|3|3|5|4|4|2|3|5|4|4|3|3|3|3|5|3|5|5|4|4|Met|Riverbank Language Academy teachers participate in regular on-going professional development practices to improve classroom instruction, vertical and horizontal alignment of curriculum, and student supports.|2018 42693100000000|Santa Maria Joint Union High|2||5|5|2|2|2|5|5|2|2|1|4|4|2|3|2|3|4|4|4|4|3|3|3|Met||2018 19645840000000|Gorman Joint|2||4|4|4|2|2|4|4|4|2|2|4|4|4|2|2|4|4|4|2|2|4|4|4|Met||2018 15635030000000|Greenfield Union|2||4|4|4|2|2|5|4|5|2|2|4|4|4|2|2|2|3|3|2|1|4|4|4|Met|For the 2018-19 school year, the district has purchased a new history-social science textbook for grades K-8th. Professional development to K through 6th grade teachers and 7th/8th grade history teachers on the new history-social science textbook and standards will be provided. Furthermore, the district will continue to provide professional development opportunities to all teachers in English language development, English language arts, and mathematics. In 2019-20, the district plans to adopt a new science textbook and provide training on the Next Generation Science Standards for grades K-8th.|2018 12629840000000|Peninsula Union|2|This year our school expanded our standards aligned curriculum to include a K-5th grade standards aligned social studies program in addition to our board adopted ELA and Math curriculum. We also added in other supplemental standards aligned programs, including digital citizenship learning opportunities for students.|5|5|5|2|3|5|5|5|2|3|5|0|5|2|3|3|3|3|3|1|5|5|5|Met||2018 07618040000000|San Ramon Valley Unified|2||5|4|5|3|3|5|3|5|3|3|5|4|5|5|3|5|5|5|5|5|5|5|5|Met|SRVUSD has been at the cutting edge of implementation of the CA Next Generation Science Standards (NGSS) and the new History-Social Science Standards. The process of adopting new standards and materials is a multi-phase process. At this state, our district has developed NGSS curriculum maps and structured units to support the map, and provided trainings for teachers. We will adopt appropriate science materials once they have been adopted at the state level during the 2018-2019 school year. We have currently adopted bridge materials (e.g. Mystery science, Science A-Z, etc) to support pedagogical shifts. Two science instructional coaches support staff at all school sites as well as at the county and state levels. To implement the new History-Social Science Standards, we have contracted with UC Berkeley’s History-Social Science Project to support the shift. Teachers have access to a website of research-based resources. Multiple trainings have been held to support teachers in integrating History-Social Science into their Reading and Writing Units of Study. We are working with the new English Language Development (ELD) roadmap, training staff and building our district master plan. The new ELD policy was passed in July 2017, and we are actively working to fully implement all the requirements. Elementary staff members continued to be trained on Guided Language Acquisition Design strategies to support English Learners.|2018 19647330122838|Valley Charter Middle|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|1|5|4|4|4|5|5|5|Met||2018 24656980000000|Hilmar Unified|2||4|3|3|2|2|3|3|3|1|2|3|3|3|1|1|3|3|3|3|3|4|4|4|Met||2018 49707890000000|Kenwood|2||4|4|5|4|2|3|3|5|3|2|4|3|5|4|2|1|1|3|3|1|5|5|4|Met||2018 04615230000000|Palermo Union Elementary|2||4|4|4|3|2|5|5|5|1|2|4|4|4|4|4|1|2|1|1|1|3|3|3|Met|District-wide teachers have been trained in delivering instruction aligned to the most recently adopted content standards in ELA, math and science. Individual teachers and grade level teams have the option of participating in additional training as needed in these content areas. We are currently implementing curriculum from the most recent adoptions in both math and ELA/reading/ELD at all grade levels.This year we will evaluate the most currently adopted history/social studies curriculum to determine what materials will be adopted by the district. This curriculum will be purchased in the current school year and implemented in the 2019/2020 school year. Once we have an approved list of state approved science curriculum, we will also evaluate those programs and make a selection for adoption in the district. The materials will be purchased in the 2019/2020 school year and implementation timelines will be determined by the individual site.|2018 44698490000000|Soquel Union Elementary|2||4|3|5|2|1|4|3|5|2|2|4|3|5|2|1|5|5|5|3|3|5|4|3|Met||2018 34752830000000|Natomas Unified|2|NUSD staff are implementing the state academic standards through common structures and processes for school; implementing and monitoring the NUSD Curriculum Alignment Guides to ensure access and readiness for all students; and professional development for teachers and leaders. NUSD has been using the Smarter Balanced Assessment interim assessment blocks aligned to ELA and math since 2017. The IABs enable us to monitor our performance and progress. This tool is aligned to Common Core Standards, uses computer-adaptive question types, and benchmarks our student progress in comparison to the annual summative assessment. NUSD began training teachers on Common Core State Standards (CCSS) in 2013; adopted new CCSS aligned English textbooks in 2015; adopted new CCSS aligned Math textbooks in 2016 and is in the process of adopting CCSS aligned Social Science/History textbooks in 2018. NUSD provides ongoing training and professional development for English Language Arts, Math, and ELD standards. In 2016 NUSD began providing job-embedded professional development for teachers in these standard areas. This work, building an aligned instructional system, is important work for our staff to undertake to improve student achievement in NUSD. At the same time, this work is especially complicated in Natomas because of the high mobility rate of our students (1 in 2 third graders attended kindergarten in our district, 4 in 5 sixth graders attended fifth grade in our district, and only 50% of our graduates were enrolled at the same high school in 9th grade).|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 53716960000000|Douglas City Elementary|2||3|3|5|3|3|5|4|5|4|3|4|4|5|5|2|3|4|5|5|3|4|4|4|Met||2018 34673550000000|Galt Joint Union High|2||2|3|3|3|3|3|3|5|2|3|2|3|3|4|2|4|4|4|3|3|3|3|2|Met||2018 34674390000000|Sacramento City Unified|2||3|3|3|3|2|3|3|3|2|2|3|3|3|2|2|3|2|3|2|2|2|2|2|Met||2018 19647336058150|Robert A. Millikan Affiliated Charter & Performing Arts Magnet Middle|2||3|3|3|3|3|5|5|5|3|3|3|3|3|3|3|5|5|4|5|5|4|4|3|Met||2018 28662666113302|River Charter|2||4|4|4|3|4|5|4|5|2|4|4|2|3|3|4|1|3|4|5|1|4|4|4|Met|As a dependent Charter School, we utilize our funds differently to support students receiving Arts Education, and our staff having multiple opportunities during the week to collaborate. In addition we utilize district professional development to supplement our own program.|2018 19647336016562|Colfax Charter Elementary|2||5|4|5|5|4|5|5|5|4|4|4|4|4|4|4|1|4|5|5|1|4|4|4|Met|Colfax continues to work with state - adopted curriculum and supplemental research - based instructional strategies. School wide Colfax utilizes the following curriculums, Benchmark Advance (ELA / ELD), My Math and Engage New York (Mathematics), Write.. From the Beginning (Writing), Foss and Mystery Science (Science), Health and Wellness (Health), History/Social Science for California (Social Studies), and Mind Up (Social Emotional). During the last school year Colfax began implementation of LAUSD’s English Language and Literacy Plan (ELLP). They continue with this model and have added the differentiated academies model in math for 4th and 5th grade.|2018 30736430000000|Tustin Unified|2||5|3|4|3|1|5|4|5|3|1|5|3|5|3|1|4|4|4|4|4|5|5|5|Met||2018 36677020000000|Etiwanda Elementary|2|To assess the level of implementation for the state standards in Grades Kindergarten – 8th, ESD administers a self-reflection tool based on the California Standards for the Teaching Profession (CSTP) for teachers. The self-reflection tool asks teachers to place themselves on a continuum of practice in the areas of subject matter and content standards knowledge, planning for a range of learners, instructional strategies and approaches, and use of assessment for instruction. The Developmental Levels of the CSTP range from Level 1 Emerging, Level 2 Exploring, Level 3 Applying, Level 4 Integrating and Level 5 Innovating. Data collected from the survey in May 2018 indicates 94% of teachers rank their “knowledge of subject matter and academic content standards” as Level 3 Applying or higher, with the majority falling in Level 4 Integrating. Data results also indicate 96% of teachers rank their “understanding and organizing subject matter for student learning,” as Level 3 Applying or higher, with the majority falling in Level 4 Integrating. Additionally, data indicates 94% of teachers rank “planning instruction that incorporates appropriate strategies to meet the learning needs of all students” as Level 3 Applying or higher, with the majority falling in Level 4 Integrating. In the last area, 93% of teachers rank “collection and analysis of assessment data from a variety of sources to inform instruction” as Level 3 Applying or higher, with the majority falling in Level 4 Integrating. The self-reflection tool indicates that the majority of ESD teachers are implementing the state standards in the areas of mathematics, language arts, English language development, science, social studies, and physical education in Kindergarten – Grade 8, at a successful developmental level. The self-reflection tool also indicates that our newest teachers are still developing their teaching practice and the majority rank themselves as Level 1 Emerging and Level 2 Exploring for state standards implementation.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330127936|PREPA TEC - Los Angeles|2|See Option 2|4|2|4|3|3|5|4|5|5|5|3|3|3|3|3|1|3|4|4|4|3|3|3|Met|All teachers go through 2-3 week professional development training prior to the beginning of the school year. This training includes work with all California required standards (ELD, CCSS ELA and Math, NGSS, World Language and Art content standards), International Baccalaureate (IB) training, and unit/lesson planning with standards and IB Middle Years Program curriculum framework. Teachers receive extensive opportunities to develop alignments with the different California recognized standards with the IB MYP Units of Inquiry development and instruction. Teachers are involved in identifying their own areas in need of improvement and are supported to grow in those areas. Carrer technical education is in development in the area of media/sound technology. Robotics program is also in development|2018 19647336017529|Haynes Charter For Enriched Studies|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met|Haynes Charter for Enriched Studies is not required to implement Career Technical Education and World Language, as an elementary school. Haynes Charter for Enriched Studies continues to be in full implementation and sustainability in all areas.|2018 21770650135350|Ross Valley Charter|2||5|4|4|4|5|5|4|5|4|5|4|4|4|4|4|1|4|3|5|3|4|4|4|Met||2018 19647336016356|Carpenter Community Charter|2||5|5|5|4|4|5|5|5|5|5|5|5|5|5|4|1|5|5|5|1|5|5|3|Met|Carpenter is carrying on with its school-wide, established innovative programs: Singapore Math strategies, Write…From the Beginning, Engineering is Elementary, and MindUP. Carpenter is continuing its use of the school wide adopted English Language Arts textbook, Wonders for grade levels TK-5, implementation of LAUSD’s English Language and Literacy Plan (ELLP) in grades K-2, the use of the school wide adopted mathematics textbook, My Math for grade levels TK-5, the use of Singapore Math Model Draw booklets to supplement our math program for students in grades 1-5, providing all school stakeholders opportunities to cultivate cultural competency, promote empathy and deepen inclusion within our school community, full implementation of the Engineering is Elementary program in grades K-5, and the continuation of our highly popular 180°Place - a safe, supervised playground area for students with injuries and/or students in need of assistance with interpersonal relationships. Carpenter also added the following exciting additions this school year: a brand new outdoor Science lab, an additional science teacher, a pilot program of the VEX IQ Robotics System in upper grades, an additional Fourth grade classroom teacher (eighth year in a row), and the implementation of Phase II of Lego Robotics in our science lab for grades 2-5. Carpenter remains a source of pride for the Studio City community and a leader amongst elementary schools in Los Angeles.|2018 55723630000000|Jamestown Elementary|2||4|4|4|2|2|5|5|5|2|2|4|3|3|2|3|2|3|3|3|3|4|3|3|Met|Our professional learning for teaching to the academic standards has improved to full implementation in the areas of English Language Development and mathematics. We are currently piloting History-Social Science curriculum in grades 6-8 with a K-5 adoption selection by the end of this school year. The Next Generation Science Standards implementation team is still convening in order to make decisions in regard to adopted curriculum set for the following year. Digital programs were selected in the interim for K-8 support in science with an emphasis on the creation of STEM centers and activities within individual classrooms. Our Dual Language Spanish Immersion program has expanded to grade K-4 and addresses the initial implementation of World Language and is moving toward full implementation and building sustainability. CTE as a full program is not implemented in our elementary program, however elective opportunities are offered for 6-8 grade students in the areas of Computer Coding, Life Skills, Leadership and Yearbook. Robotics is an after school club available to students.|2018 36739570000000|Snowline Joint Unified|2||4|4|3|2|2|5|5|3|3|2|4|4|3|3|2|5|5|5|4|4|4|3|3|Met|The full implementation of the new English Language Arts (ELA)/English Language Development (ELD) curriculum in grades TK-12 reaped positive results in regards to student achievement. Teachers are becoming well-versed in using the materials, along with the accompanying digital platforms. There has been steady progress made in identifying essential standards in mathematics and developing interim assessments for the same. The math curriculum adoption process has begun for grades TK-8 and the high school curricular needs are also being evaluated. The level of math articulation is being enhanced across the district, especially between grades 8 and 9, as result of now offering an Honors Math 8 class to better prepare students for the rigors of Honors Algebra I and Honors Geometry in ninth grade. Representative teachers from all grade levels and schools continue to build capacity with the Next Generation Science Standards (NGSS) and lead NGSS instructional efforts at their respective sites. An NGSS adoption process is anticipated to begin in the 2019-20 school year. A team of teachers from the elementary, middle, and high schools participated in extensive work in evaluating the new History/Social Science Framework, correlating it to the standards, identifying essential standards, and developing assessments for the same. Those efforts will continue during the current school year and potential H/SS adoptions will occur at the secondary level.|2018 37679670000000|Alpine Union Elementary|2||4|3|3|2|3|4|4|4|2|3|4|4|4|4|4|3|3|4|4|4|4|4|4|Met|Professional Teacher Collaboration Time is built into the school calendar, this will increase during the 2018-2019 school year to ensure that teachers have the opportunity to continue to grow professionally. A new ELA curriculum was implemented during the 2017-2018 school year which had an impact on helping to increase CAASPP scores overall. The district, in conjunction with teachers developed an Assessment for Learning Plan that identified metrics to be used across the district to assess student progress in ELA. The district has established two district wide professional development days each school year. Topics are chosen based on teacher surveys. In 2017-2018 all teachers received professional development around the new ELA adoption.|2018 49402460131961|Petaluma Accelerated Charter|2||3|3|5|4|1|5|4|5|4|1|3|3|5|4|1|1|3|4|4|5|5|4|3|Met||2018 33669850000000|Banning Unified|2||4|4|4|2|3|5|5|5|2|3|4|4|4|2|3|4|3|3|3|4|4|4|2|Met||2018 24657300000000|Le Grand Union High|2|"The LEA uses an internally developed self assessment tool to measure the implementation of the CA State Academic Standards (CASS). The survey is taken by each teacher in a facilitated focus group environment. This setting allows the teachers to ask clarifying questions of the facilitator and each other. The self assessment tool asks questions about the number of students taught, how many have the most current CASS aligned curriculum, and what percentage of instruction in the various content areas is rigorously aligned to the most recently adopted CASS. The LEA chose this particular tool because it focuses on the implementation of standards in the instructional process and gives the district one number to simply and effectively measure annual progress. In addition this tool was developed before the CDE's self-reflection tools and thus provides annual growth going back three academic years. The 2016-2017 and 2017-2018 average response to the question, ""Of the daily instruction your students receive from you, what percentage is rigorously aligned to the current CASS in your content area."" were respectively, 62% and 75%. The 2016-2017 and 2017-2018 average response to the same question, but for ELD instruction only were 92% and 63%, respectively."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 31103140126904|Placer County Pathways Charter|2||5|5|5|2|3|5|3|5|3|4|5|4|5|3|4|4|4|5|5|5|4|4|4|Met||2018 31103140000000|Placer County Office of Education|2||5|5|5|2|3|5|2|5|3|4|5|4|5|3|4|4|4|5|5|5|4|4|4|Met||2018 24658620000000|Weaver Union|2||4|4|4|3|3|4|4|4|2|1|4|4|4|3|3|1|2|4|4|1|4|4|4|Met|"Our District has created a ""Local Dashboard"" that provides more specific information on our local measures. See link: http://weaverusd.lcapdashboard.org/ on our District Website or cut and paste LINK to your browser."|2018 19647336019533|Topeka Charter School For Advanced Studies|2||5|4|5|4|4|5|5|5|4|4|5|4|5|4|4|4|4|5|4|4|5|5|4|Met|As an elementary school, Topeka Charter SAS is not required to implement Career Technical Education and World Languages. Topeka Charter SAS Elementary continues to maintain an Instructional Leadership Team, participate in professional development, classroom observations, team planning, data review, and reflection as we maintain a status of Full Implementation and Full Implementation with Sustainability.|2018 19647336061543|Alfred B. Nobel Charter Middle|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|5|5|5|5|5|5|5|5|Met||2018 21653750000000|Lincoln Elementary|2||4|4|4|3|2|5|4|4|3|1|4|4|4|4|3|1|4|4|4|3|4|4|4|Met||2018 19647336016265|Calvert Charter for Enriched Studies|2||5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|1|5|5|5|1|5|5|5|Met|Calvert Charter for Enriched Studies is not required to implement Career Technical Education and World Language as an elementary school. Calvert Charter for Enriched Studies continues to be in Full Implementation or Full Implementation with Sustainability in all areas.|2018 24753660000000|Delhi Unified|2||4|3|1|1|1|5|5|5|1|1|3|3|3|1|1|3|3|4|3|3|4|4|3|Met||2018 42692600116434|Orcutt Academy Charter|2||4|4|4|2|1|4|4|4|1|1|4|4|4|2|1|1|3|3|3|1|3|1|3|Met|Support with the English/language arts and mathematics standards has been prioritized by the Orcutt Union School District's Educational Services Department. On-site assistance has been led by Teachers on Special Assignment, and a district consultant has provided expert advice in classroom E/LA instruction, reading intervention, and progress monitoring of intervention students. This school year, K-8 teachers are participating in during-day Professional Learning Community meetings that are focused on Tier 1 (initial) classroom instruction. Meanwhile, the district is piloting history/social science textbooks this school year and is continuing to build awareness of Next Generation Science Standards.|2018 29102980126227|Twin Ridges Home Study Charter|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|3|5|4|5|3|4|4|4|Met||2018 07100740134114|Contra Costa School of Performing Arts|2||5|3|5|5|5|5|3|5|5|5|5|3|5|5|5|2|5|4|5|5|5|5|4|Met||2018 41689080000000|Hillsborough City Elementary|2||4|4|4|3|3|4|4|4|3|3|4|3|4|3|3|3|3|4|3|3|3|3|3|Met|The above scores are based on responses gathered from 42 staff members including certificated classroom teachers, certificated specialist teachers, classified staff, and administrators. This item was presented at the November 13, 2018 regularly scheduled meeting of the Hillsborough City School District Board of Trustees. https://hillsborough.agendaonline.net/public/Meeting.aspx?AgencyID=28&MeetingID=68004&AgencyTypeID=1&IsArchived=False|2018 27659790136218|Uplift California North Charter|2||4|3|4|3|4|4|3|4|3|4|4|4|4|4|4|3|4|3|4|4|4|4|4|Met||2018 18641620000000|Ravendale-Termo Elementary|2||3|2|3|2|1|3|3|3|1|1|3|3|3|1|1|1|1|2|1|2|2|2|2|Met|While professional development and training are difficult in our remote setting, staff is able to participate in training opportunities with other districts in Lassen County. At the beginning of each of the last few years, teaching staff has received training on newly adopted curriculum in Mathematics and ELA/ELD. These training opportunities provide our staff with peer to peer collaboration time at a variety of grade levels.|2018 42750100135590|Uplift California Santa Barbara|2||4|3|4|3|4|4|3|4|3|4|4|4|4|4|4|3|4|3|4|4|4|4|4|Met||2018 27659790136010|Uplift California South Charter|2||4|3|4|3|4|4|3|4|3|4|4|4|4|4|4|3|4|3|4|4|4|4|4|Met||2018 16639900000000|Pioneer Union Elementary|2||4|3|4|3|2|5|5|3|4|3|4|3|4|3|3|4|3|5|5|5|4|4|4|Met||2018 57726940124875|Sacramento Valley Charter|2|Sacramento Valley Charter School uses a range of formative and interim assessments to track the progress and implementation of state standards. ELD standards are used to guide instructional plans for English learners. World Language Punjabi is fully aligned with common core standards of English and Mathematics. Next Generation Science Standards and History-Social Science standards are also aligned with common core in ELA and Math.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|5|Met|SVCS used accelerated English Grammar program to coach all teachers so that English Learners could benefit from it. It resulted in EL students making progress in English Language Arts, Mathematics, Science, History -Social Science and World Language Punjabi. SVCS has trained teachers to use Lucy Calkins's writing program for all students K-8.|2018 19646590000000|La Canada Unified|2||5|4|5|3|5|4|3|5|2|2|5|4|5|3|4|3|4|5|5|4|5|4|4|Met|LCUSD has adopted a systemic and integrated process by which we implemented California standards and frameworks. LCUSD engaged in significant curricular change related to the implementation of Common Core standards in Mathematics and English Language Arts (ELA) that is rooted in on-going professional development, a comprehensive review and subsequent adoption of new instructional materials in Mathematics and ELA, and monitoring of progress across all grades levels in our district. Our process has been guided by districtwide partnership with Teachers Development Group (TDG) for teachers of all grade levels, as well as administrative coaching to support instructional practices at the sites. In addition, 7-12 teachers and administrators have worked under the guidance of the Director of the Curtis Center at UCLA in order to create Common Core aligned math pathways. Currently, LCUSD is fully implementing and sustaining ELA and Mathematics standards and curriculum. LCUSD is also working in the fourth year of our NGSS implementation plan, which includes robust professional development for all grades provided by WestEd, piloting of instructional materials at elementary grades, and the implementation of three dimensional instructional approach supporting our adoption of the NGSS aligned integrated model in grades 7-8 and the three-course model at 9-12.|2018 11626610000000|Willows Unified|2|The Willows Unified School District (WUSD) tracks its progress in implementing the state academic standards adopted by the State Board of Education and identifies student growth through the following: • Setting goals and expectations • Refining and modifying instructional practices and investing in curriculum that aligns with California State Standards • Providing Professional Development for all staff • Checking for understanding through the use of formative assessments, interim assessments, annual CAASPP testing, ELPAC testing, and evaluation of student work • Teacher collaboration • Classroom/teacher observations • The LCAP Survey These measurements allow WUSD to drive instruction and learning; inform students of their progress; guide teachers in creating sound instructional practices; and develop goals for improvement. ELA- After gathering and reviewing data through formative assessments and CA Dashboard results, WUSD has identified that we are still working on fostering full awareness of the new CA ELD Standards and improving instruction and increasing learning for ELD students. Evidence of the emphasis on improvement in this area include the District’s work to enhance Professional Development on curriculum implementation and the development of well-planned units that include clear learning goals. Math- The District's teachers have been working with the Glenn County Office of Education and College Prep Math (CPM) consultants and coaches to plan and develop math lessons that are focused on increasing student engagement and improving student achievement. Our goal is to get teachers working fluently with the new math standards and to have students take ownership of their learning and progress towards mastery. Social Science and Next Generation Science Standards- the District is currently still exploring new curricula that meets the CA standards for Social Science and the Next Generation Science Standards. Surveys from Administrators indicate that there is a clear emphasis needed in Science and Social Science—curriculum, textbooks, etc. WUSD has paired up with Butte County and Glenn County Offices of Education for the Student Support and Academic Enrichment Grant in exploring the District’s needs in the Visual and Performing Arts area. The following is a summary of our District’s perceived rankings related to the state standards based upon the Standards Implementation Metric. Using this established metric, the individual site Principals rated their schools according to each criteria, and scores were averaged to get a district overall score.. The following scale was used and the scores appear below: Scale: 1- Initial Awareness; 2-Developing Awareness; 3-Full Awareness; 4-Student Awareness; 5- Full Implementation • ELD- 4 • Career Technical Education- 3 • Health Education Content Standards- 4 • History-Social Content Standards- 2 • Physical Education Model Content Standards- 3 • Next Generation Science Standards- 2 • Visual/Perform-3|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 33670900000000|Jurupa Unified|2|The summarization of the district’s progress in implementing the academic standards adopted by the State Board of Education, based on locally selected measures below: Our students access California Common State Standards (CSS) across our district at every grade level through the use of Units of Study (UoS) and assessments. The evolution of our Units of Study is a long-term teacher driven process and not a one-time event. The key to success is to plan, implement, and revise in incremental steps over time. Teacher support, input and feedback is an important part of the process. CTE courses have also been revised to address current CTE model curriculum standards and industry practice. In 2018-19, our professional development is focusing on strengthening our collective teacher efficacy through empowering teacher teams with a focus on collaborative inquiry into formative assessment data. Impact Teams will provide the processes and structures to share and build leadership and standards-based implementation across our school communities. In addition, Impact Teams will focus on building the expertise around developing assessment capable learners, moving the ownership of learning form the teacher to the student. Internally, our best instructional planning has been done through teacher collaboration, on-site grade level minimum day presentations, principal designated data team grade level meetings, and elective centralized jORS trainings. We know that our teachers working together collaboratively as a learning community to collectively engage in building capacity and continuous improvement is the most promising strategy for sustained, substantive school improvement. Teachers need time to work together, review student data, agree upon curriculum focus, modify approaches, and seek out best practices. JUSD teachers engage in this important planning during minimum days, which allows for timely and regular opportunities to collectively identify areas of focus, validate students' mastery on standards, and modify instruction based on students' needs for intervention. All instructional materials were purchased in both print and digital formats to support technology integration, increased resources, and instructional delivery. The district will continue to adopt materials appropriate to the CSS-aligned Units of Study (UoS) as well as the language acquisition needs of students. All supplemental instructional materials and resources purchased must be aligned to CSS instruction, based on student needs, and necessary for closing the achievement gap The rollout of Chromebooks in grades TK-12 at Jurupa USD required both broad and tailored teacher and staff training – not a one-size-for-all regimen. Teachers and staff were provided a wide range of training options to suit varied interests and proficiencies supporting teacher and staff choice, teamwork, and training led by classroom instructors and staff themselves.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 32669693230083|Plumas Charter|2||4|3|5|4|4|4|3|5|4|4|4|3|4|4|4|3|2|2|4|4|4|4|3|Met||2018 30664560000000|Buena Park Elementary|2||5|4|5|4|4|5|4|5|5|5|5|4|5|4|4|5|5|5|4|4|5|5|5|Met||2018 37683380114462|Health Sciences High|2|HSHMC measures progress towards implementing the state academic standards through ongoing data analysis of students' progress on ELA and Math CAASPP data, ELPAC, and reclassification statistics. Additionally, HSHMC uses data from standards-based competencies in each content area, including NGSS and History-Social Science.|5|4|4|5|5|5|5|5|5|5|5|4|4|5|5|5|5|4|5|5|5|5|5|Met|Teachers are provided time each Friday to participate in Professional Development with a focus for the 18-19 school year on integrating standards based-instruction aligned with Social Emotional Learning instructional strategies. Currently, more than 75% % of the teaching staff hold a Leading Edge Certification. All teachers will hold appropriate teaching credentials and implement state board adopted standards for all students, including English learners, as measured by credential reviews and classroom observations of instruction.|2018 58727440000000|Plumas Lake Elementary|2|PLESD administration has developed a staff development and curriculum adoption plan for the new State standards. The PLESD staff have been included in the process through curriculum adoption committees, leadership committees, and surveys of needs in these areas. The PLESD School Board is updated on the progress of this plan during monthly board meetings. During the 2016-17 school year, the District convened a District ELA Curriculum adoption committee that evaluated, piloted, and chose a new ELA curriculum for both K-5 and 6-8 grades. Starting in 2015, the District began Academic Writing training and teachers were coached on how to implement the strategies. In 2016-17 the training was expanded to include all district kindergarten through fifth grade teachers and continued throughout the 2017-18 school year. PLESD has implemented an ELD curriculum and program for multiple years that is seeing excellent success. Almost every student has reclassified as English Language Proficient before entering middle school. A new mathematics curriculum was implemented in 2016-17 in all grade levels. Previously, PLESD developed and used a common core scope and sequence to address the shifts of common core while awaiting the development of new math curriculums. Teachers received a tremendous amount of training and curriculum development in the area of math during the last three years. Next Generation Science Standards were fully implemented in 6th grade during the 2016-17 school year. During the 2017-18 school year 7th grade was fully implemented and in 2018-19 8th grade will be implemented. Staff development and planning has occurred for all 6-8th grade teachers on the the new standards. The K-5th grade classrooms are in the beginning stages of implementation. PLESD has implemented an art and music program TK-8th grade including elementary art and music teachers, middle school band, and middle school art electives including an advanced art course. All students receive physical education taught by credentialed physical education teachers. The middle school has implemented a conversational Spanish elective that all students can choose to take in 6th and 7th grade and a high school equivalent Spanish 1 course for 8th graders.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 45700110000000|Happy Valley Union Elementary|2||3|3|3|2|2|3|3|3|2|2|3|3|3|2|2|1|1|4|3|1|3|3|3|Met||2018 23656150000000|Ukiah Unified|2|The reflection tool was completed by the Leadership Team in three groups: elementary schools, middle schools and high schools. The tool assessed five areas: professional learning, instructional materials, policies and programs, academic standards, and supports for teachers and administrators. At the elementary level, the reflection tool showed that we are fully implementing ELA, math, and social studies. ELD is at the initial implementation and the Next Generation Science Standards are in the exploration research phase. In addition to the core subject areas, Visual Performing Arts standards and Physical Education are in full implementation and sustainability, and Health Education is in initial implementation. Teacher and administrator support are at full implementation, but support for teachers in standards they have not yet mastered is in initial implementation. Two areas of need are instructional materials for Science that are aligned to NGSS and support for ELD instruction. At the middle school level, the reflection tool showed that ELA/ELD and History Social Science is at full implementation, while mathematics and science are at initial implementation. In addition to the core subject areas, Career Technical Education, Health Education, Physical Education, and Visual and Performing Arts are all at initial implementation. Lastly, teacher and administrator support are at full implementation. There is a need to evaluate new History Social Science instructional materials. At the high school level, the reflection tool showed that History Social Science is at full implementation. ELA/ELD are at the initial implementation phase, and Mathematics and Science were at the beginning development phase. In addition to the core subject areas, Career Technical Education, Physical Education, Visual and Performing Arts standards, and World Languages are at full implementation. Health Education are at initial implementation. Lastly teacher and administrator support are at initial implementation. The District will continue to implement the California State Content Standards. This year, K-8 ELA/ELD instructional materials are being implemented. 6-12 will be piloting NGSS aligned curriculum which will be implemented in 19-20. Specific PE and ELD trainings will continue and Collaborative Conversations, Close Reading and Evidence Based Writing is the focus of our Leadership Network. In addition, the Leadership Network is focused on curriculum implementation for elementary schools.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 21653180000000|Dixie Elementary|2||4|4|5|3|3|5|5|5|3|3|5|4|5|4|3|1|4|5|5|5|5|5|4|Met||2018 30666703030723|OCSA|2||5|5|5|3|5|5|5|5|3|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2018 39686270117796|New Jerusalem|2|1 We have selected Northwest Evaluation Association’s (NWEA) Measures of Academic Progress (MAP) for measuring growth of English Language Arts (ELA) and Mathematics State Standards. Additionally, we review curriculum-embedded assessments to inform daily teaching and learning in both curricular areas. 2. We have chosen MAP because it personalizes each formative assessment by adapting test questions to each student’s learning level. As a result, the MAP scores help the LEA understand every student’s current achievement level and plan instruction and academic support accordingly. As an LEA, reports are created and analyzed (district, school, grade, class, and individual student levels). We administer MAP three times annually (Fall, Winter and Spring). We monitor and analyze data after each MAP and curriculum-embedded assessment through ongoing Cycles of Inquiry with school administrators and teachers. 3. ELA - After gathering multiple measures of academic performance data from the site, the teacher and principal agree there are many factors influencing very low student performance. With a developing awareness of the California (CA) ELA standards, shifts in teaching pedagogy, and a newly adopted curriculum, various professional development opportunities are needed. As a result, the district hired a Director of Educational Services to support and monitor both Curriculum and Instruction and provide support and resources in order for successful Assessment and Accountability reporting. Math: After gathering multiple measures of academic performance data from the site, the teacher and principal agree there are many factors influencing very low student performance. With a developing awareness of the CA Math standards, there is a need for increased understanding of the CA Math standards, academic rigor, and teaching mathematics processes, proficiencies and pedagogy. Professional development is an ongoing need in the areas of developing explicit learning targets and a Gradual Release Model (GRM) of implementation involving high levels of student engagement. As a result, the district hired a Director of Educational Services to support and monitor Curriculum and Instruction as well as Assessment and Accountability reporting. In order to focus district priorities and resources, three district-wide goals have been created for current and subsequent years: Goal 1: Implement a Standards-Based Core Curriculum, including Reading and Math Interventions, for low performing students. Goal 2: Involve all stakeholders in strengthening learning environments that are effective, engaging and safe. Goal 3: Increase Average Daily Attendance Based on these goals, an Academic Plan is monitored and adjusted.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|The Following is a summary of where our site stakeholders have placed themselves concerning the other state standards based on the Standards Implementation Metric: Scale: 1- Initial Awareness; 2 – Developing Awareness; 3 – Full Awareness; 4 - Student Awareness; 5 – Full Implementation English Language Development 3 Career Technical Education 2 History-Social Science 2 Model School Library Standards 2 Physical Education Model Content Standards 2 Next Generation Science Standards 2 Visual and Performing Arts 2 World Language 2|2018 21653420000000|Laguna Joint Elementary|2||4|3|4|3|2|4|3|4|4|1|5|5|5|3|2|1|4|4|4|1|5|5|4|Met|Laguna Elementary District is dedicated to increasing the academic performance for all students with ELD strategies, GLAD and CLAD techniques, guided reading, writers’ workshops, individualized instruction, project-based learning, and hands-on lessons. Whether students come from low-income households, are English Learners, or have special needs Laguna Elementary School strives to meet their needs and support their learning. Staff attended Professional Development in Next Generation Science Standards, Project Based Learning, ELD strategies, GLAD certification, writing techniques for ELs, and meeting the needs of Kinder students.|2018 55105530000000|Tuolumne County Superintendent of Schools|2||2|2|2|2|2|4|4|4|3|2|2|2|2|2|2|3|4|1|2|1|4|4|4|Met|TCSOS strives to provide rigorous, relevant aligned instructional materials to the students we serve in county programs. In order to help our students access those materials, we have formed a curriculum committee comprised of teachers, program specialist, and administrators in order to determine the needs of all participants in the process: teachers, parents, administrators and students. We are providing support services to students and teachers under Multi-Tiered System of Support (MTSS) and Positive Behavior Interventions Support (PBIS) in order to create safe learning environments for our students. We have reset our professional learning targets as we have experienced a large turnover of teaching staff resulting in a need to retrain staff in ELA/ELD, Math, and Health instructional materials. We have reviewed Social Studies/History materials and will be exploring more materials through the curriculum committee. This year, we will pilot new science and CTE materials. Additionally, we will provide incentives and support to teaches as they learn these new materials through the use of release days and paying for additional work days through the MTSS grant. A survey of professional learning needs was administered in spring 2018 and Fall 2018. Those results along with indivual meetings with staff have guided the creation of professional learning opportunities.|2018 51714640107318|Twin Rivers Charter|2||5|3|4|2|1|5|3|4|3|3|4|3|4|3|3|3|1|3|3|1|4|4|4|Met|Priority 2: LCAP Survey feedback reported that Staff, Community/Family and Students agreed that TRCS is preparing students to be future college or career path ready. TRCS has initiated a curriculum adoption cycle: ELA was adopted in 2016/2017 Math was adopted in 2017/2018 ELD curriculum was adopted in 2018 and is in in initial adoption this year. History/Social Science in 2018/2019 Science 2019/2020 Based on the adoption cycle and in conjunction with professional development on adopted curriculum and our PLC training we feel confident we are implementing state standards with rigor.|2018 29664070000000|Union Hill Elementary|2||3|3|3|2|1|5|5|5|1|1|3|3|3|2|2|4|4|5|4|3|5|5|4|Met||2018 50710760000000|Empire Union Elementary|2||5|3|5|3|4|5|4|5|3|4|4|3|4|2|3|2|3|4|4|3|4|4|4|Met|Analysis of the reflection tools results shows continued improvement towards implementation in all areas. The Empire Union School District believes that its progress towards implementation of the State Academic Standards is improving with the formal adoption of new curriculum materials. Our last adoption, during the 2017-18 school year, was History/Social Studies. The District believes it will continue to improve with the planned Science curriculum adoption planned for the 2018-19 school year.|2018 37681630138156|JCS - Mountain Oaks|2|JCS-Mountain Oaks is using a variety assessment tools to track student progress. Universal Screening for Tier 1: For kindergarten we use a K skills assessment and 1st grade DIBELS, a math readiness skill assessment and ongoing math assessments. In grades 2-6 we're using MAP, DIBELS and ongoing math assessments. In 7-8 we use MAP, ongoing math assessments and the SBAC interim assessment blocks for writing. Tier 2: In K-3 we're using CORE Phonics Survey and sight words as a drill down, a placement test for intervention curriculum for 4-6 and Easy CBM for 7-8, with DRA as needed. For Tier 2 and 3 benchmark assessments to track progress we're using CORE Phonics Survey and sight words in K, DIBELS K-6 and Easy CBM for 7-8.|3|3|4|2|1|4|3|3|2|2|2|2|2|1|1|2|2|1|2|2|4|4|4|Met|JCS-Mountain Oaks is a new school that just opened in August 2018.|2018 37683380128066|Health Sciences Middle|2||5|4|4|5|5|5|5|5|5|5|5|4|4|5|5|5|5|4|5|5|5|5|5|Met|Teachers are provided time each Friday to participate in Professional Development with a focus for the 18-19 school year on integrating standards based-instruction aligned with Social Emotional Learning instructional strategies. Currently, more than 75% % of the teaching staff hold a Leading Edge Certification. All teachers will hold appropriate teaching credentials and implement state board adopted standards for all students, including English learners, as measured by credential reviews and classroom observations of instruction.|2018 43694840123760|Gilroy Prep (a Navigator School)|2||5|4|5|3|3|5|3|5|4|4|5|3|5|3|3|2|3|4|3|2|5|5|5|Met||2018 43693770000000|Berryessa Union Elementary|2||4|3|4|3|1|4|4|4|2|2|3|3|3|2|2|1|2|4|4|1|4|3|3|Met||2018 35674700127688|Hollister Prep|2||5|4|5|3|3|5|3|5|4|4|5|3|5|4|3|2|3|4|3|2|5|5|5|Met||2018 15635940000000|Lost Hills Union Elementary|2||4|4|4|3|4|3|4|3|3|3|4|4|4|3|3|2|2|3|3|1|5|4|4|Met||2018 36103633630761|Excelsior Charter|2||4|2|4|3|2|4|2|4|3|2|4|2|4|3|2|3|2|1|4|4|4|4|4|Met|Excelsior Charter Schools (ECS) has implemented fully aligned CCSS curriculum and instructional materials for both ELA and Mathematics. NGSS implementation schedule is commensurate with the state NGSS rollout. ECS is currently implementing NGSS standards into its science courses and is providing professional development and support for staff to become increasingly familiar with the standards and intended outcomes. New science curriculum and performance tasks have been developed and implemented based on NGSS standards and will continue to be refined based on data. ECS is currently in the begining phase with History-Social Science. Staff have received professional development exposing them to the new History-Social Science framework, but ECS is currently developing curriculum aligned the new SS framework. Credentialed teaching staff receive ongoing professional development and support to implement standards in these content areas. Identified areas of improvement are: implementation of ELD standards, PE model content standards, and health education content standards. ECS, historically, has served very few English Learners in its program, most of which have been designated IFEP or RFEP. However, ECS has identified this as an area of need. Full implementation of ELD standards is anticipated Spring of 2018.|2018 45700370000000|Indian Springs Elementary|2|The students in the Indian springs School have access and are taught using State Adopted Academic Standards and Curriculum|4|4|4|4|4|5|4|5|5|5|4|4|4|4|4|3|4|4|4|3|4|4|4|Met||2018 04615490000000|Thermalito Union Elementary|2|1. Identify local measure: Thermalito used Butte County Office of Education California Standards Implementation Metric of ELA/Literacy, Mathematics and other state standards, which is a modified version of the state given measure. Scale: 1 - Initial Awareness; 2 - Developing Awareness; 3 - Full Awareness; 4 - Student Awareness; 5 - Full implementation 2. Describe why we chose this measure: Thermalito chose this metric to ensure our district is making decisions based on a reflective survey measure competed by teachers and that our analysis reflects the implementation happening in our classrooms. 3. Summarize Progress: For ELA/Literacy and Mathematics, after gathering data, about 90% of our teachers identified that they are working in full awareness (3) of the California ELA/Literacy and mathematics standards. Evidence includes: newly adopted aligned curriculum, professional learning on new curriculum implementation, summative assessments being used district-wide to monitor mastery of standards, and collaborative teaching teams developing units with clear learning goals. The following is a summary of where our district is concerning the other state standards based on the Standards Implementation Metric: • English Language Development (ELD) - 3 (full awareness) • Next Generation Science Standards (NGSS) – 2 (developing awareness) • History-Social Science – 3 (full awareness) • Visual and Performing Arts (VAPA) – 3 (full awareness) • Physical Education Model Content Standards – 3 (full awareness) • Career Technical Education (6-8 woodshop is offered as an elective, due to the small site size, options are limited) 2 developing awareness • World Language (N/A- we are a K-8 district)|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 48705736051338|Fairmont Charter Elementary|2||5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|1|1|5|4|1|5|5|5|Met||2018 25658960000000|Surprise Valley Joint Unified|2||3|1|3|2|1|4|3|4|2|1|3|1|2|1|1|3|3|3|2|1|3|3|2|Met||2018 17640550000000|Middletown Unified|2|Middletown Unified uses the Common Core Implementation Rubric to track its progress in implementing the state academic standards adopted by the State Board of Education. We chose this tool as it closely mirrors the reflection tool, is an easy to use instrument that surveys staff, and was provided by the Lake County Office of Education. In English Language Arts, due to adoption of new ELA curriculum, the District is almost to full implementation. In Mathematics, the District is between initial and full implementation. Regarding the Next Generation Science Standards, the District is between initial and full implementation. In History Social Science, state content standards are fully implemented, though we are still aligning with with the new frameworks and need new curriculum. In Career Technical Education, the District is at full implementation. Health Content Standards are fully implemented. Physical Education Model Standards are fully implemented. Visual and Performing Arts standards are fully implemented. World Language standards are fully implemented. The District has also provided standards-aligned professional development in English Language Arts, English Language Development, and Mathematics, and worked with individual teachers to identify professional learning needs and provide support.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19734450000000|Hacienda la Puente Unified|2||4|4|4|2|2|4|4|4|2|3|4|4|4|2|3|3|2|4|4|4|4|4|4|Met|The District has provided extensive professional development for teachers and administrators over the past several years. Each summer in 2016 and 2017 were 3 day Summer Math Academies for all grade levels. Over 180 teachers participated in each of the 4 summers offered. Professional Development has been offered in all subject areas either in a release day or push-in to the school site models. A wide variety of workshops are offered to teachers; teachers then self-select the PD that is relevant to their needs or areas they wish to develop skills. The Teachers on Special Assignment (TOSAs) support core academic areas. Trainers from the publishers have assisted with the implementation of the math and ELA curriculum. In addition, teachers and administrators attend workshops and conferences offered through LACOE or other agencies.|2018 12626870124263|Laurel Tree Charter|2||4|1|4|4|3|5|1|5|4|4|5|5|5|5|5|3|3|2|5|3|5|4|3|Met||2018 15636510000000|McKittrick Elementary|2||4|4|5|1|1|5|5|5|1|1|3|3|4|1|1|3|5|5|3|1|4|4|3|Met||2018 37683380136663|America's Finest Charter|2|America's Finest Charter (AFC) has a robust academic program. We have fully adopted California Common Core materials for Language Arts, Math, History and Social Science. We have implemented Projected Lead the Way Curriculum at the K-8 and the high school allowing our students to learn engineering principals.These classes meet Career Technical Education requirements as well as A-G requirements. Students are also able to take AP classes. Additionally, all high school students take foreign language course requirements and many students have already exceeded the requirements. AFC also has an International Pathway. Teachers are trained through the Asia Society which is a renowned International Studies Curriculum. As soon as the state decides on the adopted curriculum for Next Generation Science Standards (NGSS) we will be able to fully implement this subject. All students participate in Physical Education (PE) at America's Finest Charter School and we are implementing the PE Model Standards. Our school has implemented health standards for the high school and is working on implementation for the K-8.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 56105610112417|Ventura Charter School of Arts and Global Education|2||5|4|5|3|5|5|4|5|3|5|4|4|5|3|5|4|4|5|5|1|5|5|4|Met||2018 13631720000000|Magnolia Union Elementary|2||3|3|3|2|3|4|3|3|2|3|3|3|3|2|3|2|2|3|2|2|3|3|3|Met|Magnolia Union Elementary School District strives to meet and implement the state academic standards in each academic subject area. The district has purchased new state approved curriculum materials in English/Language Arts and Mathematics. The district will purchase new state approved curriculum materials in History and Science as they become available|2018 19647330112508|Bright Star Secondary Charter Academy|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2018 19647330133868|Rise Kohyang High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2018 19647330124222|Rise Kohyang Middle|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2|5|5|5|Met||2018 19647330100669|Stella Middle Charter Academy|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2|5|5|5|Met||2018 24656310000000|Atwater Elementary|2|Atwater Elementary School District (AESD) is an elementary school district serving grades Transitional Kindergarten through grade 8. All grades 3-8 participate in the California Assessment of Student Performance and Progress and grades 5 and 7 participate in the California Science Test. Grades 5 and 7 also participate in the statewide Physical Fitness Test. Besides these statewide measures, our district has many local indicators to track progress toward academic standards. For English/Language Arts and English Language Development, the district administers 3 benchmarks yearly that include a question and answer section, a performance task, and a writing assessment. Student lexile data is tracked through the Developmental Reading Assessment in grades Kindergarten and 1 and the Reading Inventory tracks students in grades 2 through 8. For mathematics, district benchmarks are administered 3 times yearly and additionally the Math Inventory is administered in grades 5 through 8 to track intervention needs. The addition of Physical Education teachers has allowed the district to more closely monitor and track the implementation of physical fitness standards and required minutes. STEAM camps and more recently a STEAM summer school have served to provide multiple opportunities in grade levels 1 through 8 to address NGSS standards. NGSS is also addressed through the funding of site level STEAM to implement units specifically in the areas of Science, Technology, Engineering, Art, and Mathematics. Assessments for these units are project based. Visual and Performing Arts are offered through site level participation in our VAPA program in partnership with Merced Playhouse, which brings the visual and performing arts to each campus for a start to finish theater experience. In the 2018-19 school year AESD is bringing further standards tracking through the formation of common formative assessments in the areas of English/Language Arts and Mathematics based upon Essential Standards. This data is analyzed through our Professional Learning Communities for enrichment and re-teaching needs. Student wellness and engagement is tracked through the California Healthy Kids Survey administered every other year and in alternate years through an online district survey. The tools for standard tracking identified above were chosen for their alignment with state standards, ability to accurately progress monitor students, and alignment with district LCAP goals.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330133694|Valor Academy Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2018 19647330120022|Valor Academy Middle|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2|5|5|5|Met||2018 15633210000000|Bakersfield City|2||4|3|4|3|3|4|4|4|3|3|4|4|4|3|3|4|4|4|4|4|4|4|4|Met||2018 19647330108878|CHAMPS - Charter HS of Arts-Multimedia & Performing|2||5|4|4|4|3|5|4|5|3|3|5|5|5|5|4|4|3|5|5|5|4|4|3|Met||2018 43694010000000|Campbell Union High|2||4|3|4|3|3|5|4|3|2|3|3|3|3|3|3|3|4|5|5|5|3|3|3|Met||2018 37680236115778|Chula Vista Learning Community Charter|2||4|1|4|4|4|4|4|4|4|4|4|1|4|4|4|1|1|4|4|1|5|4|4|Met|Chula Vista Learning Community Charter School’s philosophy is reflected in the goals of the system’s curriculum. The schools in the system have implemented the California Common Core Standards and adopted curriculum frameworks in grades TK – 12, and they are the basis from which teachers design their instructional materials. Teachers are provided with professional learning opportunities through professional learning communities, curriculum institutes, instructional rounds, and new teacher training that focuses on curriculum development and pedagogy. As a system of schools that are built upon our pillar of dual language, our philosophy believes in the full integration of language development in both our English and Spanish classes and does not treat it as a stand-alone block. Additionally, our philosophy upholds the belief that both languages are of equal values; accordingly, our High School utilizes the California Common Core language arts standards as the foundation for our English and Spanish curriculum and do not utilize World Language academic standards.|2018 01612750000000|Piedmont City Unified|2||4|3|5|4|2|3|2|5|2|4|4|4|2|3|2|4|4|5|4|5|4|4|3|Met||2018 41690620126722|East Palo Alto Academy|2|External consultants worked with our teachers to develop Common Core state standards pacing guides that are published on our website. ELA Common Core standards based units and pacing guides have been developed and implemented across all four years of ELA. Using the ELA language standards as a basis, all other departments engaged in the same work with our external consultants to publish CCSS pacing guides in Social Studies, Math and World Languages. The Science department used the Next Generation Science Standards as the framework for the pacing guides in Physics, Biology and Chemistry. Our ELD teacher worked closely with the English department in developing lessons that align with the CCSS. In addition, the District has hired EL Achieve to work with teachers on District-wide implementation of language acquisition strategies. 25% of EPAA teachers have participated in the EL Achieve Constructing Meaning training, in addition, 3 of our teachers are in the EL Achieve Constructing Meaning leadership strand. To measure our progress towards the standards, teachers use standardized assessments such as the MDTP and GMRT to measure growth in Math and Reading. Additionally teachers implement the Interim SBAC assessment and various standards-based formative and summative assessments. As a culminating annual assessments all students must complete an inter disciplinary exhibition that includes standards in Math, English Language Arts, and Social Studies, called Exhibitions, which are a graduation requirement.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met|In addition to the work being done by each subject area to implement standards aligned curriculum and assess the effectiveness of said curriculum, there has been work across disciplines to own and improve our students’ performance in the Common Core Literacy Standards. Last year’s SBAC results indicated that our greatest area of growth was in listening and interpreting. To that end, the teaching of this literacy skill was the focus of District staff development hosted at our site for all staff. As a follow up, teachers created practice listening and interpreting activities that were stored by subject area in a shared folder. Additionally a team of teachers have incorporated Listenwise curriculum to enrich their English Language Arts and Advisory classes. Teachers also emphasized the listening and interpreting standard as part of their exhibition rubrics, as it relates to the final community presentation.|2018 54718030000000|Alpaugh Unified|2|Effective implementation of all state content and performance standards is critical for student success Alpaugh’s efforts to implement new state standards started in 2016 with professional development in the Common Core standards in English/Language Arts, and mathematics. At the same time, we continued to support our full implementation of all other state adopted content and performance standards. Through our continuous improvement partnership with Tulare County Office of Education consultants, we continue to make significant investment in all aspects of implementation. Local evaluation of implementation of state standards includes evaluation of the impact of multiple criteria including multi-level professional development geared to teachers and school professional development plans, aligned core instructional materials, supplementary materials for differentiation of instruction, schoolwide literacy programs and strategies (such as “designated” and “integrated” English language development and unit planning across the curriculum, local benchmark testing to allow timely intervention and remediation, local examination of student work, and administrative support and monitoring.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 37680490136416|Pacific Coast Academy|2||4|4|4|3|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|Met||2018 37684520114264|North County Trade Tech High|2||4|4|5|3|4|4|4|5|3|4|3|4|5|3|4|5|4|5|3|3|4|4|4|Met|Our focus has been mathematics for the last two years as that was an identified weakness. With our new facility, science will be a new area of focus.|2018 50712170000000|Patterson Joint Unified|2||4|4|4|3|1|4|4|4|2|1|4|4|4|2|1|4|3|3|3|5|4|4|3|Met|We were able to maintain the professional development implementation status in all core areas. Professional development progress increased in the area of the Next Generation Standards from Beginning Development to Initial Implementation. Rating in the instructional materials increased from a 3 - 4 in regards to ELA and ELD. Supporting Staff and Identifying areas for improvement increased from a 3 - 4 in the areas of ELA, ELD and mathematics.|2018 45698564530333|Anderson New Technology High|2||4|4|5|4|3|4|4|5|4|3|4|4|4|4|3|5|3|5|5|4|4|4|4|Met|Our whole staff has spent time calibrating our grading and comments to students about their writing across the curriculum. Our math department has had extensive training and collaboration with other math teachers in our county to incorporate CPM math across the board. In addition our math department had had professional development in problem based learning. Our science teacher has incorporated Earth Science into her Biology, Chemistry, and Physics courses so that all four subject area are being taught. Engineering projects are interspersed throughout the science curriculum. The History/Social science and Health standards are still being changed at the state level, so for now we are current with the old standards.|2018 50710840120089|Gratton Charter|2||4|4|4|3|2|5|5|5|2|2|4|4|4|3|3|3|3|5|5|3|4|4|4|Met||2018 19647090000000|Lennox|2||5|5|5|4|2|5|5|5|3|2|5|5|5|3|3|3|4|5|4|4|5|4|4|Met||2018 54721166054340|Sequoia Elementary Charter|2||4|3|4|4|4|4|4|4|4|4|4|3|3|3|3|1|1|2|1|1|2|2|3|Met||2018 21653670000000|Larkspur-Corte Madera|2||4|3|4|3|3|4|3|4|3|3|4|3|4|3|3|4|3|4|5|4|5|4|5|Met||2018 44697570000000|Happy Valley Elementary|2||5|5|5|4|4|5|5|5|5|4|5|5|5|5|3|3|4|5|5|3|5|5|5|Met||2018 48705730135095|Ernest Kimme Charter Academy for Independent Learning|2||3|2|5|3|4|5|3|5|3|4|4|3|5|3|4|2|4|3|4|3|3|3|3|Met|Ernest Kimme Charter Academy for Independent Learning is a blended learning dependent charter school in the Vacaville Unified School District. This is our second full year at a new site, having received our school code during the latter part of the 2016-2017 school year. We are in WASC Candidacy status and will have our accreditation visit in spring of 2020. The 2017-2018 school year has provided baseline data to guide staff and student support and policy for our site.|2018 12626870000000|Northern Humboldt Union High|2||5|5|5|3|4|5|5|5|3|4|4|4|4|4|4|4|5|5|5|5|4|3|4|Met|Implementation of the state standards is embedded in Goal 1 of the LCAP, which is related to academics. With our focus on lesson planning and courses of study, the conversation regarding state standards will inherently increase.|2018 42692290116921|Manzanita Public Charter|2||4|4|4|2|3|5|5|5|2|3|4|4|4|2|3|4|2|4|5|5|4|4|4|Met|"During the 2018-19 school year, The District invested in a full-time TOSA instructional coach position. This mentor teacher works closely with all staff members, helping ensure the school's new re-teaching period (30 minutes daily) supports mastery of the school's key essential L/A standards. The school-wide adoption of trimester Math and L/A standards is helping teachers and students move toward a laser like focus on state academic standards mastery. Scholars who are unable to demonstrate mastery of essential Language Arts Standards attend a daily 30 minute re-teaching period. The school's after school math ""bootcamp"" is also providing all students with the opportunity to receive additional math support at no cost to families. The District also adopted a new trimester assessment system (STAR 360), and is using this tool to regularly track/measure academic progress. A comprehensive NGSS science training is planned for Spring, 2019, and a few teachers have already attended local training in this area."|2018 34672800000000|Arcohe Union Elementary|2|To measure our students growth toward mastery, the district is using a multi-pronged approach for assessment. Annually, students in grade 3-8 take the standardized assessment in the Spring. Knowing this annual metric is not useful to teachers for immediate intervention, the district uses several interim assessment pieces to drive to instruction and measure student progress toward mastery of standards. Grade-level Professional Learning Communities use these results to make shared decision and create specific interventions for students in all subject areas.|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|2|3|3|4|4|3|3|2|Met||2018 31667616031009|Bowman Charter|2||5|5|5|4|4|5|5|5|3|4|5|5|5|3|3|4|4|5|4|3|5|4|4|Met|Our district teachers and instructional para-professionals receive professional development(PD) through Placer County Office of Education and District programs. Professional development training for staff included: Monthly Teacher Cohorts that included training on Universal Design for Learning (UDL) and observing peers teaching across the grade spans. Additionally, staff participated in , NGSS Training, Weekly Professional Learning Communities meetings, Monthly Staff Meetings, and CAASPP staff development trainings. Recently our district was awarded an MTSS grant to build our system of support to all students.|2018 37683386119168|San Diego Cooperative Charter|2|SDCCS evaluates the work of implementing academic standards at the state and local level (state and charter identified) on an annual basis as a part of the LCAP process. Before Common Core State Standards and Next Generation Science Standards existed, SDCCS developed units of study with a focus on constructivist and experiential learning. Thus, there is full implementation of academic standards aligned to instructional practices. Additionally, teachers and principals continue to work with Universal Design for Learning (UDL) tenets to integrate the arts, history, physical fitness, and health into units of study and lesson design with an emphasis on students’ interest areas. Cross-discipline learning opportunities are available to students such as extended outdoor learning (field trips), project design, maker labs, coding, gardening, student designed businesses and much more; this underscores the integration of math, language, science, history, art, and ELD into everyday learning.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 48705734830113|Elise P. Buckingham Charter Magnet High|2|Nearly full to full implementation is underway in core and elective courses. BCMHS has adopted academic content and performance standards for all students.|5|4|5|4|4|4|4|4|4|4|5|5|5|4|5|5|4|4|5|4|5|4|4|Met||2018 15756301530500|Ridgecrest Charter|2||5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|2|5|5|5|2|5|5|4|Met|Ridgecrest Charter School (RCS) adopted a new History-Social Science textbook series for all grades. Next Generation Science Standards are incorporated in STEM classes using the Project Lead the Way curriculum. RCS continually monitors and provides supports to continually improve and refine our instructional practices to support students' learning needs. RCS focuses on data-driven instruction through the PLC and RTI processes.|2018 15756300000000|SBE - Ridgecrest Charter|2||5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|2|5|5|5|2|5|5|4|Met|Ridgecrest Charter School (RCS) adopted a new History-Social Science textbook series for all grades. Next Generation Science Standards are incorporated in STEM classes using the Project Lead the Way curriculum. RCS continually monitors and provides supports to continually improve and refine our instructional practices to support students' learning needs. RCS focuses on data-driven instruction through the PLC and RTI processes.|2018 13632060000000|Mulberry Elementary|2||4|4|4|3|3|5|5|5|3|3|4|4|4|3|3|3|4|4|4|3|4|4|4|Met||2018 55105530129346|Foothill Leadership Academy|2||5|5|5|5|5|5|5|5|5|4|4|4|4|4|4|2|3|5|5|5|4|4|4|Met||2018 51714230132977|Sutter Peak Charter Academy|2|Sutter Peak Charter academy uses educational data to drive planning and instruction. We use the NWEA/MAP benchmark assessment for all students in grades 3-11 in both reading and mathematics. Students in grades K-2 are assessed with the DIBLES benchmark in reading readiness. For grades 3-11, NWEA/ MAP is our most effective and efficient tool to assess and monitor academic progress. The student are assessed twice a year, once at the beginning of the school year and again in February. Once the fall scores are available, the director reviews the scores with staff to analyze the data and confirm class placement, when needed. The MAP test creates growth goals, based on performance. These growth goals are shared out with parents along with a specific learning plan. The growth goals in both ELA and math are aligned with the site plans for Sutter Peak Charter. The site plans have a direct correlation with the LCAP. The data, plan for growth and site plan are presented to the school board in the fall meeting with follow up in the spring. Sutter Peak Charter Academy offers Common Core aligned curriculum as well as supplemental supports. The learning pathway is unique to each student, meeting their academic goals, interests and post graduation goals. Each student has a path or rigor that meets or exceeds the CCSS.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19649070000000|Pomona Unified|2||4|3|4|3|1|4|3|4|3|1|4|4|4|3|2|3|2|4|3|5|3|3|2|Met||2018 16638910000000|Corcoran Joint Unified|2||4|4|4|4|4|5|4|5|4|4|5|4|5|4|4|4|4|4|3|4|5|5|4|Met||2018 08618200137729|Uncharted Shores Academy|2||3|3|3|1|1|4|4|4|1|4|3|3|3|3|3|1|1|1|2|1|4|4|3|Met||2018 08100820114116|Uncharted Shores Academy|2||3|3|3|1|1|4|4|4|1|4|3|3|3|3|3|1|1|1|2|1|4|4|3|Met||2018 37684520128223|Bella Mente Montessori Academy|2||4|4|5|4|4|4|4|5|4|4|4|4|4|3|3|2|2|3|3|2|4|5|4|Met||2018 40688330000000|Shandon Joint Unified|2||3|3|3|2|2|4|3|4|2|2|4|3|3|2|2|3|3|3|2|2|3|3|3|Met||2018 35675790000000|Willow Grove Union Elementary|2|Willow GroveUnion School District uses Renaissance STAR-360 for periodic assessments through the year for tracking student progress in implementing the state academic standards. Due to in-depth look at alternative assessments and districts that are using such, this district found the the STAR-360 assessments were the most closely aligned with the CAASPP expectations and Common Core state standards. Thus, this district worked through the San Benito County Office of Education to purchase this assessment tool along with several of the other schools in the county. In addition, the Kinder through the Second grades are using BPST (Basic Phonetic Skills Test), from the California Language Arts Project, to assess the phonetic skills of students through a more in-depth nature. Both of these assessment tools show the students at Willow Grove Union District to be progressing at a positive rate towards the Common Core Standards for Math and Language Arts. Assessment tools for NGSS and History-Social Science standards are the assessments in the state adopted materials used within the classroom.|4|4|5|3|3|5|5|5|3|3|5|5|5|4|4|3|4|4|3|3|4|4|4|Met||2018 54755230114348|Butterfield Charter High|2||3|3|3|3|1|2|2|3|2|1|3|2|3|3|1|4|3|2|2|4|3|3|3|Met||2018 34674390106898|The Language Academy of Sacramento|2||5|4|5|3|3|5|3|5|2|2|5|4|5|2|2|1|3|5|3|5|5|5|4|Met||2018 56726520000000|Ventura Unified|2||3|3|3|2|2|3|3|3|2|2|3|3|3|2|2|2|3|3|3|2|2|2|2|Met||2018 15635450000000|Kernville Union Elementary|2|1. KUSD selected three tools to measure progress in Implementation of State Academic Standards: a. The first tool is Observation through Instructional Rounds. Data was gathered regarding Student Collaboration and Depth of Knowledge during student collaboration. b. The annual KUSD LCAP surveys of students, parents, and staff was selected to measure implementation of State Standards. c. The RSDSS Implementation of Standards Rubrics for ELA and Math were used by staff to measure progress. (See CASSI for ELA and Math in this link: https://padlet.com/herichter/Priority2Tools) 2. These tools were chosen to ensure KUSD is making decisions based upon analysis of actual student demonstration in classrooms, opinions of all stakeholders, and staff knowledge of curriculum implementation. 3. Results of the tools used to measure implementation: a. Observations during Instructional Rounds: Content standards in all content areas are being taught in all classrooms as evidenced by classroom observations and lesson plans. Learners in English and Academic Language have access to CCSS and ELD standards through designated and integrated language conventions in all classes. NGSS will be partially implemented. The Administrative Observation Tool used during Instructional Rounds measured DOK Levels and Student Collaboration/Engagement. The Observation tool was revised in May, 2018. The Observation Tool measured Teacher actions as binary: observed/not observed. • Uses mixture of questions/life connections - 4.2 • Phrases questions: careful, concise and clear - 4.55 • Addresses questions to whole class groups, individuals - 4.16 • Pauses to give wait time - 3.20 • Uses variety of strategies when calling on students - 3.03 • Allows students to answer question instead of teacher - 3.70 The Observation Tool measured Student actions as binary: observed/not observed. • Complete sentences when answering questions ( academic language) - 3.80 • Can explain their learning - can tell observer what is learned - 3.56 • Make real life connections - 3.67 • Uses graphic organizer: frames, journals, organizers, etc. - 3.00 • Responses to teacher strategies - 3.38 • Students answering questions when prompted - 3.46 • Level of Rigor - tally marks Recall DOK 1 - 10.63 • Skill/Concept DOK 2 - 6.21 • Strategic DOK 3 – 15.22 • Extended Thinking DOK 4 - 7.04 • Remember - 5.63 • Understand (Comprehension) - 7.72 • Apply - 4.09 • Analyze - 3 53 • Evaluate - 2.94 • Create (Synthesize) - 3.83 The total of all binary data is 110.55. Last year the Total was 97.49. This shows an increase in implementation of Content Standards of 13.4%. b. LCAP Surveys: CCSS implemented and plan communicated • Students – Goal 88% Actual: 81% • Parents – Goal 80% Actual: 83% • Staff – Goal 80% Actual: 75% c. RSDSS Rubrics: • ELA – Goal: Full Awareness - Actual: Developing Awareness • Math – Goal: Full Awareness - Actual: Developing Awareness|3|3|3|2|2|3|3|3|2|2|4|3|4|2|2|3|4|4|2|1|3|3|3|Met||2018 01612590000000|Oakland Unified|2||3|4|3|3|2|3|2|3|3|2|2|3|2|3|1|3|3|2|4|2|3|2|3|Met|HIGHLIGHTS: Our strongest area of professional learning for teaching recently adopted academic standards and/or curricular framework is in English Language Development (ELD). We have developed foundational professional development for Integrated ELD and are training 25% of elementary teachers and 42% of teachers at schools with more than 30% English Language Learners. ELD practices are aligned to the English Language Arts/ELD framework (use of academic discussion and engagement with complex text to build content understanding and language development in tandem) -- a focus or all principals and teachers this year. This year marks notable progress in making instructional materials aligned to Next Generation Science Standards available at 100% of elementary schools, and as pilot curriculum in grades 6-8. Planned adoption and implementation for middle schools is currently ongoing and a pilot (three-course model) for high school will begin in 2019-20. History-Social Science continues to have outdated instructional materials in elementary and high school, while grades 6-8 have newly adopted materials aligned to 2016 History Social Science Framework. Monthly ELA or Math standards-focused Learning Walks in each school network are a consistent practice to support staff in identifying areas they can improve in delivering instruction. We also have English Language Learner Reviews and Walkthroughs at 19 focus sites.|2018 21654660000000|San Rafael City High|2||4|4|4|3|4|4|4|4|3|3|4|3|4|4|3|2|4|4|4|4|3|1|1|Met||2018 37680230138073|Learning Choice Academy - Chula Vista|2|The Learning Choice Academy Chula Vista offers rigorous course requirements that meet the CSU/UC approval. TLC-CV is currently utilizing the NEWA MAP Assessment, as well as Edgenuity and Compass Learning. Together all three systems provide a valuable measure of student growth aligned with the state standards. TLC-CV also uses end of unit test, mid terms and final exams, individual teacher measures, and observational evidence that are compared to common Core State standards. These measures were selected specifically to meet the specific needs of our students and program.|4|4|4|4|3|4|4|4|3|3|4|4|4|4|3|3|2|4|4|4|4|4|5|Met|TLC-CV will continue to strive to deliver high quality instructional programs through identifying areas of need and and seeking professional development in order to support teachers and staff. TLC-CV will continue to cultivate relationships in the larger community with agencies like the San Diego County Office of Education, California Charter School Association, California Community Colleges, Charter School Development Corporation, A Plus, and El Dorado Charter SELPA.|2018 44697320000000|Bonny Doon Union Elementary|2|Bonny Doon Union Elementary School District has a systematic, layered approach to adopting California state standards and frameworks. The district began significant curricular and instructional changes with the adoption of state approved instructional materials and professional learning around Common Core State Standards in Mathematics. This year, we will deepening our efforts with implementing the sate adopted standards with professional development around problem-based mathematics instruction. Professional learning and collaboration around continues with the ELA selection of the Lucy Calkins Readers and Writers Workshop program, with all of the district-supported professional learning days devoted to implementation. Currently, the district is fully implementing and sustaining ELA, ELD, and Mathematics standards and curriculum through both professional learning and collaborating time. Plans to increase focus and implementation of the Next Generation Science Standards (NGSS) is underway with the support of the Santa Cruz County Office of Education and site leadership from our teaching team. Over the course of the year, a defined implementation plan will be finalized, and NGSS-aligned curricular materials will be purchased.|4|3|4|3|3|4|3|4|3|2|5|3|5|5|2|2|4|5|4|1|5|5|5|Met||2018 37683380106799|Learning Choice Academy|2|The Learning Choice Academy offers rigorous course requirements that meet the CSU/UC approval. TLC is currently utilizing the NEWA MAP Assessment, as well as Edgenuity and Compass Learning. Together all three systems provide a valuable measure of student growth aligned with the state standards. as tools of measures. TLC also uses end of unit test, mid terms and final exams, individual teacher measures, and observational evidence that are compared to common Core State standards. These measures were selected specifically to meet the specific needs of our students and program.|4|4|4|4|3|4|4|4|3|3|4|4|4|4|3|3|2|4|4|4|4|4|5|Met|TLC will continue to strive to deliver high quality instructional programs through identifying areas of need and and seeking professional development in order to support teachers and staff. TLC will continue to cultivate relationships in the larger community with agencies like the San Diego County Office of Education, California Charter School Association, California Community Colleges, Charter School Development Corporation, A Plus, and El Dorado Charter SELPA.|2018 33751920000000|Temecula Valley Unified|2||4|3|4|3|1|5|4|5|3|1|4|4|4|3|2|3|4|4|4|4|4|3|3|Met||2018 58727286115935|CORE Charter|2||5|2|5|5|5|5|2|5|5|5|5|2|5|4|5|5|5|5|5|5|5|5|5|Met|CORE Charter School continues to meet State Standards adopted prior to newly adopted Common Core Standards in subject areas that pertain. Although Health is not a graduation requirement at CORE, students who elect to study the course fully cover the standards adopted in 2008. The school has implemented Common Core State Standards in math and ELA and the New Generation Science Standards as well. A team of science teachers have addressed the standards and the CAST in order to: 1) educate staff 2) research, adopt and implement best instructional practices and materials 3) best prepare students for post-secondary education. Teachers are encouraged to continually participate in professional learning opportunities provided by CORE Charter School and other professional development networks. CORE Charter School's ELD Coordinator 1) closely tracks EL learners and files progress reports throughout the year, 2) attends conferences to better understand and inform staff regarding EL standards aligned to ELA academic standards, 3) educates and models best instructional practices. At CORE teachers meet regularly with students to meet their personal English development needs. The ELD Program at CORE is in its beginning development stage.|2018 36677930000000|Mt. Baldy Joint Elementary|2||3|2|4|2|1|5|5|5|1|1|3|3|4|2|1|1|1|5|3|1|5|5|3|Met||2018 57727100000000|Woodland Joint Unified|2||3|3|3|2|2|3|3|3|2|2|3|3|3|2|2|2|2|2|2|2|3|2|2|Met|The district administered the survey developed by the California Department of Education to measure its progress on the local indicator for Priority 2. The results of the survey, which had 120 teacher responses and 17 administrator responses, show that the district is in the Initial Implementation stage for many curricular areas.The results for Next Generation Science Standards (adopted 2013) and the History-Social Science Framework (adopted 2016) show that the district is still in the very early stages of implementation, in providing both professional learning and instructional materials, since the textbooks currently being used are not aligned to the new standards and frameworks.In the other curricular areas of Physical Education, World Language, Career Technical Education, Health, and Visual and Performing Arts, the district is in the Beginning Development stage. The data was presented to the WJUSD Board of Trustees on October 25, 2018.|2018 54755230116590|Harmony Magnet Academy|2||3|2|3|3|1|2|2|3|2|1|3|2|3|3|1|4|3|2|3|4|3|3|3|Met|Harmony continues to provide Professional Development on the California Standards and ELD. PUSD supports staff and students by expanding the Technology specialist with professional development on best technology practices at all schools. PUSD district leadership and site leadership monitor student learning, assessment, and the implementation of interventions using the data management system and classroom observations of the high quality highly effective lessons. PUSD monitors student achievement in California State Standards (California Standards, English Language Arts, Mathematics, and Next Generation Science Standards (NGSS), by analyzing the annual CAASPP results in those areas. The ELPAC assessment results are also analyzed to monitor the English Language Development progress of our EL students. Administrators use Progress Adviser monitoring system to monitor the implementation of California and ELD standards and for professional development support as needed individually or school-wide. PUSD teachers continue to be supported in teaching the California Standards including the integration of technology to ensure all students have access to the curriculum and technology necessary to be successful. PUSD also plans to continue focus on professional development for teachers with students of Special Need and Native American Students.|2018 50710430107136|Whitmore Charter High|2||4|4|4|3|4|4|4|4|2|3|4|4|4|3|4|4|4|4|5|4|4|4|4|Met|Whitmore has a strong focus on teaching adopted standards. Purchase of math curriculum aligned to the new standards was completed in 2015-2016, and professional learning to deepen expertise in the use of this material is ongoing. In 2016-2017, staff completed review and adoption of English Language Arts/English Language Development materials for purchase and implementation in 2017-2018. Work has begun in the implementation of Next Generation Science Standards, new courses have been developed in grades 9-10 based on the new standards, and a new course for grade 11 is in development to be implemented in 2019-20. A review of instructional materials for science in grades 9-12 will take place in 2019-20 for implementation in 2020-21. The new History/Social Science framework and new instructional materials were implemented to begin the 2018-19 school year. This information was reported to the board at a regularly scheduled Ceres Unified Governing Board meeting at the October 25, 2018 board meeting.|2018 34673300000000|Folsom-Cordova Unified|2||5|3|3|2|3|5|5|5|2|3|4|4|4|2|3|5|4|5|5|5|5|4|3|Met||2018 37681896120901|Barona Indian Charter|2||5|4|5|3|3|5|4|5|3|3|5|4|5|4|4|3|4|4|3|3|5|4|5|Met||2018 50710430107128|Whitmore Charter School of Art & Technology|2||4|4|4|3|4|4|4|4|2|3|4|4|4|3|4|4|4|4|5|4|4|4|4|Met|Whitmore has a strong focus on teaching adopted standards. Purchase of math curriculum aligned to the new standards was completed in 2015-2016, and professional learning to deepen expertise in the use of this material is ongoing. In 2016-2017, staff completed review and adoption of English Language Arts/English Language Development materials for purchase and implementation in 2017-2018. Work has begun in the implementation of Next Generation Science Standards, new courses have been developed in grades 7-8 based on the new standards and teachers will be reviewing instructional materials for adoption for K-8 for purchase and implementation in 2019-2020. The new History/Social Science framework and new instructional materials were implemented to begin the 2018-19 school year. This information was reported to the board at a regularly scheduled Ceres Unified Governing Board meeting at the October 25, 2018 board meeting.|2018 15638340000000|Vineland Elementary|2||4|4|4|3|4|5|4|5|3|5|4|4|4|3|5|3|3|5|3|1|4|4|4|Met||2018 49706490000000|Cinnabar Elementary|2|Cinnabar uses the Smarter Balanced State test to evaluate and compare with the other schools. Our local assessments include Lexia, Reading 360, Math 360, along with the assessments implemented through the common core curriculum. Amplify Science is being piloted in middle school, while Envision math (1-5) and Wonders(6-8) is continued. Our PE program is state directed and taught by our PE coach and the arts is expanding into dance, visual arts, and music. The middle school band was developed this year and choir continues. We are looking into Otus, a program that will take all assessments and put them into one location to determine long and short term goals.|3|3|3|2|2|4|4|4|4|4|5|5|5|2|2|1|4|5|4|1|5|5|5|Met|Grades 1-8 began Universal Access (UA) and in the first trimester we have data showing an improvement by 62.5% from those students attending UA. Advisory for middle school students developed for spiral review, homework assistance, completion of work.|2018 38684780123265|Gateway Middle|2|Curricular Review As a leadership team and in departmental groups at Gateway Middle School, we reviewed curriculum and other instructional materials to ensure they were aligned with standards, updated and sufficient for student needs. As needed, we acquired new core and supplemental curricular/instructional materials, texts, software, etc. including materials for whole class instruction, tiered interventions, and targeted interventions Our curricular review included implementation of standards in the following areas: • English Language Arts: Common Core State Standards for English Language Arts • English Language Development (Aligned to Common Core Standards for English Language Arts) • Mathematics: Common Core State Standards for Mathematics • Next Generation Science Standards • History-Social Science • Health Education Content Standards • Physical Education Model Content Standards • Visual and Performing Arts • World Language Professional Development Related to Standards Additionally, teachers across several departments attended workshops and professional development in the community to become better acquainted with the new standards. They also used paid planning time to update materials. Analysis of Student Achievement In Relation to Standards In order to continue aligning curriculum and instructional practices with CCSS, our entire faculty as well as curriculum teams analyzed the results of Smarter Balanced Assessment tests as well as internal benchmarks in order to understand student learning and pinpoint areas to grow and find new materials. Departmental professional development, as well as grade level teams, then used this information to plan new professional development and acquire appropriate course materials. As a result of sustained effort and attention, we were able to update roughly 30% of our materials this year.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 36679180000000|Victor Elementary|2||4|3|5|3|2|5|5|5|5|5|5|5|5|4|3|5|2|5|3|1|5|5|5|Met||2018 10739650000000|Central Unified|2||4|4|4|1|1|4|4|4|1|1|3|3|3|1|1|5|4|3|4|3|4|3|3|Met||2018 36679186118350|Mountain View Montessori Charter|2||4|3|5|3|2|5|5|5|5|5|5|5|5|4|3|5|2|5|3|1|5|5|5|Met||2018 51714070000000|Marcum-Illinois Union Elementary|2||5|4|5|3|3|5|4|5|2|2|5|5|5|5|5|4|4|4|3|4|5|5|5|Met||2018 36679186101927|Sixth Street Prep|2||4|3|5|3|2|5|5|5|5|5|5|5|5|4|3|5|2|5|3|1|5|5|5|Met||2018 54722640000000|Waukena Joint Union Elementary|2||4|3|4|3|2|5|3|5|4|3|4|3|4|3|3|1|2|3|1|1|4|4|3|Met||2018 19101990000000|Los Angeles County Office of Education|2||3|3|3|2|1|4|4|4|3|3|4|4|4|3|2|2|2|3|3|1|4|4|3|Met||2018 34674390131136|New Joseph Bonnheim (NJB) Community Charter|2||4|4|3|2|3|3|3|3|2|3|4|3|3|2|2|2|4|2|2|1|4|4|4|Met||2018 19647336017891|Lockhurst Drive Charter Elementary|2||4|3|5|3|5|5|5|5|4|4|4|4|4|4|4|4|4|4|4|1|4|4|4|Met||2018 49708470127555|Loma Vista Immersion Academy|2||4|3|5|3|1|4|3|5|3|1|5|3|5|3|1|1|4|5|4|1|5|5|5|Met||2018 40104050101725|Grizzly ChalleNGe Charter|2||5|4|5|3|5|5|5|4|3|5|5|4|5|3|5|4|5|5|5|5|5|5|5|Met|The LEA is in the early implementation stages for NGSS and is fully implementing the other academic standards. Teachers and administrators are supported with appropriate professional development as self identified and identified by the LEA. Being a short five month program, a full CTE program is untenable but we fully implement and sustain CTE standards as part of a pathway progression.|2018 56738740000000|Oak Park Unified|2||5|5|5|5|4|5|5|5|4|3|5|5|5|4|3|4|3|5|4|5|5|5|5|Met||2018 43696820000000|Saratoga Union Elementary|2||4|4|5|4|1|4|3|5|3|1|2|3|5|5|3|4|4|4|4|2|4|4|4|Met|SUSD has developed a multi-year curriculum framework which delineates implementation stages of subject area standards, instructional materials, and professional development. Our rubric/rating scale for measuring our progress implementing state academic standards: Rating 1: Exploration and Research: Teachers and administrators regularly engage in professional development activities. They identify strengths and weaknesses of the current program, gather data, set priorities, and determine criteria for evaluating new and ongoing pedagogical practices and instructional materials. Rating 2: Beginning Development: Teachers and administrators explore resources, participate in a systematic evaluation of materials, gather community feedback, select, and recommend a program or materials to the Board of Trustees. Rating 3: Initial Implementation: Teachers implement the program, using the resources and materials as intended with fidelity, and participate in ongoing professional development. Rating 4: Full Implementation: Teachers continue to implement the program and identify areas for customization and differentiation for specific student groups, and select supplemental materials to fill any program or resource gaps. Rating 5: Full Implementation/Sustainability: Teachers and administrators continue to refine and improve implementation.|2018 49709950000000|Waugh Elementary|2|The Waugh School District continues to prioritize high quality instruction and full implementation of state standards to enhance student learning. The District has a thorough process for examining, piloting and selecting instructional materials. After a pilot of approved materials, the teacher curriculum council recommends materials for the school board to consider for adoption. During the 2016/17 school year, the District followed this procedure to adopt and implement a new standards-aligned math program. Teachers helped design the professional development activities related to the new math program, which was provided throughout the year through coaching, publisher training, grade level collaboration and specific component training, including technology. The District is currently following this process for English Language Arts/English Language Development curriculum, with specific training on the new program due to begin April 2019. District teachers participating in the Instructional Leadership Corps (ILC) project coordinated a reorganization of current science materials to be in alignment with Next Generation Science Standards (NGSS) as the adoption of new materials is still several years out. The District has initiated implementation of NGSS and will continue to deepen instruction in this area over the next two years. A team of teachers from the District participated in Sonoma County Office of Education’s summer PD institute focused on Universal Design for Learning. This team planned and facilitated two full days of PD prior to the opening of school and this fall the District has initiated implementation of 3-4 key UDL practices. Teacher leaders will continue UDL focused collaboration and instructional planning throughout the year. All teachers have received in-depth training in the district-adopted writing. In 2017-18 the Curriculum Council facilitated professional leaning for teachers after collecting district-wide writing samples to identify specific focus areas for improving instruction and student writing. Annually teachers have 3 days contracted PD days, weekly teacher collaboration time through student early release, and 8 additional opportunities for after school for district grade-level collaboration throughout the year. • History-Social Science: Exploration phase • Career Tech--NA • Health Ed: Exploration phase • PE: Exploration phase • Visual and Performing Arts: Exploration phase for new standards. We have implemented a visual and performing arts program (art and music) for all grades funded by our local Educational Foundation (Waugh Invests in Student Excellence) • World Language: NA|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 04614240110551|Nord Country|2|Teachers used Butte County Office of Education’s Implementation Rubric to measure progress toward implementing the state academic standards. We chose this metric to ensure all teachers have full awareness of the common core standards in all subject areas and that they are moving toward full implementation. The levels of implementation are initial awareness (for teachers), developing awareness (for teachers), full awareness (for teachers), student awareness and full implementation (for students). ELA: Currently, half of the staff moved up to the student awareness level and in some areas of the standards are in full implementation. The focus for our teachers continues to be writing and getting students to be able to state the learning goals. Math: The majority of the staff noted that they have moved up the implementation rubric, identifying that they are at the student awareness level. Our teachers have well-planned units and lessons aligned to the new standards. They have formative and summative assessments to monitor individual student progress. Our goal is to use assessment data to drive more individualized instruction. Science: The majority of our teachers have identified that they are at the full awareness level. Staff will be looking at purchasing Next Generation Science Standards aligned textbooks for next year. We are working on a rubric to help us gather more information for the other State Standards that are applicable to our K - 8th grade school.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 36678760133892|Ballington Academy for the Arts and Sciences - San Bernardino|2|For Option 2, Question #4: CTE & World Languages does not apply to Ballington Academy for the Arts & Sciences – San Bernardino because it serves grades TK-4.|4|5|5|4|4|5|5|5|5|4|4|5|5|3|3|0|2|3|4|0|5|5|5|Met|For Question #4: CTE & World Languages does not apply to Ballington Academy for the Arts & Sciences – San Bernardino because it serves grades TK-4.|2018 37679910108563|EJE Elementary Academy Charter|2|For Option 2, Question #4: Career Technical Education does not apply to EJE Elementary Academy as it serves grades TK-5.|4|2|4|3|4|4|2|4|3|4|4|2|4|3|3|0|2|4|2|4|4|3|3|Met|Question #4: Career Technical Education does not apply to EJE Elementary Academy as it serves grades TK-5.|2018 37679910119255|EJE Middle Academy|2|For Option 2, Question #4: Career Technical Education does not apply to EJE Middle Academy as it serves grades 6-8.|4|2|4|3|4|4|2|4|3|4|4|2|4|3|3|0|2|4|2|4|4|3|3|Met|For Question #4: Career Technical Education does not apply to EJE Middle Academy as it serves grades 6-8.|2018 37683380129395|Elevate Elementary|2|For Option 2, Question #4: Career Technical Education and World Languages do not apply to Elevate Elementary as it serves grades K-5.|4|3|4|4|3|4|3|4|4|3|4|3|4|4|3|0|3|3|3|0|5|4|4|Met|For Question #4: Career Technical Education and World Languages do not apply to Elevate Elementary as it serves grades K-5.|2018 19647330119982|Equitas Academy Charter|2|Option #2, Question #4: Career Technical Education & World Languages does not apply to Equitas Academy as it serves grades TK-4.|4|3|4|3|3|4|3|4|4|4|4|3|4|3|3|0|2|4|3|0|3|4|3|Met|Question #4: Career Technical Education & World Languages does not apply to Equitas Academy as it serves grades TK-4.|2018 19647330126169|Equitas Academy #2|2|For Option 2, Question #4: Career Technical Education does not apply to Equitas Academy #2 as it serves grades 6-8.|4|1|4|3|3|4|4|4|4|4|4|4|4|4|4|0|4|4|4|4|4|4|4|Met|The following is an explanation for questions ranked with “1” for the 2017-18 school year: • Question #1 ELD: Equitas leaders attended professional development sessions with other charter management organizations to discuss how ELD standards are taught through the ELA standards. The network leaders hired an ELA curriculum specialist who will provide Professional Development (PD) to all teachers in the 2018-19 school year on how to embed these standards in their daily ELA lessons. • Question #4: Career Technical Education does not apply to Equitas Academy #2 as it serves grades 6-8.|2018 24102490000000|Merced County Office of Education|2||2|2|3|2|2|2|2|3|2|2|2|2|2|2|3|3|2|2|2|1|2|2|2|Met|Local Educational Agency annually measures its progress in implementing state academic standards and reports the results to its local governing board at a regularly scheduled meeting of the local governing board and to stakeholders and the public through the evaluation rubrics web-based system (California School Dashboard).|2018 12626870107110|Six Rivers Charter High|2||5|5|5|5|4|5|5|5|5|3|4|4|4|4|4|4|5|5|5|5|4|3|4|Met|Implementation of the state standards is embedded in Goal 1 of the LCAP, which is related to academics. With our focus on lesson planning and courses of study, the conversation regarding state standards will inherently increase.|2018 19647330129650|Equitas Academy #3 Charter|2|For Option 2, Question #4: Career Technical Education, Health, & World Languages does not apply to Equitas Academy #3 as it served grades TK-2 in the 2017-18 school year.|4|2|4|2|2|4|3|4|3|3|4|3|4|3|3|0|0|2|3|0|4|4|4|Met|For Question #4: Career Technical Education, Health, & World Languages does not apply to Equitas Academy #3 as it served grades TK-2 in the 2017-18 school year.|2018 19647330133686|Equitas Academy 4|2|For Option 2, Question #4: Career Technical Education, VAPA & World Languages do not apply to Equitas Academy #4 as it served only grade 5 in the 2017-18 school year.|4|1|4|2|4|4|1|4|2|4|4|1|4|2|4|0|3|4|0|0|4|4|4|Met|The following is an explanation for questions ranked with a “1” for the 2017-18 school year: • Question #1 ELD: The Equitas Academy#4 teaching staff will receive professional development in the 2018-19 school year on implementing and using anchor charts and other visual scaffolds to support ELL scholars. The teaching staff has also begun professional development and coaching around academic discourse in the classroom to support ELL scholars. • Question #2 ELD: In the 2018-19 school year, Equitas Academy #4 has begun supplementing the curriculum we adopted last year with anchor charts and other visual scaffolds to support integrated ELD instruction. We have also implemented the Wilson phonics curriculum as part of our designated ELD instruction. • Question #3 ELD: The leadership at Equitas Academy #4 is implementing targeted walkthroughs during the 2018-19 school year focused on academic discourse and visual scaffold implementation to support ELL scholars through our integrated ELD program. For Question #4: Career Technical Education, VAPA & World Languages do not apply to Equitas Academy #4 as it served only grade 5 in the 2017-18 school year.|2018 12629010000000|Klamath-Trinity Joint Unified|2||4|4|4|2|2|5|5|5|2|2|4|4|4|2|2|3|4|4|3|5|4|4|4|Met||2018 07617700000000|Orinda Union Elementary|2||5|4|5|4|3|5|4|4|4|4|5|5|5|5|4|1|4|5|5|5|5|5|5|Met|Orinda Union Schools continue to align our curriculum, teaching, programs and policies to State standards. We have been deeply involved with Teacher College Reading Writing Project since 2008, providing extensive training and materials to all classroom staff. We have a robust teacher support program, with a comprehensive induction program (TIP) and teachers on special assignment in literacy, math, technology and S.T.E.A.M. We also employ two full time literacy specialists and an English language development teacher, all of whom work with other teachers and directly with students. All staff utilize scope and sequence tools, state frameworks, rubrics, and built in collaboration time including vertical and cross grade level articulation to provide a rich common experience for all students K-8. We utilize a myriad of dsitrict and site based groups to help with implementation of standards, including curriculum council, teacher work groups in specific content areas, grade level long range planning at each site and grade level, the Bay-Sci science team, and work with outside trainers like Shannon Kiebler for Math Expressions. This year we provided two extra full days of paid voluntary staff training in Literacy, Math, Science and Technology.|2018 37684110128082|Hawking S.T.E.A.M. Charter School 2|2|For Option 2, Question #4: Career Technical Education and World Languages do not apply to Hawking STEAM Charter School as it currently serves grades TK-7.|4|3|4|4|1|4|3|5|5|2|4|3|5|5|2|0|3|3|3|0|4|3|3|Met|The following is an explanation for questions ranked with “1” for the 2017-18 school year: • Question #1: Hawking STEAM Charter Schools have begun the process of selecting and adopting a CA Standards aligned History/Social Studies curriculum that is aligned to the new California History-Social Science Framework. Once the curriculum is selected, Hawking STEAM Charter Schools will provide professional learning to ensure that teachers understand the changes in the California History-Social Studies Framework and are well prepared to use the new curriculum. Question #4: Career Technical Education and World Languages do not apply to Hawking STEAM Charter School as it currently serves grades TK-7.|2018 37684110126086|Hawking S.T.E.A.M. Charter|2|For Option 2, Question #4: Career Technical Education and World Languages do not apply to Hawking STEAM Charter School as it currently serves grades TK-7.|4|3|4|4|1|4|3|5|5|2|4|3|5|5|2|0|3|3|3|0|4|3|3|Met|The following is an explanation for questions ranked with “1” for the 2017-18 school year: • Question #1: Hawking STEAM Charter Schools have begun the process of selecting and adopting a CA Standards aligned History/Social Studies curriculum that is aligned to the new California History-Social Science Framework. Once the curriculum is selected, Hawking STEAM Charter Schools will provide professional learning to ensure that teachers understand the changes in the California History-Social Studies Framework and are well prepared to use the new curriculum. Question #4: Career Technical Education and World Languages do not apply to Hawking STEAM Charter School as it currently serves grades TK-7.|2018 56725205630405|Valley Oak Charter|2|Valley Oak Charter has adopted the following measures or tools that track its progress in implementing the state academic standards, followed by the reasons for their selection: •Scantron’s EdPerformance Series, Moby Max Diagnostics, iXL Analytics: Standards-based and computer adaptive, these assessments are administered in an ongoing manner to provide evidence of individual student progress and to monitor academic growth over time. •Parent Survey: Collecting input from parent community regarding individual student progress towards meeting standards and providing an opportunity for reflecting on their experience at VOC. •Weekly Work Records: Written evidence of each student’s required educational engagement showing student completion of independent study assignments. Local Standard: 60% or more of K-12 students will meet their grade level goals in ELA and Literacy, 50% in Math, as measured by EdPerformance, Moby Max, and iXL benchmark assessments. At least 90% of VOC students will complete 100% of their Independent Study assignments during the year (as measured by completed work records). VOC’s progress in implementing academic standards, based on the above measures are as follows: 63% of VOC students met their grade level goals in ELA, Reading 70%, Math 59%, as measured by EdPerformance benchmark assessments. EdPerformance results show the percent of students who either scored at grade level or showed growth: Reading 93%, Language Arts 88%, Math 82%. In the 2017-18 VOC school-wide survey: 97% of parents reported that their child progressed satisfactorily in the academics. 93% of students reported that they were successfully learning the academic subjects. 98% of students completed 100% of their Independent Study Assignments. This year we are collecting data using Moby Max and iXL in addition to continuing to use EdPerformance as indicated.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|As a homeschool program where curriculum and instruction are determined by certificated staff and parents working together, Supervising Teachers advise parents about the state standards, provide guidance on curriculum and instruction, and act as the first point of contact for questions or concerns. The Supervising Teacher reviews weekly Work Records to track student progress in their academics and uses this information as a tool to assist parents in the design and delivery of their family homeschool program. All state-mandated testing is administered and reported annually, along with a growing body of local assessments. Because our program provides for a great deal of flexibility in a student’s grade placement, choice of curriculum and pace of instruction, school-wide growth tends to be fluid. Student progress is more accurately tracked by the use of individualized assessments, such as those provided by the EdPerformance program.|2018 19645680000000|Glendale Unified|2|The following measures were chosen for their alignment to the CCSS and their effectiveness in measuring content area mastery and 21st century skills required for success in college, career and beyond. GUSD uses CAASPP assessment results to measure ELA and Math mastery as the Claims intentionally identify areas of strength and growth in Reading, Writing, Listening, Research, Problem Solving and Modeling Analysis, Communicating Reasoning, and Mathematical Concepts and Procedures. CAASPP interims serve as formative assessments throughout the year. GUSD uses the FitnessGram, a non-competitive health-related assessment that utilizes Healthy Fitness Zone® standards to measure student mastery of fitness levels based on the PE Standards. Beginning 2018-19, data from the ELPAC will serve as the most effective summative measure for assessing English learner progress. For the 2018-19 school year, the CAST will be used as the main science indicator because of its direct alignment to the CA NGSS. Until then, the CSS for ELA & Literacy in History/Social Studies, Science, and Technical Subjects as measured through the CAASPP assessments serve as the best indicators of student achievement. Dual Language Immersion teachers will be trained on use of the ACTFL rubric to assess students’ language abilities. Site-specific assessments serve as the most conducive measure for assessing student mastery of VAPA standards across all disciplines of the arts. The CTE MCS guides assessment of student mastery in CTE courses. The CCSS as measured through the CAASPP assessments are currently the best indicator of student achievement with regard to the College and Career Readiness Anchor Standards. Comprehensive Health and Secondary Social Science do not participate in any district identified local measure beyond our content area contributions to student success on the CAASPP assessments. 2017-18 CAASPP results indicated increases in ELA performance in 3rd, 5th, 6th, and 8th grades and in Math performance in 3rd, 5th - 8th, and 11th grades. Decreases in ELA performance were noted in 7th and 11th grades and in Math in 4th grade. Performance levels for ELA in 4th grade remained steady. The 2017-18 ELPAC results indicate that 46% (2540/5527) students performed at a Level 4: Advanced Level in English language acquisition. Areas of strength from the California Physical Fitness Test are flexibility and trunk extension. GUSD continues to expand CTE programs with 1 course A-G approved in 2016-17 and 16 courses A-G approved for 2017-18. Increasing VAPA courses across levels support expansion of Arts pathways. Results of a district-created survey will provide direction and support to effectively utilize the ACTFL rubric for assessing student mastery of language acquisition. Social Science departments are currently working with organizations including The LACOE Center for History and Social Studies Education to further support and assess student learning.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|Acronym Legend ACTFL - American Council on the Teaching of Foreign Language CAASPP - California Assessment of Student Performance and Progress CA NGSS - California Next Generation Science Standards CAST - California Science Test CCSS - Common Core State Standards CTE - Career and Technical Education ELA - English Language Arts ELD - English Language Development DELAC - District English Learner Advisory Committee ELAC - English Learner Advisory Committee ELPAC - English Language Proficiency Assessments for California LACOE - Los Angeles County Office of Education MCS - Model Curriculum Standards PBIS- Positive Behavior Intervention and Support PD - Professional Development PE - Physical Education PLC - Professional Learning Community PTA - Parent Teacher Association|2018 55724130112276|Gold Rush Charter|2||5|5|5|1|3|5|5|5|1|3|5|5|5|1|3|1|1|1|1|1|3|3|3|Met||2018 21654580000000|San Rafael City Elementary|2||4|4|4|4|4|4|4|4|3|4|4|4|4|4|4|1|4|4|4|4|4|3|3|Met||2018 37680230124321|Howard Gardner Community Charter|2|For Option 2, Question #4: Career Technical Education & World Languages does not apply to Howard Gardner Community Charter School, per its educational program outlined in its charter petition, and it serves grades K-8.|4|2|4|3|2|5|2|5|3|1|4|2|4|3|1|0|2|2|2|0|2|3|3|Met|The following is an explanation for questions ranked with “1” for the 2017-18 school year: • Question #2 History-Social Science: During the 2017-18 school year, teachers in grades 3 & 6 piloted two standards-aligned History/Social Science curriculum. The Curriculum Committee is currently researching and piloting curriculum this school year. • Question #3 History-Social Science: Our school is using Engage NY Curriculum and other resources for cross-curricular teaching in ELA and History. For Question #4: Career Technical Education & World Languages does not apply to Howard Gardner Community Charter School, per its educational program outlined in its charter petition, and it serves grades K-8.|2018 20651770000000|Alview-Dairyland Union Elementary|2||5|5|5|3|3|5|5|5|3|3|5|5|5|4|4|1|3|5|5|1|4|4|4|Met|The District has adopted curriculum specific to California State Common Core Standards in ELA, ELD, and Mathematics. In the Fall of 2017 curriculum was purchased to support Next Generation Science Standards in grades four, five, and eight. In addition, a mobile STEM lab was added in which students participate in project-based learning across all grade levels. Furthermore, a new History/Social Studies bridge aligned with CCSS was adopted in the spring of 2018. Our teachers have received extensive professional development in ELA, ELD, Math, and NGSS as well as classroom engagement training across all curricular areas.|2018 19647330100677|High Tech LA|2||5|3|4|4|5|5|2|5|3|5|5|2|5|3|5|4|4|4|4|4|4|4|4|Met||2018 17640140000000|Kelseyville Unified|2||3|3|3|3|3|3|3|5|3|3|3|3|3|3|3|3|4|4|4|4|4|4|4|Met||2018 43733870000000|Milpitas Unified|2||4|3|4|3|3|4|4|4|3|3|3|3|3|3|3|3|3|4|3|3|3|3|2|Met|As part of the LCAP the strategy has been to strengthen PLC's and begin implementation of the MTSS model. It has been challenging personalized professional development.|2018 38684780000000|San Francisco Unified|2||4|4|5|3|4|4|4|5|3|4|4|4|4|4|4|4|4|5|4|4|4|4|4|Met|SFUSD continues to implement content standards in each of the subject areas identified in this survey. While continuing to implement the current CA History/Social Studies Standards, SFUSD is in the initial stages of updating these materials to reflect the more recently adopted 2016 History/Social Studies Framework. SFUSD continues to make significant investments in professional development for teachers, both at the school level (as reflected in professional development time, teacher collaboration time, coaching, and presentations) and at the district level (as reflected in principal professional development, principal coaching, school visits, teacher professional development and coaching, and teacher credentialing and induction support.)|2018 19101990106880|Jardin de la Infancia|2|For Option 2, Question #4: Career Technical Education and World Languages do not apply to Jardin de la Infancia Charter School as it serves grades TK-1.|3|3|4|3|3|4|4|4|4|4|4|4|4|4|4|0|4|4|4|0|4|4|4|Met|For Question #4: Career Technical Education and World Languages do not apply to Jardin de la Infancia Charter School as it serves grades TK-1.|2018 38103890000000|San Francisco County Office of Education|2||4|4|5|3|4|4|4|5|3|4|4|4|4|4|4|4|4|5|4|4|4|4|4|Met|SFUSD/SFCOE continues to implement content standards in each of the subject areas identified in this survey. While continuing to implement the current CA History/Social Studies Standards, SFUSD is in the initial stages of updating these materials to reflect the more recently adopted 2016 History/Social Studies Framework. SFUSD continues to make significant investments in professional development for teachers, both at the school level (as reflected in professional development time, teacher collaboration time, coaching, and presentations) and at the district level (as reflected in principal professional development, principal coaching, school visits, teacher professional development and coaching, and teacher credentialing and induction support.) San Francisco operates as both a County Office of Education and a Unified School District. We are reporting the same metrics for both entities.|2018 30665300134221|Kinetic Academy|2|For Option 2, Question #4: CTE and World Languages do not apply to Kinetic Academy as it serves grades K-6.|2|2|3|3|2|4|4|4|4|4|4|3|3|3|3|0|3|4|3|0|3|2|3|Met|For Question #4: CTE and World Languages do not apply to Kinetic Academy as it serves grades K-6.|2018 54721990000000|Terra Bella Union Elementary|2||2|2|4|1|1|3|1|4|1|1|3|2|4|1|1|1|2|2|4|1|4|4|4|Met||2018 36678760109850|Public Safety Academy|2||5|5|5|4|4|5|5|5|5|4|5|5|5|5|4|5|5|5|4|5|4|4|4|Met||2018 30103060134288|Scholarship Prep Charter|2||4|4|4|4|4|4|3|4|4|4|4|4|4|4|4|1|3|4|4|4|4|4|4|Met||2018 19768690131128|Da Vinci Communications High|2|ACTIONS & SERVICES (2017-18): Da Vinci Communications students all have year-long access to online math and foreign language software or textbooks that provide curriculum and assessment for students at their own individualized pace as well as hard copy physics textbooks to implement a project-based learning (PBL) science curriculum. Da Vinci Communications focused on teacher recruitment and a comprehensive interview process, as well as coordinated BTSA participation activities, and provided teacher assistance in transferring credential information. Da Vinci Communications teachers participate in professional development activities both on and off campus to increase their ability to integrate Common Core Standards with 21st Century Skills. The school provides 21 days of professional development time per year on-site in order to develop their curriculum and projects, and teachers collaboratively plan curriculum to ensure Common Core Standards are being met. Professional development sessions included industry trips for teachers, common core training, and PBL training. Teachers at Da Vinci Communications were tasked with a lower total student load and be provided with double the preparation time as a teacher in a traditional 5 out of 6 period model. This model is principally directed toward targeted unduplicated count students and also serves all students by reducing student load and provides collaboration time that allows teachers to support targeted and other students through office hours and other individual supports. This extra time was spent developing real world project based, common core guided curriculum. This extra prep time and lower student load aligns with research showing that while class size has a very small effect on student performance, overall student load has a large effect. This system also imitates international systems such as Japan's, where teachers are given much more time to plan, reflect and work with job-alike peers to develop strong curriculum with professional and individual buy-in. ANNUAL STAFF SURVEY INDICATORS (2017-18): Nearly 80% of teachers agreed or strongly agreed that with effort they could reach even the most challenging students, a decline from last year with two additional teachers reporting that they neither agreed nor disagreed with the statement. No teachers disagreed or strongly disagreed that with effort they could reach even the most challenging students. 88% of teachers agreed or strongly agreed that the professional development at Da Vinci Communications helped improve their instructional practice, again, with two fewer teachers responding positively than in the previous year.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 37769010134429|Thrive Public|2|For Question #4: Physical Education Standards does not apply to Thrive Public Schools, as it does not provide Physical Education per its charter petition.|4|3|3|3|3|5|3|4|4|5|5|3|4|4|4|2|3|0|4|4|5|5|4|Met|For Question #4: Physical Education Standards does not apply to Thrive Public Schools, as it does not provide Physical Education per its charter petition.|2018 37103710136085|Scholarship Prep - Oceanside|2||3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|1|2|3|3|3|3|3|3|Met||2018 33672070000000|Perris Union High|2||3|4|3|3|4|3|4|4|2|5|4|4|4|4|4|3|3|3|3|3|3|3|3|Met||2018 07617546118087|Eagle Peak Montessori|2|Eagle Peak Montessori uses the Montessori curriculum and methodology to deliver the Common Core Standards and NGSS to students in grades 1-8. Our staff created a matrix to ensure that the curriculum covers all of the standards.Our curriculum utilizes didactic materials whenever possible to teach concepts, as well as small group instruction and peer instruction. We administer the NWEA twice a year to measure the growth of students. The Montessori methodology includes formative assessment into daily practice as well. These assessments in addition to the California Assessment of Student Performance and Progress, allow us to measure the success of our students in these standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 27102720000000|Monterey County Office of Education|2||3|3|3|3|3|4|4|3|2|2|3|3|2|2|2|3|2|2|2|1|2|2|2|Met||2018 19647336114912|Watts Learning Center|2|For Option 2, Question 4: Career Technical Education, Health, and World Languages do not apply to WLC – Elementary School as it serves grades TK-5.|4|3|4|1|0|4|4|4|1|1|4|3|4|1|1|0|0|2|3|0|4|4|3|Met|The following is an explanation for questions ranked with “1” for the 2017-18 school year: • Question #1 History/Science: The Principal and Leadership developed the professional development for the 2018-19 school year, and identified resources and trainings for schoolwide implementation in the 2018-19 school year. WLC – Elementary School will provide Professional Development (PD) to all teachers in the 2018-19 school year on the History/Social Studies Standards, and NGSS. In addition, during professional development and grade level meetings, our teachers will develop curriculum guides for each grade level that integrate NGSS and Social Studies Standards to the ELA/Math Curriculum guides. • Question 2: History & NGSS: In the 2017-18 school year, the Principal and school’s leadership team reviewed and provided input/feedback on which standards aligned curriculum to adopt for the 2018-19 school year. • Question #3: History & NGSS: In the 2018-19 school year, the Principal will conduct ongoing classroom observations and walkthroughs to ensure the delivery of History and Science standards takes place across all grade levels, and will observe for the quality and effectiveness of the pedagogical strategies used, to ensure that all students are engaged and learning. For Question 4: Career Technical Education, Health, and World Languages do not apply to WLC – Elementary School as it serves grades TK-5.|2018 19647330120527|Watts Learning Center Charter Middle|2|For Option 2, Question #4: Career Technical Education, Health, VAPA and World Languages do not apply to WLC – Middle School as it serves grades 6-8.|4|3|4|1|4|4|4|4|2|3|4|3|4|2|3|0|0|2|0|0|4|4|3|Met|The following question had a ranking of “1” for the 2017-18 school year. • Question #1: During the 2017-18 school year, members of our Instructional Leadership Team attended various NGSS workshops to assess which professional development would be appropriate for our Science Department. For the 2018-19 all Science teachers will receive extensive professional development on the NGSS to provide our students with authentic learning experiences. For Question #4: Career Technical Education, Health, VAPA and World Languages do not apply to WLC – Middle School as it serves grades 6-8.|2018 01100170124172|Yu Ming Charter|2|For Option 2, Question #4: Career Technical Education, & Health Education Standards do not apply to Yu Ming Charter School's educational program as outlined in its approved petition, and it serves grades K-8.|3|3|4|3|3|3|4|5|4|3|4|4|4|3|3|0|0|3|4|5|5|5|4|Met|For Question #4: Career Technical Education, & Health Education Standards do not apply to Yu Ming Charter School's educational program as outlined in its approved petition, and it serves grades K-8.|2018 34674470000000|San Juan Unified|2||4|4|4|3|2|3|3|4|2|2|3|3|3|1|1|3|2|5|3|3|4|4|3|Met|For three years San Juan has used a Standards Implementation Self-Assessment completed by all teachers. The focus of the assessment has been on English language arts, math, 6 – 12 literacy, English language development and science standards. Using the results of that tool and a survey of the staff who support other content areas, the state tool was completed as seen above. A standards implementation update including the results of Common Core Standards Implementation Rubric was presented to the board on May 8, 2018. This information is included in the 2017 – 2020 approved Local Control and Accountability Plan in sections 1.8. For question 4, the rating was completed based on the implementation of the standards for students enrolled in courses that address the listed standards. Results from the Common Core Implementation Survey were presented to the Board of Education on May 3, 2018 and the local measures were presented and approved by the Board of Education on September 25, 2018. The minutes from the Board meetings can be found at https://www.sanjuan.edu/Page/361.|2018 19648650000000|Palos Verdes Peninsula Unified|2|Teachers in all grade levels have attended district-led professional development and workshops for all content areas. All trainings include a component of planning and implementation prep time, as well as the opportunity for follow up and coaching/observation opportunities for participating teachers with district instructional specialists. All workshops and trainings include post-event surveys for participating teachers to gather input on effectiveness of the professional development. PVPUSD has made significant progress in implementing the State Board of Education adopted standards: Mathematics, English Language Arts (ELA), English Language Development, Career Technical Education, Health Education Content Standards, Physical Education, Visual and Performing Arts and World Language. Particularly in the area of mathematics and English Language Arts, PVPUSD has continued success with an adoption of new materials K-12 for mathematics and Intermediate ELA. Elementary schools are currently implementing new materials for ELA (Year 1) and there is initial implementation of Next Generation Science Standards at all levels. Due to the recent adoption of the History Social Science Framework, PVPUSD is at the exploration/beginning development stages for adoption consideration, and continues to provide professional development to teachers on the changes to the framework/standards. Collectively and individually, all PVPUSD teachers representing the areas listed above have participated in weekly collaboration, as well as professional development to unpack and investigate changes in standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 43696170000000|Mount Pleasant Elementary|2||3|3|4|3|3|3|3|5|2|3|3|3|4|3|3|2|3|3|3|3|4|4|3|Met||2018 19647330133702|New Los Angeles Charter Elementary|2|For Option #2, Question #4: Career Technical Education & World Languages does not apply to New Los Angeles Charter Elementary School as it served grades K-2 in the 2017-18 school year.|5|3|5|5|5|5|3|5|5|5|5|3|5|5|5|0|3|5|5|0|5|5|5|Met|For Question #4: Career Technical Education & World Languages does not apply to New Los Angeles Charter Elementary School as it served grades K-2 in the 2017-18 school year.|2018 15637190000000|Pond Union Elementary|2|English Language Arts – Common Core State Standards for English Language Arts-Common Core assessments are given to all students three times a year. Strengths and weaknees are evaluated and teaching focuses are adjusted. Areas are: Narrative Writing, Vocabulary, and Reading Comprehension English Language Development (Aligned to Common Core State Standards for English Language Arts) Con Lit materials and assessments are used and monitored throughout the year. ELD groups are flexile and changed based on need. Mathematics – Common Core State Standards for Mathematics Common Core assessments are given to all students three times a year. Teachers meet and discuss results and teaching adjustments are made. Next Generation Science Standards Pond School is in the process of identifying materials and assessments in this area. History-Social Science Pond school is in the process of identifying materials and assessments in this area Health Education Content Standards This area has been integrated into other curricular areas like science Physical Education Model Content Standards Pond participates in the FITNESSGRAM goals Visual and Performing Arts This area in also integrated into other academic curricular areas|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Not Met|This area is primarily addressed additional work is needed in History Social Studies and Science|2018 28662410000000|Calistoga Joint Unified|2||4|4|4|3|1|4|4|4|2|2|4|4|4|2|2|5|1|5|5|5|4|4|4|Met||2018 27660500000000|King City Union|2||4|4|4|1|1|5|5|5|1|1|4|4|4|1|1|1|3|4|3|1|3|2|3|Met|In 2017/2018 KCUSD completed the second year of implementation of the recently adopted English Language Arts/English Language Development program and the first year of the Mathematics program, both of which are aligned to the California Common Core State Standards. Additionally, professional development in mathematics continued on a monthly basis for grade level teams at each site. Recognizing that two consecutive years of implementation of a new adopted program can be challenging, proceeding with adoption of new curriculum in Science and Social Studies is progressing slowly to allow time for expertise in ELA/ELD and Mathematics to develop. Weekly collaboration for teachers and administration at all grade levels continues to be provided with a focus on implementation of standards, student data, and lesson design to meet the needs of all students.