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|SchoolYear
01612180000000|Mountain House Elementary|2|Small group pull-outs are used to provide intervention to students in a small-group setting.  This tool is used on a daily basis in a scheduled notation.  Instructional aides support students by providing one-on-one or small group intervention on classwork and/or homework which are a direct extension from daily curriculum. Physical Fitness Testing guidelines are followed for middle school aged students as well as first thru fifth grades. Small group pull outs are utilized for English Language Arts and math on a daily basis. Fourth thru eighth grades have access to computers in which their skill development increases their capacity to perform their informative and persuasive writings in American Physiological Association style. Essay writing is in alignment with sentence structure, proper grammar, and the use of extensive vocabulary.|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
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
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
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
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
04613820000000|Bangor Union Elementary|2||2|1|2|2|2|2|1|3|2|2|2|1|2|2|2|2|1|1|1|1|2|2|2|Met|A new administrator was hired for the 2016-2017 school year, but that school administrator vacated the position in February 2017. For the remainder of that year and for the 2017-2018 school year, a combination of three interim administrators were on campus (one at at time). Those inconsistencies made it difficult to gauge the needs of staff and make a plan to move forward. The board hired a new 50% administrator, who is working on the district's vision, mission, and goals with staff, as well as professional development and curriculum adoption aligned to CA Common Core standards.|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
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
04614246119523|Blue Oak Charter|2|Blue Oak's standards implementation work this year will be on identifying Career Technical Education standards currently being addressed through the curriculum and articulating the work in the LCAP.|4|4|4|4|4|5|5|5|3|3|5|5|5|3|3|3|5|5|5|5|4|4|2|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
04615316113765|Children's Community Charter|2|100% teachers have participated in CCSS training.   An area of focus will be participation in NGSS training for K-5 teachers.  100% of teachers are implementing CCSS aligned instruction in ELA and Math.|3|1|5|1|1|3|5|5|1|1|3|1|3|1|1|1|3|2|4|3|3|3|3|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
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
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
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
43104390136655|Legacy Academy|2|In order to ensure that all students within The Legacy Academy are achieving the student outcomes detailed in Elements A and B, assessment at The Legacy Academy will be consistent, continuous, and based on the external and internal measures of evaluation shown below.  Data will be kept and analyzed for both internal and external assessment measures and used to inform and/or adapt teaching practices along with school structures, systems, and policies. It will also serve a critical role in reporting to caretakers. Baseline and Summative Assessment At the beginning of each school year, The Legacy Academy will conduct diagnostic assessments of each student to establish baseline levels of mastery. These may include, but are not limited to, the following:  A developmental reading assessment, such as those from the Teachers College Reading Writing Project (TCRWP), will be used to assess students’ reading levels.  A developmental writing assessment will be used to assess students’ writing levels.  Math readiness assessments will be used to establish baseline math levels. An adaptive benchmark assessment in math and literacy, such as Renaissance Learning’s STAR Assessments or NWEA’s Measures of Academic Progress®, to identify students current levels of mastery and measure growth.  The California English Language Development Test (CELDT), or English Language Proficiency Assessment of California (ELPAC) when fully operational, will measure students’ English Language proficiency across the domains of listening, speaking, reading and writing.  The California Assessment of Student Performance and Progress (CAASP) Assessment System tools will be used to assess summative levels of performance in literacy and mathematics (detailed further in Interim Assessments and State Assessments, below).|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|1|2|2|1|1|0|0|0|Met||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
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
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