|2018 20764140000000|Yosemite Unified|2||2|2|2|1|1|2|2|2|1|1|2|2|2|2|2|2|1|1|1|1|2|2|2|Met|District has recently added an administrative position and charged this person with overseeing curriculum and instruction. Largely due to this the district is developing a PD plan that will include training for all teachers on the state standards. District has also provided all teachers with two days of PD prior to school starting--one day the emphasis was on social-emotional learning, the second day was spent reviewing dashboard data, teaching about standards and best practices, such as UDL. District is also teaching leadership about the Three Minute Walkthrough protocol and will begin implementation soon. And district is setting up training for admin in PLCs. All admin also participated in a data summit over the summer, during which they synthesized data for their sites and presented it to the broader team, including identifying areas of strength and needed improvement.|2018 49402530000000|Santa Rosa City Schools|2||4|3|4|3|3|3|3|4|3|3|3|2|3|3|2|3|2|4|4|3|3|3|3|Met|Secondary math and science have adopted integrated curriculum so will be slowly rolling out new courses over the next three years. For these reasons, math and science is in initial implementation in assuring standards and performance expectations are met in the new pathways as well as developing an understanding of what areas for professional learning to focus in for individual teachers and groups. English has been working with their standards in their current framework and have fully implemented standards and professional learning. English is not fully at sustainability yet but is nearing this due to the Collaborative Curriculum Design units being completed. We expect to have all CCD units created at the elementary and secondary level this school year. The next step is to decide if the elementary team would like to purchase an ELD curriculum that supports our CCD work or if they prefer to create their own designated ELD units tied the existing units of study. At the secondary level, the teams must decide on programs to pilot and, perhaps create designated ELD units for those units already created. Curriculum for elementary is current and updated...now in the stages of continued training and professional development. CCD units will be completed and presented to the Board in spring. CTE: Professional development has been provided for the CTE Model Curriculum Standards and based on identified needs. CTE Programs are identifying additional program goals.|2018 51714640000000|Yuba City Unified|2||5|4|4|3|3|5|4|5|3|2|4|4|4|3|3|4|2|5|3|4|5|3|3|Met||2018 49753900124230|Healdsburg Charter|2||4|4|4|3|3|4|4|4|2|2|5|5|5|4|3|5|4|5|5|4|5|5|5|Met||2018 28662666026983|Napa Valley Language Academy|2||4|3|4|2|2|5|3|5|4|3|5|4|5|2|2|1|1|5|5|5|4|3|4|Met||2018 19647336117048|ICEF View Park Preparatory Elementary|2|For Option 2, Question #4: Career Technical Education, and World Languages do not apply to ICEF View Park Preparatory Charter School’s educational program outlined in its charter petition, as it serves grades TK-5.|3|2|3|2|2|3|3|3|2|2|3|2|3|2|2|0|4|4|3|0|4|4|3|Met|For Question #4: Career Technical Education, and World Languages do not apply to ICEF View Park Preparatory Charter School’s educational program outlined in its charter petition, as it serves grades TK-5.|2018 49709380120121|REACH|2||3|1|4|4|4|4|1|5|4|4|3|1|3|3|3|1|2|3|4|2|3|4|3|Met||2018 41690880000000|Woodside Elementary|2||5|3|5|5|5|5|3|5|5|5|5|3|5|5|5|2|3|4|4|5|5|5|5|Met||2018 19768690119636|Da Vinci Design|2|ACTIONS & SERVICES (2017-18): Students are all provided access to the online e-book version of CPM, College Preparatory Mathematics, to engage in both at school and at home in mathematics practice. Additionally, in lieu of textbooks, teachers at Da Vinci Design create much of their own course curriculum, which is distributed directly to students and also posted on teacher websites for online access. We ensure that all students have access to any books or texts they will need to perform in the class. Curriculum and skills covered in each class are reviewed annually to ensure accessibility, relevancy, and rigor that meet the needs of our high school students. The Da Vinci Design math team participates in MLC (Math Leadership Corps) alongside Loyola Marymount University to strengthen our math program. Da Vinci Design teachers participate in professional development activities both on and off campus to increase their ability to integrate Common Core Standards with 21st Century Skills. The school provides 21 days of professional development time per year on-site in order to develop their curriculum and projects, and teachers vertically plan curriculum with their department teams to ensure Common Core Standards are being met. Da Vinci Design teachers also attended off-site leadership, teaching and learning conferences (ASCD, CCSA, SXSW EDU, etc.). Additional content specific trainings and opportunities were available for the Da Vinci math team at the National Council of Teachers of Mathematics (NCTM) conference and in College Preparatory Mathematics (CPM), and for the science team at the National Science Teachers Association (NSTA) conference and the California Science Teachers Association (CSTA) conference. Services for teachers that benefitted all Da Vinci Design students included hiring credentialed teachers and properly placing them, providing support to intern credential holders or those from out of state in obtaining proper credentials, assistance for teachers in gaining preliminary and clear credentials, and utilizing teacher recruitment via hiring symposiums. Da Vinci Design also partially covered BTSA program costs for new teachers. ANNUAL STAFF SURVEY INDICATORS (2017-18): 70% of teachers agreed or strongly agreed that with effort they could reach even the most challenging students, a decline from last year with six additional teachers reporting that they were neutral or disagreed with the statement. No teachers strongly disagreed that with effort they could reach even the most challenging students. Although the rate that teachers agreed or strongly agreed that the professional development at Da Vinci Design helped improve their instructional practice, declined slightly from the previous year, dropping to 57% in 2017-18 from just below 60% in 2016-17, only two fewer teachers agreed or strongly agreed with the statement in 2017-18 than in 2016-17.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 49710356052377|Wright Charter|2||5|2|5|2|1|5|3|5|2|1|5|2|5|2|1|1|1|1|1|1|4|3|3|Met||2018 37737910000000|San Marcos Unified|2||5|4|4|3|2|5|5|3|2|1|4|4|4|2|2|4|3|4|4|4|4|3|3|Met|Leadership team members individually responded to the reflection tool survey. The responses reflect the progress with the District's multi-year plan of implementation. The District has focused on the implementation of English language arts and mathematics state standards Kindergarten through twelfth grade. Units of study have been developed for both English language arts and mathematics for all grade-levels/courses. Textbooks for English language arts and English language development have been purchased for Kindergarten-12th grade. Textbooks in mathematics have been purchased for grades 6-12. A variety of common resources are used for mathematics at the elementary level at this time. Grades 6-12 teachers have engaged in professional learning and curriculum development in science. No resources have been adopted at this point in time. A cadre of elementary teachers have been building their knowledge of science standards to take a leadership role once the District is poised to implement the next generation science standards at the elementary level district-wide. All teachers have weekly collaboration time through early release or late start schedules in addition to their planning time. The District employs teachers credentialed in physical education and in music at all levels, elementary and secondary, to implement the state standards in those areas.|2018 49753900000000|Healdsburg Unified|2||4|4|4|3|3|4|4|4|2|2|5|5|5|4|3|5|4|5|5|5|5|5|5|Met|HUSD has a systematic, layered approach to adopting California state standards and frameworks. The district began significant curricular and instructional changes with the adoption of state approved instructional materials and professional learning around Common Core State Standards in Mathematics and ELA/ELD. Pilots of state approved instructional materials by teachers led to quantitative and qualitative analysis of different programs and a subsequent selection that best matched the needs of students in the district. Purchase and full implementation through professional learning and support followed. Currently, the district is fully implementing and sustaining ELA, ELD, and Mathematics standards and curriculum. The district has initiated implementation of the History-Social Science Framework. This includes examination, piloting, and selection of standards-aligned curriculum and materials at the secondary level. In coming years, HUSD plans to increase focus and implementation of the History-Social Science Framework at the elementary level and initiate implementation of the Next Generation Science Standards (NGSS). In the implementation of state academic standards, HUSD has utilized research-based practices in teacher learning, such as job-embedded coaching and collaborative learning communities. HUSD leadership and stakeholders utilized the state reflection tool to identify the implementation progress for the 2018 California School Dashboard|2018 43693696046247|Aptitud Community Academy at Goss|2||3|2|3|2|3|3|2|3|2|3|3|2|3|2|3|1|2|3|2|1|3|3|3|Met|Aptitud Community Academy at Goss provided three teacher Professional Development Days for the 2017-2018 school year where learning opportunities were offered in the areas of NGSS, Mathematics, ELA, ELD, Technology integration, Small Group instruction, and best practices. Other professional developments opportunities for the school year included District-led Math PLCs, follow up training on core curriculum, ELD Framework, and NGSS. We have instructional materials that are CCSS aligned followed by training for all teachers. Principal and Assistant Principal engage in ongoing walkthroughs looking for objectives, standards-aligned teaching, use of adopted curriculum and implementation of EL supports. Student engagement strategies and small group instruction have been one of our ongoing focuses. Teachers engaged in monthly grade level collaboration sessions where they set goals, analysed data, and shared best practices.|2018 19768690119016|Da Vinci Science|2|ACTIONS & SERVICES (2017-2018): Students are all provided access to the online e-book version of CPM, College Preparatory Mathematics, to engage in both at school and at home in mathematics practice. Da Vinci Science also focuses on teacher recruitment and has a comprehensive interview process. The school also coordinates BTSA participation activities and teachers were provided assistance in transferring credential information. Da Vinci Science teachers participate in professional development activities both on and off campus to increase their ability to integrate Common Core Standards with 21st Century Skills. The school provides 21 days of professional development time per year on-site in order to develop their curriculum and projects, and teachers collaboratively plan curriculum to ensure Common Core Standards are being met. At Da Vinci Science, each grade-level team has 6 teachers, one per content area, so that each teacher teaches students from only one grade level, and teams of six teachers have greater ability to identify and support struggling students. This model is principally directed toward targeted unduplicated count students and also serves all students by reducing student load and providing collaboration time that allows teachers to support targeted and other students through office hours and other individual supports. This means that teachers have more prep time during the week and there is a lower school-wide student-to-teacher ratio than at comparable large public high schools. ANNUAL STAFF SURVEY INDICATORS (2017-18): 71% of teachers agreed or strongly agreed that with effort they could reach even the most challenging students, though this rate is lower than on the same indicator for the previous two years. 94% of teachers agreed or strongly agreed that the professional development at Da Vinci Science helped improve their instructional practice, a rate consistent with the previous two years’ surveys.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 36677850000000|Mountain View Elementary|2|The locally selected measure that the district is using to track its progress in implementing the state academic standards is reflection with the District Curriculum Council (DCC) and site and district administrators . This local decision was made because it was felt that this would best represent the status of implementation of standards within the district. English Language Arts/ English Language Development - Teachers were provided with training and instructional materials aligned to the current ELA/ELD standards during the 2017-18 school year. Implementation of new instructional materials is the last step in full implementation. Mathematics - Training and new instructional materials aligned to the standards was provided during the 2016-17 school year. We are finding that the transition to the new math standards takes time. We are continuing to provide professional development on the rigorous content standards as well as the Standards for Mathematical Practices. Teachers receive regular training throughout the school year and are given time to collaborate around data to guide instruction and build standards mastery. Next Generation Science Standards – Four days of training is being provided for all teachers in grades 2-8 over the course of the school year. This is our third year providing intensive training to our middle school science department as they are fully implementing the recommended Integrated Model of standards (6-8). Teachers in grades TK-1 will begin receiving training during the 2019-20 school year. When the training plan for NGSS is fully executed, each teacher should have received four days of training for three consecutive years at a minimum. History-Social Science – As reflected in the framework, we will be shifting our instructional model to include more opportunities for inquiry. Adoption of new instructional materials is anticipated in 2018-19 school to give us the time needed to effectively review and possibly pilot materials. Career Technical Education – N/A – We are a K-8 District. Health Education Content Standards - Health standards are integrated into science instruction. Physical Education Model Content Standards- Our teachers provide grade level specific standards-based instruction to all students (TK-8) on a regular basis. Students in grades one through five receive instruction for a minimum of 200 minutes each 10 school days, while students in grades 6-8 receive instruction for a minimum of 400 minutes each 10 school days. Visual and Performing Arts - VAPA standards are taught to students in TK-5 during music instruction, classroom arts instruction and in a grade-level Integrated Arts presentation. Standards are taught to students in grades 6-8 via a band, choir and arts elective program. The arts are integrated into core curriculum as appropriate. World Language - Students taking this course are exposed to the early stages of the content standards in Spanish IA & IB.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647336119044|Multicultural Learning Center|2||5|4|4|4|4|5|5|4|4|4|5|5|5|5|5|2|3|4|4|5|5|5|5|Met||2018 36750440114389|Mirus Secondary|2|Mirus annually measures its progress in implementing the state adopted academic standards through (1) curriculum alignment (percent of courses aligned), (2) quantity and quality of professional learning, and (3) evaluation of instructional programs. (1) Curriculum Alignment: 100% of core courses are aligned to Common Core State Standards (CCSS) in English Language Arts (ELA), Mathematics, and History-Social Science. Mirus has aligned 100% of Career Technical Education, Health Education, Physical Education, and World Language courses. 100% of ELA and History-Social Science courses are aligned to California English Language Development (ELD) standards. The school’s curriculum development plan includes specific timelines for each new core course to be aligned to ELD standards. Mirus is on target to align 100% of core Science courses to the Next Generation Science Standards (NGSS). Currently, 40% of core science courses are aligned to NGSS based on the CA Science Curriculum Framework that was approved by the SBE in November 2016. Currently at 80%, Mirus is on target to align 100% of Visual and Performing Arts courses. (2) The school measures the quantity (number of hours) and quality (evaluation of high relevancy) of professional learning for teaching to the state adopted academic standards and curriculum frameworks in ELA, ELD, Math, NGSS, and History- Social Science. Currently, teachers at the school exceed the professional development participation target of 60 hours. 95% of teachers report high levels of relevancy of the professional development trainings they attend. (3) The school measures its progress in implementing programs to support staff in identifying areas where they can improve in delivering instruction aligned to academic standards. Instructional Leaders provide informal and formal supports to instructional staff on a weekly, monthly and annual basis. Through Resource Center Observations, staff are given actionable feedback on the delivery of instruction in ELA, ELD, Math, NGSS, and History-Social Science. Formal observations are incorporated into each teacher’s annual Scorecard (evaluation) review. Mirus Secondary School reported Local Indicator Priority 2 results at the October 25, 2018 Board of Directors meeting.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647336121081|ICEF View Park Preparatory Middle|2|For Option #2, Question #4: Career Technical Education, and World Languages do not apply to ICEF View Park Preparatory Charter Middle School as it serves grades 6-8 and per its educational program outlined in its charter petition.|3|2|3|2|2|3|3|3|2|2|3|2|3|2|2|0|4|4|3|0|4|4|3|Met|For Question #4: Career Technical Education, and World Languages do not apply to ICEF View Park Preparatory Charter Middle School as it serves grades 6-8 and per its educational program outlined in its charter petition.|2018 01612590123711|Vincent Academy|2|ELA/History Social Science and Science Common Core based Units across Grade levels with a focus on Academic Language, DOK and Studio Habits and a strong Writing Component. SIPPS instruction and Rhime Time provide phonics instruction with daily Leveled Reading Core Based Unit Assessments Developmental Reading Assessments TK Only- IGD and FAST Bridge ELD - Designated and Integrated ELD instruction; emphasis on asset- based MATH- Khan, Reflex Math, Zearn SCIENCE- Integrated Instruction, Foss VAPA- Integrated Instruction|4|3|5|3|3|0|4|4|3|3|5|3|5|3|5|2|2|3|5|0|4|4|5|Met||2018 37680490000000|Dehesa Elementary|2||4|3|5|3|2|4|3|5|3|2|4|3|5|3|2|2|3|2|2|2|4|3|3|Met||2018 19647330101196|ICEF View Park Preparatory High|2|For Option 2, Question 4: Career Technical Education does not apply to ICEF View Park Preparatory Charter High School per its educational program outlined in the school’s charter petition.|3|2|3|2|2|3|3|3|2|2|3|2|3|2|2|0|4|4|3|3|4|4|3|Met|For Question 4: Career Technical Education does not apply to ICEF View Park Preparatory Charter High School per its educational program outlined in the school’s charter petition.|2018 09100900123521|Charter Alternative Program (CAP)|2||4|4|4|4|3|5|4|4|4|4|5|4|5|4|4|4|4|4|4|4|4|4|4|Met|Charter Home Study Academy provides a rigorous program base that meets or exceed State Standards. Grade level courses of study are used with each individual student as appropriate. Academic skills and higher-level thinking skills are taught using units based on singular or cross-curricular subject areas. We utilize instructional technology to enhance instruction, better meet students’ learning needs, and improve access to the curriculum. State approved instructional materials are provided to all students for core content as part of a comprehensive plan to ensure that all students will be college and career ready. In order to determine and regularly assess students’ needs and progress, the NWEA assessment system is utilized. Annual stakeholder surveys - which are given to parents, staff, and community members - address a variety of quality school indicators and continue to be positive, including reporting a positive, safe school culture.|2018 19646340120303|ICEF Inglewood Elementary Charter Academy|2|For Option 2, Question #4: Career Technical Education, and World Languages do not apply to ICEF Inglewood Elementary Academy’s educational program outlined in its charter petition, as it serves grades TK-5.|3|2|3|2|1|3|2|3|2|1|4|2|4|2|1|0|2|4|4|0|4|4|4|Met|The following is an explanation for questions ranked with a “1” for the 2017-18 school year: • Question 1: The school is researching Professional Developments offered by the Los Angeles County of Education (LACOE) to provide our Instructional Leadership Team (ILT). The ILT will then provide Professional Development to the instructional staff in grade levels teams during Professional Learning Community (PLC) time. • Question 2: The ILT has selected reading materials (read alouds, informational texts, novels) to integrate into the Readers and Writer's workshops that align with History-Social Science CA Content Standards. The Instructional Specialist is also reviewing sample curricular materials to pilot for the 2019-2020 school year. • Question 3: The Principal and Instructional Specialist will conduct formative check-ins with members of the ILT to discuss implementation of History-Social Science reading materials in Readers and Writers workshop. The ILT will also provide input and recommendations for the purchase and adoption of curricular materials for the 2019-2020 school year. For Question #4: Career Technical Education, and World Languages do not apply to ICEF Inglewood Elementary Academy’s educational program outlined in its charter petition, as it serves grades TK-5.|2018 19646340120311|ICEF Inglewood Middle Charter Academy|2|For Option 2, Question #4: Career Technical Education, and World Languages do not apply to ICEF Inglewood Middle Academy as it serves grades 6-8 and per its educational program outlined in its charter petition.|3|2|3|2|2|3|3|3|2|2|3|2|3|2|2|0|4|4|3|0|4|4|3|Met|For Question #4: Career Technical Education, and World Languages do not apply to ICEF Inglewood Middle Academy as it serves grades 6-8 and per its educational program outlined in its charter petition.|2018 19647330117937|ICEF Vista Elementary Academy|2|For Option 2, Question #4: Career Technical Education, and World Languages do not apply to ICEF Vista Elementary Academy’s educational program outlined in its charter petition, as it serves grades TK-5.|4|1|3|2|2|4|1|4|2|2|4|1|4|2|2|0|3|4|4|0|4|4|3|Met|The following is an explanation for questions ranked with a “1” for the 2017-18 school year: • Questions #1: Teachers have received professional development where they were familiarized with the ELD standards and learned different strategies for integrating them throughout the curriculum, In the 2018-2019 school year, the plan is to dive deeper into the ELD standards with returning teachers and provide training on them for all new teachers as well. • Question #2: ICEF Vista Elementary Academy has recently added another component to our ELD block. In 2017-2018 school year, we utilized the English 3D program during ELD instruction. For the 2018-2019 school year, we are adding another online component, BrainPop ELL, to help support our English Learners. • Question #3: As part of our staff development program, teachers and staff engaged in peer observations. For some more novice teachers, our EL Coordinator accompanied them into the classroom to help identify strong instructional practices, including those that could help our English Learners be more successful. For the 2018-2019 school year, we will continue with peer observations and focus many of our classroom observations on the use of academic discourse amongst scholars. For Question #4: Career Technical Education, and World Languages do not apply to ICEF Vista Elementary Academy’s educational program outlined in its charter petition, as it serves grades TK-5.|2018 19647330115287|ICEF Vista Middle Academy|2|For Option 2, Question #4: Career Technical Education, and World Languages do not apply to ICEF Vista Middle Academy’s educational program outlined in its charter petition, as it serves grades 6-8.|4|1|3|2|2|4|1|4|2|2|4|1|4|2|2|0|3|4|4|0|4|4|3|Met|The following is an explanation for questions ranked with a “1” for the 2017-18 school year: • Questions #1: Teachers have received professional development where they were familiarized with the ELD standards and learned different strategies for integrating them throughout the curriculum, In the 2018-2019 school year, the plan is to dive deeper into the ELD standards with returning teachers and provide training on them for all new teachers as well. • Question #2: ICEF Vista Middle Academy has recently added another component to our ELD block. In 2017-2018 school year, we utilized the English 3D program during ELD instruction. For the 2018-2019 school year, we are adding another online component, BrainPop ELL, to help support our English Learners. • Question #3: As part of our staff development program, teachers and staff engaged in peer observations. For some more novice teachers, our EL Coordinator accompanied them into the classroom to help identify strong instructional practices, including those that could help our English Learners be more successful. For the 2018-2019 school year, we will continue with peer observations and focus many of our classroom observations on the use of academic discourse amongst scholars. Question #4: Career Technical Education, and World Languages do not apply to ICEF Vista Middle Academy’s educational program outlined in its charter petition, as it serves grades 6-8.|2018 19647330117952|ICEF Innovation Los Angeles Charter|2|For Option 2, Question #4: Career Technical Education, and World Languages do not apply to ICEF Innovation Los Angeles Charter School’s educational program outlined in its charter petition, as it serves grades TK-5.|3|2|3|2|2|3|3|3|2|2|3|2|3|2|2|0|4|4|3|0|4|4|3|Met|For Question #4: Career Technical Education, and World Languages do not apply to ICEF Innovation Los Angeles Charter School’s educational program outlined in its charter petition, as it serves grades TK-5.|2018 12628930000000|Jacoby Creek Elementary|2||5|4|5|3|3|5|4|5|3|3|4|4|4|3|3|3|3|4|4|3|4|4|4|Met||2018 50736010000000|Newman-Crows Landing Unified|2||4|4|5|3|3|5|5|5|2|3|5|4|5|3|3|4|4|5|4|4|5|4|4|Met||2018 07617050000000|Knightsen Elementary|2||4|3|4|4|2|5|5|5|3|1|3|2|3|3|2|1|5|4|4|1|1|1|1|Not Met|The 2017-2018 school was one of unprecedented change for the Knightsen Elementary School District. There were many positions turned over and restructured within the district office. Likewise the Superintendent of 9 years transitioned out mid year. An interim Superintendent brought the district through much of the 2nd semester of the year. The Superintendent position was consolidated into a Principal/Superintendent role.|2018 01611190119222|Nea Community Learning Center|2|Nea is using reading intervention (K-5) and added a Middle School component this year. MAP assessments, Math Lab (Interventions), SBAC Interim Assessments, new learner diagnostics, and CAST pre-tests are used to measure the LEA's progress in implementing state standards. In addition, formal and informal evaluations conducted by administration guide our implementation progress. These tools were selected because they provide the clearest path for teachers to easily indicate a student's strengths and weaknesses. Teachers can use this information to help them guide instruction in the classroom. Nea is showing terrific progress in implementing the SBE standards. The staff will continue to hold monthly grade level, department, and staff meetings to guide the vertical and horizontal alignment of the curriculum and CCSS. In addition, Nea will continue to develop a comprehensive academic program that will enable English learners to access all California standards and ELD standards. Students will achieve grade-level academic standards while meeting EL proficiency levels.|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|1|4|4|4|4|4|4|4|Met|Nea learners access courses through Peralta Colleges to explore career and technical opportunities. Currently, Nea has 38 learners enrolled in college courses throughout the Peralta College network. Nea does not currently offer Career and Technical Education on campus as we needed to cut our former Career and Technical Education program due to budgetary constraints. We are currently in the exploration and research phase of potential partnership with our local community college which will bring courses to our campus.|2018 43694680000000|Fremont Union High|2|FUHSD LCAP Goal 2: All students will have access to a guaranteed and viable curriculum designed to help them pursue their passions and interests while preparing them for college and careers. In support of this effort there are over 130 collaborative or course-alike teams composed of school site or cross-district colleagues. Activities include: aligning units of study; agreeing on essential units of study; extending the number of common formative and summative assessments; examining student work to identify areas of focus for instruction; and developing rubrics for various modes of writing. FUHSD invests heavily in the professional development of teachers and provides a range of opportunities for teacher learning. Teacher curriculum leads in English-Language Arts, Mathematics, Science, and History-Social Science have release periods to help coordinate and plan the District’s course-alike work and professional development to develop content expertise, instructional practices, and leadership skills. Teachers of Algebra 1, Geometry, and Algebra 2 continue to develop Expectation Portfolios that define what students should know and be able to do. Math Analysis and Pre-Calculus Honors teachers worked together to define essential concepts for both courses, resulting in a course name change from Math Analysis to Pre-Calculus to more accurately convey a pathway for students. Workshops focused on Math Practices including the Construction of Viable Arguments as well as Modeling. Professional development for English teachers included Argumentative Writing, Providing Effective Feedback on student work, and a new series on Effective Research Practices. Workshops on transforming traditional units into ones more aligned with the Next Generation Science Standards expanded beyond Biology into Chemistry and Physics. A group of science teachers representing all courses met in Spring 2018 to begin discussions on a district approach to integrating NGSS standards across three main disciplines: Biology, Chemistry, and Physics. In Social Studies, sophomore World History teachers are focusing on the skills of synthesis and analysis. In support of English Language Learners, all new staff continue to participate in Academic Language Production workshop and ELD teachers meet regularly to develop and align curriculum. Career Technical Education teachers in industry pathways are collaborating across the district. Health Education Content Standards are delivered to students during their freshman year through Biology and Physical Education. Physical Education Model Content Standards are supported through collaborative efforts of teachers at their sites and department leads across the district. Visual and Performing Arts teachers are collaborating to extend student learning and professional development in instrumental and choral music and drama. World Language teacher collaboration includes curriculum development, performance task design, and calibration of scope and expectations.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 09100900000000|El Dorado County Office of Education|2|Golden Ridge and Blue Ridge Schools provide instruction to at-risk, incarcerated youth in what is considered to be a rural county. The school staff works with Probation as a closely connected team to ensure safety in the classroom, and to promote cohesiveness between school and life in the facility. We strive to improve instructional practices by using technology in the classroom to enhance access to current events and provide group instruction. Odysseyware is available for core content instruction, and Road Trip Nation is implemented to provide access to Career Technical Education and enhance College and Career Readiness. Golden Ridge and Blue Ridge Schools also work in collaboration with Probation to implement Community Works, a leadership and character development-based curriculum which aligns with state standards for English Language Arts (ELA) and College and Career Readiness. The students also have access to the local district-adopted textbooks as appropriate to facilitate transition between schools. In order to determine individual student needs, we use NWEA both as an initial baseline assessment and an ongoing tool to measure student progress. Stakeholder surveys are conducted, and the results of the student stakeholder surveys have indicated that students feel safe at school, enjoy direct and group instruction, and are interested in learning more about opportunities beyond high school, such as attending junior college, obtaining employment, or attending trade schools.|4|4|4|4|3|5|4|4|4|4|5|4|5|4|4|4|5|3|3|3|3|3|4|Met||2018 33669770000000|Alvord Unified|2||3|3|2|2|2|3|3|2|2|2|3|2|2|2|2|3|2|3|3|2|2|3|2|Met||2018 27659610000000|Alisal Union|2||5|5|4|3|2|5|5|5|2|2|5|5|5|3|2|3|3|3|3|3|5|5|4|Met|THIS REPORT WAS PROVIDED TO THE BOARD OF TRUSTEES AT AN OPEN SESSION ON THURSDAY AUGUST 9, 2018. The Local Control Accountability Plan (LCAP) acknowledges teacher feedback for determining goals and actions related to implementation of state academic standards as follows: -Goal 1 (Action 19-1s): Training was completed on implementation of the standards-based core program. Approximately 90% of all certificated staff have been trained in one or more areas of the core program professional development. -Goal 1 (Action 20-1t): Districtwide content area teachers on special assignment (TOSAs) provided services to all sites in the new CCSS content areas, including Grade Level Team (GLT) facilitation, demonstration lessons, staff and lesson development. -Based on the state's evaluation rubric, Alisal Union School District MET requirements for implementation of state academic standards.|2018 19647330129833|Global Education Academy 2|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|1|3|4|3|4|4|4|4|Met||2018 19647331931708|Chatsworth Charter High|2||4|4|4|3|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|4|4|Met||2018 10101080136291|Career Technical Education Charter|2||4|3|4|4|1|4|3|3|3|1|4|3|5|5|1|4|4|5|2|4|5|5|5|Met|Career Technical Education Charter High School currently has four months of data with students since the opening of our academic program in August of 2018. We currently have one teaching position in each content area addressing the 9th grade academic standards. Staff has had the opportunity to support the development of our education program and implementation of Common Core State Standards for one year proceeding the opening of our school site. Teachers currently meet weekly to discuss cross-curricular collaboration of content standards. We use a Project Based Learning model to support student learning and skill development in all subject areas, facilitating integration. Additionally, staff engages in professional growth with weekly peer observations and a co-teaching model of instruction.|2018 09100900930123|Charter Community School Home Study Academy|2||4|4|4|4|3|5|4|4|4|4|5|4|5|4|4|4|4|4|4|3|4|4|4|Met|The Charter Alternative Programs provide a rigorous program base that meets or exceed State Standards. Grade level courses of study are used with each individual student as appropriate. Academic skills and higher-level thinking skills are taught using units based on singular or cross-curricular subject areas. The Charter Alternative Programs provide instruction to many at-risk, suspended and/or expelled youth in a largely rural county. The school staff works with school districts, governmental agencies, and community-based organizations to ensure a safe school culture, to ensure positive attendance, to provide cohesive support structures to meet the needs of students and families. We utilize instructional technology to enhance instruction, better meet students’ learning needs, and improve access to the curriculum. State approved instructional materials are provided to all students for core content as part of a comprehensive plan to ensure that all students will be college and career ready. In order to determine and regularly assess students’ needs and progress, the NWEA assessment system is utilized. Annual stakeholder surveys - which are given to parents, staff, and community members - address a variety of quality school indicators and continue to be positive, including reporting a positive, safe school culture.|2018 31667790000000|Alta-Dutch Flat Union Elementary|2||3|3|3|3|3|4|3|4|2|3|3|3|3|2|3|3|3|3|2|2|3|3|3|Met||2018 49706720000000|Dunham Elementary|2||5|3|5|3|3|5|3|4|3|3|4|3|4|3|3|1|2|4|2|1|3|3|3|Met||2018 47704660000000|Siskiyou Union High|2||4|3|4|3|2|4|3|4|3|2|4|3|4|4|2|4|3|3|4|3|4|4|4|Met||2018 45104540111674|Chrysalis Charter|2|According to the LCFF, “Charter schools must address the priorities in Education Code section 52060(d) that apply to the grade levels served, or the nature of the program operated, by the charter school.” This local indicator (measuring our progress implementing state academic standards) does not apply to the nature of our program. Throughout the curriculum section of our charter is found phrases like “Therefore, our curriculum is open-ended and unpredictably varied from year to year. In order to develop competent, self-motivated life-long learners, the students’ learning will be a blend of teacher-directed and student-directed learning.” and “If students are to become competent, self-motivated, life-long learners, they must be given the opportunity to practice self-motivated learning. Their enthusiasms and interests must be empowered to alter the course of learning that happens in the classroom. This is a characteristic of Chrysalis. Students are supported in self-directing their learning.” The fact that our Smarter Balanced test scores are among the highest of all the elementary and middle schools in Shasta County, especially when compared to schools with a similar percentage of low income students, demonstrates that a standards-based approach is not the only model for successful education as measured by the standards-based metric. Fortunately, the Common Core State Standards and Next Generation Science Standards are well aligned with a central tenant of our educational philosophy – to teach for understanding. While the nature of our program allows us the flexibility to not implement the state standards, we feel that our emphasis on student-directed learning and teaching for understanding closely aligns with the current state standards and would be reflected in standardized state test scores, iReady test scores, and other local assessment measures.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|Not applicable|2018 49738820123786|Credo High|2|"As a college prep high school, Credo strives to qualify all graduates to have met the University of California's ""a-g"" admission standards. Credo has had over 80 courses reviewed and approved by U.C., and students must pass these courses with a minimum grade of of 70%. Course descriptions clearly articulate state standards content to be covered and skills to be developed, and assessment tools. Credo chose this curriculum content and these measures of assessment to assure that graduates are adequately prepared for admission to, and success in, a four-year college. Credo has been consistently successful, both in standardized testing results and also in ensuring 96% of graduates and met the U.C. requirements."|3|2|4|4|4|4|3|4|4|4|3|2|4|4|4|3|3|3|5|3|4|4|4|Met||2018 19647336017701|Kenter Canyon Elementary Charter|2|"Kenter Canyon affords its students daily opportunities to collaborate on rigorous common core aligned tasks, creating and responding to purposeful questions using academic language and citing evidence. We strive to build pathways for all students towards college and career readiness by focusing on effective delivery of CCSS-aligned instruction in English Language Arts, English Language Development, Mathematics; integration of inquiry-based scientific discovery through STEAM, character education, health, and cohesive grad level programs. Kenter Canyonis at full implementation of the English Language Arts (ELA), English Language Development (ELD) and mathematics standards. Teachers have been provided professional learning opportunities on the ELA and math standards since 2011 and has implemented new ELA/ELD instructional programs for grades K-5. Teachers received introductory face-to-face training in the use of new materials, as well as online modules to support understanding of the new state ELA/ELD framework.Kenter Canyon students are successfully obtainingstrong academic skills in ELAas evidenced by 81% of3rd-5thgrade students meeting or exceeding standards in English Language Arts. This year all student groups in English Language Arts maintained a status level of ""very high"". Overall, all students maintained a status with +4.5 points between the current status and the prior status.Kindergarten through 2ndgraders demonstrated proficiency in early literacy as evidenced inDIBELSdata with 88% of the kindergarten, 85% of the 1st grade, 94% of the 2nd grade meeting or exceeding end-of-year benchmark. Kenter Canyon has supported the implementation of the ELD standards with tools such as sample lessons, observation forms, and an English Learner Dashboard (an online tool that provides real-time data on English Learner progress). Kenter Canyon has fully implemented new mathematics instructional materials across all grade levels since the 2014-15 school year and professional learning on these materials included face-to-face training and online modules. Kenter Canyon has been utilizing the Smarter Balanced Assessment (SBA) interim assessment blocks aligned to ELA and math since Fall 2015.Kenter Canyon students are successfully obtainingstrong academic skills inMathas evidenced by 81% of3rd-5thgraders whoare meeting or exceeding standards in mathematics on the Smarter Balanced Assessment. Additionally, in the area of mathematics, we also maintained a status level of ""very high"" with a slight decrease of -0.9 point between the current status and the prior status. Kenter Canyon is implementing the Next Generation Science Standards (NGSS).Since the state adoption in 2013, Kenter Canyon has provided professional development on the NGSS and the instructional shifts necessary for classroom implementation. Kenter Canyon is at full implementation and sustainability with health education, physical education and visual and performing arts."|5|4|5|4|4|5|4|5|4|4|5|4|5|4|4|4|4|5|4|1|4|4|4|Met|Kenter Canyon sought a waiver to enable teachers to banked time twice weekly (38 Tuesdays and 38 Thursday) throughout the entire school year for the purpose of grade level planning, analyzing data, progress monitoring and working on committee tasks to support best practices and effective research-based methodology.|2018 33769430132522|Baypoint Preparatory Academy|2||4|5|4|3|4|5|5|5|3|4|4|4|4|4|4|1|5|5|5|4|5|5|4|Met|Baypoint Preparatory Academy has measured data collected in all areas. The only area that has not met implementation is Career Technical Education and the BPA College and Career Counselor is in communication with the local district to gain information and implement a partnership to provide Baypoint students with CTE opportunities.|2018 49706720122440|Dunham Charter|2||5|3|5|3|3|5|3|4|3|3|4|3|4|3|3|1|2|4|2|1|3|3|3|Met||2018 19647336018725|Plainview Academic Charter Academy|2|"Los Angeles Unified School District (LAUSD) annually audits master schedules and develops individualized site reports to include resolutions to misassignments. Staff continuously works on maintaining a strong knowledge base of former, current and future Commission on Teacher Credentialing (CTC) practices as well as does not hire teacher candidates without an English Learner (EL) authorization. In addition, failure to maintain EL Authorization may result in disciplinary action and/or dismissal. The District also audits master schedules and when needed, develops individualized site reports to include resolutions to misassignments. Since PACA is an affiliated charter under LAUSD, we adhere to and are governed by these policies. LAUSD consistently meets the Williams sufficiency requirements that all students have instructional materials to use at home and school. The District is at 100% sufficient therefore each student has instructional materials in the core/required subject areas to use at home and school. PACA has had annual Williams Sufficiency certification visits and has met this requirement every year. LAUSD performs school facility condition inspections annually according to State mandated School Accountability Report Card (SARC) guidelines. PACA has obtained a ""good repair"" overall rating every year since 2010."|5|5|5|3|3|5|5|5|2|3|5|5|5|5|5|1|4|5|5|1|5|5|5|Met|PACA engages in regular planning and evaluation of professional development that takes place on and off site, throughout the year. PACA also takes advantage of LAUSD professional development opportunities offered at various sites. Different sets of data are used by LAUSD and to determine additional professional development supports for schools including district-wide teacher surveys, analysis of district-wide teacher evaluation data, local district observations of classroom practices, and meetings with school administrators and teachers. PACA uses input from staff, and other stakeholders, data, classroom observations and LAUSD mandates to determine professional development supports. PACA keeps extensive records of professional development provided to date. Calendars listing dates of professional development, agendas for sessions, and participant feedback are available on the LAUSD district website (lauds.net), and in hard copy at PACA. Additionally, an eLibrary exists housing all LAUSD policies that are accessible through the district website.|2018 19650450000000|Sulphur Springs Union|2||4|5|5|3|5|5|5|5|3|5|4|4|4|3|4|1|4|4|4|1|5|4|3|Met|The Sulphur Springs Union School District (SSUSD) has completed the CA Dashboard approved reflection tool focused on Instructional materials and professional development (PD) since the tool addresses all academic areas. The District has provided teachers with English Language Arts (ELA), English Language Development (ELD), mathematics, Next Generation Science Standards (NGSS), history/social science, and technology professional learning during the past five years. SSUSD teachers are provided at least 17 Tuesdays afternoons throughout the year for grade level collaboration time, three professional development days for professional learning, and weekly enrichment release time to focus on improving their instructional program. Since the District serves TK-6th grade students, Career Technical and World Language standards are not covered. For the past 4 years, the District has concentrated on developing professional learning communities where teachers and administrators come together to identify professional development needs and analyze data to guide instructional practices. During the 2017-18, teachers came together during collaboration time to meet with their principal to discuss their instructional needs to further support student learning. In addition to supporting teachers, the District has also provided site administrators with targeted professional development. The District provides TK-6th grade instructional materials in all core curricular areas.|2018 43104390000000|Santa Clara County Office of Education|2||2|2|3|2|2|2|2|3|2|2|3|3|3|2|3|3|2|2|2|1|4|3|3|Met||2018 19647336119531|CHIME Institute's Schwarzenegger Community|2||4|4|4|4|4|5|4|5|4|4|4|4|4|4|4|4|4|4|4|4|4|5|5|Met||2018 48705730129494|Kairos Public School Vacaville Academy|2|Kairos staff are held accountable for assessing their students, classrooms, and the school as a whole. Measures of the classroom and school-wide assessment include, but will not be limited to, the use of the following data: • California School Dashboard • Results and growth of CAASPP Performance • Promotion rates • Average GPAs for middle school students • Benchmark results in core subjects • Writing Across the Curriculum rubric scores • Pre- and post-assessments * CAASPP Block and Interim Assessments • Student Performance Index Kairos chose these measures because they are the methods of which student outcomes will be measured by our charter document. These measurements provide us with information on a wide variety of areas to ensure we are meeting the educational standards for our students.|5|3|5|3|5|5|3|5|3|5|5|3|5|3|5|3|4|5|4|3|5|5|5|Met||2018 19643780000000|Charter Oak Unified|2||5|4|5|3|1|5|5|5|3|2|4|4|4|3|2|4|4|4|4|4|4|3|3|Met|Utilizing a self-reflection tool, this indicator documents the LEA’s action of annually measuring its progress implementing state academic standards. The results of that self-reflection survey indicate that we are at full implementation levels for both English Language Arts and Mathematics, at initial implementation for the Next Generation Science Standards (NGSS) standards, and beginning development for the recently revised History and Social Science framework.|2018 19768690128728|Da Vinci Connect|2|"ACTIONS & SERVICES (2017-18): Students all have year-long access to online and print supplemental materials which will provide curriculum and assessment for students at their own individualized pace. Access to online and print curriculum materials were implemented effectively and used by all students. Da Vinci Connect adopted a set of ""universal"" curriculum available to all and a separate set of optional additional curriculum for which there is a point system that parents can use when selecting curriculum. Curriculum is re-evaluated each year to determine its effectiveness and use by parents, and a component of that is how well it serves our target students. To meet the needs of targeted students, including low-income pupils, English Learners, foster youth, and re-designated fluent English proficient pupils, students will have year-long access to online math software which will provide curriculum and assessment for students at their own individualized pace. Properly trained, certified, and highly qualified classroom aides were hired to support students with behavioral needs and learning disabilities. Da Vinci Connect teachers participate in professional development activities both on and off campus to increase their ability to integrate Common Core Standards with 21st Century Skills. The school provides 21 days of professional development time per year on-site in order to develop their curriculum to ensure Common Core Standards are being met. ANNUAL STAFF SURVEY INDICATORS (2017-18): Da Vinci Connect teachers are confident in reaching challenging students. Nearly 90% of teachers agreed or strongly agreed that with effort they could reach even the most challenging students in 2017-18, with only two teachers reporting otherwise. Nearly 90% of teachers agreed or strongly agreed that the professional development at Da Vinci Connect helped improve their instructional practice in 2017-18, a rate consistent with the previous year. 100% of DV Connect teachers report that Habits of Heart and Mind are an important part of their instructional program in 2017-18, with all teachers consistently reporting positively in both 2015-16 and 2016-17 as well."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 49707306110639|Salmon Creek School - A Charter|2||5|3|5|5|3|5|2|5|5|3|5|4|5|5|4|1|5|5|4|1|5|5|5|Met|As a TK-8th district the following standards do not apply: career technical education and world language. The self reflection tool requires the box to be marked, in this instance 1 represents N/A. In 2018-2019 we will begin the process of adoption for new History-Social Science Curriculum.|2018 15638180000000|Taft Union High|2||4|3|3|3|3|4|2|3|2|4|3|3|3|2|3|3|4|3|3|4|3|3|3|Met|Taft Union High School District surveyed teachers regarding the progress of implementing the academic standards adopted by the State Board of Education. The local assessment showed most areas were initially implementing standards or full implementation of the academic standards.|2018 10621660106740|Aspen Valley Prep Academy|2||4|3|4|4|3|5|5|5|5|5|4|4|4|4|4|1|4|3|4|1|4|4|5|Met||2018 49753586052369|Cali Calmecac Language Academy|2||5|3|5|3|1|5|3|5|3|1|3|3|4|3|2|1|3|5|3|5|4|3|4|Met||2018 49753580000000|Windsor Unified|2||4|4|4|2|2|5|5|5|2|2|4|5|4|3|2|4|4|5|3|5|4|4|3|Met||2018 19647330101659|CATCH Prep Charter High, Inc.|2|CATCH Prep has recently adopted a new Math Intervention curriculum that aligns with Common Core State Standards. For NGSS, CATCH Prep is in year 2 of creating, implementing, and assessing lesson plans that are aligned with the Next Generation Science Standards. CATCH Prep has also begun several pathways in Career Technical Education by providing high school course work in a 7th Period setting for students to access CTE classes in areas of robotics, media arts, and fashion design after the core learning day. Also, we utilize Read180 for reading intervention and to monitor student growth in English Language Arts.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2018 19647336019525|Topanga Elementary Charter|2|Topanga Elementary is at full implementation of the English Language Arts (ELA), English Language Development (ELD) and mathematics standards. Teachers have been provided professional learning opportunities on the new ELA and mathematics standards. We have implemented new ELA/ELD instructional programs for grades K-12 since 2017. Teachers received introductory face-to-face training in the use of these materials, as well as online modules to support understanding of the new state ELA/ELD framework. Topanga Elementary has supported the implementation of the ELD standards with tools such as sample lessons, observation forms, and the use of the English Learner Dashboard (an online tool that provides real-time data on English Learner progress). Our school began implementing the new mathematics standards at all grade levels by the 2014-15 school year. While LAUSD has fully implemented new mathematics instructional materials across all grade levels since the 2014-15 school year, and professional learning on these materials included face-to-face training and online modules, we have additional ordered Eureka Math and conducted teacher training on the material which meet our needs more closely than the My Math materials supplied by LAUSD. We have been utilizing the Smarter Balanced Assessment (SBA) interim assessment blocks aligned to ELA and mathematics since Fall 2015. Teacher and administrators have received training in Building Educator Assessment Literacy (BEAL) in ELA and mathematics to provide guidance for all schools on the SBA performance tasks. Our school is at initial implementation of the Next Generation Science standards (NGSS) and the History-Social Science (HSS). Since the state adoption of the NGSS in 2013, our school has provided extensive professional development on the NGSS and the instructional shifts necessary for classroom implementation. LAUSD, in partnership with the Stanford History Education Group (SHEG), has provided professional development for our teachers aligned with the instructional shifts in the HSS framework and the ELA literacy standards for HSS since 2013. Our school has conducted professional development sessions about the new HSS framework as well as inquiry-based HSS instruction. Topanga Elementary Charter is at full implementation and sustainability with the health education, physical education, visual and performing arts. Regular, ongoing professional development is provided to teachers in each of these content areas.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647336019939|Westwood Charter Elementary|2|Westwood Charter Elementary has continued to implement the CCSS and NGSS with the belief that those closest to the work should be leading the work. Westwood is at full implementation of the English Language Arts (ELA), English Language Development (ELD), and mathematical standards. Westwood is at initial implementation of the Next Generation Science standards (NGSS) and the History-Social Science (HSS). As an elementary school, Westwood is not required to implement Career Technical Education and World Language. Teachers are given a myriad of opportunities to lead and become involved. Westwood has teacher leadership teams that work together to further the implementation of CCSS. These teams are the Curriculum Committee and grade level family teams. Westwood Charter Elementary is founded upon the ideals of collaborative professionalism and teacher empowerment.|5|5|5|3|3|5|5|5|3|3|5|5|5|3|3|0|5|5|5|0|5|5|5|Met||2018 19647336094726|Community Magnet Charter Elementary|2|CMCS has been aligning instruction and curricula to the multi-tiered system of support framework to ensure all students are prepared for college, career and life. CMCS is at full implementation of the English Language Arts (ELA), English Language Development (ELD) and mathematics standards. Teachers have been provided professional learning opportunities on the new ELA and mathematics standards since 2011. CMCS has implemented Benchmark, a new ELA/ELD instructional program, for grades K-6 beginning in 2017. In June 2018, the school adopted a new English Learner and Standard English Learner Master Plan along with professional development on the new Master Plan will support the implementation of the ELD standards. The school continues to track English Learner progress with an online dashboard with real-time data. CMCS began implementing a new mathematics standards and curricula in the 2014-15 school year. The school has been utilizing the Smarter Balanced Assessment (SBA) interim assessment blocks aligned to ELA and mathematics since Fall 2015. CMCS uses the data to identify supports and resources that we may need during the school year. CMCS is at initial implementation of the Next Generation Science standards (NGSS), the History-Social Science (HSS), and the Career Technical Education standards.|5|5|5|3|3|5|5|5|3|3|5|5|5|3|3|0|5|5|5|0|5|5|5|Met||2018 49706800112987|Forestville Academy|2||4|4|4|3|3|5|5|5|3|3|4|4|5|4|4|1|2|3|5|1|4|4|4|Met||2018 43695340000000|Los Gatos-Saratoga Joint Union High|2||4|2|4|3|3|5|2|4|3|3|4|3|3|3|4|4|5|4|3|4|4|4|3|Met|90% of teachers, including alternative program teachers participated in four full Professional Development days during the 2017-2018 school year focused on strategic plan initiatives and department specific Professional Development Action Plans (PDAPs) as evidenced by teacher attendance. These Professional Development days were held on August 14 and 15, 2017, October 9, 2017 and March 19, 2018. Each department customized their own PD day by creating their own goals and actions, and had department specific training to meet their areas of need. Many of the topics covered were geared towards our English Language Learners, Foster Youth, and Low Income students.|2018 45700860000000|Oak Run Elementary|2||4|4|4|2|2|4|4|4|2|2|3|3|3|2|2|1|2|2|3|1|4|4|4|Met||2018 41690050000000|Redwood City Elementary|2|N/A RCSD Chooses option 2.|4|3|4|3|3|4|4|3|3|3|4|3|4|3|3|0|0|0|0|0|4|4|4|Met|The Redwood City School District continues to use the platinum ticket tool to communicate district-wide expectations for common core implementation across all content areas. The administrators and teachers use a scoring guide to determine areas for development toward common core implementation by site and by teacher level. The information is used to determine future professional development goals.|2018 19647250127506|Intellectual Virtues Academy of Long Beach|2|"LCAP Goal #2 Thoughtful Academic Environment: Ongoing professional development (PD) supports rigorous instruction to promote a deep understanding of content through opportunities to practice intellectual virtues. Why use selected measures? IVA's Goal #2 is based on the identified need that student learning improves through teachers who are well­ trained. California adoption of CCSS requires students to engage deeply with content standards. IVA has selected to evaluate progress on implementation through student, parent, and staff surveys as survey data in these areas as the report from students, parents, and teachers. Research from the Bill and Melinda Gates Foundation (Measures of Effective Teaching 2010) demonstrates that one of the strongest indicia of student learning is a student’s assessment of the level of challenge in classwork. IVA students report that their courses were challenging at far higher rates than their private and public school peers and briefly describe why the local educational agency chose the selected measures or tools. Meaningful Professional Development (PD): All teachers are engaged in ongoing, relevant PD that supports the implementation of academic content standards with a focus on deep understanding using the intellectual virtues. Baseline results from May 2018 staff survey. The outcome goal is that 75% of staff agree in anonymous survey that PD is effective in implementing standards. 100% agreed, ""The parts of PD aimed at helping me gain a better understanding and practice of an intellectual virtues approach to education is effective."" 90% agree that ""Staff time/PD at IVA helps nurture my passion for my work/content area,"" and 75% agree that ""instructional practices"" training is effective for thinking and implementation of standards. IVA continues to implement a rigorous PD model that supports the implementation of state standards through teacher-created curriculum frameworks for applicable standards. LCAP Goal #3: Challenging Academic Environment: Students will be provided with rigorous content instruction to achieve academic progress on the Common Core State Standards across content areas. In order to demonstrate a deep understanding of content and intellectual skill practices students need to attain proficiency in all content areas, which might be evidenced in state test results, letter grades, and through other teacher­ created multiple measures. IVA students and parents experience a rigorous instructional approach from all teachers resulting in high levels of satisfaction and challenge reported in the survey: 85% of students agreeing that My classes are challenging (a good kind of academic challenge that makes me think and learn)."" 90% agree they receive an appropriate level of challenge, and 95% agree ""The school provides appropriate teaching and learning materials and tools for effective quality instruction."""|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|IVA continues to train and implement curriculum and instruction across all school subjects that is aligned with standards in a manner that promotes teaching for intellectual virtues and succeeds in formalizing practice to promote consistency and succession planning. Note: Goals and results relate to academic standards applicable to IVA's grade levels and curriculum, which include do not include Career Technical Education, Health Education Content Standards, or the Physical Education Model.|2018 40754570000000|Paso Robles Joint Unified|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|5|5|5|5|5|5|5|5|Met||2018 25735930000000|Tulelake Basin Joint Unified|2||4|4|4|2|2|5|4|5|2|1|4|4|4|2|1|5|5|5|4|4|4|4|4|Met||2018 56105610121756|BRIDGES Charter|2|Bridges Charter School implements all state standards adopted by the State Board of Education in ELA, ELD, Mathematics, NGSS, History-Social Science, Health Education, Physical Education, and Visual and Performing Arts. In promoting College and Career Readiness, our school has also adopted 21st Century Learning standards and has integrated College and Career Readiness into our Middle School homeroom curriculum. We do not currently have a World Language Program or a Career Technical Education program. In order to assess student learning and our school's progress in implementing the academic standards adopted by the State Board of Education, we have adopted authentic benchmark assessments for reading, writing, and math. Our teaching faculty regularly collaborates on student work and common assessment data, and they discuss curriculum alignment. Our teachers use common assessments from Express Readers, DRA, My Math/California Math, and Lucy Calkins’ Reader's & Writer’s Workshop to measure student learning and to adjust instructional practices. We selected these assessments because they provide both formative and summative feedback on student learning. The assessments also align with state content standards. Teachers report and analyze student data in IO-Assessment formerly EADMS, a data housing system, which allows us to identify trends in student performance overall and by subgroups, and it allows us to shift practices to address gaps and overlaps in curriculum and instruction. Teachers at Bridges also submit and analyze curriculum maps each trimester that demonstrate Common Core and NGSS alignment. With curriculum maps as an artifact, our teachers engage in regular dialogue about student achievement in math, reading, and writing in order to calibrate student achievement data and refine instructional practices. Our curriculum adoption is done in cycles. In the 2016/2017 school year, we focused on full implementation of My Math for grades k-5 and California Math for 6-8. In 2016/2017 we initiated the exploration and research phase of NGSS implementation. In the 2017/2018 school year, we are focused on monitoring the implementation of our Science curriculum aligned with NGSS while continuing to monitor the sustainability of our assessments in reading, writing, and math. In the 2018/2019 school year we are re-visiting our Math Curriculum adoption in order to make recommendations for inquiry-based Math Curriculum to implement in 2019/2020. Further, in support of meeting state standards, all curriculum is assessed at least quarterly and reviewed by teachers with administrative support.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647336119903|Downtown Value|2||5|5|5|5|1|5|5|5|5|1|5|5|5|5|1|1|4|5|3|1|5|4|4|Met||2018 23656156117386|Tree of Life Charter|2|As a Montessori charter school, Tree of Life staff strive to ensure that the Montessori curriculum that is the foundation for instruction is also aligned with the State’s adopted academic standards. Their main tool for this is Montessori Compass, which is an online recordkeeping tool that also shows the alignment of Montessori lessons with Common Core and Next General Science Standards. Staff record each student’s progress in learning the content and skills presented in the Montessori lessons and required by the State. Because Montessori history follows a sequential timeline, it differs from the State in introducing ancient civilizations before U.S. History, but the full sequence required by the State is completed by the end of sixth grade year. Records are reviewed at the end of each semester by staff, students, and parents as part of monitoring the progress of the student and providing extra support whenever necessary. Additionally, staff continued to learn how to improve their instruction by attending workshops, seminars, and webinars. This year, staff attended training on STEAM education using NGSS and visual and performing arts standards, NGSS training workshops, scaling up MTSS trainings, Montessori PBIS training, and trainings about how to assess and address challenging behaviors. The school staff conducted an LEA self-assessment and FIT (Fidelity Implementation Tool) school self-assessment through its association with the SUMS programs and SWIFT Education Center. An on-site assessment by a third party from SWIFT was also performed, and staff received valuable feedback and resources for continuing their work to scale up MTSS.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 33103300137836|Pivot Charter School Riverside|2||3|3|3|2|3|4|3|4|3|4|3|3|3|3|3|3|4|4|3|4|3|3|2|Met||2018 19647336018063|Marquez Charter|2|Marquez Charter School is at full implementation of the English Language Arts (ELA), English Language Development (ELD) and mathematics standards. Teachers have been provided professional learning opportunities on the new ELA and mathematics standards since 2011. Additionally, Marquez is in its second year of implementation the ELA/ELD instructional program called Wonders. Teachers have received introductory training in the use of these materials, as well as online modules to support understanding of the new state ELA/ELD framework. Marquez has implemented the new mathematics standards. We have fully implemented the new mathematics instructional materials called My Math. Further, Marquez supplements the adopted instructional materials with teacher selected resources that is standards-based and aligned to the standards. Marquez has been utilizing the Smarter Balanced Assessment (SBA) interim assessment blocks aligned to ELA an mathematics since Fall 2015. Marquez is at initial implementation of the Next Generation Science Standards (NGSS), and the History-Social Science (HSS). Marquez is at full implementation and sustainability with the health education, physical education, and visual and performing arts. Teachers are provided ongoing professional development in each of these content areas.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 37737910138222|Pivot Charter School - San Diego II|2||3|3|3|2|3|4|3|4|3|4|3|3|3|3|3|3|4|4|3|4|3|3|2|Met||2018 10622400113142|Ronald W. Reagan Elementary|2||5|5|5|3|3|5|5|5|3|3|5|5|4|3|3|3|3|4|3|1|5|5|4|Met||2018 19647336097927|Open Charter Magnet|2||5|5|5|4|3|5|5|5|4|3|5|5|5|5|5|1|5|5|5|1|5|5|5|Met|As an elementary school, Open School is not required to provide Career Technical Education or World Language.|2018 04614240137828|Pivot Charter School North Valley II|2||3|3|3|2|3|4|3|4|3|4|3|3|3|3|3|3|4|4|3|4|3|3|2|Met||2018 19647336018634|Palisades Charter Elementary|2|Palisades Charter Elementary School is at full implementation of the English Language Arts (ELA), English Language Development (ELD) and mathematics standards. Teachers have been provided professional learning opportunities on the new ELA and mathematics standards since 2011. Additionally, Palisades has implemented a new ELA/ELD instructional program called Wonders. Teachers have received introductory training in the use of these materials, as well as online modules to support understanding of the new state ELA/ELD framework. Palisades has implemented the new mathematics standards. We have fully implemented the new mathematics instructional materials called MyMath. Further, Palisades supplements the adopted instructional materials with teacher-selected resources that is standards-based and aligned to the standards. Palisades has been utilizing the Smarter Balanced Assessment (SBA) interim assessment blocks aligned to ELA and mathematics since Fall 2015. Palisades is an initial implementation of the Next Generation Science Standards (NGSS), and the History-Social Science (HSS). Palisades is at full implementation and sustainability with the health education, physical education, and visual and performing arts. Teachers are provided ongoing professional development in each of these content areas.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 10621660133942|Aspen Meadow Public|2||4|4|4|3|3|5|4|5|5|5|4|4|4|4|4|1|3|3|3|1|4|4|4|Met||2018 49708390138065|Pivot Charter School - North Bay|2||3|3|3|2|3|4|3|4|3|4|3|3|3|3|3|3|4|4|3|4|3|3|2|Met||2018 54722566116909|Charter Home School Academy|2||3|3|4|1|2|4|3|4|2|2|3|3|4|1|2|2|2|2|2|1|3|3|3|Met||2018 10622406114805|Central Valley Home|2||5|5|5|3|3|5|5|5|3|3|5|5|4|3|3|3|3|4|3|1|5|5|4|Met||2018 10622406006704|Lincoln Elementary|2||5|5|5|3|3|5|5|5|3|3|5|5|4|3|3|3|3|4|3|1|5|5|4|Met||2018 37681550000000|Jamul-Dulzura Union Elementary|2||5|5|5|4|4|5|5|5|3|3|5|5|5|3|3|3|2|3|3|3|5|5|4|Met|JDUSD has focused on the adoption and implementation of standards and materials in Mathematics and English Language Arts. Next Generation Science Standards have been adopted K-8. Next steps include the selection of standards based materials once they are released. For the 2017-18 school year, teachers and administrators were trained in the new History Social Studies framework and standards. New instructional materials have been previewed, and we are currently piloting materials in order to recommend for adoption over the summer of 2019. Professional learning is an ongoing priority across the district.|2018 47703830000000|Little Shasta Elementary|2||3|3|4|3|3|5|5|4|3|4|4|4|4|3|3|2|3|3|4|1|4|4|3|Met||2018 19647336016323|Canyon Charter Elementary|2|"Canyon Charter is at full implementation of the English Language Arts (ELA), English Language Development (ELD) and mathematics standards. Teachers have been provided professional learning opportunities on the new ELA and mathematics standards since 2011. Canyon Charter has implemented new ELA/ELD instructional programs for grades K-5 since 2017. Teachers received introductory face-to-face training in the use of these materials, as well as online modules to support understanding of the new state ELA/ELD framework. Canyon Charter students are successfully obtaining strong academic skills in English Language Arts (ELA) as evidenced by 91% of 3rd-5th grade students meeting or exceeding standards in English Language Arts (ELA). This year all student groups in English Language Arts maintained a status level of ""very high."" Kindergarten through 2nd grade students demonstrated proficiency in early literacy as evidenced in DIBELS data with 77 % of Kindergarten, 92% of 1st grade, and of 96% 2nd grade meeting or exceeding benchmark. Canyon Charter has supported the implementation of the ELD standards with tools such as sample lessons, observation forms, and an English Learner Dashboard (an online tool that provides real-time data on English Learner progress). Canyon Charter has fully implemented new mathematics instructional materials across all grade levels since the 2014-15 school year, and professional learning on these materials included face-to-face training and online modules. Canyon Charter has been utilizing the Smarter Balanced Assessment (SBA) interim assessment blocks aligned to ELA and mathematics since Fall 2015. Canyon Charter students are successfully obtaining strong academic skills in Mathematics as evidenced by 91% of 3rd-5th grade students who are meeting or exceeding standards in mathematics on the Smarter Balanced Assessment. Additionally, in the area of mathematics, we also maintained a status level of ""very high."" Canyon Charter is implementing the Next Generation Science standards (NGSS). Since the state adoption of the NGSS in 2013, Canyon Charter has provided professional development on the NGSS and the instructional shifts necessary for classroom implementation. Canyon Charter is at full implementation and sustainability with the health education, physical education, and visual and performing arts. Ongoing professional development and training are essential to the competence and overall effectiveness of all teachers and support personnel. At Canyon we dedicate the time and resources necessary to implementing an effective professional development schedule, which will have the most positive impact on the achievement of our students. The Professional Development Committee meets regularly to plan and implement professional development based on school-wide needs. Areas of need are based on the analysis of data collected through student assessments, District requirements, and research-based pedagogy."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 15633130000000|Arvin Union|2|"The Arvin Union School District annually measures its implementation of state standards through a review of data outcomes using state summative and local formative assessments which provide insight to student growth, patterns of learning, and areas of need in regard to standards attainment. Staff at each site complete sections of a ""Learning by Doing"" Collaboration Survey in which teachers reflect on standards implementation and use of standards to drive instruction. The district also utilizes the Butte County Office of Education/California State Standards Implementation Metric for English Language Arts, Mathematics, English Language Development, Science, and Social Studies in order to gauge implementation on a continuum of growth. This facilitates focused work to address key missing elements which, once implemented, will move our district to higher levels of standards implementation. District walkthroughs, in conjunction with site schedules and grade level Learning Windows, provide additional insight into growth, current implementation levels, and next steps. We have chosen these tools to ensure our district is making decisions based on information gathered from staff first-hand and that our analysis reflects actual implementation in classrooms. After gathering data, we have identified implementation of English Language Arts, English Language Development, and Math as between the developing and full awareness stages (Steps 2 and 3 of a 5 step rubric). Social Studies is in the developing awareness (Stage 2) while Science and Health Education have been documented at the initial awareness level (Stage 1) All students receive Physical Education provided by single subject teachers and scores indicate increasing levels of performance on the physical fitness test (PFT). Implementation is at the developing awareness stage (Stage 2). The district offers music in the form of band as a performing arts opportunity. Students in grades four through eight are invited to attend. Implementation is at the full awareness stage. Students grades K through 6 receive Art instruction on a rotating basis from a single subject Art Teacher focused on foundational art skills. Art electives are available at the Middle School which expands students' exposure to multiple art medias. The district offers Spanish dual immersion classes grades K through 7 and will expand to grade 8 next year. Access is determined by parent request and number of BCLAD teachers available. We continue to investigate methods of assessment which measure Spanish competency. District and site leadership are focused on building a shared depth of understanding and identifying gaps to move beyond the current implementation levels of 1, 2 or 3. We continue to embrace new course offerings, inclusion and support of all students in order to achieve our district mission of every student learning every day no matter what it takes."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|"The district has been working within the Coherence Framework provided by Michael Fullan. Work to date has been focusing on direction and cultivating collaborative cultures. We are moving into the ""deepening learning"" quadrant focusing on clarity of learning goals, precision and pedagogy, and shifting practices through capacity building. Capacity to ensure full access will require further professional development on use of the frameworks, true rigor of standards, differentiated instruction, and inclusion. In addition, utilization of AVID college and career student success skills are implemented district-wide. Career awareness activities, expanding opportunities for coding, and STEAM related activities are being implemented in the beginning stages. Full integration of career technical opportunities into the core for all students is a work in progress."|2018 37683386039457|Darnall Charter|2||4|4|3|2|2|5|5|4|3|2|5|5|4|4|4|2|3|5|5|2|3|3|3|Met|Darnall Charter School has transformed from providing an elementary school education, focused on Kindergarten through 6th grade, to providing a comprehensive Transitional Kindergarten, elementary and middle school program in just a few short years. This year, we have implemented a new Language Arts and English Language Development curriculum. We have continued to work at the challenges of providing a rigorous college and career ready secondary education, aligned to state standards in a Transitional Kindergarten through 8th grade school. We have taken steps toward providing our students with World Cultures and Languages and providing a well rounded Visual and Performing Arts program from Transitional Kindergarten to 8th grade, based on grade level standards. Our certificated and classified staff members engage in weekly on-site professional development based on state standards, as well as at the county office and at conferences and workshops. We have formed partnerships with leading consultants and experts in literacy and ELD to meet the needs of our English Learners. We continue to learn, share and collaborate to serve our students so that every child reaches his or her full academic potential.|2018 30736500000000|Irvine Unified|2||5|5|5|5|5|5|5|5|3|5|5|5|5|5|5|5|5|5|5|5|5|4|5|Met||2018 54105460000000|Tulare County Office of Education|2||5|4|5|2|5|5|5|5|2|5|5|4|5|2|4|3|4|4|4|4|5|5|5|Met||2018 10622406108328|Rafer Johnson Junior High|2||5|5|5|3|3|5|5|5|3|3|5|5|4|3|3|3|3|4|3|1|5|5|4|Met||2018 10622406006720|Washington Elementary|2||5|5|5|3|3|5|5|5|3|3|5|5|4|3|3|1|1|3|3|1|5|5|4|Met|"Washington School serves students in grades TK and K. Because of this, some of the standards in the category ""Other Adopted Academic Standards"" do not apply to the students we serve."|2018 27661340000000|Pacific Grove Unified|2||5|3|5|4|3|5|5|5|3|3|5|4|5|4|3|3|4|4|5|5|4|3|4|Met||2018 44104474430252|Pacific Collegiate Charter|2||5|3|5|3|1|5|3|5|3|1|5|3|5|3|1|1|5|1|5|5|4|4|4|Met|As noted in the survey, PCS has made significant progress in integrating the Mathematics and English Language Arts standards andinstructional materials into the curriculum. This integration is evidenced by high rates of students meeting or exceeding standards in these areas. In Visual and Performing Arts and World Language, PCS aligns with and far exceed the state standards. PCS is in the earlier stages of implementation for Next Generation Science Standards as well as History-Social Science, as these standards have come online more recently. PCS does not offer Career Technical Education or Physical Education, so the low rating in these areas indicates not applicable.|2018 33672150000000|Riverside Unified|2||4|3|3|2|2|3|3|3|1|1|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2018 21653340000000|Kentfield Elementary|2||4|2|4|4|2|4|2|4|3|2|4|2|4|3|2|1|3|4|4|3|3|3|3|Met||2018 52715140000000|Elkins Elementary|2|Elkins School is using Degree of Reading Proficiency, Textbook Tests, California Standards for ELA. California Standards Test, Textbook Imbedded/Benchmark test for Math. Textbook Tests are being used for History Textbook Imbedded Test and California Standards are being used for science|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|4|4|1|4|4|4|Met||2018 10623640000000|Parlier Unified|2||5|4|4|3|2|5|5|5|2|3|5|4|4|3|2|5|4|5|3|3|4|3|2|Met||2018 12101240134163|Northcoast Preparatory and Performing Arts Academy|2||5|5|4|4|5|5|5|5|5|5|5|5|3|4|5|1|5|4|5|5|5|5|3|Met||2018 23738660000000|Potter Valley Community Unified|2|Standard aligned curriculum implementation continues. For 2018-19 the district has purchased a new elementary language arts program, new Jr./Sr. High School math curriculum, and new NGSS aligned science curriculum. Professional development is focused on these new adoptions. Elementary staff has had multiple in-service days to prepare for the implementation of the new ELA curriculum. Elementary and Secondary math teachers have committed to a four day math project provided through Mendocino and Lake Counties Offices of Education.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 33671573331014|Nuview Bridge Early College High|2||4|3|4|4|4|4|4|4|4|4|4|4|4|4|4|2|4|5|3|4|5|5|3|Met||2018 27660680000000|South Monterey County Joint Union High|2||5|4|5|3|3|5|4|5|3|3|5|4|4|3|3|4|3|5|5|5|5|5|5|Met||2018 14632710000000|Death Valley Unified|2||4|3|4|3|3|5|4|5|3|4|3|3|4|3|3|3|3|2|2|3|5|5|4|Met||2018 37680980133991|Epiphany Prep Charter|2||4|3|4|3|1|4|3|4|2|1|4|3|4|2|1|1|2|3|3|3|4|4|3|Met||2018 57105790132464|Empowering Possibilities International Charter|2||4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|1|2|4|3|4|4|4|4|Met||2018 39685850122580|Rio Valley Charter|2|Rio Valley Charter School is committed to using educational data to drive instruction. To that end, we use NWEA MAP benchmark assessment for all 2nd-11th grade students in reading and mathematics. RVCS embraces NWEA’s MAP testing as our most important and effective assessment and monitoring system to determine student progress toward achievement of the academic standards and the school wide learner outcomes. Students are assessed in reading and math bi-annually. The initial administration takes place during the first weeks of the school year. After the data has been dis-aggregated, RVCS teachers engage in data dialogues to analyze student performance to verify placement in English and math courses. Results from this screening are incorporated into school ‘growth goals’ that are shared with our School Board. Rio Valley Charter School works collectively to ensure that all students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the school wide learner outcomes. RVCS implements and uses appropriate Common Core aligned curriculum along with standards based supplemental supports. RVCS offers multiple pathways for learning and for achieving the School wide Learner Outcomes. We support our students in accessing the curriculum through a pathway that meets their individual learning needs, their post-graduation goals, and their interests. Each of these opportunities contains rigor and, particularly, student relevance and meets or exceeds the adopted Common Core Standards in the core subject areas|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 33672496114748|San Jacinto Valley Academy|2||5|4|5|4|5|5|5|5|5|5|5|5|5|5|5|3|4|5|5|5|5|5|5|Met|Next Generation Science Standards – Initial Implementation to Full Implementation. Science curriculum purchased aligned with NGSS. Science teachers provided with professional development. Career Technical Education – Increased from Beginning Development to Initial Implementation. Aviation has implemented Introduction to Aviation and Aviation 1 as a Career Technical Education Pathway. Career Technical Education – Increased from Beginning Development to Initial Implementation. Aviation has implemented Introduction to Aviation and Aviation 1 as a Career Technical Education Pathway. Health Education Content Standards – Increased from Initial Implementation to Full Implementation. Health Education Content Standards are being taught on a weekly basis in all PE grades.|2018 08100820000000|Del Norte County Office of Education|2||4|4|4|4|4|4|4|3|3|3|5|5|5|5|5|5|5|3|4|3|5|5|5|Met||2018 29663400000000|Nevada City Elementary|2||4|4|4|2|3|4|3|4|3|3|4|4|4|4|4|4|5|5|4|1|4|4|4|Met||2018 34674470128124|Gateway International|2||4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|1|4|4|4|4|4|4|4|Met||2018 33103300137869|Excelsior Charter School Corona-Norco|2||4|2|4|2|1|4|2|4|2|1|4|2|4|2|1|3|2|1|4|4|4|4|4|Met|Excelsior Charter Schools Corona-Norco (ECSCN) has implemented fully aligned CCSS curriculum and instructional materials for both ELA and Mathematics. NGSS implementation schedule is commensurate with the state NGSS rollout. ECS is currently exploring NGSS aligned instruction materials and is providing professional development and support for staff to become increasingly familiar with the standards and intended outcomes. New science curriculum and performance tasks have been developed and implemented based on NGSS standards and will continue to be refined based on data. ECS is currently in the exploration phase with History-Social Science. Staff have received professional development exposing them to the new History-Social Science framework, but ECS is awaiting new CCSS aligned instructional materials to revamp current History-Social Science curriculum. Credentialed teaching staff receive ongoing professional development and support to implement standards in these content areas. Identified areas of improvement are: implementation of ELD standards, PE model content standards, and health education content standards. ECS, historically, has served very few English Learners in its program, most of which have been designated IFEP or RFEP. However, ECS has identified this as an area of need. Full implementation of ELD standards is anticipated Spring of 2018.|2018 15633700000000|Buttonwillow Union Elementary|2||5|5|5|4|1|5|5|5|4|1|5|5|5|5|5|3|1|4|3|1|5|5|5|Met|During the 18-19 school year a team of teachers and administrators will go through the process of selecting and recommending a standards aligned History-Social Science curriculum.|2018 31750850000000|Rocklin Unified|2||3|3|4|2|2|4|4|4|1|2|4|4|4|2|2|4|3|4|4|4|4|4|3|Met|Rocklin Unified School District has provided human, fiscal and instructional resources toward professional learning for teachers to learn CA academic standards, and for adopting instructional materials for mathematics and ELA/ELD programs. The District is in full implementation of mathematics programs and made significant progress towards full implementation for ELA/ELD. RUSD is developing training and instruction for the new NGSS and History-Social Studies standards following the CA adoption cycle. District Career Technical Education is also in full implementation of CTE standards, as is standards-aligned instruction for physical education, VAPA, and World Language. Health Education was updated in 2017-18 according to the California Healthy Youth act and will be fully updated in 2019 with the State Framework. The District is in Year 1 of its second multi-year Professional Development Plan, fully implementing training that identifies needs through data and connects to the District Strategic Planning goals and process to support adult learning and classroom implementation of standards-aligned core curricula. RUSD facilitates ongoing training through monthly district-wide professional learning and weekly collaborative time for teacher planning and monitoring of student progress. Teachers work with Teachers on Special Assignment for coaching and to support best practices.|2018 19647330129874|Community Preparatory Academy|2||5|4|5|4|5|5|5|5|5|5|5|4|5|5|5|3|4|4|5|3|5|5|4|Met||2018 37680230000000|Chula Vista Elementary|2||4|3|4|1|1|5|5|5|2|5|4|3|4|2|1|3|4|4|5|2|4|4|4|Met|In consultation with Chula Vista Educators, administrators and the Instructional Services and Support team, CVESD has identified areas of strength and areas for continued growth through this self reflection process. As a collaborative team, we agree that our focus on ELA and math have resulted in strong academic gains through summer professional learning, the instructional leadership cohort professional development, and our effective resource teacher program.|2018 15637920000000|Standard Elementary|2||4|3|4|3|3|4|3|4|3|3|4|3|4|3|3|3|2|4|3|1|4|4|4|Met||2018 34739730000000|Center Joint Unified|2||5|5|5|2|3|5|5|5|2|3|4|4|4|4|4|5|5|5|5|5|5|4|4|Met||2018 41690390000000|San Mateo-Foster City|2||4|2|4|2|1|4|4|4|1|1|3|2|2|1|1|2|4|4|2|1|3|2|2|Met||2018 37756140000000|Valley Center-Pauma Unified|2||4|4|4|3|2|5|4|4|3|2|4|4|4|3|2|4|3|3|4|4|4|3|4|Met||2018 50711006112627|Hickman Charter|2||5|2|5|2|1|5|3|5|2|1|5|2|5|2|1|1|1|3|1|1|4|3|3|Met|Our LEA continues to train teachers and support staff to implement academic standards to meet mandates issued by the state board. We prioritize and invest professional development time to implement standards. We continue to grow in all these areas. Local Indicators were presented to the Board on November 13, 2018.|2018 31750850128561|Rocklin Independent Charter Academy|2|Rocklin Independent Charter Academy (RICA) is a dependent charter within Rocklin Unified School District, with many of our students having siblings enrolled in other schools throughout the District. We also have a large percentage of students that come to us from our comprehensive settings. As such, we utilize the CAASPP Formative and Summative Assessments, similar to RUSD, to provide consistency and comparability. Additionally, CAASPP Assessments allow for comparison among similarly structured school settings. RICA also utilizes iReady as our diagnostic tool for establishing baselines and monitoring progress within specific ELA and mathematics domains. All adopted ELA, Mathematics and History/Social Science curriculum meets the California State Standards for Common Core and implementation is progressing as scheduled. Internal analysis indicates that our adoption of Excellence in Writing and the implementation of those guided writing strategies has improved students abilities in all facets of the writing process. Utilization of iReady Standards Mastery continues, offering teachers a succinct process that determines students’ proficiency within a targeted state standard.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 10625470000000|Westside Elementary|2||5|5|5|4|5|5|5|5|3|5|5|5|5|4|5|3|4|4|4|1|5|5|5|Met|Although our teachers are engaging in professional development around the Next Generation Science Standards, and we have purchased/ provided for our students materials aligned to the NGSS, the adoption of new state science textbooks will not take place until later this school year. At that point, we will have reached full implementation and sustainability.|2018 29663570000000|Nevada Joint Union High|2||4|3|4|3|3|4|3|4|3|3|3|2|3|3|3|3|3|2|2|3|4|3|3|Met||2018 17640220000000|Konocti Unified|2||3|3|3|3|3|2|2|2|2|2|2|2|2|2|2|2|2|2|2|2|3|3|3|Met|The State Standard Reflection Tool (Scale 1-5) is used by Konocti Unified and done annually with instructional leaders to determine an annual rating in each area.|2018 42691200000000|Santa Maria-Bonita|2||3|3|4|1|1|4|3|4|1|1|3|2|4|1|1|1|1|3|3|1|3|2|3|Met|The Santa Maria-Bonita School District’s (SMBSD) progress in implementing State Academic Standards is an ongoing, collaborative process that has included all stakeholders. SMBSD utilized a modified version of the Self-Reflection Tool provided by the State Board of Education to conduct a needs assessment of staff. The identified areas of need include: Language Arts, Guided Reading and the ongoing work with effective collaborative teams. The data further indicates that we continue in the exploration stage in science and social studies. We are continuing to increase teacher learning around both subject areas. English language arts and mathematics are at either initial or full implementation stages. In these core areas, teachers and administrative teams are working together to identify essential standards at each grade level to ensure all students achieve at high levels. The implementation of State Academic Standards is addressed in our Local Control and Accountability Plan. Goal One states, “Providing effective district and school-wide systems, procedures, processes, materials and practices that support student learning”. Within this goal, the professional learning actions and services support ongoing development through “workshops, coaching, conferences, and collaborative time” to support the implementation of collaboration and to build capacity regarding personnel practices, site management, instructional leadership and utilization of technology to enhance student achievement.|2018 04614240121475|Sherwood Montessori|2|Sherwood used the locally developed rubrics from BCOE specific to math, ELA, and science and offer language the prompts educators to think in terms of the students’ experiences with the standards. The teachers reported that they are beyond “Developing” in implementation, but not yet consistently at “Core” in practices for implementing the CCSS.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|Professional development for all teachers will continue and the school is supporting teachers to attend professional development outside of all staff opportunities as well.|2018 15634040120139|Nueva Vista Language Academy|2||5|5|5|3|3|5|5|5|3|3|5|5|5|3|3|1|5|5|5|5|5|5|5|Met|Professional development and collaboration are key components of the instructional program at Nueva Vista Language Academy. Two late start Wednesdays per month are dedicated to teacher training and structured planning time where teachers discuss instructional practices, review assessment results, and design lessons with a specific focus on addressing gaps in student learning. All teachers and administrators have received training in reading strategies, English learner methods, mathematics, and technology. Nueva Vista Language Academy utilizes academic coaches in the areas of new teacher support, mathematics, English language arts, English language development, and technology; these individuals model and design lessons, assist with curriculum development, and collaborate with individual teachers to improve instructional practices. A member of each grade-level participates as a district curriculum facilitator to support curriculum development and the implementation process by creating pacing guides, instructional materials and assessments. Teachers have been trained in the use of district adopted English language arts and mathematics curriculum. Teachers have also participated in Next Generation Science rollout trainings, AVID Summer Institute and a variety of other professional development opportunities that are aligned to district goals.|2018 13631070000000|Calipatria Unified|2||4|4|4|2|2|4|4|4|2|3|4|4|4|2|3|3|2|3|3|3|4|3|3|Met|Calipatria USD has met the criteria for Implementation of State Academic Standards. The self-reflection tool provided staff the opportunity to reflect upon the practices in the district and support for implementation of state standards. Overall, 5 areas were recognized as now in Full Implementation and 5 indicated Beginning Development (indicated changes marked with ^). These outcomes continue to align with the district adoption activities and professional development activities aligned to these adoptions. Staff comments expressed continue need to support full implementation as well as support continue and comprehensive support for core curriculum training and collaboration.|2018 54105466119291|Eleanor Roosevelt Community Learning Center|2||3|2|4|3|2|3|2|4|3|2|3|2|4|3|2|1|1|1|2|1|3|3|3|Met||2018 43695180000000|Los Altos Elementary|2|The implementation of state standards includes a series of professional learning opportunities for teachers, including a framework overview, attention to grade level instructional shifts, and unpacking the standards themselves. This work continues through collaboration time in grade level teams. LASD follows a materials/textbook adoption process that is in line with state guidelines. The process begins with a focus team completing a standards and framework review, focusing on the selection and evaluation of materials, reviewing SBE approved and other available programs, selecting and piloting up to two programs, conducting comparison studies to inform program selection, involving stakeholders in program examinations, and a formal recommendation to the Board of Trustees. Next steps include professional development and identifying leads to serve as implementation experts who can provide ongoing coaching support. Implementation monitoring is supported with administrative observations and peer to peer observations. Mathematics - Fully implemented K-5, initial implementation 6-8; K-8 math team planning this year to improve first instruction. ELA/ELD - Adopted K-8 Units of Study in May 2017 - training and coaching support in 17/18 - initial implementation phase. ELD standards training in 16-17 - initial implementation phase. NGSS/Science - Initial implementation of one NGSS-aligned unit K-5; fully implemented NGSS units in 6-8. Textbook/materials not yet available. History/Social Studies - Awareness stage of new History/SS framework. Physical Education - Fully implemented in alignment with Physical Education Framework (2010). Career Tech Ed - Exploration and research phase in grades 7-8. Health Ed - Exploration and research phase - Health and Wellness committee convening around compliance for California Healthy Youth Act (2016) Visual and Performing Arts - Initial implementation in 7-8, exploration and research in K-6. World Languages - Adopted and fully implemented new and approved curriculum Fall of 2014|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 54722560109751|Visalia Charter Independent Study|2||5|5|4|5|3|5|5|5|5|5|5|5|5|4|4|3|4|4|4|5|4|5|4|Met||2018 01611920127944|Silver Oak High Public Montessori Charter|2||5|5|5|3|5|5|5|5|3|5|5|5|5|5|5|1|3|4|3|5|5|5|5|Met|Silver Oak is a college prep, so no career track has been implemented. Starting to implement a health education curriculum, to be taught as electives, with the help of consultants to do presentations. - Implement a health education curriculum within the advisory system, with the help of consultants to do presentations. - As part of Performing and Visual Arts, the school offers a full art and digital media program, band after school, but not yet drama.|2018 04614990000000|Manzanita Elementary|2|"To measure the implementation of the ELA and Math State Standards, MESD is utilizing BCOE's CA Standards Implementation Metric. A modified version of the CA state metric to measure the implementation of all other state standards was utilized. We selected these metrics and subsequent reflective survey tool to accurately analyze and reflect current implementation school wide. MESD has purchased state adopted ELA/ELD curriculums Benchmark Advance for TK-5th grade and Study Sync for 6th-8th grades. Engage New York/Eureka Math and the Aleks program have been purchased to utilize in our current Math programs. Continued professional development for all faculty and staff ensures successful implementation which also focuses on the implementation of EL standards. After analyzing the data, the majority of all faculty in ELA and Mathematics fall into Level 4, ""Student Awareness"" . Evidence of successful implementation includes adoption of CCSS aligned curriculums, PD on that curriculum, weekly allotted time for all faculty and staff to collaborate and analyze curriculum embedded assessments, CAASPP scores, CELDT scores, pacing guides, and create school wide thematic project learning designed to reinforce California State Standards in all subject areas. We are exploring Science and History Curriculums which includes examination, piloting, and selection of of standards based materials. In the coming years, Manzanita Elementary School District will increase our focus and implementation of Social Science Framework and the Next Generation Science Standards. MESD will continue to utilize BCOE's CA Standards Implementation Metric and a modified version of the CA state metric to measure the implementation of all state standards utilized. We will continue with professional development with regards to state standards and continuously reflect upon on our educational programs ensuring students are receiving a high quality education that meet current state standards across curriculums."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|Manzanita Elementary School District will continue to utilize BCOE's CA Standards Implementation Metric and a modified version of the CA state metric to measure the implementation of all state standards utilized. We will continue with professional development with regards to state standards and continuously reflect upon on our educational programs ensuring students are receiving a high quality education that meet current state standards across curriculums.|2018 19650520000000|Temple City Unified|2||3|3|3|2|2|3|2|3|2|2|3|2|3|2|2|2|3|4|3|3|4|4|3|Met|Temple City Unified School District provides the appropriate conditions for learning, including the technology infrastructure and tools necessary to support 21st Century teaching and learning. The District ensures that state adopted academic and performance standards are taught to all TCUSD students and differentiated to make standards mastery possible for all students and subgroups (e.g. ELs, Students with Disabilities, Socioeconomically Disadvantaged, Foster Youth, GATE, etc). Over the past year, the district has invested considerable energy and financial resources in implementing Common Core Math, Next Generation Science Standards, and Career Technical Education. This is evidenced by a K-6 mathematics curriculum adoption, curriculum development meetings for 9-12 Science, and the expansion of CTE options at Temple City High School, the Dr. Doug Sears Learning Center, and Oak Avenue Intermediate School. In the coming year, Temple City Unified will take steps to enhance the implementation of Common Core English-Language Arts and English Language Development.|2018 11765620000000|Hamilton Unified|2||3|4|4|3|3|4|3|4|1|1|2|4|4|3|2|3|3|4|2|3|3|3|2|Met|Curriculum adoption for History Social Studies K-12 occurred late spring 2018. HUSD anticipates review/pilot of Next Generation Science materials during the spring 2018 followed by district-wide adoption.|2018 50711006116388|Hickman Middle|2||5|4|5|3|1|5|4|5|3|1|5|4|5|3|1|1|3|5|4|1|5|5|4|Met|Indicators based on a local review of teaching assignments as evidenced on SARC report and the County Office of Education credential review; student access to standards-aligned curriculum for use at school and home as evidenced on SARC report, and inspection of facilities as evidenced on SARC report. Local Indicators were presented to the Board on November 13, 2018.|2018 10625390000000|West Park Elementary|2||3|3|3|2|3|5|5|5|2|5|4|4|4|2|4|2|3|4|2|2|4|4|4|Met||2018 50711006052559|Hickman Elementary|2||5|4|5|3|1|5|4|5|3|1|5|4|5|3|1|1|3|5|4|1|5|5|4|Met|Indicators based on a local review of teaching assignments as evidenced on SARC report and the County Office of Education credential review; student access to standards-aligned curriculum for use at school and home as evidenced on SARC report, and inspection of facilities as evidenced on SARC report. Local Indicators were presented to the Board on November 13, 2018.|2018 50757390124669|eCademy Charter at Crane|2||4|4|4|3|2|4|4|5|1|2|4|3|4|3|2|4|2|3|4|4|4|4|3|Met|Turlock Unified School District is focused on the implementation of state academic standards through effective teaching and instructional strategies. Staff participate in professional development as well as collaboration time. We are in the initial implementation of Next Generation Science Standards, and in beginning implementation of History-Social Science. eCademy's data is included in the Turlock Unified School District reporting of local indicators.|2018 41689730000000|Millbrae Elementary|2||4|4|4|2|2|4|4|4|2|2|4|4|4|2|2|2|2|3|2|2|3|3|3|Met||2018 50712660124768|Great Valley Academy - Salida|2||4|2|3|3|2|4|2|2|2|2|3|2|3|2|2|1|3|4|1|1|2|3|2|Met|As a charter school, we are subject to academic standards as per our charter (1's are noted in the areas not applicable)|2018 50757390000000|Turlock Unified|2||4|4|4|3|2|4|4|5|1|2|4|3|4|3|2|4|2|3|4|4|4|4|3|Met|Turlock Unified School District is focused on the implementation of state academic standards through effective teaching and instructional strategies. Staff participate in professional development as well as collaboration time. We are in the initial implementation of Next Generation Science Standards, and in beginning implementation of History-Social Science. eCademy's data is included in the Turlock Unified School District reporting of local indicators.|2018 48705810000000|Vallejo City Unified|2||4|2|4|2|1|5|5|5|2|1|4|2|4|2|1|3|2|4|3|3|4|3|3|Met||2018 19646910000000|Lawndale Elementary|2||4|4|4|2|2|4|4|4|2|2|4|4|4|2|2|1|2|4|4|1|5|3|2|Met||2018 19647330123158|Arts In Action Community Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|5|Met|This year, we transitioned to using the NWEA MAP assessment for all grade levels. All teachers were able to meet their mid year goals within a couple of percentage points. We believe that the rigor of NWEA MAP testing is more closely aligned to state testing requirements, and we are confident that using NWEA as our school-wide assessment will elicit more accurate data and better opportunities for strategic goal setting and lesson design. This year, we were able to expand our English Language learner interventions, and provided three rounds of Saturday intervention throughout the entire school year for students who are at risk of becoming Long Term English Learners (LTELS). We also pioneered a new ELD computer based intervention, Pearson I-Lit. We were able to provide consistent academic intervention in all grade levels during after-school intervention classes and during the school day through strategic groupings. Per our LAUSD audit conducted in February 2018, Arts in Action Elementary School is outperforming neighboring district schools in ELA and math, based on overall scores and in all significant subcategories (EL learners, students with disabilities, title 1). We provided robust professional development for all content areas through coaching and outside providers.|2018 50710680000000|Denair Unified|2||3|1|3|2|3|4|2|4|3|3|3|2|3|1|2|3|4|4|3|3|2|3|2|Met|We continue to make progress in the implementation of state standards through adoption of standards-aligned instructional materials as they become available, ongoing professional development for teachers, administrators and support staff, and adopting policies and practices that support instruction in all content areas.|2018 27661420000000|Salinas City Elementary|2||4|3|4|2|2|5|5|5|2|2|4|3|4|2|2|1|2|3|3|4|4|3|3|Met|"SCESD provided multiple professional development and support opportunities to all teachers for the State Standards and the adopted Language Arts and Mathematics curricula. There continues to be an ongoing effort to find History/Social Studies and Science materials aligned with the new content standards. SCESD has created multiple structures for teachers to collaborate, analyze student data and plan instruction. A focus for professional development, school visitation walkthroughs, and grade level collaboration times has been on the implementations of these curricular tools. Academic Coaches and Administrators support instruction and learning in the classroom. Note: As a TK-6 elementary we have not offered Career Technical Education (#4). We selected ""1"" due to receiving an error if left blank."|2018 19648160000000|Mountain View Elementary|2||5|5|4|3|2|4|4|4|2|2|4|4|4|2|2|3|2|5|3|2|4|3|3|Met||2018 43694350000000|Evergreen Elementary|2||4|3|5|2|3|5|5|5|3|2|4|4|4|2|4|1|3|4|4|1|3|3|3|Met||2018 31669440000000|Tahoe-Truckee Unified|2||3|2|3|1|1|2|2|3|1|1|3|2|3|1|1|3|1|2|1|2|2|1|1|Met||2018 34674390101881|New Technology High|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|4|4|3|3|2|Met||2018 38684780118141|Five Keys Independence HS (SF Sheriff's)|2||4|4|4|3|4|5|5|5|3|5|4|4|4|4|4|4|5|4|5|3|5|4|4|Met||2018 21653000000000|Bolinas-Stinson Union|2||5|3|4|4|5|5|5|5|5|5|3|3|4|4|4|1|3|2|5|1|4|5|3|Met|Recent K-6 alignment of Math and Language Arts curriculum is fully implemented and transition from grade 6 to Middle School (7&8) is articulated clearly.|2018 50710685030267|Denair Charter Academy|2||5|5|5|5|5|5|5|4|5|5|5|5|5|5|5|4|5|5|1|1|4|4|4|Met|Denair Charter Academy is a small, independent-study and home-study charter school of the Denair Unified School District that serves students in grade K-12. We have lead teachers for each content area who provide standards-aligned lessons/units, resources, and support for all teachers, parents, and students|2018 45701690137117|New Day Academy|2||4|4|3|3|3|4|4|4|2|4|4|4|3|3|3|3|2|3|3|4|5|5|5|Met|Responses to Priority 2 are based on actions taken by the New Day Academy Shasta staff in the 2017-2018 school year.|2018 45701690134031|New Day Academy - Shasta|2||4|4|3|3|3|4|4|4|2|4|4|4|3|3|3|3|2|3|3|4|5|5|5|Met|Responses to Priority 2 are based on actions taken by the New Day Academy Shasta staff in the 2017-2018 school year.|2018 50710680132662|Denair Elementary Charter Academy|2||4|4|4|2|2|5|5|5|2|2|3|3|3|2|2|1|1|4|2|3|2|2|1|Met|We continue to make progress in the implementation of state standards, through adoption of standards-aligned instructional materials as they become available, ongoing professional development for teachers, administrators and support staff, and adopting policies and practices that support instruction in all content areas.|2018 19647331937226|Reseda Charter High|2||4|4|4|3|3|4|4|4|2|4|4|4|4|3|3|4|4|4|4|4|5|4|4|Met||2018 45701690136440|Phoenix Charter Academy|2||3|1|3|2|2|5|1|5|2|2|3|2|3|2|2|2|3|3|3|3|4|4|4|Met||2018 34674470114983|Golden Valley River|2||4|5|4|3|4|4|4|5|3|4|4|4|4|3|4|2|4|4|5|5|4|4|3|Met|GVCS has dramatically increased the money available for professional development.|2018 30664646117758|Journey|2||5|5|4|3|3|5|5|5|5|5|5|4|4|3|3|3|3|5|5|3|4|4|4|Met|This local indicator does not apply to Journey School, in terms of state accountability purposes, because it is not a goal or priority specifically articulated in the school's charter petition.|2018 19753090127100|Assurance Learning Academy|2||4|3|4|4|4|4|3|4|4|3|3|3|3|3|3|3|4|2|2|2|3|3|3|Met|Overall the school currently scores at a 3.2, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.2 growth from last year. We improved in implementing our ELD program and Health courses last year.|2018 42692520000000|Montecito Union Elementary|2||5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|1|5|5|5|5|5|5|5|Met|Being an elementary school, we do not have a Career Technical Education program so we rated ourselves as a 1. With to impending adoption of a new history-social science framework and anticipated new published curricula, we anticipate the need to continue to reflect on our history-social science materials and instruction|2018 37735510000000|Carlsbad Unified|2||4|4|5|4|3|3|3|5|3|2|4|4|4|3|2|4|4|4|4|4|5|5|3|Met|Grad Rate: In 2017, the CUSD grad rate was “High” (95.5%) while the change over prior years was labeled “Maintained” (0.7%). CUSD’s graduation requirements are aligned with rigorous UC/CSU standards, exceeding the requirements of most school districts in California. Suspension Rate: in 2017, the CUSD suspension rate was “Low” (1.9%) while the change over prior years was labeled “Maintained” (0.1%). Rigorous academic requirements and high standards for behavior contributed to these performance ratings.|2018 19753090000000|Acton-Agua Dulce Unified|2||3|2|4|2|4|4|4|5|2|4|4|3|4|3|4|3|4|5|5|5|5|4|3|Met||2018 19648080000000|Montebello Unified|2||4|4|4|3|2|5|5|4|2|2|4|4|4|2|2|5|2|3|3|3|4|4|4|Met||2018 36678500000000|Rialto Unified|2||3|3|3|2|3|5|5|5|2|5|3|3|3|3|3|2|2|2|3|3|3|2|2|Met|Rialto USD completed the Option 2: Reflection Tool with input from classroom teachers and from curriculum representatives in each area. The District has made progress toward implementation of state academic standards in English Language Arts and Mathematics due in part to completing the adoption process in those content areas. Other content areas have been reviewed and are planned for revisions in order to increase the progress toward implementation of state academic standards|2018 19646420000000|Keppel Union Elementary|2||4|3|4|1|1|3|4|4|1|4|3|3|4|1|2|1|4|4|3|1|3|3|2|Met||2018 30666210000000|Orange Unified|2|Orange Unified School District (OUSD) has made considerable strides in the facilitation of 21st Century teaching and learning. Through high-quality professional development that reflects best practices, teachers have been able to gain and refine knowledge of both content and pedagogy. OUSD utilizes a variety of measures and tools to track our progress in implementing the state academic standards, which include the evaluation of professional development, surveys & focus group input, data analysis of local & state assessments and Instructional Rounds debriefs. Below is a synopsis of our progress in implementing the state academic standards. ? K-8 Write From the Beginning & Beyond (WFTBB): WFTBB is an advanced writing program that is purpose driven, genre based, targeted, and grade aligned. ? Mathematics: OUSD’s focus has been on the three shifts of Focus, Coherence, & Rigor. Elementary sites have received all new core materials over the last few years. Secondary sites implemented a new Mathematics adoption this year. ? English Language Arts/English Language Development: All K-12 students are engaging in a new, rigorous English Language Arts Program. These curriculums are fully aligned with the ELA & ELD Standards, have built in scaffolds for students and are fully digital. ? World Languages: New standards-aligned curriculum was adopted for all levels of general education and Advanced Placement Spanish and French. Chinese & Spanish for Spanish Speaker curriculums are currently under review. ? Health: In order to expand the academic and elective course options for all students, OUSD decided to pilot the APEX Learning Health Extended Online curriculum for all high-school students. ? History-Social Science: Teachers have participated in professional learning cohorts to expand their knowledge of the CCSS in literacy and how to incorporate them within their lesson design and instructional delivery. Middle and High school Social Studies teachers are currently in the review process for new curriculum. ? Next Generation Science Standards (NGSS): OUSD has engaged their science teachers in a shared responsibility for literacy through PD that focuses on Crosscutting Concepts, Science and Engineering Practices, and Disciplinary Core Ideas. ? Physical Education: OUSD has highlighted the five overarching model content standards for elementary and middle school students through collaborative, engaging professional development for teachers. ? Visual and Performing Arts (VAPA): The Strategic Arts Plan was updated to provide a comprehensive roadmap towards achieving an exemplary visual and performing arts program in which all students have the opportunity to develop their appreciation, skills, and literacy in the arts. ? Career Technical Education: OUSD has implemented the Career Technical Education Model Curriculum Standards across all middle and high-schools. OUSD currently offers 100 Career Technical Education Courses within 22 Pathways.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 29663570124834|Sierra Academy of Expeditionary Learning|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2|4|5|5|5|5|5|5|Met|Sierra Academy of Expeditionary Learning (SAEL) launched our school program implementing the standards required. Our teachers have designed curriculum in alignment with those standards since our launch. The EL Education learning model we use provides both guidance and direct support and resources for implementing curriculum that is both aligned to the standards and relevant to students. This has meant we have been able to support teachers in designing curriculum that is directly aligned to standards and engaging and challenging to students from the beginning of our school program. We are now in our 5th year (SY 18-19) and in 18-19 have three teachers who now have preliminary CTE credentials so we are beginning to offer the full CTE scope and sequence for three pathways after developing this work during the 17-18 school year.|2018 19651020000000|Westside Union Elementary|2||4|3|4|3|2|4|3|4|3|2|4|3|4|2|2|3|2|4|2|1|4|4|4|Met|Deepening teachers’ and administrators’ knowledge of the content standards and best practices associated with their effective implementation continues to be a focus of professional learning support. Mathematics materials were adopted in spring 2015; ELA materials were adopted Spring 2016. It is anticipated that new History Social Science Materials will be adopted Spring 2019; and Science in spring 2020. Staff members at all sites regularly engage in deconstructing the ELA and mathematics standards, developing common formative assessments, analyzing the data from these assessments, and developing instructional ‘next steps’ to provide the necessary intervention and extension to support student learning. Additionally, the district is transitioning to standards-based grading and standards-based report cards.|2018 15634046009369|Del Vista Math and Science Academy|2||5|5|4|2|2|5|5|4|3|3|5|5|4|3|3|1|1|4|4|1|4|4|4|Met|Professional development and collaboration are key components of the instructional program at the Del Vista Math & Science Academy. Two late start Wednesdays per month are dedicated to teacher training and structured planning time where teachers discuss instructional practices, review assessment results, and design lessons with a specific focus on addressing gaps in student learning. All teachers and site leaders have received training in reading strategies, English learner methods, mathematics, and technology. Teachers at Del Vista Math & Science Academy are supported by district academic coaches in the areas of new teacher support, mathematics, English language arts, English language development, and technology; these individuals model and design lessons, assist with curriculum development, and collaborate with individual teachers to improve instructional practices. Del Vista Math & Science Academy has curriculum facilitators representing grade-levels at the district level that also support the curriculum development and implementation process by creating pacing guides, instructional materials, and assessments. Teachers have been trained in the use of district adopted English language arts and mathematics curriculum.Teachers have also participated in NGSS rollout trainings, CUE, California Mathematics Council trainings, STEAM conference and a variety of other professional development opportunities that are aligned to district goals.|2018 17640550129601|California Connections Academy @ North Bay|2|N/A|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|California Connections Academy @ North Bay does not have any charter goals or outcomes related to this local priority, therefore, under guidance from the State Board of Education, no information needs to be reported for this local indicator. This local indicator is not applicable to California Connections Academy @ North Bay.|2018 36750773631207|Academy for Academic Excellence|2||5|4|4|4|3|5|4|4|3|3|5|4|4|4|4|5|2|5|5|5|4|5|5|Met||2018 19647740000000|Lynwood Unified|2|LUSD continues to place significant emphasis on all our students to reach mastery of the State Academic Standards, and a variety of measurements are utilized to monitor progress. As a district fully committed to Professional Learning Communities (PLC’s), the regular school-wide, grade-level, and subject area team agendas and minutes from every site are collected and closely monitored by the site principal, as well as the supervising district administrators and LUSD Education Services team. In addition, teacher teams are expected to establish cycles for instructing within essential standards, and evaluating student progress toward those common assessments using Common Formative Assessments (CFA’s). The individual teacher CFA results demonstrating implementation by the student, by the standard, are again shared with and monitored by the principal during our data reflection sessions after every common assessment, as well as visited regularly by LUSD Education Services. Additionally, teachers in all grade levels have attended district-led professional development efforts and workshops for all content areas. All trainings include a component of planning and implementation prep time, as well as follow up and coaching/observation opportunities for participating teachers with site administration and instructional leads. Finally, LUSD has made significant progress in implementing the SBE adopted standards for all areas, including: English Language Arts, English Language Development, Mathematics, Next Generation Science Standards, History-Social Science, Career Technical Education, Health Education content standards, Physical Education model content standards, Visual and Performing Arts, and World Languages. Collectively and individually, all LUSD teachers representing the areas listed above have participated in weekly collaboration as well as professional development to unpack and investigate changes in their standards, as well as to create and adjust plans for implementation and instruction through guided planning. All content areas are closely overseen by site administrators, as well as by Secondary Director and Elementary Director.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 54718030112458|California Connections Academy@Central|2|N/A|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|California Connections Academy @ Central does not have any charter goals or outcomes related to this local priority, therefore, under guidance from the State Board of Education, no information needs to be reported for this local indicator. This local indicator is not applicable to California Connections Academy @ Central.|2018 30664640106765|Capistrano Connections Academy|2|N/A|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|Capistrano Connections Academy does not have any charter goals or outcomes related to this local priority, therefore, under guidance from the State Board of Education, no information needs to be reported for this local indicator. This local indicator is not applicable to Capistrano Connections Academy.|2018 39686500125849|California Connections Academy @ Ripon|2|N/A|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|California Connections Academy @ Ripon does not have any charter goals or outcomes related to this local priority, therefore, under guidance from the State Board of Education, no information needs to be reported for this local indicator. This local indicator is not applicable to California Connections Academy @ Ripon.|2018 34674473430717|Visions In Education|2||4|4|3|3|2|5|5|5|2|3|5|5|5|2|2|2|5|5|3|4|5|5|4|Met||2018 20755800000000|Golden Valley Unified|2||4|3|4|2|3|3|2|4|2|3|3|3|3|2|3|3|3|3|3|3|3|3|3|Met||2018 36103630115808|Norton Science and Language Academy|2||5|4|5|3|3|5|5|5|3|3|5|5|5|3|3|2|2|4|2|5|5|4|4|Met||2018 15636930000000|Norris Elementary|2||5|5|5|3|2|5|5|5|3|2|5|4|5|3|2|1|5|5|1|1|5|4|4|Met||2018 19647330127217|Alliance Alice M. Baxter College-Ready High|2||5|5|5|4|5|5|5|4|5|5|5|5|5|4|5|5|5|5|5|5|5|5|5|Met||2018 19647330121285|Alliance Cindy and Bill Simon Technology Academy High|2||5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|5|Met||2018 19647330128058|Alliance College-Ready Middle Academy 12|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|1|4|5|3|1|5|5|4|Met||2018 19647330120030|Alliance College-Ready Middle Academy 4|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|1|4|5|3|1|5|5|4|Met||2018 08618200000000|Del Norte County Unified|2||3|3|3|3|3|4|3|4|2|3|4|4|4|2|4|4|4|4|4|4|4|3|3|Met|Overall the district continues to make progress with the implementation of state standards. For this period of time the district overall is as the initial implementation stage and is progressing towards full implementation. The district has restructured professional development and utilization of instructional coaches to increase our support of teachers to improve standards implementation.|2018 19647330120048|Alliance College-Ready Middle Academy 5|2||5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|1|4|5|4|1|5|5|5|Met||2018 19647330128033|Alliance College-Ready Middle Academy 8|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|1|4|5|3|1|5|5|4|Met||2018 19647330108936|Alliance Collins Family College-Ready High|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|5|5|5|5|5|5|5|5|Met||2018 19647330111500|Alliance Dr. Olga Mohan High|2||5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|5|Met||2018 19647330106864|Alliance Gertz-Ressler Richard Merkin 6-12 Complex|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|5|5|5|5|5|5|5|5|Met||2018 19647330111518|Alliance Jack H. Skirball Middle|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|1|4|5|3|1|5|5|4|Met||2018 19647330108894|Alliance Judy Ivie Burton Technology Academy High|2||5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|5|Met||2018 19647330128041|Alliance Kory Hunter Middle|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|1|4|5|3|1|5|5|4|Met||2018 19647330128009|Alliance Virgil Roberts Leadership Academy|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|1|4|5|3|1|5|5|4|Met||2018 19647330111658|Alliance Marc & Eva Stern Math and Science|2||5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|5|Met||2018 19647330132084|Alliance Marine - Innovation and Technology 6-12 Complex|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|5|5|5|5|5|5|5|5|Met||2018 19647330111492|Alliance Patti And Peter Neuwirth Leadership Academy|2||5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|5|Met||2018 19647330124891|Alliance Renee and Meyer Luskin Academy High|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|5|5|5|5|5|5|5|5|Met||2018 19647330123133|Alliance Susan and Eric Smidt Technology High|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|5|5|5|5|5|5|5|5|Met||2018 19647330123141|Alliance Ted K. Tajima High|2||5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|5|Met||2018 19647330121293|Alliance Tennenbaum Family Technology High|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|5|5|5|5|5|5|5|5|Met||2018 36750510136432|Alta Vista Innovation High|2||4|3|4|4|4|4|3|4|4|3|3|3|3|3|3|3|4|2|2|2|3|3|3|Met|Overall the school currently scores at a 3.2, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.2 growth from last year. We improved in implementing our ELD program and Health courses last year.|2018 36678760000000|San Bernardino City Unified|2||4|3|4|2|2|5|5|5|1|2|3|3|3|2|2|5|5|4|4|4|4|4|3|Met|SBCUSD continues to move forward in our implementation of the Common Core State Standards. We have made progress towards fully implementing professional development for teachers, including a district wide focus on TK-12 Mathematics and Early Literacy (TK-3). ELA, ELD, and Mathematics instructional materials are available in all classrooms. The Next Generation Science Standards framework has been developed by the CDE and the materials adoption process will begin December 2018. District teams are finalizing the textbook adoption process for History-Social Science materials. District data protocols assisted school site teams in identifying areas for improvement in delivering instruction aligned to current academic standards. Additionally, each school site staff worked collaboratively to identify a site professional learning focus for the 2018-19 school year. District resources are being targeted to support each site’s focus as well as a districtwide training and implementation of the Instructional Rounds model. SBCUSD has Career Technical Education (CTE) in grades 9-12 and a Linked Learning program that is fully implemented and sustained in grades K-12. Our Physical Education Model Content Standards curriculum is well developed. Planning was completed for the 2018-19 expansion of course offerings in the area of World Language. This includes adding a third language to the Dual Language Program and additional Spanish elective classes to be offered at the middle schools.|2018 12626790000000|Arcata Elementary|2||4|4|5|1|3|4|4|5|1|3|3|2|3|1|2|2|3|3|3|1|3|2|3|Met|The State Standards Implementation Reflection Tool indicates that implementation status varies significantly by subject matter. It is to be expected that some subject areas are further along in the implementation process due to the timing of various state adoptions - Math and English in 2013, Science in 2016, and Social Science in 2016. Survey results also seem to indicate a desire to have professional development to be more strategically facilitated by administration. The ASD LCAP includes several expected annual measurable outcomes related to implementation of the state standards. Professional development logs from the 2017/2018 school year indicate an abundance of Common Core State Standard trainings - Lucy Caulkins Writing Strategies, Fauntas and Pinnell trainings, Kim Sutton Math Strategies trainings, and a in depth training for two AES teachers as part of a US History Grant. Additionally, all instructional materials are reported as standards aligned (Math, ELA, and ELD) and all students, including English learners, have access to their own textbooks. In order to better serve all District students, the ASD continues to implement actions/services related to implementation of the State Standards.|2018 57105790137422|Yolo County Career Academy|2||2|2|3|1|2|3|3|3|1|2|2|2|2|1|2|4|2|3|3|3|3|3|3|Met|This is Yolo County Career Academy Charter School's first year and many of the programs have just launched or are in development. Completed by Executive Director of YCOE and Vice Principal of Alternative Education.|2018 26736680000000|Eastern Sierra Unified|2|The District is using state adopted instructional materials in all core subjects, following a thorough review process of State-approved materials. All teachers received professional development training in the state academic standards in the core subject areas from the MCOE Assistant Superintendent for Education Services, as well as training in the use of the new state adopted materials. Time at grade level team meetings has been spent discussing the standards as evidenced by grade level team meeting agendas. Principals routinely conduct classroom observations focusing on reviewing the implementation of the standards as evidenced by their observation notes. Additional focus has been placed on Math Instruction and adoption of the state standards and the Eureka Math Curriculum, as the district’s administration has chosen this to be a focus area. These measures have been chosen due to the small, yet geographically challenging, nature of the district.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 23655730000000|Manchester Union Elementary|2||2|2|3|3|2|3|3|4|3|2|4|4|4|4|4|1|3|4|3|1|3|3|3|Met||2018 19649800000000|Santa Monica-Malibu Unified|2||3|3|4|2|2|4|4|5|1|2|3|3|4|1|1|2|2|4|5|4|4|4|1|Met||2018 12753820000000|Mattole Unified|2||4|3|4|4|4|4|3|4|3|3|4|3|4|3|3|3|4|4|4|4|4|4|4|Met||2018 36678760122317|Hardy Brown College Prep|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|3|5|5|5|5|5|5|Met||2018 27660350000000|Greenfield Union Elementary|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|4|4|5|5|1|4|4|4|Met|LCAP local priority two is shared with our local board of trustees and our community of stakeholders at a regular school board meeting on a regular basis. The last presentation sharing educational services curriculum, instruction, and professional development implementation plans was on October 11, 2018.|2018 37679830134890|San Diego Workforce Innovation High|2||4|3|4|4|4|4|3|4|4|3|3|3|3|3|3|3|4|2|2|2|3|3|3|Met|Overall the school currently scores at a 3.2, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.2 growth from last year. We improved in implementing our ELD program and Health courses last year.|2018 34103480136275|Fortune|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2018 30103060134841|Orange County Workforce Innovation High|2||4|3|4|4|4|4|3|4|4|3|3|3|3|3|3|3|4|2|2|2|3|3|3|Met|Overall the school currently scores at a 3.2, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.2 growth from last year. We improved in implementing our ELD program and Health courses last year.|2018 34674470132399|Golden Valley Orchard|2||4|5|4|3|4|4|4|5|3|4|4|4|4|3|4|2|4|4|5|5|4|4|3|Met|GVCS has dramatically increased the money available for professional development.|2018 29663730000000|Pleasant Ridge Union Elementary|2||5|5|5|3|1|5|5|5|3|1|5|5|5|5|5|1|5|5|1|1|5|5|5|Met|In the category of Other Adopted Academic Standards, there were some standards like CTE, VAPA and World Language that is not a requirement for elementary school districts to adopt. Pleasant Ridge is proud to offer CTE and VAPA courses at the Middle School level. The courses offered are introductory classes that will feed into our local high school district. Social Studies was rated as a one as the school district choose to adopt NGSS standards before adopting a Social Studies curriculum.|2018 16639660000000|Lakeside Union Elementary|2||5|5|5|4|2|5|5|5|5|1|4|4|4|2|2|2|3|5|3|3|5|5|5|Met||2018 37680490136614|Diego Hills Central Public Charter|2||4|3|4|4|4|4|3|4|4|3|3|3|3|3|3|3|4|2|2|2|3|3|3|Met|Overall the school currently scores at a 3.2, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.2 growth from last year. We improved in implementing our ELD program and Health courses last year.|2018 10623800136499|Ambassador Phillip V. Sanchez II Public Charter|2||4|3|4|4|4|4|3|4|4|3|3|3|3|3|3|3|4|2|2|2|3|3|3|Met|Overall the school currently scores at a 3.2, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.2 growth from last year. We improved in implementing our ELD program and Health courses last year.|2018 14101400000000|Inyo County Office of Education|2||3|3|2|1|2|4|3|4|1|3|3|3|3|2|2|2|3|4|1|2|3|3|3|Met|Jill Kinmont Boothe School is a very small school serving less than 15 students in grades 6-12. The school has one full time teacher and one part time teacher.|2018 10101080109991|Crescent View West Public Charter|2||4|3|4|4|4|4|3|4|4|3|3|3|3|3|3|3|4|2|2|2|3|3|3|Met|Overall the school currently scores at a 3.2, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.2 growth from last year. We improved in implementing our ELD program and Health courses last year.|2018 20652430107938|Ezequiel Tafoya Alvarado Academy|2||4|3|4|2|2|4|3|4|1|2|3|2|2|1|2|1|3|4|3|1|4|3|3|Met||2018 37683380135913|Urban Discovery Academy Charter|2||5|3|5|4|4|4|3|5|4|4|4|3|4|4|4|4|4|5|5|5|5|4|4|Met|Visual and Performing Arts standards as well as World Language Standards are fully implemented into our core Fine Arts, Performing Arts, and Spanish classes. We implement Physical Education Model Standards through our Physical Education courses. Health Education Content standards are included in our Physical Education courses and integrated into other core courses. Our professional development continuum includes collaboration and support for implementing and refining standards.|2018 19647330117598|Alliance Piera Barbaglia Shaheen Health Services Academy|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|5|5|5|5|5|5|5|5|Met||2018 49738820000000|Cotati-Rohnert Park Unified|2||4|3|4|3|2|3|3|3|2|1|4|3|4|2|1|4|3|3|3|3|4|3|3|Met|The Cotati-Rohnert Park Unified School District is working collaboratively with all teachers to ensure full implementation and sustainability of state academic standards. Through grade and department level discussions, data reviews, progress monitoring, piloting, and recommending curricula, teams are developing action plans to effectively address implementation and determine areas of need. The district continues to provide professional development in order to reach full implementation of state academic standards. The district partners with both outside vendors and internal experts for this professional development.|2018 19648570112714|Antelope Valley Learning Academy|2||4|3|4|4|4|4|3|4|4|3|3|3|3|3|3|3|4|2|2|2|3|3|3|Met|Overall the school currently scores at a 3.2, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.2 growth from last year. We improved in implementing our ELD program and Health courses last year.|2018 37682960000000|Poway Unified|2||4|3|4|3|1|3|3|5|3|1|4|3|5|3|1|5|4|4|4|3|4|4|4|Met||2018 19647330122861|Camino Nuevo Academy #2|2|1. LEAs identify locally selected measures or tools that were used to track the progress of state academic standards implementation and briefly describe why the LEA chose the selected measures or tools. For progress monitoring, CNCA uses the following assessments: Language Development: Systematic ELD Unit Assessments from ELAchieve Reading Development: Fountas and Pinnell, TCRWP, and Achieve3000 ELA Standards: IAB Data and teacher created benchmarks Math Standards: IAB Data and Unit Assessments from Bridges and CPM In addition, CNCA has developed frameworks for implementation of state academic standards. Currently, the following frameworks have been implemented: literacy for ELA and literacy across the content areas, math, and English Language Development. Additionally, progress towards frameworks for Science, Social and Ethic Studies, physical education, and the arts are being made. 2. Based on the locally selected measures or tools, LEAs summarize progress in implementing the academic standards. In literacy and language, CNCA is at full implementation and sustainability at the K-8 level and at partial implementation moving towards full implementation at the 9-12 level. All schools are at full implementation of assessments. In math, CNCA is at partial implementation at Cisneros, Kayne Siart, Castellanos, and Burlington for Bridges and full implementation of CPM for math across all schools. All schools are at full implementation of math assessments this year. In Science, a Director of Science is leading the work to co-create a science framework and select assessments. The K-5 schools are at beginning implementation while 6-8 schools and the 9-12 schools are at partial implementation. In Social Science, an Ethnic Studies Coordinator is leading the work to roll-out an ethnic studies framework across K-12. This is at partial implementation across schools. CNCA is at beginning implementation in implementing tools to monitor implementation of standards in Health, PE, and the Arts. CNCA does not implement CTE curriculum.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 54721400136507|Crescent Valley Public Charter II|2||4|3|4|4|4|4|3|4|4|3|3|3|3|3|3|3|4|2|2|2|3|3|3|Met|Overall the school currently scores at a 3.2, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.2 growth from last year. We improved in implementing our ELD program and Health courses last year.|2018 37681633731239|Julian Charter|2|JCS is using a variety assessment tools to track student progress. Universal Screening for Tier 1: For kindergarten we use a K skills assessment and 1st grade DIBELS, a math readiness skill assessment and ongoing math assessments. In grades 2-6 we're using MAP, DIBELS and ongoing math assessments. In 7-8 we use MAP, ongoing math assessments and the SBAC interim assessment blocks for writing. 9th builds on the 7th-8th tools by incorporating the 9th grade math placement test. In 10th and 11th we are using MAP as well for Tier 1 screening. Tier 2: In K-3 we're using CORE Phonics Survey and sight words as a drill down, a placement test for intervention curriculum for 4-6 and Easy CBM for 7-8, with DRA as needed. In high school we're using the IABs for writing. For Tier 2 and 3 benchmark assessments to track progress we're using CORE Phonics Survey and sight words in K, DIBELS K-6 and Easy CBM for 7-8.|3|3|4|2|1|4|3|4|2|2|2|2|2|1|1|2|2|1|2|2|4|4|4|Met||2018 28662660108605|Stone Bridge|2||4|4|4|3|3|4|4|4|2|2|4|4|4|2|2|1|2|2|4|4|4|4|3|Met||2018 40687590000000|Lucia Mar Unified|2||4|4|3|3|4|4|4|3|4|4|4|4|3|4|3|4|4|4|3|5|3|3|3|Met||2018 10623230000000|Monroe Elementary|2||5|3|5|3|4|5|5|5|3|5|5|3|5|3|5|4|4|5|4|3|5|5|5|Met||2018 36676780000000|Chino Valley Unified|2||4|4|4|3|3|3|4|4|2|2|4|5|3|3|3|4|3|3|4|3|4|3|3|Met||2018 33751926112551|Temecula Valley Charter|2||5|5|4|5|4|5|5|5|4|4|5|4|5|5|4|5|3|5|5|5|5|5|4|Met|TVCS is dedicated to continuous growth. Professional development for both staff wide and for individual needs is identified with staff input. Teachers are supported in determining individual areas of growth and seeking professional development opportunities. TVCS teachers have created standards based benchmark assessments. TVCS report cards are standards based. TVCS has implemented Suicide Prevention Policies and Procedures with ongoing staff training. TVCS recognizes the need for additional development of CA Health Standards implementation. Currently, Health Standards are taught within classrooms. TVCS is providing anti-bullying assemblies and activities, appropriate use of social media and preventing cyber-bullying instruction 6th-8th, tobacco, drug, and alcohol prevention, and sexual harassment training for staff and students. Student, family, and community education is expanding (Boys Town Parent Training planned for spring 2019). The State of CA is just releasing Science materials in the fall of 2018. TVCS plans to adopt a curriculum and provide Professional Development by early fall of 2019.|2018 37680490129221|MethodSchools|2||5|4|5|5|5|4|4|4|4|4|5|4|5|5|5|4|4|4|4|4|5|5|5|Met|Method Schools implements state academic standards across all disciplines and reports its progress and implementation to its local governing board. Method Schools’ course catalog has a complete list of UC a-g and NCAA approved courses. All courses from K-12 are written to align to meet Common Core and NGSS standards.|2018 34674390101899|George Washington Carver School of Arts and Science|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2018 19753090137703|Method Schools, LA|2||5|4|5|5|5|4|4|4|4|4|5|4|5|5|5|4|4|4|4|4|5|5|5|Met|Method Schools implements state academic standards across all disciplines and reports its progress and implementation to its local governing board. Method Schools’ course catalog has a complete list of UC a-g and NCAA approved courses. All courses from K-12 are written to align to meet Common Core and NGSS standards.|2018 34674130114660|Delta Elementary Charter|2|DECS continues to acquire and implement rigorous curriculum aligned to the Common Core State Standards (CCSS), Next Generation Science Standards (NGSS), and State Standards. ASSESSMENT: Local Indicators to measure progress include an Annual Survey administered by Columbia University to evaluate Staff Development and administration of the NWEA MAP in ELA and Math to measure student growth and proficiency. Both instruments are research-based and nationally normed. The 2017-18 Staff Survey found that 100% of teachers felt that Professional Development (PD) supported their growth, 85% feel confident working with different kinds of students, and feel prepared in utilizing the CCSS and new curriculum (an increase of +8%), and 100% participated in PD. The 2017-18 NWEA MAP found 53% of students meeting the growth target in ELA (an increase of +3.4%) and 46% meeting in Math (an increase of +6.1%). PROGRESS: Actions to realize progress toward the goal include: 1) A school-wide focus on Mathematics was held, with an instructional coach hired to provide PD to deepen understanding of the CCSS and the CA Framework and provide coaching in implementation. 2) Project Based Learning (PBL) continued as a school-wide focus. 3) Individualized Learning Blocks called WINN (What I Need Now) provide individualized instruction four times per week for 40 minutes, when students are pulled in groups for just right instruction and/or Designated ELD. 4) Students participate in approximately 250 minutes of enrichment courses such as general music, band, art, and the outdoor learning garden. 5) Personalized PD and coaching was provided to teacher teams, based on their individual goals and evaluation, to strengthen implementation of CCSS and other aspects of the curriculum. 6) Teachers who were not previously trained in Guided Language Acquisition Design (GLAD) attended a two-day and four-day institute to receive certification. All teachers are observed weekly by the GLAD Lead Teacher, to ensure consistent use of GLAD across classrooms and grades. 7) The Beginning Teacher Support and Assessment (BTSA) program was provided to new teachers through on-site mentor teachers and within the SCOE consortium. 8) The School Leadership team actively monitors students’ proficiency data. Roles are distributed with a lead teacher focused on NWEA MAP, on Accelerated Reader, or on ELPAC and GLAD who monitors data, then provides PD and coaches or facilitates peer coaching in their area. 9) A 2:1 Chromebooks and iPads ratio enables enhances instruction and differentiation through programs such as Accelerated Reader, as well as assessment of progress and informing of instruction through programs such as STAR Reading and NWEA MAP. In addition, Promethium Boards have been installed in all 16 classrooms and are currently being used in all grade levels, including music and art|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330122564|Camino Nuevo Elementary #3|2|Standard 2: Progress Towards Academic Standards 1. LEAs identify locally selected measures or tools that were used to track the progress of state academic standards implementation and briefly describe why the LEA chose the selected measures or tools. For progress monitoring, CNCA uses the following assessments: Language Development: Systematic ELD Unit Assessments from ELAchieve Reading Development: Fountas and Pinnell, TCRWP, and Achieve3000 ELA Standards: IAB Data and teacher created benchmarks Math Standards: IAB Data and Unit Assessments from Bridges and CPM In addition, CNCA has developed frameworks for implementation of state academic standards. Currently, the following frameworks have been implemented: literacy for ELA and literacy across the content areas, math, and English Language Development. Additionally, progress towards frameworks for Science, Social and Ethic Studies, physical education, and the arts are being made. 2. Based on the locally selected measures or tools, LEAs summarize progress in implementing the academic standards. In literacy and language, CNCA is at full implementation and sustainability at the K-8 level and at partial implementation moving towards full implementation at the 9-12 level. All schools are at full implementation of assessments. In math, CNCA is at partial implementation at Cisneros, Kayne Siart, Castellanos, and Burlington for Bridges and full implementation of CPM for math across all schools. All schools are at full implementation of math assessments this year. In Science, a Director of Science is leading the work to co-create a science framework and select assessments. The K-5 schools are at beginning implementation while 6-8 schools and the 9-12 schools are at partial implementation. In Social Science, an Ethnic Studies Coordinator is leading the work to roll-out an ethnic studies framework across K-12. This is at partial implementation across schools. CNCA is at beginning implementation in implementing tools to monitor implementation of standards in Health, PE, and the Arts. CNCA does not implement CTE curriculum.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 54767940000000|Woodlake Unified|2|The district monitors the implementation of all standards through administrative classroom visits and the teacher evaluation process. Through the Local Control and Accountability Plan (LCAP), Woodlake Unified has collected data to verify the implementation of the English language arts, English language development and math standards. Teacher evaluation forms for the 2017-2018 school year demonstrate that 99% of lessons observed in English language arts and mathematics classes address grade appropriate Common Core State Standards. Furthermore, the Common Core State Standards for Literacy in History/Social Science and Technical Subjects were evident in 68% of the lessons observed in those subjects. English language development standards were evident in 81% of all lessons observed. During the 2017-2018 school year, teachers began implementation of the Next Generation Science Standards by working with consultants from the Tulare County Superintendent of Schools Office. Furthermore, the district adopted new materials this year to support the implementation of the new History/Social Studies Framework.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 03739810000000|Amador County Unified|2||3|2|3|2|1|5|5|5|1|1|3|1|2|1|1|3|2|1|2|1|3|3|2|Met|Amador County Unified School District is fully committed to implementing the state academic standards. The district has established foundational work to build in-depth understanding of the Common Core State Standards, including the ELA/ELD Framework and Standards for Mathematical Practice in order to establish common outcomes and best instructional practices. In addition, ACUSD provided site-based professional development at the elementary level and content area cohorts at the secondary level. A teacher on special assignment, director of student services, and instructional coaches were hired to support this work. Through the district-level instructional leadership team, the use of Smarter Balanced Interim assessments were agreed upon, as well as planning for a Multi-tiered System of Support, with data cycles, to address graduation rates, improved A-G completion rates, CTE pathway enrollment, improved attendance rates and decreased suspension rates.|2018 54722230000000|Traver Joint Elementary|2||4|3|4|2|2|4|4|4|2|2|4|4|3|1|1|1|1|1|1|1|4|4|4|Met||2018 13630990000000|Calexico Unified|2||4|4|4|2|2|5|4|5|2|2|4|3|4|2|2|4|1|4|4|4|4|3|3|Met|The primary areas of focus for staff development fall under the District’s Instructional Goals; Critical Thinking/Problem Solving, Ability to Apply Knowledge Across Disciplines, and Growth Mindset. In addition we will implement AVID strategies and technology district-wide. We continue to refine the process of student data collection via District Common Assessments and formal assessments, such as CAASPP, to determine instructional needs for teachers. The District provides annual training to support teachers with newly adopted curriculum and/or new frameworks in the areas of mathematics, ELA, history, and science. Professional development is delivered by way of release time for teachers as well as two districtwide days. Districtwide professional development days are conference format providing teachers multiple session of choice. Teachers are also released to attend pre-approved workshops and conferences with the expectation of disseminating their findings by way of instructional networking. The District provides content specific training when needed by departments or grade level teams. Teachers are supported through on-going, in-class coaching by District Academic Support Teachers. Site administrators conduct classroom observations. District continues to establish common language and observation protocols for site observations in order to provide support and future professional development topics.|2018 37680560000000|Del Mar Union Elementary|2||5|3|5|3|2|5|5|5|3|2|5|3|5|3|2|1|5|5|5|1|5|5|5|Met|As the Del Mar Union School District is an elementary school district, Career Technical Education and World Language standards do not apply.|2018 19648400000000|Norwalk-La Mirada Unified|2||5|5|5|4|3|5|5|5|3|5|5|4|5|3|3|5|4|5|5|5|5|5|5|Met||2018 34765056112643|Westside Preparatory Charter|2||3|3|4|3|2|4|3|4|3|2|4|3|4|2|2|3|3|4|5|5|5|3|2|Met||2018 19647330124826|Camino Nuevo Charter Academy #4|2|Standard 2: Progress Towards Academic Standards 1. LEAs identify locally selected measures or tools that were used to track the progress of state academic standards implementation and briefly describe why the LEA chose the selected measures or tools. For progress monitoring, CNCA uses the following assessments: Language Development: Systematic ELD Unit Assessments from ELAchieve Reading Development: Fountas and Pinnell, TCRWP, and Achieve3000 ELA Standards: IAB Data and teacher created benchmarks Math Standards: IAB Data and Unit Assessments from Bridges and CPM In addition, CNCA has developed frameworks for implementation of state academic standards. Currently, the following frameworks have been implemented: literacy for ELA and literacy across the content areas, math, and English Language Development. Additionally, progress towards frameworks for Science, Social and Ethic Studies, physical education, and the arts are being made. 2. Based on the locally selected measures or tools, LEAs summarize progress in implementing the academic standards. In literacy and language, CNCA is at full implementation and sustainability at the K-8 level and at partial implementation moving towards full implementation at the 9-12 level. All schools are at full implementation of assessments. In math, CNCA is at partial implementation at Cisneros, Kayne Siart, Castellanos, and Burlington for Bridges and full implementation of CPM for math across all schools. All schools are at full implementation of math assessments this year. In Science, a Director of Science is leading the work to co-create a science framework and select assessments. The K-5 schools are at beginning implementation while 6-8 schools and the 9-12 schools are at partial implementation. In Social Science, an Ethnic Studies Coordinator is leading the work to roll-out an ethnic studies framework across K-12. This is at partial implementation across schools. CNCA is at beginning implementation in implementing tools to monitor implementation of standards in Health, PE, and the Arts. CNCA does not implement CTE curriculum.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 34765050108795|Creative Connections Arts Academy|2||3|3|4|3|2|4|3|4|3|2|4|3|4|2|2|3|3|4|5|5|5|3|2|Met||2018 57726940131706|River Charter Schools Lighthouse Charter|2|LCS continues to acquire and implement rigorous curriculum aligned to the Common Core State Standards (CCSS), Next Generation Science Standards (NGSS), and State Standards. ASSESSMENT: Local Indicators to measure progress include an Annual Survey administered by Columbia University to evaluate Staff Development and administration of the NWEA MAP in ELA and Math to measure student growth and proficiency. Both instruments are research-based and nationally normed. The 2017-18 Staff Survey found that 22% of teachers felt that Professional Development (PD) supported their growth, 89% feel confident working with different kinds of students and feel prepared in utilizing the CCSS and new curriculum (an increase of +31%), and 100% participated in PD. The 2017-18 NWEA MAP found 54% of students meeting the growth target in ELA (an increase of +9.6%) and 44% meeting in Math (a decrease of -5.2%). PROGRESS: Actions to realize progress toward the goal include: Students also participate in approximately 90 minutes enrichment courses such as general music and art. b. 1) A school-wide focus on the increasing quality of the in overall academic program. A Dean of Instruction was hired to provide ongoing professional development PD on to deepening understanding of the CCSS and academic program; conduct daily walk-throughs; and provide feedback, regular evaluations, and planning and goal-setting sessions with teachers. c.2) Individualized Learning Blocks called WINN (What I Need Now), provide individualized instruction three times per week for 30 minutes. During this time, students are pulled in groups for just right instruction and/or Designated ELD. e.3) Students also participate in approximately 90 minutes of enrichment courses such as general music and art. b. 4) Personalized PD and coaching is provided to teachers, based on their individual goals and evaluation, to strengthen implementation of CCSS and other aspects of the curriculum. 5) Teachers who were not previously trained in Guided Language Acquisition Design (GLAD) will be part of a two-year roll out training plan to include attendance at a two-day and four-day institute to receive their certification. All teachers are will be observed by the Dean of Instruction to monitor implementation of the strategies. 6) The Beginning Teacher Support and Assessment (BTSA) program is provided to new teachers through on-site mentor teachers and within the SCOE consortium. 7) The School Leadership team actively monitors students’ proficiency data. Team members are tasked with reviewing data and providing coaching and support to meet academic program goals. 8) A 2:1 Chromebooks and iPads ratio enables enhanced instruction and differentiation through programs such as Accelerated Reader, as well as assessment of progress and informing of instruction through programs such as STAR Reading and NWEA MAP. In addition, Promethean Boards have been installed in all 15 classrooms and are currently being used in all grade levels,|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330106435|Camino Nuevo Charter High|2|1. LEAs identify locally selected measures or tools that were used to track the progress of state academic standards implementation and briefly describe why the LEA chose the selected measures or tools. For progress monitoring, CNCA uses the following assessments: Language Development: Systematic ELD Unit Assessments from ELAchieve Reading Development: Fountas and Pinnell, TCRWP, and Achieve3000 ELA Standards: IAB Data and teacher created benchmarks Math Standards: IAB Data and Unit Assessments from Bridges and CPM In addition, CNCA has developed frameworks for implementation of state academic standards. Currently, the following frameworks have been implemented: literacy for ELA and literacy across the content areas, math, and English Language Development. Additionally, progress towards frameworks for Science, Social and Ethic Studies, physical education, and the arts are being made. 2. Based on the locally selected measures or tools, LEAs summarize progress in implementing the academic standards. In literacy and language, CNCA is at full implementation and sustainability at the K-8 level and at partial implementation moving towards full implementation at the 9-12 level. All schools are at full implementation of assessments. In math, CNCA is at partial implementation at Cisneros, Kayne Siart, Castellanos, and Burlington for Bridges and full implementation of CPM for math across all schools. All schools are at full implementation of math assessments this year. In Science, a Director of Science is leading the work to co-create a science framework and select assessments. The K-5 schools are at beginning implementation while 6-8 schools and the 9-12 schools are at partial implementation. In Social Science, an Ethnic Studies Coordinator is leading the work to roll-out an ethnic studies framework across K-12. This is at partial implementation across schools. CNCA is at beginning implementation in implementing tools to monitor implementation of standards in Health, PE, and the Arts. CNCA does not implement CTE curriculum.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 34765056033336|Smythe Academy of Arts and Sciences|2||3|3|4|3|2|4|3|4|3|2|4|3|4|2|2|3|3|4|5|5|5|3|2|Met||2018 19647330127910|Camino Nuevo High #2|2|Standard 2: Progress Towards Academic Standards 1. LEAs identify locally selected measures or tools that were used to track the progress of state academic standards implementation and briefly describe why the LEA chose the selected measures or tools. For progress monitoring, CNCA uses the following assessments: Language Development: Systematic ELD Unit Assessments from ELAchieve Reading Development: Fountas and Pinnell, TCRWP, and Achieve3000 ELA Standards: IAB Data and teacher created benchmarks Math Standards: IAB Data and Unit Assessments from Bridges and CPM In addition, CNCA has developed frameworks for implementation of state academic standards. Currently, the following frameworks have been implemented: literacy for ELA and literacy across the content areas, math, and English Language Development. Additionally, progress towards frameworks for Science, Social and Ethic Studies, physical education, and the arts are being made. 2. Based on the locally selected measures or tools, LEAs summarize progress in implementing the academic standards. In literacy and language, CNCA is at full implementation and sustainability at the K-8 level and at partial implementation moving towards full implementation at the 9-12 level. All schools are at full implementation of assessments. In math, CNCA is at partial implementation at Cisneros, Kayne Siart, Castellanos, and Burlington for Bridges and full implementation of CPM for math across all schools. All schools are at full implementation of math assessments this year. In Science, a Director of Science is leading the work to co-create a science framework and select assessments. The K-5 schools are at beginning implementation while 6-8 schools and the 9-12 schools are at partial implementation. In Social Science, an Ethnic Studies Coordinator is leading the work to roll-out an ethnic studies framework across K-12. This is at partial implementation across schools. CNCA is at beginning implementation in implementing tools to monitor implementation of standards in Health, PE, and the Arts. CNCA does not implement CTE curriculum.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 47703180000000|Gazelle Union Elementary|2||5|5|5|1|2|5|5|5|1|2|4|4|4|1|2|1|2|3|3|1|4|4|4|Met||2018 21654176113229|Novato Charter|2||5|5|5|5|5|5|3|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met|NCS continues to attend ongoing training sessions for our faculty. We review the standard alignment against the Waldorf curriculum to make sure we have completely addressed all standards within our complete program.|2018 48705400000000|Fairfield-Suisun Unified|2||4|4|4|2|2|4|4|4|2|2|4|4|4|2|2|3|3|3|3|3|3|3|3|Met|To view the full report that was presented to the FSUSD Governing Board during the November 8, 2018 board meeting, cut and paste the following link: http://www.boarddocs.com/ca/fsusd/Board.nsf/goto?open&id=B5SKGQ5162E4.|2018 50710926112965|Hart-Ransom Academic Charter|2||4|5|4|2|3|5|5|5|2|3|4|5|4|2|3|2|2|2|3|2|4|3|3|Met|HRACS provides a variety of standards-aligned curriculum options for students including online learning options for students in grades 6-12. The school is currently researching new curriculum to align with NGSS (Science). The school is in the first year of implementing new standards-aligned Social Studies curriculum.|2018 54722490000000|Tulare Joint Union High|2|Our district annually measures its progress in implementing the state academic standards. Even though the English Language Arts and mathematics standards were implemented 6 years ago, our district and schools continue to refine the implementation through revising the curriculum and how it is aligned to the standards. This year our district is specifically focusing on refining the alignment of our math courses to the common core mathematics standards. Our district and schools continue to focus on training our teachers on the English Language Development standards. All of our core departments have been trained in the ELD standards. The Next Generation Science Standards have also been a districtwide focus for our science teachers these past three years. This included revising our science course sequence and the curriculum in Biology, Chemistry and Intro Physical Science to reflect the standards. Additionally, our science teachers throughout the district meet three times a year to review the implementation of the NGSS standards in Biology, Chemistry and Intro to Physical Science. Our freshmen physical education courses have created units that are aligned to the health content standards. History, career technical education courses, Physical Education, Visual and Performing Arts and World Language, also regularly review the state standards for their courses to ensure alignment to the curriculum. Our history teachers participated in the state roll-out of the History-Social Science Framework training.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 01100170131581|Oakland Unity Middle|2||3|3|3|3|3|5|5|5|5|5|4|4|3|4|5|2|4|5|3|3|5|5|5|Met|Alameda County Office of Education staff in formal assessment for charter renewal, November 13, 2018 confirmed: All curricula are aligned with Common Core State Standards and are aligned with Next Generation Science Standards (NGSS). All teachers and administrators hold the appropriate qualifications. Because OUMS is a very small school with only 8 full time teachers, the leadership team has a clear view into all the professional learning needs of the staff. A highly qualified Special Education Director oversees Special Education services for OUMS and provides support to all teachers in meeting the needs of students in Special Education. He also addresses the unique professional development needs of one full-time Education Specialist and two Aides. In addition, OUMS offers Computer Lab and uses the Summit Learning Platform which is fully aligned to the State Board of Education standards and gives teachers a window into each student’s level of mastery of specific concepts.|2018 44697810000000|Pacific Elementary|2||3|3|3|2|1|5|5|4|1|1|3|3|3|2|1|1|2|2|4|1|2|3|2|Met||2018 54722560000000|Visalia Unified|2||4|3|4|3|4|4|4|4|3|4|4|4|4|3|4|3|4|4|3|4|3|3|3|Met||2018 34765050108415|Heritage Peak Charter|2|Heritage Peak Charter School is committed to using educational data to drive instruction. To that end, we use NWEA MAP benchmark assessment for all 2nd-11th grade students in reading and mathematics. HPCS embraces NWEA’s MAP testing as our most important and effective assessment and monitoring system to determine student progress toward achievement of the academic standards and the schoolwide learner outcomes. Students are assessed in reading and math bi-annually. The initial administration takes place in the first two weeks of the school year. After the data has been dis-aggregated, HPCS teachers engage in data dialogues to analyze student performance to verify placement in English and math courses. Results from this screener are incorporated into school ‘growth goals’ that are shared with our School Board. Heritage Peak Charter School works collectively to ensure that all students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the schoolwide learner outcomes. HPCS implements and uses appropriate Common Core aligned curriculum along with standards based supplemental supports. HPCS offers multiple pathways for learning and for achieving the School-wide Learner Outcomes. We support our students in accessing the curriculum through a pathway that meets their individual learning needs, their post-graduation goals, and their interests. Each of these opportunities contains rigor and, particularly, student relevance and meets or exceeds the adopted Common Core Standards in the core subject areas.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 41688900000000|Cabrillo Unified|2||4|3|5|3|5|3|2|4|1|5|4|3|5|3|5|5|5|3|4|5|5|3|4|Met|The progress toward implementation measured in LCFF Priority 2 (Implementation of State Academic Standards) has been due several factors, including: new adoptions in Common Core Mathematics curriculum at both secondary and elementary, new adotions in Common Core English Language Arts at the Intermediate School, exploration of materials for English Language Development, and district-wide professional development in Math and English Language Development.|2018 19648810113894|Pasadena Rosebud Academy|2|Pasadena Rosebud Academy uses Language Arts and Mathematics, common core aligned text and instructional materials that have been approved and adopted by the California State Board of Education. Students in grades Kindergarten- 5th use Reading Street published by Scott Foresman/ Pearson for Language Arts and EnVison by Scott Foresman/ Pearson for mathematics. Grades 6th-8th use Pearson Literature. 6th grade uses Pearson EnVision MATH, 7th grade uses California GO Math by Houghton Mifflin Harcourt, and 8th grade uses Algebra 1 by Pearson. California State Board of Education has yet to adopt Next Generation Science Standards text and instructional materials. We currently use previously adopted science textbooks. Kindergarten- 5th grade uses California Science by Pearson. Grade 6th-8th use science text and instructional materials published by Pearson: 6th-California Focus on Earth Science, 7th- Life Science, and 8th- Physical Science. In addition to the fore mentioned textbooks, teachers are supplementing their science instruction to meet the Next Generation Science Standards by using an online Next Generation Science Standards program called Mystery Science in grades K-5th. For History- Social Science, grades kindergarten- 8th Pearson published textbooks are used: K-Social Science for California Learn and Work, 1st grade- Social Science for California Time and Place, 2nd grade-Social Science for California Then and Now, 3rd grade- Social Science for California Our Communities, 4th grade - Science for California Our California, 5th grade-Social Science for California Our Nation, 6th grade- Ancient Civilizations-Grade 6, 7th grade Medieval and Early Modern Times, and 8th grade History of our Nations. Teachers at Rosebud Academy use common core instructional practices daily in order to help students meet common core standards.|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|3|3|4|4|4|Met||2018 01612590115014|KIPP Bridge Academy|2|"KIPP Bridge Academy monitors student progress as well as the implementation of the state academic standards adopted by the State Board of Education through the common core state standards for English Language Arts (""ELA"") and common core state standards for Mathematics (""Math"") tested in the state's ELA and Math exam, which is administered annually. We set annual goals around instructional materials for our teachers and provide supports for our students to ensure progress in the classroom. KIPP Bridge conducted a specific instructional materials selection process to determine the best tools to support standards aligned classroom instruction. The School leadership teams, with feedback from teachers, selected programs and materials that are aligned with the school’s priorities in improving all students standards based mastery. Tools available such as Eureka, Wheatley, Amplify, Zearn, ST Math, Lexia were all reviewed and have a high potential for driving student growth in common core. We measure our progress in ELA and Math testing for students with similar demographics to those in our authorizing district. Our school's ELA state testing performance exceeded the overall performance of the district by 2%, while our performance of Mathematics fell lower than the overall performance of our host district by 9%. We are committed to making continuous progress for our students."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|Because the school's SBAC scores for Math were lower than our authorizing district the school will focus on providing additional supports to teachers and provide targeted time for students to continue to develop skills. Moreover, the leadership team will meet with the SSC to assess strategies and request input on additional actions to take to improve KIPP Bridge’s scores.|2018 19734370000000|Compton Unified|2||5|5|5|3|3|5|5|5|2|2|4|4|4|2|2|5|3|5|4|5|4|4|3|Met|Compton Unified has provided ongoing professional development in the Common Core Standards (ELA and Math) and the 2012 English Language Development Standards. Professional development takes place in a variety of ways, including the regular instructional day, Saturdays, after school, and during summer. A variety of resources have been developed in these areas in order to enhance the district adopted curriculum. Some of these resources have been developed by the department of Curriculum and Instruction, while others were developed by teacher leaders. District and school sites have also developed systems for teachers to evaluate and continue improving their practice in the areas of ELA, ELD, and math. Some of these practices include collaboration time, walkthroughs,and lesson study sessions. In the areas of History Social Science and the Next Generation Science Standards, we are currently collaborating with California State University Dominguez Hills (CUSD), LACOE, and UCLA Center X. However, we are still in the beginning development stage. CTE, World Language, and Physical Education Standards are fully implemented at all sites, although health education standards, and performing arts standards still need a stronger focus. Finally, although we have systems in place to identify the professional development needs of teachers, it is challenging to provide the necessary training and support on specific standards that they have not yet mastered.|2018 41690050132068|KIPP Excelencia Community Preparatory|2|"KIPP Excelencia Community Prep monitors student's progress and its implementation of the state academic standards adopted by the State Board of Education through the common core state standards for English Language Arts (""ELA"") and common core state standards for Mathematics (""Math"") that are tested in the state's ELA and Math exams, which are administered annually. We set annual goals around instructional materials for our teachers and providing supports for our students to ensure progress in the classroom. KIPP Excelencia conducted a specific instructional materials selection process to determine the best tools to support standards aligned classroom instruction. The School leadership teams, with feedback from teachers, selected programs and materials that are aligned with the school’s priorities in improving all students standards based mastery. Tools available such as Eureka, Wheatley, Amplify, Zearn, ST Math, Lexia were all reviewed and have a high potential for driving student growth in common core. We measure our progress in ELA and Math testing for students with similar demographics to those in our authorizing district. Our school's performance in the ELA state exam exceeded the overall performance of our authorizing district by 2% while our performance in the Math state exam exceeded the overall performance of our authorizing district by 23%."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|Our ELA and Math scores are attributed to our school's intentional focus in personalized learning, a rigorous curriculum, and the incorporation of personalized learning programs to complement classroom learning. Additionally, leadership remained committed to providing professional development opportunities to its teachers as well as weekly coaching and feedback sessions. KIPP Excelencia will continue to build on the progress achieved this upcoming year.|2018 36678680000000|Rim of the World Unified|2||3|3|3|2|2|3|3|4|1|1|3|3|4|1|1|4|2|3|2|2|2|2|1|Met||2018 37683383731189|Preuss School UCSD|2|The mission of The Preuss School UC San Diego is to prepare students for a four-year university and teachers use UC/CSU requirements to guide student course of study. The school implements the academic standards adopted by the State Board of Education and uses a professionally acceptable assessment process to collect, disaggregate, analyze, and report student performance data to staff, students, parents, and other stakeholders. Parents and students receive course syllabi with the standards students are expected to progress towards. Parents and students are supplied with materials that outline academic standards and expected learning results; they also have access to the Aeries Gradebook, the Parent Portal, and individual teacher websites to accurately monitor progress. The Aeries Gradebook and Parent Portal show assignments scores, test scores, and specific notes regarding how an assignment was completed or when it was turned in. Teachers and counselors regularly send emails, make phone calls, and hold meetings with parents and students to discuss student progress. These meetings can be either one-on-one meetings, formal Roundtables, or IEP progress checks. Parents and students are notified of testing via daily bulletins and bi-monthly parent newsletters. Annual informational meetings are held to share graduation requirements and college eligibility requirements. The college counselor visits University Preparatory classes to discuss college readiness. The Academic Advisory Committee’s primary role is to oversee all matters related to the instructional program of the school to ensure the education program is consistent with the school’s mission statement; membership includes board members, community members, faculty, staff and administrators. The Preuss School UCSD has determined a basis to measure students’ progress through the use of formative and summative assessments, which include class work, homework, quizzes, tests, projects, writing assignments, presentations, performance tasks, portfolios, projects, and exhibitions. The School reviews results from the California Department of Education Testing and Accountability, AP, SBAC-CAASPP, ACT, and SAT. Board members receive these results via the principal’s report given at board meetings. Teachers evaluate student performance using summative data and make decisions about student’s need for remediation, reteaching or additional tutoring. The Preuss School’s mission is to prepare students for four-year colleges and to see these students graduate from four-year colleges Important measures of this are students completing a-g courses, four-year college acceptance rates, four-year college enrollment rates and four-year college graduation rates.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 10625470136523|Crescent View South II|2||4|3|4|4|4|4|3|4|4|3|3|3|3|3|3|3|4|2|2|2|3|3|3|Met|Overall the school currently scores at a 3.2, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.2 growth from last year. We improved in implementing our ELD program and Health courses last year.|2018 19642461996537|Desert Sands Charter|2||4|3|4|4|4|4|3|4|4|3|3|3|3|3|3|3|4|2|2|2|3|3|3|Met|Overall the school currently scores at a 3.2, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.2 growth from last year. We improved in implementing our ELD program and Health courses last year.|2018 54718290000000|Buena Vista Elementary|2||4|3|4|3|2|4|3|4|2|2|4|4|4|2|2|2|2|3|3|1|4|4|4|Met||2018 16639580136556|Kings Valley Academy II|2||4|3|4|4|4|4|3|4|4|3|3|3|3|3|3|3|4|2|2|2|3|3|3|Met||2018 34674210137950|Marconi Learning Academy|2||4|3|4|4|4|4|3|4|4|3|3|3|3|3|3|3|4|2|2|2|3|3|3|Met||2018 19753090137786|Mission Academy|2||4|3|4|4|4|4|3|4|4|4|3|3|3|3|3|2|4|2|2|4|3|3|3|Met|Overall the school currently scores at a 3.3, which is initial implementation of adopted academic and/or curriculum frameworks.|2018 19651360114439|Mission View Public|2||4|3|4|4|4|4|3|4|4|3|3|3|3|3|3|3|4|2|2|2|3|3|3|Met|Overall the school currently scores at a 3.2, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.2 growth from last year. We improved in implementing our ELD program and Health courses last year.|2018 34674210132019|Paseo Grande Charter|2||4|3|4|4|4|4|3|4|4|3|3|3|3|3|3|3|4|2|2|2|3|3|3|Met|Overall the school currently scores at a 3.2, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.2 growth from last year. We improved in implementing our ELD program and Health courses last year.|2018 36677360136937|Vista Norte Public Charter|2||4|3|4|4|4|4|3|4|4|3|3|3|3|3|3|3|4|2|2|2|3|3|3|Met|Overall the school currently scores at a 3.2, which is initial implementation of adopted academic and/or curriculum frameworks.|2018 56105610109900|Vista Real Charter High|2||4|3|4|4|4|4|3|4|4|3|3|3|3|3|3|3|4|2|2|2|3|3|3|Met|Overall the school currently scores at a 3.2, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.2 growth from last year. We improved in implementing our ELD program and Health courses last year.|2018 31103140119214|CORE Placer Charter|2||3|3|3|3|3|4|3|4|2|2|4|3|4|2|2|4|2|3|2|4|3|3|3|Met|As an Independent Study charter, Core Placer offers a personalized program for each student that guides them through and to expected achievement levels in all areas. CORE has fully implemented all state curriculum adoptions as they have been introduced, but a need still exists to support teachers with the professional development that allows them to utilize the curriculum to meet the needs of the students. In addition, more time and focus needs to be dedicated to the NGSS and History/Social Science standards. Due to the wide variety of entering student levels with a significant number of students entering below grade level or with a credit deficiency, school approved curriculum is purchased to support the identified family needs, on a student-by-student basis. Diagnostic and leveled programs (Acellus and iReady) are used to gage student progress and make program recommendations for growth and achievement. All learning specialists are trained in the use of these programs. The goals of the 2018/19 LCAP address the student gaps in learning and additional classes and programs needed to eliminate those gaps, individual teacher professional development needs, additional classes to be added, parent/student needs and professional development to support the structure of the program. Core is in the beginning stages of understanding NGSS and History standards and how to best implement them in our unique program, along with their alignment to end of the year CAASPP assessments.|2018 36676370000000|Bear Valley Unified|2||4|3|4|3|1|4|4|4|3|3|4|4|4|3|2|3|3|4|4|4|3|3|3|Met|In 2016-2017, BVUSD adopted a new California Standards aligned English Language Arts curriculum and the initial implementation and professional development took place during 2017-2018. Currently, we are in our second year of implementation and professional development in conjunction with the San Bernardino County Schools Curriculum/Instruction support. We continue to explore curriculum aligned to the Next Generation Science Standards and provide additional professional development in support. We continue to implement collaborative time by content/grade level TK – 12, as well as continue to explore additional avenues of support to ensure academic growth of all students. In History-Social Sciences, we continue to explore resources/curriculum as we have not yet adopted new curriculum materials. The self-reflection tool provided by CDE was administered to all TK – 12th grade teachers and administrators and there were 81 responses, a response rate of 64%. In 2017, there were 51 responses, a response rate of 41%. This information was shared with the Governing Board on November 7, 2018 at a regularly scheduled public hearing.|2018 21653590000000|Lagunitas Elementary|2||4|3|4|4|4|5|5|5|5|5|3|3|3|3|3|1|3|4|2|3|3|3|3|Met|The Lagunitas School District provides three distinct programs each of which is managed with robust parent input and subject to an unusually high level of teacher autonomy. As such staff development goals and individual teacher priorities vary to a large extent in order to address local priorities. In key areas (language arts and math) over the last three years significant progress has been made in articulating curricular goals where appropriate while still maintaining each program’s distinct values and traditions.|2018 42691790000000|College Elementary|2|"The LEA uses an internally developed self assessment tool to measure the implementation of the CA State Academic Standards (CASS). The survey is taken by each teacher in a facilitated focus group environment. This setting allows the teachers to ask clarifying questions of the facilitator and each other. The self assessment tool asks questions about the number of students taught, how many have the most current CASS aligned curriculum, and what percentage of instruction in the various content areas is rigorously aligned to the most recently adopted CASS. The LEA chose this particular tool because it focuses on the implementation of standards in the instructional process and gives the district one number to simply and effectively measure annual progress. In addition this tool was developed before the CDE's self-reflection tools and thus provides annual growth going back three academic years. The 2016-2017 and 2017-2018 average response to the question, ""Of the daily instruction your students receive from you, what percentage is rigorously aligned to the current CASS in your content area."" were respectively, 69% and 93%. The 2016-2017 and 2017-2018 average response to the same question, but for ELD instruction only were 50% and 90%, respectively."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 42750100000000|Cuyama Joint Unified|2|"The LEA uses an internally developed self assessment tool to measure the implementation of the CA State Academic Standards (CASS). The survey is taken by each teacher in a facilitated focus group environment. This setting allows the teachers to ask clarifying questions of the facilitator and each other. The self assessment tool asks questions about the number of students taught, how many have the most current CASS aligned curriculum, and what percentage of instruction in the various content areas is rigorously aligned to the most recently adopted CASS. The LEA chose this particular tool because it focuses on the implementation of standards in the instructional process and gives the district one number to simply and effectively measure annual progress. In addition this tool was developed before the CDE's self-reflection tools and thus provides annual growth going back three academic years. The 2016-2017 and 2017-2018 average response to the question, ""Of the daily instruction your students receive from you, what percentage is rigorously aligned to the current CASS in your content area."" were respectively, 74% and 87%. The 2016-2017 and 2017-2018 average response to the same question, but for ELD instruction only were 89% and 97%, respectively."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19651361996263|Opportunities for Learning - Santa Clarita|2||4|5|5|3|4|4|4|4|3|4|4|4|4|3|4|3|5|5|5|5|4|4|4|Met|Instructional design and content modality provide differentiated learning opportunities for students to master grade level standards. English and Math courses are Common Core aligned and initial implementation of NextGen has begun as well as Career Technical Ed in partnership with the WIOA provider. The instructional model encourages student-driven achievement of learning targets. Students improve academically and develop positive attitudes by engaging in State Standards-aligned coursework paired with personalized instructional support. Experiential Learning through Pathways domestic and international trips are offered throughout the year as well as partnering with a community college to offer several college classes on school site. The instructional design of the program includes: Individualized Learning Plans for all students, and teachers are provided with Instructional Coach support, Pedagogy training focused on learning targets and mastery, and instructional strategies, differentiated Professional Development opportunities, Edivate Observation Software to support professional growth, Coaching Academy hosted by Learning Forward to provide added development, Professional Learning Communities and built in time to meet and collaborate weekly, CSU training for certification in ERWC college ready courses, and national conferences for leadership, instructional, and curriculum development. All students have access to instructional materials in all courses.|2018 37768510000000|Bonsall Unified|2||4|3|4|3|3|4|4|4|3|3|4|3|4|3|3|3|4|4|4|4|4|4|3|Met|Bonsall Unified continues to make progress implementing professional development (added an additional 30 minutes of PD once a week for teachers) and instructional materials that are aligned to the SBE.|2018 31750850137927|Placer Academy Charter|2|Placer Academy is fully implementing and sustaining ELA, ELD, and Math standards and curriculum. The school is in the initial implementation of the the Next Generation Science Standards (NGSS) as we work to align our Core Knowledge curriculum with the NGSS standards. Placer Academy Charter is the beginning development stage of implementation of the History-Social Science Framework as we work to align our Core Knowledge curriculum with the framework. Placer Academy plans to increase focus and implementation of the History- Social Science Framework at the elementary and middle school level and continue implementation of the NGSS. Placer Academy Charter utilizes research-based practices in teacher learning, such as UDL coaching, personal learning communities, and ongoing job-embedded application, such as the use of the lesson study process. Placer Academy Charter is deeply committed to a culture of ongoing learning and improvement. Therefore, the professional learning, collaboration, and coaching provide continuous support as Placer Academy Charter seeks to refine the standards and frameworks through a multi-year professional learning plan that supports continuous improvement of instruction. This ongoing cycle serves to ensure that all shifts identified in California’s adopted academic standards are being instituted and sustained in an authentic manner.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 12627450000000|Cutten Elementary|2||4|3|4|3|2|5|4|5|1|3|4|3|3|3|2|3|2|3|3|4|4|4|4|Met||2018 12629760000000|Pacific Union Elementary|2|Pacific Union School’s staff includes thirty-three certificated staff members and two certificated administrators. Twenty-three are grade level teachers. Eleven of the teachers have ten or more years experience and six have five or fewer years of experience. Grades transitional kindergarten through sixth are taught in self-contained classrooms, and seventh and eighth grade students are taught in departmentalized classrooms. The district has one special day classroom. Students are also supported by these cerfiticated staff: a reading intervention teacher, a speech-language pathologist, counselors, a school psychologist, three resource specialist teachers, an English Learner teacher, music teacher and a PE teacher. District teachers worked in grade levels to identify the local educational agency’s progress in implementing the academic state standards. The district selected this option due to the small staff size and the collaborative nature of the process. The results of those collaborations are: The district is fully implementing Common Core State Standards (CCSS) math. Teachers in grades transitional kindergarten through fifth are implementing EngageNY, and teachers in grades sixth through eighth are implementing Big Ideas. In the area of English Language Arts, the district began implementing the Leveled Literacy Intervention (LLI) program in grades transitional kindergarten through third in spring, 2017. Fountas and Pinnell classroom curriculum is fully implemented in grades transitional kindergarten through third as of fall, 2018. Grades fourth through eighth are exploring alternatives to the State Board of Education adopted list of English Language Arts programs. Pacific Union School began utilizing the National Geographic Reach curriculum in its English Language program in 2014, which is fully implemented and sustainable. Instructional materials that are aligned to the CCSS ELA and math are available for all students in all classrooms where the subject is taught. The district is in the beginning development stage of Next Generation Science Standards and in the exploration and research phase for Common Core State Standards social studies curriculum. The LEA fully utilized the Educator Effectiveness grant and district funds to provide collaboration time and professional development in the areas of CCSS math and CCSS ELA. The LEA also provided conference and workshop opportunities to learn about curriculum frameworks and curriculum options in science and social studies. Additionally, Pacific Union School is utilizing standards-based report cards in grades transitional kindergarten through fifth. Transitional kindergarten through second grades also utilize a standards-based assessment system, CoreGrowth. Grades six through eight convert student progress on the Common Core State Standards to conventional letter grades on report cards. Seventh and eighth grades implemented an online grading program in fall, 2018.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 31667870126664|Alta Vista Community Charter|2||4|3|5|4|3|4|3|4|4|4|3|3|3|3|3|3|3|2|3|2|5|4|4|Met|During the 2017/18 school year, the AVCCS teachers and para-professionals engaged in content-aligned professional learning to increase teacher effectiveness and student achievement. Professional learning has been provided through two (2) designated work days, three designated professional development days, three (3) project-based learning days at PBL World 2018, staff meetings, two (2) additional contract days focused on standards-based report card development and standards-aligned benchmark and assessment development. In addition, AVCCS accessed two (2) ELD/Reading instructional coaches to support our classrooms integrated ELD instruction and Tier 2 reading interventions, modeling/coaching for teams/individuals. Teacher responses on the surveys given following professional development have been positive. Data regarding implementation of standards and professional learning is detailed in our LCAP goals 1 and 3. The following are among the focus of our professional learning and implementation in the last two years: • California Reading and Literacy Project • Project-Based Learning • Down Syndrome 101 for Educators • California State Standards and Frameworks: English Language Arts/English Language Development (ELA/ELD) • English Language Development (ELD): Designated and Integrated instruction • Rigorous instructional practices and strategies • Newly adopted instructional materials • Integrating technology in teaching and learning • Special Education Compliance.|2018 19647336019392|Superior Street Elementary|2||4|4|4|3|3|4|4|4|3|3|4|4|4|4|4|3|5|5|5|5|4|4|4|Met||2018 30664230131417|GOALS Academy|2||5|4|5|5|3|5|4|5|5|3|5|5|5|5|5|5|4|5|5|3|5|5|5|Met|While we have analyzed the ELD Standards aligned to the English-Language Arts Standards, we continue to seek developmentally appropriate and effective support materials for our English learners. At this time, our teachers are creating and finding appropriate instructional resources for our English learners. And, they are highly cognizant of the need to differentiate and individualize instruction depending upon each scholar's level of English acquisition. In the area of social studies, we are guided by the new Framework in the development of inquiry questions, which then result in research completed by our scholars. There is a strong focus on online and primary resources. And, during English-language arts, various historical-fiction novels are read to connect our scholars with local, state, national, and international history, as well as various cultures.|2018 19101996116883|Odyssey Charter|2||4|2|4|3|1|4|1|4|3|1|4|1|4|3|3|1|2|3|2|1|3|3|3|Met|Odyssey Charter School makes use of the CA state standards adopted by the State Board of Education in all the areas as indicated above and per our charter petition. In the area of English Language Development, plans for introducing, understanding, and implementing the newly adopted ELD standards are included in our renewal petition and awaiting approval of our authorizer, Los Angeles County Office of Education. We have identified materials and creating a roll out plan for the summer of 2019 along with a plan materials acquisition. In the area Science, the NGSS have been introduced and all teachers are familiar with the standards and our materials are aligned with the NGSS. The 2016 History-Social Science Framework continues to be reviewed by teachers to develop an understanding of the standards and how these function across the grades. At Odyssey, history social science is taught using literature and primary sources rather than textbooks, and therefore new materials for classroom libraries will be acquired as needed.|2018 19644690128736|Opportunities for Learning - Duarte|2||4|3|4|3|2|5|3|4|3|2|3|3|3|3|2|2|3|5|4|4|4|3|2|Met|OFL-Duarte offers an instructional design and content delivery system that provide students with an opportunity to review and relearn grade level standards not mastered prior to enrollment. Students continually improve their academic performance and develop positive attitudes about learning and school through engaging in State Standards-aligned coursework coupled with personalized instructional support. Students participate in an instructional delivery method that incorporates personalized support from well qualified, fully-credentialed teachers in all academic areas. Overall, the instructional design of the program includes, but is not limited to: Individualized Learning Plans for all students, Pedagogy training for all new incoming staff that exposes teachers to learning targets, mastery level learning, best practices and strategies in the classroom, offered and administered variety of Professional Development opportunities for all staff throughout school year, instituted a new platform, Edivate, for standardized teacher observation in order to support teacher growth, participated in a yearly Coaching Academy hosted by Learning Forward to provide professional growth and focus for coaches, created a system to implement Professional Learning Communities for all instructional staff, received training from the CSU system to become certified in teaching ERWC college ready courses, and participated in national conferences for leadership, instructional and curriculum development.|2018 19642871996479|Opportunities for Learning - Baldwin Park|2||4|3|4|3|2|5|3|4|3|2|3|3|3|3|2|2|3|5|4|4|4|3|2|Met||2018 19647330100800|Central City Value|2||5|4|5|4|4|5|4|5|4|4|5|5|5|5|5|1|3|5|5|5|5|5|4|Met||2018 19753090136648|Options for Youth-Acton|2||4|3|4|3|2|5|3|4|3|2|3|3|3|3|2|2|3|5|4|4|4|3|2|Met||2018 04733790000000|Pioneer Union Elementary|2||3|3|3|2|2|3|3|4|3|3|3|3|3|3|3|3|3|4|3|1|4|4|3|Met||2018 49706070135327|West County Charter Middle|2||1|1|3|2|1|1|1|2|1|1|1|1|3|3|3|1|1|3|2|1|1|1|1|Met||2018 41690470129759|Design Tech High|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|4|3|4|4|4|4|Met||2018 49706070000000|West Sonoma County Union High|2||3|3|4|3|3|4|3|4|3|3|3|3|2|3|2|4|4|4|4|4|3|3|3|Met||2018 30666700000000|Santa Ana Unified|2||4|3|5|2|1|4|4|5|2|1|4|3|4|2|1|5|5|3|3|3|4|3|2|Met|• Math – Fully adopted, ongoing training opportunities for teachers as a group and also to meet individual needs. • Language Arts/English Language Development (ELD) – Implementation is taking place this year. Framework training has been provided. • ELD Intervention – Fully adopted, ongoing training opportunities for teachers. Training is also provided on an individual basis to meet teacher needs. • Science – Curriculum Specialist will be working this year with the science department chairs on the new framework. Three-year implementation plan is in place. • History/Social Science - Curriculum Specialist working will be working with the History/Social Science department chairs on the new framework and revising curriculum maps. Three-year implementation plan will be created by the end of the 2018-19 school year. • Career Technical Education (CTE), Health, Visual and Performing Arts (VAPA) and Physical Education (PE) frameworks, standards and teaching training has occurred and is ongoing.|2018 57727020000000|Winters Joint Unified|2|Both the District’s LCAP Task Force and the District's Curriculum, Assessment, Instruction, and Technology (CAIT) Committee completed self-assessment surveys to measure progress in implementing state academic standards. Results were reviewed by members of the District’s Leadership Team to inform this narrative summary. The following standards-aligned curriculum have been adopted by the District and are fully implemented K - 12: English Language Arts / English Language Development, Mathematics, and Foreign Language; health curriculum is currently being considered for adoption. Additionally, History/Social-Science curriculum is being evaluated for upcoming pilots and supplementary materials are being used to address Next Generation Science Standards. At Winters High School, new graduation requirements and pathways are in full implementation, providing students with opportunities to earn diplomas with merit and/or scholar distinction. Current Career Technical Education pathways include: Agriculture, Engineering, & Culinary, with additional pathways in development. This year, the District opened a Career Readiness Academy and is in development to offer career readiness certificates. District-wide, staff have received training in Common Core State Standards. As curricular materials are piloted and then adopted, professional development is also provided. Staff feedback has identified an interest in additional curricular training and articulation. Annually, school sites survey teachers on professional development needs and interests. This feedback is then used to determine Single Plans for Student Achievement professional development calendars. Additionally, the District’s Curriculum, Assessment, Instruction, and Technology (CAIT) Committee identifies District-wide professional development goals and training. The District has also identified a set of common effective instructional strategies and practices, and utilizes a Walk-Thru observation tool to measure their implementation. Teachers receive feedback on these look-fors and have Learning-focused Conversations with administrators. Additionally, teachers participate in a four-year Professional Growth Cycle that provides for peer observation, peer coaching, formal observation, and self-inquiry.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|Methodology: To inform this narrative, the District’s LCAP Task Force utilized the California School Dashboard Self-Reflection Tool and the District’s CAIT Committee completed the Local Education Agency Self-Assessment. Results were analyzed by members of the District Leadership Team.|2018 41689240000000|Jefferson Union High|2||3|3|3|3|2|3|3|3|2|2|3|3|3|2|2|3|3|2|2|3|2|2|2|Met||2018 54722560135863|Global Learning Charter|2|As described in our 2018-19 LCAP, GLC has identified 8 metrics to track its progress in implementing the state academic standards. Of the 8 indicators, 5 reflect locally selected measures. The LEA has made good progress implementing the academic standards based on these metrics. These measures are listed below and include a brief description of why the LEA chose the selected measures or tools as well as additional information regarding implementation. • Fountas and Pinnell Benchmark Assessment System (BAS) o This measure was selected because it is widely considered a reliable tool for determining students’ independent and instructional reading levels. o The F&P BAS is implemented a minimum of 3 times per year for grades K-2. The BAS is implemented as appropriate for TK students. • Renaissance Learning Star Reading assessment o This measure was selected because it serves as both a screener and progress monitoring tool. Star Reading is a standards-based, computer-adaptive assessment that measures reading comprehension; monitors growth; and tracks understanding of focus skills. o The Star Reading assessment is implemented a minimum of 3 times per year for grades 3-7. The Star Reading assessment may be implemented to students in grade 2, as appropriate. • Implementation of CA state content standards, as measured by professional development attendance and year-long curriculum maps o This measure was selected because ongoing professional development opportunities that address the CA state content standards supports teachers’ implementation of those standards. The development of year-long curriculum maps, aligned to the District’s priority standards and created by teachers, further support the implementation of the CA state content standards. o In 2017-18, staff development meetings focused on key initiatives related to the implementation of CA state content standards, including Writing, ELA/Literacy, Math, and Project-Based Learning (PBL). Writing was addressed a minimum of six times. Math was addressed in depth on three different occasions. • Annual Parent Feedback Survey o This tool measures a number of important items that support school planning and development. o According to results, parents gave GLC an average score of 4.5 (on a scale from 1-5, with 1 being “strongly disagree” and 5 being “strongly agree”) on the item: “GLC provides all students with a high-quality education.” • Local Assessment Data o GLC is implementing several additional measures of student academic performance and growth, as part of a locally-developed and teacher-built balanced literacy program. o Other local assessment tools include, but are not limited to: unit tests from the adopted Math text (Investigations and CMP3), Star Math, Lucy Calkin’s Units of Writing prompts and rubrics, Lexia, and Newsela.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19651360117234|Santa Clarita Valley International|2||4|3|4|4|4|4|2|4|3|4|3|3|4|3|3|2|2|3|4|4|3|3|3|Met||2018 10622650116640|Dunlap Leadership Academy|2||5|4|5|4|1|5|5|5|2|1|5|5|5|3|1|5|5|5|5|5|5|5|4|Met|KCUSD/DLA continues to work towards full implementation and sustainability of content and professional learning in the areas of English Language Arts, Math, Career Technical Education, Health Education, Physical Education, Visual and Performing Arts, and World Languages. KCUSD/DLA will continue to develop professional learning for integrated ELD, Next Generation Science Standards (NGSS) and Social Science. In the areas of Science and Social Science, KCUSD/DLA is in the process of adopting new curriculum to align with the most current frameworks and standards. The goal is for this curriculum to be adopted in 2019-2020 for Science and 2020-2021 for Social Science. Professional development for the NGSS is in progress as KCUSD/DLA has been a part of the NGSS Early Implementation Grant and has teacher leaders conducting lesson studies. Support for these initiatives is provided through instructional coaches supporting sites and delivery of professional learning. Differentiated professional learning is provided based on response to teacher needs based on surveys following professional learning sessions, feedback from administrators and through administrator Leadership Academies. KCUSD/DLA continues to incorporate job embedded professional learning opportunities with coaches and during extended year courses.|2018 19734600000000|Walnut Valley Unified|2||5|4|5|3|3|5|5|5|2|2|5|4|5|3|3|5|4|5|5|5|5|4|4|Met||2018 20652430000000|Madera Unified|2||4|4|4|3|3|4|3|4|3|3|4|4|4|3|3|4|4|4|4|4|5|5|5|Met||2018 15636100000000|Maple Elementary|2||3|3|3|3|3|4|4|4|4|2|3|3|3|3|3|1|3|3|1|1|3|3|3|Met|We have been working to provide systems of support for our staff and students. We are engaging in Multi-Tiered systems of support and working to unclude Universal Designs in Learning. Our staff currently have collaboration time weekly and we have an Academic Coach and Ed Tech Specialist available to provide coaching and support. We are members of a group of collaborative educators who combine our resources to provide superior Professional Development to our teachers. Given our small size it is vital to work with other districts in order to increase our ability to obtain quality training. We have established a teacher leadership team, we are beginning the practice of instructional rounds and also introducing new curriculum with support and training. We also have severl intervention programs now fully operational to support or students, both those who are struggling and those who need additional challenges. We do this through offering remedial intervention during the day and expanded learning opportunities with Robotics, Project Lead the Way Engineering, Sewing, Cooking, Arts and Crafts, Music and Children's Theater.|2018 37683380000000|San Diego Unified|2|The district surveyed principals to determine their assessment of progress in implementing state academic standards at their sites. Principals, and in some cases, with support of their leadership teams, are responsible for monitoring and supporting instruction at their sites, and are therefore, most knowledgeable regarding progress of standards implementation. Principals were required to indicate their progress for each of the 10 subject areas: • English Language Arts – Common Core State Standards for English Language Arts • English Language Development (Aligned to Common Core State Standards for English Language Arts) • Mathematics – Common Core State Standards for Mathematics • Next Generation Science Standards • History-Social Science • Career Technical Education • Health Education Content Standards • Physical Education Model Content Standards • Visual and Performing Arts • World Language Ratings were based on the following scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation; 4 – Full Implementation; 5 – Full Implementation and Sustainability. Principal ratings, from the 5-point scale, are shown below: • English Language Arts – 4.1 • English Language Development – 3.3 • Mathematics – 4.1 • Science – 2.9 • History/Social Science – 3.3 • Career Technical Education – 3.1 • Health – 3.1 • Physical Education – 3.6 • Visual and Performing Arts – 3.2 • World Language – 3.7|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 36750440118059|LaVerne Elementary Preparatory Academy|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|3|3|3|5|4|5|5|5|Met||2018 24657890000000|Merced Union High|2||3|3|2|3|3|3|3|3|3|3|3|3|3|3|4|3|3|3|1|3|3|3|3|Met|49 teacher leaders responded to the CA Standards Survey.|2018 31669280000000|Roseville Joint Union High|2||3|3|4|2|2|4|4|4|2|2|2|2|3|2|2|3|3|3|3|3|2|1|1|Met|All students in the Roseville Joint Union High School District have access to state adopted curriculum frameworks implemented within the past two adoption cycles - the most recent or the previous adoption. Therefore, the RJUHSD is in compliance with education code section 60119. The reflective rating guide for this section of the California Dashboard does raise some questions for us to consider as it relates to a continuous improvement process. Efforts are underway to provide staff with the necessary support to better serve our students. Insuring teachers and administrators are equipped with the most effective instructional strategies that support student learning at the highest levels is a priority for our community. Providing staff with targeted professional development and creating a framework for ongoing feedback and growth is well underway. The Roseville Joint Union High School District is committed to educating our increasingly diverse student population with authentic caring, relevant and rigorous curriculum and experiences that connect them to their community.|2018 19647330120097|Academia Moderna|2||4|4|3|3|4|4|4|4|3|4|4|4|4|3|4|1|1|4|4|4|4|4|4|Met|Academia Moderna's teachers have daily collaboration time, and a weekly professional development session. Collaboration time is used for planning International Baccalaureate Units of Study, analyzing multiple data sources, and examining content standard(s) mastery. Teacher professional development needs occur during the weekly professional development session. All teachers receive professional development on literacy, instructional design and delivery, International Baccalaureate implementation, Positive Behavioral Interventions & Supports, and content standards. To assist teachers at Academia Moderna with their ability to deliver instruction, they receive instructional modeling, co-plan/co-teaching opportunities, and targeted feedback from classroom walkthrough sessions. The materials that Academia Moderna use are in alignment to the content standards that are taught for all subjects. Career Technical Education is in the exploration phase to determine what curriculum options align to Academia Moderna's Units of Study. Health Education is in the exploration phase and is incorporated within Physical Education curriculum.|2018 33751760120204|Sycamore Academy of Science and Cultural Arts|2|Sycamore Academy has a multifaceted approach to teaching English Language Arts with SDAIE strategies embedded into the curriculum, instruction and assessment. In addition to the embedded strategies, students are given enrichment and intervention time daily. The CCSS aligned curriculum includes: Step Up to Writing, Fountas and Pinnell, Writing A-Z, Raz-Kids, IXL-Language Arts and the California Education and Environment Initiative (EEI) for both Science and Social-Science. Visual and Performing Arts are included in every unit of study. All TK-8th grade classes use the CCSS aligned JUMP (Junior Undiscovered Math Prodigy) curriculum as well as IXL-Math. Next Generation Science Standards are taught through hands on Science lab activities, the California Education and Environment Initiative (EEI) for Science, Science A-Z and IXL-Science. History-Social Science is taught through the California Education and Environment Initiative (EEI) for Social-Studies and through an in depth study of History following the National History Day frameworks and guidelines. Beginning with the 2018/19 school year, most of the middle school electives are Career Technical Education (CTE’s) aligned, using curriculum and units of study from the state sponsored CTEonline.org. Sycamore Academy has a fully credential PE teacher and every student takes part in PE everyday. Student’s in grades 4-8 have a health and wellness portfolio where they set and track their own physical and health goals and monitor their own progress. All students, grades 3-8, study the World Language of their choice through the online Rosetta Stone program.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|4|5|5|4|5|5|4|Met|Sycamore Academy has a teacher and staff members performance engagement and reflection process. This allows teachers and staff members to identify their personal learning needs. In addition to teachers keeping a professional portfolio, administrators audit teacher effectiveness through evaluative and non evaluative classroom visits. Teachers with the aid of administrators determine the standards that the teacher needs to work on and then together determine the proper steps for individualized training.|2018 37103710136192|School of Universal Learning (SOUL)|2||3|3|3|3|3|4|4|4|4|4|4|4|4|4|4|2|2|4|4|3|3|3|3|Met|The Reflection Tool ratings are in relation to our first year of operation (2017-18) and the beginning of our second year of operation (2018-19). As a new school, we are either in the Initial Implementation Phase or the Full Implementation Phase. With regard to CTE and Health, I rated SOUL as being in beginning development. This year, SOUL's curriculum includes these pieces and aspects of the curriculum are still being fine tuned.|2018 12627290000000|Bridgeville Elementary|2||4|1|4|2|2|4|1|4|2|2|4|1|4|4|4|3|4|4|4|1|4|4|4|Met|"As there are no EL students at Bridgeville school, ""1"" is used to represent ""Not Applicable."" It is also used for World? Languages as Bridgeville is a K-8 district."|2018 50712330121525|Roberts Ferry Charter School Academy|2|Roberts Ferry Elementary has made significant improvement in recent years in adopting aligned curriculum to academic standards. In addition to having instructional material, the district has purchased supplemental resources to track and monitor student progress.|5|4|4|4|4|5|4|4|4|4|4|4|4|4|4|1|2|3|3|1|4|4|4|Met||2018 50712330000000|Roberts Ferry Union Elementary|2||4|4|4|4|4|5|4|4|4|4|5|4|4|4|4|1|2|3|3|1|4|4|4|Met||2018 03100330000000|Amador County Office of Education|2||3|2|3|2|1|5|5|5|1|1|3|1|2|1|1|3|2|1|2|1|3|3|2|Met|Amador County Office of Education is fully committed to implementing the state academic standards. We have established foundational work to build in-depth understanding of the Common Core State Standards, including the ELA/ELD Framework and Standards for Mathematical Practice in order to establish common outcomes and best instructional practices. In addition, ACOE teachers attend site-based professional development at the elementary level and content area professional development at the secondary level, provided by ACUSD. A teacher on special assignment, director of student services, and instructional coaches were hired by ACUSD to support this work for ACUSD and ACOE teachers. Through the joint ACUSD/ACOE Instructional Leadership Team, the use of Smarter Balanced interim assessments were agreed upon, as well as planning for a Multi-tiered System of Support, with data cycles, to address graduation rates, improved A-G completion rates, CTE pathway enrollment, improved attendance rates and decreased suspension rates.|2018 43693690106633|KIPP Heartwood Academy|2|"KIPP Heartwood Academy monitors student's progress and its implementation of the state academic standards adopted by the State Board of Education through the common core state standards for English Language Arts (""ELA"") and common core state standards for Mathematics (""Math"") that are tested in the state's ELA and Math exams, which are administered annually. We set annual goals around instructional materials for our teachers and providing supports for our students to ensure progress in the classroom. KIPP Heartwood conducted a specific instructional materials selection process to determine the best tools to support standards aligned classroom instruction. The School leadership teams, with feedback from teachers, selected programs and materials that are aligned with the school’s priorities in improving all students standards based mastery. Tools available such as Eureka, Wheatley, Amplify, Zearn, ST Math, Lexia were all reviewed and have a high potential for driving student growth in common core. We measure our progress in ELA and Math testing for students with similar demographics to those in our authorizing district. Our school's performance in the ELA state exam exceeded the overall performance of our authorizing district by 27% while our performance in the Math state exam exceeded the overall performance of our authorizing district by 37%."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|Our increases in ELA and Math are attributed to our school's intentional focus in personalized learning, a rigorous curriculum, and the incorporation of personalized learning programs to complement classroom learning. Additionally, leadership remained committed to providing professional development opportunities to its teachers as well as weekly coaching and feedback sessions. KIPP Heartwood will continue to build on the progress achieved this upcoming year.|2018 56725040000000|Mupu Elementary|2||5|5|5|5|5|5|4|5|4|4|4|4|4|3|4|3|4|4|4|1|4|4|4|Met|Mupu Elementary School District has made progress in Priority 2 through the purchase of new ELA, math, and science curriculum. Additionally, due to our small size and limited resources, all professional development is done through Ventura County Office of Education which provides extensive learning opportunities in all content areas, as well as other disciplines. These include Multi-tiered System of Supports, Positive Behavior Intervention strategies, and classroom management strategies.|2018 43694500129205|KIPP Heritage Academy|2|"KIPP Heritage Academy monitors student's progress and its implementation of the state academic standards adopted by the State Board of Education through the common core state standards for English Language Arts (""ELA"") and common core state standards for Mathematics (""Math"") that are tested in the state's ELA and Math exams, which are administered annually. KIPP Heritage conducted a specific instructional materials selection process to determine the best tools to support standards aligned classroom instruction. The School leadership teams, with feedback from teachers, selected programs and materials that are aligned with the school’s priorities in improving all students standards based mastery. Tools available such as Eureka, Wheatley, Amplify, Zearn, ST Math, Lexia were all reviewed and have a high potential for driving student growth in common core. We measure our progress in ELA and Math testing for students with similar demographics to those in our authorizing district. Our school's performance in the ELA state exam exceeded the overall performance of our authorizing district by 28% while our performance in the Math state exam exceeded the overall performance of our authorizing district by 24%."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|Our increases in ELA and Math are attributable to our school's intentional focus in personalized learning, a rigorous curriculum, and the incorporation of personalized learning programs to complement classroom learning. Additionally, leadership remained committed to providing professional development opportunities to its teachers as well as weekly coaching and feedback sessions. KIPP Heritage will continue to build on the progress achieved this upcoming year.|2018 49707140000000|Gravenstein Union Elementary|2||4|4|4|4|4|4|4|5|3|3|4|4|5|3|4|4|4|5|5|5|5|5|5|Met||2018 01613090114421|KIPP King Collegiate High|2|"KIPP King Collegiate monitors student's progress and its implementation of the state academic standards adopted by the State Board of Education through the common core state standards for English Language Arts (""ELA"") and common core state standards for Mathematics (""Math"") that are tested in the state's ELA and Math exams, which are administered annually. KIPP King conducted a specific instructional materials selection process to determine the best tools to support standards aligned classroom instruction. The School leadership teams, with feedback from teachers, selected programs and materials that are aligned with the school’s priorities in improving all students standards based mastery. We measure our progress in ELA and Math testing for students with similar demographics to those in our authorizing district. Our school's performance in the ELA state exam exceeded the overall performance of our authorizing district by 33% while our performance in the Math state exam exceeded the overall performance of our authorizing district by 24%."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|"Our increases in ELA and Math are attributable to our school's supports for both the Common Core State Standards (""CCSS"") and ACT College and Career Readiness Standards (""CCRS"") for our students. The CCSS and CCRS represent the knowledge and skills that will best prepare students for college and career and also provide key metrics. Additionally, leadership remains committed to providing professional development opportunities to its teachers as well as weekly coaching and feedback sessions. KIPP King will continue to build on progress achieved this upcoming year."|2018 48705814830196|MIT Academy|2||4|4|4|4|4|5|4|5|5|4|4|4|4|4|4|4|4|4|4|5|4|4|4|Met||2018 49707146051759|Hillcrest Middle|2||4|4|4|4|4|4|4|5|3|3|4|4|5|3|4|4|4|5|5|5|5|5|5|Met||2018 48705816116255|Mare Island Technology Academy|2||4|4|4|3|4|4|4|4|4|4|5|3|5|4|4|4|4|4|4|5|4|4|4|Met||2018 48705810137380|MIT Griffin Academy Middle|2||3|3|3|3|3|4|4|4|4|4|3|3|3|3|3|3|3|3|1|1|4|4|4|Met||2018 50755490000000|Hughson Unified|2||5|4|5|4|1|5|3|5|3|1|5|3|5|3|1|4|1|3|3|2|4|4|4|Met|A survey that used these questions verbatim was administered to teachers in October 2017. An additional question was added about rating the district's system that is currently in place to support teachers to implement technology in the classroom. 85% of teachers rated Google Apps in the Full Implementation or Full Implementation and Sustainability range. 68% of teachers rated Formative Assessment Apps in the Full Implementation or Full Implementation and Sustainability range. 72% of teachers rated Other Technology Use in the Classroom in the Full Implementation or Full Implementation and Sustainability range. 66% of teachers rated SCOE Badge Project in the Full Implementation or Full Implementation and Sustainability range.|2018 09100900930131|Rite of Passage|2||5|4|5|3|3|4|4|4|2|2|5|4|5|3|4|4|3|4|4|3|5|5|5|Met|Rite of Passage Charter High School serves incarcerated youth from across the state of California in three rural satellite sites. Professional development related to the standards is held on-site at least two times per year (in addition to other professional development) and occasionally occurs via webinar. All students have access to Odysseyware curriculum as well as the Character Based Literacy program. Both programs are standards-aligned and staff has been trained to use them. Staff is in the process of implementing the NGSS and will be reviewing History/Social Science curriculum in the 2018-19 school year.|2018 49707146051742|Gravenstein Elementary|2||4|4|4|4|4|4|4|5|3|3|4|4|5|3|4|4|4|5|5|5|5|5|5|Met||2018 43693690129924|Kipp Prize Preparatory Academy|2|"KIPP Prize Academy monitors student's progress and its implementation of the state academic standards adopted by the State Board of Education through the common core state standards for English Language Arts (""ELA"") and common core state standards for Mathematics (""Math"") that are tested in the state's ELA and Math exams, which are administered annually. KIPP Prize conducted a specific instructional materials selection process to determine the best tools to support standards aligned classroom instruction. The School leadership teams, with feedback from teachers, selected programs and materials that are aligned with the school’s priorities in improving all students standards based mastery. Tools available such as Eureka, Wheatley, Amplify, Zearn, ST Math, Lexia were all reviewed and have a high potential for driving student growth in common core. We measure our progress in ELA and Math testing for students with similar demographics to those in our authorizing district. Our school's performance in the ELA state exam exceeded the overall performance of our authorizing district by 21% while our performance in the Math state exam exceeded the overall performance of our authorizing district by 10%."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|Our increases in ELA and Math are attributed to our school's intentional focus in personalized learning, a rigorous curriculum, and the incorporation of personalized learning programs to complement classroom learning. Additionally, leadership remained committed to providing professional development opportunities to its teachers as well as weekly coaching and feedback sessions. KIPP Prize will continue to build on the progress achieved this upcoming year.|2018 38684780101352|KIPP San Francisco Bay Academy|2|"KIPP San Francisco Bay Academy monitors student's progress and its implementation of the state academic standards adopted by the State Board of Education through the common core state standards for English Language Arts (""ELA"") and common core state standards for Mathematics (""Math"") that are tested in the state's ELA and Math exams, which are administered annually. Our school's performance in the ELA state exam exceeded the overall performance of our authorizing district by 8%. The school leadership team, with feedback from teachers, selected programs and materials that are aligned with the school’s priorities in improving all students standards based mastery. Tools available such as Eureka, Wheatley, Amplify, Zearn, ST Math, Lexia were all reviewed and have a high potential for driving student growth in common core. Although we didn't meet our goal around math outcomes relative to our district, we do utilize the testing to measure our progress in ELA and Math for students with similar demographics to those in our authorizing district and to ensure progress is being made in the implementation of the state's academic standards."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|KIPP San Francisco Bay Academy conducted a specific instructional materials selection process to determine the best tools to support standards aligned classroom instruction. The School leadership teams, with feedback from teachers, selected programs and materials that are aligned with the school’s priorities in improving all students standards based mastery. Tools available such as Eureka, Wheatley, Amplify, Zearn, ST Math, Lexia were all reviewed and have a high potential for driving student growth in common core. We expect our tools to support our student's learning and result in higher outcomes in future testing years.|2018 51105120138040|AeroSTEM Academy|2||4|5|5|4|4|5|5|5|5|5|3|3|3|3|3|3|3|3|3|4|2|2|2|Met|AeroSTEM Academy is in its first year of operation. Teachers well established with curriculum frameworks and state standards were hired. We are establishing English Language Arts, English Language Development, Mathematics, History, Science, World Language, CTE and STEM courses and implementing initial set up for all students. As the school continues to develop course offerings and add additional grade levels, implementation will continue to develop. All staff is currently supported through various training through conferences, curriculum support, beginning teacher induction programs, and various professional development offerings. Because the school did not operate in the 2017-2018 school year, programs have entered initial to full implementation as the first school year has begun and operations are established in the 2018-2019 school year.|2018 43694190000000|Cupertino Union|2||3|3|4|1|2|3|3|4|1|2|3|2|3|1|2|2|2|3|3|3|2|2|2|Met|"Teachers and principals across schools provided input into survey responses. CUSD has made strong progress in implementing CCSS-aligned materials and instruction in English Language Arts, ELD and Mathematics. Currently, we are in the process of identifying core instructional materials in Reading K-5, re-examining middle school math pathways, launching a STEAM initiative, as well as identifying our next steps to support English Learners. Our next areas of opportunity include curriculum adoption and professional learning to address the Next Generation Science Standards (NGSS) as well as Social Studies. This winter, teacher leadership teams will begin analyzing curriculum options to support NGSS TK-5 as well as in grades 6-8. We anticipate convening teams to begin our work with Social Studies during the 2019-2020 school year. In addition, we are in the process of Strategic Planning to clarify priorities for the next three to five school years. Through Strategic Planning, we have an opportunity to explore academics as well as areas that address our commitment to the ""whole child"" such as the Arts, Health, Social-Emotional Learning, PE and Career Technical Education. As we identify focus areas, we also will have an opportunity to increase flexibility and choice in professional learning in order to better serve the individual needs of our staff."|2018 16739320000000|Reef-Sunset Unified|2||4|4|4|3|2|4|4|4|3|2|4|4|4|3|2|3|3|3|3|3|4|4|4|Met|Reading Wonders ELA is our CA. adopted TK-5 ELA Curriculum and is aligned to the CA. State ELA Standards and has integrated ELD embedded into the Curriculum. We have trained and continue to implement ongoing training for our Reading Wonders ELA Curriclum. Reading Wonders ELD is our TK-5 Designated ELD Curriculum and is aligned to the CA. ELD Frameworks and Standards. My Math is our TK-5 CA adopted Math Curriculum and is aligned to the CA. State Math Standards and has integrated ELD embedded into the Curriculum. Studysync ELA is our CA. adopted 6-12 ELA Curriculum and is aligned to the CA. State ELA Standards and has integrated ELD embedded into the Curriculum. We have trained and continue to implement ongoing training for our Studysync 6-12 ELA Curriclum. Studysync ELD is our 6-12 Designated ELD Curriculum and is aligned to the CA. ELD Frameworks and Standards. GLencoe 6-8 Math is our CA adopted Math Curriculum and is aligned to the CA. State Math Standards and has integrated ELD embedded into the Curriculum. McGraw Hill Integrated Math is our 9-12 CA adopted Math Curriculum and is aligned to the CA. State Math Standards and has integrated ELD embedded into the Curriculum. All TK-12 Science teachers have been trained in the Next Generation Science Standards (NGSS) for CA. We adopted McGraw Hill Insight Social Studies Curriculum 9-12 and are piloting Social Studies Curriculum at TK-8. We plan on piloting NGSS Science Curriculum in the 2019-20 shool year prior to adoption.|2018 19769920133900|Prepa Tec Los Angeles High|2||4|3|4|4|4|4|3|4|4|4|4|4|4|4|4|1|4|4|4|4|4|4|4|Met|All teachers go through 2-3 week professional development training prior to the beginning of the school year. This training includes work with all California required standards (ELD, CCSS ELA and Math, NGSS, World Language and Art content standards), International Baccalaureate (IB) training, and unit/lesson planning with standards and IB Middle Years Program curriculum framework. Teachers receive extensive opportunities to develop alignments with the different California recognized standards with the IB MYP Units of Inquiry development and instruction. Teachers are involved in identifying their own areas in need of improvement and are supported to grow in those areas. Career technical education is in development in the area of media/sound technology. Robotics program is also in development|2018 50712090112383|Paradise Charter|2|Paradise Charter has made significant strides over the past 3 years to adopt curriculum aligned to academic standards approved by the State Board of Education. We make every effort to monitor student, teacher and district progress as it relates to student achievement. In addition to the current and aligned curriculum, the district has purchased supplemental resources to track student progress on California State Standards. The district believes that with the curriculum, and supplemental resources in combination with ELPAC, CAASPP and PFT state testing results we are able to determine what students need to be successful.|5|4|4|3|3|5|4|4|3|3|5|4|4|4|3|1|3|4|1|1|4|4|4|Met||2018 19651360000000|William S. Hart Union High|2||5|3|3|4|2|5|3|4|4|2|5|3|4|4|2|3|4|4|4|5|5|4|4|Met|To better address the needs for implementing the new math and science state standards the Hart District reclassified the math and science Teacher on Special Assignment (TOSA’s) to Curriculum Specialist and hired new math and science TOSA’s. Along with this, the District has made a substantial financial commitment to supporting the transition to the Next Generation Science Standards. To address the needs of the English Language Development (ELD) program, the ELD TOSA’s job description was reclassified to a Curriculum Specialist with additional responsibilities to ensure our students and staff are prepared for the upcoming district wide addition of Designated ELD classes. Achieve (Designated ELD) classes will support the literacy needs of all content areas and the learning needs of all English Learners.|2018 36750690000000|Upland Unified|2||4|3|4|2|2|4|4|4|2|2|4|3|4|2|2|3|3|4|3|3|3|3|3|Met||2018 50712090000000|Paradise Elementary|2|Paradise Elementary has made significant strides over the past 3 years to adopt curriculum aligned to academic standards approved by the State Board of Education. We make every effort to monitor student, teacher, and district, to insure academic achievement. In addition to having aligned instructional material, the district has purchased supplemental resources to track and monitor student progress. Using all of these tools, including classroom formative and summative assessments, ELPAC, CAASPP, and PFT State Testing Results, the district feels that it has a comprehensive system to promote student and district success.|5|4|4|3|3|5|4|4|3|3|5|4|4|4|3|1|3|4|1|1|4|4|4|Met||2018 10738090000000|Firebaugh-Las Deltas Unified|2||4|3|4|2|2|4|3|4|2|1|4|4|4|2|2|4|4|4|3|2|4|4|3|Met||2018 34674473430691|Options for Youth-San Juan|2||4|3|4|3|2|5|3|4|3|2|3|3|3|3|2|2|3|5|4|4|4|3|2|Met||2018 36679343630670|Options for Youth-Victorville Charter|2||4|3|4|3|2|5|3|4|3|2|3|3|3|3|2|2|3|5|4|4|4|3|2|Met|The instructional model encourages student-driven achievement of learning goals. Students continually improve their academic performance and develop positive attitudes about learning and school through engaging in State Standards-aligned coursework coupled with personalized instructional support. Students participate in an instructional delivery method that incorporates personalized support from qualified, fully-credentialed teachers in all academic areas including foreign language and visual and performing arts. Overall, the instructional design of the program includes, but is not limited to: Individualized Learning Plans for all students, Pedagogy training for all new incoming staff that exposes teachers to learning targets, mastery level learning, best practices and strategies in classroom, offered and administered variety of Professional Development opportunities for all staff throughout school year, instituted a new platform, Edivate, for standardized teacher observation in order to support teacher growth, participated in a yearly Coaching Academy hosted by Learning Forward to provide professional growth and focus for coaches, created a system to implement Professional Learning Communities for all instructional staff, received training from the CSU system to become certified in teaching ERWC college ready courses, and participated in an array of national conferences for leadership, instructional, and curriculum development.|2018 19650946023527|San Jose Charter Academy|2||5|4|4|3|4|5|4|5|3|4|5|5|4|3|4|4|5|5|5|4|5|5|5|Met|San Jose Charter Academy has implemented and aligned academic rigor, staff professional development, and instruction to the California standards. We consistently use a variety of data to reflect on our professional practice and student learning. As we learn how to align our data practices more effectively using the MTSS framework, we streamline and identify key areas for groups and individual students in a more informed manner.|2018 36678760120568|Options for Youth-San Bernardino|2||4|3|4|3|2|5|3|4|3|2|3|3|3|3|2|2|3|5|4|4|4|3|2|Met|Instructional design and content delivery systems provide students with an opportunity to review and relearn grade level standards not mastered prior to enrollment. Students continually improve their academic performance and develop positive attitudes about learning and school through engaging in State Standards-aligned coursework coupled with personalized instructional support. Overall, the instructional design of the program includes, but is not limited to: Individualized schedules and learning plans for all students, Pedagogy training for all new incoming staff that exposes teachers to learning targets, mastery level learning, best practices and strategies in classroom, offered and administered variety of Professional Development opportunities for all staff throughout school year, instituted a new platform, Edivate, for standardized teacher observation in order to support teacher growth, participated in a yearly Coaching Academy hosted by Learning Forward to provide professional growth and focus for coaches, created a system to implement Professional Learning Communities for all instructional staff, received training from the CSU system to become certified in teaching ERWC college ready courses, and participated in an array of national conferences for leadership, instructional, and curriculum development. All students have access to all needed instructional materials.|2018 19752911996016|Options for Youth San Gabriel|2||4|3|4|3|2|5|3|4|3|2|3|3|3|3|2|2|3|5|4|4|4|3|2|Met||2018 19753090131987|iLEAD Hybrid|2||4|3|4|4|4|4|3|4|4|4|3|2|3|3|3|1|1|4|3|3|3|3|2|Met||2018 43104390124065|Sunrise Middle|2||5|5|4|5|4|5|5|5|5|5|5|4|4|5|5|3|3|3|3|1|5|5|5|Met||2018 19753090129742|Inspire Charter|2||4|4|4|3|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|Met||2018 51714560133934|Inspire Charter School - North|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|3|3|4|4|4|4|Met||2018 37680490132506|Inspire Charter School - South|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|3|3|3|3|4|4|4|Met||2018 10625470135103|Inspire Charter School - Central|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|3|3|3|3|4|4|4|Met||2018 15636280134312|Inspire Charter School - Kern|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|3|3|3|3|4|4|4|Met||2018 15636280138131|Heartland Charter|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|3|3|3|3|4|4|4|Met||2018 09618380136200|Clarksville Charter|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|3|3|3|3|4|4|4|Met||2018 37103710137752|Dimensions Collaborative|2||4|3|3|3|2|4|3|3|3|3|3|3|3|3|3|3|2|2|2|2|3|3|3|Met||2018 01100170136226|Opportunity Academy|2|AOA is in the exploration and research phase for all course matter for ELA/ELD, math, history, and science to determine if any curriculum can be adapted to be used in Independent Study program. UC A-G courses can only be approved once AOA has been accredited. The curriculum that is being evaluated are the following: ERWC, HMH, and English 3 D. AOA uses resources such as Kinsella's Academic Tool kit and Odysseyware. The use of the blended learning model through the use of technology help to support all learners. All CTE courses are referred out to local CBOs. No formal adoption has occurred at this time. All teachers participate in PD to implement standard based instructions. PDs are on the district and site levels.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 33670586031991|Palm Desert Charter Middle|2||5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|4|5|5|5|5|5|5|Met||2018 15751680000000|El Tejon Unified|2||5|4|5|3|4|5|4|5|4|4|4|4|4|4|4|5|4|4|4|5|5|4|4|Met||2018 19753090135145|Compass Charter Schools of Los Angeles|2||4|4|4|4|4|4|3|4|4|3|3|3|3|3|3|3|3|3|3|3|4|4|3|Met||2018 10623310130880|Compass Charter Schools of Fresno|2||4|4|4|4|4|4|3|4|4|3|3|3|3|3|3|3|3|3|3|3|4|4|3|Met||2018 14632970000000|Owens Valley Unified|2||5|3|5|5|5|5|3|5|3|3|3|3|3|3|3|1|3|3|3|3|3|3|3|Met||2018 19642460126003|Academies of the Antelope Valley|2||5|5|5|3|2|5|5|5|3|3|5|5|5|4|4|5|4|5|5|5|5|5|5|Met||2018 37682130127084|Compass Charter Schools of San Diego|2||4|4|4|4|4|4|3|4|4|3|3|3|3|3|3|3|3|3|3|3|4|4|3|Met||2018 49709386113039|Sebastopol Independent Charter|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met|The Sebastopol Charter School faculty has had professional development time in addressing academic standards. The faculty has carefully reviewed the school's adopted standards.|2018 54722560120659|Visalia Technical Early College|2||3|3|3|3|2|4|4|4|3|3|3|4|4|3|3|4|3|4|4|3|2|3|3|Met||2018 27660270000000|Graves Elementary|2||4|3|4|1|2|4|3|4|2|2|4|2|4|2|2|1|1|1|1|1|2|4|3|Met||2018 19642120000000|ABC Unified|2|The Reflection Tool provided by the State was modified to include descriptors for the rating scale. The rating scale was adjusted to a four point scale with the following indicators: Phase 1: Exploration and Research; Phase 2 – Beginning; Phase 3- Implementation; and Phase 4- Monitoring. The Williams Instructional Materials Report was used to certify that all teachers have access to standard aligned instructional materials. The science professional learning for elementary teachers began in 2017-18 with framework introduction. The data reflects the status of this initial training. The survey results for teachers indicating the District’s progress was at the Implementation or Monitoring Phase in providing professional learning for teaching to the State adopted academic standards and/or curriculum frameworks was: ELA/ELD 92%, math 95%, science 52%, and history-social studies 50%. The initial training for integrated ELD instruction indicated 50% at the implementation/monitoring phase in these subject areas: CTE, VAPA, PE, world language, and health. The results reflect the District’s focus on math and the continued rollout of science standards in the elementary schools. The survey results indicating the District’s progress was at the Implementation or Monitoring Phase in providing strategies and structures to identify areas of student need (e.g., data analysis, focused classroom learning walks, teacher co-planning/co-teaching) was: ELA/ELD 92.3%, Math 85%, Science 30%, and History-Social Studies 67%. The results reflect an increase in teachers’ use of the District's strategies and structures to identify areas of need in ELA/ELD, math, science, and history-social studies.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 14633050000000|Round Valley Joint Elementary|2||4|4|4|3|3|5|5|5|3|5|4|3|4|3|4|1|3|4|3|1|4|4|4|Met||2018 19647336017438|Hamlin Charter Academy|2|Hamlin Charter is fully implementing the English Language Arts (ELA), English Language Development (ELD) and mathematics standards. Teachers have been participating in ELA and mathematics professional development learning opportunities onsite and through our local District course offerings. Teachers have had a choice in receiving the training online via course modules or in person classes at Hamlin or other local district schools/offices. Hamlin Charter's Kindergarten through second grade teachers have received training through the Early Language and Literacy Plan (ELLP) to build teachers' understanding of early literacy foundational skills. LAUSD has supported teachers' understanding of ELD standards by providing sample lessons, observation forms and the use of an online application the English Language Dashboard which provides data on the progress of our English Learners. Teachers have always implemented the science content standards. When the Science Framework was revised to align to the Next Generation Science Standards (NGSS), teachers received training to increase their understanding of the NGSS standards and how to integrate the standards throughout the curriculum. Yearly Hamlin utilizes the Smarter Balanced Assessment (SBA) interim assessment blocks aligned to ELA and mathematics. Hamlin Charter Academy is not required to implement Career Technical Education and World Language as an elementary school. Hamlin Charter continues to be in Full Implementation or Full Implementation with Sustainability in all areas.|5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|0|4|5|5|0|5|5|5|Met||2018 52105206119671|Tehama eLearning Academy|2||5|2|4|3|2|5|2|5|3|3|3|3|3|3|3|3|2|2|2|2|4|4|4|Met||2018 12628510000000|Green Point Elementary|2||4|2|4|4|4|4|2|4|4|4|4|4|4|4|4|1|3|5|4|4|4|4|4|Met||2018 30666960000000|Savanna Elementary|2||5|5|5|3|1|5|5|5|3|1|4|4|4|3|1|1|2|4|3|1|4|3|4|Met||2018 33669930000000|Beaumont Unified|2||4|3|3|2|1|5|5|5|2|1|4|3|4|2|1|4|3|2|2|3|3|2|3|Met|As a district we have met the performance metric in this area. We have professional learning options to meet the needs of many different needs of teachers. Our next steps are to follow up with our training to ensure deep implementation. We have adopted instructional materials for Language Arts and secondary Mathematics, as well as high school Social Sciences. We have trained teachers in using the new curriculum and will provide ongoing learning opportunities for teachers. The goal of all professional learning activities are to ensure all staff are equipped to meet the needs of students to be college and career ready. Please see the District LCAP at https://www.beaumontusd.us/ for more detailed information.|2018 41690216112213|San Carlos Charter Learning Center|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|1|3|5|3|5|5|5|4|Met|Our program is resourced-based and does not rely on textbooks to define our curriculum. We reference the state standards when we create curriculum and allow for learner-driven interests to be incorporated. Our curriculum is project- and inquiry-based and is reviewed and revised consistently by our educators. When we do choose to utilize a published curriculum (Lucy Caulkins Readers and Writers Workshops, for example), we are intentional that they align to the state standards. New units are being designed to incorporate the NGSS.|2018 16638750000000|Armona Union Elementary|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|3|3|4|2|4|4|4|Met||2018 16639410000000|Kings River-Hardwick Union Elementary|2||5|4|5|4|5|5|4|5|4|5|5|5|5|5|5|3|3|5|5|3|5|5|5|Met||2018 11101160124909|Walden Academy|2||4|4|4|3|2|4|4|4|3|2|4|4|4|3|2|3|3|2|2|2|4|4|4|Met||2018 19647330134148|The City|2||5|4|5|5|5|5|4|5|5|5|5|4|4|4|5|2|5|5|5|5|5|4|4|Met|The City School has implemented Common Core standards since its inception in 2012. We had all of our science teachers trained in NGSS and updated our materials so that we are now fully implementing and sustainable. The rating of 4 for EL standards, rather than a 5 reflects that we have a growing population of ELs and are still adjusting our program to respond to that growth.|2018 36103636111918|Desert Trails Preparatory Academy|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|3|3|3|5|4|5|5|5|Met||2018 52716390000000|Red Bluff Joint Union High|2||4|5|4|3|4|5|5|5|2|4|4|3|4|2|4|4|2|4|2|3|3|3|3|Met||2018 07616630130930|Vista Oaks Charter|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|4|4|4|4|4|4|4|4|Met||2018 45700030000000|Grant Elementary|2|Certificated staff were given a survey that measured the district's level of providing standards based instructional materials, professional development, and individual teacher support in implementing the standards across the different subjects. The district selected the survey to provide teachers the opportunity to self reflect.|5|4|5|3|4|5|5|5|3|4|5|5|5|3|4|3|5|5|3|5|5|3|3|Met||2018 19644360000000|Covina-Valley Unified|2||5|5|5|3|2|5|5|5|2|2|5|5|5|3|2|5|5|5|5|5|5|5|4|Met||2018 49710010000000|West Side Union Elementary|2||3|3|4|3|3|4|4|4|3|3|4|4|4|4|4|4|3|3|4|3|4|5|5|Met||2018 38684780127530|KIPP San Francisco College Preparatory|2|"KIPP San Francisco College Prep monitors student's progress as well as the implementation of the state's academic standards adopted by the State Board of Education through the common core state standards for English Language Arts (""ELA"") and common core state standards for Mathematics (""Math"") tested in the state's ELA and Math exams, which is administered annually. KIPP San Francisco College Prep conducted a specific instructional materials selection process to determine the best tools to support standards aligned classroom instruction. The School leadership teams, with feedback from teachers, selected programs and materials that are aligned with the school’s priorities in improving all students standards based mastery. We measure our progress in ELA and Math testing for students with similar demographics to those in our authorizing district. Last year, our ELA testing scores exceeded by 20% the overall testing scores of the district of students with similar demographics."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|"Our increases in ELA are attributed to our school's supports for both the Common Core State Standards (""CCSS"") and ACT College and Career Readiness Standards (""CCRS"") for our students. The CCSS and CCRS represent the knowledge and skills that will best prepare students for college and career and also provide key metrics. Additionally, leadership remains committed to providing professional development opportunities to its teachers as well as weekly coaching and feedback sessions. KIPP San Francisco College Prep will continue to build on progress achieved this upcoming year."|2018 19647330122747|Magnolia Science Academy Bell|2||4|4|4|4|4|5|4|5|4|4|4|4|4|4|4|1|4|5|5|5|4|4|4|Met|MSA Bell ensures all curricula and assessments are aligned to the standards and that teachers participate in professional development on the implementation of standards (CCSS, NGSS, etc.) We provide services to ELs by proficiency level and ELD instruction is aligned to the CA ELD standards and framework. ELs have access to core and supplemental ELD instructional materials; teachers attend PDs whose focus is on ELD standards. Our teachers participate in at least 36 hours of professional development per year. PD includes the areas of Common Core ELA/Literacy, math, supports and intervention for Students with Disabilities, ELD Standards and integration of ELD standards into content areas, and training in strategies to support ELs with common core ELA/ELD and math curricula. While the primary focus has mostly been on the ELA/Literacy, math, SPED, and ELD over the past few years, MSA Bell has also provided PD and supported our teachers on induction, NGSS, History-Social Science, Health Education, Physical Education, Visual and Performing Arts, and World Languages.|2018 37680310000000|Coronado Unified|2||4|2|3|3|2|3|3|3|3|2|4|2|4|3|2|4|3|4|4|3|4|3|3|Met||2018 43694270116889|KIPP San Jose Collegiate|2|"KIPP San Jose Collegiate monitors student's progress and its implementation of the state academic standards adopted by the State Board of Education through the common core state standards for English Language Arts (""ELA"") and common core state standards for Mathematics (""Math"") that are tested in the state's ELA and Math exams, which are administered annually. KIPP San Jose Collegiate conducted a specific instructional materials selection process to determine the best tools to support standards aligned classroom instruction. The School leadership teams, with feedback from teachers, selected programs and materials that are aligned with the school’s priorities in improving all students standards based mastery. We measure our progress in ELA and Math testing for students with similar demographics to those in our authorizing district. Our school's performance in the ELA state exam exceeded the overall performance of our authorizing district by 15% while our performance in the Math state exam exceeded the overall performance of our authorizing district by 10%."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|"Our increases in ELA and Math are attributed to our school's supports for both the Common Core State Standards (""CCSS"") and ACT College and Career Readiness Standards (""CCRS"") for our students. The CCSS and CCRS represent the knowledge and skills that will best prepare students for college and career and also provide key metrics. Additionally, leadership remains committed to providing professional development opportunities to its teachers as well as weekly coaching and feedback sessions. KIPP San Jose Collegiate will continue to build on progress achieved this upcoming year."|2018 15101571530492|Valley Oaks Charter|2|Valley Oaks Charter School (VOCS) surveyed parents to determine the implementation of state standards adopted by the State Board of Education. Since VOCS is a parent choice program, where parents are the primary educators in the home, this survey was determined to be most effective way to gather this information. Parents were surveyed at table meetings and on the End of the Year Survey about the implementation and access to the academic standards. After gathering data from all stakeholders, it was determined that 96% of parent educators use state standards to help guide their instructional day.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 33103300138024|Journey|2||4|4|4|4|3|4|4|4|4|3|4|4|4|3|1|1|3|3|3|1|3|3|3|Met||2018 01613090101212|KIPP Summit Academy|2|"KIPP Summit Academy monitors student's progress and its implementation of the state academic standards adopted by the State Board of Education through the common core state standards for English Language Arts (""ELA"") and common core state standards for Mathematics (""Math"") that are tested in the state's ELA and Math exams, which are administered annually. KIPP Summit conducted a specific instructional materials selection process to determine the best tools to support standards aligned classroom instruction. The School leadership teams, with feedback from teachers, selected programs and materials that are aligned with the school’s priorities in improving all students standards based mastery. Tools available such as Eureka, Wheatley, Amplify, Zearn, ST Math, Lexia were all reviewed and have a high potential for driving student growth in common core. We measure our progress in ELA and Math testing for students with similar demographics to those in our authorizing district. Our school's performance in the ELA state exam exceeded the overall performance of our authorizing district by 46% while our performance in the Math state exam exceeded the overall performance of our authorizing district by 43%."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|Our increases in ELA and Math are attributed to our school's intentional focus in personalized learning, a rigorous curriculum, and the incorporation of personalized learning programs to complement classroom learning. Additionally, leadership remained committed to providing professional development opportunities to its teachers as well as weekly coaching and feedback sessions. KIPP Summit will continue to build on the progress achieved this upcoming year.|2018 01612593030772|Oakland School for the Arts|2|We have adapted state standards in all content areas and teach them with fidelity. Implementation is measured by Smarter Balanced test scores. Our overall scores this year are 72.55% meet/exceed in ELA and 51.99% meet/exceed in Math. These measures were selected as a result of the adoption by the state. Our scores have improved from last year’s 64.78% meet/exceed in ELA and 48.04% meet/exceed in Math. We’re especially proud that our ‘Exceed’ level has grown, not just our ‘Meet’ threshold. We use the Scholastic Reading Inventory (SRI) assessment to monitor our students’ Lexile levels throughout the year. We monitor and support our English Language Learners’ language acquisition via our reclassification rates and academic performance reviews in core classes. Another measure of our academic success are our AP exam scores; we have a 100% pass rate in four of our AP exams, and as a school our students scored better than the California and global AP exam averages. As an arts school, the majority of our arts instructors are CTE (Career Technical Education) credentialed, which means that their curriculum and educational standards are approved and recognized by the State of California Department of Education.|5|5|5|5|5|5|5|5|5|3|5|5|5|5|5|4|5|5|5|5|4|5|5|Met||2018 42767860000000|Santa Barbara Unified|2|SBUnified continues to use a modified version of the state adopted reflection tool to assess progress in implementing the standards to allow for local adaptations. Our guiding principles in the transition to the state academic standards are to: 1) understand the instructional shifts embedded within standards, 2) gain a deep understanding of the cognitive rigor and depth of knowledge associated with standards, and 3) understand the design of standards, in particular the “spiraling” nature of learning across grade spans. SBUnified’s implementation of the State Academic Standards varies based on academic subject, following the state’s multi-year phased adoption of revised academic standards. We continue to curate instructional materials aligned to the standards that afford teachers flexibility to customize content to meet the rigor and demands of the standards as well as the needs of our students. Our Framework for Literacy and Language guides our work in ELA and ELD. We onboarded three literacy coaches to support the balanced literacy model in elementary, and teachers in secondary continue with robust professional learning on cognitive strategies. The district wide instructional focus area was refined to state that, “Students demonstrate the ability to read, reason, and communicate in order to achieve college/career readiness.” In math, we have adopted instructional materials grades 6-12, with professional learning focused on utilizing the new curriculum. In science, we use Full Option Science Sequence (FOSS) instructional materials in K-5, continue developing units of study in grades 6-12, and established a three-course high school model. In social science, teachers continue with inquiry- and project-based curricula which include broad utilization of open educational resources (OERs) as well as more traditional materials. Teachers in physical education, health, VAPA, CTE and world languages also continue to practice standards-based instruction aligned to state adoptions. With regard to policies and programs that support staff in identifying areas where they can improve in delivering instruction, SBUnified maintains collaboration time and structures for teachers to work in teams to develop common formative assessments, review student work, and identify needed shifts in instruction to ensure all students can access and master the state standards. Additionally, an assessment continuum continues to be developed and implemented TK-12 to measure literacy and standards mastery. A next phase will involve high impact practices such as learning rounds and facilitating protocol for analyzing evidence of student learning. Efforts around professional learning and systems that support staff in identifying areas where they can improve instruction are designed to impact student learning and achievement across all content areas. Additional information can be viewed at the November 13, 2018 board meeting at http://www.sbunified.org/board/board-meetings/|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 07617966118368|Manzanita Middle|2|Manzanita uses common core standard based curriculum in both teacher lead and digital instruction for its English, history, math, science and technology and career classes. In addition to its excellent core classes we offer P.E., performing arts, Mandarin and American Sign Language. Manzanita uses classroom and interim testing assessment.|5|5|5|5|5|5|5|5|4|4|5|5|5|5|5|5|5|5|5|4|5|5|5|Met||2018 37684520124917|Guajome Learning Center|2||4|4|4|3|4|5|4|5|4|5|4|2|4|4|4|3|5|5|4|5|4|3|3|Met|GLC offers a rigorous, relevant curriculum that is accessible to all students. GLC adopted the Apex Learning Solutions online program for our high school students, and has now expanded to middle school students. Apex provides standards-based digital curriculum. The learner experience engages each student in active learning and supports student success by making rigorous content accessible to each student at their level of academic readiness, yielding increased student outcomes. Apex uses educational research from numerous sources, and breaks down content standards into workable units. This allows GLC teachers to organize and adapt instruction into components which supports revising curriculum when needed. Students have access to courses that prepare them for success in postsecondary education. All courses offered at GLC are standards-based. The course offerings include UC “a-g” approved courses and students are able to choose pathways according to their post-secondary goals. GLC students may enroll in up to two classes on the Guajome Park Academy campus for additional electives and “a-g” requirements as desired. Through some courses, students have the opportunity to learn how to create resumes, complete job applications, write business letters, and construct budgets. All professional development is focused on the GLC mission. Staff participates in professional development weekly and teachers meet to discuss curriculum, instruction, students, data and best practices.|2018 39754990102384|Primary Charter|2|The school has developed curriculum in line with the state standards and shows continual growth in the measured areas of Math and Language Arts. The school has designated credentialed teachers for students for PE, and visual and performing arts as well as world language. Projects support work in history and science as well as career and heath curriculum.|5|4|5|4|5|5|4|5|4|5|5|4|5|4|5|4|4|5|5|5|5|5|5|Met||2018 19643520000000|Centinela Valley Union High|2|CVUHSD utilized multiple measures to assess implementation of content standards, including: professional learning opportunities; adoption of aligned curriculum and implementation training; Instructional Support Team efforts, including instructional coaching in ELA, Math, Science, and ELD; common assessment data, and; instructional walk-through data utilizing a customized observation tool. CVUHSD selected these measures as in-depth quantitative and qualitative reflections of standards implementation. Course Leads facilitated collaboration utilizing the District's Common Assessment Data Protocol to analyze common assessments, plan for subsequent instruction, and share best practices. Key points of progress by content area include: 1) ELA: Common Core instructional programs fully implemented; 3 Literacy Instructional Coaches engaged in 731 pre/post coaching conferences and observations totaling 26,274 minutes and provided Common Core professional learning; teachers engaged in ERWC, Read 180, English 3D, and System 44 training; common summative assessments implemented quarterly; 2) Math: Common Core instructional programs fully implemented; transition to Integrated Mathematics utilizing newly adopted, standards-aligned materials continued; 3 Mathematics Instructional Coaches engaged in 569 pre/post coaching conferences and observations totaling 22,575 minutes and provided Common Core professional learning; teachers engaged in training in data science and statistics through UCLA; 3) ELD: EL Instructional Coach engaged in 192 pre/post coaching conferences and observations totaling 7,490 minutes, and provided professional learning on Integrated ELD, academic language support (Pro Talk, a Districtwide initiative), and other EL support topics; hosted the second annual District English Learner Symposium providing teacher-led workshops to certificated and classified staff; 4) Science: Science Instructional Coach engaged in 261 pre/post coaching conferences and observations totaling 6,379 minutes and provided NGSS professional learning; Science teachers participated in NGSS training through UCLA Science Project; 5) History-Social Science: Social Science teachers participated in training on the Common Core Standards for Literacy through UCLA History Project; 6) CTE: Pathway Specialist supported Linked Learning academies with professional learning; District summer academy retreat; CTE-focused dual enrollment college courses; 6) Health: additional health teachers hired; curriculum in compliance with CA Healthy Youth Act; 7) Physical Education: Fitnessgram preparation and training provided by California Physical Education-Health Project through CSU Channel Islands; 8) VPA: regional arts coordinator supported professional learning; Arts for All Plan ensured standards-based arts instruction; 9) World Languages: continued provision of implementation training for new instructional materials.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|"The CVUHSD LCAP provides further support for meeting this standard. Weekly, 90-minute teacher collaboration sessions focused on the analysis of student progress as determined by student performance on common assessments and the collaborative development of differentiated RtI responses. In order to address the priority of ensuring ""well-trained teachers"" - as identified through our LCAP parent, student, and staff surveys - the District invested in training for administrators and other instructional leaders (Instructional Coaches, Course Leads, Academy Coordinators, AVID Coordinators, ELD Coordinators, Department Chairpersons) so they may provide effective training for teachers. Additional administrators/instructional leaders attended Cognitive Coaching Seminar and Adaptive Schools' Norms of Collaboration Seminars, expanding the cadre of leaders trained the previous year. The District also provided the fourth annual Summer Professional Learning Week, attended by 232 teachers from across the District, and two Optional Professional Learning Days, one at the beginning of each semester, attended by 192 and 191 teachers, respectively. Each of these optional PL days provided the opportunity to facilitate professional learning regarding the District's four core initiatives: 1) AVID Strategies Districtwide; 2) The Canvas Learning Management System; 3) Students' Social-Emotional Well-Being, and; 4) ProTalk - Academic Discourse for All Students."|2018 01611920000000|Hayward Unified|2|In the spring of 2018, Hayward USD Elementary and Secondary Curriculum Councils led the self-assessment exercise related to the local indicator “Implementation of Standards.” We customized a survey instrument designed to gather input from teachers who serve in more than thirty (30) different school sites, Pre-K through 12th Grade. Three main questions were used in the survey: Question #1: Rate Hayward USD’s progress in making CA Standards-aligned instructional materials available in all classrooms where the subject is taught. (Materials may include textbooks, technology, consumables, read-aloud books, novels, science equipment, maps, realia, etc.) Question #2: Rate Hayward USD’s progress in providing professional development for teaching to the adopted academic standards and/or curriculum frameworks identified below. (Examples include site-based PD days, district-wide PD opportunities, conferences, workshops, substitute release time for professional development, etc.) Question #3: Rate Hayward USD’s progress in providing ongoing support for teaching to the adopted academic standards and/or curriculum frameworks identified below in all classrooms where the subject is taught. (Examples include administrative support, coaching, outside consultants, professional learning opportunities) The rating scale below was followed by the option to add comments. 1 – Not currently in place; 2 – Beginning Development; 3 – Initial Implementation; 4 – Full Implementation; 5 – Full Implementation and Sustainability The instruments were designed to gather information from different content areas, grade levels, and secondary departments. Approximately 750 teachers responded. Both Elementary and Secondary Curriculum Councils then analyzed the results, discussed their findings, and debated about how to proceed. In general teachers reported that all curricular areas, with the exception of mathematics, need updated instructional materials, targeted professional development, and the ongoing support necessary to improve instruction and student achievement. For the 2018-19 school year, both Elementary and Secondary Curriculum Councils decided to move forward with a process to adopt new materials in the area of Language Arts.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 52105206119606|Lincoln Street|2||4|5|4|2|1|5|5|5|1|1|5|5|5|1|1|3|3|5|4|5|5|5|4|Met|Due to the implementation of the State Common Core Standards, History-Social Science and Next Generation Science ratings are low. Staff have completed professional development on the Next Generation Science Standards, but limited professional learning opportunities have been provided for History-Social Science. State adopted curriculum for History-Social Science has been reviewed by staff. Next Generation Science has not been available for adoption.|2018 36678760136952|Entrepreneur High|2||4|4|4|4|4|4|4|4|4|3|4|4|4|3|1|3|3|3|3|3|3|3|3|Met||2018 19647336117667|Camino Nuevo Charter Academy|2|1. LEAs identify locally selected measures or tools that were used to track the progress of state academic standards implementation and briefly describe why the LEA chose the selected measures or tools. For progress monitoring, CNCA uses the following assessments: Language Development: Systematic ELD Unit Assessments from ELAchieve Reading Development: Fountas and Pinnell, TCRWP, and Achieve3000 ELA Standards: IAB Data and teacher created benchmarks Math Standards: IAB Data and Unit Assessments from Bridges and CPM In addition, CNCA has developed frameworks for implementation of state academic standards. Currently, the following frameworks have been implemented: literacy for ELA and literacy across the content areas, math, and English Language Development. Additionally, progress towards frameworks for Science, Social and Ethic Studies, physical education, and the arts are being made. 2. Based on the locally selected measures or tools, LEAs summarize progress in implementing the academic standards. In literacy and language, CNCA is at full implementation and sustainability at the K-8 level and at partial implementation moving towards full implementation at the 9-12 level. All schools are at full implementation of assessments. In math, CNCA is at partial implementation at Cisneros, Kayne Siart, Castellanos, and Burlington for Bridges and full implementation of CPM for math across all schools. All schools are at full implementation of math assessments this year. In Science, a Director of Science is leading the work to co-create a science framework and select assessments. The K-5 schools are at beginning implementation while 6-8 schools and the 9-12 schools are at partial implementation. In Social Science, an Ethnic Studies Coordinator is leading the work to roll-out an ethnic studies framework across K-12. This is at partial implementation across schools. CNCA is at beginning implementation in implementing tools to monitor implementation of standards in Health, PE, and the Arts. CNCA does not implement CTE curriculum.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 36678760120006|New Vision Middle|2||4|4|4|4|4|4|4|4|4|3|4|4|4|3|1|1|3|3|3|1|3|3|3|Met||2018 16638750101717|Crossroads Charter|2||3|3|2|2|4|4|3|3|3|3|3|2|3|3|3|3|2|4|2|3|3|3|3|Met||2018 12626790109975|Fuente Nueva Charter|2||4|4|5|2|3|4|4|4|3|2|4|4|4|3|3|4|4|3|3|5|4|4|4|Met||2018 07616486115703|Antioch Charter Academy|2|The K-8 curriculum is aligned to the Common Core State Standards for English Language Arts and Mathematics. Each teacher has a tracking system to record what Common Core State Standards have been taught. We chose to have each teacher create a tracking/record keeping system that works best for their level and needs. K-3 students use the Montessori science curriculum which does include concepts that are from the Next Generation Science Standards. 4th-8th grade science classes are aligned to the Next Generation Science Standards. K-3 students uses Montessori Cultural curriculum which does include concepts that are from the History and the Social Science Standards. The 4th-8th grade students study concepts fro the History-Social Science standards. Our school's Graduate Goals share some overlap with the Career Technical Education standards. In 7th or 8th grade students take a trimester long health class aligned to the Health Education Content Standards. Our students have weekly PE, music, art, pottery, and Personal Safety (Shaolin Kempo Karate). There is also a rotating visiting artist that teaches each trimester. That curriculum includes, but is not limited to, dance, drumming, storytelling, interpretive body movement, and improvisational theater. In addition, 4th through 8th grade students are offered multiple elective choices including, art, second language, and STEM.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 36678760121343|Excel Prep Charter|2||4|4|4|4|3|4|4|4|4|3|4|4|4|3|1|1|3|3|3|1|3|3|3|Met||2018 39754996118665|Discovery Charter|2|The school implements the State standards for English Language Arts and Mathematics and measures progress with the state testing. History-Social studies is inline with the state standards measured with local tests. Science is aligned with the NGSS standards and is measured with state testing. Career education is a part of the school wide outcomes. Health education is a part of the Physical Education program. The students have enrichment in visual arts and Spanish.|5|4|5|5|4|5|4|5|5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2018 10622406006712|Roosevelt Elementary|2||5|5|5|3|3|5|5|5|3|3|5|5|4|3|3|3|3|4|3|1|5|5|4|Met|The district is waiting for the state to release its state adopted curriculum for NGSS. Once released, the district will participate in a districtwide curriculum adoption process.|2018 56725380000000|Oxnard|2||4|4|4|2|2|5|5|5|1|2|4|4|4|2|2|3|2|4|4|5|4|4|4|Met||2018 43104390113431|University Preparatory Academy Charter|2||5|4|5|3|5|5|3|5|3|5|5|3|5|3|5|4|2|4|4|4|4|4|3|Met|UPA invests heavily in internal and external professional development for all segments of the staff. Common Core State Standards (CCSS) were fully implemented in 2014 and have been supplemented and supported by the adoption of various curricula and tools such as our initiative toward schoolwide AVID principles. UPA’s Math department continues to work with the Silicon Valley Math Initiative and collaborates with schools and districts throughout the valley to develop and deliver CCSS-aligned curricula. Other departments continue to develop and grow as new standards come online. The science department has attended several trainings on the Next Generation Science Standards (NGSS) and has implemented new curriculum aligned to NGSS. Social Studies has aligned their curriculum with the CCSS Literacy standards, and all AP teachers are currently up to date on the changing AP curriculum for history. UPA’s ELD Coordinator attends annual trainings to stay up to date on ELPAC/ELD standards alignment and state guidance for reclassification. Overall, UPA is moving toward a more individualized approach to professional development to better support the needs of individual teachers and encourages teachers to seek out PD opportunities on their own.|2018 19647330127886|City Language Immersion Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|4|3|4|2|3|5|5|5|5|4|4|Met|CLIC has implemented Common Core standards since its inception in 2013.|2018 35674700000000|Hollister|2||3|3|3|2|2|4|3|3|2|1|3|3|3|2|1|1|1|4|2|1|3|3|3|Met|The district is continuing to build our implementation and instruction in all areas. We are making progress in supporting teachers with professional development to support the implementation of all standards. In particular, we are beginning the textbook adoption process for history and science and providing extra PD days for instructional improvement.|2018 40688250125807|Almond Acres Charter Academy|2||5|4|5|4|5|5|4|5|4|5|5|5|5|4|5|4|5|5|4|2|5|5|4|Met||2018 43696090000000|Mountain View-Los Altos Union High|2||5|3|3|3|3|4|3|3|3|3|3|3|3|3|3|2|3|4|3|3|4|4|4|Met|The adoption of the CCSS/NGSS and the State curriculum frameworks has been a top priority for MVLA. District resources, including time, staff and funding, have been strategically invested to facilitate the adoption and implementation of the State academic standards. Since 2015/16, a team of four TOSAs (Teachers of Special Assignment) have worked with Course Teams, subject alike teacher teams, at each school sites to promote the learning of, adoption and implementation of the CCSS/NGSS. School sites scheduled common planning time for Course Teams to meet and district-wide staff development days supported the Course Team collaboration. TOSAs continue to work with Course Teams and individual teachers to support their professional needs and to facilitate of standards adoption. In addition, the significant funding has been invested in the Curriculum Institute, the mechanism to promote and support professional learning for teachers. Funds are made available to continuously support the professional learning of teachers, counselors, and administrators. This covers collaboration time, unit planning retreats, curriculum development, vertical/horizontal alignment, alignment to the CCSS and NGSS standards, professional conferences/workshops and various training that supported teachers in the adoption and alignment of the State standards.|2018 39754990102392|Millennium Charter|2|The curriculum for Millennium High School is aligned with the state standards in all core and enrichment areas. A to G courses are available to all students who meet the criteria. Additionally there is a strong career education component with a Career Education course and an full semester internship for all students.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2018 41688580000000|Bayshore Elementary|2||5|3|5|2|3|5|3|5|3|3|5|3|5|2|2|1|3|5|3|2|4|4|4|Met||2018 19643370000000|Burbank Unified|2||4|4|4|2|1|3|3|3|2|1|4|4|4|2|2|5|5|5|4|5|4|3|3|Met|The District has involved teachers in the planning and delivery of professional development in the district. It has provided a wide variety of offerings and continues to emphasize progress towards the academic content standards. The focus in the 2017-2018 school year was on implementation of the ELA and mathematics standards, with an emphasis on writing and the mathematical practices. Although the district has only begun to explore textbook adoption in social science and science, there were professional development offerings in those areas as well. In addition to the professional development on the standards, there were opportunities for teachers to select more customized offerings and also to request individual support in the classroom.|2018 34674390101907|The MET|2||4|3|4|3|3|3|3|4|3|3|3|3|3|3|3|5|4|4|4|4|5|3|3|Met||2018 36750770000000|Apple Valley Unified|2||5|4|4|3|2|5|5|5|2|2|4|4|4|3|2|4|3|3|4|5|5|5|5|Met|Despite the average responses reported above, variations exist between the grade segments in some areas. However, there has been growth in most areas based on this tool. Data for this indicator was reported to the Apple Valley Unified School District Board of Trustees on November 1, 2018.|2018 43693930137273|Campbell School of Innovation|2|Using the dashboard reflection tool, CUSD has an overall rating of Met. The following content areas scored a three or higher, representing full implementation and sustainability: ELA, ELD, Math, Health, World Language, Visual and Performing Arts, and Physical Education. The two areas where we are in exploration or beginning development are NGSS and History/Social Science. Campbell Union School District began the process of Common Core State Standard Implementation during the 2013-2014 academic year. The Instructional Services department supported educators via ELA, ELD, Math, and NGSS essential standards identification, ELA/ELD and Math curriculum pilots and adoptions with embedded ELD supports, as well as NGSS. As a STEAM focused district, we have established strong partnerships to provide students with extended inquiry-based, hands-on experiences in the areas of visual and performing arts, science, technology, engineering, world languages, and mathematics. The District Leadership Team uses and analyzes a number of local surveys to identify the professional learning needs of teachers, administrators, and whole school staffs. The detailed work of district-wide teachers on special assignment (TOSA), site level Equity TOSAs, BTSA support providers, demonstration classroom teacher observations, professional learning communities (PLCs), and online professional development, support advancing the professional learning needs of individual teachers. Administrators at the site and district level, use their knowledge of the teaching practices’ standards (TPEs), goal setting meetings, and evaluation cycles to support teachers on the standards that they have not yet mastered.|4|3|4|2|2|4|3|4|2|2|3|3|3|2|2|2|3|4|3|3|4|3|3|Met||2018 43696660000000|San Jose Unified|2||5|5|5|4|5|4|4|5|3|4|5|5|5|4|5|3|3|4|1|5|5|4|4|Met|SJUSD has provided training on CCSS-aligned curriculum for all teachers throughout the year including new teachers and provides targeted coaching support at high needs schools to help teachers understand and implement CCSS. We equip our elementary teachers with E/SLA Scope & Sequence to provide the structure for language arts instruction and support them with resources such as Guided Reading and training. For NGSS, PD for early adopters of the NGSS framework is being provided and new materials being piloted. For Social Studies, grades 2-5 have new state approved materials and TK-1 is continuing the use of existing state approved materials. For Implementation at the secondary level, College Board’s Spring Board Curriculum has been adopted for ELA, Math and ELD Academic Language Skills. All teachers have been trained on new frameworks for NGSS and Social Studies, with implementation of teacher-created units anchored in phenomenon and teacher created units aligned to course and unit level questions in the respective subject areas above. For identifying areas to improve delivery, elementary utilizes the District staff walkthroughs with site admin and coaches. For secondary, teacher advisory teams, course-alike and site-level collaborations is facilitated by instructional coaches. For Physical Education, teachers use Sparks curriculum and for World Languages we are moving to en Espanol for Native Speaker/Heritage strand.|2018 47702010000000|Butteville Union Elementary|2||4|3|4|3|2|4|3|5|3|3|4|3|5|3|3|2|3|4|4|3|3|3|3|Met||2018 33103300128777|Gateway College and Career Academy|2||5|5|5|1|3|5|5|5|1|3|5|3|5|1|3|1|1|1|1|1|5|5|4|Met|"The standards listed under 'other academic standards"" (section 4), are not fully applicable to GCCA because of the nature of our school program (early/middle college). Those academic disciplines are not taught directly by our school, rather, they are offered by our community college partner, Riverside City College. Though the courses in those college departments may not be aligned to the state standards, most fulfill A-G requirements."|2018 19647330102541|New Designs Charter|2||4|3|4|4|4|4|3|4|3|4|4|3|4|3|4|4|4|4|3|4|4|4|4|Met||2018 20652430100016|Sherman Thomas Charter|2||4|3|4|3|4|4|3|4|3|4|3|3|3|3|3|2|3|3|3|1|3|3|3|Met||2018 10622400114587|Island Community Day|2||5|5|5|3|3|5|5|5|3|3|5|5|4|3|3|3|3|4|3|1|5|5|4|Met|The Kingsburg Elementary Charter School District is waiting for the state to release its state adopted curriculum for NGSS. Once released the district will go through the adoption process with the plan to fully implement NGSS in 2020.|2018 33672150126128|REACH Leadership STEAM Academy|2||4|4|4|5|4|5|5|5|5|5|4|4|4|4|4|1|4|4|4|1|4|4|4|Met|As a elementary charter school, REACH LSA does not currently support the State Board of Education's plans for academic standards in Career Technical Education and World Language. The most appropriate answer would be n/a (non-applicable).|2018 19647330120071|New Designs Charter School-Watts|2||4|3|3|4|4|4|4|3|4|4|5|4|5|4|5|4|4|4|3|4|5|4|4|Met||2018 19734520000000|Rowland Unified|2||5|4|5|4|2|5|3|5|2|1|4|3|4|3|2|5|5|5|5|5|4|3|4|Met||2018 19752910000000|San Gabriel Unified|2||5|5|5|3|3|5|5|5|3|3|5|5|5|3|3|3|3|4|4|2|4|4|4|Met|In the implementation of state academic standards, San Gabriel Unified School District has utilized research-based practices in teacher learning, such as coaching and ongoing job-embedded application, such as the use of the lesson study process. San Gabriel Unified School District is deeply committed to a culture of ongoing learning and improvement. Therefore, professional learning, collaboration, and support have been initiated as the district rolls out new standards and frameworks, then continues through a multi-year professional learning plan supporting continuous improvement of instruction. This ongoing cycle serves to ensure that all shifts identified in California’s adopted academic standards are being instituted and sustained in an authentic manner. San Gabriel Unified School District Educational Services leadership and stakeholders utilized the state reflection tool to identify the implementation progress for the 2018 California School Dashboard.|2018 19101990127522|Optimist Charter|2|We purchased common core English and math textbooks for the fall of 2014 for all English and math classes. That same year, we also purchased new social science texts for World History, US History and Government. We also purchased Biology books for the fall of 2015. We purchased a new English Language Development series in the fall of 2015.We are currently exploring new materials for the Next Generation Science Standards.|4|4|4|2|4|5|5|5|2|5|4|4|4|2|4|4|4|4|4|3|4|4|4|Met||2018 35674880000000|Jefferson Elementary|2|Locally selected measures: LPAC: The LPAC provides evidence of goals, professional development plans, and budget expenditures related to past and present instructional materials related to the standards. Sufficiency of Textbook Report: Jefferson Elementary provides current textbooks in English Language Arts, Math, Science, and Social Studies to all students currently enrolled in the district. School Inventory: Detailed report of all instructional materials available at Jefferson Elementary in English Language Arts, Math, Science, and Social Studies Teacher Lesson Plans/Year Long Planning Guide: Documents instructional plans in teaching the standards for students in all grade levels. STAR 360 for Math and Reading:Ongoing progress monitoring report on how students are progressing toward meeting state standards in Math and English Language Arts. CAASPP: Testing that identifies the level to which students are meeting state standards. ELPAC: Testing that identifies the level to which students are English proficient. School Schedule: This provides information on how many instructional minutes are dedicated each day to math, English Language Arts, Science, Social Studies, and English Language Development Standards. English Language Arts: Jefferson Elementary fully implements an adopted, state approved curricular program. English Language Development: Jefferson Elementary is in initial implementation of Fountas & Pinnell and Lucy Calkins: Writing Their Way to meet the English Language Development standards. Mathematics: Jefferson Elementary fully implements an adopted, state approved curricular program. Next Generation Science Standards: Jefferson Elementary is in in the research and exploration stage for adopting a new curricular program to meet Next Generation Science Standards. The teacher teaches current standards using a prior adoption series. History-Social Science: Jefferson is in the research and exploration stage for adopting a new curricular program to meet History-Social Science standards. The teacher teaches current standards using a prior adoption series. Career Technical Education: Not provided. Health Education Content Standards: Initial adoption of Health Education Content Standards as part of the P.E. and Science program. Physical Education Model Content Standards The district offers students a minimum of 120 minutes a week of physical education instruction utilizing state standards Visual and Performing Arts: Jefferson Elementary students present a play each year to the community. Art lessons are taught monthly, and a music program is in the planning and research stage. World Language: Not offered|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 33103300110833|River Springs Charter|2||4|4|4|3|2|5|3|5|3|3|5|5|5|5|5|4|4|4|5|5|5|4|4|Met||2018 37681630128421|Harbor Springs Charter|2||4|4|4|3|2|5|3|5|3|3|5|5|5|5|5|4|4|4|5|5|5|4|4|Met||2018 39103970000000|San Joaquin County Office of Education|2||3|3|3|1|2|3|3|3|1|2|4|3|4|3|3|3|2|3|3|3|4|4|4|Met|The San Joaquin County Office of Education Court and Community Schools continue to provide targeted professional learning for its teachers and staff to ensure all students are prepared for college, career, and citizenship. A new Coordinator IV has been added to our leadership team, hired to support our Multi-Tiered Systems of Support (MTSS). We continue to provide all teachers and administrators professional Learning with an emphasis on Positive Behaviors and Intervention Supports, Restorative Practices, Trauma informed Care, WRITE Strategies, and content based instructional supports in all core subjects.|2018 29664076027197|Union Hill Elementary|2||3|3|3|2|1|5|5|5|1|1|3|3|3|2|2|4|4|5|4|3|5|5|4|Met||2018 37681063731023|Escondido Charter High|2||5|5|5|4|4|5|5|5|3|4|5|5|4|4|4|5|4|4|4|4|5|5|5|Met||2018 30103060134940|Citrus Springs Charter|2||4|4|4|3|2|5|3|5|3|3|5|5|5|5|5|4|4|4|5|5|5|4|4|Met||2018 36677360128439|Empire Springs Charter|2||4|4|4|3|2|5|3|5|3|3|5|5|5|5|5|4|4|4|5|5|5|4|4|Met||2018 11626530000000|Stony Creek Joint Unified|2|"We are utilizing the CAASPP Interim Assessments and library to monitor student growth and utilize additional resources. We also track student reading progress through monthly benchmark assessments and are progressing with assisting students with math deficiencies for targeted intervention and instruction. The school also utilizes after school tutoring and a period for grades 7&8 to assist with assignments, tests and study skills. The school utilizes a career pathways curriculum for all freshman and this is tracked through grade 12. The school also employees a part time academic counselor to monitor student progress and assist the administrator to identify ""at risk"" students. The school offers two periods of art along with industrial arts classes in welding. Teachers report student progress at mid quarter, quarter and semester grades at the high school. Elementary students receive progress reports mid trimester and at trimester reporting periods."|3|2|4|2|3|3|2|4|2|3|3|2|3|4|4|4|3|4|3|2|2|2|2|Met|The summer of 2018 we had a teacher train in Next Generation Science Standards and implement on hands instruction in the classroom. Two teachers to reading conference for Guided Reading Instruction for student achievement. The school Principal and two teachers are also enrolled in classes on Social Justice to improve school, community and student and staff relations.|2018 26102640124990|Urban Corps of San Diego County Charter|2||4|4|4|3|4|4|4|3|3|4|3|3|3|3|3|2|2|1|1|1|4|4|4|Met||2018 07616550000000|Brentwood Union Elementary|2||4|3|4|3|3|4|3|4|3|3|4|3|3|3|3|4|4|4|4|4|4|4|4|Met|BUSD has supported the implementation of standards through: • Professional learning for site admin. • Instructional Coaches assigned to each site. • Professional learning focused on curriculum, instruction, the frameworks, and standards including: o The NGSS o Math and ELA state standards o ELA/ELD framework o Close Reading o Literacy Practices o Math Practices • Professional Learning Communities structure and professional learning.|2018 54719930124776|Loma Vista Charter|2||5|5|4|4|2|4|4|5|5|5|5|4|4|4|3|5|5|5|5|5|5|4|4|Met||2018 23655570000000|Arena Union Elementary|2||4|3|3|2|2|4|4|4|1|1|4|4|3|2|1|1|1|1|1|1|3|3|3|Met||2018 01612590100065|Oakland Unity High|2||5|4|5|5|5|5|5|5|5|5|5|5|5|4|5|4|5|5|5|5|5|5|4|Met|Oakland Charter Schools Office of Oakland Unified School District verified that all OUHS curricula are aligned with Common Core State Standards and are aligned with Next Generation Science Standards (NGSS). All teachers and administrators hold the appropriate qualifications and all have B.A.and many have M.A. degrees in the subjects they teach. New teachers receive intensive support with any areas of the curriculum that need to be strengthened in one-one coaching, in meetings of the subject area department, and in grade level teams. Education Specialists and Aides support teachers in adapting and differentiating curriculum as needed.|2018 16101650000000|Kings County Office of Education|2||3|2|3|3|2|4|3|4|2|4|4|4|4|3|4|2|3|2|1|3|3|3|3|Met||2018 57726860000000|Esparto Unified|2||4|3|4|3|3|4|4|4|2|2|4|4|4|3|3|4|3|4|3|3|3|3|3|Met||2018 42767866118202|Adelante Charter|2|Adelante Charter School strives to provide a world class education for all children in two languages using CCSS and NGSS aligned materials. Adelante teachers are supported with job-embedded professional learning. Grade-level teams work together with an instructional coach using the Lesson Study model to refine instructional practices around science, language and literacy through deep planning, co-teaching, analysis of student work and reflection. As a STEAM-focused school we are working to fully implement the NGSS. Teachers receive ongoing professional learning around the science and engineering practices and strategies for supporting constructive conversations and scientific argumentation in the classroom. A schoolwide focus on elevated levels of academic discourse and making student thinking visible is implemented across disciplines. Teachers continue to use the DRA/EDL three times a year to formatively assess reading as students make progress towards established literacy targets in Spanish and English. All teachers have received training and are implementing the Writer’s Workshop model using Lucy Calkins’ Units of Study. Teachers received ongoing training on the two-way immersion model with attention given to the appropriate language proficiency expectations at each grade level as well as professional learning around developing metalinguistic awareness in students so they are better able to draw on the strengths of their bilingual brains as they make progress towards English language proficiency. Teachers are using DreamBox Math to support and personalize math instruction and to track progress in meeting standards. Additional training in equity and social justice is ongoing and many of these key learnings are incorporated in the social studies curriculum. An Art teacher provides high quality visual arts instruction to all students K-6. A music teacher provides high quality music instruction to all students K-6. All students receive high quality dance and PE instruction which incorporates aspects of health and nutrition.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|Unfortunately, Adelante Charter received an “Un Met” status for this Local Indicator last year. Local indicators were not uploaded last year before the deadline as a designated dashboard coordinator was not identified after a change in administration. The school was unaware of the deadline. All local data re: parent engagement, school climate, state standards and basic priorities for credentialed teachers and facilities were collected and reported to the board of directors and stakeholders as well as being included in the SARC and LCAP last year.|2018 54721400000000|Stone Corral Elementary|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|2|3|4|3|2|4|4|4|Met|Stone Corral annually measures its progress implementing state academic standards and reports the results to the local governing board at a regularly scheduled meeting of the local governing board and to stakeholders and the public through the evaluation rubrics.|2018 37683380131979|Ingenuity Charter|2||5|4|5|4|5|5|4|5|4|5|5|5|5|5|5|2|4|4|4|5|5|5|5|Met|The LEA is a designed as a DASS participant.|2018 39686760120725|Stockton Collegiate International Elementary|2|Stockton Collegiate International Elementary School (SCIE) is an IB authorized World School offering the Primary Years Program to students in grades K-5. The International Baccalaureate (IB) framework guides curricular choices at SCIE. The academic program at SCIE is designed to reflect IB methodology and to prepare students to demonstrate mastery of the Common Core State Standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 30664646120356|Opportunities for Learning - Capistrano|2||4|3|4|3|2|5|3|4|3|2|3|3|3|3|2|2|3|5|4|4|4|3|2|Met|Instructional design and content delivery system that provide students with an opportunity to review and relearn grade level standards not mastered prior to enrollment. Students continually improve their academic performance and develop positive attitudes about learning and school through engaging in State Standards-aligned coursework coupled with personalized instructional support. Students participate in an instructional delivery method that incorporates personalized support from well qualified, fully-credentialed teachers in all academic areas. Overall, the instructional design of the program includes, but is not limited to: Individualized Learning Plans for all students, Pedagogy training for all new incoming staff that exposes teachers to learning targets, mastery level learning, best practices and strategies in the classroom. OFL-Capo offered and administered variety of Professional Development opportunities for all staff throughout school year, instituted a new platform, Edivate, for standardized teacher observation in order to support teacher growth, participated in a yearly Coaching Academy hosted by Learning Forward to provide professional growth and focus for coaches, created a system to implement Professional Learning Communities for all instructional staff, received training from the CSU system to become certified in teaching ERWC college ready courses, and participated in national conferences for leadership, instructional, and curriculum development.|2018 04614240000000|Chico Unified|2||4|4|4|3|3|5|4|5|3|3|4|4|4|3|3|4|4|4|3|3|4|4|4|Met||2018 19647660000000|Lowell Joint|2||4|4|5|3|3|5|5|5|3|3|4|4|5|3|3|4|3|3|4|2|4|4|4|Met|Teachers continue to have time for planning as a grade level to discuss standards and instruction on a regular basis. There is Instructional Team planning at the site during early-release Mondays, and 4-5 of those meetings are coordinated for district-wide grade level meetings throughout the year. Teachers also have two release days within the year to plan as a grade level in addition to three professional development days. Various teachers have also participated in state framework roll outs for Science standards. The focus this year on History/Social Science in preparation for the adoption of new materials has provided the opportunity for additional training on state standards and the framework as well. We have increased the amount of instruction provided in relation to VAPA standards as well with the addition of a music teacher rotating through the elementary sites and offering choir at the intermediate site.|2018 37771560137323|Vista Springs Charter|2||4|4|4|3|2|5|3|5|3|3|5|5|5|5|5|4|4|4|5|5|5|4|4|Met||2018 37103710138016|Pacific Springs Charter|2||4|4|4|3|2|5|3|5|3|3|5|5|5|5|5|4|4|4|5|5|5|4|4|Met||2018 15635780000000|Richland Union Elementary|2||4|3|4|2|2|4|3|4|2|2|3|3|3|2|2|2|2|3|2|1|2|2|2|Met||2018 29102980114330|Nevada City School of the Arts|2||4|4|5|2|2|4|4|5|2|2|4|4|5|3|2|3|3|1|5|1|5|5|3|Met||2018 51714560000000|Winship-Robbins|2||4|4|4|4|3|4|4|4|4|3|4|4|4|4|3|2|3|2|3|1|4|4|4|Met|The Winship-Robbins ESD teachers and paraprofessionals receive professional development twice a month from the Director of Curriculum and Instruction. At the district level, the professional devlopment's focus is on ELD instructional strategies and writing practices. In addition, professional development is given on the ELD instructional strategies that support the instruction of the Vocabulary Toolkit through in-services by Kate Kinsella and the Sutter County Office of Education and Educational Services. The Winship-Robbins ESD teaching staff has a high level of academic professionalism which is evident in their pursuit of teaching excellence, and their dedication to the achievement of all students.|2018 37684370000000|Vallecitos Elementary|2||4|4|4|4|4|4|4|4|3|3|4|4|4|4|4|2|3|4|2|2|4|4|4|Met||2018 39686760120733|Stockton Collegiate International Secondary|2|Stockton Collegiate International Secondary School (SCIS) is an IB authorized World School offering the Middle Years Program (MYP) and the Diploma Program (DP) to students in grades 6-12. The International Baccalaureate (IB) framework guides curricular choices at SCIS. The academic program at SCIS is designed to reflect IB methodology that prepares students for successful performance on the IB exams and mastery of the Common Core State Standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330114967|Global Education Academy|2||5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|1|4|4|5|5|5|4|5|Met||2018 46701770000000|Sierra-Plumas Joint Unified|2|The district is committed to implementation of academic standards district as evidenced by: -Hiring of a curriculum coordinator to oversee the training, implementation, and purchasing of aligned course materials. -Our curriculum coordinator visits each site and provides support to all teachers. -Professional development sessions are conducted with teachers to provide training to ensure standard fidelity. -Teachers serve on textbook adoption teams that have reviewed material for classroom instruction that best meets local needs as well as covers academic standards. -All curriculum is aligned to CCSS as per our 5 year district textbook adoption plan. -The results of the CAASPP, individual classroom student performance, and other local measures are are analyzed to identify instructional needs.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|The hiring and protocols implemented by the district, is a part of the district's curriculum and instruction mission and vision.|2018 39686190000000|New Hope Elementary|2||5|5|4|4|4|5|5|5|5|5|5|5|5|5|5|4|5|5|4|1|5|5|5|Met||2018 54722490130708|Sierra Vista Charter High|2|Our district annually measures its progress in implementing the state academic standards. Even though the English Language Arts and mathematics standards were implemented 6 years ago, our district and schools continue to refine the implementation through revising the curriculum and how it is aligned to the standards. This year our district is specifically focusing on refining the alignment of our math courses to the common core mathematics standards. Our district and schools continue to focus on training our teachers on the English Language Development standards. All of our core departments have been trained in the ELD standards. The Next Generation Science Standards have also been a districtwide focus for our science teachers these past three years. This included revising our science course sequence and the curriculum in Biology, Chemistry and Intro Physical Science to reflect the standards. Additionally, our science teachers throughout the district meet three times a year to review the implementation of the NGSS standards in Biology, Chemistry and Intro to Physical Science. Our freshmen physical education courses have created units that are aligned to the health content standards. History, career technical education courses, Physical Education, Visual and Performing Arts and World Language, also regularly review the state standards for their courses to ensure alignment to the curriculum. Our history teachers participated in the state roll-out of the History-Social Science Framework training.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 39686270126755|Humphreys College Academy of Business, Law and Education|2|English/Language Arts: ABLE will provide a California standards based Language Arts and English curriculum for all grades. ABLE students will participate in a “workshop” method of instruction that allow s teachers to tailor instruction to a child’s individual needs and interests. Our program offers a balanced literacy approach that includes instruction in writing, guided reading, phonics and vocabulary development. Each curriculum was developed to allow each student to become an author of original work. The workshop process organizes best practices in the teaching of writing to provide each child with writing instruction that meets his or her individual needs. For GK-5: Core Knowledge Language Arts – California (CKLA) For G6-12: EngageNY - English/Language Arts [developed by New York State Education Department (NYSED)] Mathematics: Our Math program will utilize Zearn Math (K-5) and Eureka Math/EngageNY – Mathematics (6-12). Both curriculums were written specifically to meet both the California Content Standards and the Common Core State Standards in Mathematics; these methods were written with contributions from leading Mathematics educators from across California and the nation. ABLE's approach to Math instruction is workshop based with an emphasis on critical thinking and student-led solutions. Our teachers supplement our Math texts with learning resources from Khan Academy Math among others. The components of Math Workshop include: guided practice, guided Math small group or individual work with teacher, work stations/independent practice, Math Facts/Fact Fluency, Do Now /Exit Tickets, Mental Math/Math Journaling and Assessment/Observational and Conferencing Notes. For GK-5: Zearn Math For G6-12: Eureka Math/EngageNY Science: ABLE will provide Next Generation Science Standards aligned Science curriculum for all grades. We will be utilizing California Education and the Environment Initiative texts and resources as the primary curriculum for GK-5 and SEPUPS/Lab-Aids Science texts and activities for G6-12 content-specific grade-levels. These texts integrate Common Core State Standards as well as STEM (Science, Technology, Engineering, & Mathematics) best practices. Additional content will be supported through hands-on science labs; one of the resources available will be Lawrence Hall of Science and California Education and the Environment Initiative (EEI). For GK-5: California Education and the Environment Initiative (EEI) For G6-12: SEPUPS/Lab-Aids (designed by Lawrence Hall of Science) History-Social Science ABLE will provide a CCSS aligned Social Studies curriculum based on the CA framework. For GK-5: California Education and the Environment Initiative (EEI) For G6-8: HistoryAlive! (published by Teachers Curriculum Institute), Document-Based Questions (DBQs) For G9-12: Big History Project, Stanford History Education Group, Facing History and Ourselves, Document-Based Questions (DBQs) Physical Education/Health For GK-10: SPARK PE|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met|Teachers will receive professional learning and development from the adopted curriculum’s staff. Teachers who have shown proficiency and mastery in fostering a healthy classroom culture while executing adopted curriculum at a high-level, will gain the license to adapt curriculum by exploring the complexity of texts matched with Core Instructional Strategies from ABLE’s Instructional Framework. The science of this implementation lies in analyzing and assessing entry points to engage student cognition through texts, strategies, and activities alike. Those teachers who show interest, combined with proficiency and mastery in implementing and executing adaptation of curriculum gain the authorization to synthesize their own units of study that matches the rigor of the expectations held on the Instructional Materials Evaluation Tool (IMET) rubric. Teacher authorship is a goal amongst the curricular arena; striving to create the most authentic product for our students. The instructional leaders at ABLE Charter Schools will offer every support necessary to elevate teacher effectiveness to obtain mastery at each level.|2018 12628850000000|Hydesville Elementary|2||3|3|4|3|3|3|3|4|3|3|3|3|3|2|2|1|2|2|2|1|3|3|2|Met|As Hydesvile is a K-8 school, a score of 1 was used to indicate N/A for Career/Tech and World Languages.|2018 37680980000000|Escondido Union|2||4|4|4|3|1|5|5|5|2|1|5|4|5|3|2|2|3|4|4|2|4|4|4|Met||2018 19643110000000|Beverly Hills Unified|2||5|4|5|4|5|5|4|5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2018 01611270000000|Albany City Unified|2||4|3|4|3|2|4|3|4|3|2|4|4|4|3|2|4|4|4|4|4|4|4|4|Met||2018 24736190000000|Gustine Unified|2||4|4|4|1|1|5|5|5|1|1|5|5|5|2|2|5|5|4|3|5|3|3|2|Met||2018 36679590000000|Yucaipa-Calimesa Joint Unified|2|YCJUSD used the reflection tool provided by CDE for use in evaluation progress toward Priority 2. This tool was selected in an effort to maintain consistency with the previous year in our district-wide data collection efforts, while improving the depth of analysis for the data collected. Like the previous year, the tool was presented to certificated staff as a survey. Data collected in this survey was used to conduct an analysis of supports for implementing academic standards. English Language Arts Standards are nearing full implementation. The newly-adopted curriculum in grades TK-5 likely contributed to a slight decrease in the number of teachers who indicated the ELA Standards were fully implemented with sustainability. English Language Development Standards trended toward initial implementation, with fewer respondents rating it lower, and fewer respondents rating it higher. This trend was likely driven by a renewed focus on ELD Standards driven by the development of a revised EL Master Plan. Responses on Mathematics Standards implementation is trending similarly to ELD. Implementation of Next Generation Science Standards and History/ Social Science Standards were rated lower than those of ELA, ELD, and Mathematics. These results contributed to in investment in professional development for NGSS implementation as well as the introduction science, technology, engineering, and mathematics (STEAM) classes at all YCJUSD elementary schools. Career Technical Education Standards implementation has expanded at our comprehensive high school, and introduced in our alternative high schools. Those standards, along with Health Education, Physical Education, Visual and Performing Arts, and World Language Standards all had survey results that showed increasing levels of awareness among certificated staff as a whole.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 10755980000000|Caruthers Unified|2||5|3|5|3|3|5|4|5|3|3|5|3|5|3|3|5|5|5|4|3|5|5|4|Met||2018 23655990000000|Point Arena Joint Union High|2||3|3|2|3|3|3|3|2|3|3|3|3|2|3|3|4|3|4|4|4|2|2|2|Met|Core Curriculum is aligned with the Common Core State Standards. Currently, Scholastic Math and English testing are being given twice each year to measure student growth. The school does plan on creating our own benchmarks for our students' centered learning model that will begin implementation during the 2019-2020 school year. Core Curriculum is and will be taught alongside our growing CTE programs that include auto and agriculture.|2018 30666700109066|Orange County Educational Arts Academy|2||5|3|4|3|2|5|4|5|3|4|5|5|5|5|5|3|3|3|5|5|5|5|5|Met||2018 42692030000000|Guadalupe Union Elementary|2||4|2|4|2|1|4|2|5|1|2|4|2|5|2|2|1|3|3|3|2|4|4|4|Met|The addition of a full-time elementary Science Specialist and related professional consultation, have initiated the integration of NGSS practices across grades K-6, with a focus on grades 3-5. Initial professional learning related to the new 2016 History-Social Science framework are underway via an instructional materials pilot (2.1). Instructional materials that align to the adopted academic standards for ELA are fulfilled through the Reader’s/Writer’s Workshop program, although needs for further inspection and analysis have been identified, especially in the areas of foundational reading skills (phonemic awareness, phonics, etc.) and writing (2.2). Professional collaboration time as grade-level and/or department teams has been a focus of human and fiscal resources, with time afforded to support staff in identifying areas where they can improve in delivering instruction and student achievement (2.3). Health Education, visual and performing arts (band, musical performances, etc.) and the DBE programs indicate continued progress in the academic standards (2.4). Staff surveys, committee participation and engagement, and professional learning communities support engagement among teachers and school administration toward implementation of standards (2.5).|2018 30666470000000|Placentia-Yorba Linda Unified|2|Stakeholder survey data along with a district-developed self-analysis were used to quantify progress in standards implementation. Local survey data regarding the implementation of State Standards has been collected for several years. As such, this measure was selected in response to this Local Indicator. Survey data from 956 teachers reflects that 97% report “Standards are communicated effectively in my classroom” and 97% Completely Agree or Somewhat agree “Our staff sets high academic expectations for students.” Parents concur with staff; 90% of the 5,431 respondents indicated “Classroom instruction prepares my child for the next grade level.” Additionally, 91% of the 523 support staff members stated, “Our staff sets high expectations for students.” In order to provide an additional metric for this Local Indicator, a self-analysis tool was designed. The rubric tool contains four metrics: Stage 1: Research and Investigation, Stage 2: Initial Implementation, Stage 3: Substantial Implementation, and Stage 4: Full Implementation. Educational Services Division staff evaluated each content area. Results indicate English Language Arts (ELA) and English Language Development (ELD) have been Substantially Implemented due to the myriad of Framework trainings coupled with workshops associated with the selection of new textbook adoptions at all grade spans (K-12) in 2107-18. ELA/ELD content-aligned staff development continues to be supported. Four years ago, the District adopted content-aligned Mathematics materials. As a result, staff report this content area is at Stage 4: Full Implementation. Grades 6-8 began work on learning and providing instruction on the Next Generation Science Standards (NGSS). Other grade levels throughout the District are just starting their journey. As such, knowledge levels are at Stage 1: Research and Investigation for grades PK-5 and 9-12, while grades 6-8 are beginning Stage 2: Initial Implementation. With the release of a new History-Social Studies Framework, all grade levels are at Stage 1: Research and Investigation for History-Social Science. However, adopted textbooks are in alignment with current History-Social Science standards. Career and Technical Education (CTE) has been a focus at all comprehensive high schools for the past several years. The District has 26 CTE pathways in ten industry sectors including:; Arts, Media and Entertainment, Information and Communication Technologies, and Manufacturing, and this year, a newly added Teacher pathway. These programs have garnered tremendous momentum due to multiple million dollar plus CTE grants that have been awarded to the District.. Overall, staff rate the programs at Stage 3: Substantial Implementation. Furthermore, results from the self-analysis tool rate Health Education, Visual and Performing Arts, and World Language all at Stage 4: Full Implementation.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 34674390101048|St. HOPE Public School 7|2||5|5|5|5|5|5|4|5|3|5|5|5|5|5|5|1|2|5|4|1|5|5|5|Met|"The ratings provided for the prompt ""Rate the local educational agency's progress implementing each of the following academic standards adopted by the State Board of Education for all students,"" with regard to Career Technical Education and World Language, were given because there is no option for not applicable. The school does not offer these programs at the school currently."|2018 12628100000000|Fortuna Union High|2||4|4|4|3|3|5|4|4|3|3|4|4|4|2|3|4|3|4|3|3|4|4|4|Met|The State Standards Implementation Reflection Tool indicates that the District is either in the initial implementation phase or full implementation phase for all subject areas. It is to be expected that some subject areas are further along in the implementation process due to the timing of various state adoptions. Survey results indicate that teachers generally feel supported in pursuing content standard related professional development and trainings. However, the results also indicate a desire by some to have professional development to be more strategically encouraged by administration and department chairs particularly in the areas of science and social studies. The FUHSD LCAP includes several expected annual measurable outcomes related to the Priority 2. During the 2017/2018 school year 51% of District teachers participated in State Standards related professional development. Additionally, all instructional materials are reported as standards aligned (Math, ELA, and ELD) and all students, including English learners, have access to their own textbooks. In order to better serve all District students, the FUHSD continues to implement actions/services related to implementation of the State Standards.|2018 19643030000000|Bellflower Unified|2|Bellflower Unified School District (BUSD) uses multiple measures to track progress of implementing State academic standards including teacher developed instructional minutes forms, the District instructional rounds classroom observation tool, and the annual staff professional development survey. The instructional minutes tool was selected to ensure that the appropriate amount of allocated time is scheduled for content area instruction. The instructional rounds classroom observation tool was selected because the information gathered from the tool is directly connected to how standards are being implemented in daily instruction and highlights the shift in instructional practices supporting the implementation of State academic standards. The annual professional development survey was selected to ensure that the district is making decisions for providing professional development opportunities based on teachers' reported needs with implementation of State academic standards and District initiatives. One hundred percent of Elementary teachers submitted instructional minutes to the Curriculum and Instruction department referencing allocated time for content area subjects: ELA, ELD, Math, Science, Health, Social Studies, Visual and Performing Arts, and Physical Education. Based on the instructional rounds classroom observation tool data, implementation of State standards represented by instructional shifts in lesson design maintained and Instructional shifts in student actions decreased due to a change in metrics observing student actions in math; however, student actions in ELA increased by 14% and other subject areas decreased by 2%. Site principals have access to this data in a site-specific format which reveals the level to which the State standard instructional shifts in lesson design and student actions are implemented within classrooms. The annual professional development survey is used by District staff to inform professional development offerings to support staff in refining instructional practices. During the 2017 - 2018 school year, 66% of the professional development offerings focused on the highest requested areas of need: ELA, NGSS, and Math. The percent of staff reporting needed professional development in 2018 - 2019 focusing on implementation of ELA and Math standards decreased.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 48705810115469|Vallejo Charter|2||4|2|4|2|1|5|5|5|2|1|4|2|4|2|1|3|2|4|3|3|4|3|3|Met||2018 15634120000000|Delano Joint Union High|2||4|5|4|4|5|5|5|5|4|4|5|5|4|4|5|4|4|5|4|5|4|4|4|Met||2018 38684780101337|KIPP Bayview Academy|2|"KIPP Bayview Academy monitors student's progress as well as the implementation of the state's academic standards adopted by the State Board of Education through the common core state standards for English Language Arts (""ELA"") and common core state standards for Mathematics (""Math"") tested in the state's ELA and Math exams, which is administered annually. We set annual goals around instructional materials for our teachers and providing supports for our students to ensure progress in the classroom. KIPP Bayview conducted a specific instructional materials selection process to determine the best tools to support standards aligned classroom instruction. The School leadership teams, with feedback from teachers, selected programs and materials that are aligned with the school’s priorities in improving all students standards based mastery. Tools available such as Eureka, Wheatley, Amplify, Zearn, ST Math, Lexia were all reviewed and have a high potential for driving student growth in common core. We measure our progress in ELA and Math testing for students with similar demographics to those in our authorizing district. Last year, our ELA testing exceeded the overall testing of the district with students for similar demographics by 14%. Our math testing was lower than the overall testing of the district with students with similar demographics by 1%."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|Our ELA scores are attributed to independent reading time for our students as well as adoption of the Wheatley Portfolio. Some of our teachers also moved into content specialist roles in an effort to further bolster our ELA curriculum. We will explore ways to make adjustments with our math instruction similar to those made on the ELA side to ensure our students are making substantial progress towards meeting our goals.|2018 30666130000000|Ocean View|2|Ocean View School District combined the reflection tool with the narrative option in order to provide details to support each rating scale. English Language Arts/English Language Development (3-Initial Implementation): Board adopted standards-based instructional materials were implemented fall, 2017. This fall, teachers started their second year of implementation and participate in ongoing professional learning opportunities reinforcing the major instructional shifts, expository reading and writing, academic vocabulary, and other research-based practices. The Ocean View School District Writing Continuum ensures students receive instruction in printing, cursive, typing, and note-taking. This year the focus is on providing appropriate supports and identifying gaps in foundational skills. Mathematics (4-Full Implementation): Board adopted standards-based programs were implemented fall, 2015. Teachers continue to receive professional learning in mathematical progressions and content and practice standards. Number Talks in elementary schools and lesson study around essential questions and supplemental materials in middle schools continue to reinforce these efforts. This year the focus is on realigning our curriculum maps with the mathematical progressions and fill gaps in major cluster work. Next Generation Science Standards (Elementary 1-Exploration and Research, Middle 3-Initial Implementation): Middle school science teachers are implementing an integrated science instructional model and have developed NGSS aligned units and lessons. They have been trained in engineering practices, cross-cutting practices, and discipline-specific content ideas. Elementary schools are exploring NGSS and are at the beginning development stages. History-Social Science (4-Full Implementation): All teachers are implementing a standards-based instructional program and will be emphasizing literacy in the content areas through expository reading and writing. Middle school teachers will pilot instructional materials this spring and will be trained on the HSS Framework with an emphasis on inquiry. Visual and Performing Arts Standards (4-Full Implementation): The standards and framework guide instructional planning, student performance outcomes and professional learning at both elementary and middle school levels. Physical Education Standards (Elementary 4-Full Implementation and Middle 3-Initial Implementation): Full implementation occurs in elementary schools. At the middle schools, teachers developed common standards, assessments, and units of study to build a comprehensive program. Health Education (1-Explored and Researched, 2-Beginning Development, and 3-Initial Implementation): Students receive Health Education through middle school science classes. The Comprehensive Sexual Health and HIV/AIDS requirements have been implemented. Other areas pertinent to the health framework are currently being explored and researched.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 41689990135608|KIPP Valiant Community Prep|2|"KIPP Valiant Prep monitors student's progress and its implementation of the state academic standards adopted by the State Board of Education through the common core state standards for English Language Arts (""ELA"") and common core state standards for Mathematics (""Math"") that are tested in the state's ELA and Math exams, which are administered annually. KIPP Valiant conducted a specific instructional materials selection process to determine the best tools to support standards aligned classroom instruction. The School leadership teams, with feedback from teachers, selected programs and materials that are aligned with the school’s priorities in improving all students standards based mastery. Tools available such as Eureka, Wheatley, Amplify, Zearn, ST Math, Lexia were all reviewed and have a high potential for driving student growth in common core. We measure our progress in ELA and Math testing to those in our authorizing district. Our school's performance in the ELA state exam exceeded the overall performance of our authorizing district by 19% while our performance in the Math state exam exceeded the overall performance of our authorizing district by 7%."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|Our ELA and Math scores for students are attributed to our school's intentional focus in personalized learning, a rigorous curriculum, and the incorporation of personalized learning programs to complement classroom learning. Additionally, leadership remained committed to providing professional development opportunities to its teachers as well as weekly coaching and feedback sessions. KIPP Valiant will continue to build on the progress achieved this upcoming year.|2018 12630320000000|South Bay Union Elementary|2||4|3|3|1|2|4|3|3|2|2|3|3|2|1|2|1|2|3|2|1|3|3|2|Met||2018 45698720000000|Bella Vista Elementary|2||5|5|5|5|4|5|5|5|4|4|5|5|5|4|4|3|4|5|5|3|5|5|5|Met||2018 29663240000000|Clear Creek Elementary|2||5|5|5|2|3|5|5|5|2|3|5|5|5|2|3|3|5|5|5|1|5|4|4|Met||2018 12630320124289|South Bay Charter|2||4|3|3|1|2|4|3|3|2|2|4|3|2|1|2|1|2|3|2|1|3|3|2|Met||2018 41690210000000|San Carlos Elementary|2||5|3|4|3|3|4|2|5|3|2|4|3|4|3|2|2|4|5|5|4|5|5|4|Met|SCSD is implementing the Reading and Writing Units of Study curriculum and providing related professional development (PD) for teachers in grades K-8. Some structures are also in place to monitor progress and resources for instruction for English Learners. The District is implementing Math in Focus for grades K-5, and Big Ideas and College Preparatory Mathematics for grades 6-8. Teachers are provided with ongoing PD in both programs. NGSS-aligned curriculum will be piloted in K-8 classrooms in winter/spring 2019. Updated History curriculum is being piloted in grades 6-8, and will be adopted in spring 2019. The K-3 PE/Health program delivers lessons and “health huddles” regularly to students, while Sequoia Healthcare District (SHD) provides curriculum and PD. PE/Health Wellness teachers in grades 4-8 are implementing personalized grading and learning targets. A partnership between District nurses, SHD, and Health Connected provide students with modules in nutrition, hygiene and puberty (grade 5) and comprehensive sexual education (grade 7). The District implements a wide variety of visual and performing arts programs, P-8. Middle schools provide access to a World Language program, but progressions for grades P-5 have not been developed. The District Strategic Plan invites further exploration in CTE. Currently, students experience opportunities in CTE through use of makerspaces and PBL experiences (P-8), an innovation class at CMS, and Quest classes at both CMS and TL.|2018 20652760000000|Raymond-Knowles Union Elementary|2||5|4|5|4|3|5|4|5|4|2|4|3|5|3|2|4|3|4|4|1|4|4|4|Met||2018 41689400000000|La Honda-Pescadero Unified|2||4|3|4|2|1|4|3|4|2|1|4|2|3|2|1|2|3|3|3|3|3|3|3|Met||2018 19647330117655|Magnolia Science Academy 7|2||5|4|5|4|4|5|5|5|4|4|5|4|5|4|4|4|5|5|5|3|4|4|4|Met|MSA-7 ensures all curricula and assessments are aligned to the standards and that teachers participate in professional development on the implementation of standards (CCSS, NGSS, etc.) We provide services to ELs by proficiency level and ELD instruction is aligned to the CA ELD standards and framework. ELs have access to core and supplemental ELD instructional materials; teachers attend PDs whose focus is on ELD standards. Our teachers participate in at least 88 hours of professional development per year. PD includes the areas of Common Core ELA/Literacy, math, ELD Standards and integration of ELD standards into content areas, and training in strategies to support ELs with common core ELA/ELD and math curricula. While the primary focus has mostly been on the ELA/Literacy, math, and ELD over the past few years, MSA-7 has also provided PD and supported our teachers on NGSS, History-Social Science, Career Technical Education, Health Education, Physical Education, and Visual and Performing Arts.|2018 19647330116509|Alliance Morgan McKinzie High|2||5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|5|Met||2018 19647330109884|James Jordan Middle|2|Our school uses two main in-house assessments of progress towards the mastery of standards in ELA and Math. We use iReady California version, which provides an estimate of grade level skills in a set of domains aligned with the Smarter Balanced Assessments (SBAC) mandated by the state. Documented research demonstrates that there is a strong correlation between the iReady assessments and the SBAC. (Educational Research Institute of America (ERIA). (2016c). i-Ready and the Smarter Balanced Assessments: Findings from Independent Research Linking the i-Ready Diagnostic and Smarter Balanced Assessments. Bloomington, IN: Curriculum Associates, LLC.) We also use the CAASPP system practice tests, which simulate actual testing conditions and presents questions in a format that mirrors the SBAC. For Next Generation Science Standards, we are using the practice test released by the California Department of Education. For History-Social Science- we have selected a state adopted curriculum from Pearson Education and use its internal assessments to guide our instruction. For Physical Education, we use the Fitnessgram to track progress in successfully implementing the Physical Education standards.|4|4|5|3|3|5|5|5|5|5|5|4|5|3|3|3|2|4|1|1|5|5|5|Met|Each teacher meets with the administration annually to establish a set of 2-4 goals for their own professional development. At least one of these goals is based on quantifiable data related to student achievement. In the second half of the year, a follow up meeting is held to assess the teacher's progress toward those goals. Each quarter all certificated staff complete a data analysis of their students progress on adopted in-house benchmark assessments. This analysis is submitted to the administration and reviewed for the purpose of providing support and coaching to the teachers.|2018 37683386120935|Albert Einstein Academy Charter Elementary|2||5|4|5|5|4|5|4|5|5|4|5|4|5|4|4|1|5|5|5|5|5|5|5|Met||2018 19650600000000|Torrance Unified|2|TUSD continues its commitment to the Implementation of State Academic Standards. A variety of measurements are utilized to monitor progress of standards-driven professional development, and standards-aligned instruction. Professional Learning Communities (PLCs) that are inclusive of regular school-wide, grade-level, and subject area team collaboration on a weekly basis at every school site establish cycles for instructing within essential standards, and evaluating student progress toward those benchmarks using Common Formative Assessments (CFA’s). The individual teacher CFA results demonstrating implementation by the student, by the standard, are an integral part of the on-going PLC cycle for all teachers, subject areas and grade levels, and further ensure that state standards are implemented with fidelity. Additionally, all 30 TUSD schools monitor the progress of school-level implementation by establishing a related goal in the School Plan for Student Achievement (SPSA). Teachers in all grade levels have attended district-led professional development efforts and workshops for all content areas. All trainings include a component of planning and implementation prep time, as well as follow up and coaching/observation opportunities for participating teachers with district instructional training staff and specialists. All workshops and trainings include mandatory post-event surveys and participating teachers are required to rate the experience for “potential positive impact on their teaching” using a Likert Scale rating. At least 95% of survey respondents continue to rate their experience at a level 4 out of 5 or higher, affirming the positive impact of the standards-driven professional learning and its alignment to classroom instruction. Finally, TUSD continues its progress in implementing the SBE adopted standards for all areas, including: English Language Arts, English Language Development, Mathematics, Next Generation Science Standards, History-Social Science, Career Technical Education, Health Education content standards, Physical Education model content standards, Visual and Performing Arts, and World Languages. Collectively and individually, all TUSD teachers representing the areas listed above have participated in weekly collaboration as well as professional development to unpack and investigate changes in their standards, as well as to create and adjust plans for implementation and instruction. All content areas are closely overseen by site administrators, as well as by one of the two Directors of Curriculum.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 30103060134056|Orange County Academy of Sciences and Arts|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|1|1|3|3|1|4|4|4|Met||2018 37683790000000|San Ysidro Elementary|2||4|4|4|2|1|4|4|4|2|1|4|4|4|2|1|3|3|4|3|4|3|3|4|Met||2018 37680980101535|Heritage K-8 Charter|2||5|5|5|4|4|5|5|5|4|4|5|5|5|5|5|5|4|5|5|1|5|5|5|Met||2018 41690216044721|Arundel Elementary|2||5|3|5|1|1|5|2|5|1|1|4|2|4|2|1|1|4|5|4|1|5|5|5|Met|SCSD is implementing the Reading and Writing Units of Study curriculum and providing related professional development (PD) for teachers in grades K-8. Some structures are also in place to monitor progress and resources for instruction for English Learners. The District is implementing Math in Focus for grades K-5, and Big Ideas and College Preparatory Mathematics for grades 6-8. Teachers are provided with ongoing PD in both programs. NGSS-aligned curriculum will be piloted in K-8 classrooms in winter/spring 2019. Updated History curriculum is being piloted in grades 6-8, and will be adopted in spring 2019. The K-3 PE/Health program delivers lessons and “health huddles” regularly to students, while Sequoia Healthcare District (SHD) provides curriculum and PD. PE/Health Wellness teachers in grades 4-8 are implementing personalized grading and learning targets. A partnership between District nurses, SHD, and Health Connected provide students with modules in nutrition, hygiene and puberty (grade 5) and comprehensive sexual education (grade 7). The District implements a wide variety of visual and performing arts programs, P-8. Middle schools provide access to a World Language program, but progressions for grades P-5 have not been developed. The District Strategic Plan invites further exploration in CTE. Currently, students experience opportunities in CTE through use of makerspaces and PBL experiences (P-8), an innovation class at CMS, and Quest classes at both CMS and TL.|2018 19650370000000|South Whittier Elementary|2|South Whittier School District has placed significant emphasis on the implementation of State Academic Standards, and a variety of measurements are utilized to measure progress. As a district fully committed to continuous improvement, instructional leaders are working using the Fullan’s Coherence Framework as a guide to support academic achievement. We have a clear focus on student achievement and by cultivating a collaborative culture among all stakeholders, our instructional leaders participate in collaborative inquiry in an effort to improve instruction. Grade level, school level, and department teams meet on a regular basis to collaboratively Plan a standards-based lesson, Do the lesson, later teachers come back as a team to Analyze student artifacts, assessments, benchmarks, writing samples and Reflect on student progress and then repeat the cycle. This is referred to as our PDAR continuous improvement cycle. All teachers follow pacing plans and assess students based on required SWSD trimester assessments. District benchmarks including STAR 360, fluency, and writing performance tasks and assessments are monitored by principals, teachers, the Director of Assessment, and the Associate Superintendent of Educational Services. Formative assessments such as exit tickets, Think-Pair-Share, individual whiteboards, and self-assessments are used on a daily basis. The grades of students in grades TK-6 are reported on a standards-based report card. Additionally, teachers in all grade levels have attended district professional development and workshops for content areas. Collectively and individually, all SWSD teachers have participated in weekly collaboration as professional development to unpack and investigate changes in shifts that standards require, as well as to create and adjust plans for implementation and instruction. In SWSD in the area of English Language Arts, English Language Development, and Mathematics California Standards, there is evidence of full implementation. The teachers have been supported with Cognitively Guided Instruction (CGI) in mathematics and are beginning to use these practices within the classroom. SWSD is at the exploration and research phase of implementation in the areas of Next Generation Science Standards as well as History-Social Science. The district has adopted Teen Talk as part of the California Healthy Youth Act. Olweus is used as a bully prevention program. The district is committed to integrating visual and performing arts into the curriculum and after-school programs. The district will be implementing more programs to support world language instruction in the 2019-20.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 30103060132910|College and Career Preparatory Academy|2||5|5|4|3|5|5|5|4|3|5|5|4|4|3|5|4|4|4|3|4|4|4|4|Met||2018 54720090000000|Monson-Sultana Joint Union Elementary|2|"Monson-Sultana School is in “full implementation” of providing professional learning for teaching to the adopted academic standards. M-S has contracted with our local county office of education to provide scientifically based professional development training in ELA, mathematics and science for all TK-8 teachers for the past four years. M-S has chosen its COE as providers to train them in the most up-to-date pedagogies in these curricular areas. The district and COE providers have collaborated in an effort to create the utmost professional development to benefit the needs of the teachers and the students in preparation for the 21st century. The School Board adopted curriculum has been recognized and approved by the COE per William’s visit. M-S strives to meet the needs of all their students by ensuring teachers are equipped to teach effectively and in a cohesive manner. All training has been extended to and accepted by on-site Special Education teacher as well. With this in mind, all teachers have been trained in Reading Units of Study and Writing Units of Study, DRA assessment and Guided Reading in grade TK-5. The district has purchased “classroom libraries” to support newly implemented Reading Units of Study in grades K-8. Additional resource books (i.e. “Reading Strategies” & “Writing Strategies” by Jennifer Serravallo, ""Patterns of Power"" by Jeff Anderson) have also been purchased to provide additional in class support. On a trimester basis, a celebration is held in each classroom to share progress of students in the areas of reading and writing with a visiting team. Evidence of progress is gained from pre and post assessments and teacher-student conferences. Grade level collaboration and vertical articulation amongst certificated, classified, Special Ed and administration staff have proven to be an effective piece of the puzzle creating continuous conversation about next steps in our quest to improve student growth. M-S is in the “initial implementation” phase of creating a more fluid ELD program campus wide. This year, M-S is participating in EL Roadmap training/workshops to address the needs of the 29% English Language Learner population. On-going efforts to integrate ELD throughout curricular areas has been embedded into professional development in the areas of ELA and mathematics. A collaborative effort between the small schools throughout the county has been created to provide professional development on a larger scale to build the connectedness amongst one another. M-S has implemented the content standards in Health Education, Physical Education and Visual & Performing Arts. M-S has “full implementation and sustainability” with a full time music and P.E. teacher instructing all students. Over the last two years, M-S has provided introductory insight to CTE courses through partnerships with Valley ROP, Dinuba USD and a part-time Guidance Counselor to engage M-S students in college/career readiness. Presented to school board on 11-6-18"|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 41690216044739|Brittan Acres Elementary|2||5|3|4|1|1|4|2|5|1|1|4|2|3|1|1|1|3|4|3|1|5|4|4|Met|SCSD is implementing the Reading and Writing Units of Study curriculum and providing related professional development (PD) for teachers in grades K-8. Some structures are also in place to monitor progress and resources for instruction for English Learners. The District is implementing Math in Focus for grades K-5, and Big Ideas and College Preparatory Mathematics for grades 6-8. Teachers are provided with ongoing PD in both programs. NGSS-aligned curriculum will be piloted in K-8 classrooms in winter/spring 2019. Updated History curriculum is being piloted in grades 6-8, and will be adopted in spring 2019. The K-3 PE/Health program delivers lessons and “health huddles” regularly to students, while Sequoia Healthcare District (SHD) provides curriculum and PD. PE/Health Wellness teachers in grades 4-8 are implementing personalized grading and learning targets. A partnership between District nurses, SHD, and Health Connected provide students with modules in nutrition, hygiene and puberty (grade 5) and comprehensive sexual education (grade 7). The District implements a wide variety of visual and performing arts programs, P-8. Middle schools provide access to a World Language program, but progressions for grades P-5 have not been developed. The District Strategic Plan invites further exploration in CTE. Currently, students experience opportunities in CTE through use of makerspaces and PBL experiences (P-8), an innovation class at CMS, and Quest classes at both CMS and TL.|2018 13631490000000|Holtville Unified|2||5|4|5|3|2|5|3|5|3|2|5|5|5|5|2|5|4|5|5|5|5|4|4|Met||2018 30664310000000|Anaheim Union High|2||5|3|5|3|3|5|4|4|1|2|5|3|3|2|3|5|3|5|5|5|5|5|5|Met|AUHSD shows areas of strength by providing professional learning and instructional materials aligned to the standards and frameworks for ELA, CTE, and World Languages. ELA and CTE Curriculum Specialists (CSs), ELA, CTE, and World Languages Dept Chairs provide extensive professional learning opportunities to implement academic standards and frameworks. AUHSD has maintained a system of support that includes the PD Coordinator, CSs, and Department Chairs and Lesson Design Coaches (LDCs). CSs work with teacher leaders to model effective PLCs. LDCs facilitate Reflective Learning Walks as embedded professional learning. AUHSD shows areas for growth in the curricular areas of History/Social Science, ELD, Mathematics, and Science. Sites continued to develop civic engagement projects as outlined in the History/Social Science Frameworks. A stakeholder group reviewed instructional materials aligned to academic standards. Training for newly adopted materials will begin 2018-2019. Teacher groups continued to research NGSS and the frameworks led by the Science CS. A professional learning plan for junior high integrated courses and high school Three Course, Earth-embedded model is slated to begin 2018-2019. An EL Task Force was formed to analyze progress of EL students and provide recommendations for sites. To address the math practice standards and improve consistency of instruction, new instructional materials with better integration of math standards will be piloted 2018-2019.|2018 41690216044754|Heather Elementary|2||5|3|4|1|1|5|2|5|1|1|4|2|4|2|1|1|4|5|4|1|5|5|5|Met|SCSD is implementing the Reading and Writing Units of Study curriculum and providing related professional development (PD) for teachers in grades K-8. Some structures are also in place to monitor progress and resources for instruction for English Learners. The District is implementing Math in Focus for grades K-5, and Big Ideas and College Preparatory Mathematics for grades 6-8. Teachers are provided with ongoing PD in both programs. NGSS-aligned curriculum will be piloted in K-8 classrooms in winter/spring 2019. Updated History curriculum is being piloted in grades 6-8, and will be adopted in spring 2019. The K-3 PE/Health program delivers lessons and “health huddles” regularly to students, while Sequoia Healthcare District (SHD) provides curriculum and PD. PE/Health Wellness teachers in grades 4-8 are implementing personalized grading and learning targets. A partnership between District nurses, SHD, and Health Connected provide students with modules in nutrition, hygiene and puberty (grade 5) and comprehensive sexual education (grade 7). The District implements a wide variety of visual and performing arts programs, P-8. Middle schools provide access to a World Language program, but progressions for grades P-5 have not been developed. The District Strategic Plan invites further exploration in CTE. Currently, students experience opportunities in CTE through use of makerspaces and PBL experiences (P-8), an innovation class at CMS, and Quest classes at both CMS and TL.|2018 20652010000000|Chowchilla Union High|2||4|4|4|3|4|4|4|4|3|4|4|4|4|3|3|4|4|4|4|3|3|3|4|Met|Several departments have adopted new textbooks and implemented new curriculum which is CCSS aligned such as the English, Math and History. Through on-going professional learning communities (PLCs), grade level and department training our LEA is measuring the progress on meeting the requirements for implementation of state academic standards. CUHSD has Late-Start on Thursday mornings (8-9:30 a.m.) which is guided by a yearly calendar. The 18-19 year is focused on improvement in assessments by the use of Illuminate and CAASPP online practice tests. PLC's have the Teachers divided into 7 teams working to improve the following areas: AVID, CTE, Data, PBIS, BTSA, Instructional Rounds and Classroom Management. Departments meet monthly to share data, information, strategies and develop benchmark assessments using our Illuminate software.|2018 43104390127969|Discovery Charter II|2||5|4|4|2|4|5|5|4|2|5|5|4|4|3|4|5|4|5|4|4|5|5|5|Met|Career Technical Education - N/A|2018 40687000000000|Atascadero Unified|2||5|4|5|3|3|5|5|5|2|2|4|3|4|3|3|4|4|3|4|4|4|4|4|Met||2018 40688250000000|San Miguel Joint Union|2||4|4|4|3|2|5|4|5|3|2|5|5|4|2|3|2|3|3|2|2|4|4|4|Met||2018 24102490106518|Merced Scholars Charter|2||3|3|4|2|3|3|3|4|2|2|3|3|3|2|2|4|3|3|3|2|4|4|4|Met||2018 41690216044788|White Oaks Elementary|2||5|3|4|1|1|5|2|5|1|1|4|2|4|2|1|1|4|5|4|1|5|5|5|Met|SCSD is implementing the Reading and Writing Units of Study curriculum and providing related professional development (PD) for teachers in grades K-8. Some structures are also in place to monitor progress and resources for instruction for English Learners. The District is implementing Math in Focus for grades K-5, and Big Ideas and College Preparatory Mathematics for grades 6-8. Teachers are provided with ongoing PD in both programs. NGSS-aligned curriculum will be piloted in K-8 classrooms in winter/spring 2019. Updated History curriculum is being piloted in grades 6-8, and will be adopted in spring 2019. The K-3 PE/Health program delivers lessons and “health huddles” regularly to students, while Sequoia Healthcare District (SHD) provides curriculum and PD. PE/Health Wellness teachers in grades 4-8 are implementing personalized grading and learning targets. A partnership between District nurses, SHD, and Health Connected provide students with modules in nutrition, hygiene and puberty (grade 5) and comprehensive sexual education (grade 7). The District implements a wide variety of visual and performing arts programs, P-8. Middle schools provide access to a World Language program, but progressions for grades P-5 have not been developed. The District Strategic Plan invites further exploration in CTE. Currently, students experience opportunities in CTE through use of makerspaces and PBL experiences (P-8), an innovation class at CMS, and Quest classes at both CMS and TL.|2018 20102070000000|Madera County Superintendent of Schools|2||4|3|4|2|2|4|3|4|2|1|3|3|3|2|3|1|5|4|2|1|4|4|4|Met||2018 01611920127696|Knowledge Enlightens You (KEY) Academy|2||5|3|5|3|3|5|3|5|3|4|3|3|3|2|2|1|3|3|2|3|4|3|3|Met|KEY Academy's administration and staff are committed to professional growth and continuously seek and share the latest educational research and best practices with each other. Friday afternoons are dedicated for staff collaboration and professional learning. Student data is analyzed, teaching strategies are discussed, goals are set, and reflection on our educational program occurs. Career Technical Education is not an academic standard for the charter schools, and not an academic standard in our approved charter.|2018 19643520128488|Family First Charter|2||4|3|4|1|1|4|4|3|1|1|4|4|3|1|1|3|1|1|1|1|4|4|3|Met|The statutes underlying the requirements for Career and Technical Education, Health Education Content Standards, Visual and Performing Arts Standards and World Languages Standards are not applicable to charter schools. However, we have chosen to use the metric guidance to assess our estimated rating.|2018 15635600000000|Lamont Elementary|2||5|4|5|4|4|5|4|5|4|3|5|4|5|4|3|3|4|5|4|5|5|5|5|Met|We are in the final stages of implementing NGSS. Teachers are incorporating the standards into their daily lessons. In addition, the district is in the process of acquiring adequate instructional materials that are align to the new standards. As for History, our teachers are currently piloting the state adopted curriculum as a part of our adoption process. Efforts are being made to integrate the History State Standards during the instructional day.|2018 41690216044770|Tierra Linda Middle|2||5|3|4|3|3|4|2|5|3|2|4|3|4|3|2|2|4|5|5|4|5|5|4|Met|SCSD is implementing the Reading and Writing Units of Study curriculum and providing related professional development (PD) for teachers in grades K-8. Some structures are also in place to monitor progress and resources for instruction for English Learners. The District is implementing Math in Focus for grades K-5, and Big Ideas and College Preparatory Mathematics for grades 6-8. Teachers are provided with ongoing PD in both programs. NGSS-aligned curriculum will be piloted in K-8 classrooms in winter/spring 2019. Updated History curriculum is being piloted in grades 6-8, and will be adopted in spring 2019. The K-3 PE/Health program delivers lessons and “health huddles” regularly to students, while Sequoia Healthcare District (SHD) provides curriculum and PD. PE/Health Wellness teachers in grades 4-8 are implementing personalized grading and learning targets. A partnership between District nurses, SHD, and Health Connected provide students with modules in nutrition, hygiene and puberty (grade 5) and comprehensive sexual education (grade 7). The District implements a wide variety of visual and performing arts programs, P-8. Middle schools provide access to a World Language program, but progressions for grades P-5 have not been developed. The District Strategic Plan invites further exploration in CTE. Currently, students experience opportunities in CTE through use of makerspaces and PBL experiences (P-8), an innovation class at CMS, and Quest classes at both CMS and TL.|2018 19647330106872|Bert Corona Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met|Bert Corona provides exceptional professional development and support for all staff consistently throughout the school year, tpd.ypics.org.|2018 34765050101832|Futures High|2||4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|1|4|4|3|4|4|4|4|Met||2018 01751010000000|Pleasanton Unified|2||4|3|4|2|1|4|4|4|1|1|3|3|3|2|1|2|4|4|4|4|2|2|1|Met|Based on the Instructional Materials Adoption Timeline, we have instructional materials aligned to academic standards for ELA/ELD and Math. In accordance with the timeline we are waiting to adopt materials for NGSS and History/Social Science. Professional development opportunities are aligned to this timeline as well. We have programs and policies that support staff in areas where there is a need for improvement in instructional delivery. These include Professional Learning Communities, Data Talk, collaboration time, professional development days, online learning opportunities, site walk throughs and Peer Assistance Review. We continue to focus on developing a more sustainable and consistent system to support these efforts.|2018 32669690000000|Plumas Unified|2||4|2|3|3|2|4|2|5|3|2|3|2|3|3|2|5|2|2|5|5|4|3|3|Met||2018 58727365830138|Marysville Charter Academy for the Arts|2||4|4|4|3|3|4|4|4|2|3|4|4|4|3|3|3|4|4|3|3|4|3|4|Met||2018 41690050127282|Connect Community Charter|2||4|4|4|3|3|3|3|3|3|3|4|4|3|2|2|2|4|4|2|1|4|4|4|Met|Connect Community Charter School is a K-8 school with teachers that teach interdisciplinary units of study. The school uses a Mastery Connect Software Tool to align all student assessments with the California Standards. Progress reports to parents are standards-based and are created based on the assessment data aligned to standards via the Mastery Connect tool. The school does not currently offer foreign language instruction.|2018 11626460000000|Princeton Joint Unified|2||4|4|5|5|5|4|4|5|5|5|5|5|4|5|4|4|3|4|3|5|4|4|4|Met|We are focusing on writing at the jr/sr high school and science at the elementary level. The high school is part of a grant through the Northern California Writing Project and the National Writing Project aimed at improving writing among rural school students. The elementary is heavily supported by a science curriculum specialist/teaching coach from Glen County and we have a .2 FTE position filled by a veteran science teacher that is developing curriculum and coaching elementary teachers as well.|2018 19101996119945|Magnolia Science Academy|2||4|4|4|4|4|5|5|5|3|4|4|4|4|4|4|1|3|5|5|5|4|4|4|Met|MSA-1 ensures all curricula and assessments are aligned to the standards and that teachers participate in professional development on the implementation of standards (CCSS, NGSS, etc.) We provide services to ELs by proficiency level and ELD instruction is aligned to the CA ELD standards and framework. ELs have access to core and supplemental ELD instructional materials; teachers attend PDs whose focus is on ELD standards. Our teachers participate in at least 18 hours of professional development per year. PD includes the areas of Common Core ELA/Literacy, math, ELD Standards and integration of ELD standards into content areas, and training in strategies to support ELs with common core ELA/ELD and math curricula. While the primary focus has mostly been on the ELA/Literacy, math, and ELD over the past few years, MSA-1 has also provided PD and supported our teachers on NGSS, History-Social Science, Career Technical Education, Health Education, Physical Education, Visual and Performing Arts, and World Languages.|2018 33751923330917|Temecula Preparatory|2||4|3|4|3|5|5|3|4|3|5|4|2|4|3|4|1|4|4|5|5|5|4|4|Met|As a college preparatory, classical charter school; career education is not taught as a subject area. The classical model provides all students with the skills needed to obtain a job post graduation including interview skills, attention to detail, writing skills and the ability to think critically and independently. Health Education is taught as an elective at the high school level. All state standards are incorporated into the curriculum.|2018 19643520128496|New Opportunities Charter|2||4|3|3|1|1|4|3|3|1|1|4|4|3|1|1|3|1|1|1|1|4|4|3|Met|The statutes underlying the requirements for Career and Technical Education, Health Education Content Standards, Visual and Performing Arts Standards and World Languages Standards are not applicable to charter schools. However, we have chosen to use the metric guidance to assess our estimated rating.|2018 19647330117648|Magnolia Science Academy 6|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|1|3|5|3|1|4|4|4|Met|MSA-6 ensures all curricula and assessments are aligned to the standards and that teachers participate in professional development on the implementation of standards (CCSS, NGSS, etc.) We provide services to ELs by proficiency level and ELD instruction is aligned to the CA ELD standards and framework. ELs have access to core and supplemental ELD instructional materials; teachers attend PDs whose focus is on ELD standards. Our teachers participate in at least 18 hours of professional development per year. PD includes the areas of Common Core ELA/Literacy, math, ELD Standards and integration of ELD standards into content areas, and training in strategies to support ELs with common core ELA/ELD and math curricula. While the primary focus has mostly been on the ELA/Literacy, math, and ELD over the past few years, MSA-6 has also provided PD and supported our teachers on NGSS, History-Social Science, Career Technical Education, Health Education, Physical Education, Visual and Performing Arts, and World Languages.|2018 42769500132894|Olive Grove Charter|2||4|4|4|3|4|5|5|5|3|4|4|5|4|3|4|2|4|3|4|5|3|3|3|Met||2018 34765050113878|Higher Learning Academy|2||4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|1|3|3|3|3|4|4|4|Met||2018 17640550108340|Lake County International Charter|2||4|4|4|4|4|4|3|4|3|4|4|3|4|4|4|3|4|3|4|2|4|4|4|Met||2018 53717610000000|Trinity Center Elementary|2||5|1|4|3|3|5|1|5|3|3|4|1|4|4|4|1|3|3|3|1|4|4|4|Met||2018 27661830000000|San Lucas Union Elementary|2||5|4|5|4|2|4|4|5|3|1|4|4|4|4|2|1|1|3|4|1|5|5|4|Met||2018 43104390106534|Bullis Charter|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|3|5|5|5|5|5|5|4|Met|Annually all teachers and administrators engage in ten days of professional development prior to the first day of school. This professional development focuses on content standards as well as best practices and is differentiated based on individual teacher goals. Using our TeachBoost platform, teachers gauge their strengths in addition to their areas of need in terms of standards and pedagogy. In addition, the administration team presents academic data for all students, including English learners, and teachers collaboratively work together on their academic plans. Targeted classroom support is provided to all students through Focused Learning Goals which are agreed upon by teachers, administrators, and parents.These SMART goals are carefully monitored throughout the academic year. English learners are given additional goals to ensure their language needs are being met.|2018 31668030000000|Dry Creek Joint Elementary|2|During the last school year, the DCJESD provided high quality, content and needs aligned professional learning to increase teacher effectiveness with the implementation of the State Standards and increase student achievement. The district’s vision for continuous improvement in student achievement drives our work. Professional learning has been provided through three (3) designated work days, Professional Learning Institute sessions, staff meetings, and job embedded learning activities. The options provided through the designated days, cadre model, conference-style, instructional rounds, in-classroom modeling/demos and after school sessions have provided professional learning in a very flexible and accessible manner. In addition, five (5) instructional coaches support our school sites on daily basis with implementation of curriculum, modeling/coaching for teams/individuals, lesson development support, ELD support and technology integration. In order to meet the needs of all learners, Professional Learning Community (PLC) practices have been developed at each school site and District level. Staff received training from National Speaker and expert, Mike Mattos, on a Tiered System of Interventions this school year and will be working on developing the systems and practices District wide in order to meet the needs of all learners. Additional data regarding implementation of standards and professional learning is detailed in our LCAP goals 2 and 4. The following have been a focus of our professional learning and implementation: California State Standards and Frameworks: English Language Arts/English Language Development (ELA/ELD), Mathematics, Next Generation Science Standards (NGSS), History Social-Science Framework, Physical Education, English Language Development (ELD): Designated and Integrated instruction, Guided Language Acquisition Design (GLAD), Rigorous instructional practices and strategies, newly adopted instructional materials, integrating technology in teaching and learning, critical literacy strategies across content areas, content specific essential standards and assessments, Special Education Compliance and standards-based Individual Education Plans. Instructional materials aligned with the new State Standards have been adopted for Mathematics and English Language Arts/English Language Development. There has been ongoing training for the staff in regard to Math standards and instructional materials implementation. The State Instructional Quality Commission (IQC) and the State Board of Education (SBE) announced the list of options for the History Social-Science materials in November 2017. The District convened committee to review the materials and select those for piloting. Staff K-8 are currently piloting instructional materials and will present selected materials to the Board of Trustees in January 2019.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 01611190000000|Alameda Unified|2|AUSD has defined measures that are reported on annually for several of the listed standards. In other areas AUSD is reviewing new materials and programs that will establish new baseline measures once implemented. English Language Arts The CCSS for ELA are measured by the SBAC performance of students in grades 3-8 and 11. In 2017-18, all grade levels had average scale scores of 25 or more points above ‘standard met.’ All cohorts with scores in 2017 and 2018 increased their distance above the standard met threshold. At the K-5 level the district is in the 2nd year of implementing new CCSS-aligned curriculum. At the 6-12 level the district is engaging site staff in further aligning across sites to existing curricula. English Language Development AUSD measures the % of non-newcomer ELs accessing CCSS in a setting with English-only peers. In 2017-18 at TK-5 this rate was 98.3% (same as 2016-17) and at grades 6-12 was 97%, a significant increase over the 2016-17 rate (76.3%). The district is continuing the implementation of professional development and curriculum in support of standards-aligned designated and integrated ELD. Mathematics CCSS for Math are measured by the SBAC Performance of students in grades 3-8 and 11. In 2017-18, five of seven grade levels tested had average scale scores above ‘standard met.' Of the remaining two, one (11th grade) decreased the distance from standard met and one (6th grade) increased its distance below standard met. The 6th-7th and 7th-8th cohorts increased their distance above the standard met threshold while the remaining cohorts decreased. The district is continuing implementation of recently adopted CCSS-aligned curriculum K-12 and will be implementing planned changes to secondary math pathways to maximize appropriate placement/flexibility of students. Science The NGSS are supported in AUSD via implementation of aligned curriculum (FOSS) at K-8. Science faculty at grades 9-12 are currently engaged in discussion about course pathways and alignment. Full implementation will be measured by the CAST which is operational in 2018-19. This will provide baseline data. At K-8 the district continues to update FOSS curriculum as new versions are released. History Social-Science AUSD is planning to implement new HSS materials in 2019-20 following a review and selection process in 2018-19. Teachers participating in the selection process will be provided extensive training in the new state framework. Career Technical Education AUSD has recently expanded CTE pathways. To measure progress AUSD is tracking the total percentage of graduating seniors that have completed a full CTE pathway. For 2017-18 this was 4.5%, an increase of .7% over 16-17. Collaborations exist with community college partners and industry leaders to support pathway design. Physical Education PFT results show that the majority of students in grades 5, 7, and 9 met 5 of 6 fitness standards in 2017-18. Rates for each grade decreased from 2016-17 levels.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 15633620000000|Panama-Buena Vista Union|2||4|4|4|2|1|5|5|5|2|1|4|4|4|2|2|1|1|4|4|1|5|4|4|Met||2018 50105040000000|Stanislaus County Office of Education|2||3|3|3|3|3|4|4|4|4|4|5|5|5|5|5|4|4|3|3|2|5|5|5|Met||2018 36678763630993|Provisional Accelerated Learning Academy|2||5|5|5|2|5|5|5|5|2|5|5|5|5|2|5|4|4|4|4|4|4|4|5|Met||2018 30664720000000|Centralia Elementary|2|Centralia ESD has identified local agency measures to track progress in implementing the state academic standards adopted by the State Board of Education. Through the purchase of research-based Common Core State Standards curricular programs and professional development, we have aligned student learning to state-adopted standards supported by appropriately prepared teachers, materials, instruction, and technology in a safe and clean environment to promote exemplary teaching and learning. Our state testing scores indicate we grew 3.12% in ELA and 4.36% in Math. We met our outcome of maintaining use of signature practices of EDI, Thinking Maps, and Math Talks. The Human Resources department completed a successful Credential Audit. A well trained and credentialed staff deliver standards-based lesson(s) every day to our students. The district implemented the instruction of math standards by adjusting pacing guides to cover the standards, with assessments that allow time for reteaching of skills and concepts. We were able to fully implement ELA/ELD Literacy standards with implementation of pacing guides and instructional delivery of our standards-based comprehensive program adoption. We annually inform our governing board, our stakeholders, and the public through regularly scheduled meetings. CESD chose the selected measures because we believe in measuring our outcomes, changing teacher practice and improving student outcomes. All measures relate back to student learning. Our progress in implementing the academic standards of English Language Arts, English Language Development and Mathematics is at full implementation. We have professional development, curricular materials, assessments, and scaffolds to provide instruction, differentiation, and enrichment. Our teachers have been exposed to the standards through district-wide professional development, school site trainings, and are bridging practice with their understanding of Next Generation Science Standards (NGSS). The new framework of History-Social Science is in the exploration and research phase. Our implementation of Physical Education content standards is fully developed through a Physical Education Program grant partnership with America on Track, a community-based group. This partnership includes professional development, research-based curricular materials, sports equipment, and during the day instructional supports with PE Specialist supporting teachers at each site to create/deliver dynamic lessons for students to love physical activity. For K-6th grade elementary schools, Career Technical Education and World Languages are not required content areas. We do in fact offer 20 hours of coding for each student per year. These foundational skills will better prepare our students for the rigor of CTE found in secondary classes and real-world settings.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 30736350000000|Saddleback Valley Unified|2||4|4|4|3|3|4|4|4|3|3|4|3|4|3|3|3|3|3|3|3|3|3|3|Met|We chose descriptors progressing from focus on teacher(1) to focus on students(5). The self-reflection tool was completed individually by members of school leadership teams & Ed Services staff October 2018. Question 1 responses show greater evidence in ELA, ELD & Math, validating our professional learning (PL) focus in these areas. NGSS had greatest increase from 2017, supporting recent focus on transition activities. HSS validates on-going PL of these new standards/frameworks. Question 2 increases from 2017 validate materials adoption activities/timelines, with ELA, ELD & Math nearing full implementation, while NGSS increased to initial implementation & HSS is at beginning/initial stages. Question 3 increases from 2017 validate PL activities, along with support provided by instructional/academic coaches at each school. Our focus on ELA, ELD & Math the past few years is reflected in increase toward full implementation. NGSS showed greatest increase, from beginning development to initial implementation. HSS moved to initial implementation. Question 4 averages maintained/increased from 2017 with many respondents unaware of activities. Question 5 responses indicate initial implementation phase in each area and a need to focus resources to move toward full implementation. The SVUSD Assessment & Accountability website contains the Local Indicators Progress Report provided to the Board of Education at the 11/8/2018 Board Meeting & data collected for the report: go.svusd.org/a-a|2018 33103300125385|Imagine Schools, Riverside County|2||4|4|4|3|3|5|5|5|3|3|5|5|5|3|3|3|3|5|3|5|4|4|4|Met||2018 48705730000000|Vacaville Unified|2||5|5|5|3|4|5|5|5|3|4|5|5|5|4|5|5|4|3|5|4|4|4|4|Met||2018 49706150000000|Bellevue Union|2||3|3|3|2|1|4|3|4|1|1|3|2|2|2|1|1|2|2|2|1|2|3|2|Met||2018 27661670000000|San Antonio Union Elementary|2|The San Antonio Union Elementary School District has a systematic, layered approach to adopting California state standards, frameworks, and developing standards based proficiency scales. The District began significant curricular and instructional changes that began with the adoption of state approved instructional materials in Math and ELA supported by professional learning around Common Core State Standard. The District fully implements the Next Generation Science Standards (NGSS) at the middle school level and has begun implementation of these standards at the primary and elementary level. The district has initiated researching the implementation of the History-Social Science Framework. This includes examination, piloting, and selection of standards-aligned curriculum and materials. In coming years, San Antonio Union Elementary School District plans to increase focus and implementation of the History-Social Science Framework.). In the implementation of state academic standards, San Antonio Union Elementary School has utilized research-based practices in teacher learning, such as coaching, collaborative learning. San Antonio Union Elementary School is deeply committed to a culture of ongoing learning and improvement. Therefore, the professional learning, collaboration, and support have been initiated as the district rolls out new standards and frameworks then continues through a multi-year professional learning plan supporting continuous improvement of instruction. This ongoing cycle serves to ensure that all shifts identified in California’s adopted academic standards are being instituted and sustained in an authentic manner.|4|3|4|4|3|5|5|5|4|2|4|3|4|5|3|1|3|4|3|1|4|4|3|Met||2018 37103710137695|Community Montessori|2||4|4|4|3|3|4|3|4|3|3|3|3|3|2|2|2|3|3|3|2|3|3|4|Met||2018 30665480000000|Huntington Beach Union High|2||4|5|4|4|4|4|5|4|4|5|4|5|5|4|4|5|5|5|5|5|5|5|5|Met||2018 34765050101766|Community Outreach Academy|2||4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|1|3|4|4|4|4|4|4|Met||2018 18641700000000|Richmond Elementary|2||4|4|5|1|1|4|1|5|1|1|4|1|3|1|1|1|1|3|1|1|4|5|5|Met|Each year our teachers complete the matrix forms for each subject area. Above is the average for each area.|2018 34765050108837|Community Collaborative Charter|2||4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|3|4|3|4|3|4|4|4|Met||2018 12630320111203|Alder Grove Charter School 2|2||4|4|4|3|3|4|4|5|3|3|4|4|4|3|3|4|3|3|4|4|4|4|4|Met||2018 23655400000000|Anderson Valley Unified|2||4|4|4|3|2|4|4|5|3|2|3|3|4|3|5|3|3|3|3|2|3|3|3|Met||2018 34103480000000|Sacramento County Office of Education|2||4|4|4|2|2|5|5|5|2|2|4|4|4|3|3|5|4|3|3|1|5|4|4|Met|SCOE teachers collaborate weekly, during a two-hour common planning time, to create state standards aligned lessons, plan co-teaching activities, evaluate student learning and achievement data, and prepare appropriate intervention activities designed to meet the individual learning goals for each student.|2018 56725460000000|Oxnard Union High|2||3|4|4|2|4|3|4|4|3|3|3|4|3|3|3|3|4|2|4|4|4|4|3|Met||2018 50105040129023|Stanislaus Alternative Charter|2||3|3|3|3|3|4|4|4|3|4|5|5|5|5|5|4|4|3|3|2|5|5|5|Met||2018 01612000000000|Livermore Valley Joint Unified|2||5|5|5|4|3|5|5|5|3|2|5|5|5|4|4|5|4|4|5|4|5|5|4|Met|Livermore Valley Joint Unified School District (LVJUSD) teachers and district staff have collaborated to plan and implement professional development to align instruction with the California State Standards in all content areas. LVJUSD has an adoption plan to phase in current instructional materials as standards are updated. Our district has developed benchmark assessments that are aligned with the new standards. District-wide, site, and individualized plans ensure ongoing professional learning. LVJUSD teachers use early release Wednesdays to work in professional learning communities (PLCs). Each school has an instructional leadership team (ILT) that guides the work of the PLCs. ILTs analyze student achievement data, set goals, and monitor progress to ensure all students achieve.|2018 19647330102483|N.E.W. Academy Canoga Park|2||5|4|4|5|4|5|4|4|5|4|5|4|4|5|4|3|5|5|5|4|5|5|5|Met||2018 47705080000000|Yreka Union Elementary|2||3|2|3|2|1|5|3|5|3|3|3|2|3|2|2|2|3|4|3|1|3|3|2|Met||2018 43695000000000|Loma Prieta Joint Union Elementary|2||5|4|4|3|2|5|4|4|2|2|5|5|5|3|2|3|3|5|5|5|5|5|5|Met||2018 19647330115139|Center for Advanced Learning|2||5|3|5|4|5|5|3|5|4|4|5|3|5|4|4|2|2|2|3|1|4|4|3|Met||2018 57727100121749|Science & Technology Academy at Knights Landing|2||5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|3|3|4|5|1|5|5|5|Met||2018 45699970000000|French Gulch-Whiskeytown Elementary|2|Student progress in ELA is measured using Aimsweb for fluency and comprehension as well as AR Star testing. Montessori based materials such as Albanisi Math (tied to state standards), state adopted math programs and Aimsweb math benchmarks are also used to measure student growth. 2 VAPA instructors are used instructionally as specified in the district's LCAP. 2 school wide VAPA programs are held annually to highlight student work. NGSS are featured in both classrooms and have been tied to instruction received from participation in several grants. Cross curricular instruction is provide in all core areas.|3|1|3|3|3|4|1|4|4|4|3|1|3|3|3|2|2|2|4|2|3|3|3|Met|This small necessary school employs two classroom teachers: one for a lower elementary program (TK-4) and one for an upper elementary program (5-8). The multi-graded format makes it difficult to cover all subject areas across all grade levels in equal depth at times, however, there is much focus on overlapping similar content information between grade levels to maximize learning. State standards are aligned with the Montessori materials and scope and sequence used particularly in the lower elementary program.|2018 37683383731247|High Tech High|2||4|3|4|4|3|4|3|4|4|3|4|3|4|4|3|4|3|2|5|3|4|4|3|Met||2018 54718600000000|Cutler-Orosi Joint Unified|2||5|4|5|4|4|5|4|5|4|4|4|4|4|4|4|4|3|4|4|4|4|4|4|Met|Cutler-Orosi Joint Unified School District recognizes that highly effective teachers make the greatest impact in ensuring students learn at high levels and exceptional instructional leaders are needed to create great schools. As a result, the district has committed substantial resources to professional learning and teacher support. Four days of professional learning time is built into the master calendar for teachers and leaders. In addition, instructional coaches are employed to provide daily, just-in time support. The district stays current with textbook adoptions to ensure standards-aligned teaching and learning is maintained. English Language Arts/ELD and Mathematics instructional materials have been adopted within the past 3 years for K-12. The district has implemented the Next Generation Science Standards and purchased instructional materials. Teachers and administrators have participated in the roll out of the new History-Social Science Framework and HSS textbooks have been adopted for K-8 and 11th grade for 2018-19. A full-time Director of College and Career ensures that our Career-Technical Education programs provide a full array of options for students. Monthly Curriculum & Instruction meetings keep administrators up to date on curriculum, instruction, and assessment. Administrators, teachers, and instructional coaches take advantage of the many workshops available through the Tulare County Office of Education.|2018 57726940000000|Washington Unified|2||4|4|4|3|3|5|4|5|3|3|3|3|3|3|3|4|3|4|3|3|4|3|4|Met||2018 58727360000000|Marysville Joint Unified|2||4|3|4|2|3|4|3|4|2|3|4|3|4|3|3|3|3|4|4|3|4|3|2|Met||2018 31668520120105|Creekside Charter|2|Tools use to track: I-ready assessments DRA assessments CAASPP Assessements and IAB's PFT Testing Project based assignments Summative and formative assessments We have chosen these tools because we know they are vetted and aligned with California State Standards. Our state test scores are very strong, and we utilize our tools combined with strong teaching to make sure students are reaching California Bench Marks|4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|1|3|3|4|5|4|4|4|Met|Creekside Charter is fully aligned with all California State Standards. In ELA and Math we use i-ready software as a tri-annual measure for all students to make sure students are progressing at a high level. All of our science curriculum is NGSS aligned. In our upper grades we are using TCI science which incorporates hands on lab use for each grade All classroom teachers are very familiar with CA academic standards are implemented fully in all classes. Our professional learning is stronger than in years past with each teacher performing self-assessment and setting CA curriculum aligned goals. Our LCAP also has stronger language for professional growth. As a non-classroom based school, we do have limitations with art and PE standards, but we expect our students to keep detailed work logs for independent student PE.|2018 12630570000000|Trinidad Union Elementary|2||4|3|4|1|1|4|3|4|1|1|4|4|4|4|4|4|4|4|4|3|3|3|3|Met||2018 37764710119271|High Tech Middle North County|2||4|3|4|4|3|4|3|4|4|3|4|3|4|4|3|4|3|2|5|3|4|4|3|Met||2018 10624300000000|Selma Unified|2||4|4|4|1|1|4|4|5|1|1|2|2|3|1|1|2|2|5|2|3|3|1|1|Met||2018 37771720000000|SBE - Baypoint Preparatory Academy San Diego|2||4|3|4|4|4|4|3|4|3|4|3|3|3|3|3|1|4|3|4|1|1|1|1|Met|The 2018-19 school year is BPA-SD’s first year of operation, and professional development for teachers and staff is of the utmost importance. Prior to the first day of school, BPA-SD’s teachers and staff participated in eight days of professional development. During these sessions the staff was trained on School Pathways, ST Math, Lexia, station-rotation model, differentiating instruction, and IEP and 504 protocols. Three of BPA-SD’s teachers were also sent prior to the beginning of the school year to a national conference that focused on student engagement and best practices in the classroom. BPA-SD will continue to provide teachers and staff with training to further support the implementation of the State adopted academic standards. There are five non-student days and five early release days throughout the year where teachers and support staff will engage in professional development. These professional development days focus on NWEA Assessments and data, EL standards and instructional strategies, intervention strategies, and using data collected to drive instructional practices.|2018 12755150000000|Eureka City Schools|2||4|3|3|2|1|1|3|4|1|1|3|3|4|3|1|1|1|1|3|3|3|3|2|Met||2018 37683380131565|High Tech Elementary|2||4|3|4|4|3|4|3|4|4|3|4|3|4|4|3|4|3|2|5|3|4|4|3|Met||2018 37683380101204|High Tech Middle|2||4|3|4|4|3|4|3|4|4|3|4|3|4|4|3|4|3|2|5|3|4|4|3|Met||2018 37683386117683|High Tech Elementary Explorer|2||4|3|4|4|3|4|3|4|4|3|4|3|4|4|3|4|3|2|5|3|4|4|3|Met||2018 37683380107573|High Tech Middle Media Arts|2||4|3|4|4|3|4|3|4|4|3|4|3|4|4|3|4|3|2|5|3|4|4|3|Met||2018 37764710114678|High Tech High Chula Vista|2||4|3|4|4|3|4|3|4|4|3|4|3|4|4|3|4|3|2|5|3|4|4|3|Met||2018 37764710127605|High Tech Elementary North County|2||4|3|4|4|3|4|3|4|4|3|4|3|4|4|3|4|3|2|5|3|4|4|3|Met||2018 37683380106732|High Tech High International|2||4|3|4|4|3|4|3|4|4|3|4|3|4|4|3|4|3|2|5|3|4|4|3|Met||2018 37764710123059|High Tech Elementary Chula Vista|2||4|3|4|4|3|4|3|4|4|3|4|3|4|4|3|4|3|2|5|3|4|4|3|Met||2018 19649310000000|Rosemead Elementary|2|Rosemead School District has fully implemented the State Standards in English Language Arts, English Language Development, and Mathematics, although we are committed to continually improving the instructional practices that are most effective in meeting the needs of our students. The District has provided both professional learning and materials to prepare teachers to provide instruction to students in the State Standards. In the fall of 2015, the Rosemead School District piloted materials aligned to the new Mathematics Standards and began full implementation during the 2016-17 school year supported with professional learning. In the spring of 2017, teachers piloted materials aligned to the ELA standards and we selected the Wonders curriculum based on teachers and stakeholder input. Embedded in that curricular adoption are materials aligned to the new ELD standards as well. Teachers have received professional learning and classroom coaching in the implementation of the ELD standards aligned to the State ELA standards. This school year, the Rosemead School District has identified the Next Generation Science Standards as the area of focus for professional learning and is working closely with the Los Angeles County Office of Education to provide four full days of professional learning in NGSS and STEAM. Following the professional learning and examination and research of the new California Science Test (CAST), we plan to research and pilot materials that will best support the teaching of the NGSS and STEM. Classroom walkthroughs are a strategy that the District has used in improving practices and has expanded that practice to include Instructional Rounds with all principals. Another area that we have identified as a next step is the refining of our collaborative practices during our Late Start Wednesdays. Rosemead School District Educational Leadership Team used the state reflection tool as well as the ELA and Math Implementation Rubrics from Butt County Office of Education (shared in the Local Indicator Handbook) to measure growth in this priority area because we found those to be conducive to collaborative and reflective conversations focused on continuous improvement.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 37764710123042|High Tech Middle Chula Vista|2||4|3|4|4|3|4|3|4|4|3|4|3|4|4|3|4|3|2|5|3|4|4|3|Met||2018 37764710114694|High Tech High North County|2||4|3|4|4|3|4|3|4|4|3|4|3|4|4|3|4|3|2|5|3|4|4|3|Met||2018 37683380108787|High Tech High Media Arts|2||4|3|4|4|3|4|3|4|4|3|4|3|4|4|3|4|3|2|5|3|4|4|3|Met||2018 37681890000000|Lakeside Union Elementary|2||4|3|4|3|1|4|3|4|3|1|4|3|4|3|1|3|1|4|4|4|4|3|3|Met||2018 37764710137067|High Tech High Mesa|2||4|3|4|4|3|4|3|4|4|3|4|3|4|4|3|4|3|2|5|3|4|4|3|Met||2018 20102072030229|Pioneer Technical Center|2||3|3|4|2|2|3|3|3|2|3|3|3|3|3|3|4|3|3|2|2|3|4|3|Met||2018 37764710000000|SBC - High Tech High|2||4|3|4|4|3|4|3|4|4|3|4|3|4|4|3|4|3|2|5|3|4|4|3|Met||2018 09737830121566|American River Charter|2||4|4|4|3|3|4|4|4|3|4|4|4|4|3|4|3|3|3|4|3|3|3|3|Met||2018 20102070117184|Madera County Independent Academy|2||3|3|4|2|2|3|3|4|2|2|3|3|3|3|3|3|2|2|4|2|4|4|4|Met||2018 15635291530435|Kern Workforce 2000 Academy|2||3|2|3|2|2|3|3|2|2|2|2|2|2|2|2|3|3|3|3|1|3|2|2|Met|Fundamental to the school's mission is providing a relevant curriculum that allows all students access to higher levels of learning. Teachers collaborate in professional learning communities (PLCs) to implement, review and assess their students in relation to academic standards and proficiency levels. Professional development in all content areas is designed to meet the needs of the teacher and student. ELA, ELD and math teachers receive professional development through district-wide training. Selected Measures: A series of 4 surveys were administered during the spring of 2018 to collect the responses from students, classified staff, certificated staff, and parents regarding their impressions regarding academics, school climate and culture, facilities, and school safety and connectedness. Regarding Workforce's implementation of the state academic standards, stakeholders groups responded as follows: Student responses (260 responses) 202/260, or 77.7% of students responded that Workforce Academy was preparing them for college. 223/260 or 85.7% of students responded that Workforce Academy was preparing them for a career.|2018 34674470120469|Aspire Alexander Twilight College Preparatory Academy|2||4|3|4|3|3|4|3|4|3|3|4|3|4|3|3|2|2|3|3|1|4|4|4|Met||2018 10101080119628|Big Picture Educational Academy|2|We have been working towards building stronger student achievement in our school based on best practices related to state standards. We are addressing our areas of concern through professional development for our teachers and the implementation of a standards based curriculum. We have 2 hours of professional development weekly, along with 15 full days of teacher professional development throughout the school year. We have partnered with our county office and contracted with them to help provide us with even more professional development. We hired a ELA Instructional Coach this year to work with our teachers and help them to implement writing standards across the curriculum. We also have personalized learning plans for each of our teachers as well as each of our students, so that they can identify an area of growth and get extra help on site or by way of a training or conference that is related to their personal learning goal. All of this professional development is rooted and based on the state standards that we are using to develop our curriculum and teaching strategies. In addition to the professional development we also track our students’ performance through the NWEA MAP test that is given three times a year, as well as the PSAT test for grades 9-11 given once a year, SBAC state test for grade 11 given once a year and the ELPAC test for our English Learners given once a year. We use this information and data to help place students in the proper intervention classes and to guide the teachers’ classroom curriculum moving forward. All of our curricula are Ca state standard based. Our students take the NWEA MAP test three times a year, which serves as our benchmark and progress monitoring. We participate in CAASPP testing annually and our EL students take the ELPAC. Our teachers also conduct formative and summative tests throughout each semester in order to assess mastery of CA state standards in all academic areas. Each student presents a cumulative exhibition at the end of each trimester in order to share and reflect upon their own learning. Teachers receive 2 hours of PLC, as well as 2 hours of Professional development weekly. We also have 15 full days of professional development built into our school calendar. Our school leaders have partnered with the County office to provide contracted expert coaching in writing, guided reading and ELD practices for all teachers K-8.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 39686760121541|Aspire APEX Academy|2||4|3|4|4|3|4|3|4|4|3|4|3|4|4|3|2|2|3|4|1|4|4|4|Met||2018 56737590000000|Conejo Valley Unified|2||5|3|4|4|4|4|3|4|4|3|3|4|3|3|3|4|4|5|5|4|3|3|3|Met|CVUSD seeks to provide the necessary materials and professional learning to effectively support student growth. Information in this self-reflection tool was gathered from a survey administered to staff, students, and parents; as well as focus group discussions inclusive of representatives from stakeholders. The CVUSD has made great strides in embedding new instructional approaches that support the Common Core State Standards. Most recently, a team of dedicated science educators have worked to develop a focus on the Next Generation Science Standards (NGSS) to include professional learning and planning for future adoptions. Teachers are provided a minimum of 18 hours of required professional development each school year, with the majority of teachers exceeding the minimum. All schools in CVUSD provide teachers with time to collaborate. This includes a common planning or preparatory period, late start or early out staff collaborations, and subject-specific districtwide articulation committees. CVUSD strives for all students to reach their full potential. To that end, we provide Honors, AP classes, an IB Program, and School-to-Career opportunities. Additional support and intervention programs are available for all students and especially those who are English Language Learners, at-risk students, and have alternative learning styles. The CVUSD truly believes that every student can learn and every child matters. It is the Conejo Way.|2018 36676520000000|Chaffey Joint Union High|2||4|4|4|3|4|5|4|4|2|4|4|4|4|4|4|4|3|3|4|3|4|4|3|Met|The District relies on teacher input to determine direction and focus for ongoing professional development. For Priority 2, the District surveyed department chairs to ascertain how well it supports implementation of state standards and professional growth. KEY FINDINGS: ELA, Math, ELD, and History teachers believe that a District strength is in the practices that support staff in identifying areas where they can improve in standards, and/or framework-aligned instruction. For ELD and Social Science, this is an improvement from last year. Science and History teachers believe additional progress is needed in implementation of recently adopted academic standards and/or curriculum frameworks. The District plans to continue to investigate NGSS-aligned materials for purchase next year, and History teachers are still in the process of familiarizing themselves with recently-adopted materials in World History, US History, Government, and Economics. Strong responses came from the core content areas in the District’s capacity to provide professional learning for teaching to the standards and/or curriculum frameworks. The District’s efforts uphold its second LCAP Goal of supporting teachers’ professional collaboration and learning. The District will focus on identifying the professional learning needs of individual teachers and allocating resources and time to support students to be career-ready. Support of teachers comes second only to providing opportunities for students.|2018 34674396033799|Bowling Green Elementary|2||4|3|4|2|2|4|3|4|2|2|4|4|4|2|2|1|2|4|1|2|4|4|4|Met||2018 39685850101956|Aspire Benjamin Holt College Preparatory Academy|2||4|3|4|4|4|4|3|4|4|4|2|2|2|2|2|2|2|3|4|4|3|3|3|Met||2018 19647331931864|Grover Cleveland Charter High|2||4|4|4|4|3|4|4|4|1|3|4|4|4|4|4|4|4|5|4|4|4|4|4|Met|Each department and Small Learning Community on campus has received professional development during the 2017-2018 school year. It will continue throughout this year and next year as the school prepares for its next accreditation visit in spring 2020.|2018 39685850133678|Aspire Benjamin Holt Middle|2||4|3|4|3|3|4|3|4|3|3|4|3|4|3|3|2|2|3|4|1|4|4|4|Met||2018 16639336010466|Island Elementary|2||5|5|5|5|3|5|5|5|4|4|4|4|4|4|4|2|3|5|3|1|4|4|3|Met|We are a single school school district and therefore work closely together with our school community as well as local community. We continue to meet in our weekly professional learning communities with our teaching staff to improve our instructional craft. We also meet with our stake holders on a regular basis to get input. We communicate with our local county office for updates and next best instructional practices.|2018 37679910000000|Cajon Valley Union|2||2|2|4|2|1|3|3|4|1|1|2|2|3|2|1|3|2|2|2|2|3|2|2|Met|Cajon Valley is currently focusing attention on implementing our newly adopted standards-aligned curriculum for English language arts and English language development. We are also in the process of piloting middle school curriculum aligned to the Next Generation Science Standards. Continual evaluation of curriculum and standards based professional learning is being offered in mathematics. Cajon Valley Union School District has made it a priority to identify teacher needs based on an annual staff survey. In the 2017- 2018 school year, we transitioned from a LEA created staff survey to a survey administered by Gallup to increase validity and reliability. We will be triangulating this data, with parent and student surveys administered through Gallup. Through the implementation of the Great Learning Opportunities (GLO) program, teachers receive small group professional learning while students are provided with high-quality instruction in a broad range of educational programs from certificated teachers. Professional learning is also personalized and based on teacher choice through digital badging and conferences (summer, winter, spring).|2018 34673140000000|Elk Grove Unified|2|EGUSD administers an annual State Standards Implementation Survey which asks teachers to specify the extent to which they are familiar, how often they apply, and their overall current level of implementation of the each of the state standards that are relevant to their teacher assignments, along with other questions about instructional practices and professional learning preferences. These measures were chosen to monitor and improve implementation of the state standards. The primary measure of implementation asks teachers to self-rate their own personal implementation as either Early Developing, Developing, Early Applying, or Applying. These response options represent a range of implementation where Early Developing means “considering or attempting to implement,” Developing means “partially implementing,” Early Applying means “mostly implementing,” and Applying represents “completely implementing.” The survey also asks teachers to rate their familiarity with state standards (not at all familiar, somewhat familiar, familiar, very familiar) and how often they use (never, sometime, often (weekly), very often (daily)) the state standards. EGUSD monitors improvements over time and differences across schools and subjects so that resources can be targeted to improve implementation where additional support may be needed. In addition, teacher familiarity and frequency of implementation information serves as formative data and may help identify facilitating factors or barriers to deeper implementation. This annual teacher survey has been administered each spring for the last three years. In 2017, 1739 teachers responded, representing 55% of teachers districtwide. In 2018, 869 teachers responded, representing 28% of teachers districtwide. In 2018, across all content standards, 64% indicated familiarity with state standards, up from 63% in 2017. In addition, 68% indicated weekly or daily application, up from 67% in 2017. The percentage teachers rating their implementation of state standards as Early Applying or Applying was 59% in 2018. The remaining 41% of teachers rated their implementation of state standards as Early Developing or Developing. By content area, the percentage of teachers rating their implementation of state standards as Early Applying or Applying was 88% for English Language Arts, 85% for Math, 61% for English Language Development, 31% for Science, 48% for History/Social Science, 46% for PE, 68% for Career Technical Education, 100% for Health, 60% for Model Library Standards, 88% for Visual and Performing Arts, 84% for World Languages, and 41% for Literacy.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 49710190000000|Wilmar Union Elementary|2|Wilmar Union School District / Wilson Elementary School has a systematic, multi-year approach to adopting California state standards and frameworks. The district initiated changes in curriculum and instructional practices by adopting state approved instructional materials and taking part in professional learning around Common Core State Standards in Mathematics. Teachers conducted a pilot of state approved instructional materials leading to the selection, purchase, and implementation of a mathematics curriculum best suited to the needs of our students. The same process was used to adopt state approved instructional materials for English Language Arts and English Language Development. State standards in ELA, ELD, and Mathematics are fully implemented using standards-based curriculum. This year the district will fully implement the History-Social Science Framework with the piloting, selection, and purchase of standards-aligned curriculum and materials. Implementation of the Next Generation Science Standards (NGSS) has been initiated. In the next year teachers will begin examining state approved instructional materials for Science. State academic standards are fully implemented in the Wilmar Union School District / Wilson Elementary School through peer coaching, collaborative study of standards, lessons and student work, and analysis of student data. The Wilmar Union School District / Wilson Elementary School is deeply committed to ongoing learning and improvement for both students and staff. A culture of professional learning, collaboration, and growth continues as we implement new standards and frameworks. This ensures that all adopted academic standards are being implemented. Wilmar Union School District leadership and stakeholders utilized the state reflection tool to identify the implementation progress for the 2018 California School Dashboard.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 22655320125823|Sierra Foothill Charter|2||4|3|5|3|2|4|3|5|3|2|4|3|5|3|2|1|3|4|4|1|4|4|4|Met||2018 15634040000000|Delano Union Elementary|2||5|5|4|2|3|5|5|4|3|3|5|5|5|2|3|1|1|5|5|1|4|4|4|Met|Professional development and collaboration are key components of the instructional program at the Delano Union School District. Two late start Wednesdays per month are dedicated to teacher training and structured planning time where teachers discuss instructional practices, review assessment results, and design lessons with a specific focus on addressing gaps in student learning. All teachers and site leaders have received training in reading strategies, English learner methods, mathematics (where applicable), and technology. The district currently employs academic coaches in the areas of new teacher support, mathematics, English language arts, English language development, and technology; these individuals model and design lessons, assist with curriculum development, and collaborate with individual teachers to improve instructional practices. Curriculum facilitators representing grade-levels and subject areas from each site also support the curriculum development and implementation process by creating pacing guides, instructional materials, and assessments. Teachers have been trained in the use of district adopted English language arts and mathematics curriculum.Teachers have also participated in NGSS rollout trainings, AVID Summer Institute, CUE, California Mathematics Council trainings, California Music Educators Conference, CAHPERD Conferences, and a variety of other professional development opportunities that are aligned to district goals.|2018 34674390102343|Aspire Capitol Heights Academy|2||4|3|4|3|3|4|3|4|3|3|4|3|4|3|3|2|2|3|4|1|4|4|4|Met||2018 48705650000000|Travis Unified|2|At the October 9, 2018 Board meeting, staff reported progress on implementation of state standards. To measure implementation, we used a rubric that rates implementation on a five-point scale, from the exploration and research phase to full implementation. Our teachers identified five areas where we are at full implementation: English Language Arts, English Language Development, Mathematics, middle school Science, and high school Social Studies. There are three areas where ratings of implementation are rising, but that are not yet at a 4 or above: elementary Social Studies, elementary Science, and high school Science. This year, high school science teachers and elementary teachers are implementing lessons developed to align with the Next Generation Science Standards. Please see the full report at https://www.travisusd.org/Page/4624 for details.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 39686760118497|Aspire Langston Hughes Academy|2||4|3|4|4|4|4|3|4|4|4|2|2|2|2|2|2|2|3|4|4|3|3|3|Met||2018 43697080000000|Union Elementary|2||4|3|4|3|2|3|2|4|3|2|4|3|4|3|3|1|3|5|5|2|4|3|4|Met|In 2016, Eureka Math and CPM Mathematics curriculum were adopted to meet California’s mathematics standards. Teachers were trained to understand these programs and received professional development in strategies to meet the learning needs of each student throughout the year. In the middle schools, science teachers were trained in the implementation of the Next Generation Science Standards (NGSS) framework and standards. At the elementary level, STEAM Teachers on Special Assignment (ToSA)s have been trained to integrate NGSS standards with curriculum and all other elementary teachers are at the initial stages of NGSS training. Union School District is also currently piloting ELA/ELD curriculum to ensure our ELA/ELD adoption meets Common Core State Standards for both ELA and ELD. In the summer of 2017, California adopted a new History/Social Studies framework. Our middle school Social Studies teachers attended History/Social Studies framework training at the Santa Clara County Office of Education and continue to plan for implementation. Overall, Union School District continues to advance towards full implementation and sustainability of the California State Standards.|2018 39686760114876|Aspire Port City Academy|2||4|3|4|4|3|4|3|4|4|3|4|3|4|4|3|2|2|3|4|1|4|4|4|Met||2018 52715220132597|Evergreen Institute of Excellence|2||4|3|4|3|3|4|3|4|3|3|4|3|4|3|3|3|2|4|4|4|4|4|4|Met||2018 43694840000000|Gilroy Unified|2||4|2|4|3|2|4|3|4|2|1|3|2|4|3|3|3|2|4|3|4|4|3|2|Met||2018 39686760108647|Aspire Rosa Parks Academy|2||4|3|4|3|3|4|3|4|3|3|4|3|4|3|3|2|2|3|3|1|4|4|4|Met||2018 10621580000000|Fowler Unified|2||4|4|4|3|3|5|5|5|3|5|5|5|5|3|4|5|4|5|5|5|5|4|4|Met||2018 15636770000000|Mojave Unified|2||3|3|3|2|2|4|4|2|2|4|3|3|2|2|2|4|2|3|3|3|3|2|2|Met|The Mojave Unified School District has made steady progress in the area of standards implementation for mathematics and language arts. A CCSS-aligned ELA curriculum (K-8) was adopted during the 2017-2018 school year. This curriculum has been mapped, prioritized and paced out at the K-5th grade level--with teacher trainings held in May and August of 2018. College Prep. Mathematics (CPM) is being used at the high school level, and a CCSS-aligned math supplement, Eureka Math, is being delivered at elementary sites. New standards-aligned quarterly benchmarks have been adopted at the elementary and secondary level, and Common Formative Assessments (CFAs) have been fully implemented to align to the benchmarks in grades 3rd through 5th. Interim Assessment Blocks through SBAC are now used for grades 3rd-8th and 11th. In addition, our Professional Learning Communities have access to a rich collection of data and data protocols to drive standards based instruction and interventions, and our district now utilizes a CCSS-aligned report card through 5th grade.|2018 07617960133637|Summit Public School: Tamalpais|2|At Summit Tam we have designed our curriculum and student experience to align with common core and state standards. Summit Public Schools provides all schools in the Summit Public Schools network with a base curriculum. This curriculum includes Common Core aligned projects and content assessments that teachers collaboratively plan, edit, execute and provide feedback on. Through the planning process, teachers gain greater understanding of the Common Core and are able to guide students to proficiency more fluidly. The work that students do as part of the common assessment plan is more authentic to real world skills, enabling them to better meet Common Core proficiency. Teachers have set aside time to become familiar with the parts of the assessment plan, as well as time each week dedicated to improving the projects and content assessment for their students and building enrichment into the curriculum. Teachers also have dedicated days of professional development around assessment calibration, and long-term curriculum planning. As an organization and at each of our schools we use a variety of tools and measures to track progress on meeting and implementing the standards adopted by the State Board of Education that include both our standardized assessment program as well as our coaching and development program for faculty. Our Standardized Assessment Program is a schedule of externally validated assessments thoughtfully laid out and scheduled throughout the year that include pre-assessments, mid-year formative assessments, and summative post-assessments. These assessments are used as measures by the LEA of progress on the Common Core Standards because they provide evidence and feedback on a variety of topics especially literacy and numeracy. Assessments planned include the following (this list is not exhaustive): SBAC interim assessments (both the comprehensive assessment- ICAs and the block assessments- IABs); NWEA MAP a math and reading tests used for pre-assessment of 7th- 10th graders, mid-year assessment and end of the tear assessment and as part of English Language Development/Learner proficiency; PSATs; SATs and ACTs. Additionally, we use data and information from our coaching and induction programming to inform teacher performance in their adoption and implementation of standards. At Summit Tam each teacher receives weekly coaching and has time for professional development where coaches and coachees review lesson plans and student performance data and use identified look fors and standards aligned to best teaching practices for implementation of the curriculum. Beginning teachers at Summit Tam are also involved in an induction program and are evaluated for their cleared credentialed based upon their ability to implement the standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 37683383730959|Charter School of San Diego|2|The Charter School of San Diego (CSSD) annually measures its progress in implementing the state adopted academic standards through (1) curriculum alignment (percent of courses aligned), (2) quantity and quality of professional learning, and (3) evaluation of instructional programs. (1) Curriculum Alignment: 100% of core courses are aligned to Common Core State Standards (CCSS) in English Language Arts (ELA), Mathematics, and History-Social Science. CSSD has aligned 100% of Career Technical Education, Health Education, Physical Education, and World Language courses. 100% of ELA and History-Social Science courses are aligned to California English Language Development (ELD) standards. The school’s curriculum development plan includes specific timelines for each new core course to be aligned to ELD standards. CSSD is on target to align 100% of core Science courses to the Next Generation Science Standards (NGSS). Currently, 40% of core science courses are aligned to NGSS based on the CA Science Curriculum Framework that was approved by the SBE in November 2016. Currently at 80%, CSSD is on target to align 100% of Visual and Performing Arts courses. (2) The school measures the quantity (number of hours) and quality (evaluation of high relevancy) of professional learning for teaching to the state adopted academic standards and curriculum frameworks in ELA, ELD, Math, NGSS, and History- Social Science. Currently, teachers at the school exceed the professional development participation target of 60 hours. 95% of teachers report high levels of relevancy of the professional development trainings they attend. (3) The school measures its progress in implementing programs to support staff in identifying areas where they can improve in delivering instruction aligned to academic standards. Instructional Leaders provide informal and formal supports to instructional staff on a weekly, monthly and annual basis. Through Resource Center Observations, staff are given actionable feedback on the delivery of instruction in ELA, ELD, Math, NGSS, and History-Social Science. Formal observations are incorporated into each teacher’s annual Scorecard (evaluation) review. The Charter School of San Diego reported Local Indicator Priority 2 results at the November 7, 2018 Board of Directors meeting.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 50105045030234|Valley Charter High|2||4|4|4|4|4|4|4|3|4|4|5|5|5|5|5|4|4|3|3|4|5|5|5|Met||2018 50710430112292|Aspire Summit Charter Academy|2||4|3|4|3|3|4|3|4|3|3|4|3|4|3|3|2|2|3|4|1|4|4|4|Met||2018 15634870000000|General Shafter Elementary|2|General Shafter School District students have made progress in Math and Language Arts as measured by the SBAC, Benchmarking, and CELDT/ELPAC. General Shafter SUBSTANTIALLY implemented the Common Core, NGSS, and all state adopted standards as measured by APS and Administrative observation for all students including our EL population.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 10623800000000|Raisin City Elementary|2||4|3|3|3|3|4|4|4|4|4|4|4|4|4|4|3|4|4|3|3|4|4|4|Met||2018 07100740129684|Summit Public School K2|2|At Summit K2 we have designed our curriculum and student experience to align with common core and state standards. Summit Public Schools provides all schools in the Summit Public Schools network with a base curriculum. This curriculum includes Common Core aligned projects and content assessments that teachers collaboratively plan, edit, execute and provide feedback on. Through the planning process, teachers gain greater understanding of the Common Core and are able to guide students to proficiency more fluidly. The work that students do as part of the common assessment plan is more authentic to real world skills, enabling them to better meet Common Core proficiency. Teachers have set aside time to become familiar with the parts of the assessment plan, as well as time each week dedicated to improving the projects and content assessment for their students and building enrichment into the curriculum. Teachers also have dedicated days of professional development around assessment calibration, and long-term curriculum planning. As an organization and at each of our schools we use a variety of tools and measures to track progress on meeting and implementing the standards adopted by the State Board of Education that include both our standardized assessment program as well as our coaching and development program for faculty. Our Standardized Assessment Program is a schedule of externally validated assessments thoughtfully laid out and scheduled throughout the year that include pre-assessments, mid-year formative assessments, and summative post-assessments. These assessments are used as measures by the LEA of progress on the Common Core Standards because they provide evidence and feedback on a variety of topics especially literacy and numeracy. Assessments planned include the following (this list is not exhaustive): SBAC interim assessments (both the comprehensive assessment- ICAs and the block assessments- IABs); NWEA MAP a math and reading tests used for pre-assessment of 7th- 10th graders, mid-year assessment and end of the tear assessment and as part of English Language Development/Learner proficiency; PSATs; SATs and ACTs. Additionally, we use data and information from our coaching and induction programming to inform teacher performance in their adoption and implementation of standards. At Summit K2 each teacher receives weekly coaching and has time for professional development where coaches and coachees review lesson plans and student performance data and use identified look fors and standards aligned to best teaching practices for implementation of the curriculum. Beginning teachers at Summit K2 are also involved in an induction program and are evaluated for their clear credential based upon their ability to implement the standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 50711670137265|Aspire University Charter|2||4|3|4|3|3|4|3|4|3|3|4|3|4|3|3|2|2|3|4|1|4|4|4|Met||2018 41689240127548|Summit Public School: Shasta|2|At Summit Shasta we have designed our curriculum and student experience to align with common core and state standards. Summit Public Schools provides all schools in the Summit Public Schools network with a base curriculum. This curriculum includes Common Core aligned projects and content assessments that teachers collaboratively plan, edit, execute and provide feedback on. Through the planning process, teachers gain greater understanding of the Common Core and are able to guide students to proficiency more fluidly. The work that students do as part of the common assessment plan is more authentic to real world skills, enabling them to better meet Common Core proficiency. Teachers have set aside time to become familiar with the parts of the assessment plan, as well as time each week dedicated to improving the projects and content assessment for their students and building enrichment into the curriculum. Teachers also have dedicated days of professional development around assessment calibration, and long-term curriculum planning. As an organization and at each of our schools we use a variety of tools and measures to track progress on meeting and implementing the standards adopted by the State Board of Education that include both our standardized assessment program as well as our coaching and development program for faculty. Our Standardized Assessment Program is a schedule of externally validated assessments thoughtfully laid out and scheduled throughout the year that include pre-assessments, mid-year formative assessments, and summative post-assessments. These assessments are used as measures by the LEA of progress on the Common Core Standards because they provide evidence and feedback on a variety of topics especially literacy and numeracy. Assessments planned include the following (this list is not exhaustive): SBAC interim assessments (both the comprehensive assessment- ICAs and the block assessments- IABs); NWEA MAP a math and reading tests used for pre-assessment of 6th- 10th graders, mid-year assessment and end of the tear assessment and as part of English Language Development/Learner proficiency; PSATs; SATs and ACTs. Additionally, we use data and information from our coaching and induction programming to inform teacher performance in their adoption and implementation of standards. At Summit Shasta each teacher receives weekly coaching and has time for professional development every 6-8 weeks where coaches and coachees review lesson plans and student performance data and use identified look fors and standards aligned to best teaching practices for implementation of the curriculum. Beginning teachers at Summit Shasta are also involved in an induction program and are evaluated for their cleared credentialed based upon their ability to implement the standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 50711750120212|Aspire Vanguard College Preparatory Academy|2||4|3|4|3|3|4|3|4|3|3|4|3|4|3|3|2|2|3|3|1|4|4|4|Met||2018 15635860000000|Linns Valley-Poso Flat Union|2||4|4|4|3|3|4|4|4|3|3|3|3|3|3|3|2|2|4|3|1|3|3|3|Met||2018 39685856116594|Aspire Vincent Shalvey Academy|2||4|3|4|3|3|4|3|4|3|3|4|3|4|3|3|2|2|3|4|1|4|4|4|Met||2018 19647330129825|Clemente Charter|2||4|4|4|3|3|5|4|5|4|4|5|5|5|5|5|1|4|5|5|1|5|5|5|Met||2018 19647330135921|WISH Community|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met|WISH courses have been designed in alignment with the California Common Core standards (www.cde.ca.gov/be/st/ss) and frameworks to support meaningful and engaging curriculum. Given the importance we place on collaboration and co-teachinig, we have teams of professionals working together to develop detailed pacing plans using the key principles of backward planning and project-based learning units. Teachers start with the goal of having their students master all of the Common Core and State Standards and plan backward to determine the most appropriate sequencing of instruction. Our partnership with Loyola Marymount University’s school of education as a demonstration site provides invaluable analysis and feedback on our practices through their research and observations. This research helps our school to continuously improve and also benefits the broader education community through the documentation of our best practices. WISH administers a variety of assessments to document and analyze student academic progress over time. Student achievement data gathered through internal and external assessments provide teachers the opportunity to modify classroom instruction in response to outcomes and allow the school to modify its program to address student needs. Assessments include Smarter Balanced Interim Assessments, Performance Tasks and Comprehensive tests, Illuminate Inspect Assessments, internally-Created Rubrics for Performance-Based projects and Publisher-designed assessments|2018 19647330127985|Ingenium Charter Middle|2||4|4|4|3|3|5|4|5|4|4|5|5|5|5|5|1|4|5|5|1|5|5|5|Met||2018 19765470118760|Barack Obama Charter|2||4|4|4|3|3|5|4|5|4|4|5|5|5|5|5|1|4|5|5|1|5|5|5|Met||2018 13101320000000|Imperial County Office of Education|2||4|4|4|3|4|4|4|4|3|4|4|4|3|3|4|4|4|3|3|3|4|4|4|Met|"ELA: All teachers have been provided with PD in ELA. Constructed response essays and the ""RACE"" - reword, answer, cite and explain method have been the focus in all classrooms. History: All teachers attended the Reading like a Historian-Stanford History Education Group (SHEG) workshop held by Tracy Canalez. The document-based lessons and online curriculum were helpful in designing lessons that integrate State Standards. Mathematics: State Standards training was provided by ICOE. PD was broken down by standards domain such as Expressions & Equations, Number of Operations, Measurement & Data, Statistics & Probability. NGSS: An introductory NGSS training was held with our teachers. Several teachers attended the advanced NGSS training at ICOE. SBAC Interim Assessments: All teachers attended SBAC interim Assessment Blocks training. Teachers learned how to navigate through the Library and how to administer the IABs. Teachers reviewed the blueprints in Mathematics and ELA."|2018 19734370137257|Ingenium Wings Independent Study - Compton|2||4|4|4|3|3|5|4|5|4|4|5|5|5|5|5|1|4|5|5|4|5|5|5|Met||2018 19734370137240|Ingenium Clarion Charter Middle|2||4|4|4|3|3|5|4|5|4|4|5|5|5|5|5|1|4|5|5|1|5|5|5|Met||2018 19647330121137|Ingenium Charter|2||4|4|4|3|3|5|4|5|4|4|5|5|5|5|5|1|4|5|5|1|5|5|5|Met||2018 54722490133793|Accelerated Charter High|2|Our district annually measures its progress in implementing the state academic standards. Even though the English Language Arts and mathematics standards were implemented 6 years ago, our district and schools continue to refine the implementation through revising the curriculum and how it is aligned to the standards. This year our district is specifically focusing on refining the alignment of our math courses to the common core mathematics standards. Our district and schools continue to focus on training our teachers on the English Language Development standards. All of our core departments have been trained in the ELD standards. The Next Generation Science Standards have also been a districtwide focus for our science teachers these past three years. This included revising our science course sequence and the curriculum in Biology, Chemistry and Intro Physical Science to reflect the standards. Additionally, our science teachers throughout the district meet three times a year to review the implementation of the NGSS standards in Biology, Chemistry and Intro to Physical Science. Our freshmen physical education courses have created units that are aligned to the health content standards. History, career technical education courses, Physical Education, Visual and Performing Arts and World Language, also regularly review the state standards for their courses to ensure alignment to the curriculum. Our history teachers participated in the state roll-out of the History-Social Science Framework training.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 39685770000000|Linden Unified|2||4|3|4|3|1|5|5|5|2|1|5|5|5|2|1|5|3|4|5|5|5|5|3|Met||2018 31668520121608|Harvest Ridge Cooperative Charter|2||4|2|4|4|4|4|2|4|4|4|4|2|4|4|4|3|3|4|4|4|4|4|4|Met||2018 19647331931047|Birmingham Community Charter High|2|Birmingham Community Charter High School tracks its progress in the implementation of state academic standards via a number of standardized, benchmark and formative assessments as follows: • The PSAT is administered to grades 9 through 11 in October. The SAT is administered to grade 12 students in October. • Benchmark Assessments are administered to grades 9 through 11 in Math and English (Social Studies and Science are in the planning stages) in the fall and spring semesters. • Physical Fitness Test or the Fitness Gram is administered to all grade 9 students in the spring semester. • The initial ELPAC is administered to all English learners who are newly arrived to this country throughout the school year. • The summative ELPAC is administered to all English Learners in the spring semester. • Smarter Balanced Summative Assessment in Math and English is administered to all grade 11 students in the spring semester. • California Science Test (CAST) is administered to all eligible students in grades 11 or 12 in the spring semester. • California Alternate Assessment in Math, English and Science is administered to all students with disabilities on an alternate curriculum in the spring semester. Birmingham Community Charter High School has made strong progress in the implementation of the state academic standards as is set forth below in greater detail: • All 11th grade students are enrolled in a math class to ensure access to three years of math curriculum aligned to CA Math Standards and to improve the overall math proficiency of all students at all levels. • The Common Core Math Practice Standards are emphasized in all Algebra 1, Geometry, and Algebra 2 classes to ensure that student problem-solving in math is aligned with California Math Standards and SBAC expectations. • All 9th and most 10th grade students are scheduled into a double block of math in Algebra 1/Honors Algebra 1, Geometry/Honors Geometry, and Algebra 2/Honors Algebra 2 (9th grade only) to ensure that students receive a strong foundation in both Math content and skills. • 11th grade students have been enrolled in a double blocked Algebra 2 course to strengthen skill levels in the eight Math Practice Standards. • Co-teaching has been implemented and expanded to provide support to SWD and other struggling sub-groups in both English and Math classes. • All 9th grade and many 10th and 11th grade students are scheduled into a double block of ELA to ensure that students receive a strong foundation in both ELA content and skills (literacy standards). • EL students enrolled in a US school less than 5 years are placed in double blocked English, Algebra 1 and/or Geometry classes based on their ability level. • All LTEL students are placed in an ELD support class in addition to their core ELA class to strengthen English Language skills.|5|4|5|3|5|4|5|5|3|5|4|4|4|4|4|4|5|4|5|5|4|4|5|Met|Birmingham Community Charter High School is currently in the process of reviewing updated curriculum aligned to the Common Core Standards in English and will be purchasing a new curriculum for English classes. We are also reviewing updated curriculum aligned to the Next Generation Science Standards and are in the process of selecting the appropriate textbook series.|2018 42691120124255|Trivium Charter|2|Trivium is a Personalized Learning Public Charter School and, as such, we offer multiple different standards-aligned curriculum at each grade level to meet the needs of our individual students in all core subjects. Our CTE program is still developing and we are excited about developing a strong, yet varied, CTE program. We are offering 2 options for world languages and they have been well received by our families.|5|4|4|4|5|5|4|4|4|5|5|5|4|4|5|5|5|5|5|5|5|5|5|Met||2018 06100660000000|Colusa County Office of Education|2||3|2|2|2|4|3|3|2|2|4|2|2|2|2|2|3|2|2|3|1|2|2|2|Met|Due to staff changes, the implementation of academic standards has been inconsistent. With the recent hiring of the teacher/principal and the focus on updating curriculum that is aligned to state standards, major strides have been made. Implementing state standards and participating in a WASC accreditation review process will help move the S. William Abel School forward in the right direction. Efforts will always be on going and a special emphasis will be placed on incorporating ELD strategies and high quality CTE pathways.|2018 42691120137877|Trivium Charter School Adventure|2|Each student has a Personalized Learning Plan which is regularly reviewed and updated to make sure appropriate progress is being achieved. Students and families have a wide range of standards-aligned curriculum choices to meet their needs whether it is through a text/workbook delivery system or online.|5|5|4|4|5|5|5|4|4|5|5|5|4|4|5|2|4|4|4|4|5|5|5|Met||2018 07616480115063|Antioch Charter Academy II|2|The curriculum for K-8 is aligned to the Common Core State Standards for English Language Arts and Mathematics. Each grade level has a list of Key Concepts that contains a minimum of 25 math concepts and 25 language arts concepts from each grade level aligned to the Common Core Standards. We chose to create this tool to track which standards each grade level is focused on as part of our WASC (Western Association of Schools and Colleges) accreditation process. K-3 students use the Montessori science curriculum, which does include concepts from the Next Generation Science Standards. 4th - 8th grade science classes are aligned to the Next Generation Science Standards. K-3 students use the Montessori cultural curriculum, which includes concepts from the History-Social Science standards. 4th - 8th grade students study concepts from the History-Social Science standards. In 7th or 8th grade, students take a trimester long heath class aligned to the Heath Education Content Standards. Our students have weekly PE, music, art, pottery, and Personal Safety (Shaolin Kempo Karate). In addition, 4th through 8th grade students are offered multiple elective choices including art, roller skating, second language, and STEM. Our school's Graduate Goals share some overlap with the Career Technical Education standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 37683383731395|Audeo Charter|2|• The school annually measures its progress in implementing the state adopted academic standards through (1) curriculum alignment (percent of courses aligned), (2) quantity and quality of professional learning, and (3) evaluation of instructional programs. (1) Curriculum Alignment: 100% of core courses are aligned to Common Core State Standards (CCSS) in English Language Arts (ELA), Mathematics, and History-Social Science. Audeo has aligned 100% of Career Technical Education, Health Education, Physical Education, and World Language courses. 100% of ELA and History-Social Science courses are aligned to California English Language Development (ELD) standards. The school’s curriculum development plan includes specific timelines for each new core course to be aligned to ELD standards. The school is on target to align 100% of core Science courses to the Next Generation Science Standards (NGSS). Currently, 40% of core science courses are aligned to NGSS based on the CA Science Curriculum Framework that was approved by the SBE in November 2016. Currently at 80%, The school is on target to align 100% of Visual and Performing Arts courses. (2) The school measures the quantity (number of hours) and quality (evaluation of high relevancy) of professional learning for teaching to the state adopted academic standards and curriculum frameworks in ELA, ELD, Math, NGSS, and History- Social Science. Currently, teachers at the school exceed the professional development participation target of 60 hours. 95% of teachers report high levels of relevancy of the professional development trainings they attend. (3) The school measures its progress in implementing programs to support staff in identifying areas where they can improve in delivering instruction aligned to academic standards. Instructional Leaders provide informal and formal supports to instructional staff on a weekly, monthly and annual basis. Through Resource Center Observations, staff are given actionable feedback on the delivery of instruction in ELA, ELD, Math, NGSS, and History-Social Science. Formal observations are incorporated into each teacher’s annual Scorecard (evaluation) review.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|The school reported Local Indicator Priority 2 results at the November 7, 2018 Board of Directors meeting.|2018 42691120137885|Trivium Charter School Voyage|2|Each student has a Personalized Learning Plan which is regularly reviewed and updated to make sure appropriate progress is being achieved. Students and families have a wide range of standards-aligned curriculum choices to meet their needs whether it is through a text/workbook delivery system or online.|5|5|4|4|5|5|5|4|4|5|5|5|4|4|5|3|4|4|4|4|5|5|5|Met||2018 10622650126292|Reedley Middle College High|2||5|4|5|4|1|5|5|5|2|1|5|5|5|3|1|5|5|5|5|5|5|5|4|Met|RMCHS continues to work towards full implementation and sustainability of content and professional learning in the areas of English Language Arts, Math, Career Technical Education, Health Education, Physical Education, Visual and Performing Arts, and World Languages. RMCHS will continue to develop professional learning for integrated ELD, Next Generation Science Standards (NGSS) and Social Science. In the areas of Science and Social Science, RMCHS with the support of KCUSD is in the process of adopting new curriculum to align with the most current frameworks and standards. The goal is for this curriculum to be adopted in 2019-2020 for Science and 2020-2021 for Social Science. Professional development for the NGSS is in progress as RMCHS in conjunction with KCUSD has been a part of the NGSS Early Implementation Grant and has teacher leaders conducting lesson studies. Support for these initiatives is provided through instructional coaches supporting sites and delivery of professional learning. Differentiated professional learning is provided based on response to teacher needs based on surveys following professional learning sessions, feedback from administrators and through administrator Leadership Academies. RMCHS with the support of KCUSD continues to incorporate job embedded professional learning opportunities with coaches and during extended year courses. Teachers and Administration at RMCHS are active participants in all district wide professional development.|2018 43694270123745|Summit Public School: Rainier|2|At Summit Rainier we have designed our curriculum and student experience to align with common core and state standards. Summit Public Schools provides all schools in the Summit Public Schools network with a base curriculum. This curriculum includes Common Core aligned projects and content assessments that teachers collaboratively plan, edit, execute and provide feedback on. Through the planning process, teachers gain greater understanding of the Common Core and are able to guide students to proficiency more fluidly. The work that students do as part of the common assessment plan is more authentic to real world skills, enabling them to better meet Common Core proficiency. Teachers have set aside time to become familiar with the parts of the assessment plan, as well as time each week dedicated to improving the projects and content assessment for their students and building enrichment into the curriculum. Teachers also have dedicated days of professional development around assessment calibration, and long-term curriculum planning. As an organization and at each of our schools we use a variety of tools and measures to track progress on meeting and implementing the standards adopted by the State Board of Education that include both our standardized assessment program as well as our coaching and development program for faculty. Our Standardized Assessment Program is a schedule of externally validated assessments thoughtfully laid out and scheduled throughout the year that include pre-assessments, mid-year formative assessments, and summative post-assessments. These assessments are used as measures by the LEA of progress on the Common Core Standards because they provide evidence and feedback on a variety of topics especially literacy and numeracy. Assessments planned include the following (this list is not exhaustive): SBAC interim assessments (both the comprehensive assessment- ICAs and the block assessments- IABs); NWEA MAP a math and reading tests used for pre-assessment of 6th- 10th graders, mid-year assessment and end of the tear assessment and as part of English Language Development/Learner proficiency; PSATs; SATs and ACTs. Additionally, we use data and information from our coaching and induction programming to inform teacher performance in their adoption and implementation of standards. At Summit Rainier each teacher receives weekly coaching and has time for professional development every 6-8 weeks where coaches and coachees review lesson plans and student performance data and use identified look fors and standards aligned to best teaching practices for implementation of the curriculum. Beginning teachers at Summit Rainier are also involved in an induction program and are evaluated for their cleared credentialed based upon their ability to implement the standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 37770320134577|Audeo Charter II|2|The school annually measures its progress in implementing the state adopted academic standards through (1) curriculum alignment (percent of courses aligned), (2) quantity and quality of professional learning, and (3) evaluation of instructional programs. (1) Curriculum Alignment: 100% of core courses are aligned to Common Core State Standards (CCSS) in English Language Arts (ELA), Mathematics, and History-Social Science. Audeo II has aligned 100% of Career Technical Education, Health Education, Physical Education, and World Language courses. 100% of ELA and History-Social Science courses are aligned to California English Language Development (ELD) standards. The school’s curriculum development plan includes specific timelines for each new core course to be aligned to ELD standards. The school is on target to align 100% of core Science courses to the Next Generation Science Standards (NGSS). Currently, 40% of core science courses are aligned to NGSS based on the CA Science Curriculum Framework that was approved by the SBE in November 2016. Currently at 80%, The school is on target to align 100% of Visual and Performing Arts courses. (2) The school measures the quantity (number of hours) and quality (evaluation of high relevancy) of professional learning for teaching to the state adopted academic standards and curriculum frameworks in ELA, ELD, Math, NGSS, and History- Social Science. Currently, teachers at the school exceed the professional development participation target of 60 hours. 95% of teachers report high levels of relevancy of the professional development trainings they attend. (3) The school measures its progress in implementing programs to support staff in identifying areas where they can improve in delivering instruction aligned to academic standards. Instructional Leaders provide informal and formal supports to instructional staff on a weekly, monthly and annual basis. Through Resource Center Observations, staff are given actionable feedback on the delivery of instruction in ELA, ELD, Math, NGSS, and History-Social Science. Formal observations are incorporated into each teacher’s annual Scorecard (evaluation) review.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|The school reported Local Indicator Priority 2 results at the October 18, 2018 Board of Directors meeting.|2018 37683380118083|Innovations Academy|2|Innovations Academy is continuously assessing, reflecting and making adjustments so that our students experience the highest academic success. We begin the year with information from previous year's state assessments and within the first month of school administer the Developmental Reading Assessment (DRA) and the NWEA Measure of Academic Progress (MAP). This data gives us a clear picture of how each student scores on assessments in reading, language arts and math. Though we firmly believe that children are much more than data points and that tests often do not give complete academic data, we do believe that assessments can give us information that we can use to understand and support student learning. We administer the DRA because it is a one-on-one assessment that allows teachers to hear students read. We administer the MAP because it is an adjustable assessment and has many tools to help teachers improve instruction. Here is a summary of our progress in the implementation of the academic standards. English Language Arts – (full implementation and sustainability of the Common Core California State Standards within a writing and reading workshop model and inquiry based learning environment English Language Development (initial implementation) Mathematics – (full implementation of the Common Core Math Standards) Next Generation Science Standards (full implementation) Our inquiry studies align well and cover the NGSS. History-Social Science: (full implementation) Our project/inquiry based program provides opportunities for all students to interact with history, geography, civics and other social science areas in meaningful ways. All curriculum aligns with standards. Health Education Content Standards (initial implementation) We have a medical doctor who instructs students in grades 6-8 about sexual health as well as drugs and alcohol use. Our science and social studies projects address nutrition and physical activity. Our PE program also addresses physical activity and community health. Our social emotional program deals extensively with social, emotional, personal, community and mental health. Physical Education: (full implementation) We have a full time coach who teaches the PE Model Content Standards to all grade levels. Visual and Performing Arts: (full implementation and sustainability) At Innovations Academy all of our students participate in classroom instruction in fine art, performing arts and clay. Additionally, our teachers incorporate art throughout the curriculum World Language: (Full implementation and sustainability at the middle school level and research and exploration phase in the K-5 grades) At Innovations Academy our students receive standards based instruction in Spanish from 6th-8th grades. We intend to expand Spanish instruction to other grades in the future. Our 8th graders leave our school with first year high school Spanish complete.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 39685930000000|Manteca Unified|2||4|4|4|4|3|4|4|4|3|3|4|4|4|4|3|4|3|4|4|4|5|5|5|Met||2018 43104390128090|Summit Public School: Denali|2|At Summit Denali we have designed our curriculum and student experience to align with common core and state standards. Summit Public Schools provides all schools in the Summit Public Schools network with a base curriculum. This curriculum includes Common Core aligned projects and content assessments that teachers collaboratively plan, edit, execute and provide feedback on. Through the planning process, teachers gain greater understanding of the Common Core and are able to guide students to proficiency more fluidly. The work that students do as part of the common assessment plan is more authentic to real world skills, enabling them to better meet Common Core proficiency. Teachers have set aside time to become familiar with the parts of the assessment plan, as well as time each week dedicated to improving the projects and content assessment for their students and building enrichment into the curriculum. Teachers also have dedicated days of professional development around assessment calibration, and long-term curriculum planning. As an organization and at each of our schools we use a variety of tools and measures to track progress on meeting and implementing the standards adopted by the State Board of Education that include both our standardized assessment program as well as our coaching and development program for faculty. Our Standardized Assessment Program is a schedule of externally validated assessments thoughtfully laid out and scheduled throughout the year that include pre-assessments, mid-year formative assessments, and summative post-assessments. These assessments are used as measures by the LEA of progress on the Common Core Standards because they provide evidence and feedback on a variety of topics especially literacy and numeracy. Assessments planned include the following (this list is not exhaustive): SBAC interim assessments (both the comprehensive assessment- ICAs and the block assessments- IABs); NWEA MAP a math and reading tests used for pre-assessment of 6th- 10th graders, mid-year assessment and end of the tear assessment and as part of English Language Development/Learner proficiency; PSATs; SATs and ACTs. Additionally, we use data and information from our coaching and induction programming to inform teacher performance in their adoption and implementation of standards. At Summit Denali each teacher receives weekly coaching and has time for professional development where coaches and coachees review lesson plans and student performance data and use identified look fors and standards aligned to best teaching practices for implementation of the curriculum. Beginning teachers at Summit Denali are also involved in an induction program and are evaluated for their cleared credential based upon their ability to implement the standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 41690620119503|Everest Public High|2|At Everest we have designed our curriculum and student experience to align with common core and state standards. Summit Public Schools provides all schools in the Summit Public Schools network with a base curriculum. This curriculum includes Common Core aligned projects and content assessments that teachers collaboratively plan, edit, execute and provide feedback on. Through the planning process, teachers gain greater understanding of the Common Core and are able to guide students to proficiency more fluidly. The work that students do as part of the common assessment plan is more authentic to real world skills, enabling them to better meet Common Core proficiency. Teachers have set aside time to become familiar with the parts of the assessment plan, as well as time each week dedicated to improving the projects and content assessment for their students and building enrichment into the curriculum. Teachers also have dedicated days of professional development around assessment calibration, and long-term curriculum planning. As an organization and at each of our schools we use a variety of tools and measures to track progress on meeting and implementing the standards adopted by the State Board of Education that include both our standardized assessment program as well as our coaching and development program for faculty. Our Standardized Assessment Program is a schedule of externally validated assessments thoughtfully laid out and scheduled throughout the year that include pre-assessments, mid-year formative assessments, and summative post-assessments. These assessments are used as measures by the LEA of progress on the Common Core Standards because they provide evidence and feedback on a variety of topics especially literacy and numeracy. Assessments planned include the following (this list is not exhaustive): SBAC interim assessments (both the comprehensive assessment- ICAs and the block assessments- IABs); NWEA MAP a math and reading tests used for pre-assessment of 6th- 10th graders, mid-year assessment and end of the tear assessment and as part of English Language Development/Learner proficiency; PSATs; SATs and ACTs. Additionally, we use data and information from our coaching and induction programming to inform teacher performance in their adoption and implementation of standards. At Summit Everest each teacher receives weekly coaching and has time for professional development every 6-8 weeks where coaches and coachees review lesson plans and student performance data and use identified look fors and standards aligned to best teaching practices for implementation of the curriculum. Beginning teachers at Summit Everest are also involved in an induction program and are evaluated for their cleared credentialed based upon their ability to implement the standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 07616630000000|Byron Union Elementary|2||4|3|3|2|1|4|3|4|2|1|3|3|3|2|2|1|2|3|3|1|4|4|2|Met|This information was presented to the Byron Union School District Board on November 15, 2018. Because of a limited number of responses to the stakeholder input, it is recommended that the district review this metric with a wider range of respondents prior to finalizing LCAP goals and services.|2018 54720250000000|Outside Creek Elementary|2|Outside Creek provided certificated staff professional developments which focused on state academic standards. Certificated staff periodically provides an academic standards progress report which identifies which standards have been taught. Certificated staff monitor progress of students using academic standards computer programs.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 15637500000000|Rosedale Union Elementary|2|The Rosedale Union School District developed units of study, performance tasks, and pacing guides aligned to the California Content Standards. Common formative assessments and interim assessments are used as our metric to track the implementation and progress of the standards at each school and in each classroom. School Leadership Teams and District Leadership Teams analyze the data on a regular basis and provide feedback through the cycle of inquiry. We chose this metric to ensure our district and school sites are making evidence (data) driven decisions that are directly aligned to the ELA and Math standards, targets and claims. The interim assessments are particularly important as there is a high correlation to the smarter balanced assessment. A) ELA: After analyzing evidence (data) from all schools in our district, we have identified that our students are making continuous progress towards meeting or exceeding the standards indicating that our staff and students are in full implementation (5) of the new California ELA standards. Evidence includes: newly adopted aligned curriculum, Professional Development on new curriculum implementation, systematic common and interim assessments being used district-wide to monitor mastery of standards, and teaching teams developing well-planned lessons with clear evidence of learning and success criteria. Our goal is to continue to have teachers work fluently with the ELA standards and have students continue to take ownership of their learning targets and progress toward mastery. B) Math: After analyzing evidence (data) from all schools in our district, we have identified that our students are making continuous progress towards meeting or exceeding the standards indicating that our staff and students are in full implementation (5) of the new California Math standards. Our teachers have well-planned units and aligned curriculum. They have formative and summative assessments to monitor individual student progress toward mastery and their students engage in mathematical practices (creating models, using precision, communicating their understanding). Our goal is to continue to have teachers work fluently with the Math standards and have students continue to take ownership of their learning targets and progress toward mastery. The following is a summary of where our district is concerning the other state standards based on the following Standards Implementation Scale: 1 – Initial Awareness; 2 – Developing Awareness; 3 – Full Awareness; 4 –Student Awareness; 5 – Full Implementation ? ELD–3 ? Career Technical Education – N/A (High School) ? ? Health Education Content Standards – 1 ? History-Social Science – 2 ? ? Model School Library Standards - 2 ? ? Physical Education Model Content Standards -3 ? ? Next Generation Science Standards - 2 ? ? Visual and Performing Arts - 2 ? ? World Language – N/A (High School)|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 38684780118133|Five Keys Adult School (SF Sheriff's)|2||4|3|3|3|4|4|4|3|3|4|4|3|3|3|4|4|4|3|4|3|4|4|4|Met||2018 49707060000000|Geyserville Unified|2||4|3|4|2|1|4|4|4|1|1|4|2|4|1|1|4|3|3|4|3|3|3|3|Met|Please note 6th-12th Science is considered at a level 3-Initial Implementation for all areas. Both Geyserville New Tech Academy and Geyserville Elementary are engaged with organizations to help improve professional learning, instructional materials, instruction and supporting staff. In 2013 Geyserville New Tech Academy (grades 6th-12th) became a New Tech Network school and have been continuously implementing and refining this model of school at our site. The transition to project based learning has been important, but developing and evaluating quality project based learning activities takes time. All of our students have a technology device they use for their classroom. The New Tech Network provides the expertise and coaching to develop quality professional development. Geyserville Elementary School is currently engaging in the 21st Century School Renewal Project. This project is an ongoing collaborative continuous improvement program model that unites our school community through a shared vision, uses data-based decision making, systematically utilizes the inquiry process, and respects the variety of expertise and experience within our school community. This process provides clear systems for choosing school priorities that will systematically move the school closer to its shared vision. Collaboration and distributed leadership play an important role in the decision-making which ensures that even with leadership or other staff changes, the school can move forward.|2018 19646670125559|iLEAD Lancaster Charter|2||5|2|4|2|3|4|2|4|3|4|4|3|4|3|4|3|1|2|5|4|5|5|4|Met||2018 01611500000000|Castro Valley Unified|2||4|4|4|4|3|4|4|4|3|3|4|4|4|4|4|4|3|4|4|4|4|4|4|Met|CVUSD has made progress in this area. We have moved a few areas from Beginning Development to Initial Implementation. We have also moved a few areas from Initial Implementation to Full Implementation. We will continue to work move towards Full Implementation and Sustainability in all areas.|2018 37683386117279|Holly Drive Leadership Academy|2|English Language Arts – Common Core State Standards for English Language Arts - Currently using the Journeys Curriculum, Achieve 3000 on line program that allows the students to receive instructional level support verses grade level support and this program provides current lexile reading levels. California Iready online to close achievement gaps. Students in grades 3-8 utilize both programs daily to subsidize growth. Accelerated Reader is utilized to promote the love of reading through comprehensive test where students can win prizes •English Language Development (Aligned to Common Core State Standards for English Language Arts) - language development online courses have been instrumental in assisting with this effort. Certain students are pulled out for one on one support when needed. •Mathematics –Common Core State Standards for Mathematics - Currently using Go Math as our standard curriculum, numerous hands on projects for real world understanding and application, California Iready for increased individual assistance and to close any grade level gaps and achieve3000 has a math component that is thematic in the program and goes along with the weekly stories. New this year is Math Whizz.an on line math mastery program •Next Generation Science Standards - currently using numerous project based education to dive deeper in the understanding of the science standard. Numerous off campus learning opportunities. Our curriculum is rich in workshops from scientist at Cymer and Salk Institute, hands on learning using film, projects and our curriculum is Houghton Mifflin Harcourt Brace •Career Technical Education - All students receive general instruction on computer basics and middle school students complete an engineering course from UCSD and a Drone/Robotic Course at Elementary Institute of Science as well as an online keyboarding/typing course. Planning on expanding to Excel and Web design for our middle school students •Health Education Content Standards - Currently we teach basic hygiene, kick butts (saying no to tobacco/drugs) in our Say no to drugs campaign, anti gang workshop in our Choices and Challenges Course, anti bullying projects. We also teach an etiquette and life skills course •Physical Education Model Content Standards all students take PE and the middle school students learn the fundamentals of basketball, the students in grades K-5 take dance classes to learn coordination, and that all types of moving is exercise. Photography is taught in grades 3-6. Students in grades 5,7 complete the physical fitness exam. •Visual and Performing Arts - All students take art classes, dance classes, chess courses, and drama •|4|4|4|3|3|4|4|4|3|3|5|5|4|3|3|4|4|4|4|3|4|4|4|Met|HDLA has partnered with the SDCOE to receive Educator framework mastery training on the Math Common Core Requirements and how to implement time on task and math standard practice for student mastery of the common core standards|2018 35674620000000|Cienega Union Elementary|2||4|4|5|3|3|3|3|5|1|1|5|5|5|4|4|1|5|5|5|1|5|5|5|Met||2018 43696664330585|Downtown College Preparatory|2|GOAL: Downtown College Prep (DCP El Primero) is committed to ensuring its curriculum is aligned to the state academic standards adopted by the State Board of Education. Toward that end, it holds the goal that students will have access to state-adopted standards aligned curriculum, materials, and technology, and will be enrolled in courses taught by appropriately credentialed teachers. ACTIONS: DCP El Primero engages in the following actions to support this goal: 1) Provide standards aligned curriculum and instructional materials, 2) Provide computer and technology equipment, 3) Offer enrichment and elective courses, 4) Support teacher credentialing, 5) Provide supplementary materials for students who are ELs and/or living in poverty, and 6) Provide professional development to teachers to support practice. ASSESSMENT: DCP El Primero assesses its progress in this goal area through 1) ongoing review of teacher credentialing and placement, coupled with supports as needed to avoid misassignments; 2) annual audit of curriculum for standards alignment, with adoption of new curriculum as needed to ensure alignment to new standards, and 3) annual assessment of teacher practice and development of professional development to support teacher practice in alignment with state standards. 2017-18 PROGRESS: DCP El Primero achieved progress in this goal area as follows: CURRICULUM - A NGSS aligned Science curriculum will be adopted for 2018-19. Elective offerings were significantly expanded internally and through a partnership with the SVCTE (Silicon Valley Career & Technical Education), including Auto Mechanics, Nursing, Engineering, and Hotel Management. PROFESSIONAL DEVELOPMENT - Every teacher moved onto one of four professional development pathways: the workshop model and understanding by design with Cris Tovani and Sam Bennett; mathematics with Silicon Valley Mathematics Institute (SVMI); science with a focus on NGSS with in-house STEM specialist, Jen McRae; and Neurodiversity with the SPED manager, Heather Furgeson.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 56725530000000|Pleasant Valley|2||5|4|4|3|2|5|5|5|2|2|5|4|5|2|2|3|2|3|4|2|4|4|4|Met|In order to ensure that training is meeting the needs of teachers, surveys are utilized to help PVSD assess effectiveness of training opportunities provided. In the 2018-2019 school year, administrators (site and district level) also used the reflection tool to gain additional insight on progress towards standards implementation. The district continues to provide professional development in the use of adopted materials as well as in the standards. As part of their individualized professional development plans, principals also attend these training opportunities. A team of PVSD social science teachers is in the process of piloting social science textbooks in grades 6th-8th. Originally, the science textbook pilot was scheduled for 2018-2019, but due to the delayed release of SBE-approved science materials, the pilot will occur in 2019-2020. We continue to develop our collective educator capacity through specific training in professional learning communities. Local measure progress was presented at a regularly scheduled meeting on 10/18/18.|2018 37680986116776|Classical Academy|2||4|3|4|3|4|4|3|4|3|4|4|3|4|3|4|4|4|4|4|1|4|4|4|Met||2018 37770990136077|Grossmont Secondary|2|Grossmont Secondary School (GSS) annually measures its progress in implementing the state adopted academic standards through (1) curriculum alignment (percent of courses aligned), (2) quantity and quality of professional learning, and (3) evaluation of instructional programs. (1) Curriculum Alignment: 100% of core courses are aligned to Common Core State Standards (CCSS) in English Language Arts (ELA), Mathematics, and History-Social Science. GSS has aligned 100% of Career Technical Education, Health Education, Physical Education, and World Language courses. 100% of ELA and History-Social Science courses are aligned to California English Language Development (ELD) standards. The school’s curriculum development plan includes specific timelines for each new core course to be aligned to ELD standards. The school is on target to align 100% of core Science courses to the Next Generation Science Standards (NGSS). Currently, 40% of core science courses are aligned to NGSS based on the CA Science Curriculum Framework that was approved by the SBE in November 2016. Currently at 80%, The school is on target to align 100% of Visual and Performing Arts courses. (2) The school measures the quantity (number of hours) and quality (evaluation of high relevancy) of professional learning for teaching to the state adopted academic standards and curriculum frameworks in ELA, ELD, Math, NGSS, and History- Social Science. Currently, teachers at the school exceed the professional development participation target of 60 hours. 95% of teachers report high levels of relevancy of the professional development trainings they attend. (3) The school measures its progress in implementing programs to support staff in identifying areas where they can improve in delivering instruction aligned to academic standards. Instructional Leaders provide informal and formal supports to instructional staff on a weekly, monthly and annual basis. Through Resource Center Observations, staff are given actionable feedback on the delivery of instruction in ELA, ELD, Math, NGSS, and History-Social Science. Formal observations are incorporated into each teacher’s annual Scorecard (evaluation) review.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|The school reported Local Indicator Priority 2 results at the October 18, 2018 Board of Directors meeting.|2018 01612590126748|LPS Oakland R & D Campus|2||5|3|4|3|3|5|4|4|3|4|5|4|4|4|4|3|4|4|4|4|5|5|3|Met|LPS Oakland has fully implemented common-core aligned curriculum, professional development for teachers and administrators in English at level 5 and Math at level 4 with a particular focus on math given student needs. Professional development to support both an understanding of the common core standards and applicable instructional strategies is in place in the other subject areas along with curricular materials in the 3-4 range. The wider LPS Network has 5 days of Network-wide professional development, three optional days and a summer Curriculum Institute focused on course-based collaboration and professional development related to standards-based curricula. In addition a portion of the weekly site professional development time focuses on the implementation of standards-based curricula. Monthly principal meetings and Instructional Leader (coach and Dean meetings) include classroom walk throughs focused on curriculum implementation.|2018 01611920108670|Leadership Public Schools - Hayward|2||5|3|4|3|3|5|4|4|3|4|5|4|4|4|4|3|4|4|4|4|5|5|3|Met|LPS Hayward has fully implemented common-core aligned curriculum, professional development for teachers and administrators in English at level 5 and Math at level 4 with a particular focus on math given student needs. Professional development to support both an understanding of the common core standards and applicable instructional strategies is in place in the other subject areas along with curricular materials in the 3-4 range. The wider LPS Network has 5 days of Network-wide professional development, three optional days and a summer Curriculum Institute focused on course-based collaboration and professional development related to standards-based curricula. In addition a portion of the weekly site professional development time focuses on the implementation of standards-based curricula. Monthly principal meetings and Instructional Leader (coach and Dean meetings) include classroom walk-throughs focused on curriculum implementation.|2018 37771070136473|Sweetwater Secondary|2|Sweetwater Secondary School (SSS) annually measures its progress in implementing the state adopted academic standards through (1) curriculum alignment (percent of courses aligned), (2) quantity and quality of professional learning, and (3) evaluation of instructional programs. (1) Curriculum Alignment: 100% of core courses are aligned to Common Core State Standards (CCSS) in English Language Arts (ELA), Mathematics, and History-Social Science. SSS has aligned 100% of Career Technical Education, Health Education, Physical Education, and World Language courses. 100% of ELA and History-Social Science courses are aligned to California English Language Development (ELD) standards. The school’s curriculum development plan includes specific timelines for each new core course to be aligned to ELD standards. The school is on target to align 100% of core Science courses to the Next Generation Science Standards (NSSS). Currently, 40% of core science courses are aligned to NSSS based on the CA Science Curriculum Framework that was approved by the SBE in November 2016. Currently at 80%, The school is on target to align 100% of Visual and Performing Arts courses. (2) The school measures the quantity (number of hours) and quality (evaluation of high relevancy) of professional learning for teaching to the state adopted academic standards and curriculum frameworks in ELA, ELD, Math, NSSS, and History- Social Science. Currently, teachers at the school exceed the professional development participation target of 60 hours. 95% of teachers report high levels of relevancy of the professional development trainings they attend. (3) The school measures its progress in implementing programs to support staff in identifying areas where they can improve in delivering instruction aligned to academic standards. Instructional Leaders provide informal and formal supports to instructional staff on a weekly, monthly and annual basis. Through Resource Center Observations, staff are given actionable feedback on the delivery of instruction in ELA, ELD, Math, NSSS, and History-Social Science. Formal observations are incorporated into each teacher’s annual Scorecard (evaluation) review.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|The school reported Local Indicator Priority 2 results at the October 18, 2018 Board of Directors meeting.|2018 33672490000000|San Jacinto Unified|2||4|4|4|3|3|4|4|4|3|1|4|4|4|3|1|3|3|3|3|3|3|3|3|Met||2018 37681060111195|Classical Academy High|2||4|3|4|3|4|5|3|4|3|4|4|3|4|3|4|3|3|4|5|4|4|4|4|Met||2018 37681893731072|River Valley Charter|2||5|4|5|5|5|5|3|5|5|5|3|3|5|4|4|5|5|5|5|5|4|5|4|Met||2018 36676110000000|Barstow Unified|2||5|5|5|3|3|5|5|5|3|3|5|5|5|5|5|4|4|4|4|4|5|5|5|Met||2018 01612590130617|Oakland Military Institute, College Preparatory Academy|2||5|4|4|4|5|5|5|5|5|5|5|5|4|4|5|5|5|5|5|5|5|5|5|Met||2018 37735693731221|Pacific View Charter|2||5|4|5|3|3|5|5|5|4|3|4|3|5|4|3|1|5|5|4|4|4|3|2|Met|Pacific View Charter is committed to implementing the state academic standards in a way that makes content comprehensible for all students in all grade levels. To ensure this, PVCS employs a Director of Curriculum who supervises the implementation and standards alignment for all PVCS curriculum as well as provides instructional support for teachers to best deliver curriculum to students. In addition, the Director of Curriculum supervises a Curriculum Committee tasked with reviewing curriculum, aligning curriculum to standards and assessing student understanding mastery of the content standards. The Curriculum Committee is composed of PLC Lead Teachers who work directly with each department staff to make sure that all teachers understand the and align the content they are teaching to the appropriate state standards. In addition, this year PVCS has implemented an Instructional Framework to support teachers in maximizing student learning and unifying instructional best practices schoolwide|2018 37735690136267|Coastal Academy Charter|2||4|3|4|3|4|4|3|4|3|4|4|3|4|3|4|4|4|4|4|1|4|4|4|Met||2018 27660922730240|Learning for Life Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|5|5|5|5|5|5|5|Met||2018 41689810000000|Portola Valley Elementary|2||4|3|4|3|1|4|4|4|3|1|4|3|4|3|2|3|3|5|5|5|4|4|4|Met|Portola Valley School District has been focused on supporting teachers in all curricular areas. Emphasis has been placed on providing ongoing professional development by in-house leadership teams in both ELA and Math. There is strong alignment within the K-5 Literacy program, K-8 math curriculum, Physical Education, Visual and Performing Arts, and World Language programs. There is progress towards aligning the middle school ELA program and integrating Health and Career Technical standards. Moving forward, the district is in the process of adopting History/Social-Science and Science curriculum and reviewing ELD curriculum during the 2018-2019 school year. The District will continue to provide robust professional development in all academic areas.|2018 30103060133959|Unity Middle College High|2||4|4|4|4|4|4|4|4|4|4|4|3|4|3|3|4|4|3|2|2|1|1|1|Met|Board approved 11-14-18.|2018 30768930130765|Magnolia Science Academy Santa Ana|2||4|4|4|4|4|5|5|5|4|4|5|5|5|4|4|3|4|5|5|5|5|4|4|Met|MSA-SA ensures all curricula and assessments are aligned to the standards and that teachers participate in professional development on the implementation of standards (CCSS, NGSS, etc.) We provide services to ELs by proficiency level and ELD instruction is aligned to the CA ELD standards and framework. ELs have access to core and supplemental ELD instructional materials; teachers attend PDs whose focus is on ELD standards. Our teachers participate in at least 18 hours of professional development per year. PD includes the areas of Common Core ELA/Literacy, math, ELD Standards and integration of ELD standards into content areas, and training in strategies to support ELs with common core ELA/ELD and math curricula. While the primary focus has mostly been on the ELA/Literacy, math, and ELD over the past few years, MSA-1 has also provided PD and supported our teachers on NGSS, History-Social Science, Career Technical Education, Health Education, Physical Education, Visual and Performing Arts, and World Languages.|2018 37683380126730|Kavod Charter|2|At Kavod, we hold students to high academic standards and believe in celebrating progress as outlined in our growth mindset model. We believe that the power of ‘yet’ holds great strength for students working towards their academic goals and work collectively to set up students for success. We look at multiple data points to track academic progress and growth. Kavod has successfully implemented CCSS and CA standards in all subject areas taught. The Lucy Calkins Reader’s/Writer's Workshop is used for ELA instruction and Houghton Mifflin Math Expressions for math instruction. Both curriculums are CCSS aligned and augmented with supplemental curriculum, such as Engage New York, Raz Kids and Dreambox, to meet students not at benchmark, challenge those performing above grade level and addressing the needs of English learners. NGSS is covered through Fusion Science, Social Studies is taught using a Pearson adopted text that aligns to state standards and our Physical Education program also aligns to state standards. Teachers use Fountas & Pinnell Leveled Reading program for monitoring reading progress. In addition, the Measures of Academic Progress (MAP) Suite allows us to compare student scores in relation to grade norm for ELA, Math and Science using a RIT score. MAP assessments are through the Northwestern Evaluation Association (NWEA). MAP tests are administered 2-3 times a year as one of the tools to monitor student progress.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|Kavod outperformed the national, state, county and district averages in ELA and Math on the SBAC for comparison grade levels. Science is currently not available. As an ongoing community of learners, Kavod staff is constantly evaluating their individual needs and providing professional development to address these. Kavod has done a combination of pairing more experienced staff to mentor new teachers as well as doing instructional rounds to reflect on best practices. In addition, self evaluations and year long informal administrative evaluations provide consistent support and oversight of program strengths and weaknesses. Creating leadership opportunities and promoting from within allows staff to get a more well-rounded understanding of program needs and lastly, as part of the end of year procedures, Kavod administration has staff take a survey to help inform professional development for the following year.|2018 09619030000000|Lake Tahoe Unified|2||4|3|4|3|2|5|3|5|3|2|5|3|5|3|2|5|5|5|5|5|5|5|5|Met||2018 21733610000000|Shoreline Unified|2|The District has adopted the following measures to track its progress in implementing the state academic standards: Fontes and Pinnell Benchmark Assessments, DIBELS reading, CORE Phonics, DIBELS math, MARS Math, and curriculum embedded assessments for the NGSS, Mathematics, HSS, PE, VAPA, and World Languages. CTE achievement is monitored by tracking student outcomes.|4|4|4|3|3|3|3|4|3|3|3|3|3|3|3|3|2|3|3|4|4|4|4|Met||2018 19647336020036|Woodlake Elementary Community Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2018 07617960000000|West Contra Costa Unified|2||3|3|4|3|2|3|3|4|3|2|3|3|3|2|2|3|3|3|3|3|4|4|3|Met||2018 43696176048045|Ida Jew Academies|2||3|3|4|3|3|3|3|5|2|3|3|3|4|3|3|2|3|3|3|3|4|4|3|Met||2018 43696410000000|Palo Alto Unified|2||4|3|4|3|3|5|3|4|2|3|3|3|3|3|3|3|4|4|5|4|5|3|2|Met|PAUSD’s ratings reflect our PK-12 district recognizing that PK-5, 6-8, and 9-12 are in different phases of implementation. Common Core-aligned instructional materials for ELA in grades PK-12 include Teachers’ College Units of Study (PK-5) and novels (6-12). CCSS-aligned math instructional materials are fully implemented and history/social studies materials are currently being implemented in PK-8. Interim materials are available for science. Implementation of the new ELD standards is also underway. In 2018-19 several high school courses will adopt new textbooks in the areas of math and history/social studies. PAUSD provides opportunities for all teachers to deepen knowledge and skills in the areas of state standards, Board-adopted curricula, and other research-based programs and best practice strategies that support district goals (e.g., Responsive Classroom, School Connect, learning targets, common assessments). We are supporting implementation of adopted math and HSS curriculum in PK-8 and new ELD standards, as well as ongoing implementation for ELA. Additional supports include: release time for classroom observations, instructional coach support, common planning and PLC time in secondary schools, and monthly specialist and instructional leader collaboration time. An area of growth is in systematically supporting staff to develop on the standards they have not yet mastered and improve standards-aligned instruction.|2018 19101990109660|Aspire Antonio Maria Lugo Academy|2||4|3|5|2|2|5|4|5|3|2|4|3|5|3|3|2|1|2|1|1|3|4|4|Met||2018 29102980114314|Bitney Prep High|2||4|4|4|4|4|4|4|4|4|4|5|4|5|4|4|5|5|4|5|5|4|4|4|Met||2018 49708210000000|Montgomery Elementary|2||5|5|5|5|5|5|5|5|4|4|5|5|5|5|5|4|4|5|4|4|5|5|5|Met|The District continues to make professional development opportunities a priority for all staff members. Staff development sessions held every other Thursday are designed to meet the needs of all professionals as they implement state standards in all areas. Engaging activities include collaborative time, teacher mentoring, materials assessment and presentations by professionals. Due to our small size, administrators and teachers participate in team teaching, classroom assistance and debriefing sessions on a regular basis. Our technology coordinator provides vital assistance and collaboration with all staff members as they implement state standards.|2018 21653910000000|Mill Valley Elementary|2||5|5|5|5|4|5|5|5|4|4|5|5|5|5|4|3|5|5|5|5|5|5|5|Met|Our district strives for all students to reach high levels of achievement in all content areas, as evidenced by an increased performance on standardized and authentic performance assessments across all student groups. Our district ensures that students are supported through high-quality instruction in all content areas with the implementation of CA State Standards across all subject areas (language arts, math, science, social studies, world languages, visual and performing arts, music, and physical education). Teachers employ effective, innovative teaching practices and use standards-based materials in their classrooms. They creatively design academic programs with higher-level learning activities designed to develop the whole child. These practices strengthen the caliber of teaching and the depth of learning that takes place in our classrooms.|2018 43104390123257|Downtown College Prep - Alum Rock|2|GOAL: Downtown College Prep Alum Rock is committed to ensuring its curriculum is aligned to the state academic standards adopted by the State Board of Education. Toward that end, it holds the goal that students will have access to state-adopted standards aligned curriculum, materials, and technology, and will be enrolled in courses taught by appropriately credentialed teachers. ACTIONS: DCP Alum Rock engages in the following actions to support this goal: 1) Provide standards aligned curriculum and instructional materials, 2) Provide computer and technology equipment, 3) Offer enrichment and elective courses, 4) Support teacher credentialing, 5) Provide supplementary materials for students who are ELs and/or living in poverty, and 6) Provide professional development to teachers to support practice. ASSESSMENT: DCP Alum Rock assesses its progress in this goal area through 1) ongoing review of teacher credentialing and placement, coupled with supports as needed to avoid misassignments; 2) annual audit of curriculum for standards alignment, with adoption of new curriculum as needed to ensure alignment to new standards, and 3) annual assessment of teacher practice and development of professional development to support teacher practice in alignment with state standards. 2017-18 PROGRESS: DCP Alum Rock achieved progress in this goal area as follows: CURRICULUM - The CCSS aligned Illustrative Math curriculum was adopted for the Middle School in Interactive Math for the High School and will be implemented in 2018-19. The ELD3 program has been adopted and will be implemented in 2018-19 to support newcomers with language acquisition at the High School. STANDARDS ALIGNMENT - Every high school teacher has a scope and sequence and unit plans, designed backwards from standards and final assessments. Mastery grading is employed across classrooms, so students have a clear understanding of where they stand in their classes. Students have multiple opportunities to pass the standard, including on the final. PROJECT BASED LEARNING - Middle School teachers collaborated to develop cross-curricular and multi-grade level projects, that provided horizontal and vertical cohesion to the curriculum. PBL units often integrated a focus on social justice, which made them relevant and engaging to students. DIFFERENTIATED INSTRUCTION - Middle school NWEA results are now linked to Khan Academy in Math, enabling the creation of differentiated playlists and workstations. PROFESSIONAL DEVELOPMENT - At the Middle School, a focus was held on the workshop model, supporting a 1:3 ratio of instruction to application. This included whole staff PD, learning labs, model lessons, and expert coaching. At the High School, two primary foci were held: Increasing and refining standards based grading, to ensure students have multiple opportunities to demonstrate understanding in multiple ways, and developing a strong school culture, including building classroom communities of learners.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330124016|Animo Western Charter Middle|2|The school offers a standards aligned curriculum to ensure students are provided with rigorous grade level content in all core classes. Curriculum Directors and Curriculum Specialists developed the ELA, Math, Science and History “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and Next Generation Science Standards. All materials are available to all teachers via Green Dot's online platform. Additional curricular resources available online include model unit plans, lesson plans and summative assessments. ELA and Math intervention courses (Literacy Intervention, Math Foundations and Academic English Essentials) are offered at all grade levels to ensure students below grade level received targeted supports to meet their needs and work towards mastery on state assessments. English Learners also receive specialized support through ELD courses, based on their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development has been provided to all teachers on the Common Core literacy standards as well as their content specific standards. Green Dot utilizes the train-the-trainer model providing instructional leadership team members in each content area ongoing support in curriculum development and instructional strategies through department meetings and collaboration. Green Dot uses the Reading Inventory and iReady assessments to measure the literacy and math gains of each student. Students take both assessments three times per year for progress monitoring. For the 2017-2018 school year, students grew an average 106 points on the RI, which is equivalent to more than 2 years of growth. In iReady, the average growth was 22, which is equivalent to more than 1.5 years of growth. In addition to these nationally normed assessments, Green Dot interim assessments are aligned to both Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. In recent state assessment data for 2017-2018, ELA increased to 28.6% of students meeting or exceeding the standard. In order to continue to push growth the school will continue to focus on school wide literacy strategies and the use of data to respond to student needs. In recent state assessment data for 2017-2018, Math increased to 14.3% of students meeting or exceeding the standard. In order to continue to push growth, the school will continue to implement a common-core aligned math curriculum and professional development focused on teaching math for conceptual understanding. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. The school is in the 89th and 76th percentiles in ELA and math, respectively.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 12630080000000|Rio Dell Elementary|2||4|3|4|4|4|5|4|5|4|4|3|3|3|2|2|4|3|4|3|4|3|3|3|Met||2018 19647330102434|Animo South Los Angeles Charter|2|The school offers a standards aligned curriculum to ensure students are provided with rigorous grade level content in all core classes. Curriculum Directors and Specialists developed the ELA, Math, Science and History “Course at a Glance” materials and curriculum maps aligned to CA Common Core State Standards and Next Generation Science Standards. Materials are available to teachers via Green Dot's online platform. Additional curricular resources available online include model unit plans, lesson plans and summative assessments. ELA and Math intervention courses (Literacy Intervention, Math Foundations and Academic English Essentials) are offered at all grade levels to ensure students below grade level received targeted supports to meet their needs and work towards mastery on state assessments. English Learners receive specialized support through ELD courses, based on their English proficiency levels, as well as through designated supports in literacy intervention. Teachers receive 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development has been provided to all teachers on the Common Core literacy standards as well as their content specific standards. Green Dot utilizes the train-the-trainer model providing instructional leadership team members in each content area ongoing support in curriculum development and instructional strategies through department meetings and collaboration. Green Dot uses the Reading Inventory and iReady assessments to measure the literacy and math gains of each student. Students take both assessments three times per year for progress monitoring. For the 2017-2018 school year, students grew an average 84 points on the RI, which is equivalent to more than 1.5 years of growth. In iReady, the average growth was 12 points, which is equivalent to more than 1 year of growth. In addition to these nationally normed assessments, Green Dot interim assessments are aligned to both Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. In recent state assessment data for 2017-2018, 43.0% of students met or exceeded the standard in ELA. In order to continue to push growth the school will continue to focus on school wide literacy strategies and the use of data to respond to student needs. In recent state assessment data for 2017-2018, 5.2% of students met or exceeded the standard in Math. In order to continue to push growth, the school will implement a common-core aligned math curriculum and professional development focused on teaching math for conceptual understanding. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. The school is in the 82nd and 53rd percentiles in ELA and math, respectively, further emphasizing that the school is successfully accelerating growth.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330111625|Animo Watts College Preparatory Academy|2|The school offers a standards aligned curriculum to ensure students are provided with rigorous grade level content in all core classes. Curriculum Directors and Specialists developed the ELA, Math, Science and History “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and Next Generation Science Standards. All materials are available to all teachers via Green Dot's online platform. Additional curricular resources available online include model unit plans, lesson plans and summative assessments. ELA and Math intervention courses (Literacy Intervention, Math Foundations and Academic English Essentials) are offered at all grade levels to ensure students below grade level received targeted supports to meet their needs and work towards mastery on state assessments. English Learners also receive specialized support through ELD courses, based on their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development has been provided to all teachers on the Common Core literacy standards as well as their content specific standards. Green Dot utilizes the train-the-trainer model providing instructional leadership team members in each content area ongoing support in curriculum development and instructional strategies through department meetings and collaboration. Green Dot uses the Reading Inventory and iReady assessments to measure the literacy and math gains of each student. Students take both assessments three times per year for progress monitoring. For the 2017-18 school year, students grew an average 82 points on the RI, which is equivalent to more than 1.5 years of growth. In iReady, the average growth was 13 points, which is equivalent to more than 1 year of growth. In addition to these nationally normed assessments, Green Dot interim assessments are aligned to both Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. In recent state assessment data for 2017-18, 41.4% of students met or exceeded the standard in ELA. In order to continue to push growth the school will continue to focus on school wide literacy strategies and the use of data to respond to student needs. In recent state assessment data for 2017-18, 9.3% of students met or exceeded the standard in Math. In order to continue to push growth, the school will continue to implement a common-core aligned math curriculum and professional development focused on teaching math for conceptual understanding. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. The school is in the 51st percentile for math, further emphasizing that the school is successfully accelerating student growth.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330124883|Animo College Preparatory Academy|2|The school offers a standards aligned curriculum to ensure students are provided with rigorous grade level content in all core classes. Curriculum Directors and Curriculum Specialists developed the ELA, Math, Science and History “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and Next Generation Science Standards. All materials are available to all teachers via Green Dot's online platform. Additional curricular resources available online include model unit plans, lesson plans and summative assessments. ELA and Math intervention courses (Literacy Intervention, Math Foundations and Academic English Essentials) are offered at all grade levels to ensure students below grade level received targeted supports to meet their needs and work towards mastery on state assessments. English Learners also receive specialized support through ELD courses, based on their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development has been provided to all teachers on the Common Core literacy standards as well as their content specific standards. Green Dot utilizes the train-the-trainer model providing instructional leadership team members in each content area ongoing support in curriculum development and instructional strategies through department meetings and collaboration. Green Dot uses the Reading Inventory and iReady assessments to measure the literacy and math gains of each student. Students take both assessments three times per year for progress monitoring. For the 2017-2018 school year, students grew an average 83.0 points on the RI, which is equivalent to more than 1.5 years of growth. In iReady, the average growth was 11.6 points. In addition to these nationally normed assessments, Green Dot interim assessments are aligned to both Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. In recent state assessment data for 2017-2018, 24% of students met or exceeded the standard in ELA. In order to continue to push growth the school will continue to focus on school wide literacy strategies and the use of data to respond to student needs. In recent state assessment data for 2017-2018, 9% of students met or exceeded the standard in Math. In order to continue to push growth, the school will continue to implement a common-core aligned math curriculum and professional development focused on teaching math for conceptual understanding. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 33670580000000|Desert Sands Unified|2||2|3|4|3|4|4|3|4|2|2|4|3|4|3|3|3|3|4|4|3|4|3|4|Met|In 2018, teachers in DSUSD participated in a Panorama survey to provide feedback on PD, implementation of standards and instructional strategies.1,087 responses were generated from a teaching staff of 1,268, to apply to the self-reflection tool. DSUSD began the transition to the CCSS in 2010 when adopted by the state. Since that time, DSUSD began adopting standards aligned curriculum, per the adoption schedule, for ELA and mathematics. Mathematics curriculum was adopted in 2016 and implemented the following year. In the spring of 2018, ELA/ELD textbooks, aligned with ELA CCSS and ELD standards, were adopted for grades TK-5 and were implemented in the 2017-18 school year. In 17-18 ELA/ELD textbooks for grades 6-12, aligned with ELA CCSS and ELD standards were adopted. The curriculum provides teachers with scaffolded curriculum to meet the needs of our English learners. Supplemental resources aligned to NGSS and the 2016 History/SS Framework have been provided to teachers until their respective textbook adoption year. In 17-18, half of DSUSD schools implemented a Multi-tiered System of Support where teachers were trained on methods to best support students’ academic and social emotional needs. The remaining schools will implement MTSS in the 18-19 school year. AVID expanded to all secondary and one elementary school. DSUSD continues to provide teachers with professional development, coaching, Structured Academic Support Time (SAST), and support for PLC's at all schools.|2018 19647330126797|Aspire Centennial College Preparatory Academy|2||4|3|4|4|1|4|3|4|4|2|4|3|3|4|2|1|1|3|3|2|3|3|3|Met||2018 19647330101675|Oscar De La Hoya Animo Charter High|2|The school offers a standards aligned curriculum to ensure students are provided with rigorous grade level content in all core classes. Curriculum Directors and Curriculum Specialists developed the ELA, Math, Science and History “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and Next Generation Science Standards. All materials are available to all teachers via Green Dot's online platform. Additional curricular resources available online include model unit plans, lesson plans and summative assessments. ELA and Math intervention courses (Literacy Intervention, Math Foundations and Academic English Essentials) are offered at all grade levels to ensure students below grade level received targeted supports to meet their needs and work towards mastery on state assessments. English Learners also receive specialized support through ELD courses, based on their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development has been provided to all teachers on the Common Core literacy standards as well as their content specific standards. Green Dot utilizes the train-the-trainer model providing instructional leadership team members in each content area ongoing support in curriculum development and instructional strategies through department meetings and collaboration. Green Dot uses the Reading Inventory and iReady assessments to measure the literacy and math gains of each student. Students take both assessments three times per year for progress monitoring. In 2017-2018 school year, students grew an average 82.6 points on the RI, which is equivalent to 1.5 years of growth. In iReady, the average growth was 19.4, which is equivalent to 1.5 years of growth. In addition to these nationally normed assessments, Green Dot interim assessments are aligned to both Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. In recent state assessment data for 2017-2018, 60% of students met or exceeded the standard in ELA. In order to continue to push growth the school will continue to focus on school wide literacy strategies and the use of data to respond to student needs. For Math, 14% of students met or exceeded the standard. In order to continue to push growth, the school will continue to implement a common-core aligned math curriculum and professional development focused on teaching math for conceptual understanding. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. The school is in the 88th and 51st percentiles in ELA and math, respectively, further emphasizing that the school is successfully accelerating student growth.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330128132|Extera Public School No. 2|2||5|4|5|4|4|5|4|5|4|4|5|4|5|5|4|0|4|4|4|0|5|5|4|Met||2018 19647330122622|Aspire Firestone Academy Charter|2||5|4|5|3|3|5|5|5|4|3|5|5|5|3|3|1|2|4|1|1|5|5|5|Met||2018 34673480000000|Galt Joint Union Elementary|2||4|4|4|3|1|4|4|4|3|2|4|4|4|4|2|1|1|3|4|1|4|4|4|Met|Local and State results were reviewed in a variety of stakeholder feedback sessions. Participants identified Key Refinement Areas that will have the greatest impact for implementation of state academic standards: 1. Content Connections with Powerful Language Use 2. Educator Professional Learning Cycle 3. Proactive, Strengths-based Supports & Opportunities 4. Cradle to Career Articulation|2018 19647330123992|Animo Ellen Ochoa Charter Middle|2|The school offers a standards aligned curriculum to ensure students are provided with rigorous grade level content in all core classes. Curriculum Directors and Specialists developed the ELA, Math, Science and History “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and Next Generation Science Standards. All materials are available to all teachers via Green Dot's online platform. Additional curricular resources available online include model unit plans, lesson plans and summative assessments. ELA and Math intervention courses are offered at all grade levels to ensure students below grade level received targeted supports to meet their needs and work towards mastery on state assessments. English Learners also receive specialized support through ELD courses, based on their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development has been provided to all teachers on the Common Core literacy standards as well as their content specific standards. Green Dot utilizes the train-the-trainer model providing instructional leadership team members in each content area ongoing support in curriculum development and instructional strategies through department meetings and collaboration. Green Dot uses the Reading Inventory and iReady assessments to measure the literacy and math gains of each student. Students take both assessments three times per year for progress monitoring. For the 2017-2018 school year, students grew an average 171.8 points on the RI, which is equivalent to more than 2 years of growth. In iReady, the average growth was 26.8 points, which is equivalent to more than 2 years of growth. In addition to these nationally normed assessments, Green Dot interim assessments are aligned to both Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. In recent state assessment data for 2017-2018, ELA increased to 26% of students meeting or exceeding the standard. In order to continue to push growth the school will continue to focus on school wide literacy strategies and the use of data to respond to student needs. In recent state assessment data for 2017-2018, Math increased to 12% of students meeting or exceeding the standard. In order to continue to push growth, the school will continue to implement a common-core aligned math curriculum and professional development focused on teaching math for conceptual understanding. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. The school is in the 87 percentile in ELA further emphasizing that the school is successfully accelerating student growth.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330122614|Aspire Gateway Academy Charter|2||3|3|4|3|2|4|4|5|3|2|4|4|5|3|3|2|2|4|3|1|4|4|4|Met||2018 01612590111476|Achieve Academy|2||4|4|4|2|2|4|4|4|2|2|4|4|4|2|2|1|3|3|3|1|5|5|4|Met||2018 01771800000000|SBE - Latitude 37.8 High|2|In alignment with State Priority 2, Latitude’s developed Goal 1 of its LCAP to support the implementation of State Academic Standards. In this goal, Latitude seeks to provide an engaging, high-quality, rigorous, standards-aligned curriculum in a broad course of study that incorporates 21st century learning opportunities, including math, science, social studies, targeted English language development and language arts. To do so, the school will implement a rigorous whole child approach that not only meets the basic needs of students, but also takes into consideration their socio-emotional, academic and behavioral needs. Latitude’s approach to teaching and learning is driven by the design principles of personalization, relevance, integration and creativity, which in turn become the four pillars of the Latitude student learning experience. In alignment with these four design principles, student learning at Latitude occurs across four experiences: Advisory - Where students develop a sense of personal and community identity, as well as personalized learning pathways. Workshop - Where students hone foundational literacy, communication, and mathematical thinking skills. Studio - Where students investigate, document, and develop creative solutions to real challenges in Humanities and in Science and Design. Extended Learning Opportunities - Where students engage in off campus learning, through site visits, internships, service learning experiences, and concurrent college enrollment classes. Key actions in SY 18-19 to support implementation of Academic State Standards within this program include development and implementation of: High Quality Project Based Learning plans, which clearly identify key learning targets and essential questions aligned to the CCSS, NGSS, and CSS; opportunities for real world learning; differentiation strategies; and project milestones/benchmarks. A personalized learning model to meet the diverse needs of students, supporting mastery of state standards at their optimal pace via a Workshop model. High-quality professional development aligned to high priority instructional practices that positively impact student academic achievement and social-emotional development. Latitude leverages diverse assessments to evaluate progress in implementation of state standards, which were selected based on their ability to inform instruction and program. These include 1) internally developed rubrics and checklists mapped against state standards, which are used monthly by the leadership team to evaluate student progress toward curricular outcomes, 2) the research-based, nationally normed NWEA MAP Assessment to gauge student growth and proficiency in English Language Arts and Mathematics, 3) the CAASPP assessments to evaluate student growth and mastery of state standards, and 4) UC/CSU course completion to evaluate college readiness.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|To be an educated person in the 21st century demands nothing less than global citizenship. Students are entering a world undergoing technological, cultural, linguistic, climatic, economic, and social disruption. The world students will face after they graduate will look different than the one today, both in terms of challenges and opportunities; the jobs of tomorrow look different than the jobs of today. In addition, the world is increasingly global and interconnected, requiring interdisciplinary, knowledgeable global citizens who can negotiate questions of justice and morality while grappling with the most complex problems facing our world, from climate change, to economic inequities, to international terrorism and conflict. To be prepared for this evolving world, the vision for Latitude graduates exceeds common notions of educational attainment and academic outcomes for students. The vision of the Latitude graduate is inclusive of college and career readiness. All Latitude students will graduate with A-G transcripts and powerful experiences across a broad array of career interests. Additionally, these college and career readiness indicators are a means to deeper life outcomes for all Latitude students. These outcomes include being able to articulate goals for themselves and having the ability to fulfill them. It also includes their ability to have agency and influence the world around them.|2018 19647330122499|Animo Westside Charter Middle|2|The school offers a standards aligned curriculum to ensure students are provided with rigorous grade level content in all core classes. Curriculum Directors and Curriculum Specialists developed the ELA, Math, Science and History “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and Next Generation Science Standards. All materials are available to all teachers via Green Dot's online platform. Additional curricular resources available online include model unit plans, lesson plans and summative assessments. ELA and Math intervention courses (Literacy Intervention, Math Foundations and Academic English Essentials) are offered at all grade levels to ensure students below grade level received targeted supports to meet their needs and work towards mastery on state assessments. English Learners also receive specialized support through ELD courses, based on their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development has been provided to all teachers on the Common Core literacy standards as well as their content specific standards. Green Dot utilizes the train-the-trainer model providing instructional leadership team members in each content area ongoing support in curriculum development and instructional strategies through department meetings and collaboration. Green Dot uses the Reading Inventory and iReady assessments to measure the literacy and math gains of each student. Students take both assessments three times per year for progress monitoring. In the 2017-2018 school year, students grew an average 111.2 points on the RI, which is equivalent to more than 2 years of growth. In iReady, the average growth was 21.4 points, which is equivalent to more than 2 years of growth. In addition to these nationally normed assessments, Green Dot interim assessments are aligned to both Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. In recent state assessment data for 2017-2018, 33% of students met or exceeded the standard in ELA. In order to continue to push growth the school will continue to focus on school wide literacy strategies and the use of data to respond to student needs. For Math, 19% of students met or exceeded the standard. In order to continue to push growth, the school will continue to implement a common-core aligned math curriculum and professional development focused on teaching math for conceptual understanding. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. The school is in the 72 and 84 percentiles in ELA and math, respectively, further emphasizing that the school is successfully accelerating student growth.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 23655576116669|Pacific Community Charter|2||3|3|4|3|2|3|3|4|3|3|3|2|4|3|2|4|3|2|5|3|3|3|3|Met||2018 43696660129718|Downtown College Preparatory Middle|2|GOAL: Downtown College Prep Middle School (DCP El Camino) is committed to ensuring its curriculum is aligned to the state academic standards adopted by the State Board of Education. Toward that end, it holds the goal that students will have access to state-adopted standards aligned curriculum, materials, and technology, and will be enrolled in courses taught by appropriately credentialed teachers. ACTIONS: DCP El Camino engages in the following actions to support this goal: 1) Provide standards aligned curriculum and instructional materials, 2) Provide computer and technology equipment, 3) Offer enrichment and elective courses, 4) Support teacher credentialing, 5) Provide supplementary materials for students who are ELs and/or living in poverty, and 6) Provide professional development to teachers to support practice. ASSESSMENT: DCP El Camino assesses its progress in this goal area through 1) ongoing review of teacher credentialing and placement, coupled with supports as needed to avoid misassignments; 2) annual audit of curriculum for standards alignment, with adoption of new curriculum as needed to ensure alignment to new standards, and 3) annual assessment of teacher practice and development of professional development to support teacher practice in alignment with state standards. 2017-18 PROGRESS: DCP El Camino achieved progress in this goal area as follows: CONTENT INTEGRATION - A pilot was run with two teachers working with a group of 70 students, integrating ELA and Social Studies content, strategies, and skills to support alignment with state standards. PROFESSIONAL DEVELOPMENT - Every teacher moved onto one of four professional development pathways: the workshop model and understanding by design with Cris Tovani and Sam Bennett; mathematics with Silicon Valley Mathematics Institute (SVMI); science with a focus on NGSS with in-house STEM specialist, Jen McRae; and Neurodiversity with the SPED manager, Heather Furgeson. ENRICHMENT - A Peer Mediation elective will be offered in 2018-19, to support students in facilitating restorative practices.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330124800|Aspire Inskeep Academy Charter|2||4|4|4|1|1|5|5|5|2|1|4|4|4|2|1|1|1|4|2|1|5|5|5|Met||2018 05615720000000|Mark Twain Union Elementary|2||4|4|4|4|2|3|3|5|3|2|4|4|5|4|2|1|4|5|3|1|5|5|5|Met|The District adopted new Mathematics curriculum for full implementation during the 208-19 school year. Professional Development for staff has been focused upon instructional strategies for Mathematics.|2018 19647330122481|Animo Jefferson Charter Middle|2|The school offers a standards aligned curriculum to ensure students are provided with rigorous grade level content in all core classes. Curriculum Directors and Specialists developed the ELA, Math, Science and History “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and Next Generation Science Standards. All materials are available to teachers via Green Dot's online platform. Additional curricular resources available online include model unit plans, lesson plans and summative assessments. ELA and Math intervention courses (Literacy Intervention, Math Foundations and Academic English Essentials) are offered at all grade levels to ensure students below grade level received targeted supports to meet their needs. English Learners also receive specialized support through ELD courses, based on their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development has been provided to all teachers on the Common Core literacy standards as well as their content specific standards. Green Dot utilizes the train-the-trainer model providing instructional leadership team members in each content area ongoing support in curriculum development and instructional strategies through department meetings and collaboration. Green Dot uses the Reading Inventory and iReady assessments to measure the literacy and math gains of each student. Students take both assessments three times per year for progress monitoring. For the 2017-2018 school year, students grew an average of 113 points on the RI, which is equivalent to more than 2 years of growth. In iReady, the average growth was 19 points, which is equivalent to more than a year of growth. In addition to these nationally normed assessments, Green Dot interim assessments are aligned to both Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. In recent state assessment data for 2017-18, ELA increased to 34.0% of students meeting/exceeding the standard. In order to push growth the school will continue to focus on school wide literacy strategies and the use of data to respond to student needs. In recent state assessment data for 2017-2018, Math increased to 22.6% of students meeting/exceeding the standard. In order to push growth, the school will continue to implement a common-core aligned math curriculum and professional development focused on teaching math for conceptual understanding. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. The school is in the 71st and 61st percentiles in ELA and math, respectively, further emphasizing that the school is successfully accelerating growth.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 34752830120113|Natomas Pacific Pathways Prep Middle|2|Natomas Pacific Pathways Prep (NP3) Middle is successful in the implementation of academic content standards. NP3 has committed significant resources to both the adoption of standards aligned curriculum and professional development for teachers and administrators. All English, math, science, history, and physical education teachers have attended trainings and professional development focused on the newly adopted standards. NP3 fully implements CCSS, NGSS and the new History and Social Science standards. In addition, NP3 is working on aligning and integrating the newly adopted ELD standards across content areas. Administrators and teacher leaders have attended trainings that will assist in the continued support of our EL population. NP3 utilizes professional learning communities to identify essential standards, build curriculum and assessments that are aligned to the standards, and to support teachers in determining areas for celebration and growth. There is a heavy focus across content areas on the development of critical thinking and problem solving skills, as well as an emphasis on collaboration, and effective use of technology. The culture of collaboration at NP3 extends beyond the classroom and applies to the work that is done between teacher partners, subject area departments, and among administrators. Teachers have time dedicated for collaboration and professional development, as NP3 has built in shared prep periods for content-alike teachers and an early release day for students weekly. This provides time for teacher dialogue on student needs based on evaluation of student learning as determined on data results. In addition, informal walk-throughs and formal observations are completed by both administrators and colleagues to support the delivery of standards aligned instruction.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330106831|Animo Venice Charter High|2|The school offers a standards aligned curriculum to ensure students are provided with rigorous grade level content in all core classes. Curriculum Directors and Curriculum Specialists developed the ELA, Math, Science and History “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and Next Generation Science Standards. All materials are available to all teachers via Green Dot's online platform. Additional curricular resources available online include model unit plans, lesson plans and summative assessments. ELA and Math intervention courses (Literacy Intervention, Math Foundations and Academic English Essentials) are offered at all grade levels to ensure students below grade level received targeted supports to meet their needs and work towards mastery on state assessments. English Learners also receive specialized support through ELD courses, based on their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development has been provided to all teachers on the Common Core literacy standards as well as their content specific standards. Green Dot utilizes the train-the-trainer model providing instructional leadership team members in each content area ongoing support in curriculum development and instructional strategies through department meetings and collaboration. Green Dot uses the Reading Inventory and iReady assessments to measure the literacy and math gains of each student. Students take both assessments three times per year for progress monitoring. For the 2017-2018 school year, students grew an average 76.2 points on the RI, which is equivalent to more than 1.5 years of growth. In iReady, the average growth was 11.5 points. In addition to these nationally normed assessments, Green Dot interim assessments are aligned to both Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. In recent state assessment data for 2017-2018, 45% of students met or exceeded the standard in ELA. In order to continue to push growth the school will continue to focus on school wide literacy strategies and the use of data to respond to student needs. In recent state assessment data for 2017-2018, 25% of students met or exceeded the standard in Math. In order to continue to push growth, the school will continue to implement a common-core aligned math curriculum and professional development focused on teaching math for conceptual understanding. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. The school is in the 68th percentiles in math, respectively, further emphasizing that the school is successfully accelerating student growth.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 37754160000000|Warner Unified|2|Grade determined rubrics in all subject areas. We MAP test all students from 1-12, or the Measure of Academic Progress, is a computerized adaptive test which helps teachers, parents, and administrators improve learning for all students and make informed decisions to promote a child's academic growth. We also evaluate SRI, Scholastic Reading Inventory (SRI) Interactive is a computer-adaptive assessment designed to measure how well students read literature and expository texts of varying difficulties. This psychometrically valid assessment instrument can be used as a diagnostic tool to place students at the best level in the program so they can read with success.|4|3|4|4|2|4|3|4|4|2|5|4|4|4|3|4|4|4|4|4|4|4|4|Met||2018 19647330129270|Animo Mae Jemison Charter Middle|2|The school offers a standards aligned curriculum to ensure students are provided with rigorous grade level content in all core classes. Curriculum Directors and Specialists developed the ELA, Math, Science and History “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and Next Generation Science Standards. All materials are available to all teachers via Green Dot's online platform. Additional curricular resources available online include model unit plans, lesson plans and summative assessments. ELA and Math intervention courses (Literacy Intervention, Math Foundations and Academic English Essentials) are offered at all grade levels to ensure students below grade level received targeted supports to meet their needs and work towards mastery on state assessments. English Learners also receive specialized support through ELD courses, based on their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development has been provided to all teachers on the Common Core literacy standards as well as their content specific standards. Green Dot utilizes the train-the-trainer model providing leadership team members in each area ongoing support in curriculum development and instructional strategies through department meetings and collaboration. Green Dot uses the Reading Inventory and iReady assessments to measure the literacy and math gains of each student. Students take both assessments three times per year for progress monitoring. For the 2017-2018 school year, students grew an average 120 points on the RI, which is equivalent to more than 2 years of growth. In iReady, the average growth was 21 points, which is equivalent to more than 1.5 years of growth. In addition to these nationally normed assessments, Green Dot interim assessments are aligned to both Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. In recent state assessment data for 2017-2018, 34.1% of students met or exceeded the standard in ELA. In order to continue to push growth the school will continue to focus on school wide literacy strategies and the use of data to respond to student needs. In recent state assessment data for 2017-2018, 21.9% of students met or exceeded the standard in Math. In order to continue to push growth, the school will continue to implement a common-core aligned math curriculum and professional development focused on teaching math for conceptual understanding. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. The school is in the 99th percentiles in ELA and math further emphasizing that the school is succesfully accelerating student growth.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330114884|Aspire Junior Collegiate Academy|2||3|4|4|3|1|3|3|4|3|1|3|3|3|2|1|1|1|3|3|1|3|3|3|Met||2018 34673146112254|Elk Grove Charter|2|Elk Grove Charter administers an annual State Standards Implementation Survey that asks its 16 teachers to specify their familiarity, frequency of application, and level of implementation of each of the state standards that are relevant to their teacher assignments, along with other questions about instructional practices and professional learning preferences. The primary measure of implementation asks teachers to rate their own and the school’s implementation at one of five levels: exploration phase, beginning development, initial implementation, full implementation, and full implementation and sustainability. EGCS monitors improvements over time and differences across schools and subjects so that resources can be targeted to improve implementation where additional support may be needed. In addition, information about teacher familiarity with standards and frequency of implementation serves as formative data and may help identify facilitating factors or barriers to deeper implementation. EGUSD administers a similar annual survey; however, EGCS response rates are low and have been declining for the past three years. In 2017, 10 teachers responded, representing 62% of teachers and in 2018, only 2 teachers responded, representing 12% of teachers at the school. Due to the declining participation, EGCS administered a locally developed survey based on the state recommendations. In 2018, 13 teachers responded representing 81% of teachers. In response to the EGCS survey, in relation to the school’s progress in providing professional learning for teachers for recently adopted academic standards, 50% of teachers indicated they were implementing or fully implementing and sustaining practice in ELA. For ELD and math standards, 43% of teachers stated they were either implementing or fully implementing and sustaining. For Next Generation Science standards (NGSS) and history/social science standards (HSSS), 53% of teachers respectively stated they were initially implementing. Regarding progress toward making instructional materials that are aligned to recently adopted academic standards, 50% of teachers stated they were either fully implementing or sustaining ELA materials. For ELD materials, 56% of teacher stated they were initially implementing or fully implementing materials. For math, 50% of teachers were either fully implementing or fully implementing and sustaining progress toward making materials available. For NGSS and HSSS materials, only 31% of teachers stated they were fully implementing and sustaining materials. Sixty-eight percent of the school’s teachers rated the success of the school in engaging in identifying professional learning needs of groups of teachers and individual teacher needs as either fully implementing or initially implementing. Finally, 62% stated that the school is at the level of initially implementing or fully implementing in providing support for teachers on the standards they have not yet mastered.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19101990112128|Aspire Ollin University Preparatory Academy|2||5|3|5|4|5|5|3|5|4|5|5|3|5|4|5|5|5|5|5|5|5|5|4|Met||2018 39685850000000|Lodi Unified|2||5|5|5|3|5|5|5|5|2|5|4|4|4|2|4|4|3|5|5|5|4|4|4|Met||2018 19647330111575|Animo Ralph Bunche Charter High|2|The school offers a standards aligned curriculum to ensure students are provided with rigorous grade level content in all core classes. Curriculum Directors and Specialists developed the ELA, Math, Science and History “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and Next Generation Science Standards. All materials are available to all teachers via Green Dot's online platform. Additional curricular resources available online include model unit plans, lesson plans and summative assessments. ELA and Math intervention courses (Literacy Intervention, Math Foundations and Academic English Essentials) are offered to ensure students below grade level received targeted supports to meet their needs and work towards mastery on state assessments. English Learners also receive specialized support through ELD courses, based on their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive 2 professional development sessions per week and coaching from content-specific curriculum specialists. Professional development has been provided to all teachers on the Common Core literacy standards as well as their content specific standards. Green Dot utilizes the train-the-trainer model providing instructional leadership team members in each content area ongoing support in curriculum development and instructional strategies through department meetings and collaboration. Green Dot uses the Reading Inventory and iReady assessments to measure the literacy and math gains of each student. Students take both assessments three times per year for progress monitoring. For the 2017-18 school year, students grew an average 76 points on the RI, which is equivalent to more than 1.5 years of growth. In iReady, the average growth was 10 points, which is equivalent to one year of growth. In addition to these nationally normed assessments, Green Dot interim assessments are aligned to Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching. In recent state assessment data for 2017-18, ELA decreased to 50.0% of students meeting or exceeding the standard. In order to continue to push growth the school will continue to focus on school wide literacy strategies and the use of data to respond to student needs. In recent state assessment data for 2017-18, Math decreased to15.4% of students meeting or exceeding the standard. In order to continue to push growth, the school will continue to implement a common-core aligned math curriculum and professional development focused on teaching math for conceptual understanding. Green Dot schools receive student growth percentiles based on state assessment data from CORE. The school is in the 68th and 50th percentiles in ELA and math, respectively, further emphasizing that the school is successfully accelerating student growth.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19644850000000|East Whittier City Elementary|2||4|3|4|2|4|4|3|4|2|4|4|3|4|3|3|1|3|4|4|2|4|4|4|Met||2018 19647330122721|Aspire Pacific Academy|2||5|4|5|4|5|5|4|5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2018 19734370137984|Ãnimo Compton Charter|2|The school offers a standards aligned curriculum to ensure students are provided with rigorous grade level content in all core classes. Curriculum Directors and Curriculum Specialists developed the ELA, Math, Science and History “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and Next Generation Science Standards. All materials are available to all teachers via Green Dot's online platform. Additional curricular resources available online include model unit plans, lesson plans and summative assessments. ELA and Math intervention courses (Literacy Intervention, Math Foundations and Academic English Essentials) are offered at all grade levels to ensure students below grade level received targeted supports to meet their needs and work towards mastery on state assessments. English Learners also receive specialized support through ELD courses, based on their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development has been provided to all teachers on the Common Core literacy standards as well as their content specific standards. Green Dot utilizes the train-the-trainer model providing instructional leadership team members in each content area ongoing support in curriculum development and instructional strategies through department meetings and collaboration. Green Dot uses the Reading Inventory and iReady assessments to measure the literacy and math gains of each student. Students take both assessments three times per year for progress monitoring. The school will monitor performance throughout the year. In addition to these nationally normed assessments, Green Dot interim assessments are aligned to both Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. Given that the school opened in the fall of 2018, it does not have statewide assessment data available.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330124008|Animo James B. Taylor Charter Middle|2|The school offers a standards aligned curriculum to ensure students are provided with rigorous grade level content in all core classes. Curriculum Directors and Specialists developed the ELA, Math, Science and History “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and Next Generation Science Standards. All materials are available to teachers via Green Dot's online platform. Additional curricular resources available online include model unit plans, lesson plans and summative assessments. ELA and Math intervention courses (Literacy Intervention, Math Foundations and Academic English Essentials) are offered at all grade levels to ensure students below grade level received targeted supports to meet their needs and work towards mastery on state assessments. English Learners also receive specialized support through ELD courses, based on their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development has been provided to all teachers on the Common Core literacy standards as well as their content specific standards. Green Dot utilizes the train-the-trainer model providing instructional leadership team members in each content area ongoing support in curriculum development and instructional strategies through department meetings and collaboration. Green Dot uses the Reading Inventory and iReady assessments to measure the literacy and math gains of each student. Students take both assessments three times per year for progress monitoring. For the 2017-2018 school year, students grew an average 97 points on the RI, which is equivalent to nearly 2 years of growth. In iReady, the average growth was 24 points, which is equivalent to more than 1.5 years of growth. In addition to these nationally normed assessments, Green Dot interim assessments are aligned to both Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. In recent state assessment data for 2017-18, 23.7% of students met and exceeded the standard in ELA. In order to continue to push growth the school will continue to focus on school wide literacy strategies and the use of data to respond to student needs. In recent state assessment data for 2017-18, 9.2% of students met or exceeded the standard in math. In order to continue to push growth, the school will continue to implement a common-core aligned math curriculum and professional development focused on teaching math for conceptual understanding. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. The school is in the 57th percentiles in ELA further emphasizing that the school is successfully accelerating growth.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19646341996586|Animo Inglewood Charter High|2|The school offers a standards aligned curriculum to ensure students are provided with rigorous grade level content in all core classes. Curriculum Directors and Curriculum Specialists developed the ELA, Math, Science and History “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and Next Generation Science Standards. All materials are available to all teachers via Green Dot's online platform. Additional curricular resources available online include model unit plans, lesson plans and summative assessments. ELA and Math intervention courses (Literacy Intervention, Math Foundations and Academic English Essentials) are offered at all grade levels to ensure students below grade level received targeted supports to meet their needs and work towards mastery on state assessments. English Learners also receive specialized support through ELD courses, based on their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development has been provided to all teachers on the Common Core literacy standards as well as their content specific standards. Green Dot utilizes the train-the-trainer model providing instructional leadership team members in each content area ongoing support in curriculum development and instructional strategies through department meetings and collaboration. Green Dot uses the Reading Inventory and iReady assessments to measure the literacy and math gains of each student. Students take both assessments three times per year for progress monitoring. For the 2017-2018 school year, students grew an average 79 points on the RI, which is equivalent to more than 1.5 years of growth. In iReady, the average growth was 23 points, which is equivalent to more than 2 years of growth. In addition to these nationally normed assessments, Green Dot interim assessments are aligned to both Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. In recent state assessment data for 2017-2018, 59.5% of students met or exceeded the standard in ELA. In order to continue to push growth the school will continue to focus on school wide literacy strategies and the use of data to respond to student needs. In recent state assessment data for 2017-2018, 29.7% of students met or exceeded the standard in Math. In order to continue to push growth, the school will continue to implement a common-core aligned math curriculum and professional development focused on teaching math for conceptual understanding.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330124024|Animo Phillis Wheatley Charter Middle|2|The school offers a standards aligned curriculum to ensure students are provided with rigorous grade level content in all core classes. Curriculum Directors and Curriculum Specialists developed the ELA, Math, Science and History “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and Next Generation Science Standards. All materials are available to all teachers via Green Dot's online platform. Additional curricular resources available online include model unit plans, lesson plans and summative assessments. ELA and Math intervention courses (Literacy Intervention, Math Foundations and Academic English Essentials) are offered at all grade levels to ensure students below grade level received targeted supports to meet their needs and work towards mastery on state assessments. English Learners also receive specialized support through ELD courses, based on their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development has been provided to all teachers on the Common Core literacy standards as well as their content specific standards. Green Dot utilizes the train-the-trainer model providing instructional leadership team members in each content area ongoing support in curriculum development and instructional strategies through department meetings and collaboration. Green Dot uses the Reading Inventory and iReady assessments to measure the literacy and math gains of each student. Students take both assessments three times per year for progress monitoring. For the 2017-2018 school year, students grew an average 106 points on the RI, which is equivalent to more than 2 years of growth. In iReady, the average growth was 22, which is equivalent to more than 1.5 years of growth. In addition to these nationally normed assessments, Green Dot interim assessments are aligned to both Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. In recent state assessment data for 2017-2018, ELA increased to 28.6% of students meeting or exceeding the standard. In order to continue to push growth the school will continue to focus on school wide literacy strategies and the use of data to respond to student needs. In recent state assessment data for 2017-2018, Math increased to 14.3% of students meeting or exceeding the standard. In order to continue to push growth, the school will continue to implement a common-core aligned math curriculum and professional development focused on teaching math for conceptual understanding. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. The school is in the 89th and 76th percentiles in ELA and math, respectively.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 33670820000000|Hemet Unified|2||5|4|5|4|4|5|4|5|3|3|5|4|5|3|2|5|5|4|4|4|5|5|5|Met||2018 19647330124784|Aspire Slauson Academy Charter|2||3|3|4|3|2|4|4|5|3|2|4|4|5|3|3|2|2|4|3|1|4|4|4|Met||2018 47703670000000|Junction Elementary|2||4|4|4|2|4|4|4|4|2|4|2|2|3|2|3|2|2|2|2|3|4|4|3|Met||2018 16639906110233|Pioneer Middle|2||4|3|4|3|2|5|5|3|4|3|4|3|4|3|3|4|3|5|5|5|4|4|4|Met||2018 19101990136119|Animo City of Champions Charter High|2|The school offers a standards aligned curriculum to ensure students are provided with rigorous grade level content in all core classes. Curriculum Directors and Curriculum Specialists developed the ELA, Math, Science and History “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and Next Generation Science Standards. All materials are available to all teachers via Green Dot's online platform. Additional curricular resources available online include model unit plans, lesson plans and summative assessments. ELA and Math intervention courses (Literacy Intervention, Math Foundations and Academic English Essentials) are offered at all grade levels to ensure students below grade level received targeted supports to meet their needs and work towards mastery on state assessments. English Learners also receive specialized support through ELD courses, based on their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development has been provided to all teachers on the Common Core literacy standards as well as their content specific standards. Green Dot utilizes the train-the-trainer model providing instructional leadership team members in each content area ongoing support in curriculum development and instructional strategies through department meetings and collaboration. Green Dot uses the Reading Inventory and iReady assessments to measure the literacy and math gains of each student. Students take both assessments three times per year for progress monitoring. For the 2017-2018 school year, students grew an average 134 points on the RI, which is equivalent to more than 2.5 years of growth. In iReady, the average growth was 16 points, which is equivalent to more than 1 year of growth. In addition to these nationally normed assessments, Green Dot interim assessments are aligned to both Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. Given that the school began operation with 9th grade in the 2017-18 school year, it does not yet have statewide assessment data or CORE student growth data.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 15636850000000|Muroc Joint Unified|2||4|4|4|2|2|4|4|4|2|2|4|4|4|3|2|3|2|3|3|3|3|3|3|Met||2018 19647330124792|Aspire Juanita Tate Academy Charter|2||4|3|4|2|2|5|4|5|3|3|5|5|5|3|3|4|4|5|4|2|4|5|4|Met||2018 43104390111880|Discovery Charter|2||5|4|5|3|4|5|5|5|2|5|5|4|5|4|4|5|5|5|5|4|5|5|5|Met|Career Technical Education N/A|2018 19647091996313|Animo Leadership High|2|The school administers the California Healthy Kids Survey (CHKS) to all 9th and 11th grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids. The School mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved. To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness” The school will track students’ responses to the CHKS “Relationships and Student Connectedness” domain. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension. The data will also be used to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school scored met in this Domain, with a continued focus on developing a strong sense of school connectedness and evidence of caring adult relationships through professional development and restorative practices. To measure the impact of expanded community partnerships, the school will track CHKS subdomain “Mental Health” The school will track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students. The school scores had a wide range requiring further student by student analysis and targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager. To measure additional metrics of school climate, the school will track a variety of other metrics included in its LCAP. Additionally, the school exhibited a strong overall ADA of 97%. The school has an out of school suspension rates of 1.4%. With regards to chronic absenteeism rates, the school maintained a rate under 10%. The school continues to maintain a low expulsion rate, indicating a positive school climate.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 01612596118608|ASCEND|2||4|4|4|2|2|4|4|4|2|2|4|4|4|2|2|1|3|4|4|2|5|5|4|Met||2018 16639586113120|Mid Valley Alternative Charter|2||4|3|4|2|1|4|3|4|2|1|4|3|4|2|1|1|1|4|4|1|4|4|4|Met||2018 19647330120477|Aspire Titan Academy|2||4|4|5|3|3|4|5|4|4|2|4|4|4|4|2|1|1|5|3|1|4|4|3|Met||2018 19647330118588|Alain Leroy Locke College Preparatory Academy|2|The school offers a standards aligned curriculum to ensure students are provided with rigorous grade level content in all core classes. Curriculum Directors and Curriculum Specialists developed the ELA, Math, Science and History “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and Next Generation Science Standards. All materials are available to all teachers via Green Dot's online platform. Additional curricular resources available online include model unit plans, lesson plans and summative assessments. ELA and Math intervention courses (Literacy Intervention, Math Foundations and Academic English Essentials) are offered at all grade levels to ensure students below grade level received targeted supports to meet their needs and work towards mastery on state assessments. English Learners also receive specialized support through ELD courses, based on their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development has been provided to all teachers on the Common Core literacy standards as well as their content specific standards. Green Dot utilizes the train-the-trainer model providing instructional leadership team members in each content area ongoing support in curriculum development and instructional strategies through department meetings and collaboration. Green Dot uses the Reading Inventory and iReady assessments to measure the literacy and math gains of each student. Students take both assessments three times per year for progress monitoring. For the 2017-2018 school year, students grew an average 98 points on the RI, which is equivalent to 2 years of growth. In iReady, the average growth was 14 points, which is equivalent to 1 year growth. In addition to these nationally normed assessments, Green Dot interim assessments are aligned to both Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. In recent state assessment data for 2017-2018, 27.7% of students met or exceeded the standard in ELA. In order to continue to push growth the school will continue to focus on school wide literacy strategies and the use of data to respond to student needs. In recent state assessment data for 2017-2018, Math increased to 9.2% of students meeting or exceeding the standard. In order to continue to push growth, the school will continue to implement a common-core aligned math curriculum and professional development focused on teaching math for conceptual understanding.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330111583|Animo Jackie Robinson High|2|The school offers a standards aligned curriculum to ensure students are provided with rigorous grade level content in all core classes. Curriculum Directors and Curriculum Specialists developed the ELA, Math, Science and History “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and Next Generation Science Standards. All materials are available to all teachers via Green Dot's online platform. Additional curricular resources available online include model unit plans, lesson plans and summative assessments. ELA and Math intervention courses (Literacy Intervention, Math Foundations and Academic English Essentials) are offered at all grade levels to ensure students below grade level received targeted supports to meet their needs and work towards mastery on state assessments. English Learners also receive specialized support through ELD courses, based on their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development has been provided to all teachers on the Common Core literacy standards as well as their content specific standards. Green Dot utilizes the train-the-trainer model providing instructional leadership team members in each content area ongoing support in curriculum development and instructional strategies through department meetings and collaboration. Green Dot uses the Reading Inventory and iReady assessments to measure the literacy and math gains of each student. Students take both assessments three times per year for progress monitoring. In the 2017-2018 school year, students grew an average 85 points on the RI, which is equivalent to more than 1.5 years of growth. In iReady, the average growth was 19 points, which is equivalent to more than 1.5 years of growth. In addition to these nationally normed assessments, Green Dot interim assessments are aligned to both Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. In recent state assessment data for 2017-2018, 55.9% of students met or exceeded the standard in ELA. In order to continue to push growth the school will continue to focus on school wide literacy strategies and the use of data to respond to student needs. For Math, 32.2% of students met or exceeded the standard. In order to continue to push growth, the school will continue to implement a common-core aligned math curriculum and professional development focused on teaching math for conceptual understanding. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. The school is in the 89th and 99th percentiles in ELA and math, respectively, further emphasizing the school is accelerating student growth.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330106849|Animo Pat Brown|2|The school offers a standards aligned curriculum to ensure students are provided with rigorous grade level content in all core classes. Curriculum Directors and Specialists developed the ELA, Math, Science and History “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and Next Generation Science Standards. All materials are available to all teachers via Green Dot's online platform. Additional curricular resources available online include model unit plans, lesson plans and summative assessments. ELA and Math intervention courses (Literacy Intervention, Math Foundations and Academic English Essentials) are offered to ensure students below grade level received targeted supports to meet their needs and work towards mastery on state assessments. English Learners also receive specialized support through ELD courses, based on their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development has been provided to all teachers on the Common Core literacy standards as well as their content specific standards. Green Dot utilizes the train-the-trainer model providing instructional leadership team members in each content area ongoing support in curriculum development and instructional strategies through department meetings and collaboration. Green Dot uses the Reading Inventory and iReady assessments to measure the literacy and math gains of each student. Students take both assessments three times per year for progress monitoring. For the 2017-18 school year, students grew an average 88 points on the RI, which is equivalent to more than 1.5 years of growth. In iReady, the average growth was 14 points, which is equivalent to more than 1 year of growth. In addition to these nationally normed assessments, Green Dot interim assessments are aligned to both Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. In recent state assessment data for 2017-18, 60.3% of students met or exceeded the standard in ELA. In order to continue to push growth the school will continue to focus on school wide literacy strategies and the use of data to respond to student needs. For Math, 24.3% of students met or exceeded the standard in Math. In order to continue to push growth, the school will continue to implement a common-core aligned math curriculum and professional development focused on teaching math for conceptual understanding. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. The school is in the 98th and 100th percentiles in ELA and math, respectively, further emphasizing that the school is successfully accelerating student growth.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330134023|Animo Florence-Firestone Charter Middle|2|The school offers a standards aligned curriculum to ensure students are provided with rigorous grade level content in all core classes. Curriculum Directors and Specialists developed the ELA, Math, Science and History “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and Next Generation Science Standards. All materials are available to all teachers via Green Dot's online platform. Additional curricular resources available online include model unit plans, lesson plans and summative assessments. ELA and Math intervention courses (Literacy Intervention, Math Foundations and Academic English Essentials) are offered at all grade levels to ensure students below grade level received targeted supports to meet their needs and work towards mastery on state assessments. English Learners also receive specialized support through ELD courses, based on their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development has been provided to all teachers on the Common Core literacy standards as well as their content specific standards. Green Dot utilizes the train-the-trainer model providing instructional leadership team members in each content area ongoing support in curriculum development and instructional strategies through department meetings and collaboration. Green Dot uses the Reading Inventory and iReady assessments to measure the literacy and math gains of each student. Students take both assessments three times per year for progress monitoring. For the 2017-2018 school year, students grew an average 112 points on the RI, which is equivalent to more than 2 years of growth. In iReady, the average growth was 22 points, which is equivalent to more than 1.5 years of growth. In addition to these nationally normed assessments, Green Dot interim assessments are aligned to both Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. In recent state assessment data for 2017-18, 29.0% of students met or exceeded the standard in ELA. In order to continue to push growth the school will continue to focus on school wide literacy strategies and the use of data to respond to student needs. 18.8% of students met/exceeded the standard in Math. In order to continue to push growth, the school will continue to implement a common-core aligned math curriculum and professional development focused on teaching math for conceptual understanding. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. The school is in the 47th and 65th percentiles in ELA and math, respectively, further emphasizing that the school is successfully accelerating student growth.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 58105870000000|Yuba County Office of Education|2||3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|4|3|4|3|3|3|3|Met|NA|2018 19753090134585|Pathways Academy Charter Adult Education|2|English Language Arts - Common Core State Standards for ELA - CAASPP/test scores and course completion, Internal assessments English Language Development (for English Learners aligned to Common Core ELA standards) - CAASPP scores, ELPAC/RFEP rates, internal assessments NGSS - SBAC Science Test History-Social Science - course completion CTE - implementation of pathways, measured by pathways completers Health Education Content Standards - health courses have been amended to include new content standards. Physical Education Model Content Standards - PFT Visual and Performing Arts - course completion World Language - Course completion|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|The Pathways Academy Adult Education curriculum is CA standards aligned. All online courses come with a standards alignment map. The success of implementation is measured primarily by course completion, internal assessments (Edmentum pre/post test to measure growth), CTE pathway completers, Graduation Rate, etc.|2018 36678760126706|Taft T. Newman Leadership Academy|2||5|5|5|5|4|5|5|5|5|4|5|4|5|4|4|4|4|4|4|4|4|4|4|Met||2018 12626950000000|Big Lagoon Union Elementary|2||3|3|3|4|3|3|3|3|3|3|4|4|4|4|4|3|3|3|3|4|4|4|4|Met||2018 39685856118921|Aspire River Oaks Charter|2||4|3|4|2|2|4|3|4|3|3|4|2|4|3|3|3|2|2|3|1|4|4|4|Met||2018 37683380101345|KIPP Adelante Preparatory Academy|2|"GOAL: KIPP Adelante seeks to engage students in “Meaningful Work” that promotes student mastery of the state academic standards, through three distinct goal areas: 1) Provide authentic learning experiences that develop critical thinking skills and engage students in deep learning, 2) Provide differentiation and intervention to ensure all students develop at their optimal pace, and 3) Support innovation. ACTIONS: KIPP Adelante advances this work through: 1) Providing ongoing professional development for teachers in designing authentic learning experiences and integrating technology, 2) Implementing a robust assessment practice that provides ongoing data on student mastery to inform instruction, 3) Providing differentiation and intervention to ensure all students are achieving at their optimal pace, 4) Engaging students in authentic contexts for demonstrating mastery, including projects, products, and expositions, and 5) Supporting teachers in conducting action research of best practices within their classroom. ASSESSMENT: A robust suite of assessments are leveraged to evaluate progress toward goals and efficacy of actions, which are aligned with state priorities and have a track record of providing actionable data to inform instruction and program. These include the CAASPP (SBAC in ELA and Math, CAST in Science, ELPAC in English Language Development, and PFT in Physical Education and Health); Benchmark Assessments (NWEA MAP in ELA and Math and Accelerated Reader in Reading); Formative Assessments (Exit tickets, module assessments, and final projects and products); and Stakeholder Surveys (KIPP Adelante Survey, TNTP Survey, and KIPP National Survey). 2017-18 ANNUAL UPDATE: PROFESSIONAL DEVELOPMENT - For the past two years, teachers were observed at least once per week, which has been followed by coaching meetings that support teachers in thinking through observational data and planning next steps. This consistent coaching has supported growth in teacher practice. DIFFERENTIATED INSTRUCTION - Strong data practices supported a significant increase in data-based differentiation and intervention during the P60 Block (personalized learning and intervention) to address academic needs and ensure students develop at their optimal pace. Students received intervention in small, flexible groupings based on growth. Guided reading during P60 drove student growth, with the strategic planning in place to ensure that the most struggling readers received the highest frequency of supports. Computer programs were leveraged to meet students where they are and provide ""just right"" supports, including Lexia and Newsela. PROJECT BASED LEARNING - Exhibition projects and products are getting stronger, with students able to clearly and confidently communicating their learning. Field Lessons were integrated into Project Based Learning (PBL) units. Technology was leveraged as a tool within units, to both research and create."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|The vast majority of students at KIPP Adelante live in the Barrio Logan and Shelltown neighborhoods of San Diego. As such, the majority would otherwise attend Knox Middle School, with an additional subset zoned to attend Memorial Prep or Millennial Tech. As students at KIPP Adelante, they achieve at or above the levels found at these schools. In ELA, KIPP Adelante realized a gain of 9% in Overall proficiency and a gain of between 6.5% and 9.2% across subgroups. 40% of students were at or above Level 3 in ELA, compared to 22.5% at Knox. In Math, KIPP Adelante realized a gain of 4% in Overall proficiency and a gain of between 3.3% and 4.7% across subgroups. 24% of students were at or above Level 3 in Math, compared to 7.8% at Knox. KIPP Adelante will continue its work to support alignment to academic state standards in 2018-19, in order to maintain and accelerate growth in student proficiency. The focus in the current year will be maintaining the current efforts: continuing to implement ongoing coaching for teachers, data based differentiation for students, and project-based learning that feels meaningful to students and their families.|2018 17640300000000|Lakeport Unified|2|Lakeport Unified School District operates three comprehensive schools and three small alternative schools with a total of 85 teachers. Teachers in grades TK-5 operate in self contained classrooms and are responsible for all content areas. Teachers in grades 6-12 teach in subject specific areas. Last year we began Dashboard Teams of administrators, teachers, and classified staff led by the Lake County Office of Education in the Dashboard areas of weakness. We have a team for both ELA and math. We also want to focus on classroom management, instructional strategies and special education. We are awarded the Stanford/ I Learning Corps grant that works with CTA to offer professional development opportunities to help teachers deliver standards aligned instruction in all content areas. We added instructional coaches at all three comprehensive schools with a district PBIS coach. We are in the beginning stages of implementing the interim assessments.|3|3|3|3|3|4|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|Met||2018 01100176001788|Cox Academy|2||4|4|4|2|2|4|4|4|2|2|4|4|4|2|2|1|3|4|4|1|5|5|4|Met||2018 41104130000000|San Mateo County Office of Education|2||3|4|4|1|1|3|4|4|2|2|3|3|3|2|2|3|3|3|3|1|3|3|3|Met|In the Court and Community programs, there are several pilots in place to work with standards aligned content in ELA, Math and ELD.|2018 01612590109819|Aspire Berkley Maynard Academy|2||4|3|4|2|2|4|3|4|2|2|4|3|4|2|2|2|2|4|3|1|4|4|4|Met||2018 01612590129403|Epic Charter|2||4|4|4|2|2|4|4|4|4|2|4|4|4|2|2|1|3|4|4|2|5|5|4|Met||2018 01612590128413|Aspire College Academy|2||4|3|4|2|2|4|3|4|2|2|4|3|4|2|2|1|1|3|3|1|4|4|4|Met||2018 41689990134197|Aspire East Palo Alto Charter|2||4|3|4|2|2|4|3|4|2|2|4|3|4|2|2|2|2|3|3|1|4|4|4|Met||2018 01612590120188|Aspire ERES Academy|2||4|3|4|2|2|4|3|4|2|2|4|3|4|2|2|1|1|3|3|1|4|4|4|Met||2018 01771800138289|Latitude 37.8 High|2|In alignment with State Priority 2, Latitude developed Goal 1 of its LCAP to support the implementation of State Academic Standards. In this goal, Latitude seeks to provide an engaging, high-quality, rigorous, standards-aligned curriculum in a broad course of study that incorporates 21st century learning opportunities, including math, science, social studies, targeted English language development and language arts. To do so, the school will implement a rigorous whole child approach that not only meets the basic needs of students, but also takes into consideration their socio-emotional, academic and behavioral needs. Latitude’s approach to teaching and learning is driven by the design principles of personalization, relevance, integration and creativity, which in turn become the four pillars of the Latitude student learning experience. In alignment with these four design principles, student learning at Latitude occurs across four experiences: Advisory - Where students develop a sense of personal and community identity, as well as personalized learning pathways. Workshop - Where students hone foundational literacy, communication, and mathematical thinking skills. Studio - Where students investigate, document, and develop creative solutions to real challenges in Humanities and in Science and Design. Extended Learning Opportunities - Where students engage in off campus learning, through site visits, internships, service learning experiences, and concurrent college enrollment classes. Key actions in SY 18-19 to support implementation of Academic State Standards within this program include development and implementation of: High Quality Project Based Learning plans, which clearly identify key learning targets and essential questions aligned to the CCSS, NGSS, and CSS; opportunities for real world learning; differentiation strategies; and project milestones/benchmarks. A personalized learning model to meet the diverse needs of students, supporting mastery of state standards at their optimal pace via a Workshop model. High-quality professional development aligned to high priority instructional practices that positively impact student academic achievement and social-emotional development. Latitude leverages diverse assessments to evaluate progress in implementation of state standards, which were selected based on their ability to inform instruction and program. These include 1) internally developed rubrics and checklists mapped against state standards, which are used monthly by the leadership team to evaluate student progress toward curricular outcomes, 2) the research-based, nationally normed NWEA MAP Assessment to gauge student growth and proficiency in English Language Arts and Mathematics, 3) the CAASPP assessments to evaluate student growth and mastery of state standards, and 4) UC/CSU course completion to evaluate college readiness.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|To be an educated person in the 21st century demands nothing less than global citizenship. Students are entering a world undergoing technological, cultural, linguistic, climatic, economic, and social disruption. The world students will face after they graduate will look different than the one today, both in terms of challenges and opportunities; the jobs of tomorrow look different than the jobs of today. In addition, the world is increasingly global and interconnected, requiring interdisciplinary, knowledgeable global citizens who can negotiate questions of justice and morality while grappling with the most complex problems facing our world, from climate change, to economic inequities, to international terrorism and conflict. To be prepared for this evolving world, the vision for Latitude graduates exceeds common notions of educational attainment and academic outcomes for students. The vision of the Latitude graduate is inclusive of college and career readiness. All Latitude students will graduate with A-G transcripts and powerful experiences across a broad array of career interests. Additionally, these college and career readiness indicators are a means to deeper life outcomes for all Latitude students. These outcomes include being able to articulate goals for themselves and having the ability to fulfill them. It also includes their ability to have agency and influence the world around them.|2018 36677360000000|Helendale Elementary|2||4|4|4|3|3|4|4|4|3|3|5|5|5|4|4|3|5|5|5|1|4|4|4|Met||2018 37680490127118|The Heights Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2018 16639900116699|Frontier Elementary|2||4|3|4|3|2|5|5|3|4|3|4|3|4|3|3|4|3|5|5|5|4|4|4|Met||2018 01612590118224|Aspire Golden State College Preparatory Academy|2||4|3|4|2|2|4|3|4|2|2|4|3|4|2|2|2|2|3|3|2|4|4|4|Met||2018 01612590130666|Aspire Lionel Wilson College Preparatory Academy|2||4|3|4|2|2|4|3|4|2|2|4|3|4|2|2|2|2|3|3|2|4|4|4|Met||2018 19647331995836|Palisades Charter High|2|PCHS surveyed our teachers through their Professional Learning Communities (PLCs) using the Butte County Office of Education’s CA State Standards Implementation Metric for ELA/ELD Across the Curriculum, Math Practices Across the Curriculum, and Content-Specific Standards (ELA, Math, NGSS, Social Science, CTE, VAPA, PE, World Languages, Health). This year, PCHS surveyed the teachers by course, asking one teacher to represent all of the teachers who taught each course offered at PCHS: PLC Leaders responded, representing their PLC team, as well as course-specific teachers who do not teach in a PLC. RESULTS: After analyzing schoolwide course/PLC survey data, some general trends have been identified. For fully active PLCs, the metric for state standard implementation revealed confidence in implementing the ELA/ELD Standards, Math Practices, and Content Standards. Teachers who do not participate in a PLC were more in the “initial/developing” stage of Standards awareness -- for ELA/ELD, Math Practices, and Content Standards. This fact reflects the success of our PLC collaboration in mastering standards-integration and keeping each other accountable while designing rigorous course content. Without the PLC-team of support, teachers have not had the capacity to dive into the ELA/ELD Standards, Math Practices, or their Content Standards at the same level as the PLC teams. Many of our PLC teams are proud of their common formative and summative assessments and are working together to respond when students are excelling or struggling. PCHS PLC’s are emphasizing Writing across the Curriculum, with Performance Tasks in every PLC, and designing critical thinking and reflection tasks across the disciplines. For example, PCHS Math PLC’s meet weekly; have streamlined and vertically aligned core standards, pacing, assessments, performance tasks; and are working on common formative assessments. English PLCs have common formative and summative assessments and are working on a common response when students haven’t met the learning targets. Since both Science and Social Science have new State Standards and Frameworks, these PLCs have taken a step back in their PLC progress; even so, each Social Science PLC has implemented common performance tasks called Document-based Question (DBQ) essays, and Science is focusing on Next Generation Science Standards (NGSS)-recommended Claim-Evidence-Reasoning thinking and writing. The math department is also exploring Claim-Evidence-Reasoning writing for open-response math tasks. World Languages teachers, particularly Spanish PLCs, are transforming their curriculum to be more rigorous, requiring more writing, listening and speaking skills.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 01612596117568|Aspire Monarch Academy|2||4|3|4|2|2|4|3|4|2|2|4|3|4|2|2|1|1|3|3|1|4|4|4|Met||2018 01100176002000|Lazear Charter Academy|2||4|4|4|2|2|4|4|4|3|2|4|4|4|2|2|1|3|4|4|2|5|5|4|Met||2018 07617960132100|Aspire Richmond Ca. College Preparatory Academy|2||4|3|4|2|2|4|3|4|2|2|4|3|4|2|2|2|2|3|3|2|4|4|4|Met||2018 07617960132118|Aspire Richmond Technology Academy|2||4|3|4|2|2|4|3|4|2|2|4|3|4|2|2|1|1|3|3|1|4|4|4|Met||2018 01612590115592|Learning Without Limits|2||4|4|4|2|2|4|4|4|2|2|4|4|4|2|2|1|3|4|4|1|5|5|4|Met||2018 07616480000000|Antioch Unified|2|District is in full implementation for mathematics, English language arts, English language development, and world language. - Full implementation of Health Education content standards in alignment with California Healthy Youth Act. - Full Implementation of Career Technical Education Standards through AUSD Career Pathway and ROP programs. - Current Implementation for Next Generation Science Standards (2019) and the History-Social Science Frameworks (2018)|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330129858|Everest Value|2|Everest Value School aims to become an innovator in delivering a demanding Common Core aligned education. This has been accomplished through a meticulous teacher development program, a rigorous curriculum, and investing in technology-rich classrooms. Everest Value has purchased researched based core curricular resources to ensure that the CCSS are being addressed at a level of rigor necessary for students to be successful on the SBAC. The school uses Journeys, and Collections to address Common Core State Standards for English Language Arts. HMH Go Math! Curriculum addressed the Common Core State Standards for Math. In addition, this year teachers attended a LACOE training on eight Mathematical principals of Common Core. Everest currently uses the TCI Science and Social Science curriculum to address the Next Generation Science Standards and History – Social Science. This year, to enhance the Science TCI curriculum, Everest created a STEM Lab in the computer lab. It should be noted that the school views all curricular resources as “tools” to be used as situations arise in a data driven classroom. Under the guidance of mentors and with the help of supplemental sites, many of our teachers have developed much more creative and engaging lessons. Everest Value School utilizes the expertise of their veteran educators to guide teachers to maximize the potential of a school year. Everest has sought out mentors to lead a K-2nd grade, 3rd to 5th grade, and 6th to 8th grade teaching team called a “cluster”. Mentor teachers model exemplar instructional practices, reflect and debrief with teachers on their practice with action steps, and collaborate on operational and curricular matters with teachers. Everest has shifted its development focus, from more formal periodic observations, to a weekly observation and more practical dialogue with mentors. This year to enhance this process, teachers participate in an ongoing Self-Study project that includes peer observations using Marshall and insight rubrics. Every Wednesday afternoon, teachers at Everest Value School participate in a professional development led by either the principal, a mentor teacher or an outside expert. This year the school has gathered resources from Insight Education and the Teach Like a Champion series. Everest Value School regularly assesses student progress during the academic year. Teachers gain a comprehensive view of student progress through cross referencing data from the Northwest Evaluation Association (NWEA) system. This year the school has focused on using the “Quadrant report” to track growth and the “Student Profile Report” and the “Learning Continuum” for more specific individual student data. Moreover, EVS also uses SBAC Interim Cumulative Assessments and Interim Assessment Blocks to guide teachers to further estimations for student performance.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 01612590130732|Aspire Triumph Technology Academy|2||4|3|4|2|2|4|3|4|2|2|4|3|4|2|2|1|1|3|3|1|4|4|4|Met||2018 54721080000000|Saucelito Elementary|2|Implementation of all state content and performance standards is critical for student success. Saucelito continues to make significant investment in all aspects of implementation including: professional development, instructional materials (core and supplemental), technology, facilities including library and labs, programs and services to meet the academic needs of all students; support for teachers, administrators, students, and parents; and continuous improvement practices. Saucelito has conducted a thorough local evaluation of implementation through survey for the past five years. Results confirm that we have achieved “full implementation and sustainability” in: English/Language Arts, English Language Development, Mathematics, Health, History/Social Science, Visual and Performing Arts, and Physical Education. We also have fully implemented the previous state science standards and are currently in the process of implementing the Next Generation Science Standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|Implementation of all state content and performance standards is critical for student success. Saucelito continues to make significant investment in all aspects of implementation including: professional development, instructional materials (core and supplemental), technology, facilities including library and labs, programs and services to meet the academic needs of all students; support for teachers, administrators, students, and parents; and continuous improvement practices. Saucelito has conducted a thorough local evaluation of implementation through survey for the past five years. Results confirm that we have achieved “full implementation and sustainability” in: English/Language Arts, English Language Development, Mathematics, Health, History/Social Science, Visual and Performing Arts, and Physical Education. We also have fully implemented the previous state science standards and are currently in the process of implementing the Next Generation Science Standards. All of Saucelito students matriculate to high schools where they enter and are prepared for success in Career/Technical Education and World Language courses of study.|2018 34674470121467|Aspire Alexander Twilight Secondary Academy|2||4|3|4|2|2|4|3|4|2|2|4|3|4|2|2|2|2|3|3|2|4|4|4|Met||2018 33103300136168|Temecula International Academy|2|In accordance with our LCAP, Temecula International Academy worked towards developing and adhering to a rigorous school curriculum that focuses on a Foundational World Language Instruction, Implementation of CA COMMON CORE State Standards curriculum, and Utilizing Data to Drive Instruction for the 2017-2018 school year. For the 2018-2019 school year, Temecula International Academy is continuing to utilize iReady and CAASP data to plan and guide curriculum delivery strategies and assessment procedures that are aligned with the LCAP goals for our school. All staff utilize the assessment calendar for diagnostic and growth monitoring assessments. Data is reviewed at PLC’s and staff meetings on a regular basis. All teachers and staff utilize the data provided in order to measure student achievement. Students that are not performing at proficient are in RTI and are provided with intensive small group instruction. We are also continuing to utilize Eureka Math by Great Minds. We had great success with our CAASP results in the area of math for TIA. We are in the process of piloting WONDERS by McGraw Hill Education in order to work with a more aligned curriculum that will address our student needs based on our CAASP results, iReady data, Formative Assessments, as well as the MAP from NWEA.|3|3|4|4|3|3|3|5|4|3|3|3|5|4|3|2|2|3|3|4|4|4|4|Met||2018 10619946005730|Alvina Elementary Charter|2||5|5|5|4|1|5|5|5|4|1|5|5|5|4|1|1|2|3|2|1|4|4|4|Met|CTE and World Language do not apply to Alvina Elementary Charter School K-8 District.|2018 54719690000000|Kings River Union Elementary|2|Kings River Union Elementary School District (KRUESD) is in full implementation of English Language Arts, English Language Development, and Mathematics Common Core State Standards and uses the standards-aligned Smarter Balanced Interim Assessments, as well as, local benchmarks to measure student progress in these areas. KRUESD has district developed Units of Study and has adopted and purchased math curriculum that aligns to the academic standards adopted by the California State Board of Education. Across all grade levels, students engage in integrated Units of Study that combine the Science, History-Social Science, English Language Arts, and Mathematics standards to achieve content mastery across curricular disciplines. Each of these Units of Study has an embedded performance task to evaluate student mastery. The district continues to explore and research curricular materials that will align with the newly released History-Social Science Framework. KRUESD has established a multi-grade team to review and evaluate the science instructional materials that have been approved by the California Department of Education to enable us to purchase new curricular materials for the future implementation of the Next Generation Science Standards across our system. KRUESD instructional staff have embedded integrated ELD standards and lessons across all curricular areas and is providing designated ELD instruction across the system. KRUESD teachers have received multiple years of professional development and support with regards to the Common Core State Standards and the instructional practices that support these shifts. The KRUESD instructional staff is utilizing the Ed Caliber Lessoneer software to write weekly standardized lesson plans and track the standards that are taught to minimize any instructional gaps. The KRUESD instructional staff continues to strengthen and develop in their understanding of all state academic standards through regularly scheduled professional development onsite, instructional coaching in partnership with Tulare County Office of Education, and attendance at conferences and trainings that align with our instructional priorities as identified by our most recent student data.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 01611760130534|Circle of Independent Learning|2||5|5|5|4|3|5|5|5|4|3|5|5|5|4|3|3|5|5|5|5|5|5|5|Met|Social Science - COIL is in the process of updating all the Social Science curriculum to follow the 2016 Framework for California Public Schools. Although compliance is not mandated, COIL believes it is important to maintain updated curriculum for its students. NGSS - COIL continues to make progress in integrating the NGSS standards into the Science courses. COIL believes it is important to continue to maintain the individual coursework of Biology, Chemistry, and Physics but weaving in the strands of NGSS within. CTE - COIL is in the process of updating their catalog to accurately reflect the courses their students do have access to and complete for CTE coursework. COIL offers many different options available for their students to take CTE courses, however, with all the new requirements, COIL is updating their catalog and registration process to accurately reflect the true number of students taking CTE. During the 17-18 school year, COIL had 20% of their students participating in at least 1 CTE course offered through Mission Valley ROP.|2018 30664640000000|Capistrano Unified|2||3|3|4|2|3|4|4|4|2|3|4|3|4|3|3|4|4|4|4|4|4|3|4|Met|Teachers (Instructional Coaches and Curriculum Specialists) and Administrators developed the following rating scale descriptors: 1 - Exploration and Research Phase: Studying frameworks Studying other schools, data, committees, but no classroom action yet Pre-awareness phase Identifying resources 2 – Beginning Development Develop action plan Developing systems Still no classroom action Training development Reviewing instructional materials Pilot, no commitment Research 3- Initial Implementation Commitment to materials Launched to teachers Expectation all will implement Trying out/Experimentation; need a lot of support 4- Full Implementation Using at different levels of fidelity Everyone has been provided support More practice needed Beginning levels of accountability 5- Full Implementation and Sustainability Internal capacity at Sites and District Everyone using at high levels over time with fidelity Clear measure and evidence|2018 12630400000000|Southern Humboldt Joint Unified|2||2|1|3|2|2|3|1|3|2|2|3|1|3|2|2|3|1|3|2|1|2|2|2|Met||2018 49402466119036|Live Oak Charter|2||4|3|4|3|3|4|3|4|3|3|5|3|3|3|3|3|4|4|5|3|5|4|4|Met||2018 12627030000000|Blue Lake Union Elementary|2||5|5|5|3|5|5|5|5|3|5|5|5|5|5|5|5|5|5|5|3|5|5|5|Met||2018 49707630000000|Horicon Elementary|2|"Reading/Language Arts: Good quality, the current state-adopted texts and instructional materials provided. Grades K-6: National Geographic/Cengage Reach for ReadingGrades 7-8: Houghton Mifflin California Journeys 2016. Adopted 2016 Mathematics: Good quality, the current state-adopted texts, and instructional materials provided; Foresman EnVision 2.0 k-8 adopted 2017. Science: Good quality, the current state-adopted texts, and instructional materials provided: Grades K-6: Foss Science, online programs; Grades 7-8: Prentice Hall adopted 2007 History-Social Science: Good quality, the current state-adopted texts, and instructional materials provided Grades K-5: Scott Foresman; Grades 6 McMillan/McGraw-Hill; Grades 7-8: TCI History Alive adopted 2011. National Geographic ""Reach for Reading"" for k-5 and Houghton Mifflin ""California Journeys 7-8have given our teachers new focus and teachers have been using new strategies in their classrooms that were learned in our 2-day implementation staff development. We continue to focus on our ELL students and what intervention strategies will be successful in using the new L.A. curriculum. Interventions for struggling students, as well as challenging all students to problem solve, justify their thinking, and accomplish advanced curriculum problems are a strong instructional focus in all classrooms. Students are exploring online learning through Cengage (computer software for new ELA curriculum) and Lexia Reading Core5 which assesses current reading levels. All students are introduced to music history, singing and playing a variety of instruments. Art is offered once a week to all students and Performing Arts are regularly integrated throughout the instructional program, and a school-wide play in the spring involves all students and staff in providing a wonderful experience for the community. The STEM/STEAM Program continues in full-swing in all classes, including celebration of and preparation for: Indigenous Peoples Day (Oct. 8) Halloween (Oct.31) Fall/Thanksgiving STEM/STEAM Classes in October: TK/K/1: Apples, Pumpkins. 2nd/3rd: Wall-E-Bot/LegoRobotics (ongoing). 4th/5th: CO2 Removal (report and slide presentation); Clean & Renewable Energy. 6/7/8: “Rising Star” Technology Research (Purdue Univ.); How Ears Work/Understanding the Technology of Hearing. The Library is quickly becoming the technology hub we anticipated, streaming age-appropriate audio-visual presentations to all grades. Themed Art and Music slide-shows are becoming commonplace as an introduction to our Student Slideshows, currently being created in the 4th/5th (CO2 Removal) and Middle-school classes (“Rising Star” Technologies). All students practice the model Standards 1-5 for Physical education, with teachers pulling from a variety of adopted and supplemental resources appropriate to their grade level/ age. All mandated minutes are current."|5|4|5|5|3|5|4|5|2|2|5|3|4|3|3|2|3|5|5|1|5|5|4|Met|Horicon chose National Geographic/Cengage Reach for Reading k-5 and Houghton Mifflin grade 7/8 California Journeys as our Language Arts program. Horicon school will look to adopt a new math program for the 2017-18 school year and will be making decisions on both science and social science over the next couple of years. Currently, most science and social science curriculum in our primary grades are pulled from outside vendors and our current Language Arts program (National Geographic) Horicon Elementary School provides an after-school program to assist our struggling and most needy students. The volunteer group is trained in reading instruction and helps our students with both reading fluency and reading comprehension. It is offered twice a week after school to up to 30 students. A variety of of campus field trips are provided to enrich the student's learning experience. Some of the destinations included Point Arena Theatre, Gualala coastline and Yosemite National Park. Our students reap the benefits of being in a small school setting and taking advantage of a variety of education field trips for educational enrichment. ELL students also receive additional language development with a credentialed teacher during the instructional day. Students perform both and instrumental and singing ensemble during the spring play.|2018 49707220000000|Guerneville Elementary|2||3|3|4|1|2|3|3|4|2|2|3|3|3|2|2|1|2|2|2|1|3|3|3|Met|Guerneville School has piloted and adopted new curriculum to meet current Common Core State Standards. Two recent textbook adoptions in the past two years, Mathematics TK-8 in 2016 and ELA/ELD TK-8 in 2017, were supported with quarterly professional development sessions on implementation, data and assessment, progress monitoring, and implementation of standards-based report cards. Currently, our adoption efforts are focused on Science and the Next Generation Science Standards. We are updating and implementing FOSS curriculum to further align with NGSS.|2018 19647090107508|Century Community Charter|2||4|3|4|4|5|4|3|4|4|5|4|3|4|4|4|1|5|5|5|1|5|4|4|Met|Century Community Charter school is a Project Based, student center learning environment, where we implement the California State Standards while encouraging our students to acquire deeper knowledge through active exploration of real-world challenges. The vision of CCCS is to embrace continuous improvement and focus on effective teaching and learning practices through thoughtful planning, performing, reflection and revision of the learning cycle. Although we do not offer, World language here at CCCS, we do offer a host of other rich electives such as dance, theatre, music, art, and creative writing, which have proven to have a large and positive impact on students. We do not offer Career Technical Education, however our students are exposed to technology daily. Our students are outfitted with 1:1 computers where they utilize a variety of software applications such as Achieve 3000, Imagine Math, Exact Path, Moby Max and Illuminate. The use of this software paired with the technology helps to build 21st century skills; increases student engagement and motivation; and accelerates learning.|2018 16639906010557|Pioneer Elementary|2||4|3|4|3|2|5|5|3|4|3|4|3|4|3|3|4|3|5|5|5|4|4|4|Met||2018 43104390113704|Rocketship Mateo Sheedy Elementary|2|The Humanities block is focused around our Rocketeers mastering literacy through a personalized and thematic approach. Thus, each day, it is critical that our Rocketeers deeply immerse themselves in this thematic unit and the content so that they can master the Enduring Understandings as well as gain the tools and skills necessary for them to be fervent, excellent readers and writers. The objective of the Humanities block is not to perceive each block as separate (i.e. writing v. reading comprehension v. guided reading) components, but rather they should feed off of one another to build our Rocketeer’s depth of understanding, engagement, context, and ability to move even faster in their mastery and engagement. We define a thematic approach as aligning and integrating the majority of the content students receive throughout the day within a theme. Our Thematic Units are mostly aligned on a topic or an idea. For instance, when the unit is aligned on a topic, students might learn about life cycles of fish and amphibians through informational articles while they read a story such as Fish is Fish to obtain character’s perspective of a tadpole, growing up to become a frog. Alternatively, a thematic unit may align on an idea. For example, when students read Roll of Thunder Hear My Cry, a book about America during the Great Depression, students may read informational texts about leaders throughout history who have stood up for what they believe in - a theme that reveals itself repeatedly throughout the text. Our thematic units are built to help students arrive at an enduring understanding--a statement that summarizes the big ideas that are central to the unit and provides the rationale around why these ideas are important and transferrable to students’ lives. The units are not built solely around the specific (historical, etc.) content. Many of our nonfiction texts will help students better build their background knowledge of science and social studies topics that are required for each grade level based on NGSS and California History Standards. Our nonfiction texts are mapped out to teach students a set of skills or a historical timeline over a period of several years. For example, from 4th to 5th grade, students will learn about the age of exploration to the modern era. Our scientific texts are meant to closely align with the timeline and content of the science units in STEM classrooms. This means that sometimes narrative texts will align on an idea, not necessarily a topic.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 35675380000000|San Benito High|2||5|4|5|3|4|5|4|5|2|4|5|3|5|2|4|4|4|5|4|5|4|4|4|Met||2018 15634610000000|Fairfax Elementary|2||5|5|4|3|4|5|5|5|3|5|4|4|4|4|4|2|1|4|3|1|4|4|4|Met|The Fairfax School District annually measures its progress using the self-reflection tool included in the evaluation rubrics web-based user interface, and reports the results to its local governing board at a regular scheduled meeting and through the local data selection option in the evaluation rubrics web-based system (California Dashboard.) The district continues to follow the CDE schedule for K-8 Curriculum Framework development and adoption of Instructional Materials cycle and makes available standards-aligned instructional materials when available.Professional Learning in the Fairfax School District is provided to continuously build teacher and administrator capacity to meet the needs of all students. Weekly collaborations allow teachers the opportunity to strengthen teaching skills, review data, build coherence, and increase student achievement for all students. Instruction is designed to provide access to CCSS for all learners, including English Learners, Homeless, Foster, and Migrant students. Information provided to the Fairfax Board of Trustees on November 8, 2018.|2018 19647330000000|Los Angeles Unified|2|LA Unified has been aligning instruction and curricula to the multi-tiered system of support framework to ensure all students are prepared for college, career and life. LA Unified is at full implementation of the English Language Arts (ELA), English Language Development (ELD) and mathematics standards. Teachers have been provided professional learning opportunities on the new ELA and mathematics standards since 2011. LA Unified has implemented new ELA/ELD instructional programs for grades K-12 since 2017. LA Unified continues to support early literacy foundational skills instruction through our Early Language and Literacy Plan by offering intensive professional development and teacher materials to 520 elementary school teams to support differentiated instruction for students. In June 2018, LA Unified adopted a new English Learner and Standard English Learner Master Plan. Mandatory professional development district-wide this year on the new Master Plan will support the implementation of the ELD standards. Schools continue to track English Learner progress with an online dashboard with real-time data. LA Unified began implementing new mathematics standards and curricula in the 2014-15 school year. LA Unified has expanded implementation of Cognitively Guided Instruction over 120 elementary schools in order to improve student performance. Interventions and new math pathways are being implemented in the secondary grades as well. Schools have been utilizing the Smarter Balanced Assessment (SBA) interim assessment blocks aligned to ELA and mathematics since Fall 2015. The district uses these data to identify supports and resources that schools may need during the school year. LAUSD is at initial implementation of the Next Generation Science standards (NGSS), the History-Social Science (HSS), and the Career Technical Education standards. LA Unified has began implementing new high school HSS instructional materials in Fall 2018, and new HSS instructional materials in grades K-8 are planned to be adopted in Fall 2019. LA Unified continues to partner with the Stanford History Education Group to provide training to HSS teachers. Since the state adoption of the NGSS in 2013, LAUSD has provided extensive professional development on the NGSS and the instructional shifts necessary for classroom implementation. District-wide teacher leader cohorts have been developing sample units, assessments, and professional development to build the capacity of schools to implement the NGSS. The Linked Learning/Career Technical Education (CTE) office has provided professional development around the new CTE standards since the 2014-15 school year, as the state adopted the new standards in January 2013. LAUSD is at full implementation and sustainability with the health education, physical education, visual and performing arts, and world language standards. Regular, ongoing professional development is provided to teachers in each of these content areas.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|Central office, local district, and school site teams engage in regular planning and evaluation of professional development throughout the year. Various data are used to determine additional professional development supports for schools including district-wide teacher surveys, analysis of district-wide teacher evaluation data, local district observations of classroom practices, and meetings with school administrators and teachers. The district keeps extensive records of professional development provided to date. Calendars listing dates of professional development, agendas for sessions, and participant feedback are available on the district website (lauds.net). Additionally, an eLibrary exists housing all District policies that is accessible through the district website.|2018 43104390119024|Rocketship Si Se Puede Academy|2|The Humanities block is focused around our Rocketeers mastering literacy through a personalized and thematic approach. Thus, each day, it is critical that our Rocketeers deeply immerse themselves in this thematic unit and the content so that they can master the Enduring Understandings as well as gain the tools and skills necessary for them to be fervent, excellent readers and writers. The objective of the Humanities block is not to perceive each block as separate (i.e. writing v. reading comprehension v. guided reading) components, but rather they should feed off of one another to build our Rocketeer’s depth of understanding, engagement, context, and ability to move even faster in their mastery and engagement. We define a thematic approach as aligning and integrating the majority of the content students receive throughout the day within a theme. Our Thematic Units are mostly aligned on a topic or an idea. For instance, when the unit is aligned on a topic, students might learn about life cycles of fish and amphibians through informational articles while they read a story such as Fish is Fish to obtain character’s perspective of a tadpole, growing up to become a frog. Alternatively, a thematic unit may align on an idea. For example, when students read Roll of Thunder Hear My Cry, a book about America during the Great Depression, students may read informational texts about leaders throughout history who have stood up for what they believe in - a theme that reveals itself repeatedly throughout the text. Our thematic units are built to help students arrive at an enduring understanding--a statement that summarizes the big ideas that are central to the unit and provides the rationale around why these ideas are important and transferrable to students’ lives. The units are not built solely around the specific (historical, etc.) content. Many of our nonfiction texts will help students better build their background knowledge of science and social studies topics that are required for each grade level based on NGSS and California History Standards. Our nonfiction texts are mapped out to teach students a set of skills or a historical timeline over a period of several years. For example, from 4th to 5th grade, students will learn about the age of exploration to the modern era. Our scientific texts are meant to closely align with the timeline and content of the science units in STEM classrooms. This means that sometimes narrative texts will align on an idea, not necessarily a topic.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 13632140000000|San Pasqual Valley Unified|2||4|3|4|3|2|4|3|4|2|2|3|3|3|2|2|3|2|3|3|2|3|3|3|Met|Based on the survey conducted the primary areas of focus for staff development outlined in the LCAP are: (1) The implementation of Standards Aligned Curriculum, Project Based Learning, STEM Instruction, Social/Emotional Needs of Students, and Instructional Technology. (2) Providing annual training in the summer and in January to ensure teachers are up to date and current with instructional strategies and those initiatives adopted by the District. (3) Improving in the area of identifying the professional development needs of certificated staff. (4) A focus on History/Social Science for the District, both in materials and professional development. (5) More work in standards-aligned instruction in the areas of Physical Education and Visual and Performing Arts.|2018 43696250000000|Oak Grove Elementary|2|Oak Grove School District uses a locally created adoption process to establish a timeline of implementation activities. The tool begins with standards and framework reviews; establishing an early implementer team for in depth framework study focusing on the selection and evaluation of materials; reviewing SBE approved programs; selecting and piloting up to two programs; conducting comparison studies to inform program selection; involving stakeholders in program examinations; conducting professional development; and identifying site leads to serve as implementation experts who can provide ongoing coaching support. Implementation monitoring is supported with administrative observations, peer to peer observations, and more formalized instructional rounds. Monitoring of student and educator access to online resources is providing an additional level of monitoring. Successful implementation is evident in student achievement. Coaching and training is provided to veteran and new teachers over the course of the academic year to understand and implement Common Core State Standards. OGSD implementation status by curriculum areas is summarized below: Mathematics: Fully implemented and sustainable since Fall 2016 ELA/ELD: Adopted, initial implementation, fully implement Fall 2017, building internal capacity Social Science: Piloting stage for 2018-19 through a stakeholder input process. Full implementation scheduled for 2019-20 of adopted curriculum Science/NGSS: Awareness, instructional shifts, scheduled to fully implement Fall 2019 Career Technical Education: Agriculture and digital media have established pathways, early implementation of K-12 pathways including elementary focus academies under a new CTE Director position. Health Education: Fully implemented Positive Prevention Plus curriculum in accordance with California Healthy Youth Act (2016) Physical Education: Fully implemented in alignment with Physical Education Framework. (2010) Visual and Performing Arts: Fully implemented at grades 6-12, Awareness and development of a Tk-12 plan. World Languages Adopted and fully implemented new and approved curriculum Fall of 2016|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 35674540000000|Bitterwater-Tully Elementary|2||5|3|5|2|2|5|2|5|1|1|5|3|5|2|2|1|3|4|4|1|4|4|4|Met||2018 43104390120642|Rocketship Los Suenos Academy|2|The Humanities block is focused around our Rocketeers mastering literacy through a personalized and thematic approach. Thus, each day, it is critical that our Rocketeers deeply immerse themselves in this thematic unit and the content so that they can master the Enduring Understandings as well as gain the tools and skills necessary for them to be fervent, excellent readers and writers. The objective of the Humanities block is not to perceive each block as separate (i.e. writing v. reading comprehension v. guided reading) components, but rather they should feed off of one another to build our Rocketeer’s depth of understanding, engagement, context, and ability to move even faster in their mastery and engagement. We define a thematic approach as aligning and integrating the majority of the content students receive throughout the day within a theme. Our Thematic Units are mostly aligned on a topic or an idea. For instance, when the unit is aligned on a topic, students might learn about life cycles of fish and amphibians through informational articles while they read a story such as Fish is Fish to obtain character’s perspective of a tadpole, growing up to become a frog. Alternatively, a thematic unit may align on an idea. For example, when students read Roll of Thunder Hear My Cry, a book about America during the Great Depression, students may read informational texts about leaders throughout history who have stood up for what they believe in - a theme that reveals itself repeatedly throughout the text. Our thematic units are built to help students arrive at an enduring understanding--a statement that summarizes the big ideas that are central to the unit and provides the rationale around why these ideas are important and transferrable to students’ lives. The units are not built solely around the specific (historical, etc.) content. Many of our nonfiction texts will help students better build their background knowledge of science and social studies topics that are required for each grade level based on NGSS and California History Standards. Our nonfiction texts are mapped out to teach students a set of skills or a historical timeline over a period of several years. For example, from 4th to 5th grade, students will learn about the age of exploration to the modern era. Our scientific texts are meant to closely align with the timeline and content of the science units in STEM classrooms. This means that sometimes narrative texts will align on an idea, not necessarily a topic.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 16639416010474|Kings River-Hardwick Elementary|2||5|4|5|4|5|5|4|5|4|5|5|5|5|5|5|3|3|5|5|3|5|5|5|Met||2018 31669100000000|Roseville City Elementary|2|For the 2018-2019 school year, the district implemented both a Transition Kindergarten (TK) and a 6th-8th grade viable English Language Arts (ELA) curriculum. The English Language Arts progress indicator on the California Dashboard for the district was “Green” for “all 3-8 grade students” based on the 2017 CAASPP English Language Arts (ELA) results. 63.2% of the district scored standard met or standard exceeded in ELA. English Learner progress indicator on the California Dashboard for the district remains at a high level at 77.8%. The RCSD LCAP continued to invest heavily in professional development supporting content knowledge, instructional strategies, and the use of data to improve academic achievement for all students. All teachers received content and/or grade level specific professional development on an ongoing basis during the 17-18 school year. The professional development focuses on our district's local needs based on data as well as feedback from the teachers and administrators. The feedback from teachers showed 97% agreed or strongly agreed that their learning needs were met throughout the year. Teachers can utilize data more efficiently to identify areas of students' academic needs as well as areas that need to be enriched. Active use of data allows teachers to better target instruction and to resolve student gaps more quickly. Teachers are also able to design lessons for proficient students to ensure that they are also continuing to grow. RCSD invested in people to support targeted intervention and smaller class sizes to meet the instructional needs of all students and support the acceleration of closing achievement gaps. RCSD also monitored students with intense health conditions, such as insulin analysis, and ensured quality assistance to these students with the continued funding of four health assistants. This increase, along with the other nurses and health assistants in the district, successfully implemented a schedule that allowed monitoring of every medically fragile child on a daily basis. Funding will continue to keep these health assistants to support all students in being healthy and able to learn every day. Along with the teacher PD opportunities, administrators meet in a monthly PLC that allows for dialogue and learning about district focus areas. All TK-8 students have Board adopted instructional materials aligned to CCSS for ELA, ELD, and mathematics. We will be piloting and selecting instructional materials to support the new History-Social Studies Standards and Next Generation Science Standards in 2019 and 2020.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 43694500123299|Rocketship Mosaic Elementary|2|The Humanities block is focused around our Rocketeers mastering literacy through a personalized and thematic approach. Thus, each day, it is critical that our Rocketeers deeply immerse themselves in this thematic unit and the content so that they can master the Enduring Understandings as well as gain the tools and skills necessary for them to be fervent, excellent readers and writers. The objective of the Humanities block is not to perceive each block as separate (i.e. writing v. reading comprehension v. guided reading) components, but rather they should feed off of one another to build our Rocketeer’s depth of understanding, engagement, context, and ability to move even faster in their mastery and engagement. We define a thematic approach as aligning and integrating the majority of the content students receive throughout the day within a theme. Our Thematic Units are mostly aligned on a topic or an idea. For instance, when the unit is aligned on a topic, students might learn about life cycles of fish and amphibians through informational articles while they read a story such as Fish is Fish to obtain character’s perspective of a tadpole, growing up to become a frog. Alternatively, a thematic unit may align on an idea. For example, when students read Roll of Thunder Hear My Cry, a book about America during the Great Depression, students may read informational texts about leaders throughout history who have stood up for what they believe in - a theme that reveals itself repeatedly throughout the text. Our thematic units are built to help students arrive at an enduring understanding--a statement that summarizes the big ideas that are central to the unit and provides the rationale around why these ideas are important and transferrable to students’ lives. The units are not built solely around the specific (historical, etc.) content. Many of our nonfiction texts will help students better build their background knowledge of science and social studies topics that are required for each grade level based on NGSS and California History Standards. Our nonfiction texts are mapped out to teach students a set of skills or a historical timeline over a period of several years. For example, from 4th to 5th grade, students will learn about the age of exploration to the modern era. Our scientific texts are meant to closely align with the timeline and content of the science units in STEM classrooms. This means that sometimes narrative texts will align on an idea, not necessarily a topic.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647336018287|Nestle Avenue Charter|2|For TK-2nd grade the measures we chose to track our progress in implementing the state academic standards adopted by the State Board of Education are DIBELs, Progress Monitoring of DIBELs, Interim Assessments, Accelerated Reader, Engage NY Module Assessments, and Exit Tickets. For 3rd - 5th grades, the measures we chose to track our progress in implementing the state academic standards adopted by the State Board of Education are DIBELs, Progress Monitoring of DIBELs, Interim Assessments Block (IAB) and Performance Tasks for ELA and Math, Smarter Balanced Assessment Consortium (SBAC), Accelerated Reader, Engage NY Module Assessments, and Exit Tickets. We chose these selected measures because we want to improve student performance and these measures provide us with a variety of data to analyze and use to guide our instruction. In grades TK-5, we use the following programs which meet the Common Core State Standards: English Language Arts - Benchmark English Language Development - Benchmark for Designated ELD time Math - My Math and Engage NY Next Generation Science Standards - FOSS and currently the teachers are being trained on how to implement the NGSS into their regular science instruction History-Social Science - Scott Foresman Career Technical Education - Computer Wise Health Education Content Standards - Second Step Physical Education Model Content Standards - Instructor led Physical Education Classes Visual and Performing Arts - Art teacher, Music Teacher, and Orchestra World Language - Culturally Relevant Pedagogy and Enrichment Classes offered after school; such as Farsi class and Spanish. We also offer a weekly Jewish Club for everyone in 2nd - 5th who is interested.|4|5|4|4|4|5|5|4|3|4|5|5|5|4|5|4|3|4|5|5|4|4|5|Met|In the area of Health Education Content Standards, we rated ourselves a 3 with the intention of providing formal training in Second Step via our Instructional Coach. In the are of NGSS (instructional materials), we are in the process of purchasing Mystery Science to supplement our current science instruction.|2018 33671240000000|Moreno Valley Unified|2||4|4|4|2|1|5|5|5|1|1|5|5|5|1|1|4|5|5|5|5|5|5|4|Met||2018 37682130119560|San Diego Neighborhood Homeschools|2|San Diego Neighborhood Homeschool is using online websites, collection portfolios, supplemental materials, state testing and testing assessments from their books, to track our progress in implementing the state academic standards. We chose these measured tools because it provides us with a good picture or measurement of our schools progress in implementing state standards. Websites like Compass Learning, IXL, and Time for Learning gives us a measured outcome of students work and it is accessible to all who have internet connection with computer or any mobile device such as an iPad. The collection portfolios also gives us an instant feedback on how the standards are being met or not. The testing assessments that come from content area books and state testing provide an accurate result on how standards are being met or gages the need of improvement. Since we are a homeschool, these selected tools help parents and teachers keep a simple way to keep meet and track of CCSS. Our progress in implementing the academic standards has been slow and very difficult because of the nature of CCSS. Parents have rolled their eyes and have been asking why the CCSS is so convoluted. They have the CCSS at their disposal in written form and also posted on our website. Parents do not like the CCSS and implementing it via our selected tools has been a challenge.|3|3|3|2|2|3|3|3|2|2|3|2|2|2|2|2|2|2|2|2|3|3|3|Met|SDNH has a student population of 140. Seventy plus high school students and the rest K-8.|2018 36677360116723|Academy of Careers and Exploration|2||4|4|4|3|3|4|4|4|3|3|5|5|5|4|4|4|5|5|5|5|4|4|4|Met||2018 04614240123810|Wildflower Open Classroom|2||4|4|4|2|1|4|4|4|2|1|4|4|4|2|1|1|5|3|2|1|4|4|4|Met||2018 38684783830437|Gateway High|2|Curricular Review As a leadership team and in departmental groups at Gateway High School, we reviewed curriculum and other instructional materials to ensure they were aligned with standards, updated and sufficient for student needs. As needed, we acquired new core and supplemental curricular/instructional materials, texts, software, etc. including materials for whole class instruction, tiered interventions, and targeted interventions Our curricular review included implementation of standards in the following areas: • English Language Arts: Common Core State Standards for English Language Arts • English Language Development (Aligned to Common Core Standards for English Language Arts) • Mathematics: Common Core State Standards for Mathematics • Next Generation Science Standards • History-Social Science • Health Education Content Standards • Physical Education Model Content Standards • Visual and Performing Arts • World Language Professional Development Related to Standards Additionally, teachers across several departments attended workshops and professional development in the community to become better acquainted with the new standards. They also used paid planning time to update materials. Analysis of Student Achievement In Relation to Standards In order to continue aligning curriculum and instructional practices with CCSS, our entire faculty as well as curriculum teams analyzed the results of Smarter Balanced Assessment tests as well as internal benchmarks in order to understand student learning and pinpoint areas to grow and find new materials. Departmental professional development, as well as grade level teams, then used this information to plan new professional development and acquire appropriate course materials. As a result of sustained effort and attention, we were able to update roughly 30% of our materials this year.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 36675870128462|Taylion High Desert Academy/Adelanto|2||4|3|4|2|4|4|3|4|2|4|4|2|4|2|4|2|3|4|4|4|4|4|3|Met||2018 43104390125781|Rocketship Academy Brilliant Minds|2|The Humanities block is focused around our Rocketeers mastering literacy through a personalized and thematic approach. Thus, each day, it is critical that our Rocketeers deeply immerse themselves in this thematic unit and the content so that they can master the Enduring Understandings as well as gain the tools and skills necessary for them to be fervent, excellent readers and writers. The objective of the Humanities block is not to perceive each block as separate (i.e. writing v. reading comprehension v. guided reading) components, but rather they should feed off of one another to build our Rocketeer’s depth of understanding, engagement, context, and ability to move even faster in their mastery and engagement. We define a thematic approach as aligning and integrating the majority of the content students receive throughout the day within a theme. Our Thematic Units are mostly aligned on a topic or an idea. For instance, when the unit is aligned on a topic, students might learn about life cycles of fish and amphibians through informational articles while they read a story such as Fish is Fish to obtain character’s perspective of a tadpole, growing up to become a frog. Alternatively, a thematic unit may align on an idea. For example, when students read Roll of Thunder Hear My Cry, a book about America during the Great Depression, students may read informational texts about leaders throughout history who have stood up for what they believe in - a theme that reveals itself repeatedly throughout the text. Our thematic units are built to help students arrive at an enduring understanding--a statement that summarizes the big ideas that are central to the unit and provides the rationale around why these ideas are important and transferrable to students’ lives. The units are not built solely around the specific (historical, etc.) content. Many of our nonfiction texts will help students better build their background knowledge of science and social studies topics that are required for each grade level based on NGSS and California History Standards. Our nonfiction texts are mapped out to teach students a set of skills or a historical timeline over a period of several years. For example, from 4th to 5th grade, students will learn about the age of exploration to the modern era. Our scientific texts are meant to closely align with the timeline and content of the science units in STEM classrooms. This means that sometimes narrative texts will align on an idea, not necessarily a topic.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19648810113472|Aveson School of Leaders|2||5|3|5|3|3|5|3|5|3|3|5|3|4|3|4|1|3|3|3|1|5|5|5|Met||2018 43104390125799|Rocketship Alma Academy|2|The Humanities block is focused around our Rocketeers mastering literacy through a personalized and thematic approach. Thus, each day, it is critical that our Rocketeers deeply immerse themselves in this thematic unit and the content so that they can master the Enduring Understandings as well as gain the tools and skills necessary for them to be fervent, excellent readers and writers. The objective of the Humanities block is not to perceive each block as separate (i.e. writing v. reading comprehension v. guided reading) components, but rather they should feed off of one another to build our Rocketeer’s depth of understanding, engagement, context, and ability to move even faster in their mastery and engagement. We define a thematic approach as aligning and integrating the majority of the content students receive throughout the day within a theme. Our Thematic Units are mostly aligned on a topic or an idea. For instance, when the unit is aligned on a topic, students might learn about life cycles of fish and amphibians through informational articles while they read a story such as Fish is Fish to obtain character’s perspective of a tadpole, growing up to become a frog. Alternatively, a thematic unit may align on an idea. For example, when students read Roll of Thunder Hear My Cry, a book about America during the Great Depression, students may read informational texts about leaders throughout history who have stood up for what they believe in - a theme that reveals itself repeatedly throughout the text. Our thematic units are built to help students arrive at an enduring understanding--a statement that summarizes the big ideas that are central to the unit and provides the rationale around why these ideas are important and transferrable to students’ lives. The units are not built solely around the specific (historical, etc.) content. Many of our nonfiction texts will help students better build their background knowledge of science and social studies topics that are required for each grade level based on NGSS and California History Standards. Our nonfiction texts are mapped out to teach students a set of skills or a historical timeline over a period of several years. For example, from 4th to 5th grade, students will learn about the age of exploration to the modern era. Our scientific texts are meant to closely align with the timeline and content of the science units in STEM classrooms. This means that sometimes narrative texts will align on an idea, not necessarily a topic.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 34752830134049|Natomas Pacific Pathways Prep Elementary|2|Natomas Pacific Pathways Prep (NP3) Elementary School is successful in the implementation of academic content standards. NP3 has committed significant resources to both the adoption of standards-aligned curriculum and professional development for teachers and administrators. All English, math, science, history, and physical education classroom teachers have attended trainings and professional development focused on the newly adopted California Common Core Standards (CCSS). NP3 fully implements the CCSS, the Next Generation Science Standards, and the new History and Social Science standards. In addition, NP3 is working on aligning and integrating the newly adopted ELD standards across content areas. Administrators and teacher leaders have attended training that will assist in the continued support of our English Language Learner population. NP3 utilizes Professional Learning Communities to identify essential standards, build curriculum and assessments that are aligned to the standards, and to support teachers in determining areas for celebration and growth. There is a heavy focus across content areas on the development of critical thinking and problem-solving skills, as well as an emphasis on collaboration, and the effective use of technology. The culture of collaboration at NP3 extends beyond the classroom and applies to the work that is done between teacher partners, vertically across grade levels, and among administrators. Teachers have time dedicated for collaboration and professional development, as NP3 has built-in shared prep periods for grade level teachers and an early release day for students weekly. This provides time for teacher dialogue on student needs based on the evaluation of student learning as determined by data results. In addition, informal walkthroughs and formal observations are completed by both administrators and colleagues to support the delivery of standards-aligned instruction.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 07617540000000|Mt. Diablo Unified|2||4|3|3|3|2|4|3|2|2|2|3|3|3|2|2|2|3|3|3|2|3|3|3|Met|It is imortant to note that the survey ratings above may differ by grade span and have been averaged.|2018 12628360000000|Garfield Elementary|2||4|4|4|3|2|4|4|4|2|2|4|4|3|3|3|2|2|4|4|1|4|4|4|Met||2018 01611430000000|Berkeley Unified|2||4|3|4|3|2|4|3|4|3|2|3|3|3|3|2|4|3|4|4|3|3|3|3|Met||2018 19647330132126|Bert Corona Charter High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met|All students have access to textbooks, adequate facilities, and appropriately assigned teachers.|2018 54718110000000|Alta Vista Elementary|2|Alta Vista is fully implementing all State Board adopted academic and performance standards. This is measured by a comprehensive survey conducted each spring. It measures critical components of standards implementation including local policies and procedures; tiered professional development; instructional materials; classroom and schoolwide assessment; classroom and schoolwide practices and strategies; and support for student learning. Teachers express ever-increasing confidence in teaching the common core performance standards and English Language Development, two critical factors to assure that all students have access to and success in the curriculum. In addition, intervention strategies implemented schoolwide assure that every student has the opportunity to succeed in the broad curriculum and is prepared for the next step in instruction.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 43694500128108|Rocketship Spark Academy|2|The Humanities block is focused around our Rocketeers mastering literacy through a personalized and thematic approach. Thus, each day, it is critical that our Rocketeers deeply immerse themselves in this thematic unit and the content so that they can master the Enduring Understandings as well as gain the tools and skills necessary for them to be fervent, excellent readers and writers. The objective of the Humanities block is not to perceive each block as separate (i.e. writing v. reading comprehension v. guided reading) components, but rather they should feed off of one another to build our Rocketeer’s depth of understanding, engagement, context, and ability to move even faster in their mastery and engagement. We define a thematic approach as aligning and integrating the majority of the content students receive throughout the day within a theme. Our Thematic Units are mostly aligned on a topic or an idea. For instance, when the unit is aligned on a topic, students might learn about life cycles of fish and amphibians through informational articles while they read a story such as Fish is Fish to obtain character’s perspective of a tadpole, growing up to become a frog. Alternatively, a thematic unit may align on an idea. For example, when students read Roll of Thunder Hear My Cry, a book about America during the Great Depression, students may read informational texts about leaders throughout history who have stood up for what they believe in - a theme that reveals itself repeatedly throughout the text. Our thematic units are built to help students arrive at an enduring understanding--a statement that summarizes the big ideas that are central to the unit and provides the rationale around why these ideas are important and transferrable to students’ lives. The units are not built solely around the specific (historical, etc.) content. Many of our nonfiction texts will help students better build their background knowledge of science and social studies topics that are required for each grade level based on NGSS and California History Standards. Our nonfiction texts are mapped out to teach students a set of skills or a historical timeline over a period of several years. For example, from 4th to 5th grade, students will learn about the age of exploration to the modern era. Our scientific texts are meant to closely align with the timeline and content of the science units in STEM classrooms. This means that sometimes narrative texts will align on an idea, not necessarily a topic.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330122630|Para Los Niños - Evelyn Thurman Gratts Primary|2||5|5|5|2|2|5|4|5|3|3|4|4|4|3|3|3|4|5|5|3|4|4|3|Met||2018 43104390131110|Rocketship Fuerza Community Prep|2|The Humanities block is focused around our Rocketeers mastering literacy through a personalized and thematic approach. Thus, each day, it is critical that our Rocketeers deeply immerse themselves in this thematic unit and the content so that they can master the Enduring Understandings as well as gain the tools and skills necessary for them to be fervent, excellent readers and writers. The objective of the Humanities block is not to perceive each block as separate (i.e. writing v. reading comprehension v. guided reading) components, but rather they should feed off of one another to build our Rocketeer’s depth of understanding, engagement, context, and ability to move even faster in their mastery and engagement. We define a thematic approach as aligning and integrating the majority of the content students receive throughout the day within a theme. Our Thematic Units are mostly aligned on a topic or an idea. For instance, when the unit is aligned on a topic, students might learn about life cycles of fish and amphibians through informational articles while they read a story such as Fish is Fish to obtain character’s perspective of a tadpole, growing up to become a frog. Alternatively, a thematic unit may align on an idea. For example, when students read Roll of Thunder Hear My Cry, a book about America during the Great Depression, students may read informational texts about leaders throughout history who have stood up for what they believe in - a theme that reveals itself repeatedly throughout the text. Our thematic units are built to help students arrive at an enduring understanding--a statement that summarizes the big ideas that are central to the unit and provides the rationale around why these ideas are important and transferrable to students’ lives. The units are not built solely around the specific (historical, etc.) content. Many of our nonfiction texts will help students better build their background knowledge of science and social studies topics that are required for each grade level based on NGSS and California History Standards. Our nonfiction texts are mapped out to teach students a set of skills or a historical timeline over a period of several years. For example, from 4th to 5th grade, students will learn about the age of exploration to the modern era. Our scientific texts are meant to closely align with the timeline and content of the science units in STEM classrooms. This means that sometimes narrative texts will align on an idea, not necessarily a topic.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330112235|Los Feliz Charter School for the Arts|2||5|3|4|3|5|5|4|3|3|5|5|5|5|5|5|1|3|5|5|1|5|5|5|Met|As an elementary school we do not have a formal career technical education and world languages program; however, we do incorporate design-based learning and engineering standards into our interdisciplinary units.|2018 47703260000000|Grenada Elementary|2||5|4|5|3|4|5|4|5|2|4|5|4|5|3|4|5|5|5|2|1|5|4|4|Met|The District is using state adopted instructional materials in all core subjects, following a thorough review process of State-approved materials. All teachers received professional development training in the state academic standards in the core subject areas as well as training in the use of the new state adopted materials. Time at grade level team meetings has been spent discussing the standards as evidenced by grade level team meeting agendas. Principal routinely conduct classroom observations focusing on reviewing the implementation of the standards as evidenced by their observation notes. Additional focus has been placed on Math Instruction and adoption of the standards and the CPM Math Curriculum, as the MTSS Transformation Leadership Team has chosen this focus area. These measures have been chosen due to the small, yet geographically challenging, nature of the district.|2018 27754400000000|Soledad Unified|2||4|4|4|2|1|4|4|4|2|1|4|4|4|2|1|2|2|3|3|3|3|3|4|Met|• We have adopted the Houghton Mifflin Harcourt curriculum for both English Language Arts and Math for grades Kindergarten through 8th grade. Our district has also purchased the Houghton Mifflin Harcourt English Language Arts program for the 9th-12th grade English classes. • The Stemscopes curriculum, which is aligned with the Next Generation Science Standards, has been purchased for our Kindergarten through 8th grade teachers so that teachers have ready-made up-to-date exploration lessons for their grade level in Science. • This is the year that will are piloting a new History-Social Science program for our Kindergarten through 8th grade classes. Our High School will also be piloting the same two programs to see which one our teachers like best. We are piloting both McGraw-Hill and Pearson throughout this year and will vote on the best program in the spring before adopting one of them. • Our High School has been implementing the Pathways to prepare students to be college and career ready. Soledad High School has 11 Pathways that students are involved in such as: Agriculture, Agriculture-Science, Agriculture Mechanics, Horticulture, Animal Science, Film & Broadcasting, Culinary Arts, a Teacher Education class, Wood Shop, Dental Career, Robotics Engineering, & Floral Designs.|2018 43104390133496|Rocketship Rising Stars|2|The Humanities block is focused around our Rocketeers mastering literacy through a personalized and thematic approach. Thus, each day, it is critical that our Rocketeers deeply immerse themselves in this thematic unit and the content so that they can master the Enduring Understandings as well as gain the tools and skills necessary for them to be fervent, excellent readers and writers. The objective of the Humanities block is not to perceive each block as separate (i.e. writing v. reading comprehension v. guided reading) components, but rather they should feed off of one another to build our Rocketeer’s depth of understanding, engagement, context, and ability to move even faster in their mastery and engagement. We define a thematic approach as aligning and integrating the majority of the content students receive throughout the day within a theme. Our Thematic Units are mostly aligned on a topic or an idea. For instance, when the unit is aligned on a topic, students might learn about life cycles of fish and amphibians through informational articles while they read a story such as Fish is Fish to obtain character’s perspective of a tadpole, growing up to become a frog. Alternatively, a thematic unit may align on an idea. For example, when students read Roll of Thunder Hear My Cry, a book about America during the Great Depression, students may read informational texts about leaders throughout history who have stood up for what they believe in - a theme that reveals itself repeatedly throughout the text. Our thematic units are built to help students arrive at an enduring understanding--a statement that summarizes the big ideas that are central to the unit and provides the rationale around why these ideas are important and transferrable to students’ lives. The units are not built solely around the specific (historical, etc.) content. Many of our nonfiction texts will help students better build their background knowledge of science and social studies topics that are required for each grade level based on NGSS and California History Standards. Our nonfiction texts are mapped out to teach students a set of skills or a historical timeline over a period of several years. For example, from 4th to 5th grade, students will learn about the age of exploration to the modern era. Our scientific texts are meant to closely align with the timeline and content of the science units in STEM classrooms. This means that sometimes narrative texts will align on an idea, not necessarily a topic.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 30103060134239|EPIC Charter (Excellence Performance Innovation Citizenship)|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|3|4|4|4|4|4|4|Met||2018 39686760111336|Pittman Charter|2||4|3|4|3|3|4|4|4|4|4|4|3|4|3|4|2|3|4|4|4|4|4|3|Met||2018 19647336112536|Accelerated|2|The Accelerated School is currently using CCSS aligned materials in ELA and Math to track its progress in implementing the state academic standards. The new common core curriculum purchased last school year was a direct response to our low CAASPP performance. TAS purchased new common core aligned curriculum for ELA and Math. The adopted curriculum is highly rigorous and based on the Common Core State Standards. The curriculum assists with providing teachers with assessments where the results are used to drive instruction. We also began providing training in NGSS two years ago and are moving towards purchasing curriculum and implementation of the Next Generation Science Standards. For Grades TK-5th grade the ELD curriculum, that is a part of the newly adopted McGraw Hill, ELA program, Wonders is being implemented with fidelity. In middle school, Study Sync has been purchased and is being used as a stand-alone program for the ELD classes as well as with all students grades 6-8. The Accelerated School (TAS) provides all CAASPP data and results to the governing board and various stakeholders, which is also shared and discussed school-wide during Professional Development with teachers and with parents during parent meetings and the SSC-ELAC committee meetings.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 10620420000000|Burrel Union Elementary|2||3|3|2|1|1|3|2|2|1|1|3|3|2|1|1|1|3|3|2|1|3|2|2|Met||2018 56725610000000|Rio Elementary|2||3|3|4|2|1|2|2|4|2|2|2|3|4|2|2|3|4|3|4|4|3|3|3|Met||2018 19645920000000|Hawthorne|2|In determining progress toward implementing the academic state standards, the District selected a range of measures, including: instructional leadership team efforts, professional development offerings, instructional materials alignment, and classroom observation protocols. The selected measures were deemed to provide a clear and comprehensive picture of standards implementation. A summary of the findings is as follows: English Language Arts: Common Core-aligned instructional programs are being implemented at all grade levels; an ELA Instructional Leadership Team (ILT) comprised of teachers, coaches, and administrators meets regularly to analyze and refine curriculum and instructional practices, and to design professional development experiences; the California Assessment of Student Performance and Progress (CAASPP) Interim Assessment Blocks (IABs) for ELA are utilized regularly and student results are analyzed to gauge student learning and adjust instruction; ELA classroom observations are conducted with a focus on implementing academic state standards and a strong research based curriculum program that supports student centered learning , collaboration and effective communication. English Language Development (ELD): newly-adopted ELD programs are being implemented at all grade levels; multiple district-wide professional development sessions have been conducted on the current ELD standards and framework; ongoing supports for both integrated and designated models are implemented through professional development sessions that provide supports for teachers to provide strategic support to increase academic performance for English Learns. Mathematics: Common Core-aligned instructional programs have been adopted and are being implemented at all grade levels; Math Instructional Leadership Team (ILT) comprised of teachers, instructional coaches and administrators meets regularly to analyze and refine instructional practices that support the shifts and implementation of the new Mathematics state content standards; ILT design professional development experiences; the CAASPP IABs are utilized regularly; math classroom observations are conducted with frequency. Science: district-wide professional development sessions focused on the NGSS shifts and the CA NGSS framework have been conducted; a strong partnership exists with UCLA's Science Project, which involves activities such as lesson planning/study and professional development; a team of lead teachers at both the elementary and middle school levels meet regularly to pilot instructional activities and to design professional development experiences. History-Social Science: highly-integrated instructional programs allow for cross-curricular teaching; a team of lead teachers and instructional coaches meet regularly to pilot activities, and to design professional development experiences on implementation of the Four Worlds of History analytical model developed by USC's (CALIS) and the Stanford History Educ|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|The District is committed to implementing the academic standards in each and every content area. Through inclusive instructional leadership practices, current instructional materials adoptions, regular high-quality professional development, frequent collaborative planning and data analysis sessions, and strong industry and organizational partnerships, staff are constantly provided with the most effective learning materials and tools available and students are exposed to learning experiences that are engaging, relevant, and grounded in the academic standards and related expectations. The District opted to utilize multiple measures in determining progress toward implementing the academic standards, as such efforts are part of a multi-faceted process that is regularly monitored and refined to meet the changing needs of students and staff.|2018 54719440000000|Hope Elementary|2|Effective implementation of all state content and performance standards is critical for student success. Hope’s efforts to implement new state standards started in 2014 with professional development in the Common Core standards in English/Language Arts, Mathematics, and English Language Development. At the same time, we continued to support our full implementation of all other state adopted content and performance standards. Through our continuous improvement efforts, we continue to make significant investment in all aspects of implementation. Hope conducts a rigorous annual evaluation of the implementation of state standards through survey of teachers, staff and parents. Administration monitors teacher lesson plans weekly and regularly observes classrooms in order to assure that all teachers are implementing the curriculum content and strategies. Emphasis has been placed on English Language Development and support for English learners to assure they have access to all aspects of the curriculum in the broad course of study. Local practice and policy includes evaluation of the impact of multiple criteria including recruitment and retention of highly effective teachers, multi-level professional development geared to teachers and school professional development plans, aligned core and supplemental instructional materials, multi-dimensional supplementary materials for differentiation of instruction, remedial and intervention programs targeting specific student learning needs, schoolwide literacy programs and strategies (such as “designated” and “integrated” English language development and writing across the curriculum), local benchmark testing to allow timely intervention and remediation, regular examination of student work, and administrative support and monitoring. Results confirm that over the past year, we have achieved “full implementation” in: English/Language Arts, English Language Development, and Mathematics, while also maintaining “full implementation” in Visual and Performing Arts, Health, and Physical Education, and History/Social Science. We also have fully implemented the previous state science standards and are currently in the process of transitioning to the Next Generation Science Standards. We are in Exploration and Research Phase of the new History-Social Science Frameworks to assure sustainability of this content area.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330117606|Alliance Leichtman-Levine Family Foundation Environmental Science High|2||5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|5|Met||2018 49708470119750|River Montessori Elementary Charter|2||5|5|5|3|5|5|5|5|3|5|5|5|5|3|5|1|5|5|5|3|5|5|5|Met||2018 19647336017693|Justice Street Academy Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|5|Met||2018 19647331932623|El Camino Real Charter High|2||3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|4|4|5|5|5|4|4|3|Met||2018 27102720125765|Millennium Charter High|2||3|3|4|3|4|3|3|4|3|4|4|4|4|4|4|4|2|2|5|5|5|5|5|Met||2018 31669510135871|John Adams Academy - Lincoln|2||3|3|4|2|4|3|3|4|2|4|4|4|5|3|4|1|2|4|4|4|4|4|3|Met||2018 36677360130948|Independence Charter Academy|2||4|4|4|4|3|5|5|5|4|4|5|5|5|4|4|5|5|5|5|5|4|4|4|Met||2018 18641390000000|Lassen Union High|2||4|3|4|3|4|4|3|4|3|4|4|3|3|3|3|4|3|4|4|4|3|3|3|Met|Lassen High School has been contracted with IRRE to provide professional development in the California state standards. Progress is being made in all areas and a phased approach has been established to cover all curricular programs. Work is still needed to achieve full implementation.|2018 49705990000000|Alexander Valley Union Elementary|2||5|5|5|3|4|5|5|5|3|4|5|5|5|3|4|3|5|5|4|4|5|4|5|Met||2018 37682130138636|JCS - Pine Valley|2|JCS-Pine Valley is using a variety assessment tools to track student progress. Universal Screening for Tier 1: For kindergarten we use a K skills assessment and 1st grade DIBELS, a math readiness skill assessment and ongoing math assessments. In grades 2-6 we're using MAP, DIBELS and ongoing math assessments. In 7-8 we use MAP, ongoing math assessments and the SBAC interim assessment blocks for writing. 9th builds on the 7th-8th tools by incorporating the 9th grade math placement test. In 10th and 11th we are using MAP as well for Tier 1 screening. Tier 2: In K-3 we're using CORE Phonics Survey and sight words as a drill down, a placement test for intervention curriculum for 4-6 and Easy CBM for 7-8, with DRA as needed. In high school we're using the IABs for writing. For Tier 2 and 3 benchmark assessments to track progress we're using CORE Phonics Survey and sight words in K, DIBELS K-6 and Easy CBM for 7-8.|3|3|4|2|1|4|3|3|2|2|2|2|2|1|1|2|2|1|2|2|4|4|4|Met||2018 19647330133298|PUC CALS Middle School and Early College High|2||4|2|4|3|4|4|2|4|4|4|5|3|5|5|5|1|2|4|4|4|5|5|4|Met|Item #1: Data Sources: • Survey results from PUC-WIDE Professional Development • PUC Teacher Development System • School Site Professional Development Item #2: Data Sources: • PUC Unit Frameworks (All Contents) • PUC DBQ System (History) • PUC Math Instructional Methods (Math) • Instructional Team Professional Development and Coaching (All Contents) • Site Leadership Professional Development and Coaching (All Contents) Item #3: Data Sources: • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • PUC Teacher Development System • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections) Item #4: Data Sources: • PUC Wide Professional Development for Visual and Performing Arts (Scope and Sequence and Reflections) • PUC Wide Professional Development for Foreign Language (Scope and Sequence and Reflections) • PUC Wide Professional Development for Physical Education (Scope and Sequence and Reflections) • Regional Content Collaboration Time/ Data Analysis Item #5: Data Sources: • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • PUC Teacher Development System • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections)|2018 19647330114959|Monsenor Oscar Romero Charter Middle|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met|Monsenor Oscar Romero Charter School provides exceptional professional development and support for all staff consistently throughout the school year, tpd.ypics.org.|2018 15638000000000|Taft City|2||4|4|4|4|4|4|4|4|4|4|5|5|5|5|5|3|4|4|4|1|5|5|5|Met||2018 19647330100750|Wallis Annenberg High|2|All classes, materials and curriculum at Wallis Annenberg High School are aligned to the California Common Core State Standards. *100% of students have access to standards-aligned materials as well as additional supplemental instructional materials. *100% of teachers received PD in CCSS and implement Units of Study. •100% of unduplicated students and SWD have access to CA CCSS aligned curriculum. *100% of students gained academic content knowledge through the implementation of the CA CCSS. Wallis Annenberg purchased new common core aligned curriculum for Math last school year. The adopted curriculum is highly rigorous and based on the Common Core State Standards. The curriculum assists with providing teachers with assessments where the results are used to drive instruction. Science, Social Science, and ELA curriculum are currently being looked into and new standards based ELA and Science curriculum will be purchased this school year. PE, world languages, and visual and performing arts classes all follow the state standards for their content area.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 39754990000000|Tracy Joint Unified|2||4|3|4|3|1|4|3|4|3|1|4|3|4|4|1|1|3|4|3|3|3|3|3|Met|Implementation of State Standards Survey ? 2016: Administered Survey to Site Administrators ? 2017: Administered Survey to all Certificated Staff 511 Responses 2018: Administered Survey to all Certificated Staff 755 Responses TUSD had partnered with International Center for Leadership in Education to implement Bill Daggett's System of Effective Instruction focusing on the Rigor/Relevance Framework to support implementation of the CA State Standards. TUSD has transitioned to the new state standards in ELA and Mathematics using the process of Rigorous Curriculum Design. This process was led by the Director of Professional Learning and Instructional Media Center in partnership with HMH. Directors and teacher leaders throughout the district identified Priority and Supporting Standards, developed a coherent scope and sequence, with formative assessments aligned to the standards. Rigorous Curriculum Design Team Members have continued to revise Units of Study annually. TUSD has been fortunate to participate in the Early Implementation Grant to support our transition to the Next Generation Science Standards 2014-2018. This Grant includes funding to support a district core leadership team lead by the Director of Instructional Media Center. The core leadership team participates in trainings, lesson studies, as well as providing training to teachers at all sites in TUSD. NGSS implementation will continue with the support of a STEM grant to begin 2019-2023.|2018 12629760115154|Trillium Charter|2||4|4|5|3|2|4|4|5|3|2|4|4|4|2|2|1|1|4|1|1|4|4|4|Met||2018 32103220000000|Plumas County Office of Education|2||4|2|3|3|2|4|2|5|3|2|3|2|3|3|2|5|2|2|5|5|4|3|3|Met||2018 14632890000000|Lone Pine Unified|2||4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|5|5|5|4|4|4|5|4|Met||2018 22655320000000|Mariposa County Unified|2||3|2|4|3|3|3|3|5|3|5|3|3|5|4|5|5|4|3|5|5|5|3|3|Met|MCUSD adopted a new history curriculum district wide and has been engaging in on going training and professional development. This new curriculum focuses on the state adopted standards and lends itself to supporting the students reading and writing in edition to their social studies knowledge. All students are engaging with online curriculum and content at some level. A dedicated ELD/Intervention TOSA was hired this year and has been conducting trainings with individual school sites and observing classrooms to ensure the designated ELD time is happening with fidelity using tools and techniques to support student learning.|2018 22102230000000|Mariposa County Office of Education|2||3|2|4|3|3|3|3|5|3|5|3|3|5|4|5|5|4|3|5|5|5|3|3|Met|MCUSD adopted a new history curriculum district wide and has been engaging in on going training and professional development. This new curriculum focuses on the state adopted standards and lends itself to supporting the students reading and writing in edition to their social studies knowledge. All students are engaging with online curriculum and content at some level. A dedicated ELD/Intervention TOSA was hired this year and has been conducting trainings with individual school sites and observing classrooms to ensure the designated ELD time is happening with fidelity using tools and techniques to support student learning.|2018 13631230000000|El Centro Elementary|2||4|4|4|4|1|4|4|5|4|1|5|4|4|3|1|1|1|1|1|1|4|4|4|Met|The district adopted a State Standards aligned mathematics curriculum with initial implementation in August 2014. The district adopted a State Standards aligned English Language Arts and English Language Development curriculum with initial implementation in August 2017. The district adopted a State Standards (NGSS) aligned Science Kit Curriculum with initial implementation in August 2018. The district is currently reviewing History/Social Science State Standards aligned curriculums for possible adoption in Spring 2019 and implementation in August 2019. The district continues to support teachers and site administrators in implementation and extended learning through Reading/Resource Teachers at each site, district-wide PLCs, Data Team meetings, Lesson Studies, site visits, collaborative time, and a District Educational Technology Coach and STEM Coordinator support.|2018 19647330124933|PUC Early College Academy for Leaders and Scholars (ECALS)|2||4|2|4|3|4|4|2|4|4|4|5|3|5|5|5|1|2|4|4|4|5|5|4|Met|Item #1: Data Sources: • Survey results from PUC-WIDE Professional Development • PUC Teacher Development System • School Site Professional Development Item #2: Data Sources: • PUC Unit Frameworks (All Contents) • PUC DBQ System (History) • PUC Math Instructional Methods (Math) • Instructional Team Professional Development and Coaching (All Contents) • Site Leadership Professional Development and Coaching (All Contents) Item #3: Data Sources: • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • PUC Teacher Development System • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections) Item #4: Data Sources: • PUC Wide Professional Development for Visual and Performing Arts (Scope and Sequence and Reflections) • PUC Wide Professional Development for Foreign Language (Scope and Sequence and Reflections) • PUC Wide Professional Development for Physical Education (Scope and Sequence and Reflections) • Regional Content Collaboration Time/ Data Analysis Item #5: Data Sources: • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • PUC Teacher Development System • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections)|2018 10619940000000|Alvina Elementary|2||5|5|5|4|1|5|5|5|4|1|5|5|5|4|1|1|2|3|2|1|4|4|4|Met|CTE and World Language do not apply to Alvina Elementary Charter School K-8 District.|2018 34765050114272|SAVA - Sacramento Academic and Vocational Academy|2||4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|3|3|4|4|4|4|Met||2018 30665970000000|Newport-Mesa Unified|2||4|4|4|2|3|4|4|4|2|3|4|3|4|2|2|3|4|4|4|4|4|2|2|Met|N-MUSD measured its progress on implementing the recently Adopted Academic Standards and/or Curriculum Frameworks using the California Department of Education provided reflection tool (option 2, reported above). Results were reported to the N-MUSD Board of Education on November 13, 2018.|2018 19647330108910|ISANA Nascent Academy|2||4|4|4|4|3|5|5|5|3|3|5|5|5|4|3|4|4|4|4|4|4|4|4|Met||2018 01100170125567|Urban Montessori Charter|2|Because we are a Montessori school, UMCS uses an American Montessori Society and Association Montessori Internationale curriculum alignment map when aligning our scope and sequence with the CA standards. We reference other public Montessori curricular maps if needed. Lessons are given individually or in small groups to meet the needs of students. Children are given the opportunity to express their learning through various outputs that reflect choice, learning style, and developmental level. Teachers evaluate student work and provide feedback that guides their progress. Teachers record lessons presented through Transparent Classroom. Standards-aligned Progress Reports and Transparent Classroom lesson reports are shared three times a year with families so they have an understanding of lessons presented, work completed, and growth tracked. Students use a work plan or journal to plan, track, and reflect on their work throughout the school day, week, and year. Regular meetings with teachers support a heightened awareness and personalized look at a student’s own focus, work, and patterns of learning. If a child is in need of more support, we meet with families to develop and use targeted interventions in eight-week increments to monitor student progress. Interventions include a variety of in-classroom best practices as well as accessing specialists’ support for intensive intervention. Students have access to services such as special reading groups, occupational therapy, and speech and language. Teachers continue interventions that result in measurable growth. Our students show evidence of opportunity gaps. We support teachers to approach their classrooms with an equity lens, working to provide an education that allows every child to reach their full potential. We observe in classrooms to highlight ways that we can support teachers to identify patterns, blind spots, and ways they can better serve our students. We’ve begun to practice structured data analysis to coach and support teachers in tightening their feedback loop as well as gain a better understanding of what pieces of the curriculum students are accessing or not. We are examining our math sequence and presentation styles to look for ways in which they may serve as barriers to student understanding and are looking critically at systems or platforms we’ve adopted to see if they actually take away from fidelity of implementation of our Montessori pedagogy.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|We continue to focus on math as a school to accelerate our understanding of where students need more support and ensure that students have access to content. Teachers are tightening their feedback loop with students in regard to math work and making assessments more consistent between levels. Each level has also developed a math vision for the year. We have begun Structured Data Analysis focusing on classroom level math data. Student growth is evidenced by a higher percentage of students meeting or exceeding ELA and Math standards on the Smarter Balanced Assessment, the NWEA MAP, and by teacher record of classroom output through observation notes and Transparent Classroom.|2018 19647330102335|Ocean Charter|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|1|4|5|5|5|4|4|4|Met|Career Technical Education - NA|2018 10621660000000|Fresno Unified|2||4|4|4|3|2|5|4|5|2|3|4|4|4|2|2|4|4|4|3|3|4|4|3|Met||2018 19646340101667|Wilder's Preparatory Academy Charter|2||4|3|4|3|4|4|3|4|3|4|4|3|4|3|4|4|4|5|1|1|4|4|4|Met||2018 48705810134262|Caliber: ChangeMakers Academy|2|In previous years, curriculum selection was guided by alignment with the common core. Over the summer teacher leaders and administration worked on scope and sequences, pacing calendars, unit plans, and interim assessments to ensure alignment with common core and across subjects and grade levels. During summer professional development, teachers worked with pacing calendars, took the first interim assessment, and planned daily lesson plans tied to the unit and interim assessments. Teachers also were introduced to the digital learning platforms (also common core aligned) that they could use as part of their rotation/blended learning model. Teachers meet in professional learning communities weekly to analyze results, plan adjustments to instruction and support, and work on follow-up for individuals, small groups, and whole groups based on results. They also revisited pacing calendars and additional materials available to plan for the upcoming weeks. A weekly professional development calendar was developed prior to the start of the school year that was based on activities related to ensure common core alignment in instruction, learning goals, and assessments. The professional development was also aligned to the school strategic plan (school improvement plan). Throughout the year, teachers received professional development related to the common core, specifically better understanding of the required instructional shifts and the academic rigor of the standards. One training technique was breaking down a grade-level appropriate problem set to determine how it aligned to the common core standards, the skills needed to solve it, and the required pre-requisite skills. Teachers would then plan the week using that information as a guide to the level of rigor and thinking required to be successful. Additionally, teachers in language arts and mathematics gave weekly or bi-weekly quizzes that were aligned to grade level common core standards. After administering the quiz, they would meet in professional learning communities and/or with an instructional coach to review results and plan for reteaching the necessary content. Throughout the year the school administration would revisit the weekly professional development calendar to make adjustments based on data, observation/coaching notes, and feedback they received from teachers via PD surveys.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 54718940000000|Ducor Union Elementary|2|Effective implementation of all state content and performance standards is critical for student success. Ducor’s efforts to implement new state standards started in 2014 with professional development in the Common Core standards in English/Language Arts, Mathematics, and English Language Development. At the same time, we continued to support our full implementation of all other state adopted content and performance standards. Through our continuous improvement efforts, we continue to make significant investment in all aspects of implementation. Ducor conducts a rigorous annual evaluation of the implementation of state standards through survey of teachers, staff and parents. Administration monitors teacher lesson plans weekly and regularly observes classrooms in order to assure that all teachers are implementing the curriculum content and strategies. Emphasis has been placed on English Language Development and support for English learners to assure they have access to all aspects of the curriculum. Local evaluation includes the impact of multiple criteria including recruitment and retention of highly effective teachers, multi-level professional development geared to teachers and school professional development plans, aligned core instructional materials, multi-dimensional supplementary materials for differentiation of instruction, remedial and intervention programs targeting specific student learning needs, schoolwide literacy programs and strategies (such as “designated” and “integrated” English language development and other schoolwide literacy approaches), timely intervention and remediation, regular examination of student work, and administrative support and monitoring. Results confirm that we have achieved “full implementation” in: English/Language Arts, English Language Development, Mathematics, Health, History/Social Science, and Physical Education. We also have fully implemented the previous state science standards and are currently in the process of transitioning to the Next Generation Science Standards. Initial implementation of Visual and Performing Arts is underway at Ducor.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19646340116822|Wilder's Preparatory Academy Charter Middle|2||4|3|4|3|4|4|3|4|3|4|4|3|4|3|4|4|4|5|1|1|4|4|4|Met||2018 19647336018204|Montague Charter Academy|2||4|4|4|3|3|5|4|5|3|3|4|4|4|4|4|3|4|4|5|3|3|3|3|Met||2018 01611190131805|The Academy of Alameda Elementary|2||5|4|5|5|5|5|3|5|5|5|4|4|4|4|4|5|4|4|4|4|5|4|4|Met|The Academy is at full implementation and sustainability on most of these frameworks.|2018 43693850000000|Cambrian|2||3|3|4|3|2|2|3|4|3|2|3|3|3|2|2|5|4|4|3|3|4|4|2|Met|Professional development has been and will always continue to be one of the key focus areas for the district. In particular, a central focus for the professional development will be on the second year implementation of the newly adopted math curriculum for all TK-5 teachers and 6-8 grade math teachers. All district-wide professional development days will provide our teachers training and collaboration time focused on areas of need based on staff feedback. Ensuring that staff is adequately equipped and enabled to instruct our students is critically important. In addition, the district continues to provide support and training on current district-wide instructional initiatives in the areas of GLAD, writer's workshop, and data talks. Providing ongoing professional development for all staff will remain a constant. Cambrian School District will provide high quality and dynamic instruction for ALL students while preparing them for 21st-century college and career readiness. - Implementation of new math curriculum, Eureka for Elementary & College Preparatory Math for Middle School - Continue development of Writer's Workshop implementation - Focus on closing the achievement gap for the following significant student groups: English Learners, Socio-Economically Disadvantaged and Students with Disabilities - Implementation of targeted Tier 2 intervention programs for reading and math|2018 27738250000000|North Monterey County Unified|2|English Language Arts: Developed, implemented, and refined horizontally and vertically aligned learning progressions TK-12 for priority standards (Tool). An Early Literacy team piloted the Fountas and Pinnell assessment to measure foundational literacy skills with a specific focus on English Learner (EL)/Special Education students (Measure). English Language Development: Developed specific strategies for English Learners, which are integrated into the common units of study to ensure access (Tool). Literacy Units were implemented and first administration of ELPAC annual assessments was completed (Measure). Mathematics: Developed learning progressions to vertically align priority standards TK-Integrated Math III (Tool). K-12 Math Curriculum Council developed interim assessments to measure learning progressions/priority standards (Measure). Next Generation Science Standards: NGSS concepts are integrated into the literacy units in grades TK-6 and new courses in 7-8/Integrated Science I were developed (Tool). At the high school level courses were developed for Integrated Science II/III for implementation in 18-19 (Tool). Integrated Science common unit assessments and practices at the grades 7/8 and the Integrated Science I course at the high school were implemented (Measure). History Social Science: Reviewed the History-Social Science framework and identified content literacy standards (Tool). Reviewed content literacy writing rubric (Measure). Career Technical Education: CTE pathways and courses revised and implemented to integrate the CTE standards (Tool). Self-evaluation was completed using the 11 Elements of High Quality CTE Programs (Measure). Health- Elementary and middle school developed Health units within PE classes (Tool). High School implemented new Health curriculum (Measure). Physical Education: All PE teachers were trained and are implementing the SPARK curriculum (Tool) with a focus on the FITNESSGRAM six areas (Measure). Visual and Performing Arts: Increased the number of courses offered in 7-12 and number of arts integration lessons in K-6 (Measure). Aligned curriculum focused on performance tasks (Tool). World Language: Courses revised with diagnostic assessments to identify placement (Tool). Common assessments under development with focus to prepare students for the California State Seal of Biliteracy upon graduation, using AP Spanish pass rate. Each tool and measurement for standards implementation maps out the essential skills and agreements by which we provide job-embedded instructional support and professional development.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|In each of the content areas, an evaluation of progress towards implementing state academic standards has been completed and measured according to a continuum from Developing to Applying to Integrating. Different grade levels and content areas are in various stages of the continuum, which takes into account the experience of the teaching staff and our local context. Depending on the content area and the teaching staff, we are currently between Developing and Applying. In the past year, each content area has demonstrated progress in implementation through the development of various tools and measures. A Curriculum Council, representatives of teacher leaders from each grade level/school focusing on English Language Arts, Math, and Content Literacy, have worked to identify priority standards, then created vertically aligned learning progressions, and developed common formative interim assessments. The Curriculum Council teacher leaders and each school’s Instructional Leadership Team teacher leaders will work collectively to ensure that there is consistency of instruction between and among grade levels.|2018 27102720124297|Bay View Academy|2||5|5|5|5|5|5|4|5|5|5|5|5|5|4|5|5|5|5|4|5|5|5|5|Met||2018 19647330117622|Magnolia Science Academy 4|2||4|4|4|4|4|5|5|5|3|4|4|4|4|4|4|1|3|5|5|5|4|4|4|Met|MSA-4 ensures all curricula and assessments are aligned to the standards and that teachers participate in professional development on the implementation of standards (CCSS, NGSS, etc.) We provide services to ELs by proficiency level and ELD instruction is aligned to the CA ELD standards and framework. ELs have access to core and supplemental ELD instructional materials; teachers attend PDs whose focus is on ELD standards. Our teachers participate in at least 18 hours of professional development per year. PD includes the areas of Common Core ELA/Literacy, math, ELD Standards and integration of ELD standards into content areas, and training in strategies to support ELs with common core ELA/ELD and math curricula. While the primary focus has mostly been on the ELA/Literacy, math, and ELD over the past few years, MSA-4 has also provided PD and supported our teachers on NGSS, History-Social Science, Career Technical Education, Health Education, Physical Education, Visual and Performing Arts, and World Languages.|2018 19647331996610|Los Angeles Leadership Academy|2||4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|3|4|4|4|4|5|4|4|Met||2018 45699140000000|Cascade Union Elementary|2||5|5|5|3|4|5|5|5|3|4|4|4|4|3|3|0|3|4|4|3|3|3|3|Met||2018 19770810135954|ISANA Himalia Academy|2||4|4|4|4|3|5|5|5|3|3|5|5|5|4|3|4|4|4|4|4|4|4|4|Met||2018 34673140137281|SAVA - Sacramento Academic and Vocational Academy - EGUSD|2||4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|3|3|4|4|4|4|Met||2018 19647330122655|ISANA Octavia Academy|2||4|4|4|4|3|5|5|5|3|3|5|5|5|4|3|4|4|4|4|4|4|4|4|Met||2018 36677100000000|Fontana Unified|2||4|3|3|2|2|5|5|4|2|2|4|4|4|2|1|4|3|4|4|3|4|3|3|Met||2018 15634046009351|Cecil Avenue Math and Science Academy|2||5|5|4|5|4|5|5|5|5|4|5|5|5|5|4|2|2|5|5|1|4|4|4|Met|Professional development and collaboration are key components of the instructional program at Cecil Avenue Math and Science Academy (CAMSA). Two late start Wednesdays per month are dedicated to teacher training and structured planning time where teachers discuss instructional practices, review assessment results, and design lessons with a specific focus on addressing gaps in student learning. The site administration uses the first late start Wednesday of each month for specific professional development trainings and the teachers work on implementing what they learned during the second late start Wednesday. All teachers and site leaders have received training in reading strategies, English learner methods, mathematics (where applicable), and technology. CAMSA currently employs a site-specific academic coach in the area of mathematics, and the district supports CAMSA with coaches in the areas of new teacher support, English language arts, English language development, and technology; these individuals model and design lessons, assist with curriculum development, and collaborate with individual teachers to improve instructional practices. Curriculum facilitators representing grade-levels and subject areas also support the curriculum development and implementation process by creating pacing guides, instructional materials, and assessments. Teachers have been trained in the use of district adopted English language arts and mathematics curriculum.|2018 19647330123984|ISANA Cardinal Academy|2||4|4|4|4|3|5|5|5|3|3|5|5|5|4|3|4|4|4|4|4|4|4|4|Met||2018 15637840000000|South Fork Union|2||3|2|3|3|3|5|4|5|2|3|3|3|3|2|3|2|3|3|2|3|4|4|4|Met||2018 19647330123166|ISANA Palmati Academy|2||4|4|4|4|3|5|5|5|3|3|5|5|5|4|3|4|4|4|4|4|4|4|4|Met||2018 34674390137406|SAVA - Sacramento Academic and Vocational Academy - SCUSD|2||4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|3|3|4|4|4|4|Met||2018 19734370134338|ISANA Achernar Academy|2||4|4|4|4|3|5|5|5|3|3|5|5|5|4|3|4|4|4|4|4|4|4|4|Met||2018 19648810118075|Learning Works|2||2|3|5|2|1|1|2|4|2|1|2|2|4|1|1|2|4|3|1|1|4|3|3|Met|Staff professional development is ongoing throughout the school year. Every Monday morning, LW is closed to students and a meeting or training takes place. Staff meetings generally focus on: curriculum, weekly schedule including fieldtrips, student concerns, test administration, student activities, jobs/career announcement for students, special education, and a mental health/partner update. Professional development topics have included training on: trauma informed approach; new math textbook series; curriculum and rubrics; drug education and public health information; curricular training in academic subject areas; strategies for scaffolding academic support and literacy; targeted mental health and special education topics; and many others.|2018 19753330000000|Manhattan Beach Unified|2||5|4|5|5|5|5|5|4|4|5|5|4|5|5|5|4|5|5|5|5|5|5|5|Met|MBUSD utilized the SBAC ELA and math scores and Advanced Placement (AP) results as metrics for measuring implementation related to student outcomes. In grades three through eight and eleven, 84% of our students met or exceeded standards in ELA, and 78% met or exceeded standards in mathematics. The three-year trend in ELA and math shows is an increase of 3% and 7% respectively. The percentage of MBUSD seniors who completed at least one AP class with an exam score of three (passing) was 67.9%. With the belief that personalized professional development, specific to teacher, grade level, and content area, improve the implementation of standards-based instruction, MBUSD created collaboration opportunities to plan professional learning sessions/experiences with 96% of its grade level and content team leaders. As a result, 92.6% of participating teachers indicated in feedback surveys that the professional development experiences positively impacted their classroom practices. Based on these metrics, we have identified that the majority of our stakeholders believe we meet and/or exceed expectations in regards to implementing CA State Academic Standards, and that student access to resources and standards-based instruction results in positive student outcomes.|2018 04614240120394|Inspire School of Arts and Sciences|2||5|5|5|4|5|5|4|4|4|5|5|4|5|5|5|3|4|4|5|5|5|4|4|Met||2018 43104390116814|ACE Empower Academy|2|GOAL: ACE Empower is committed to ensuring its curriculum is aligned to the academic standards adopted by the State Board of Education. The following Goals from its LCAP support Priority 2: 1) Teachers deliver rigorous, standards-based instruction based on thoughtful planning and use of data, and 2) Students prepare for college by attaining proficiency in challenging, standards-based course work. ASSESSMENT: ACE Empower assesses its progress in this goal area through 1) annual audits of curriculum for standards alignment, with adoption of new curriculum as needed to ensure continued alignment and rigor, and 2) ongoing assessment of teacher practice and standards implementation to inform professional development, and 3) Growth Cycle Audits. In addition, student level data is collected and analyzed including ELA and Math proficiency on the SBAC and ELA and Math growth on the NWEA MAP. ACTIONS: ACE Empower engages in the following actions to support this goal: 1) Provide ongoing professional development for teachers in planning and designing curriculum backwards from standards, via summer institute, data days, weekly professional development, and grade/subject area meetings, 2) Support all teachers in implementation of standards-aligned and data-informed curriculum, via an Academic Coach for every teacher, and 3) Implement a robust assessment practice that provides ongoing data on student mastery of state standards and preparation for college. 2017-18 PROGRESS: ACE Empower achieved progress in this goal area as follows: 1) Professional Development - Teachers worked with data during weekly professional development and data days to analyze student mastery of standards and determine reteaching needs. Through this process, teachers deepened their understanding of the Common Core standards; 2) Academic Coach - Every teacher is observed and receives immediate actionable feedback on a weekly basis from an academic coach; 3) Assessment Practice - A designated schedule of standards to be assessed each interval has been established, to support planning and inform instruction. Standards-aligned benchmark assessments are administered in ELA and Math through Achievement Network (ANet) four times a year in alignment with this schedule. Network data days are provided to allow teachers time to analyze benchmark data and create reteach plans; and 4) Monitoring Student Achievement - A Response to Intervention model is in place, to provide tiered interventions to students based on observed need. Teachers analyze data to inform differentiation for students, with student progress monitored and reported through Student Led Conferences.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19648810113464|Aveson Global Leadership Academy|2||5|2|5|5|5|5|2|5|3|5|4|2|4|4|4|1|3|4|4|4|4|3|4|Met||2018 18750360000000|Fort Sage Unified|2||3|3|3|3|2|4|4|4|3|2|3|2|3|3|2|3|5|5|2|2|3|3|3|Met||2018 37680236111322|Discovery Charter|2||5|3|5|5|5|5|4|5|5|5|5|4|5|5|5|4|4|4|5|4|4|4|5|Met|Discovery continues its commitment to the implementation of the CA State Standards. As a STEAM school, students are engaged in developing skills and intellectual habits around Science, Technology, Engineering, Art, and Mathematics. Students attend Fine Arts classes that include such offerings as Art Studio, Dance (Math in Motion), Drama, Technology, and Engineering Lab. Teachers work in collaboration with their grade level, vertical teams, and triads to plan rigorous and differentiated project-based learning units of study. Teachers participate in weekly ongoing professional development, grade level collaboration, and grade level planning time to ensure all students receive instruction that meet their unique learning needs. Designing and planning curriculum to match and exceed the rigor of the California State Standards, teachers use this time intentionally to examine data, look at student work, and participate in true professional learning cycles. In addition, teachers provide small group and on-on-one instruction, such as daily designated ELD. As teachers differentiate, they help students reach their full learning potential. The STEAM Coordinator provides support for teachers through modeled lessons and co-teaching. The BITSA Support Master Teacher also provides coaching and support to new teachers. All three site administrators evaluate both classified and certificated staff. Discovery is continuously refining its instruction to meet the needs of all students!|2018 19645350000000|El Segundo Unified|2||4|4|4|4|3|4|3|5|4|2|4|4|4|4|2|4|4|4|5|4|5|5|4|Met||2018 24657550000000|Los Banos Unified|2|The District uses the results of the CAASPP, ELPAC, interim assessments, and a variety of local measures to determine student progress. This data is used to modify instruction where necessary and identify students in need of intervention.|4|3|4|3|3|4|3|4|3|3|4|4|4|4|4|3|2|4|4|4|3|3|3|Met||2018 54720330000000|Palo Verde Union Elementary|2|Effective implementation of all state content and performance standards is critical for student success. Palo Verde’s efforts to implement new state standards started in 2014 with professional development in the Common Core standards in English/Language Arts, Mathematics, and English Language Development. At the same time, we continued to support our full implementation of all other state adopted content and performance standards. Through our continuous improvement efforts, we continue to make significant investment in all aspects of implementation. Local evaluation includes examination of the impact of multiple criteria including recruitment and retention of highly effective teachers, multi-level professional development geared to teachers and school professional development plans, aligned core instructional materials, multi-dimensional supplementary materials for differentiation of instruction, remedial and intervention programs targeting specific student learning needs, schoolwide literacy programs and strategies (such as “designated” and “integrated” English language development and schoolwide learning strategies, local benchmark testing to allow timely intervention and remediation, local examination of student work, and administrative support and monitoring. This evaluation is accomplished through annual teacher and staff surveys, administrative monitoring of lesson plans, mentored observation and coaching in the classroom, and other local records. Each action and service is evaluated based on its impact on student learning. Results confirm that we have achieved “full implementation” in: English/Language Arts, English Language Development, Mathematics, Health, History/Social Science, Visual and Performing Arts, and Physical Education. We also have fully implemented the previous state science standards and are currently in the process of transitioning to the Next Generation Science Standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19645010000000|El Monte City|2||4|4|4|2|3|4|4|4|1|3|4|4|4|2|2|1|3|4|4|1|4|4|4|Met|The El Monte City School District has provided professional learning for teachers and administrators that align to the state curriculum frameworks. Teachers receive a minimum of 18 hours annually in the areas of English Language Arts, Mathematics, Science, History-Social Science, and English Language Development. The District's core curriculum adoptions are in alignment with academic standards. Recent adoptions have included: Mathematics (2014) and English Language Arts (2015). History-Social Science materials were piloted in 2017-2018 to be adopted for the 2018-2019 school year. As a K-8 elementary school district, Career Technical Education and World Language are not part of the adopted curriculum and are therefore not applicable.|2018 19647330134205|Arts in Action Community Middle|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|5|Met|This year, we transitioned to using the NWEA MAP assessment for all grade levels. All teachers were able to meet their mid year goals within a couple of percentage points. We believe that the rigor of NWEA MAP testing is more closely aligned to state testing requirements, and we are confident that using NWEA as our school-wide assessment will elicit more accurate data and better opportunities for strategic goal setting and lesson design. This year, we were able to expand our English Language learner interventions, and provided three rounds of Saturday intervention throughout the entire school year for students who are at risk of becoming Long Term English Learners (LTELS). We also pioneered a new ELD computer based intervention, Pearson I-Lit. We were able to provide consistent academic intervention in all grade levels during after-school intervention classes and during the school day through strategic groupings. We provided robust professional development for all content areas through in house coaching and outside providers. We have a robust system of lesson study and professional learning community opportunities on a weekly basis.|2018 13631230122663|Imperial Valley Home School Academy|2||4|4|4|1|1|4|4|4|1|1|4|4|4|1|1|1|1|1|1|1|4|4|4|Met|Imperial Valley Home School Academy is a dependent charter school that supports parents with schooling their children at home. Instruction takes place in the home with parents as the teachers. The school supports instruction by providing the curriculum and lessons and voluntary enrichment and support workshops provided at the academy location. The school uses the district adopted State Standards aligned mathematics curriculum with initial implementation in August 2014 and adopted State Standards aligned English Language Arts curriculum in March 2018 and implemented in August 2018. The three teachers and one administrator are supported through collaborative time and support from the Educational Services Department of the El Centro Elementary School District, as needed.|2018 01611190130609|Alameda Community Learning Center|2|Having adopted and implemented Common Core State Standards previously, we are now in the process of evaluating whether our implementation has been successful. For this we have implemented MAP testing to assess our learner outputs in math and ELA courses. Over the past four testing cycles, we have seen nearly universal consistent growth in every grade. Science at ACLC is NGSS-aligned and assessed by both self-created assessments and MAP testing. Our physical education and visual and performing arts department, and social studies department have developed local assessments that are aligned with the Common Core State Standards to assess progress in these fields. Our world language courses, as well as our Current Life Issues course, have developed and are revising standards-aligned assessments to determine if the learning in the course is meeting California standards. These various in-house assessments throughout our courses were chosen to ensure precise alignment to the chosen standards for those courses. They have shown consistent class-wide growth. Additionally, we have seen an increase in passing rates throughout our classes in the past twelve months. As a small charter school with a college prep focus, the school offers no CTE courses, and therefore has no need to implement those standards. ACLC has collected a large amount of data on the implementation of the curriculum and how we assess it over the 2017-18 school year and the beginning of the 2018-19 school year. This data is discussed and acted upon on a monthly basis, which exceeds both our stated LCAP goals, and our own internal expectations. This monthly analysis of outputs has led to a continuous refinement of our pedagogical approaches.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19645500000000|Garvey Elementary|2|Local Measure Garvey School District developed a set of Standards Implementation Metrics for measuring the implementation of state academic standards. The metrics assess the extent of implementation, using a 5-level scale, in six domains critical to the effective standards implementation: knowledge of standards and framework, standards-aligned instructional materials, standards-aligned instruction, tiered supports and intervention, professional development, and data-driven practices. The five levels (developmental stages) in the metrics specify district-specific benchmarks for each level in each domain for each discipline. Scale: 1 – Exploration & Research; 2 – Beginning Development; 3 – Initial Implementation; 4 – Full Implementation; 5 – Full Implementation & Sustainability Rationale These metrics were developed to ensure district-specific benchmarks and initiatives are examined in the assessment process. Using this tool, instructional leaders, principals, and teacher leaders worked collaboratively to evaluate the level of implementation of the standards in each discipline, identifying specific evidence of progress, next steps, and growth targets. District’s Progress The goal is to attain Level 4 (4 points) or above for each discipline. The annual growth targets include: 1) demonstrating an average increase of 0.4 point (for standards at Levels 1-3), and 2) maintaining 4/5 points (for standards at Levels 4/5). Using the 2016-17 data generated from the metrics as baseline, the following is a summary of the extent of standards implementation for each discipline for 2017-18. ELA – 3.15 (Annual Growth: +0.65) Math – 2.83 (Annual Growth: +0.53) ELD – 2.86 (Annual Growth: +0.56) Next Generation Science Standards – 2.65 (Annual Growth: +0.85) History/Social Science – 2.5 (Annual Growth: +0.1) Physical Education – 2.9 (Annual Growth: +0.5) Visual and Performing Arts – 2.7 (Annual Growth: +0.5) Summary of 2017-18 Annual Growth Average Increase (for standards at Levels 1-3): 0.53|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|For a detailed report on the Local Performance Indicators for 2017-2018, please refer to this link: https://www.garvey.k12.ca.us/apps/pages/about/lcap|2018 43694500129247|ACE Esperanza Middle|2|GOAL: ACE Empower is committed to ensuring its curriculum is aligned to the academic standards adopted by the State Board of Education. The following Goals from its LCAP support Priority 2: 1) Teachers deliver rigorous, standards-based instruction based on thoughtful planning and use of data, and 2) Students prepare for college by attaining proficiency in challenging, standards-based course work. ASSESSMENT: ACE Esperanza assesses its progress in this goal area through 1) annual audits of curriculum for standards alignment, with adoption of new curriculum as needed to ensure continued alignment and rigor, and 2) ongoing assessment of teacher practice and standards implementation to inform professional development, and 3) Growth Cycle Audits. In addition, student level data is collected and analyzed including ELA and Math proficiency on the SBAC and ELA and Math growth on the NWEA MAP. ACTIONS: ACE Esperanza engages in the following actions to support this goal: 1) Provide ongoing professional development for teachers in planning and designing curriculum backwards from standards, via summer institute, data days, weekly professional development, and grade/subject area meetings, 2) Support all teachers in implementation of standards-aligned and data-informed curriculum, via an Academic Coach for every teacher, and 3) Implement a robust assessment practice that provides ongoing data on student mastery of state standards and preparation for college. 2017-18 PROGRESS: ACE Esperanza achieved progress in this goal area as follows: 1) Professional Development - Teachers analyzed and reflected upon student performance data to inform instruction, then wrote and planned curriculum during summer professional development and ongoing professional development throughout the school year; 2) Academic Coach - Teachers received weekly to bi-weekly observations and debriefs with actionable feedback from an academic coach, resulting in improvement in the curriculum and instructional practice in core subject areas; 3) Assessment Practice - Quarterly benchmark assessments aligned to the Common Core standards are administered in ELA and Math, using the Achievement Network (ANet) platform. A teacher created benchmark is administered in Science. Assessments were administered online, preparing students for the online version of the state tests; and 4) Monitoring Student Achievement - ACE Network Data Days are held after each benchmark assessment, providing dedicated time for analyzing student achievement and developing reteaching plans.Having used ANet for three consecutive years, teachers are now able to analyze results from previous years to begin predicting student mastery levels on the SBAC based on ANet results.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 07616970000000|John Swett Unified|2||4|3|4|2|2|4|3|4|2|2|4|3|4|2|2|4|3|3|2|2|4|3|3|Met|At all sites, implementation of professional development around CCSS in ELA, ELD, and math was at the initial to full implementation stage. NGSS and history-social science are at the beginning development stage. Instructional materials are being fully implemented in ELA, ELD, and math. Some older materials are being used to teach CCSS and NGSS lessons. The District and sites have implemented professional learning at the whole staff level or for groups of teachers. Support for administrators is ongoing and accomplished through regular administrative meetings, with focus being professional development needs.|2018 19643940000000|Claremont Unified|2||5|3|5|3|3|5|5|4|2|2|5|3|3|3|3|4|4|5|5|5|5|5|4|Met|The LEA surveys teachers and administrators regarding their comfort level with implementing the California Standards in ELA and math. This information is utilized to plan and implement professional development for the following year. Currently, 94% of certificated staff agree that they have adequate curriculum, an increase from 70% in 2016-2017. The LEA continued to provide professional development for recently adopted instructional materials for grades TK-6 in ELA and grades 7-12 in math. Initial professional development was offered during the 2017-18 school year to secondary teachers in the new History/Social Science standards and to K-12 teachers in the Next Generations Science Standards (NGSS). Intensive professional development in NGSS for grades 4-12 will be provided in 2018-2019. Additionally, site TOSAs continue to provide coaching and support in all curricular areas. Secondary teachers in History/Social Science are piloting materials aligned with the new Frameworks. In addition, our Science, Innovation, and Technology TOSAs will be attending the Science Instructional Materials Fair in January 2019 and will lead the charge in developing a plan of adoption/ implementation for CUSD teachers. The English Learner Task Force continues to provide resources for site administrators and teachers to use for professional development in the ELD standards. Work continues on ensuring that staff are trained in implementing the ELD standards with fidelity.|2018 06616220000000|Williams Unified|2||4|3|4|3|4|4|4|4|3|3|4|3|4|4|4|4|5|5|5|4|4|4|4|Met|In 2016 Williams USD Staff expressed the following concerns: - Lack of curriculum alignment and cohesion within and across grade levels. - Lack of clarity or cohesion from school to school regarding academic standards implementation. - Adopted curriculum was outdated and in most subjects and grades, standards-based curriculum was not fully developed or clearly aligned to standards and no pre- and post- assessments tied to study units. - No evidence of scope or sequence in ELA/EL or Mathematics implementation in grades TK-6 - No standards-based benchmark assessments established in all content areas and across grade levels. We are now implementing the following: • Adopted the Daggett System for Effective Instruction as a districtwide framework to improve TEACHING, INSTRUCTIONAL LEADERSHIP, & ORGANIZATIONAL LEADERSHIP. • Adopted, trained and provided follow-up coaching support to begin implementation of the Achievement Data Teams (ADT) process to improve TEACHING in grade level and/or department collaboration teams. • In 2018-2019, begin development of two Benchmark Assessments (Pre-Benchmark Assessment & Mid-year Benchmark Assessments), Academic Conferencing on each Benchmark following ADT process for Instructional Leadership Teams TK-12. In 2019-2020 begin full implementation and in 2020-2021 begin to refinement process. • Continue into 2017-2018 systemic implementation & in 2019-2020 routine implementation. In 2020-2021 is when refinement will begin to take place.|2018 54721320000000|Springville Union Elementary|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2018 37682210000000|National Elementary|2|National School District (NSD) has focused on implementing Common Core State Standards beginning with a targeted emphasis on Mathematics and English Language Arts. Rigorous Curriculum Design (RCD) units of study have been created by teachers and emphasize priority standards. Pre- and post-assessments have been designed by the teachers to support the RCD units of study for English Language Arts and Mathematics and have been used to track the district’s progress in implementing the State’s academic standards. Professional learning has provided support for the adopted academic standards by using the Common Core State Standards for English Language Arts and Mathematics. Further professional learning has been provided by using the ELA/ELD Framework to build educator capacity. In addition, Teacher Created Materials did on site professional learning in text complexity, close reading, and listening and speaking. In addition, Ed Services staff provided sessions on the Foundations Standards to all staff. In mathematics, teachers were provided learning on the math standards and framework through professional growth days. Houghton Mifflin Harcourt trainers taught teachers how to use GO Math materials and online resources and how these correlated to the math standards. Our Successmaker consultant provided overviews to staff, both teachers and administrators, on how to develop courses that correlate specifically to the math units of study. For English Language Development, NSD uses Systematic English Language Development as our designated ELD program for our English Learners. Teachers have been trained on programmatic elements, ongoing language support, and on using formative, weekly, and unit assessments to guide their instruction. Integrated English Language Development remains a priority to assist with providing content support for our English learners. National School District is fortunate to have 60 teachers participate in an intensive Next Generation Science Standards California Math and Science Project grant and will lead the charge as we move forward with adopting these standards. We continue to use previously adopted History-Social Science materials to provide grade specific lessons. The National School District has implemented data teams district-wide. Teachers are released five hours per month to analyze student data and collaborate on identifying areas of improvement in delivering instruction that is aligned with the Common Core State Standards. While classroom teachers are meeting in data teams to review the progress of students and determine next steps, enrichment teachers take over their classes and provide health, physical education, and visual and performing arts instruction. The enrichment teachers are highly trained and base lessons on the most current curricula standards. Our leadership team learned about rigor and relevance based on Bill Daggett’s work during the 2017-2018 school year. Identifying the professional learning needs for our|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|To provide continuity across the district, support will continue in the implementation of the Rigorous Curriculum Design units of study for English Language Arts. Analysis of our mathematical data and a commitment to continuous improvement has resulted in additional supports in math. A partnership with the University of California Irvine Math Project focused on resources and professional development aimed at greater alignment in mathematical instructional practices with the Common Core Standards for Mathematics.|2018 43694270125617|ACE Charter High|2|GOAL: ACE Empower is committed to ensuring its curriculum is aligned to the academic standards adopted by the State Board of Education. The following Goals from its LCAP support Priority 2: 1) Teachers deliver rigorous, standards-based instruction based on thoughtful planning and use of data, and 2) Students prepare for college by attaining proficiency in challenging, standards-based course work. ASSESSMENT: ACE Charter High assesses its progress in this goal area through 1) annual audits of curriculum for standards alignment, with adoption of new curriculum as needed to ensure continued alignment and rigor, and 2) ongoing assessment of teacher practice and standards implementation to inform professional development, and 3) Growth Cycle Audits. In addition, student level data is collected and analyzed including ELA and Math proficiency on the SBAC, ELA and Math growth on the NWEA MAP, UC/CSU Eligibility Rates, and ACT Scores. ACTIONS: ACE Charter High engages in the following actions to support this goal: 1) Provide ongoing professional development for teachers in planning and designing curriculum backwards from standards, via summer institute, data days, weekly professional development, and grade/subject area meetings, 2) Support all teachers in implementation of standards-aligned and data-informed curriculum, via an Academic Coach for every teacher, and 3) Implement a robust assessment practice that provides ongoing data on student mastery of state standards and preparation for college. 2017-18 PROGRESS: ACE Charter High achieved progress in this goal area as follows: 1) Professional Development (PD) - PD on backwards planning was provided during the summer for all teachers. Department meetings were held every week in Reading, Math, English, and Science, which supported rigorous alignment of curriculum to the ACT’s College Readiness Standards as well as the CCSS and NGSS; 2) Academic Coach - Every teacher was observed, coached, and provided actionable feedback on instructional practice by an academic coach. Most teachers realized a significant increase in standards mastery; 3) Assessment Practice - The ACT assessment was used as a formative tool quarterly, supporting teachers in determining student growth. Unit tests were administered every 2-3 weeks and larger formative assessments every 6-7 weeks. Students were assessed through multiple choice questions, constructed responses, essays, and cumulative projects. Data was analyzed carefully to tailor lesson plans to address the gaps in skill and knowledge effectively; and 4) Monitoring Student Achievement - Teachers regularly reviewed student data to monitor student mastery, selecting target standards for reteaching in order to maximize student growth. This has resulted in tremendous growth on the ACT assessments.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 43696660131656|ACE Inspire Academy|2|GOAL: ACE Empower is committed to ensuring its curriculum is aligned to the academic standards adopted by the State Board of Education. The following Goals from its LCAP support Priority 2: 1) Teachers deliver rigorous, standards-based instruction based on thoughtful planning and use of data, and 2) Students prepare for college by attaining proficiency in challenging, standards-based course work. ASSESSMENT: ACE Inspire assesses its progress in this goal area through 1) annual audits of curriculum for standards alignment, with adoption of new curriculum as needed to ensure continued alignment and rigor, and 2) ongoing assessment of teacher practice and standards implementation to inform professional development, and 3) Growth Cycle Audits. In addition, student level data is collected and analyzed including ELA and Math proficiency on the SBAC and ELA and Math growth on the NWEA MAP. ACTIONS: ACE Inspire engages in the following actions to support this goal: 1) Provide ongoing professional development for teachers in planning and designing curriculum backwards from standards, via summer institute, data days, weekly professional development, and grade/subject area meetings, 2) Support all teachers in implementation of standards-aligned and data-informed curriculum, via an Academic Coach for every teacher, and 3) Implement a robust assessment practice that provides ongoing data on student mastery of state standards and preparation for college. 2017-18 PROGRESS: ACE Inspire achieved progress in this goal area as follows: 1) Professional Development (PD) - PD focused on instructional practices, curriculum design, and monitoring student progress towards mastery of standards and occurred on an ongoing basis. Teach Like a Champion was used as a common text, to support teacher efficacy in building Checking for Understanding (CFU) and other student engagement strategies into lesson planning. Teachers responded favorably to PD practices; 2) Academic Coach - Teachers received weekly observations and debriefs with actionable feedback from an academic coach, resulting in improvement in the curriculum and instructional practice; 3) Assessment Practice - Quarterly benchmark assessments aligned to the Common Core standards are administered in ELA and Math, using the Achievement Network (ANet) platform. Results show increases in both ELA and Math. In addition, the ELA department conducted regular meetings using a Student Work Protocol, in which teachers bring student work to be analyzed by teachers to inform instruction; and 4) Monitoring Student Achievement - Data Days provide quarterly opportunities to monitor and analyze student achievement, informing future instruction. Students set and monitor goals in Advisory, then share progress toward goals in Student Led Conferences.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 56768280000000|Santa Paula Unified|2||4|3|4|2|1|4|3|4|2|1|4|3|4|2|1|3|1|4|1|4|3|3|3|Met||2018 40688410000000|Templeton Unified|2||4|3|4|2|2|5|5|4|2|3|3|2|2|2|2|4|2|4|4|2|3|2|2|Met|Staff and faculty expressed appreciation for TUSD’s decentralized approach to professional development that allows each site to secure training in areas identified at the site level. Elementary teachers devoted significant time to implementing Thinking Maps and the Write from the Beginning programs. Middle school teachers implemented Thinking Maps and Google Classroom technology to increase parent communication and student collaboration. The high school faculty focused efforts on launching Career Technical Education pathways and implementing actions as outlined in their accreditation plan. Finally, TUSD devoted four days in the last three years to revising and improving emergency preparedness protocols and to training staff in the areas of first aid, CPR and search and rescue techniques. Staff expressed that the downside to site-based decision professional development and curriculum adoptions has led to gaps in instructional strategies across the system. Survey results show that a pause in launching new curriculum is needed in favor of creating dedicated time for staff to collaborate and improve implementation of previously adopted initiatives. The exception to this finding was provided by TUSD’s science teachers. They are requesting additional training and exposure to strategies related to the Next Generation Science standards that take full effective 2019-20.|2018 31668520000000|Newcastle Elementary|2|This option was not selected. The district selected Option 2: Reflection Tool.|5|3|5|1|3|5|3|5|3|4|4|2|4|1|3|3|4|5|5|5|4|3|3|Met|While reviewing CAASPP data for the district and understanding the connection between student performance and adopted academic standards and curriculum frameworks, an area of focus will continue to be moving towards full implementation and sustainability in many areas. Our English language arts and mathematics programs are fully implemented and used consistently with teachers daily within the classroom. Professional development will continue to be provided in these areas to move closer to sustainability, but there is also evaluation into how mathematics specifically is meeting the needs of our primary grade students. The district ELD program is successfully exiting students with few long term English learners identified, but with the development of a new EL Master Plan, the intention is to continue to refine and improve practices for our EL students. Next Generation Science Standards will need a complete roll-out as there has been no professional development provided in this area and staff indicates they are at different stages in their knowledge acquisition of the new standards. History is in the exploration stages of a pilot program and interest has been shown to continue with the curriculum currently adopted while supplementing the new state standards that were recently added. The district will increase communication with staff regarding professional development and training needs for this year and during adoption and roll-out of new standards and curriculum.|2018 23656230112300|La Vida Charter|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|3|3|3|4|3|4|4|4|Met||2018 15634200000000|Di Giorgio Elementary|2||4|2|4|2|3|5|4|5|2|3|4|3|3|2|3|1|2|2|1|1|3|3|3|Met||2018 33103300138602|JCS - Pine Hills|2|JCS-Cedar Cove is using a variety assessment tools to track student progress. Universal Screening for Tier 1: For kindergarten we use a K skills assessment and 1st grade DIBELS, a math readiness skill assessment and ongoing math assessments. In grades 2-6 we're using MAP, DIBELS and ongoing math assessments. Tier 2: In K-3 we're using CORE Phonics Survey and sight words as a drill down, and a placement test for intervention curriculum for 4-6. For Tier 2 and 3 benchmark assessments to track progress we're using CORE Phonics Survey and sight words in K and DIBELS K-6.|3|3|4|2|1|4|3|3|2|2|2|2|2|1|1|2|2|1|2|2|4|4|4|Met||2018 34674390125591|Oak Park Preparatory Academy|2||5|4|5|4|5|5|3|5|4|4|5|3|5|4|5|1|3|5|1|1|5|5|5|Met|OPPA does not offer CTE, Visual and Performing Arts or World Language Classes.|2018 37680236037980|Mueller Charter (Robert L.)|2||5|4|5|2|2|5|5|5|2|3|4|3|3|2|2|2|1|3|4|4|4|4|4|Met||2018 39685690000000|Lincoln Unified|2||4|3|4|3|2|4|3|4|2|1|4|3|4|3|3|4|3|4|5|5|5|4|4|Met||2018 41690470000000|San Mateo Union High|2|"The SMUHSD established the following measurable outcome in its 2017-20 LCAP: ""The District will ensure that ALL students have access to the CA Standards through an annual audit of classroom syllabi and the alignment of those syllabi to state standards in the respective content area."" The District conducted the second of these inventories in the fall of 2018. The District utilized its new Learning Management System to collect the syllabi for all courses. The District office reviewed these syllabi for their stated alignment to the respective standards for each class. It was found that 95% of syllabi articulated an alignment to the CA Standards in each of the core areas. We will continue to redress the syllabi that are lacking the alignment and anticipate meeting the goal of 100% by the 2019-20 school year."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 33103300137851|Julia Lee Performing Arts Academy|2||2|2|2|2|2|2|2|2|2|2|2|2|2|2|2|2|2|2|2|2|2|2|2|Met|Not Applicable|2018 39685020000000|Escalon Unified|2||3|3|4|2|1|4|3|5|2|1|3|3|4|2|1|4|3|5|4|5|4|3|2|Met|The District adopted ELA curriculum for grades 6th-8th during the 2016-2017 school year. We are slated to pilot ELA curriculum TK-grade 5 during the 2018-2019 school year.|2018 43104390123794|Summit Public School: Tahoma|2|At Summit Tahoma we have designed our curriculum and student experience to align with common core and state standards. Summit Public Schools provides all schools in the Summit Public Schools network with a base curriculum. This curriculum includes Common Core aligned projects and content assessments that teachers collaboratively plan, edit, execute and provide feedback on. Through the planning process, teachers gain greater understanding of the Common Core and are able to guide students to proficiency more fluidly. The work that students do as part of the common assessment plan is more authentic to real world skills, enabling them to better meet Common Core proficiency. Teachers have set aside time to become familiar with the parts of the assessment plan, as well as time each week dedicated to improving the projects and content assessment for their students and building enrichment into the curriculum. Teachers also have dedicated days of professional development around assessment calibration, and long-term curriculum planning. As an organization and at each of our schools we use a variety of tools and measures to track progress on meeting and implementing the standards adopted by the State Board of Education that include both our standardized assessment program as well as our coaching and development program for faculty. Our Standardized Assessment Program is a schedule of externally validated assessments thoughtfully laid out and scheduled throughout the year that include pre-assessments, mid-year formative assessments, and summative post-assessments. These assessments are used as measures by the LEA of progress on the Common Core Standards because they provide evidence and feedback on a variety of topics especially literacy and numeracy. Assessments planned include the following (this list is not exhaustive): SBAC interim assessments (both the comprehensive assessment- ICAs and the block assessments- IABs); NWEA MAP a math and reading tests used for pre-assessment of 6th- 10th graders, mid-year assessment and end of the tear assessment and as part of English Language Development/Learner proficiency; PSATs; SATs and ACTs. Additionally, we use data and information from our coaching and induction programming to inform teacher performance in their adoption and implementation of standards. At Summit Tahoma each teacher receives weekly coaching and has time for professional development every 6-8 weeks where coaches and coachees review lesson plans and student performance data and use identified look fors and standards aligned to best teaching practices for implementation of the curriculum. Beginning teachers at Summit Tahoma are also involved in an induction program and are evaluated for their cleared credentialed based upon their ability to implement the standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19756970000000|SBE - The School of Arts and Enterprise|2||5|5|5|5|5|5|3|5|3|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2018 41690620112722|Summit Preparatory Charter High|2|At Summit Prep we have designed our curriculum and student experience to align with common core and state standards. Summit Public Schools provides all schools in the Summit Public Schools network with a base curriculum. This curriculum includes Common Core aligned projects and content assessments that teachers collaboratively plan, edit, execute and provide feedback on. Through the planning process, teachers gain greater understanding of the Common Core and are able to guide students to proficiency more fluidly. The work that students do as part of the common assessment plan is more authentic to real world skills, enabling them to better meet Common Core proficiency. Teachers have set aside time to become familiar with the parts of the assessment plan, as well as time each week dedicated to improving the projects and content assessment for their students and building enrichment into the curriculum. Teachers also have dedicated days of professional development around assessment calibration, and long-term curriculum planning. As an organization and at each of our schools we use a variety of tools and measures to track progress on meeting and implementing the standards adopted by the State Board of Education that include both our standardized assessment program as well as our coaching and development program for faculty. Our Standardized Assessment Program is a schedule of externally validated assessments thoughtfully laid out and scheduled throughout the year that include pre-assessments, mid-year formative assessments, and summative post-assessments. These assessments are used as measures by the LEA of progress on the Common Core Standards because they provide evidence and feedback on a variety of topics especially literacy and numeracy. Assessments planned include the following (this list is not exhaustive): SBAC interim assessments (both the comprehensive assessment- ICAs and the block assessments- IABs); NWEA MAP a math and reading tests used for pre-assessment of 6th- 10th graders, mid-year assessment and end of the tear assessment and as part of English Language Development/Learner proficiency; PSATs; SATs and ACTs. Additionally, we use data and information from our coaching and induction programming to inform teacher performance in their adoption and implementation of standards. At Summit Prep each teacher receives weekly coaching and has time for professional development every 6-8 weeks where coaches and coachees review lesson plans and student performance data and use identified look fors and standards aligned to best teaching practices for implementation of the curriculum. Beginning teachers at Summit Prep are also involved in an induction program and are evaluated for their cleared credentialed based upon their ability to implement the standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 49709120125831|Santa Rosa French-American Charter (SRFACS)|2||5|5|4|4|4|4|4|4|4|4|3|3|3|3|3|2|3|5|3|5|5|4|4|Met||2018 19647330137604|Stella Elementary Charter Academy|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|2|5|5|5|Met||2018 39685690132415|John McCandless Charter|2||4|3|4|4|2|4|3|4|4|1|4|3|4|4|3|4|3|4|4|5|5|4|4|Met||2018 37681303731262|Steele Canyon High|2||5|5|5|2|3|3|4|5|3|3|5|2|4|2|3|3|5|5|4|5|4|5|4|Met||2018 19647330100743|Accelerated Charter Elementary|2|The Accelerated Charter Elementary School (ACES) is using the following to track its progress in implementing the state academic standards adopted by the State Board of Education: Internal Curricular Assessments (McGraw Hill Wonders/Maravillas, Eureka Math), Illuminate, ELD Portfolios, SBAC Interim and practice tests, Dashboard Data, ELPAC results, SBAC results, and Scholastic Reading Inventory. The school chose these measures as they are the measures that provide comprehensive information and data and these measures are in direct alignment with our charter, the state expectations and our school goals. The school has purchased Common Core aligned instructional materials for ELA, SLA, Math and ELD (E.L. Achieve Systematic ELD) and have trained the staff in the use of these materials. We are continuing to train our teachers in NGSS and are moving towards purchasing curriculum and implementation of the Next Generation Science Standards. The Accelerated Charter Elementary School (ACES) provides all CAASPP data and results to the governing board and various stakeholders, which is also shared and discussed school-wide during Professional Development with teachers and with parents during parent meetings and the SSC-ELAC committee meetings.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330124818|Los Angeles Leadership Primary Academy|2||4|4|4|3|3|5|5|5|3|3|4|4|4|3|3|1|4|4|4|1|5|5|5|Met||2018 36678010000000|Needles Unified|2||3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|4|4|4|3|4|3|3|3|Met|New textbooks for K-5 Math and English Language Arts were adopted in 2016. New math textbooks for 6-12 were adopted in 2015 and a coach works closely with teachers to align instruction now in grades 4-12. Weekly Early Release Days have been implemented for a second year for professional development and data analysis/reflections for TK-12 grade teachers. NUSD works closely with Palo Verde College to provide career tech education through an Adult Education Block Grant providing dual enrollment courses in welding and automotive. Online career courses provide industry developed assessments and certifications. Pathways in Hospitality and Digital Arts were developed for 18-19 SY. Next Generation Science Standards are implemented with STEMscopes in partnership with Rice University. Social Studies standards-based textbook series will be evaluated and adopted in 2018. Core academic programs receive support and professional development through workshops and coaches. Principals completed the John Hopkins National Institute of School Leadership to lead continuous improvement efforts. NUSD is an EdLeader 21 school district implementing strategies for the 21st century.|2018 19647330135632|WISH Academy High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met|WISH Academy’s courses have been designed in alignment with California Common Core Standards (www.cde.ca.gov/be/st/ss) and materials used to support instruction are selected based on rigor, alignment with State Standards and the opportunities for scaffolding to meet the needs of all learners. Given the importance we place on collaboration, we have our teacher teams work together to develop detailed pacing plans for our courses using the key principles of backward planning and Understanding By Design. Therefore, the teachers start with the goal of having their students master all of the Common Core and State Standards and then plan backward to determine the most appropriate sequencing of instruction. Our University Partnerships with Loyola Marymount University and the University of Kansas SWIFT Center provide invaluable analysis and feedback on our practices through their research and observations. This research helps our school to continuously improve and also benefits the broader education community through the documentation of our best practices and lessons learned. We administer a variety of meaningful assessments to document and analyze student academic progress over time. Student achievement data gathered through internal and external assessments provide teachers the opportunity to modify classroom instruction in response to student outcomes and allow the school to modify its program to best address student needs.|2018 19650940000000|West Covina Unified|2|During the 2017-2018 school year, the West Covina Unified School District made excellent progress in the implementation of recently adopted academic standards and/or curriculum frameworks. One hundred percent of students had appropriate State Board of Education standards-aligned materials as measured by district and school curriculum lists, and as reported to the local governing board. All students were provided with core textbooks and resources in subject areas of instruction allowing them to fully access California State Standards. Units of study aligned to California State Standards were also utilized to address the specific needs of different grade levels and student groups to support teachers in instructional practices. There was full implementation of professional learning for teaching to the recently adopted academic standards and/or curriculum frameworks in English Language Arts, English Language Development, Mathematics, Next Generation Science Standards, and History-Social Science as measured by school administrator and teacher participation on curriculum adoption committees, professional development, and professional learning communities throughout the district. The professional learning needs of teachers and school administrators were surveyed during the school year to determine and guide professional development and collaborative time. As a result, an elementary mathematics committee made up of representatives from all elementary sites and select middle school representatives was established to fully assess the effectiveness of currently utilized standards-aligned instructional materials. Through research and data analysis, the elementary mathematics committee determined that a more rigorous, standards-aligned curriculum was in order and will pilot a new mathematics curriculum during the 2018-2019 school year, which is also when a secondary level mathematics committee will convene to review current and prospective mathematics instructional materials for adoption. A secondary level English language development (ELD) committee also convened during the 2017-2018 school year to research potential ELD instructional materials for adoption to better serve a wide range of English learners with designated and integrated ELD. The committee will proceed with a pilot of ELD instructional materials during the 2018-2019 school year. Academic standards in Career Technical Education, Health Education, Physical Education, Visual and Performing Arts, as well as World Languages were also implemented district-wide, specifically at the secondary level.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19753090134619|Empower Generations|2||4|3|4|4|4|4|4|4|4|4|3|3|3|3|3|2|4|3|4|5|4|4|4|Met||2018 19642870000000|Baldwin Park Unified|2||5|4|4|3|2|5|4|4|2|2|5|3|4|3|2|4|3|3|3|5|5|4|4|Met||2018 19753090136531|iLEAD Online|2||5|2|4|5|5|5|2|3|5|5|4|2|4|5|5|3|4|4|5|5|5|4|3|Met||2018 19101990135582|LA's Promise Charter High #1|2||3|3|2|3|1|3|3|3|3|1|3|3|3|3|1|1|1|3|2|1|2|2|2|Met|This dashboard reflects progress for the opening of the high school's inaugural school year. The school offered the first class of 9th graders A-G aligned coursework as stated in the charter petition, and state required course work. The curricular foci were ELA, MATH, and NGSS Science. Students take World History in grade 10. Since History was not offered, the school was in the research phase and implemented the curriculum and coursework for History in its 2018-19 school year. As a start-up charter school, the school leaders focused on building an academic culture and supporting teachers in fulfilling the model of the charter petition. The professional development focus was executing academic rigor. Our model for teacher development is based on depth and complexity, and mastery of professional learning standards. Additional elements to accelerate teaching and learning will be addressed through the professional development program for the 2018-19 school year. New teachers are learning to unpack content standards, develop learning targets, and engage students at high levels in order to most effectively deliver academic content. The LEA selected high quality, standards-based aligned materials, and are supporting teachers in mastery of the materials. As the school expands each year to a 9-12 high school by school year 2020-21, the curricular areas will be fully developed in all of the areas encompassed in the dashboard.|2018 19647336019715|Vaughn Next Century Learning Center|2||5|4|5|4|2|5|5|5|5|5|4|4|4|4|2|4|5|5|5|5|5|5|5|Met|Vaughn recently adopted a new History-Social Science curriculum that followed the adoption schedule adopted by the California Department of Education and the Los Angeles County Office of Education. Vaughn established an adoption committee to evaluate instructional materials in Fall 2017, and the school adopted and purchased a new History-Social Science series in Spring 2018. These new standards aligned texts and online materials were distributed for use at the start of the 2018-19 school-year. A similar process is currently underway with regard to the Next Generation Science Standards. Vaughn has aligned all science courses and content to the NGSS, and an instructional materials adoption committee was established in Fall 2018. In line with the timeline set by CDE, Vaughn will explore an adoption of new, standards aligned materials in Spring 2019 for deployment in 2019-20.|2018 41690700000000|South San Francisco Unified|2|SSFUSD has partnered with Hulce Consulting Group (HCG) and conducts an needs assessment annually. One of the areas that are monitored is the implementation of the academic standards. SSFUSD is moving towards our target of creating a coherent, written and enacted K -12 curriculum. SSFUSD is creating a scope and sequence for K - 12 in the academic subject areas of ELA/ELD, math, and NGSS during the 2017-2019 school years. As part of this process, SSFUSD is creating common assessments aligned to priority standards in the aforementioned curricular areas. To support this work, SSFUSD has sent Instructional leadership Teams to be trained in the PLC process. Teachers will contniue to administer common assessments and go through the cycle of inquiry process. In addition, SSFUSD district and site administrators are being trained in Performance Management in order to assist in the progress monitoring of the implementation of the academic standards. SSFUSD will continue this work and start working with our Teacher Leadership teams to expand our scope and sequence work into the curricular areas of Visual performing Arts, Career Technical Education, Health education and World Language in the upcoming school years.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 30664980000000|Fountain Valley Elementary|2|Fountain Valley School District has made extensive efforts in providing both site and district level collaborative time for teachers in order to implement the California Academic Standards. Over the past four years, K-8 teachers have developed district-wide units of study in mathematics for all grades. In K-5, teachers are utilizing intensive reading assessment with all students to provide targeted reading instruction. In 6-8, ELA teachers have developed common novel units of study around the CA Standards. K-8 science teams have been working collaboratively to implement the Next Generation Science Standards. In 6-8, specifically, teachers have collectively decided on the domain specific model. In addition, FVSD is in the process of re-aligning hands-on elementary science kits to map to the Next Generation Science Standards. Teaching teams supporting music, foreign language, and physical education have also worked collaboratively to ensure instruction aligns with standards and engage in ongoing professional development activities that support the congruence of instructional practices across sites. With respect to English Language Development (ELD) Standards implementation, English Learner Coordinators meet regularly to explore bridge and supplemental materials. Both administrators and EL Coordinators have attended training on the ELD Standards and the accompanying English Learner Proficiency Assessments for California, as have some schools. FVSDs review of results from the 2017-18 Summative ELPAC and 2018-19 Initial ELPAC will further inform practices related to improving student achievement for English Learners. Moreover, strategies for EL students are embedded in all district-led professional development. Fountain Valley School District monitors implementation of Academic Standards in a variety of ways. FVSD analyzes data from various formative assessments in Reading and Math throughout the school year, and uses the data to drive decisions as to how best to support students. In addition, Teachers on Special Assignment (TOSAs) and content area experts within the education community provide ongoing support for teachers. The current standards serve as the backbone for all professional development and coaching support. Principals also make frequent classroom visits to support implementation and provide time for teachers to work collaboratively to improve student outcomes. Our tremendous growth in CAASPP ELA and Math assessment results provided evidence for the strength of our academic programs.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 30665550000000|Laguna Beach Unified|2||4|3|4|3|2|4|4|4|2|2|4|3|4|3|2|4|4|4|4|4|4|4|4|Met|LBUSD strives to provide a student-centered approach to teaching and learning. The District and community take pride in its continuous improvement in academic excellence. In grades three through eight and eleven, 82 percent of students met or exceeded standards in ELA, and 74 percent met or exceeded standards in mathematics. Nearly 75 percent of students graduate eligible to attend schools within the UC/CSU system. Fifty-one percent of LBUSD seniors completed at least one college-level (Advanced Placement) course with an exam score of three (passing). Furthermore, the number of students taking AP courses has increased by nearly 50 percent in the last four years while maintaining a 90 percent pass rate. The California State Standards (CSS) provide the foundation for meaningful classroom instruction, effective intervention strategies, and rigorous and relevant curriculum. Staff is support through differentiated professional development and aligned instructional materials. Furthermore, LBUSD embraces the Professional Learning Community (PLC) philosophy, in which teachers and site leaders work collaboratively with the shared goal of improving student learning. This personalized approach to supporting the standards and framework implementation is reflected in our annual LCAP survey where 84 percent of staff agreed that district and school leaders value professional development and 74 percent agreed that professional learning positively impacts their instructional practice.|2018 54722070000000|Three Rivers Union Elementary|2|The District has adopted and is teaching with the Common Core State Standards for ELA , Math, and HSS. We have adopted new materials for Math and HSS but not for ELA. We are in the exploration stage of the Next Generation Science Standards and will be investigating newly adopted materials this year. We are a very small, rural school and although we are familiar with the standards in other areas, we do not have a focused class on each subject area. We strive to provide students a well-rounded education with opportunities of enrichment, exploration, social-emotional development, educational field trips, and connections with local resources so that they can fully develop their potential as a learner. We do not have any English Language learners and so have not pursued adopting a program in that area.|4|1|5|3|3|3|1|5|3|5|3|1|5|3|4|1|2|1|1|1|4|4|4|Met||2018 01100170123968|Community School for Creative Education|2|At Community School for Creative Education (CSCE), we are committed to providing students with a curriculum that is aligned to the standards adopted by the California Board of Education. We measure our progress in implementing the academic standards adopted by the State Board of Education through a. internal evaluation of Lesson and Unit Plans against State-adopted grade-level standards by our teachers, our Dean of Instruction and our Principal; b. student performance on the Math and ELA portions of the SBAC and b. the proportion of students who achieve English Proficiency as measured by the ELPAC; as well as c. the local measures of student achievement and growth as measured by NWEA Measure of Academic Progress. This combination of indicators allows us to continuously strengthen our CSCE Waldorf-inspired, Standards-aligned, Equity-focused Model’s curriculum, its alignment to standards, our implementation of this curriculum, and student performance as correlated to ELA and Math SBAC and the other standards-based subjects.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19650780000000|Valle Lindo Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2018 45701690129957|Northern Summit Academy|2||4|4|3|2|1|4|4|3|2|1|4|4|4|3|2|5|2|4|2|2|5|5|4|Met||2018 07617960101477|Leadership Public Schools: Richmond|2||5|3|4|3|3|5|4|4|3|4|5|4|4|4|4|3|4|4|4|4|5|5|4|Met|LPS Richmond has fully implemented common-core aligned curriculum, professional development for teachers and administrators in English at level 5 and Math at level 4 with a particular focus on math given student needs. Professional development to support both an understanding of the common core standards and applicable instructional strategies is in place in the other subject areas along with curricular materials in the 3-4 range. The wider LPS Network has 5 days of Network-wide professional development, three optional days and a summer Curriculum Institute focused on course-based collaboration and professional development related to standards-based curricula. In addition a portion of the weekly site professional development time focuses on the implementation of standards-based curricula. Monthly principal meetings and Instructional Leader (coach and Dean meetings) include classroom walk throughs focused on curriculum implementation. The LPS Richmond charter does not require PE and Health Education courses so these standards were not rated.|2018 51714150000000|Meridian Elementary|2||5|4|5|3|3|5|4|5|3|3|3|2|4|2|2|1|1|3|3|1|1|1|1|Not Met For Two or More Years|"The Meridian District has had a transition over the last year where although this report is about the previous years, we are moving toward a ""Met"" designation for the 18/19 school year. However, in being transparent and forthright about the previous conditions, things were in the status submitted. That is not the case presently as we are in full implementation of a comprehensive and successful academic program designed for great student success and achievement."|2018 19647330127894|Valor Academy High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2018 09618950000000|Indian Diggings Elementary|2|As a one room school with one teacher it is easy to track if we are using state standards. We do not use a tool or measure.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met|The Indian Diggings School District feels that it supports it's one teacher with the training, tools, and materials needed to provide a standards based program for our students.|2018 33103300128397|Come Back Kids|2||4|3|3|2|2|4|2|4|3|3|3|3|3|3|3|4|3|1|2|2|4|4|4|Met||2018 30665220000000|Garden Grove Unified|2||5|4|5|4|4|5|4|5|3|3|5|4|5|4|3|4|4|4|4|5|5|5|4|Met||2018 09618530000000|El Dorado Union High|2||5|4|5|2|5|5|5|5|3|5|4|4|4|2|4|4|4|5|3|5|5|4|4|Met||2018 13632300000000|Westmorland Union Elementary|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|1|1|1|1|1|5|5|5|Met|Our focus has been to provide instruction that is designed to give access to the core curricula to all students regardless of students’ level of readiness and/or language proficiency. Through a collaboratively approach, teachers will continue designing support systems to assist students: (1) to have comprehension of the topics taught and (2) to have the tools necessary to participate in academic discourse as they are engaged in complex, cognitively demanding social and academic activities requiring language. Specific supports will be designed as a result of data analysis from both summative and formative assessments. Learning opportunities for new and seasoned teachers will be provided. These learning opportunities and support will be provided through the implementation of ongoing and sustained collaborative data review, lesson planning and development, assessment results reflection, participation on off-campus training as well as visiting classrooms to learn from colleagues’ teaching practices. Furthermore, teachers will receive support in the form of training to receive tools that will help them provide services to help English learners progress as they gain increasing proficiency in English. Additional supports will be comprised of the development of effective first teach and interventions.|2018 16638830000000|Central Union Elementary|2||4|4|4|3|3|5|5|5|3|5|4|4|4|3|3|3|3|4|4|2|4|4|4|Met|The LEA increased overall by 1 rubric level in areas 1-2. Although areas 4 and 5 were maintained, this is due in part to the focus on ELA and Math through the PLC Process. As Grade Level Teams continue to focus on student learning through the PLC Process and with the adoption of new Science materials, growth will continue to be seen.|2018 30103060133785|Oxford Preparatory Academy - Saddleback Valley|2||4|3|4|3|2|4|4|5|3|2|4|2|4|3|3|2|3|4|5|5|4|3|3|Met||2018 42104210000000|Santa Barbara County Office of Education|2||3|3|2|1|1|4|3|3|2|2|4|2|3|2|2|3|3|3|3|3|4|4|2|Met|During the 2017-18 school year we made tremendous progress regarding the California schedule for instructional materials adoptions. In addition to the new ELA implementation in 2016-17, we approved new Mathematics curriculum for implementation in the 2018-19 school year. Training is currently underway to support JCCS teachers and administrators in the implementation process for both adoptions. JCCS staff will begin reviewing history-social science curriculum in 2018-19, followed by science.|2018 56724700000000|Mesa Union Elementary|2||5|4|5|2|2|5|5|5|2|2|5|4|5|2|2|3|3|2|2|1|5|5|4|Met|After two consecutive years of textbook adoption review and pilot programs, the District adopted and implemented new California State Standards aligned K-8 math textbooks and supplemental resources in August of 2016. The District then adopted and implemented K-8 English Language Arts and English Language Development textbooks and supplemental materials in August of 2017. The District has begun the evaluation and piloting process of K-8 Social Studies materials and will make a recommendation to the Board in April of 2019. The District is has also begun the process of providing California's Next Generation Science Standards professional development to its certificated staff with the intent of evaluating and piloting textbook materials in the 2019-2020 s school year. The District remains focused on providing students with textbooks that support all core state academic standards as they become available. The District continues to work with the County Office of Education and publishers to provide teachers and staff with high quality professional development to assure the successful implementation of new state standards and corresponding textbooks and supplemental materials.|2018 42691040000000|Ballard Elementary|2||5|4|5|3|4|5|4|5|4|4|5|4|5|3|4|1|3|4|3|1|4|4|4|Met||2018 07770240134072|Rocketship Futuro Academy|2|The Humanities block is focused around our Rocketeers mastering literacy through a personalized and thematic approach. Thus, each day, it is critical that our Rocketeers deeply immerse themselves in this thematic unit and the content so that they can master the Enduring Understandings as well as gain the tools and skills necessary for them to be fervent, excellent readers and writers. The objective of the Humanities block is not to perceive each block as separate (i.e. writing v. reading comprehension v. guided reading) components, but rather they should feed off of one another to build our Rocketeer’s depth of understanding, engagement, context, and ability to move even faster in their mastery and engagement. We define a thematic approach as aligning and integrating the majority of the content students receive throughout the day within a theme. Our Thematic Units are mostly aligned on a topic or an idea. For instance, when the unit is aligned on a topic, students might learn about life cycles of fish and amphibians through informational articles while they read a story such as Fish is Fish to obtain character’s perspective of a tadpole, growing up to become a frog. Alternatively, a thematic unit may align on an idea. For example, when students read Roll of Thunder Hear My Cry, a book about America during the Great Depression, students may read informational texts about leaders throughout history who have stood up for what they believe in - a theme that reveals itself repeatedly throughout the text. Our thematic units are built to help students arrive at an enduring understanding--a statement that summarizes the big ideas that are central to the unit and provides the rationale around why these ideas are important and transferrable to students’ lives. The units are not built solely around the specific (historical, etc.) content. Many of our nonfiction texts will help students better build their background knowledge of science and social studies topics that are required for each grade level based on NGSS and California History Standards. Our nonfiction texts are mapped out to teach students a set of skills or a historical timeline over a period of several years. For example, from 4th to 5th grade, students will learn about the age of exploration to the modern era. Our scientific texts are meant to closely align with the timeline and content of the science units in STEM classrooms. This means that sometimes narrative texts will align on an idea, not necessarily a topic.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 37680496119564|Dehesa Charter|2||4|3|3|3|3|4|3|3|3|3|4|3|3|3|3|3|3|4|4|3|3|3|3|Met||2018 44697996049720|Linscott Charter|2||4|4|4|3|3|4|4|4|3|3|4|3|4|3|3|3|3|3|3|1|4|4|4|Met||2018 29663160000000|Chicago Park Elementary|2||5|5|5|1|2|5|5|5|1|2|5|5|5|2|2|3|5|5|5|3|5|5|5|Met||2018 19647330124941|Alliance Margaret M. Bloomfield Technology Academy High|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2018 41690050132076|Rocketship Redwood City|2|The Humanities block is focused around our Rocketeers mastering literacy through a personalized and thematic approach. Thus, each day, it is critical that our Rocketeers deeply immerse themselves in this thematic unit and the content so that they can master the Enduring Understandings as well as gain the tools and skills necessary for them to be fervent, excellent readers and writers. The objective of the Humanities block is not to perceive each block as separate (i.e. writing v. reading comprehension v. guided reading) components, but rather they should feed off of one another to build our Rocketeer’s depth of understanding, engagement, context, and ability to move even faster in their mastery and engagement. We define a thematic approach as aligning and integrating the majority of the content students receive throughout the day within a theme. Our Thematic Units are mostly aligned on a topic or an idea. For instance, when the unit is aligned on a topic, students might learn about life cycles of fish and amphibians through informational articles while they read a story such as Fish is Fish to obtain character’s perspective of a tadpole, growing up to become a frog. Alternatively, a thematic unit may align on an idea. For example, when students read Roll of Thunder Hear My Cry, a book about America during the Great Depression, students may read informational texts about leaders throughout history who have stood up for what they believe in - a theme that reveals itself repeatedly throughout the text. Our thematic units are built to help students arrive at an enduring understanding--a statement that summarizes the big ideas that are central to the unit and provides the rationale around why these ideas are important and transferrable to students’ lives. The units are not built solely around the specific (historical, etc.) content. Many of our nonfiction texts will help students better build their background knowledge of science and social studies topics that are required for each grade level based on NGSS and California History Standards. Our nonfiction texts are mapped out to teach students a set of skills or a historical timeline over a period of several years. For example, from 4th to 5th grade, students will learn about the age of exploration to the modern era. Our scientific texts are meant to closely align with the timeline and content of the science units in STEM classrooms. This means that sometimes narrative texts will align on an idea, not necessarily a topic.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330111641|Alliance Ouchi-O'Donovan 6-12 Complex|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2018 37684110000000|Sweetwater Union High|2||5|4|5|4|4|5|5|5|3|4|5|4|5|4|4|5|5|5|5|5|5|5|5|Met|We analyzed our implementation of Academic Standards by the use of the Self Reflection Tool. Sweetwater's commitment to the implementation of State Academic Standards is evident. Resources of time and materials have been invested to bring all of our classrooms up-to-date and we will continue to refine our understanding and implementation of these standards in the coming years.|2018 12627370000000|Cuddeback Union Elementary|2||4|3|4|3|3|5|5|5|2|2|3|3|4|3|3|2|2|3|3|1|4|4|4|Met||2018 27751500000000|Big Sur Unified|2||4|4|5|3|4|5|4|4|4|4|4|4|4|3|4|5|4|5|4|4|5|4|4|Met||2018 31668450121418|John Adams Academy|2||3|3|4|2|4|3|3|4|2|4|4|4|4|2|4|1|2|5|5|5|4|4|4|Met||2018 19647330125864|Ednovate - USC Hybrid High College Prep|2||4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|1|4|4|4|4|5|4|5|Met|As a network, Ednovate brought on a Director of Academics this year. This role is focused on improving quality and specificity of Professional Development and Curricular Supports for teachers.|2018 09100900136036|John Adams Academy - El Dorado Hills|2||3|3|4|2|4|3|3|4|2|4|4|4|4|2|4|1|2|4|4|3|4|4|4|Met||2018 01612590106906|Bay Area Technology|2||2|2|3|2|2|2|2|3|2|2|1|1|2|1|1|2|2|1|1|2|2|2|2|Met|As a classroom-based 6th-12th school, primarily serving at-risk students in the Oakland Unified School District, Bay Area Technology School offers a comprehensive program for each student that meets the student’s needs and guides them through and to expected achievement levels in each of the core curricular areas. Bay Tech is in process of evaluating and adopting new core materials to fully implement all state standards as they have been introduced, but a need still exists to support teachers with the professional development that allows them to utilize new and existing print and digital curriculum to meet the needs of the students. Due to the wide variety of entering student levels, the school offers extended day learning opportunities while exposing students to the arts during the school day. Diagnostic and leveled programs are used to gage student progress and make program adjustments. The goals of the 2018/19 LCAP address the student gaps in learning and additional classes and programs needed to eliminate those gaps, individual teacher professional development needs, additional classes to be added to support college and career readiness, parent/student needs and school wide professional development to support the structure of the program. There is a lot of work to do with NGSS and History standards, as we are only in the beginning stages of discussing how to best implement the new standards in our program, along with their alignment to end of the year CAASPP assessments.|2018 49753580114934|Village Charter|2||4|4|4|3|4|4|4|5|4|4|3|3|3|3|3|2|2|4|5|2|4|4|4|Met||2018 43693856046452|Farnham Charter|2||4|3|4|2|1|3|3|5|3|1|3|4|4|3|1|1|5|4|2|1|4|4|2|Met|Professional development has been and will always continue to be one of the key focus areas for the district. In particular, a central focus for the professional development will be on the second year implementation of the newly adopted math curriculum for all TK-5 teachers and 6-8 grade math teachers. All district-wide professional development days will provide our teachers training and collaboration time focused on areas of need based on staff feedback. Ensuring that staff is adequately equipped and enabled to instruct our students is critically important. In addition, the district continues to provide support and training on current district-wide instructional initiatives in the areas of GLAD, writer's workshop, and data talks. Providing ongoing professional development for all staff will remain a constant. Cambrian School District will provide high quality and dynamic instruction for ALL students while preparing them for 21st-century college and career readiness. - Implementation of new math curriculum, Eureka for Elementary & College Preparatory Math for Middle School - Continue development of Writer's Workshop implementation - Focus on closing the achievement gap for the following significant student groups: English Learners, Socio-Economically Disadvantaged and Students with Disabilities - Implementation of targeted Tier 2 intervention programs for reading and math|2018 58727360121632|Paragon Collegiate Academy|2|Paragon Collegiate Academy uses Northwest Evaluation Association (NWEA) Measure of Academic Progress (MAP) as a school-wide tool for measuring academic progress in ELA and Math for grades Kindergarten through Eighth and Science in grades 5th through Eighth. In addition, Paragon uses the state-wide CAASPP (Smarter Balance) assessment for measuring academic progress in ELA and Math for grades Third through Eighth and Science for grades Fifth and Eighth. NWEA MAP is a tool for maximizing student achievement and to measure academic progress throughout the school year . The state-wide CAASPP is an excellent tool for measuring Paragon's students' academic progress in relation to other similar students' progress state-wide.|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|4|5|5|4|5|5|5|Met||2018 19645270000000|El Rancho Unified|2||4|4|4|2|1|1|1|4|1|1|2|2|3|1|1|4|2|4|5|3|4|1|3|Met||2018 14766870000000|Bishop Unified|2||3|3|4|2|2|5|5|5|2|2|4|3|3|2|2|3|3|4|4|3|3|3|3|Met||2018 49709120128074|Cesar Chavez Language Academy|2||5|5|5|5|5|5|5|5|5|5|4|4|2|2|2|2|1|3|3|5|5|3|4|Met||2018 19647330112201|PUC Excel Charter Academy|2||4|2|4|3|4|4|2|4|4|4|5|3|5|5|5|1|2|4|4|4|5|5|4|Met|Item #1: Data Sources: • Survey results from PUC-WIDE Professional Development • PUC Teacher Development System • School Site Professional Development Item #2: Data Sources: • PUC Unit Frameworks (All Contents) • PUC DBQ System (History) • PUC Math Instructional Methods (Math) • Instructional Team Professional Development and Coaching (All Contents) • Site Leadership Professional Development and Coaching (All Contents) Item #3: Data Sources: • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • PUC Teacher Development System • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections) Item #4: Data Sources: • PUC Wide Professional Development for Visual and Performing Arts (Scope and Sequence and Reflections) • PUC Wide Professional Development for Foreign Language (Scope and Sequence and Reflections) • PUC Wide Professional Development for Physical Education (Scope and Sequence and Reflections) • Regional Content Collaboration Time/ Data Analysis Item #5: Data Sources: • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • PUC Teacher Development System • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections)|2018 43693856046445|Fammatre Elementary|2||3|3|4|2|2|2|2|4|2|1|2|2|4|2|1|1|4|4|1|1|4|3|2|Met|Professional development has been and will always continue to be one of the key focus areas for the district. In particular, a central focus for the professional development will be on the second year implementation of the newly adopted math curriculum for all TK-5 teachers and 6-8 grade math teachers. All district-wide professional development days will provide our teachers training and collaboration time focused on areas of need based on staff feedback. Ensuring that staff is adequately equipped and enabled to instruct our students is critically important. In addition, the district continues to provide support and training on current district-wide instructional initiatives in the areas of GLAD, writer's workshop, and data talks. Providing ongoing professional development for all staff will remain a constant. Cambrian School District will provide high quality and dynamic instruction for ALL students while preparing them for 21st-century college and career readiness. - Implementation of new math curriculum, Eureka for Elementary & College Preparatory Math for Middle School - Continue development of Writer's Workshop implementation - Focus on closing the achievement gap for the following significant student groups: English Learners, Socio-Economically Disadvantaged and Students with Disabilities - Implementation of targeted Tier 2 intervention programs for reading and math|2018 34765050130757|Highlands Community Charter|2||4|5|4|3|4|5|5|4|3|4|4|5|4|3|4|3|3|1|1|3|4|3|3|Met||2018 19647330125625|KIPP Scholar Academy|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|2|4|4|2|5|5|5|Met|KIPP LA supports teaching and learning through intentional and robust systems, structures, and supports. First and foremost, the region ensures that all teachers use rigorous, Common Core-aligned instructional materials, and formative and summative assessments that meet the rigor of the Common Core in ELA, math, science, and ELD. All teachers receive on-going, job-embedded professional development via three structures. First, through one-on-one, differentiated coaching - including observations, debriefing and support to meet professional goals. Second, teachers participate in grade level or content team meetings multiple times per month, engaging in collaborative professional learning centered around student work analysis, lesson or unit internalization, or studying best practices related to lesson execution. Finally, all schools have 2.5 hours weekly each Monday devoted to professional development. Principals tailor these sessions to align with the teaching and learning needs of their schools, and their schools' instructional initiatives. The region's instructional initiatives are supported by its Teacher Practice Rubric, which clearly defines excellence in regards to instructional planning, lesson execution, classroom culture, and data analysis for principals, instructional leaders, and teachers. In addition, structured protocols for planning, execution, and data analysis support instructional coaches in developing teachers in each competency of the Teacher Practice Rubric.|2018 19647330132282|Ednovate - East College Prep|2||4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|1|4|4|4|4|5|4|5|Met|As a network, Ednovate brought on a Director of Academics this year. This role is focused on improving quality and specificity of Professional Development and Curricular Supports for teachers.|2018 41688820000000|Burlingame Elementary|2||4|3|5|5|3|3|3|5|3|3|5|3|5|5|3|3|4|5|5|3|4|4|4|Met||2018 24656496025381|Ballico-Cressey Community Charter|2||4|4|4|4|4|5|5|5|5|4|5|5|5|4|4|2|5|5|3|1|5|5|5|Met||2018 27660920129239|Dual Language Academy of the Monterey Peninsula|2||4|3|4|2|3|4|3|4|1|2|4|4|4|3|2|1|2|4|3|5|4|4|3|Met||2018 36738580000000|Baker Valley Unified|2||4|4|4|2|3|4|3|4|1|4|3|4|4|1|2|1|2|2|2|1|3|3|4|Met||2018 19647330102426|PUC Milagro Charter|2||4|2|4|3|4|4|2|4|4|4|5|3|5|5|5|1|2|4|4|4|5|5|4|Met|Item #1: Data Sources: • Survey results from PUC-WIDE Professional Development • PUC Teacher Development System • School Site Professional Development Item #2: Data Sources: • PUC Unit Frameworks (All Contents) • PUC DBQ System (History) • PUC Math Instructional Methods (Math) • Instructional Team Professional Development and Coaching (All Contents) • Site Leadership Professional Development and Coaching (All Contents) Item #3: Data Sources: • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • PUC Teacher Development System • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections) Item #4: Data Sources: • PUC Wide Professional Development for Visual and Performing Arts (Scope and Sequence and Reflections) • PUC Wide Professional Development for Foreign Language (Scope and Sequence and Reflections) • PUC Wide Professional Development for Physical Education (Scope and Sequence and Reflections) • Regional Content Collaboration Time/ Data Analysis Item #5: Data Sources: • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • PUC Teacher Development System • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections)|2018 19645190000000|El Monte Union High|2||5|3|5|3|3|5|5|5|2|3|4|4|4|4|4|3|5|5|4|5|5|4|3|Met||2018 30103060133983|Ednovate - Legacy College Prep.|2||4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|1|4|4|4|4|5|4|5|Met|As a network, Ednovate brought on a Director of Academics this year. This role is focused on improving quality and specificity of Professional Development and Curricular Supports for teachers.|2018 34752830112425|Natomas Pacific Pathways Prep|2|Natomas Pacific Pathways Prep (NP3) is successful in the implementation of academic content standards. Over the past few years, NP3 has committed significant resources to both the adoption of standards-aligned curriculum and professional development for all teachers and administrators. All English, Math, Science, History, and Health teachers have attended trainings and workshops focused on the newly adopted standards. NP3 has fully implemented Common Core, NGSS, the new History and Social Science standards,and is in compliance with the California Healthy Youth Act.. In addition, NP3 is aligning and integrating the newly adopted ELD standards across content areas. Administrators and teacher leaders have attended trainings that will assist in the continued support of our EL population. NP3 utilizes professional learning communities to identify essential standards, build curriculum and assessments that are aligned to the standards, and to support teachers in determining areas for growth and improvement. There is a heavy focus across content areas on the development of critical thinking and problem solving skills, as well as an emphasis on collaboration, project-based learning, and effective use of technology. The culture of collaboration at NP3 extends beyond the classroom and applies to the work that is done between teacher partners, subject area departments, and among administrators. Teachers have ample time for collaboration and professional development, as NP3 has built in an early release day for students weekly. This provides time for teachers to work on curricular frameworks, design lesson plans, and evaluate student success in meeting the academic standards. In addition, informal walkthroughs and formal observations are done by both administrators and colleagues to support the delivering of standards aligned instruction.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 01612590130633|Lighthouse Community Charter|2|At Lighthouse Community Charter School, we are committed to providing students with a curriculum that is aligned to the standards adopted by the California Board of Education, and have embedded this commitment to quality, standards-aligned curriculum into our LCAP Goal 1: Lighthouse students are academically proficient. We measure our progress toward this goal through student performance on the Math and ELA portions of the SBAC and the proportion of students who achieve English Proficiency as measured by the ELPAC; as well as the local measures of student achievement and growth on the NWEA Measure of Academic Progress, student achievement on the Strategic Teaching and Evaluation of Performance (STEP) reading assessment in K-4, internal curriculum audits, and internal evaluations of our curriculum implementation. This combination of indicators allows us to determine our curricular alignment to standards, our implementation of this curriculum, and student achievement in relation to measures that have been correlated to achievement on the ELA and Math SBAC. In our 2017-18 local evaluation, we determined that our ELA curriculum required strengthening in relation to its standards-alignment. In response, we adopted the EL Education Modules, an ELA curriculum given an “Exemplar” Rating by Educators Evaluating the Quality of Instructional Products (EQuIP) in regards to its standards-alignment. Implementation of this curriculum began with a Curriculum Institute in June 2018, and quarterly professional development throughout the 2018-19 school year. In addition, implementation of standards in 2018-19 is supported by administrator and teacher attendance at the UnboundEd Standards Institutes in summer 2018 and coaching and professional development focused on teacher understanding and implementation of CCSS in math and ELA.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330128512|KIPP Academy of Innovation|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|2|4|4|2|5|5|5|Met|KIPP LA supports teaching and learning through intentional and robust systems, structures, and supports. First and foremost, the region ensures that all teachers use rigorous, Common Core-aligned instructional materials, and formative and summative assessments that meet the rigor of the Common Core in ELA, math, science, and ELD. All teachers receive on-going, job-embedded professional development via three structures. First, through one-on-one, differentiated coaching - including observations, debriefing and support to meet professional goals. Second, teachers participate in grade level or content team meetings multiple times per month, engaging in collaborative professional learning centered around student work analysis, lesson or unit internalization, or studying best practices related to lesson execution. Finally, all schools have 2.5 hours weekly each Monday devoted to professional development. Principals tailor these sessions to align with the teaching and learning needs of their schools, and their schools' instructional initiatives. The region's instructional initiatives are supported by its Teacher Practice Rubric, which clearly defines excellence in regards to instructional planning, lesson execution, classroom culture, and data analysis for principals, instructional leaders, and teachers. In addition, structured protocols for planning, execution, and data analysis support instructional coaches in developing teachers in each competency of the Teacher Practice Rubric.|2018 19647330135723|Ednovate - Brio College Prep|2||4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|1|4|4|4|4|5|4|5|Met|As a network, Ednovate brought on a Director of Academics this year. This role is focused on improving quality and specificity of Professional Development and Curricular Supports for teachers.|2018 19647330119974|PUC Santa Rosa Charter Academy|2||4|2|4|3|4|4|2|4|4|4|5|3|5|5|5|1|2|4|4|4|5|5|4|Met|Item #1: Data Sources: • Survey results from PUC-WIDE Professional Development • PUC Teacher Development System • School Site Professional Development Item #2: Data Sources: • PUC Unit Frameworks (All Contents) • PUC DBQ System (History) • PUC Math Instructional Methods (Math) • Instructional Team Professional Development and Coaching (All Contents) • Site Leadership Professional Development and Coaching (All Contents) Item #3: Data Sources: • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • PUC Teacher Development System • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections) Item #4: Data Sources: • PUC Wide Professional Development for Visual and Performing Arts (Scope and Sequence and Reflections) • PUC Wide Professional Development for Foreign Language (Scope and Sequence and Reflections) • PUC Wide Professional Development for Physical Education (Scope and Sequence and Reflections) • Regional Content Collaboration Time/ Data Analysis Item #5: Data Sources: • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • PUC Teacher Development System • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections)|2018 19647330117630|Magnolia Science Academy 5|2||4|4|4|4|4|5|5|5|4|4|4|4|4|4|4|2|3|4|3|5|4|4|4|Met|MSA-5 ensures all curricula and assessments are aligned to the standards and that teachers participate in professional development on the implementation of standards (CCSS, NGSS, etc.) We provide services to ELs by proficiency level and ELD instruction is aligned to the CA ELD standards and framework. ELs have access to core and supplemental ELD instructional materials; teachers attend PDs whose focus is on ELD standards. Our teachers participate in at least 18 hours of professional development per year. PD includes the areas of Common Core ELA/Literacy, math, ELD Standards and integration of ELD standards into content areas, and training in strategies to support ELs with common core ELA/ELD and math curricula. While the primary focus has mostly been on the ELA/Literacy, math, and ELD over the past few years, MSA-5 has also provided PD and supported our teachers on NGSS, History-Social Science, Career and Technical Education, Health Education, Physical Education, Visual and Performing Arts, and World Languages.|2018 19101990137679|Magnolia Science Academy 5|2||4|4|4|4|4|5|5|5|4|4|4|4|4|4|4|2|3|4|3|5|4|4|4|Met|MSA-5 ensures all curricula and assessments are aligned to the standards and that teachers participate in professional development on the implementation of standards (CCSS, NGSS, etc.) We provide services to ELs by proficiency level and ELD instruction is aligned to the CA ELD standards and framework. ELs have access to core and supplemental ELD instructional materials; teachers attend PDs whose focus is on ELD standards. Our teachers participate in at least 18 hours of professional development per year. PD includes the areas of Common Core ELA/Literacy, math, ELD Standards and integration of ELD standards into content areas, and training in strategies to support ELs with common core ELA/ELD and math curricula. While the primary focus has mostly been on the ELA/Literacy, math, and ELD over the past few years, MSA-5 has also provided PD and supported our teachers on NGSS, History-Social Science, Career and Technical Education, Health Education, Physical Education, Visual and Performing Arts, and World Languages.|2018 19647330135715|Ednovate - Esperanza College Prep|2||4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|1|4|4|4|4|5|4|5|Met|As a network, Ednovate brought on a Director of Academics this year. This role is focused on improving quality and specificity of Professional Development and Curricular Supports for teachers.|2018 19101990135368|Alma Fuerte Public|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|4|4|3|4|4|4|Met||2018 19647330101444|KIPP Academy of Opportunity|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|2|4|4|2|5|5|5|Met|KIPP LA supports teaching and learning through intentional and robust systems, structures, and supports. First and foremost, the region ensures that all teachers use rigorous, Common Core-aligned instructional materials, and formative and summative assessments that meet the rigor of the Common Core in ELA, math, science, and ELD. All teachers receive on-going, job-embedded professional development via three structures. First, through one-on-one, differentiated coaching - including observations, debriefing and support to meet professional goals. Second, teachers participate in grade level or content team meetings multiple times per month, engaging in collaborative professional learning centered around student work analysis, lesson or unit internalization, or studying best practices related to lesson execution. Finally, all schools have 2.5 hours weekly each Monday devoted to professional development. Principals tailor these sessions to align with the teaching and learning needs of their schools, and their schools' instructional initiatives. The region's instructional initiatives are supported by its Teacher Practice Rubric, which clearly defines excellence in regards to instructional planning, lesson execution, classroom culture, and data analysis for principals, instructional leaders, and teachers. In addition, structured protocols for planning, execution, and data analysis support instructional coaches in developing teachers in each competency of the Teacher Practice Rubric.|2018 49709120113530|Santa Rosa Charter School for the Arts|2||3|4|4|3|4|3|4|4|3|4|3|3|3|3|3|1|2|2|5|1|3|2|2|Met||2018 37683380111898|Albert Einstein Academy Charter Middle|2||4|3|5|4|4|5|5|5|5|4|5|5|4|5|5|1|4|4|5|5|5|5|5|Met||2018 07100740129528|Caliber: Beta Academy|2|Common core aligned curriculum has been selected and implemented across the campus. In summer professional development sessions teacher leaders and administrators developed and edited scope and sequences, pacing calendars, unit plans, and interim assessments to ensure alignment with common core and vertical alignment across grade levels. To facilitate cognitive preparation for teachers, August professional development sessions centered around internalization of pacing calendars and unit plans. Teachers took their first interim assessment to understand the goal they were driving toward and, from there, backwards planned their first unit through daily lesson plans. Teachers were also introduced to the common core aligned digital learning platforms available to them to supplement student learning in a rotation/blended learning model. Administrators and teacher leaders developed a year long professional development calendar to revisit this work throughout the year and deepen teacher expertise in curriculum and instruction. The calendar, also aligned to the school’s strategic plan and LCAP, revisited several additional topics including data review and action planning, common core instructional shifts, and academic rigor. One of the central activities involved breaking down a grade-level appropriate problem set to determine how it aligned to the common core standards, the skills needed to solve it, and the required pre-requisite skills. Teachers would then plan their daily lesson plans for the following week using that information as a guide to the level of rigor and thinking required for student success. Additionally, teachers in language arts and mathematics gave weekly or bi-weekly quizzes that were aligned to grade level common core standards. After administering the quiz, they would meet in content teams and/or with an instructional coach to review results and plan reteaching the necessary content. Throughout the year the school administration would revisit the weekly professional development calendar to make adjustments based on data, observation/coaching notes, and feedback they received from teachers via PD surveys. Classroom teacher aides in grades K-3, worked with classroom teachers to determine, plan, implement, and assess supports for English Learner Students. This includes support with phonics, phonemic awareness, reteaching content, and providing additional reading instruction. The progress of English learners was tracked through interim assessments, measures of academic progress (MAP), reading assessments, and bi-weekly assessments. This data was used to help inform and guide instruction, including instructional support provided by classroom aides. The English Language Advisory Committee met throughout the year on a monthly basis to discuss the needs of ELLs, progress monitor, and build our EL program.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330135517|KIPP Corazon Academy|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|2|4|4|2|5|5|5|Met|KIPP LA supports teaching and learning through intentional and robust systems, structures, and supports. First and foremost, the region ensures that all teachers use rigorous, Common Core-aligned instructional materials, and formative and summative assessments that meet the rigor of the Common Core in ELA, math, science, and ELD. All teachers receive on-going, job-embedded professional development via three structures. First, through one-on-one, differentiated coaching - including observations, debriefing and support to meet professional goals. Second, teachers participate in grade level or content team meetings multiple times per month, engaging in collaborative professional learning centered around student work analysis, lesson or unit internalization, or studying best practices related to lesson execution. Finally, all schools have 2.5 hours weekly each Monday devoted to professional development. Principals tailor these sessions to align with the teaching and learning needs of their schools, and their schools' instructional initiatives. The region's instructional initiatives are supported by its Teacher Practice Rubric, which clearly defines excellence in regards to instructional planning, lesson execution, classroom culture, and data analysis for principals, instructional leaders, and teachers. In addition, structured protocols for planning, execution, and data analysis support instructional coaches in developing teachers in each competency of the Teacher Practice Rubric.|2018 19647330121707|KIPP Comienza Community Prep|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|2|4|4|2|5|5|5|Met|KIPP LA supports teaching and learning through intentional and robust systems, structures, and supports. First and foremost, the region ensures that all teachers use rigorous, Common Core-aligned instructional materials, and formative and summative assessments that meet the rigor of the Common Core in ELA, math, science, and ELD. All teachers receive on-going, job-embedded professional development via three structures. First, through one-on-one, differentiated coaching - including observations, debriefing and support to meet professional goals. Second, teachers participate in grade level or content team meetings multiple times per month, engaging in collaborative professional learning centered around student work analysis, lesson or unit internalization, or studying best practices related to lesson execution. Finally, all schools have 2.5 hours weekly each Monday devoted to professional development. Principals tailor these sessions to align with the teaching and learning needs of their schools, and their schools' instructional initiatives. The region's instructional initiatives are supported by its Teacher Practice Rubric, which clearly defines excellence in regards to instructional planning, lesson execution, classroom culture, and data analysis for principals, instructional leaders, and teachers. In addition, structured protocols for planning, execution, and data analysis support instructional coaches in developing teachers in each competency of the Teacher Practice Rubric.|2018 19647330121699|KIPP Empower Academy|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|2|4|4|2|5|5|5|Met|KIPP LA supports teaching and learning through intentional and robust systems, structures, and supports. First and foremost, the region ensures that all teachers use rigorous, Common Core-aligned instructional materials, and formative and summative assessments that meet the rigor of the Common Core in ELA, math, science, and ELD. All teachers receive on-going, job-embedded professional development via three structures. First, through one-on-one, differentiated coaching - including observations, debriefing and support to meet professional goals. Second, teachers participate in grade level or content team meetings multiple times per month, engaging in collaborative professional learning centered around student work analysis, lesson or unit internalization, or studying best practices related to lesson execution. Finally, all schools have 2.5 hours weekly each Monday devoted to professional development. Principals tailor these sessions to align with the teaching and learning needs of their schools, and their schools' instructional initiatives. The region's instructional initiatives are supported by its Teacher Practice Rubric, which clearly defines excellence in regards to instructional planning, lesson execution, classroom culture, and data analysis for principals, instructional leaders, and teachers. In addition, structured protocols for planning, execution, and data analysis support instructional coaches in developing teachers in each competency of the Teacher Practice Rubric.|2018 19645920100354|Hawthorne Math and Science Academy|2|In determining progress toward implementing the academic standards, HMSA selected a range of measures, including: department leadership efforts, professional development offerings, instructional materials alignment, and classroom observation protocols. The selected measures were deemed as providing a clear and comprehensive picture of standards implementation. A summary of the findings is as follows: English Language Arts: 4 years of college-preparatory English courses required; Common Core-aligned instructional programs are being implemented at all grade levels; the English Department meets regularly to analyze and refine curriculum; the Interim Assessment Blocks (IABs) for ELA are used regularly; ELA classroom observations are conducted with a focus on student collaboration; a strong professional development partnership exists with UCLA’s Writing Project. English Language Development (ELD): professional development has been conducted on the current ELD standards and framework; both integrated and designated models are utilized. Mathematics: 4 years of college-preparatory mathematics courses required; Common Core-aligned instructional programs have been adopted and are being implemented at all grade levels; the Math Department meets regularly to analyze and refine curriculum; the IABs for math are used regularly; course sequence was restructured to improve content coherence; math classroom observations are conducted with a focus on student articulation of math reasoning. Science: 4 years of laboratory science courses required; a strong professional development partnership exists with UCLA's Science Project; a partnership with SpaceX ensures that science curriculum is relevant; application and inquiry are stressed, with a heavy focus on engineering concepts. History-Social Science: 3 years of history-social science required; adopted AP World History materials being utilized; teacher participation in Stanford’s Reading Like a Historian training. Career Technical Education: courses available in engineering, journalism, and entrepreneurship; industry partnerships make learning both rich and relevant. Health: 1 semester of health required; dedicated health course and teacher; revised curriculum complies with CA Healthy Youth Act. Physical Education: 2 years of physical education required; regular targeted professional development for physical education teachers; maintenance of support courses for students who have not passed the Physical Fitness Test (PFT). Art: 1 year of visual or performing art required; regional arts coach; development of Arts for All strategic plan; targeted professional development for dedicated arts teacher. World Language: 3 years of world language required; native and non-native Spanish courses offered; 93 recipients of Seal of Biliteracy in 2018 graduating class of 129 students. This is an increase of 6 students, from 2016-17.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|HMSA staff are dedicated to designing and facilitating rigorous and engaging learning experiences that are aligned to the state academic standards in all content areas. Collaboration within and between departments provides for a rich, integrated academic environment where students are prepared for the demands of college and career. Strong industry and organizational partnerships are maintained and staff are provided with frequent high-quality professional development, with the expectation that course content will be continuously revised to align to the applicable content standards and the realities of today’s workplace. HMSA opted to utilize multiple measures in determining progress toward implementing the academic standards, as such efforts are part of a multi-faceted process that is regularly monitored and refined to meet the changing needs of students and staff.|2018 19647330127670|KIPP Iluminar Academy|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|2|4|4|2|5|5|5|Met|KIPP LA supports teaching and learning through intentional and robust systems, structures, and supports. First and foremost, the region ensures that all teachers use rigorous, Common Core-aligned instructional materials, and formative and summative assessments that meet the rigor of the Common Core in ELA, math, science, and ELD. All teachers receive on-going, job-embedded professional development via three structures. First, through one-on-one, differentiated coaching - including observations, debriefing and support to meet professional goals. Second, teachers participate in grade level or content team meetings multiple times per month, engaging in collaborative professional learning centered around student work analysis, lesson or unit internalization, or studying best practices related to lesson execution. Finally, all schools have 2.5 hours weekly each Monday devoted to professional development. Principals tailor these sessions to align with the teaching and learning needs of their schools, and their schools' instructional initiatives. The region's instructional initiatives are supported by its Teacher Practice Rubric, which clearly defines excellence in regards to instructional planning, lesson execution, classroom culture, and data analysis for principals, instructional leaders, and teachers. In addition, structured protocols for planning, execution, and data analysis support instructional coaches in developing teachers in each competency of the Teacher Practice Rubric.|2018 19647330122556|Citizens of the World Charter School Hollywood|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|4|5|4|5|5|5|Met||2018 19647330106427|Synergy Charter Academy|2||5|5|5|4|3|5|5|5|4|3|5|5|5|4|3|1|1|1|1|1|5|5|5|Met|Some of the Other Adopted Academic Standards do not apply to our elementary LEA.|2018 19647330131771|KIPP Ignite Academy|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|2|4|4|2|5|5|5|Met|KIPP LA supports teaching and learning through intentional and robust systems, structures, and supports. First and foremost, the region ensures that all teachers use rigorous, Common Core-aligned instructional materials, and formative and summative assessments that meet the rigor of the Common Core in ELA, math, science, and ELD. All teachers receive on-going, job-embedded professional development via three structures. First, through one-on-one, differentiated coaching - including observations, debriefing and support to meet professional goals. Second, teachers participate in grade level or content team meetings multiple times per month, engaging in collaborative professional learning centered around student work analysis, lesson or unit internalization, or studying best practices related to lesson execution. Finally, all schools have 2.5 hours weekly each Monday devoted to professional development. Principals tailor these sessions to align with the teaching and learning needs of their schools, and their schools' instructional initiatives. The region's instructional initiatives are supported by its Teacher Practice Rubric, which clearly defines excellence in regards to instructional planning, lesson execution, classroom culture, and data analysis for principals, instructional leaders, and teachers. In addition, structured protocols for planning, execution, and data analysis support instructional coaches in developing teachers in each competency of the Teacher Practice Rubric.|2018 19647330125609|KIPP Philosophers Academy|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|2|4|4|2|5|5|5|Met|KIPP LA supports teaching and learning through intentional and robust systems, structures, and supports. First and foremost, the region ensures that all teachers use rigorous, Common Core-aligned instructional materials, and formative and summative assessments that meet the rigor of the Common Core in ELA, math, science, and ELD. All teachers receive on-going, job-embedded professional development via three structures. First, through one-on-one, differentiated coaching - including observations, debriefing and support to meet professional goals. Second, teachers participate in grade level or content team meetings multiple times per month, engaging in collaborative professional learning centered around student work analysis, lesson or unit internalization, or studying best practices related to lesson execution. Finally, all schools have 2.5 hours weekly each Monday devoted to professional development. Principals tailor these sessions to align with the teaching and learning needs of their schools, and their schools' instructional initiatives. The region's instructional initiatives are supported by its Teacher Practice Rubric, which clearly defines excellence in regards to instructional planning, lesson execution, classroom culture, and data analysis for principals, instructional leaders, and teachers. In addition, structured protocols for planning, execution, and data analysis support instructional coaches in developing teachers in each competency of the Teacher Practice Rubric.|2018 19647330131797|KIPP Promesa Prep|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|2|4|4|2|5|5|5|Met|KIPP LA supports teaching and learning through intentional and robust systems, structures, and supports. First and foremost, the region ensures that all teachers use rigorous, Common Core-aligned instructional materials, and formative and summative assessments that meet the rigor of the Common Core in ELA, math, science, and ELD. All teachers receive on-going, job-embedded professional development via three structures. First, through one-on-one, differentiated coaching - including observations, debriefing and support to meet professional goals. Second, teachers participate in grade level or content team meetings multiple times per month, engaging in collaborative professional learning centered around student work analysis, lesson or unit internalization, or studying best practices related to lesson execution. Finally, all schools have 2.5 hours weekly each Monday devoted to professional development. Principals tailor these sessions to align with the teaching and learning needs of their schools, and their schools' instructional initiatives. The region's instructional initiatives are supported by its Teacher Practice Rubric, which clearly defines excellence in regards to instructional planning, lesson execution, classroom culture, and data analysis for principals, instructional leaders, and teachers. In addition, structured protocols for planning, execution, and data analysis support instructional coaches in developing teachers in each competency of the Teacher Practice Rubric.|2018 19647330117903|KIPP Raices Academy|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|2|4|4|2|5|5|5|Met|KIPP LA supports teaching and learning through intentional and robust systems, structures, and supports. First and foremost, the region ensures that all teachers use rigorous, Common Core-aligned instructional materials, and formative and summative assessments that meet the rigor of the Common Core in ELA, math, science, and ELD. All teachers receive on-going, job-embedded professional development via three structures. First, through one-on-one, differentiated coaching - including observations, debriefing and support to meet professional goals. Second, teachers participate in grade level or content team meetings multiple times per month, engaging in collaborative professional learning centered around student work analysis, lesson or unit internalization, or studying best practices related to lesson execution. Finally, all schools have 2.5 hours weekly each Monday devoted to professional development. Principals tailor these sessions to align with the teaching and learning needs of their schools, and their schools' instructional initiatives. The region's instructional initiatives are supported by its Teacher Practice Rubric, which clearly defines excellence in regards to instructional planning, lesson execution, classroom culture, and data analysis for principals, instructional leaders, and teachers. In addition, structured protocols for planning, execution, and data analysis support instructional coaches in developing teachers in each competency of the Teacher Practice Rubric.|2018 19647330125641|KIPP Sol Academy|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|2|4|4|2|5|5|5|Met|KIPP LA supports teaching and learning through intentional and robust systems, structures, and supports. First and foremost, the region ensures that all teachers use rigorous, Common Core-aligned instructional materials, and formative and summative assessments that meet the rigor of the Common Core in ELA, math, science, and ELD. All teachers receive on-going, job-embedded professional development via three structures. First, through one-on-one, differentiated coaching - including observations, debriefing and support to meet professional goals. Second, teachers participate in grade level or content team meetings multiple times per month, engaging in collaborative professional learning centered around student work analysis, lesson or unit internalization, or studying best practices related to lesson execution. Finally, all schools have 2.5 hours weekly each Monday devoted to professional development. Principals tailor these sessions to align with the teaching and learning needs of their schools, and their schools' instructional initiatives. The region's instructional initiatives are supported by its Teacher Practice Rubric, which clearly defines excellence in regards to instructional planning, lesson execution, classroom culture, and data analysis for principals, instructional leaders, and teachers. In addition, structured protocols for planning, execution, and data analysis support instructional coaches in developing teachers in each competency of the Teacher Practice Rubric.|2018 19647330129460|KIPP Vida Preparatory Academy|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|2|4|4|2|5|5|5|Met|KIPP LA supports teaching and learning through intentional and robust systems, structures, and supports. First and foremost, the region ensures that all teachers use rigorous, Common Core-aligned instructional materials, and formative and summative assessments that meet the rigor of the Common Core in ELA, math, science, and ELD. All teachers receive on-going, job-embedded professional development via three structures. First, through one-on-one, differentiated coaching - including observations, debriefing and support to meet professional goals. Second, teachers participate in grade level or content team meetings multiple times per month, engaging in collaborative professional learning centered around student work analysis, lesson or unit internalization, or studying best practices related to lesson execution. Finally, all schools have 2.5 hours weekly each Monday devoted to professional development. Principals tailor these sessions to align with the teaching and learning needs of their schools, and their schools' instructional initiatives. The region's instructional initiatives are supported by its Teacher Practice Rubric, which clearly defines excellence in regards to instructional planning, lesson execution, classroom culture, and data analysis for principals, instructional leaders, and teachers. In addition, structured protocols for planning, execution, and data analysis support instructional coaches in developing teachers in each competency of the Teacher Practice Rubric.|2018 19647330100867|KIPP Los Angeles College Preparatory|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|2|4|4|2|5|5|5|Met|KIPP LA supports teaching and learning through intentional and robust systems, structures, and supports. First and foremost, the region ensures that all teachers use rigorous, Common Core-aligned instructional materials, and formative and summative assessments that meet the rigor of the Common Core in ELA, math, science, and ELD. All teachers receive on-going, job-embedded professional development via three structures. First, through one-on-one, differentiated coaching - including observations, debriefing and support to meet professional goals. Second, teachers participate in grade level or content team meetings multiple times per month, engaging in collaborative professional learning centered around student work analysis, lesson or unit internalization, or studying best practices related to lesson execution. Finally, all schools have 2.5 hours weekly each Monday devoted to professional development. Principals tailor these sessions to align with the teaching and learning needs of their schools, and their schools' instructional initiatives. The region's instructional initiatives are supported by its Teacher Practice Rubric, which clearly defines excellence in regards to instructional planning, lesson execution, classroom culture, and data analysis for principals, instructional leaders, and teachers. In addition, structured protocols for planning, execution, and data analysis support instructional coaches in developing teachers in each competency of the Teacher Practice Rubric.|2018 19647336120489|Para Los Niños Charter|2||4|4|4|4|3|4|4|4|4|3|3|3|3|3|3|1|3|5|3|3|4|4|3|Met||2018 36678920000000|Trona Joint Unified|2||4|3|3|3|3|4|4|4|4|3|3|3|3|3|3|3|4|4|3|2|4|4|3|Met|Trona Joint Unified is providing materials and professional development State approved standards and curriculum in the areas of English/Language Arts, Mathematics, NGSS, History and Health and PE. The ELA and Math Departments have had more time to implement and put into practice the Common Core State Standards. NGSS and History are more in the initial stages of implementation. Finding and retaining qualified language teachers remains a struggle.|2018 19734370137893|KIPP Compton Community|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|2|4|4|2|5|5|5|Met|KIPP LA supports teaching and learning through intentional and robust systems, structures, and supports. First and foremost, the region ensures that all teachers use rigorous, Common Core-aligned instructional materials, and formative and summative assessments that meet the rigor of the Common Core in ELA, math, science, and ELD. All teachers receive on-going, job-embedded professional development via three structures. First, through one-on-one, differentiated coaching - including observations, debriefing and support to meet professional goals. Second, teachers participate in grade level or content team meetings multiple times per month, engaging in collaborative professional learning centered around student work analysis, lesson or unit internalization, or studying best practices related to lesson execution. Finally, all schools have 2.5 hours weekly each Monday devoted to professional development. Principals tailor these sessions to align with the teaching and learning needs of their schools, and their schools' instructional initiatives. The region's instructional initiatives are supported by its Teacher Practice Rubric, which clearly defines excellence in regards to instructional planning, lesson execution, classroom culture, and data analysis for principals, instructional leaders, and teachers. In addition, structured protocols for planning, execution, and data analysis support instructional coaches in developing teachers in each competency of the Teacher Practice Rubric.|2018 31668520138008|Golden Valley Tahoe|2||4|5|4|3|4|4|4|5|3|4|4|4|4|3|4|2|4|4|5|5|3|3|3|Met||2018 19647330126177|Citizens of the World Charter School Silver Lake|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|4|5|4|5|5|5|Met||2018 19647330129619|PUC Community Charter Elementary|2||4|2|4|3|4|4|2|4|4|4|5|3|5|5|5|1|2|4|4|4|5|5|4|Met|Item #1: Data Sources: • Survey results from PUC-WIDE Professional Development • PUC Teacher Development System • School Site Professional Development Item #2: Data Sources: • PUC Unit Frameworks (All Contents) • PUC DBQ System (History) • PUC Math Instructional Methods (Math) • Instructional Team Professional Development and Coaching (All Contents) • Site Leadership Professional Development and Coaching (All Contents) Item #3: Data Sources: • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • PUC Teacher Development System • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections) Item #4: Data Sources: • PUC Wide Professional Development for Visual and Performing Arts (Scope and Sequence and Reflections) • PUC Wide Professional Development for Foreign Language (Scope and Sequence and Reflections) • PUC Wide Professional Development for Physical Education (Scope and Sequence and Reflections) • Regional Content Collaboration Time/ Data Analysis Item #5: Data Sources: • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • PUC Teacher Development System • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections)|2018 43694500121483|Alpha: Cornerstone Academy Preparatory|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|3|3|3|3|3|5|5|5|Met||2018 41688740000000|Brisbane Elementary|2||4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|1|3|4|5|1|4|4|4|Met|Standards for Career & Technical Education and World Language do not apply to the Brisbane School District as we are an elementary district.|2018 01612590134015|Lodestar: A Lighthouse Community Charter Public|2|At Lodestar, we are committed to providing students with a curriculum that is aligned to the standards adopted by the California Board of Education, and have embedded this commitment to quality, standards-aligned curriculum into our LCAP Goal 1: Lodestar students are academically proficient. We measure our progress toward this goal through student performance on the Math and ELA portions of the SBAC and the proportion of students who achieve English Proficiency as measured by the ELPAC; as well as the local measures of student achievement and growth on the NWEA Measure of Academic Progress, student achievement on the Fountas-Pinnell Reading Assessment in K-2, internal curriculum audits, and internal evaluations of our curriculum implementation. This combination of indicators allows us to determine our curricular alignment to standards, our implementation of this curriculum, and student achievement in relation to measures that have been correlated to achievement on the ELA and Math SBAC. We use the EL Modules, an ELA curriculum given an “Exemplar” Rating by Educators Evaluating the Quality of Instructional Products (EQuIP) in regards to its standards-alignment, in our Expedition Classes and in Reading in grades 3 and higher. Within the area of math, we adopted the Open Up Resources CCSS-aligned math curriculum for middle school. We use modules from Eureka Math in our K-4 school. Implementation of these curricula were supported with a Curriculum Institute in June 2018, and quarterly professional development throughout the 2018-19 school year. In addition, implementation of standards in 2018-19 is supported by administrator and teacher attendance at the UnboundEd Standards Institutes in summer 2018 and coaching and professional development focused on teacher understanding and implementation of CCSS in math and ELA.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 37681630000000|Julian Union Elementary|2||4|4|4|3|2|4|3|4|3|2|4|3|4|3|2|2|4|4|3|2|4|4|4|Met||2018 30667460000000|Westminster|2||5|4|5|3|2|5|5|5|3|2|5|5|5|5|3|2|2|2|4|5|5|5|5|Met|WSD has three main academic foci: Professional Collaboration, Blended Learning and 21st Century Teaching and Learning. Within those foci, an emphasis targets on evidence based instructional strategies such as Thinking Maps, Guided Language Acquisition and Development (GLAD), Academic Language Frames and differentiated instruction. Access to the core is a key component for all students using technology, English Language Development and intervention programs. District Instructional Support Specialists provide professional development to staff based upon their needs in the classroom as well as district professional development sessions. The district also provides model programs for students to excel and grow in 21st century environments. The model programs are STEM/STEAM academies, Dual Language programs, World language programs, GATE academies and AVID programs at the middle school and elementary levels. The elementary visual and performing arts program (VAPA) allows teachers collaboration and site instructional walks. Middle school staff are released throughout the year for collaboration and site instructional walks also. Each site has a School Leadership Team to support site leadership. Site administrators receive monthly professional development at district leadership conferences to support state standards implementation, increase leadership capacity and support staff collaboration.|2018 19647336116750|PUC Community Charter Middle and PUC Community Charter Early College High|2||4|3|4|3|4|4|2|4|4|4|5|3|5|5|5|1|2|4|4|4|5|5|4|Met|Item #1: Data Sources: • Survey results from PUC-WIDE Professional Development • PUC Teacher Development System • School Site Professional Development Item #2: Data Sources: • PUC Unit Frameworks (All Contents) • PUC DBQ System (History) • PUC Math Instructional Methods (Math) • Instructional Team Professional Development and Coaching (All Contents) • Site Leadership Professional Development and Coaching (All Contents) Item #3: Data Sources: • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • PUC Teacher Development System • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections) Item #4: Data Sources: • PUC Wide Professional Development for Visual and Performing Arts (Scope and Sequence and Reflections) • PUC Wide Professional Development for Foreign Language (Scope and Sequence and Reflections) • PUC Wide Professional Development for Physical Education (Scope and Sequence and Reflections) • Regional Content Collaboration Time/ Data Analysis Item #5: Data Sources: • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • PUC Teacher Development System • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections)|2018 01612590108944|Lighthouse Community Charter High|2|At Lighthouse Community Charter High School, we are committed to aligning our curriculum and instruction to the standards adopted by the California Board of Education, and have embedded this commitment to quality, standards-aligned curriculum into our LCAP Goal 1: Lighthouse students are academically proficient; and LCAP Goal 5: Lighthouse graduates are prepared to be successful in college and the career of their choice. We measure our progress toward this goal through student performance on the Math and ELA portions of the SBAC; the proportion of students who achieve English Proficiency as measured by the ELPAC; our cohort graduation and dropout rates; and A-G completion rate. As local measures of implementation of state academic standards, we use the NWEA Measure of Academic Progress, internal curriculum and coursework audits, and internal evaluations of curriculum implementation across the subject areas. This combination of indicators allows us to determine our curricular alignment to standards, implementation of this curriculum, and student achievement in relation to measures that have been correlated to achievement on the ELA and Math SBAC. As a result of our internal evaluations, we formerly identified alignment of math curriculum as a place for improvement. In response, we adopted CPM Math, a CCSS-aligned, integrated math curriculum, and are in the second year of rolling it out across the high school. We are also focusing on rolling out our CTE Product Innovation & Design Pathway, which is aligned to the CTE standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 30664640124743|Oxford Preparatory Academy - South Orange County|2||4|4|5|3|2|5|4|4|3|2|5|3|4|3|2|3|3|4|5|5|5|4|3|Met||2018 39103970121723|San Joaquin Building Futures Academy|2||4|3|4|2|4|2|2|4|1|3|3|3|3|2|3|2|2|4|3|3|4|4|3|Met|Building Futures Academy teachers collaborate to develop curriculum consistent with Common Core Standards. Using a variety of authentic assessment methods and standardized tests, students are evaluated to determine levels of competency and to measure progress. Building Futures Academy teachers are in regular, on-going, and relevant professional learning opportunities that include research-based engagement strategies, parent participation strategies, and new teacher mentoring and support.|2018 09618380000000|Buckeye Union Elementary|2|Summary is available at https://docs.google.com/document/d/1zONDMvi1T6Q0lfvMIUmSDWJhsWql4f7OAIKdHvTE3Uc/edit?usp=sharing|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330129593|PUC Inspire Charter Academy|2||4|2|4|3|4|4|3|4|4|4|5|3|5|5|5|1|2|4|4|4|5|5|4|Met|Item #1: Data Sources: • Survey results from PUC-WIDE Professional Development • PUC Teacher Development System • School Site Professional Development Item #2: Data Sources: • PUC Unit Frameworks (All Contents) • PUC DBQ System (History) • PUC Math Instructional Methods (Math) • Instructional Team Professional Development and Coaching (All Contents) • Site Leadership Professional Development and Coaching (All Contents) Item #3: Data Sources: • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • PUC Teacher Development System • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections) Item #4: Data Sources: • PUC Wide Professional Development for Visual and Performing Arts (Scope and Sequence and Reflections) • PUC Wide Professional Development for Foreign Language (Scope and Sequence and Reflections) • PUC Wide Professional Development for Physical Education (Scope and Sequence and Reflections) • Regional Content Collaboration Time/ Data Analysis Item #5: Data Sources: • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • PUC Teacher Development System • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections)|2018 19647330126193|Citizens of the World Charter School Mar Vista|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|4|5|4|5|5|5|Met||2018 30666216085328|Santiago Middle|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2018 19647330102442|PUC Lakeview Charter Academy|2||4|2|4|3|4|4|2|4|4|4|5|3|5|5|5|1|2|4|4|4|5|5|4|Met|Item #1: Data Sources: • Survey results from PUC-WIDE Professional Development • PUC Teacher Development System • School Site Professional Development Item #2: Data Sources: • PUC Unit Frameworks (All Contents) • PUC DBQ System (History) • PUC Math Instructional Methods (Math) • Instructional Team Professional Development and Coaching (All Contents) • Site Leadership Professional Development and Coaching (All Contents) Item #3: Data Sources: • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • PUC Teacher Development System • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections) Item #4: Data Sources: • PUC Wide Professional Development for Visual and Performing Arts (Scope and Sequence and Reflections) • PUC Wide Professional Development for Foreign Language (Scope and Sequence and Reflections) • PUC Wide Professional Development for Physical Education (Scope and Sequence and Reflections) • Regional Content Collaboration Time/ Data Analysis Item #5: Data Sources: • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • PUC Teacher Development System • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections)|2018 31668520109827|Newcastle Charter|2|This option not selected. The district selected Option 2: Reflection Tool.|5|3|4|1|4|5|3|5|2|3|4|3|4|1|3|4|5|5|5|5|3|3|3|Met|While reviewing CAASPP data for the district and understanding the connection between student performance and adopted academic standards and curriculum frameworks, an area of focus will continue to be moving towards full implementation and sustainability in many areas. Our English language arts and mathematics programs are fully implemented and used consistently with teachers daily within the classroom. Professional development will continue to be provided in these areas to move closer to sustainability, but there is also evaluation into how mathematics specifically is meeting the needs of our primary grade students. The district ELD program is successfully exiting students with few long term English learners identified, but with the development of a new EL Master Plan, the intention is to continue to refine and improve practices for our EL students. Next Generation Science Standards will need a complete roll-out as there has been no professional development provided in this area and staff indicates they are at different stages in their knowledge acquisition of the new standards. History is in the exploration stages of a pilot program and interest has been shown to continue with the curriculum currently adopted while supplementing the new state standards that were recently added. The district will increase communication with staff regarding professional development and training needs for this year and during adoption and roll-out of new standards and curriculum.|2018 34674390102038|Sacramento Charter High|2||2|2|3|2|2|2|2|2|2|2|2|2|2|2|2|2|3|3|3|3|2|2|2|Met||2018 01612590115238|ARISE High|2|ARISE is committed to ensuring its curriculum is aligned to the academic standards adopted by the State Board of Education and developed Goal 1 of its Local Control and Accountability Plan (LCAP) to support this work. GOAL: ARISE students will be immersed in common-core aligned curriculum and instruction which prepares students for college while emphasizing knowledge of self, humanizing love, and performance assessment. ACTIONS: ARISE engages in the following actions to support this goal: 1) Ensure all students have access to and meet A-G coursework; 2) Ensure continued alignment of Scope and Sequence, Curriculum, and Performance Assessments to CCSS, ELDS, NGSS, and CSS; 3) Design and implement culturally responsive curriculum that supports students in developing a strong knowledge of self and identity while mastering standards; 4) Utilize performance assessments across curricular areas, providing students with authentic purposes and audiences to demonstrate mastery; 5) Expand data driven instruction to drive school wide instructional practices and student specific intervention; 6) Expand and refine Response to Intervention (RTI) program; 7) Provide all English Learners with integrated ELD instruction and designated ELD; 8) Provide ongoing professional development to support teacher practice; 9) Utilize the ARISE Teacher Evaluation framework to provide ongoing feedback, as well as evaluate teachers. ASSESSMENT: ARISE utilizes the following Local Indicators to evaluate progress toward this goal: 1) Stakeholder satisfaction with the academic program as measured by the research-based and nationally normed School Climate Assessment Indicators (SCAI), 2) Growth in student mastery on the research-based and nationally normed NWEA MAP in ELA and Math. ANALYSIS: On the baseline administration of the SCAI, survey, parents rated the academic program at 4.43 while students rated it at 3.78 on a scale of 1 - 5. A rating of 3.5 or higher is correlated with increased achievement rates. The percent of students who increased one band level on the NWEA was 17% in ELA and 12.7% in Math. 2017-18 PROGRESS: ARISE achieved progress in this goal area as follows: 1) MASTERY GRADING - Learning Targets were developed across subject areas in alignment with the CCSS and NGSS. Curriculum and instruction was designed backwards from Learning Targets to support mastery; 2) TEACHER PRACTICE - Every teacher has an instructional coach who knows the teacher well, has relational trust with the teacher, and is able to push pedagogy to improve student outcomes. Professional development is specifically focused on teacher moves, to promote instructional practice; 3) RESPONSE TO INTERVENTION - A Dean of Students was brought on to oversee implementation of social-emotional supports within the RTI program.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330122606|PUC Lakeview Charter High|2||4|2|4|3|4|4|3|4|4|4|5|3|5|5|5|1|2|4|4|4|5|5|4|Met|Item #1: Data Sources: • Survey results from PUC-WIDE Professional Development • PUC Teacher Development System • School Site Professional Development Item #2: Data Sources: • PUC Unit Frameworks (All Contents) • PUC DBQ System (History) • PUC Math Instructional Methods (Math) • Instructional Team Professional Development and Coaching (All Contents) • Site Leadership Professional Development and Coaching (All Contents) Item #3: Data Sources: • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • PUC Teacher Development System • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections) Item #4: Data Sources: • PUC Wide Professional Development for Visual and Performing Arts (Scope and Sequence and Reflections) • PUC Wide Professional Development for Foreign Language (Scope and Sequence and Reflections) • PUC Wide Professional Development for Physical Education (Scope and Sequence and Reflections) • Regional Content Collaboration Time/ Data Analysis Item #5: Data Sources: • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • PUC Teacher Development System • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections)|2018 38771310137307|KIPP Bayview Elementary|2|KIPP Bayview Elementary School conducted a specific instructional materials selection process to determine the best tools to support standards aligned classroom instruction. The School leadership teams, with feedback from teachers, selected programs and materials that are aligned with the school’s priorities in improving all students standards based mastery. KIPP Bayview Elementary is in its first year of operation and looks forward to updating the community on the progress made in their inaugural year.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 33671810138610|Scale Leadership Academy - East|2||5|3|4|3|2|5|4|5|5|4|4|3|4|3|3|4|4|4|4|4|5|5|4|Met||2018 36679343630761|Excelsior Charter|2||4|2|4|3|2|4|2|4|3|2|4|2|4|3|2|3|2|1|4|4|4|4|4|Met|Excelsior Charter Schools (ECS) has implemented fully aligned CCSS curriculum and instructional materials for both ELA and Mathematics. NGSS implementation schedule is commensurate with the state NGSS rollout. ECS is currently implementing NGSS standards into its science courses and is providing professional development and support for staff to become increasingly familiar with the standards and intended outcomes. New science curriculum and performance tasks have been developed and implemented based on NGSS standards and will continue to be refined based on data. ECS is currently in the beginning phase with History-Social Science. Staff have received professional development exposing them to the new History-Social Science framework, and ECS is currently developing curriculum aligned the new SS framework. Credentialed teaching staff receive ongoing professional development and support to implement standards in these content areas. Identified areas of improvement are: implementation of ELD standards, PE model content standards, and health education content standards. ECS, historically, has served very few English Learners in its program, most of which have been designated IFEP or RFEP. However, ECS has identified this as an area of need. Full implementation of ELD standards is anticipated spring of 2018.|2018 04615316112585|HomeTech Charter|2|HomeTech Charter School's staff receives training on common core state standards for English language art, mathematics, science, history, health, physical education, and visual and performing arts. HomeTech is a small school and has one credentialed staff member for each subject along with two elementary teachers. Each staff member is aware of the standards and plans curriculum that will cover these standards. As a staff, we have had many discussions about resources we may access engaging our students in their learning of the common core state standards. We have found a few resources we use to supplement our curriculum (such as CPM), but we have not found a comprehensive tool covering all of the state standards for each subject area. As mentioned, we will continue adding resources to our toolbox as we find the best way to teach each standard for each subject area. Career technical education is an area of growth for HomeTech. We have some pieces in place, but we have not created pathways for our students to follow. HomeTech does not offer any foreign languages at our site. HomeTech will pay for students to take a-g approved foreign language courses online.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647900000000|Monrovia Unified|2||5|4|5|3|3|5|5|4|4|3|5|4|5|3|3|5|5|5|5|5|5|5|5|Met||2018 04755070000000|Gridley Unified|2|In April and May of 2018, faculty completed a Google Form adaptation of the California Standards Implementation Metric. Sixty-one faculty anonymously responded to the survey district-wide and although the arithmetic average response varied on level of implementation between a low of 2.0 to 2.75 (Developing Awareness) on a 1-5 scale, the modal distributions showed trends that indicated the ELA instruction was self-reported as being further along toward full implementation than all other subject areas, followed in second place by math which also had modal distributions suggesting that teachers felt math was further along on the journey to full implementation than science or social studies, both of which were considered lower performing areas in the move to full Common Core expectations. These results were consistent with predictions given that the district has focused for the past five years on its ELA and math implementations. With the recent addition of the California Science Test and pending availability of NGSS-aligned curriculum approved in California, in 17-18 work was undertaken to raise awareness in the faculty teaching science in preparation for moving science as the next selected subject area toward greater implementation. This work continues into the 18-19 school year and beyond. Outside the core subjects, implementation of the expected standards in the other subjects is low in terms of how they are integrated in the Common Core and this is identified as an area of growth in the coming years as Gridley has focused its efforts on the core subjects up to this point.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|Noting that teachers do not report significant progress in the move to the benchmark expectations of Common Core implementation, Gridley Unified is undertaking in the 18-19 school year deeper work in building a true Professional Learning Community culture in all subject areas and continuing a deeper dive into Next Generation Science expectations for science teachers along with support for the instructional shifts that these expectations will require.|2018 13631980000000|Meadows Union Elementary|2||3|1|3|1|1|4|1|4|1|1|2|1|1|1|1|1|1|2|2|1|3|2|1|Met||2018 19647330133280|PUC Nueva Esperanza Charter Academy|2||4|2|4|3|4|4|2|4|4|4|5|3|5|5|5|1|2|4|4|4|5|5|4|Met|Item #1: Data Sources: • Survey results from PUC-WIDE Professional Development • PUC Teacher Development System • School Site Professional Development Item #2: Data Sources: • PUC Unit Frameworks (All Contents) • PUC DBQ System (History) • PUC Math Instructional Methods (Math) • Instructional Team Professional Development and Coaching (All Contents) • Site Leadership Professional Development and Coaching (All Contents) Item #3: Data Sources: • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • PUC Teacher Development System • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections) Item #4: Data Sources: • PUC Wide Professional Development for Visual and Performing Arts (Scope and Sequence and Reflections) • PUC Wide Professional Development for Foreign Language (Scope and Sequence and Reflections) • PUC Wide Professional Development for Physical Education (Scope and Sequence and Reflections) • Regional Content Collaboration Time/ Data Analysis Item #5: Data Sources: • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • PUC Teacher Development System • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections)|2018 54718370000000|Burton Elementary|2|The district looks at implementation of the standards through the lens of practices in place. This includes looking at what materials are used, what assessments are utilized and how do the teachers pace their instruction throughout the school year in order to ensure that they are covering the necessary material in order for our students to be successful. We believe that looking at our practices in place allows for us to ensure that we are implementing the standards with a high quality, rather than just basic implementation. During the 17-18 school year the district staff in collaboration with site staff undertook the task of developing curriculum guides for ELA & Math. These curriculum guides provide teaching staff with the standards, the pace at which it should be taught, the curriculum that can be used and a common assessment in order to measure progress. We believe with the development of this that we are working towards full implementation and sustainability as the guides are a continuous work in progress. In regards to the other subject areas the district is implementing them through the curriculum utilized in the classroom. The district's long term goal would be to have developed curriculum guides for all core content areas to ensure that all subject areas are taught to the same rigor level as ELA & Math. As a result of these activities the district believes that we have met this indicator as we are working towards full implementation of the standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330133272|PUC Triumph Charter Academy and PUC Triumph Charter High|2||4|2|4|3|4|4|2|4|4|4|5|3|5|5|5|1|2|4|4|4|5|5|4|Met|Item #1: Data Sources: • Survey results from PUC-WIDE Professional Development • PUC Teacher Development System • School Site Professional Development Item #2: Data Sources: • PUC Unit Frameworks (All Contents) • PUC DBQ System (History) • PUC Math Instructional Methods (Math) • Instructional Team Professional Development and Coaching (All Contents) • Site Leadership Professional Development and Coaching (All Contents) Item #3: Data Sources: • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • PUC Teacher Development System • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections) Item #4: Data Sources: • PUC Wide Professional Development for Visual and Performing Arts (Scope and Sequence and Reflections) • PUC Wide Professional Development for Foreign Language (Scope and Sequence and Reflections) • PUC Wide Professional Development for Physical Education (Scope and Sequence and Reflections) • Regional Content Collaboration Time/ Data Analysis Item #5: Data Sources: • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • PUC Teacher Development System • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections)|2018 19753410000000|Redondo Beach Unified|2||5|4|5|4|4|5|5|5|5|5|5|4|5|4|4|4|4|5|5|5|5|5|5|Met||2018 19101990115212|Magnolia Science Academy 2|2||4|4|4|4|4|5|5|5|4|5|4|4|4|4|4|3|3|5|5|5|4|4|4|Met|MSA-2 ensures all curricula and assessments are aligned to the standards and that teachers participate in professional development on the implementation of standards (CCSS, NGSS, etc.) We provide services to ELs by proficiency level and ELD instruction is aligned to the CA ELD standards and framework. ELs have access to core and supplemental ELD instructional materials; teachers attend PDs whose focus is on ELD standards. Our teachers participate in at least 18 hours of professional development per year. PD includes the areas of Common Core ELA/Literacy, math, ELD Standards and integration of ELD standards into content areas, and training in strategies to support ELs with common core ELA/ELD and math curricula. While the primary focus has mostly been on the ELA/Literacy, math, and ELD over the past few years, MSA-2 has also provided PD and supported our teachers on NGSS, History-Social Science, Career Technical Education, Health Education, Physical Education, Visual and Performing Arts, and World Languages.|2018 09618380107227|Charter Montessori Valley View Campus|2|Summary is available at https://docs.google.com/document/d/1zONDMvi1T6Q0lfvMIUmSDWJhsWql4f7OAIKdHvTE3Uc/edit?usp=sharing.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 27659950000000|Chualar Union|2||5|5|5|2|3|5|5|5|2|3|5|5|5|5|5|5|4|5|3|2|5|5|5|Met||2018 43694270000000|East Side Union High|2||4|3|3|3|4|4|3|4|3|4|3|3|2|3|3|3|2|2|3|4|3|2|2|Met|The implementation of the State Academic Standards expects students to engage in tasks that demand they carry the cognitive load. As a district we work to support teachers in the development of tasks that demand student production through and beyond Depth of Knowledge 3. Based on the self-reflection tool for the implementation of State Academic Standards, we have met the criteria for demonstrating progress towards full implementation and sustainability.|2018 37683380119610|Gompers Preparatory Academy|2||4|3|4|3|3|4|3|4|3|3|4|3|4|3|3|3|2|3|3|4|4|4|4|Met||2018 43771490137315|KIPP Navigate College Prep|2|KIPP Navigate conducted a specific instructional materials selection process to determine the best tools to support standards aligned classroom instruction. The School leadership teams, with feedback from teachers, selected programs and materials that are aligned with the school’s priorities in improving all students standards based mastery. KIPP Navigate is in its first year of operation and looks forward to updating the community on the progress made in their inaugural year.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330117846|Para Los Niños Middle|2||5|4|5|4|5|5|5|5|5|5|5|4|5|4|4|3|4|5|3|1|4|5|4|Met||2018 54718370109009|Summit Charter Academy|2|The district looks at implementation of the standards through the lens of practices in place. This includes looking at what materials are used, what assessments are utilized and how do the teachers pace their instruction throughout the school year in order to ensure that they are covering the necessary material in order for our students to be successful. We believe that looking at our practices in place allows for us to ensure that we are implementing the standards with a high quality, rather than just basic implementation. During the 17-18 school year the district staff in collaboration with site staff undertook the task of developing curriculum guides for ELA & Math. These curriculum guides provide teaching staff with the standards, the pace at which it should be taught, the curriculum that can be used and a common assessment in order to measure progress. We believe with the development of this that we are working towards full implementation and sustainability as the guides are a continuous work in progress. In regards to the other subject areas the district is implementing them through the curriculum utilized in the classroom. The district's long term goal would be to have developed curriculum guides for all core content areas to ensure that all subject areas are taught to the same rigor level as ELA & Math. As a result of these activities the district believes that we have met this indicator as we are working towards full implementation of the standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330117895|Synergy Kinetic Academy|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|1|3|4|1|1|5|5|5|Met||2018 50757390131185|Fusion Charter|2||4|3|3|2|1|4|4|4|4|4|4|3|3|3|3|2|2|1|1|1|4|3|3|Met|Fusion has partnered with Summit Learning and is incrementally implementing a rigorous and relevant project-based personalized learning model in all grades, with Grades 6-9 currently using Summit. For Grades 10-12 and students working independently off campus, Fusion uses the Edmentum PLATO online curriculum which is continually updated to meet state standards and University of California a-g admission standards. Professional development is provided to new and continuing faculty and staff in both curriculum platforms.|2018 19647090100602|Lennox Mathematics, Science and Technology Academy|2||4|3|4|3|3|5|4|5|3|5|4|4|4|4|4|4|3|3|4|4|4|3|3|Met|The Health Education Content and Physical Education Model Content Standards are in the initial implementation at Lennox Academy. This past summer, incoming freshmen enrolled in a Health course through Acellus and a partnership with the Youth Policy Institute (YPI) was formed to offer physical education to ninth graders once a week. Additionally, ninth grade students receive Growth, Development and Sexual Health guidance through assemblies facilitated by Kaiser Permanente. The goal is to implement a freshman summer bridge program starting in the summer of 2019 that will address the Health Education Standards, especially in drug awareness and the importance of making good choices. Due to the flexibility provided by the Charter, the priority has been to address other academic gaps which has resulted in a partial physical education program. Students also have access to a sports program that includes boys soccer, girls soccer, boys basketball, girls basketball, baseball and softball.|2018 43694274330676|San Jose Conservation Corps Charter|2||4|4|4|4|4|4|4|4|4|4|3|3|3|3|3|3|2|2|3|1|4|4|4|Met||2018 49708706066344|Olivet Elementary Charter|2|At Olivet Elementary Charter School, the locally selected measures or tools used to track progress in implementing the state academic standards are; teacher participation and feedback in professional development related to the CCSS ELA and CCSS Math, classrooms and students showing evidence of classroom practices related to the CCSS, the District's Student Outcomes, and Teacher and Student survey results. In addition, assessments such as Renaissance Learning Assessments STAR Reading and Math (Gr. 3-6), DIBELS, CAASPP, and Physical Fitness testing are used to monitor student progress. The Olivet community, students, and staff experienced significant operational and learning challenges this as a result of the Tubbs fire. STAR reading results indicate that 40% of students in grades 3-6 read grade level literary and informational text with accuracy and comprehension. 38% students score at or above proficiency on grade level standards in STAR Math. Using DIBELS (K-6) Olivet has determined that 28% of students are meeting grade level benchmarks. Olivet’s CAASPP scores indicate a decrease from 2016-17 in ELA. Student performance in Math decreased as well. Student and Teacher participation and feedback regarding instructional practices and delivery is also a very important progress indicator. Olivet teachers and classified staff spent more than 80 hours this year participating in targeted collaborative and job-embedded professional development focused on developing deeper learning competencies. Specifically, all staff received training in ELD strategies, math, writing, and the workshop model. Olivet math PD focused on selecting and implementing a new Bridges math curriculum. Olivet students also participated in a continued Momentum Writer’s Workshop curriculum designed to improve writing, collaboration, communication, and academic achievement.|3|3|2|1|1|3|3|2|1|1|3|3|3|1|1|1|4|2|2|2|4|4|3|Not Met|The Piner-Olivet Union School District was significantly impacted by the Northern California wildfires during 2017-18. The Tubbs Fire destroyed over 5,500 structures and Coffey Park, a neighborhood directly across the street from our district office, was one of the most densely populated areas in Santa Rosa affected by the fire. About 1,500 homes were destroyed in the small neighborhood. Our resilient community has come through this natural disaster with hope and unity despite for three months having added 200 students that were displaced from Morrice Schaefer Charter School (as a result of the fires) on the Olivet campus.|2018 07617620000000|Oakley Union Elementary|2||5|4|5|3|3|5|4|5|3|2|4|4|4|3|3|3|3|5|3|2|5|5|5|Met||2018 15638260000000|Tehachapi Unified|2||4|4|4|2|2|4|4|4|2|2|4|3|4|2|2|4|3|5|3|3|3|3|3|Met|This reflect ion tool was completed using the most commonly selected response for each item in a survey shared to district staff and Administrators, community members and students at the LCAP Advisory meeting on 11/06/18..The results of the survey were shared with the TUSD Board of Trustees at their regular Board Meeting on November 13,2018.|2018 19647330124198|Extera Public|2||5|4|5|4|4|5|4|5|4|4|5|4|5|5|4|0|4|4|4|0|5|5|4|Met||2018 19756971996693|School of Arts and Enterprise|2||5|5|5|5|5|5|3|5|3|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2018 38769190132159|OnePurpose|2|OnePurpose School (OP) ?is committed to ensuring its curriculum is aligned to the ?academic standards adopted by the State Board of Education and developed Goal 1 of its Local Control and Accountability Plan (LCAP) to support this work. GOAL: OP believes that all students can learn at high levels and that authentic engagement, high expectations and academic rigor are the key curricular drivers for student learning. Toward that end: 1) The OP curriculum will provide a course of study that fully prepares students for success in college and career, through careful alignment with the CCSS, CSS, NGSS, and ELDS and integration of literacy across all content areas, 2) Effective and efficient use of data will drive the OP curriculum. Data analyses will inform the use of scaffolds, supports, and extensions to ensure full access and mastery of the curriculum for our students overall, including ELLs and other students in each of subgroup, and 3) OP students will demonstrate mastery of standards across subject areas on internal and external measures, as well as in English proficiency. ?ASSESSMENT: Local Indicators include: 1) Annual audits of curriculum by the Leadership Team, 2) Stakeholder satisfaction as measured by the research-based and nationally normed School Climate Assessment Indicators (SCAI) assessment, and 3) Student growth on the research-based Fountas and Pinnell Reading Assessment (FPRA). RESULTS: The Annual Audit of curriculum found the Mathematics curriculum required strengthened alignment to the CCSS. The SCAI data found high levels of satisfaction with Learning and Assessment (Dimension 6), with average ratings of 4.52 by Families, 4.42 by Students (Grade 3 and up only), and 3.56 by Staff. Ratings of 3.5 or higher are correlated with increased academic achievement. On the FPRA, 60% of students overall were at or above grade level in Reading. PROGRESS: OP engaged in specific ?actions, as detailed in the LCAP, that realized progress toward the goal. Teachers continue to grow in the planning and execution of Project Based Learning based on the CCSS, NGSS, and ELDS and are now planning backwards from standards to design curriculum, with the strongest alignment in ELA and initial work happening in Math and Science. Additionally, teachers have been implementing educational technologies consistently by using LEXIA for reading, as well as IXL for Math. Teachers have been using data provided by these platforms to inform their teaching. The Coordination of Services Team (COST) monitored students and student subgroups to identify those not making adequate progress, then orchestrated and provided student and family supports as needed academically, socially, and emotionally utilizing a trauma-informed model. Finally, the school has developed a clear assessment schedule where Math, Reading, and Writing assessments are done three times a year with fidelity. It is progressing towards using the data from these assessments to inform teaching and interventio|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|OnePurpose (OP) is a growing school, adding a grade level per year. In 2017-18, it had its first class of 3rd grade students. These students entered OP in 1st grade, with substantial gaps in literacy and math even at their young age. The school is actively working to address these gaps. In looking at Local Indicators, OP sees the greatest levels of mastery with students who began at the school in Kindergarten or Transitional Kindergarten.|2018 41689990000000|Ravenswood City Elementary|2||4|2|3|2|1|4|3|4|4|1|5|2|3|2|1|3|4|4|4|3|4|3|2|Met|The Ravenswood City School District has undertaken curriculum transitions and new professional development initiatives following the state of California's adoption of new Common Core-aligned standards in each core subject area. We are currently in Year 4 of our TK-5 ELA/ELD adoption, Year 3 of our 6-8 ELA/ELD adoption, and Year 2 of our TK-8 Math Adoption. We have also provided transitional NGSS-aligned curriculum materials to teachers as the CDE undergoes the process of providing a state-approved NGSS-aligned adoption list. The CDE also adopted a new History-Social Science Framework in 2016, with statewide roll-out events in the 2017-2018 school year. Our district is currently in the exploration and research phase with regards to aligned History-Social Science curriculum and professional development.|2018 01100170137448|Aurum Preparatory Academy|2|Aurum Preparatory Academy (Aurum Prep) is committed to ensuring its curriculum is aligned to the academic standards adopted by the State Board of Education and developed Goal 1 of its Local Control and Accountability Plan (LCAP) to support this work. GOAL: Provide a rigorous and engaging academic program. ACTIONS: Aurum Prep engages in the following actions to support this goal: 1) Acquire and implement a research-based, standards- aligned curriculum in core subject areas; 2) Implement a daily schedule that provides extended learning time in ELA and Math, through lengthened blocks, FOCUS periods, and Book Clubs; 3) Implement an RTI and ELD program that provides differentiation and scaffolded supports for students who struggle, have special needs, and are English Learners; 4) Implement a robust assessment practice that provides ongoing data on student mastery to inform instruction; 5) Provide ongoing professional development, observation, and coaching for teachers to deepen understanding of curriculum and implement research-based instructional practices that promote student learning. ASSESSMENT: Aurum Prep will utilize the following Local Indicators to evaluate progress toward this goal: 1) Stakeholder satisfaction with the academic program as measured by annual survey; 2) Annual inventory of standards-aligned instructional materials and corresponding purchase of additional materials as necessary; 3) Weekly review of teacher lessons and materials to ensure alignment with standards; 4) Annual amd ongoing review of standards-based curriculum and academic achievement data to improve and refine instructional program for all students.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 19647330124560|Synergy Quantum Academy|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|3|5|5|3|4|5|5|5|Met||2018 19651100000000|Whittier City Elementary|2||4|4|5|3|3|5|3|5|4|2|5|4|5|3|3|5|5|5|5|5|5|5|5|Met|The Whittier City School District is committed to providing professional development to support high quality, rigorous instruction in all content areas. We are especially proud of our growth in the areas of both English Language Arts and Mathematics. The district continues to operate under its multi-year professional learning plan to support the roll out of the Common Core State standards and new frameworks. Opportunities for professional development in Balanced Literacy and Eureka Math are offered throughout the year to build capacity and strengthen our instructional programs. Instructional coaches continue to support the implementation of Common Core aligned instructional materials in both Language Arts and Math. Balanced Literacy consultants are placed at each school site to provide differentiated support in best practices. Support and training is provided for teachers and support staff to provide intervention services for struggling students. Teachers have weekly collaboration time to collaboratively plan, share best practices, create common assessments, and monitor student progress. All K-5 teachers participate in Data Reflection Sessions with their principal and instructional coach twice monthly to discuss and reflect upon best instructional practices based on assessment data. WCSD next steps includes plans on increasing focus and implementation of the History-Social Science framework and deepening our work with Next Generation State Standards (NGSS) and ELD.|2018 07617880000000|Pittsburg Unified|2|"PUSD is using a variety of tools and measures to track progress in implementing Academic Standards, these include LCAP/LCFF reports on status and public meetings; internal reviews of Central Office staff; hiring processes; curriculum adoption processes, presentations and approvals; observations and walk-throughs; professional development schedules and artifacts; coaching docs; and Board presentations and documents that provide qualitative information on the status of curricula, courses, expanded learning and professional learning. Highlights of status and progress: English Language Arts, Math and ELD - PUSD has aligned materials with the CA Common Core State Standards, In ELA new curricula have been adopted in the last two years for grades K-5, with professional development and coaching supports for shifts in instruction; and adoptions are underway Grades 9-12. Aligned Maths curricula are in place, with limited specialized adoptions still in process, e.g., Pre-Calculus. We have implemented online interim assessments in ELA and Math, aligned with the CCCSS and the SBAC; and are supporting teachers with data for helping to group students and personalize instruction; at the middle school level the online assessments also identify/provide online supplemental instructional resources/programs, identified based on students' performance on the assessment, to augment standards-based classroom instruction. Our LCAP/LCFF actions/strategies support alignment with CCCSS in multiple ways, including through an Early Literacy initiative that involves aligned-materials, professional learning and coaching opportunities; the use of MARS Performance Tasks in Math; and use of supplemental evidence-based online learning resources in ELA for English Learners. We have moved forward as feasible with engaging in and aligning materials and teaching and learning opportunities with Next Generation Science Standards, though still awaiting key guidance from the State regarding an NGSS curriculum adoption process. In History-Social Science our secondary schools are in process of adoptions and elementary is providing access to materials and supporting with professional development to continue to better align with CCCSS (e.g., Understanding by Design curriculum framework). PUSD offers 7 Career Tech Ed Pathways and 22 Career Tech Ed courses, with ongoing work to strengthen standards across pathways. PUSD has committed FTE across all sites for Visual and Performing Arts through general fund investments; besides making strong general fund and LCAP/LCFF investments to support VAPA, the district has partnered with the City of Pittsburg on a successful Parcel Tax initiative to enhance and expand VAPA opportunities. Health Education prep and training in 2017-18 to move from an outside provider to ""in-house."" Physical Education standards across all sites. World Languages are offered from JHS through HS, along with dual-language programs at elem and secondary."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 39103970120717|one.Charter|2||4|3|4|2|4|2|2|4|1|3|3|3|3|2|3|2|2|4|3|3|4|4|3|Met|one.Charter teachers collaborate to develop curriculum consistent with Common Core Standards. Using a variety of authentic assessment methods and standardized tests, students are evaluated to determine levels of competency and to measure progress. one.Charter teachers are in regular, on-going, and relevant professional learning opportunities that include research-based engagement strategies, parent participation strategies, and new teacher mentoring and support.|2018 49708960000000|Rincon Valley Union Elementary|2||4|4|4|3|2|4|4|4|1|1|3|3|2|2|1|2|3|3|4|1|3|4|2|Met||2018 49706496051635|Cinnabar Charter|2||4|5|4|3|3|4|4|4|3|3|5|5|5|2|2|2|4|5|4|2|5|5|5|Met|Grades 1-8 began Universal Access and in the first trimester data shows an improvement of 62.5% of students attending UA. Advisory for middle school students developed for spiral review, homework help, etc.|2018 19647250000000|Long Beach Unified|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met|LBUSD had a comprehensive system of support for teachers to enhance Common Core implementation, expand student success, and close the achievement gap, particularly among unduplicated pupils. This infrastructure included curriculum leaders, coaches, trainers, teachers on special assignment, and other academic staff in Mathematics, English Language Arts, English Language Development, Career Technical Education, Health Education, History/Social Science, Library, Literacy, Physical Education, Science, Technology, Visual/Performing Arts, and World Language. Services were also provided for Advancement Via Individual Determination (AVID), Gifted and Talented Education (GATE), Special Education, and other critical areas. Teachers received professional development, curriculum support, instructional resources, and opportunities to collaborate on student assessments, data analyses, and research-based best practices. Leadership development programs supported administrators. Collectively, over 300 discrete courses were offered, spanning more than 2,000 separate occurrences of training and benefiting 10,400 participants. Online, asynchronous professional development was also delivered, with 1,232 discrete, teacher-facing, and outcome-driven Self-Paced Learning Opportunities – an increase of 890 from the previous year. Among the most viewed SPLOs was “Introduction to Collaborative Conversations,” a technique that has proven to help struggling students, particularly English learners.|2018 38684780123505|Mission Preparatory|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|1|3|3|2|2|4|4|4|Met||2018 33103300000000|Riverside County Office of Education|2||4|3|3|3|3|4|4|4|3|3|3|3|3|2|3|3|3|2|2|2|3|3|3|Met|We used the California Standards Implementation Reflection Tool as our basis for measurement in determining if we have met our criteria.|2018 38684780107300|City Arts and Tech High|2|At CAT, as part of the Envision Schools Network, we use Common Interim Assessments to track progress in the implementation of Common Core State Standards. These assessments are administered in math and literacy at three points throughout the year. These assessments include both multiple choice and performance task responses to align to SBAC testing formats. They are scored and analyzed by the entire staff in order to inform instructional choices across disciplines. In addition, students must pass a portfolio defense performance assessment at the end of 10th and 12th grade. This process requires our students to analyze and synthesize their knowledge and growth across disciplines and standards. These presentations are evaluated based on rubrics created in collaboration with Stanford’s Center for Assessment and Learning to meet the Common Core Standards. We use a variety of programs to intervene for students who are below grade level, such as ReadingPlus to support ELLs, IEP students, and students reading below grade level. Lastly, to engage students’ exploration of careers, each student in senior year, completes a Work Learning Experience internship in a career path of their choice.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 37684520106120|SIATech|2||5|2|5|4|4|5|2|5|4|4|4|2|4|4|4|4|3|3|3|3|4|4|5|Met||2018 49708960102525|Rincon Valley Charter|2||4|4|4|2|1|4|4|4|1|1|3|3|2|2|1|2|3|3|4|1|3|4|2|Met||2018 37681556117303|Greater San Diego Academy|2||4|4|5|3|1|5|5|5|3|1|5|3|5|1|1|2|1|4|4|4|4|4|4|Met||2018 52716540000000|Richfield Elementary|2||3|3|4|2|1|5|4|4|2|1|4|3|4|2|1|1|3|4|2|1|3|3|3|Met||2018 12626796120562|Coastal Grove Charter|2||5|5|5|3|5|5|5|5|3|5|5|5|5|5|5|3|5|5|5|5|5|5|5|Met||2018 49708966052070|Village Elementary Charter|2||4|4|4|2|1|4|4|4|1|1|3|3|2|2|1|2|3|3|4|1|3|4|2|Met||2018 19753090131383|SIATech Academy South|2||5|2|5|4|4|5|2|5|4|4|4|2|4|4|4|4|3|3|3|3|4|4|5|Met||2018 19643450000000|Castaic Union|2||4|3|4|3|2|5|5|5|2|2|3|3|4|2|2|2|3|5|3|1|3|3|3|Met||2018 50711420000000|Knights Ferry Elementary|2||4|2|4|3|3|4|4|4|2|3|3|2|3|3|3|1|1|3|2|1|3|3|3|Met||2018 49708966085229|Binkley Elementary Charter|2||4|4|4|2|1|4|4|4|1|1|3|3|2|2|1|2|3|3|4|1|3|4|2|Met||2018 10767781030774|W.E.B. DuBois Public Charter|2|Currently for all core subjects ELA, ELD, Math, Science, and History we have incorporated the Illuminate Data Assessment tool to evaluate student learning and performance outcomes. In addition, we utilize Achieve 3000 for reading and SST Math and Edgenuity for all other subjects. We also monitor and evaluate our measurable outcomes within our LCAP and Charter Goals.|5|5|5|5|3|5|5|5|4|3|5|4|5|4|3|5|3|4|1|3|5|5|5|Met|Our Charter is currently working with teachers and administrators on pedagogy and differentiated instruction to implement the state common core standards. Teachers and Administrators are required to complete Professional Developments as apart of their Professional Development Plan and to increase student academic achievement.|2018 49709200102533|Santa Rosa Accelerated Charter|2||4|4|5|4|4|3|3|5|2|3|4|4|4|4|4|3|2|5|5|4|4|4|3|Met||2018 01100170112607|Envision Academy for Arts & Technology|2|At EA, as part of the Envision Schools Network, we used network - wide English and Math Common Interim Assessments to track progress in the implementation of Common Core Standards. These assessments are administered in math and English classes three time each year. These assessments include both multiple choice and performance task responses to align to SBAC and SAT testing formats. They are scored and analyzed by the entire staff in order to inform instructional choices across disciplines. In addition, students must pass a portfolio defense performance assessment at the end of 10th and 12th grade. This process requires our students to analyze and synthesize their knowledge and growth across disciplines and standards. These presentations are evaluated based on rubrics created in collaboration with Stanford’s Center for Assessment and Learning to meet the Common Core Standards. We use a variety of programs to intervene for students who are below grade level, such as ReadingPlus to support ELLs, IEP students, and students reading below grade level. Lastly, to engage students’ exploration of careers, each student in junior year completes a Work Learning Experience internship in a career path of their choice.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 01611920137646|Impact Academy of Arts & Technology|2|At IA, as part of the Envision Schools Network, we used Common Interim Assessments to track progress in the implementation of Common Core Standards. These assessments are administered in math and literacy at three points throughout the year. These assessments include both multiple choice and performance task responses to align to SBAC testing formats. They are scored and analyzed by the entire staff in order to inform instructional choices across disciplines. For grades 6-8 we administer the NWEA-MAP assessments in Reading and Math 4 times throughout the year. In grade 11, our ELA Common Interim Assessment now includes pieces from the Smarter Balanced Interim Assessment Blocks (IAB). In addition, students must pass a portfolio defense performance assessment at the end of 8th, 10th and 12th grade. This process requires our students to analyze and synthesize their knowledge and growth across disciplines and standards. These presentations are evaluated based on rubrics created in collaboration with Stanford’s Center for Assessment and Learning to meet the Common Core Standards. We use a variety of programs to intervene for students who are below grade level, such as ReadingPlus, MyOn, IXL, and Khan Academy to support ELLs, IEP students, and students reading below grade level. Lastly, to engage students’ exploration of careers, students in grades 6-8 participate in field trips to local businesses, and our juniors and seniors complete a Work Learning Experience internship in a career path of their choice.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 01612590132555|Conservatory of Vocal/Instrumental Arts High|2|COVAH used: - student and parent interviews and surveys -tracked state priority through observation to compliance -record keeping. - inspection of facilities by insurance carriers or others We chose these measures to ensure that we are tracking status and changes in state priorities. English Language Arts – Common Core State Standards for English Language Arts: COVAH has adopted textbooks aligned with the CC standards and supplements with additional CC materials. English Language Development (Aligned to Common Core State Standards for English Language Arts): COVAH uses supplementary materials aligned with adopted textbooks and uses online released and support sites. Teachers have participated in CC inservice through the ACOE and Cal State East Bay. Mathematics – Common Core State Standards for Mathematics: COVAH used the Common Core standards and supplementary materials aligned with the CC standards as well as online resources. Next Generation Science Standards: COVAH has participated in trials of the new Science standards and is developing curriculum aligned with the new standards. History-Social Science: COVAH has developed curriculum to extend history to include social issues, law, and government. Career Technical Education: COVAH includes courses aligned with music and the music industry as well as audio and video production. COVAH is also a College/High school that provides Concurrent Enrollment in college classes for students including career certification in EMT, CyberSecurity, pre-nursing, and visual arts. Health Education Content Standards: COVAH follows the state and federal health standards which includes a Health policy covering diet, exercise, drug abuse, and health and safety. Physical Education Model Content Standards: COVAH has adopted a Fitness core to address Physical Education. Students participate in college fitness classes including use of fitness equipment, yoga classes, and sports. Visual and Performing Arts: COVAH offers an extensive Visual and Performing Arts curriculum. All students select a vocal or instrumental major including - choral groups, instrumental instruction, electronic bands, piano, and instruction in music industry career paths. World Language: COVAH students enroll in Concurrent College classes in Spanish or other available languages such as Japanese, Mandarin, and Latin.|3|4|3|3|3|5|4|2|2|2|4|3|2|3|2|3|2|4|5|4|3|3|3|Met||2018 49708966052047|Whited Elementary Charter|2||4|4|4|2|1|4|4|4|1|1|3|3|2|2|1|2|3|3|4|1|3|4|2|Met||2018 49708966052039|Spring Creek Matanzas Charter|2||4|4|4|2|1|4|4|4|1|1|3|3|2|2|1|2|3|3|4|1|3|4|2|Met||2018 49708700000000|Piner-Olivet Union Elementary|2|At Jack London Elementary Charter School, the locally selected measures and tools used to track progress in implementing the state academic standards are; teacher participation and feedback in professional development related to the CCSS ELA and CCSS Math, classrooms and students showing evidence of classroom practices related to the CCSS, the District's Student Outcomes, and Bright Bytes Teacher and Student survey results. In addition, assessments such as Renaissance Learning Assessments STAR Reading and Math (Gr. 3-6), DIBELS, CAASPP, and Physical Fitness testing are used to monitor student progress. STAR reading results indicate that 50% of students in grades 3-6 read grade level literary and informational text with accuracy and comprehension. 50% students score at or above proficiency on grade level standards in STAR Math. Using DIBELS (K-6) Jack London has determined that 32% of students are meeting grade level benchmarks. The overall effectiveness of goal 3 is evidenced by increases in pupil achievement. The percentage of students who met or exceeded standards on the California Assessment for Student Performance and Progress (“CAASPP”) for English Language Arts was maintained from 2016-17 to 2017-18 (economically disadvantaged students increased by 3.8%; English learners decreased by 7.6%; and Hispanic/Latino students increased by 1%). The percentage of students who met or exceeded standards on the CAASPP for Mathematics was also maintained from 2016-17 to 2017-18 (economically disadvantaged students decreased by 14 points; English learners decreased by 9.3 points; and Hispanic/Latino students decreased by 9 points). Extended summer learning programs increased due to a reading program that was continued in the summer of 2017. Instructional time before and after school also increased due to tutoring focused on the struggling readers. While these assessments are very helpful in monitoring student academic progress, much additional information can be gained by utilizing and analyzing student work and evidence of classroom practices related to our Student outcomes and the CCSS. Student and Teacher participation and feedback regarding instructional practices and delivery is also a very important progress indicator. Progress was made at Jack London in implementing the academic standards adopted by the State Board of Education. Jack London teachers and classified staff spent more than 80 hours this year participating in targeted collaborative and job-embedded professional development focused on developing deeper learning competencies. Specifically, all staff received training in ELD strategies, math, writing, and the workshop model. Jack London Math PD focused on participating in a pilot to implement high DOK performance tasks and select and implement a new math curriculum. Jack London students also participated in a new Momentum Writer’s Workshop curriculum designed to improve writing, collaboration, communication, and academic achievement.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|The Piner-Olivet Union School District was significantly impacted by the Northern California wildfires during 2017-18. The Tubbs Fire destroyed over 5,500 structures and Coffey Park, a neighborhood directly across the street from our district office, was one of the most densely populated areas in Santa Rosa affected by the fire. About 1,500 homes were destroyed in the small neighborhood. Our resilient community has come through this natural disaster with hope and unity despite for three months having added more than 200 students that were displaced from Morrice Schaefer Charter School (as a result of the fires) on the Jack London POUSD campus.|2018 36678270137182|Mojave River Academy - National Trails|2||4|3|4|3|3|3|3|3|3|3|4|3|3|4|3|2|3|3|3|1|3|3|3|Met||2018 36678270113928|Riverside Preparatory|2||4|3|3|3|3|4|3|3|3|4|4|4|3|3|3|3|3|3|3|3|3|3|3|Met||2018 36678270000000|Oro Grande|2||4|3|3|3|3|4|3|3|3|4|4|3|3|3|3|2|2|3|3|3|3|3|3|Met||2018 36678270137190|Mojave River Academy - Oro Grande|2||4|3|3|3|3|4|3|3|3|3|3|3|3|3|3|2|3|3|3|1|3|3|3|Met||2018 36678270137174|Mojave River Academy - Gold Canyon|2||4|3|3|3|3|4|3|3|3|3|4|3|3|3|3|2|3|3|3|2|3|3|3|Met||2018 49709790000000|Two Rock Union|2||4|3|4|2|2|4|4|4|1|1|4|3|3|2|1|1|1|2|2|1|3|3|3|Met||2018 19647580000000|Los Nietos|2||4|3|4|3|4|5|4|5|3|3|4|3|4|3|4|5|4|4|4|1|4|4|4|Met||2018 36678270137232|Mojave River Academy - Marble City|2||4|3|3|3|3|4|3|3|3|3|4|3|3|3|3|2|3|3|3|2|3|3|3|Met||2018 19647330106351|Ivy Academia|2||4|3|4|3|3|4|3|4|3|2|4|4|4|3|2|2|3|4|4|4|4|4|4|Met|As reported in the LCAP 2017-2018 study: • There was an increase of 8% of students in 4th grade, 11% of students in 5th grade, 9% of students in 6th grade, 5% of students in 7th grade and 10% of students in 8th grade who scored met or exceeded standards in English Language Arts on the CAASPP SBAC test. • There was an increase of 9% of students in 6th grade and 4% of students in 7th grade who scored met or exceeded standards in Mathematics on the CAASPP SBAC test. • 40% of students taking AP Exams passed with scores of “3” or greater. • CCSA publicly supports Ivy Academia’s charter renewal based on its SBAC results. Ivy outperformed students’ school-of- residence LAUSD schools in many categories and subgroups. Despite minimal growth, among various subgroups, overall, Ivy Academia outperformed resident schools in ELA and Math. • ELA, ELD, Math and Science textbooks and online curriculum aligned to the CA CCSS were purchased for the current school year. • Ivy Academia initially implemented NWEA during the 17-18 school year thus we cannot compare to previous years’ data. • Teachers vet curriculum annually and decisions are made on the adoption of new curriculum on the addition of supplemental progress. • Ivy Academia adopted a standards-focus assessment system called iO/EADMS This tool allows teachers to see historical data (such as CAASPP SBAC, ELPAC, CELDT, PFT and NWEA Map Growth) of each student and incorporate formative and summative assessment results.|2018 20652430118950|Sherman Thomas Charter High|2||5|4|5|4|5|5|5|5|5|5|5|4|5|4|5|5|5|5|5|5|5|5|5|Met||2018 36678270137224|Mojave River Academy - Silver Mountain|2||4|3|3|3|3|4|3|3|3|3|4|3|3|3|3|2|3|3|3|2|3|3|3|Met||2018 43693856046494|Sartorette Charter|2||3|4|5|3|2|2|4|4|3|2|2|4|3|2|2|1|4|2|3|1|4|4|2|Met|Professional development has been and will always continue to be one of the key focus areas for the district. In particular, a central focus for the professional development will be on the second year implementation of the newly adopted math curriculum for all TK-5 teachers and 6-8 grade math teachers. All district-wide professional development days will provide our teachers training and collaboration time focused on areas of need based on staff feedback. Ensuring that staff is adequately equipped and enabled to instruct our students is critically important. In addition, the district continues to provide support and training on current district-wide instructional initiatives in the areas of GLAD, writer's workshop, and data talks. Providing ongoing professional development for all staff will remain a constant. Cambrian School District will provide high quality and dynamic instruction for ALL students while preparing them for 21st-century college and career readiness. - Implementation of new math curriculum, Eureka for Elementary & College Preparatory Math for Middle School - Continue development of Writer's Workshop implementation - Focus on closing the achievement gap for the following significant student groups: English Learners, Socio-Economically Disadvantaged and Students with Disabilities - Implementation of targeted Tier 2 intervention programs for reading and math|2018 36678270137208|Mojave River Academy - Route 66|2||4|3|3|3|3|4|3|3|3|3|4|3|3|3|3|2|3|3|3|2|3|3|3|Met||2018 36678270137216|Mojave River Academy - Rockview Park|2||4|3|3|3|3|4|3|3|3|3|4|3|3|3|3|2|3|3|3|2|3|3|3|Met||2018 36678270111807|Mojave River Academy|2||4|3|3|3|3|4|3|3|3|3|4|3|3|3|3|2|3|3|3|2|3|3|3|Met||2018 53105380125633|California Heritage Youthbuild Academy II|2||3|3|3|3|3|5|4|5|5|5|4|4|4|4|4|4|4|4|4|4|3|4|4|Met||2018 19647330137463|Los Feliz Charter Middle School for the Arts|2||5|3|4|3|5|5|4|3|3|5|4|4|4|4|4|3|3|5|5|1|5|5|5|Met||2018 30666706119127|El Sol Santa Ana Science and Arts Academy|2||5|4|5|3|4|4|4|5|3|4|5|4|5|4|4|4|4|4|5|5|4|4|5|Met||2018 19647330131821|Collegiate Charter High of Los Angeles|2||5|4|5|4|5|5|3|5|4|5|5|4|5|4|5|4|3|3|3|4|3|4|4|Met||2018 35752590000000|Aromas - San Juan Unified|2||4|5|5|1|4|5|4|5|1|4|5|4|5|1|4|1|5|5|4|4|4|4|4|Met||2018 56725460120634|Architecture, Construction & Engineering Charter High (ACE)|2|ACE is an authorized IB school and will be using their means of assessment in 11th and 12th grades. Additionally, we use the SBAC math, english, and eventually science tests too.|3|3|3|3|4|4|4|4|4|4|4|4|4|4|4|4|3|3|4|4|5|5|5|Met||2018 43693856046486|Price Charter Middle|2||3|2|4|3|1|1|3|4|2|1|3|3|3|3|3|5|4|5|5|3|3|3|2|Met|Professional development has been and will always continue to be one of the key focus areas for the district. In particular, a central focus for the professional development will be on the second year implementation of the newly adopted math curriculum for all TK-5 teachers and 6-8 grade math teachers. All district-wide professional development days will provide our teachers training and collaboration time focused on areas of need based on staff feedback. Ensuring that staff is adequately equipped and enabled to instruct our students is critically important. In addition, the district continues to provide support and training on current district-wide instructional initiatives in the areas of GLAD, writer's workshop, and data talks. Providing ongoing professional development for all staff will remain a constant. Cambrian School District will provide high quality and dynamic instruction for ALL students while preparing them for 21st-century college and career readiness. - Implementation of new math curriculum, Eureka for Elementary & College Preparatory Math for Middle School - Continue development of Writer's Workshop implementation - Focus on closing the achievement gap for the following significant student groups: English Learners, Socio-Economically Disadvantaged and Students with Disabilities - Implementation of targeted Tier 2 intervention programs for reading and math|2018 10622810000000|Laton Joint Unified|2||3|3|3|1|2|3|2|2|1|3|3|3|3|1|3|3|3|3|3|3|2|1|1|Met||2018 16639740100156|Lemoore University Elementary Charter|2||5|3|5|1|1|5|2|5|1|2|2|2|2|1|2|1|3|5|1|1|3|3|3|Met||2018 19647330100289|N.E.W. Academy of Science and Arts|2||5|5|5|4|3|5|5|5|4|4|5|5|5|3|3|2|2|2|3|2|5|5|5|Met||2018 37683380109157|Magnolia Science Academy San Diego|2||4|4|4|4|4|5|5|5|4|4|4|4|4|4|4|3|3|5|5|5|4|4|4|Met|MSA-San Diego ensures all curricula and assessments are aligned to the standards and that teachers participate in professional development on the implementation of standards (CCSS, NGSS, etc.) We provide services to ELs by proficiency level and ELD instruction is aligned to the CA ELD standards and framework. ELs have access to core and supplemental ELD instructional materials; teachers attend PDs whose focus is on ELD standards. Our teachers participate in at least 18 hours of professional development per year. PD includes the areas of Common Core ELA/Literacy, math, ELD Standards and integration of ELD standards into content areas, and training in strategies to support ELs with common core ELA/ELD and math curricula. While the primary focus has mostly been on the ELA/Literacy, math, and ELD over the past few years, MSA-San Diego has also provided PD and supported our teachers on NGSS, History-Social Science, Physical Education, Visual and Performing Arts, and World Languages.|2018 44697650100305|Cypress Charter High|2||5|5|5|4|5|5|5|5|5|5|4|4|5|4|5|2|4|5|5|5|4|4|4|Met||2018 52716470000000|Reeds Creek Elementary|2||3|3|3|4|4|4|4|4|3|4|4|4|4|3|4|2|3|5|4|1|4|4|4|Met||2018 02100250000000|Alpine County Office of Education|2|The locally selected measures, tools, and methods Alpine County Unified School District (ACUSD)/Alpine County Office of Education (ACOE) used to track toward implementing the state academic standards adopted by the State Board of Education were stated in 2 metrics listed under Goal 1 of ACUSD/ACOE’s Local Control Accountability Plan (LCAP). As follows: 1. Local Indicator (LCAP Metric Goal 1): ACUSD, ACOE %age of ELA and Math teachers completing first 5 Common Core State Standards Professional Development Modules on California Department of Education’s (CDE) website Chosen as the CDE and California state have invested substantial resources toward providing high quality, online professional development on the implementation of the Common Core State Standards for ELA and Math. ACUSD/ACOE determined the first 5 modules to provide the most fundamental professional development on the implementation. The remaining modules were determined to be supplemental. Incentives are provided to staff for completing modules beyond the first 5. This metric was chosen for consistent professional development. There are a variety of professional development opportunities with varying objectives and levels. Implementation is tracked by recording in a table the modules completed by each teacher. Upon completing each professional development module, which includes an assessment, the teacher is issued a certificate produced by the module itself. The module includes a teacher account that stores all the work generated by the teacher. Upon receipt of the work and module completion certificate from the teacher, the HR Coordinator marks that particular module complete on the table. 2. Local Indicator (LCAP Metric Goal 1): ACUSD, ACOE %age of teachers identifying with administration, 1 or more professional development goals, and completing them. Chosen to customize professional development for standards implementation to the teacher and administrators' identified needs. The method used to track the progress toward implementation:1.Teacher and principal collectively determine a professional goal for the teacher to include increasing their effectiveness on implementing the state’s standards through improved instruction 2.At the end of the school year, the principal determines if this goal was met or the degree to which it was met 3.During LCAP Metrics evaluation, the %age of teachers achieving their goal is determined and reported in the LCAP; and 4.The LCAP is presented at a public hearing at a regularly scheduled school board meeting Total # Certificated Teachers: 13 # of Tenured Certificated staff: 8 # Completing 1st 5 Modules: 8 # in Progress of Completing 1st 5 Modules: 0# Probationary Teachers: 5 # Completing 1st 5 Modules: 0 # Probationary Teachers: 5 # Completing 1st 5 Modules: 0 # in Progress of Completing* First 5 Modules: 4 Total % and % Completing or in Progress of Completing: % Completing Modules: 62% & 38%Complete or in Progress|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 02613330000000|Alpine County Unified|2|The locally selected measures, tools, and methods Alpine County Unified School District (ACUSD)/Alpine County Office of Education (ACOE) used to track toward implementing the state academic standards adopted by the State Board of Education were stated in 2 metrics listed under Goal 1 of ACUSD/ACOE’s Local Control Accountability Plan (LCAP). As follows: 1. Local Indicator (LCAP Metric Goal 1): ACUSD, ACOE %age of ELA and Math teachers completing first 5 Common Core State Standards Professional Development Modules on California Department of Education’s (CDE) website Chosen as the CDE and California state have invested substantial resources toward providing high quality, online professional development on the implementation of the Common Core State Standards for ELA and Math. ACUSD/ACOE determined the first 5 modules to provide the most fundamental professional development on the implementation. The remaining modules were determined to be supplemental. Incentives are provided to staff for completing modules beyond the first 5. This metric was chosen for consistent professional development. There are a variety of professional development opportunities with varying objectives and levels. Implementation is tracked by recording in a table the modules completed by each teacher. Upon completing each professional development module, which includes an assessment, the teacher is issued a certificate produced by the module itself. The module includes a teacher account that stores all the work generated by the teacher. Upon receipt of the work and module completion certificate from the teacher, the HR Coordinator marks that particular module complete on the table. 2. Local Indicator (LCAP Metric Goal 1): ACUSD, ACOE %age of teachers identifying with administration, 1 or more professional development goals, and completing them. Chosen to customize professional development for standards implementation to the teacher and administrators' identified needs. The method used to track the progress toward implementation:1.Teacher and principal collectively determine a professional goal for the teacher to include increasing their effectiveness on implementing the state’s standards through improved instruction 2.At the end of the school year, the principal determines if this goal was met or the degree to which it was met 3.During LCAP Metrics evaluation, the %age of teachers achieving their goal is determined and reported in the LCAP; and 4.The LCAP is presented at a public hearing at a regularly scheduled school board meeting Total # Certificated Teachers: 13 # of Tenured Certificated staff: 8 # Completing 1st 5 Modules: 8 # in Progress of Completing 1st 5 Modules: 0# Probationary Teachers: 5 # Completing 1st 5 Modules: 0 # Probationary Teachers: 5 # Completing 1st 5 Modules: 0 # in Progress of Completing* First 5 Modules: 4 Total % and % Completing or in Progress of Completing: % Completing Modules: 62% & 38%Complete or in Progress|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 49708706113492|Piner-Olivet Charter|2|At Piner Olivet Charter School (POCS), the locally selected measures or tools used to track progress in implementing the state academic standards are; teacher participation and feedback in professional development related to the CCSS ELA, CCSS Math, and Project Based Learning, classrooms and students showing evidence of classroom practices related to the CCSS and the District's Student Outcomes and Bright Bytes Teacher and Student survey results. In addition, assessments such as the MDTP, STAR, Physical Fitness Test (7th grade), and CAASPP were employed to measure student academic progress. While these assessments are very helpful in monitoring student academic progress, much additional information can be gained by utilizing and analyzing student work and evidence of classroom practices related to our Student outcomes and the CCSS. Student and Teacher participation and feedback regarding instructional practices and delivery is also a very important progress indicator. Progress was made at POCS in implementing the academic standards adopted by the State Board of Education. POCS teachers and classified staff spent more than 180 hours this year participating in targeted collaborative and job-embedded professional development focused on developing the deeper learning competencies. Specifically, all staff received training in ELD strategies, project-based learning, writing, and the workshop model. The math department focused on developing scope and sequence articulation to support POCS’ recent adoption of Carnegie math materials and participated in a pilot to implement high DOK performance tasks. POCS students continued to participate in the Momentum Writer’s Workshop program designed to improve writing, collaboration, communication, and academic achievement. As a result, writing increased at POCS this year by a minimum of three additional hours weekly. Students received additional academic support and digital literacy via Nearpod lessons and through cross-curricular NewsELA articles and learning activities. In addition, students received additional support in math via an online resource (connected with Carnegie) and with the POCS performance task pilot program. With regard to the LCFF Evaluation Rubrics dashboard, the POCS performance data indicate the following: CAASPP Summative data: 38% of all students met or exceeded proficiency in ELA; 62% (32% nearly met, 30% did not meet) of all students did not meet or were approaching proficiency in ELA. In Math 24% of all students met or exceeded proficiency; 33% nearly met proficiency and 44% did not meet proficiency. On the winter 2018 Interim tests: 85% of 8th grade students were above the standard level and 15% were near the level in the Number System (0% were below) and 51% were above the standard level, 38% were near and 11% were below the level in Expressions and Equations I. Physical Fitness Test (7th grade) indicated that 71% of students were in the HFZ for Aerobic Capacity.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|The Piner-Olivet Union School District was significantly impacted by the Northern California wildfires during 2017-18. The Tubbs Fire destroyed over 5,500 structures and Coffey Park (a neighborhood directly across the street from our district office), was one of the most densely populated areas in Santa Rosa affected by the fire. About 1,500 homes were destroyed in the small neighborhood. Many POCS staff and students lost their homes. Our resilient community has come through this natural disaster with hope and unity despite experiencing significant trauma and disruption to their normal home and school environments.|2018 10621661030840|Carter G. Woodson Public Charter|2|Currently for all core subjects ELA, ELD, Math, Science, and History we have incorporated the Illuminate Data Assessment tool to evaluate student learning and performance outcomes. In addition, we utilize Achieve 3000 for reading and SST Math and Edgenuity for all other subjects. We also monitor and evaluate our measurable outcomes within our LCAP and Charter Goals.|1|5|5|4|3|5|5|5|4|3|5|5|5|3|3|5|3|3|1|3|5|5|5|Met|Our Charter is currently working with teachers and administrators on pedagogy and differentiated instruction to implement the state common core standards. Teachers and Administrators are required to complete Professional Developments as apart of their Professional Development Plan and to increase student academic achievement.|2018 39685020126011|Escalon Charter Academy|2||3|3|4|2|1|4|3|5|2|1|3|3|4|2|1|4|3|5|4|5|4|3|2|Met|The District adopted ELA curriculum for grades 6th-8th during the 2016-2017 school year. We are slated to pilot ELA curriculum TK-grade 5 during the 2018-2019 school year.|2018 43104390129213|Alpha: Jose Hernandez|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|3|3|4|3|3|5|5|5|Met||2018 19647330108928|Larchmont Charter|2||5|3|4|4|4|5|3|5|4|5|5|3|5|4|4|1|3|4|5|4|5|5|4|Met|Larchmont Charter School does not currently have a Career Technical Education program, so we have rated ourselves as 1-Exploration and Research phase.|2018 43104390123281|Rocketship Discovery Prep|2|The Humanities block is focused around our Rocketeers mastering literacy through a personalized and thematic approach. Thus, each day, it is critical that our Rocketeers deeply immerse themselves in this thematic unit and the content so that they can master the Enduring Understandings as well as gain the tools and skills necessary for them to be fervent, excellent readers and writers. The objective of the Humanities block is not to perceive each block as separate (i.e. writing v. reading comprehension v. guided reading) components, but rather they should feed off of one another to build our Rocketeer’s depth of understanding, engagement, context, and ability to move even faster in their mastery and engagement. We define a thematic approach as aligning and integrating the majority of the content students receive throughout the day within a theme. Our Thematic Units are mostly aligned on a topic or an idea. For instance, when the unit is aligned on a topic, students might learn about life cycles of fish and amphibians through informational articles while they read a story such as Fish is Fish to obtain character’s perspective of a tadpole, growing up to become a frog. Alternatively, a thematic unit may align on an idea. For example, when students read Roll of Thunder Hear My Cry, a book about America during the Great Depression, students may read informational texts about leaders throughout history who have stood up for what they believe in - a theme that reveals itself repeatedly throughout the text. Our thematic units are built to help students arrive at an enduring understanding--a statement that summarizes the big ideas that are central to the unit and provides the rationale around why these ideas are important and transferrable to students’ lives. The units are not built solely around the specific (historical, etc.) content. Many of our nonfiction texts will help students better build their background knowledge of science and social studies topics that are required for each grade level based on NGSS and California History Standards. Our nonfiction texts are mapped out to teach students a set of skills or a historical timeline over a period of several years. For example, from 4th to 5th grade, students will learn about the age of exploration to the modern era. Our scientific texts are meant to closely align with the timeline and content of the science units in STEM classrooms. This means that sometimes narrative texts will align on an idea, not necessarily a topic.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 43693690125526|Alpha: Blanca Alvarado Middle|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|3|4|4|3|3|5|5|5|Met||2018 39686760136283|Team Charter Academy|2|TEAM Charter Academy uses the Northwest Evaluation Association (NWEA) Measure of Academic Progress (MAP) assessment to progress monitor the state academic standards. The NWEA MAP assessment was chosen because it is closely aligned to the SBAC assessment and gives a highly correlated projection of proficiency scores for students. In addition, TCA uses curriculum based assessments to measure student progress.|2|1|3|2|2|3|1|3|1|3|1|1|3|2|2|1|2|2|1|1|1|1|1|Met|TCA's first year of operation was 2017-2018. There has been several challenges from changes in the District personnel , school administration, teaching staff and curriculum.|2018 43694270132274|Alpha Cindy Avitia High|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|3|3|4|3|4|5|5|5|Met||2018 29663406112593|Nevada City Charter|2||3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|Met||2018 14101400117994|YouthBuild Charter School of California|2||5|4|4|4|5|5|4|4|4|5|5|4|4|4|5|4|5|3|4|4|5|5|4|Met||2018 12629270000000|Loleta Union Elementary|2|The district is using Accelerated Reading, Accelerated Math, AR 360 and IXL to be the metrics by which pupil achievement in English Language Arts, English Language development, and mathematics is followed. Baseline began in September and assessments will occur in Jan/Feb and again at the end of the year to determine growth. Teacher evaluation includes demonstrating growth in the students from low, medium, high achievers and specialized populations. A new project-based curriculum is being introduced for science which integrates the visual and performing arts with the context of salmon a culturally important species for the area. They are participating in art, music and poetry as part of their curriculum.Students will be learning job skills as part of their curriculum, writing resumes, applying and interviewing for positions on campus. Language is being taught in the upper grades. Physical education standards and health education are incorporated into their daily work.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 45698800000000|Black Butte Union Elementary|2||5|5|5|4|4|5|5|5|4|5|5|5|5|5|5|3|4|4|4|3|5|5|5|Met||2018 01612590132514|Francophone Charter School of Oakland|2||4|3|5|4|3|4|3|5|4|3|4|3|5|4|3|2|2|3|3|5|4|4|3|Met||2018 19647330131870|Resolute Academy Charter|2|Resolute Academy is using and has fully implemented the Common Core State Standards and the Next Generation Science Standards across the curriculum in the following content areas: English Language Arts, ELD Standards, Mathematics, History and Science. In addition, Resolute Academy's Physical Education curriculum implements the Health Education Content Standards.|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|1|3|4|1|1|4|4|4|Met||2018 49709536111678|Sonoma Charter|2||4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|3|4|5|4|1|4|4|4|Met|"Other Adopted Academic Standards -- Question #4 ""World Language"" is not considered a core academic subject for an elementary school."|2018 49708706109144|Morrice Schaefer Charter|2|At Morrice Schaefer Charter School, the locally selected measures and tools used to track progress in implementing the state academic standards are; teacher participation and feedback in professional development related to the CCSS ELA and CCSS Math, classrooms and students showing evidence of classroom practices related to the CCSS, the District's Student Outcomes, and Bright Bytes Teacher and Student survey results. In addition, assessments such as Renaissance Learning Assessments STAR Reading and Math (Gr. 3-6), DIBELS, CAASPP, and Physical Fitness testing are used to monitor student progress. STAR reading results indicate that 48.75% of students in grades 3-6 read grade level literary and informational text with accuracy and comprehension. 69% students score at or above proficiency on grade level standards in STAR Math. The overall effectiveness of Schaefer’s LCAP Goal 3 is evidenced by maintaining our pupil achievement. Successes include the consistency of attendance of the math committee and the creation and implementation of high DOK performance tasks. Successes also include the selection of a new math curriculum for the 18-19 school year. The percentage of students who met or exceeded standards on the CAASPP for English Language Arts decreased by 4% school-wide from the previous year. The percentage of students who met or exceeded standards on the CAASPP for Mathematics decreased by 1% school-wide from the previous year. These results are actually an indication of the strength of our programs and school community, however, because Schaefer was severely affected by the Fall 2017 California wildfires. Schaefer School is located in Coffey Park, Santa Rosa – where thousands of homes adjacent to the school burned in a single night during the Tubbs fire. Thankfully, Schaefer School was spared, but was unable to reopen for three months after the fires. All Schaefer students and teachers were relocated to other district schools during that time. While standardized assessments can be helpful in monitoring student academic progress, much additional information can be gained by utilizing and analyzing student work and evidence of classroom practices related to our district Student Outcomes and the CCSS. Student and Teacher participation and feedback regarding instructional practices and delivery is also a very important progress indicator. Progress was made at Schaefer in implementing the academic standards adopted by the State Board of Education. Schaefer teachers and classified staff spent more than 80 hours this year participating in targeted collaborative and job-embedded professional development focused on developing deeper learning competencies. Specifically, all staff received training in ELD strategies, math, writing, and the workshop model. Schaefer Math PD focused on participating in a pilot to implement high DOK performance tasks. Schaefer students also continued to participate in the Momentum Writer’s Workshop curriculum designed to imp|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|The Piner-Olivet Union School District was significantly impacted by the Northern California wildfires during 2017-18. The Tubbs Fire destroyed over 5,500 structures and Coffey Park (a neighborhood directly across the street from Schaefer School and our district office), was one of the most densely populated areas in Santa Rosa affected by the fire. About 1,500 homes were destroyed in the small neighborhood. Our resilient community has come through this natural disaster with hope and unity despite for three months being displaced from Morrice Schaefer Charter School (as a result of the fires) to other POUSD campuses.|2018 53716700000000|Coffee Creek Elementary|2|National Geographic has been adopted for English Language Arts for K-6 and HMH Collections for grades 6-8. Math adoption for grades k-5 is HMH GO Math. Common Core math curriculum has been adopted for grades 6-8,as well. Currently using supplemental materials for History-Social Science.|4|4|4|4|4|5|5|5|3|3|5|5|5|2|3|1|3|3|2|2|4|4|4|Met||2018 44697650000000|Live Oak Elementary|2||4|4|5|4|3|4|4|5|4|4|5|5|5|4|4|4|4|5|4|3|5|4|5|Met|The Live Oak School District annually creates a professional development plan for all staff (classified and certificated) as well as a plan for the purchasing of instructional materials to best support students’ academic learning in order to move to Full Implementation and Sustainability in all areas.|2018 39686760124958|TEAM Charter|2||3|4|1|1|1|5|5|5|1|1|3|3|3|1|1|1|1|1|1|1|3|2|1|Met|There was a change in district personnel, administration, and teaching staff.|2018 19101990134361|LA's Promise Charter Middle #1|2||3|3|3|3|3|3|3|3|3|3|3|4|4|3|3|1|2|4|3|1|4|3|4|Met|This dashboard reflects progress for a growing middle school with grades 6-7. The curricular focus of the school was ELA, Math, HSS, and NGSS Science. School leaders focused on building a positive school culture through the expansion of PBIS and restorative practice to meet the social-emotional and academic needs of middle grade learners. Professional development was provided for teachers with focus on strategies to build content vocabulary for English Learners. Additional elements to accelerate teaching and learning will be addressed through the professional development program for the 2018-19 school year. New teachers are learning to unpack content standards, develop learning targets, and engage students at high levels in order to most effectively deliver academic content. The LEA selected high quality, standards-based aligned materials, and are supporting teachers in mastery of the materials. Differentiation through blended learning will be the focus for the upcoming school year.|2018 38769270132183|The New School of San Francisco|2||5|3|4|4|3|5|3|4|4|3|5|3|4|4|3|1|2|3|3|3|4|4|4|Met|For the 2017-18 school-year, 100% of teachers received extensive professional development on state standards and frameworks in all content areas: CCSS for Math, ELD and ELA, NGSS for science and the C3 Framework for History and Social Sciences. Teachers had significant flexibility to pursue professional development, including: bi-weekly observations/debriefs with coach, 60 minutes of daily grade level planning, monthly professional developments days with partners like the Exploratorium, learning walks at exemplar schools and individual stipends to attend workshops and conferences. 95% of our staff reported they had opportunities to learn on our School Climate Survey and 100% of our teachers set individualized growth goals aligned to the California Standards for the Teaching Profession. With the Director of Curriculum & Instruction, teachers set growth goals in content areas and developed action plans for professional development that would build skills. They had bi-weekly observations and debriefs to check on their progress towards these goals and mid/end of year reflections. Teachers were supported in developing standards-aligned instructional materials such as scope and sequences, lesson plans and assessments. As a K-4, we do not use career technical or health education content standards but plan to implement in the future. We have a PE program for grades K-4 and full-time Arts and Spanish teachers who base their instructional materials on state standards.|2018 47704580000000|Seiad Elementary|2||4|4|4|3|4|4|4|4|1|2|3|3|4|2|3|1|4|4|4|1|3|3|3|Met||2018 37681630138628|JCS - Cedar Cove|2|JCS-Cedar Cove is using a variety assessment tools to track student progress. Universal Screening for Tier 1: For kindergarten we use a K skills assessment and 1st grade DIBELS, a math readiness skill assessment and ongoing math assessments. In grades 2-6 we're using MAP, DIBELS and ongoing math assessments. Tier 2: In K-3 we're using CORE Phonics Survey and sight words as a drill down, and a placement test for intervention curriculum for 4-6. For Tier 2 and 3 benchmark assessments to track progress we're using CORE Phonics Survey and sight words in K and DIBELS K-6.|3|3|4|2|1|4|3|3|2|2|2|2|2|1|1|2|2|1|2|2|4|4|4|Met||2018 37683380127647|e3 Civic High|2||5|3|4|3|5|5|4|5|3|5|5|3|5|3|5|5|3|4|5|4|4|5|4|Met||2018 19647330115030|Magnolia Science Academy 3|2|MSA 3 is working toward State Board for Education requirements. This year we enhanced health education, physical education in alignment with model content standards. We have a band, and we have graphic design for another VAPA possibility. Teachers are collaborating weekly to ensure curriculum and instruction are excellent.|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|5|5|4|4|4|Met|MSA-3 ensures all curricula and assessments are aligned to the standards and that teachers participate in professional development on the implementation of standards (CCSS, NGSS, etc.) We provide services to ELs by proficiency level and ELD instruction is aligned to the CA ELD standards and framework. ELs have access to core and supplemental ELD instructional materials; teachers attend PDs whose focus is on ELD standards. Our teachers participate in at least 18 hours of professional development per year. PD includes the areas of Common Core ELA/Literacy, math, ELD Standards and integration of ELD standards into content areas, and training in strategies to support ELs with common core ELA/ELD and math curricula. While the primary focus has mostly been on the ELA/Literacy, math, and ELD over the past few years, MSA-3 has also provided PD and supported our teachers on NGSS, History-Social Science, Career Technical Education, Health Education, Physical Education, Visual and Performing Arts, and World Languages.|2018 19101990115030|Magnolia Science Academy 3|2|MSA 3 is working toward State Board for Education requirements. This year we enhanced health education, physical education in alignment with model content standards. We have a band, and we have graphic design for another VAPA possibility. Teachers are collaborating weekly to ensure curriculum and instruction are excellent.|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|5|5|4|4|4|Met|MSA-3 ensures all curricula and assessments are aligned to the standards and that teachers participate in professional development on the implementation of standards (CCSS, NGSS, etc.) We provide services to ELs by proficiency level and ELD instruction is aligned to the CA ELD standards and framework. ELs have access to core and supplemental ELD instructional materials; teachers attend PDs whose focus is on ELD standards. Our teachers participate in at least 18 hours of professional development per year. PD includes the areas of Common Core ELA/Literacy, math, ELD Standards and integration of ELD standards into content areas, and training in strategies to support ELs with common core ELA/ELD and math curricula. While the primary focus has mostly been on the ELA/Literacy, math, and ELD over the past few years, MSA-3 has also provided PD and supported our teachers on NGSS, History-Social Science, Career Technical Education, Health Education, Physical Education, Visual and Performing Arts, and World Languages.|2018 49708700106344|Northwest Prep Charter|2|NWP’s LCAP Goal 3 is “All students will demonstrate proficiency in the skills and behaviors necessary for future success in college and careers - Improved Curriculum and Standards-Based Student Learning (Targeted Assessment and Accountability).” NWP teachers have taken several steps to address the need for increased metrics for measuring and reporting student performance and achievement. Teachers developed a metric for measuring which standards are covered in each project over the 6-year plan span, and implemented a method for documenting which standards students have met. Teachers also re-evaluated and updated rubrics and benchmark data so they can better analyze formative assessment data and determine student growth. A new method was devised for documenting and analyzing post-project leadership skills assessment results over a six-year period. With regard to the LCFF Evaluation Rubrics dashboard, the NWP performance data indicate the following: NWP Graduation Rate (9-12) for “all students” scored a 68.4% rate. Our socioeconomically disadvantaged subgroup scored Low status with an 79% rate. In English Language Arts (11th grade), all students scored 6.3 points above level 3. In Math (11th grade), all students scored 90.2 points below level 3. This group increased by +12.7 points. In English Language Arts (7-8th grade), all students scored 20.4 points below level 3. This group increased by 8 points. Our Socioeconomically-Disadvantaged subgroup scored 35.3 points below level 3. In Math (7-8th grade), all students scored 80 points below level 3. Our Socioeconomically-Disadvantaged subgroup scored 116 points below level 3. NWP Student work is evaluated using one-on-one, small groups, and seminar methods. Students demonstrate proficiency in the use of digital tools for research (accessing information), evaluating sources, digital citizenship, communication, collaboration, and problem solving for college and career readiness. NWP’s Crossroads classes focus on career and college readiness and completion of student portfolios. Portfolio Defense is required yearly and used as a reflective means of measuring personal and academic growth. Students employ web portals to compile and share digital portfolios, collaborate with peers on project benchmarks, post blogs, video conference, archive work, and post work for peer and teacher evaluation. All students participate in regular culminating Academic Exhibitions - where they are evaluated by members of the school community. Prior to graduation, each student formally defends a multimedia portfolio of work that demonstrates they have achieved proficiency.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|The Piner-Olivet Union School District was significantly impacted by the Northern California wildfires during 2017-18. The Tubbs Fire destroyed over 5,500 structures and Coffey Park, a neighborhood directly across the street from our district office, was one of the most densely populated areas in Santa Rosa affected by the fire. About 1,500 homes were destroyed in the small neighborhood. Our resilient community has come through this natural disaster with hope and unity despite for three months having added 250 students in grades 3-6 that were displaced from Morrice Schaefer Charter School (as a result of the fires) on the NWP campus.|2018 19768850132928|Anahuacalmecac International University Preparatory of North America|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|5|5|5|5|5|5|Met|AIUP has implemented the Common Core State Standards since first adopted by the State Board of Education. Since then, AIUP has worked diligently to align community-based priorities, an international curriculum framework and culturally rooted educational principles with the Common Core State Standards (CCSS). Achievement in culturally based arts and design curriculum across the grade levels effectively stimulate young imaginations, challenge perceptions and develop creative and analytical skills. Additionally, at Anahuacalmecac our teachers challenge and enrich personal identity and build awareness of the aesthetic in a real-world context. To better serve teachers and students, AIUP continues to train teachers on how to align curriculum between the CCSS/NGSS and International Baccalaureate standards. Moreover, teachers are trained to provide supports to English Language Learners and special needs students by meeting with EL Coordinator and Special Education personnel. AIUP successfully implements the common core and offers Nahuatl language courses to all grade levels. In order to stay current with technology use, AIUP continues to train teachers, administrators and staff on the use of -Google for Education- for collaboration and support in curriculum planning. In addition, AIUP has supported teacher training in the use of the CAASPP interim blocks and how to analyze performance data from state exams and interim assessments regularly.|2018 43104390135087|Opportunity Youth Academy|2||3|2|3|2|3|3|2|3|2|3|3|2|3|2|3|3|2|3|3|3|3|3|3|Met||2018 36750440112441|Pathways to College|2||3|2|3|2|2|4|2|3|2|2|2|2|2|2|2|2|2|2|2|1|4|2|2|Met|Presented to Board on Aug. 9, 2017.|2018 48104880000000|Solano County Office of Education|2||5|4|5|4|5|5|4|5|4|5|5|5|5|5|5|4|5|5|4|4|5|5|5|Met|During regular observations, instruction was consistently based on state standards in English language arts, math, English language development, and History/Social Science. Science standards have been introduced and more professional development and coaching are scheduled for 2018-19. Science and math instruction have been connected to project-based learning in 2018-19 students will be able to use a makerspace lab with coaching provided to teachers and students.|2018 01612590114363|American Indian Public Charter II|2|The school conducted several needs assessments in order to determine proper ELA curriculum and teacher training required to build vertical alignment between K-12; the ultimate goal is college-readiness. Schools determined a need for higher order thinking materials to support a college-ready literacy program. Teachers began to receive training on building higher order thinking literacy protocols to build upon a robust reading comprehension program. The school conducted additional needs assessments in order to determine better ways to utilize the existing HMH Go Math curriculum. Teachers required additional training in emphasizing Common Core approaches to math in order to supplement the curriculum effectively. Teachers received this training. Professional development towards Next Generation Science Standards implementation began with help from Lawrence Hall of Science. Students were also able to use science kits from Foss Science for a more hands-on experience. Teachers began familiarizing themselves with DBQ for Social Science. Mandarin and Spanish were both offered for students in the middle school. In addition, the district applied for Measure G1 which will allow students to be provided innovative courses that cover visual and performing arts. This grant will allow our school to have the opportunity to excel academically to also have the access to musical and artistic enrichment. We envision a program that will offer a unique combination of rigorous curriculum and artistic immersion.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 01612590111856|American Indian Public High|2|The school conducted several needs assessments in order to determine proper ELA curriculum and teacher training required to build vertical alignment between K-12; the ultimate goal is college-readiness. Schools determined a need for higher order thinking materials to support a college-ready literacy program. To ensure that we are providing and achieving academic standards we provide an alignment of School novels with AP List, Exemplars for writing and rubric use, assessment of quality ELD programming and planning for ELD K-12 initiative. In addition, our program offered math summer intensive instruction intervention, Rosetta Stone for EL student’s (newcomer program). We offer a robust AP curriculum framework to ensure students are prepared for college. Advanced placement courses provide our students the college-level opportunities and readiness. New textbooks were purchased in alignment with updated AP standards of focus and rigor. AIPHS partners with Peralta Colleges to offer concurrent enrollment for its students through the College of Alameda. English Language Arts – Common Core State Standards for English Language Arts Alignment of School novels with AP List Exemplars for writing and rubric use began English Language Development (Aligned to Common Core State Standards for English Language Arts) Assessment of quality ELD programming and planning for ELD K-12 initiative Rosetta Stone purchase for conversational proficiency. The hiring of multiple staff members who speak the native languages. Comprehensive ELD programming, including differentiated programming and curriculum for newcomers, long-term ELL, and students on the cusp of being reclassified, or having just been reclassified. Push in and pullout services for those students by ELD Instructional Aides. Mathematics – Common Core State Standards for Mathematics Math Credit Recovery both online for specific classes and Summer session (live) teachers for credit and skills recovery. All scholars have access to classes through the Acellus system. Concurrent or dual enrollment with College of Alameda and other Peralta colleges allowing many students to self-select into the classes they were motivated and interested in moving forward in. Next Generation Science Standards Conceptual physics AP Physics AP Chemistry AP Biology History-Social Science Physics C included in the Science Curriculum AP US History AP World History AP Government Career Technical Education Kindergarten to College (K2C) district program Participation in Oakland Promise College Advisor, including mentoring in resume and application writing for colleges to which students applied Planning for college and career pathway Physical Education Model Content Standards Standards based Physical education that was the foundation of our sports program. Visual and Performing Arts AP Visual Art College level Art History Art Studio World Language AP Mandarin Mandarin Spanish AP Spanish|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 38684780101774|Five Keys Charter (SF Sheriff's)|2||4|4|4|3|4|4|4|4|3|4|4|4|3|3|4|3|4|2|4|3|4|4|4|Met||2018 38684780101774|Five Keys Charter (SF Sheriff's)|2||4|4|4|3|4|4|4|4|3|4|4|4|3|3|4|3|4|2|4|3|4|4|4|Met||2018 01612596113807|American Indian Public Charter|2|The school conducted several needs assessments in order to determine proper ELA curriculum and teacher training required to build vertical alignment between K-12; the ultimate goal is college-readiness. Schools determined a need for higher order thinking materials to support a college-ready literacy program. Teachers began to receive training on building higher order thinking literacy protocols to build upon a robust reading comprehension program. The school conducted additional needs assessments in order to determine better ways to utilize the existing HMH Go Math curriculum. Teachers required additional training in emphasizing Common Core approaches to math in order to supplement the curriculum effectively. Teachers received this training. Professional development towards Next Generation Science Standards implementation began with help from Lawrence Hall of Science. Students were also able to use science kits from Foss Science for a more hands-on experience. Teachers began familiarizing themselves with DBQ for Social Science. Mandarin and Spanish were both offered for students in the middle school. In addition, the district plans to apply for Measure G1 which will allow students to be provided innovative courses that cover visual and performing arts. We plan that this grant will allow our school district to have the opportunity to excel academically to also have the access to musical and artistic enrichment. We envision a program that will offer a unique combination of rigorous curriculum and artistic immersion.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 04615310110338|Achieve Charter School of Paradise Inc.|2|Local Measure: Achieve K-8 used BCOE’s CA Standards Implementation metric for measuring the implementation of ELA and math state standards. We used the Science and Environmental Engineering for Secondary Project NGSS Implementation Rubric for measuring the implementation of Next Generation Science Standards We chose these metrics to ensure we were making decisions based on the reflective survey tools given to teachers and that our analysis reflects the implementation happening in our classrooms. This year we will use the California State Standards Implementation Metric for global identification of standards implementation across disciplines at both the K-8 and high school Progress: 50% of the Achieve teaching staff were new to Achieve and 30% were first year teachers this last year. This required teachers to individually self assess and make individual goals for implementation on the rubric instead of identifying implementation levels as a whole team and setting a team goal as in the past. Each teacher self reported moving up at least one implementation level in ELA and Math and all teachers implemented NGSS instruction this year. Evidence for ELA includes: updated integrated units of study which include ELA CCSS and students demonstrate proficiency in literacy skills and content knowledge through effective expression. Students have a structured way to track progress toward mastery using assessment results. Data is used to plan, adjust, and evaluate lessons and track multi year progress (Aries, PLP’s) Evidence for Math includes: students daily use of mathematical practices throughout subject areas (science, social studies) and students being provided frequent feedback, students using journal entries, portfolios, arguments, explanations, diagrams and or mathematical models to show evidence of their learning. Evidence for Science includes: Teachers understanding conceptual shifts in NGSS and the implications for teaching and learning, Prior science units being updated to NGSS, formative and summative assessments aligned to NGSS. The following is a summary of where Achieve K-8 is concerning the other state standards based on the Standards Implementation Metric. Scale: 1- Initial Awareness; 2- Developing Awareness; 3- Full Awareness; 4- Student Awareness; 5- Full Implementation ELD-2 Career Technical Education- N/A Health Education Content Standards- We will self assess on these standards in the coming year with the as soon as a rubric is available History-Social Science- We will self assess on these standards as soon as a rubric is available Model School Library Standards- N/A Physical Education Model Content Standards- We will self assess on these standards as soon as a rubric is available Next Generation Science Standards-3 teachers have a good understanding of NGSS standards and how to implement them. Visual and Performing Arts- We will self assess on these standards as soon as a rubric is available World Language- N/A|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met|This year both the K-8 and high school staff will use the California State Standards Implementation Metric to assess implementation of state standards for all subject areas as a staff as a whole, and as individual teachers and create plans to increase successful implementation.|2018 04100410136820|Achieve Charter High|2|This year both the K-8 and high school staff will use the California State Standards Implementation Metric to assess implementation of state standards for all subject areas as a staff as a whole, and as individual teachers and create plans to increase successful implementation. We chose these metrics to ensure we were making decisions based on the reflective survey tools given to teachers and that our analysis reflects the implementation happening in our classrooms.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|Met||2018 29664150000000|Twin Ridges Elementary|2||5|5|5|2|3|5|5|5|2|3|5|5|5|2|3|3|4|4|4|3|5|5|5|Met||2018 44104470136572|Santa Cruz County Career Advancement Charter|2|The Santa Cruz County Career Advancement Charter (CAC) was authorized as a countywide charter by the Santa Cruz County Office of Education. The school was launched in September 7, 2017 offering services at three locations: Sequoia High School in Watsonville, Rountree Jail Facility also in Watsonville, and Main Jail in Santa Cruz. The school charter petition identified ages 17 to 24 as its target population. All students receive a hybrid-Independent Studies model of instruction to meet all Core Content Standards in ELA, Math, Science, P.E., Fine Arts and Social Studies, toward completion of the high school diploma, while students in Sequoia were offered Career Technical Education courses in Culinary Arts, Construction Technologies and Hospitality Services. As part of the Santa Cruz County Office of Education, CAC partners with the Workforce Development Board, school districts, and other partners to achieve this mission by engaging students through work-based, relationship-focused, innovative and rigorous learning experiences resulting in graduates who are “Ready for College and a Career”. Students receive ongoing feedback and assessment from a certificated teacher. Each student has an individual graduation plan based on the number of credits needed in each subject area. Credits are awarded based on fifteen hours to one credit ratio. A SPED student or student with a mental health concern may have modifications. In the case of students who qualify as on probation, homeless or foster youth, the elective credit requirement is waived. Migrant and former migrant students have access to Cyberhigh PASS online credit recovery coursework in both Spanish and English. At the Sequoia site, a Math tutor and the SPED teacher are available by appointment, to assist students individually and in small groups. Each student meets with the teacher once per week for an individual credit progress check and attendance review. The rate of progress that a student makes each semester varies. On average students earn 2-5 credits per subject in one semester. Students focus on 1-5 subjects per semester depending on time and need. Each student’s individual graduation plan is outlined in their contract meeting upon orientation and enrollment, and the course load may be adjusted along the way as needed, to accommodate the student’s work, life and parenting responsibilities. Students are encouraged and supported to enroll in one of the various CTE courses offered on-site, and students who are/were Migrant may enroll in Cyber high PASS online credit recovery as well. The new student is given a weekly appointment time to check-in with the enrollment specialist and also with the academic teacher, who will provide ongoing support to the student as they progress toward their goal of obtaining the HSD.|4|4|3|2|2|4|4|3|2|3|3|3|2|2|3|3|3|3|2|3|5|5|4|Met||2018