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|meetingDate|additionalInfo|performance|year
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 – Initial Implementation; Phase 3 - Partial Implementation; and Phase 4 - Full Implementation.   The District’s progress in providing professional learning for teaching to the State adopted academic standards and/or curriculum frameworks was: ELA/ELD, Phase 4; math, Phase 4;  science, Phase 3; and history-social science, Phase 3.   Teachers’ ratings of their professional learning experiences positive impact on classroom practices were:  ELA/ELD, 89%; math, 89%; science, 96% and history-social science 85% for secondary teachers.  The Williams Instructional Materials Report was used to certify that all teachers have access to standard aligned instructional materials in ELA/ELD, math, science and history-social science.   The District’s progress in providing policies and programs to support staff in identifying areas where they can improve standards-based instruction (e.g. data analysis, focused classroom learning walks, and teacher co-planning/co-teaching) was at Phase 3: Partial Implementation in ELA/ELD, math, science and history-social science.   There was 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 science.  The implementation of academic standards for CTE, Health, PE, Visual and Performing Arts and World Language is at Phase 3-Partial Implementation.   The District’s progress in engaging teachers and administrators in identifying professional learning needs was in Full Implementation (Phase 4). Data analysis meetings, classroom observations and individualized professional learning with academic coaches allowed the identification of group and individual teacher needs and customized support for teachers. Administrators and teachers identified coaching and site-based professional learning as their preferred means to receive professional learning, 88% and 79%, respectively.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-15||Met|2019
19769680109926|Academia Avance Charter|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|4|5|5|5|5|5|5|5|2019-10-26|Avance has implemented the Common Core State Standards since first adopted by the State Board of Education. Since then, Avance has worked diligently to align community-based priorities and a college and career curriculum framework 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 Avance our teachers challenge and enrich students in a real-world context.   To better serve teachers and students, Avance continues to train teachers on how to align curriculum between the CCSS and Success For All Program. Moreover, teachers are trained to provide supports to English Language Learners and special needs students by meeting with EL Coordinator and Special Education personnel. Avance has successfully implemented the common core and offers A-G courses to grades 9th through 12th.   In order to stay current with technology use, Avance continues to train teachers, administrators and staff on the use of the Google suite for collaboration and support in curriculum. In addition, Avance has supported teacher training in the use of the SmarterBalanced/NWEA MAPS and how to analyze performance data from state exams and interim assessments regularly.|Met|2019
19647330120097|Academia Moderna|2||4|4|3|3|4|4|4|4|3|4|4|4|4|4|4|1|2|4|3|4|4|4|4|2019-10-08||Met|2019
19642460126003|Academies of the Antelope Valley|2||4|4|4|3|2|4|4|4|2|2|4|4|4|4|3|4|4|4|3|3|4|4|4|2019-11-14||Met|2019
36750773631207|Academy for Academic Excellence|2||5|4|4|4|4|5|5|5|4|3|5|5|5|5|5|5|4|5|5|5|5|5|5|2019-10-14||Met|2019
36677360116723|Academy of Careers and Exploration|2||4|3|4|4|3|5|4|5|3|3|5|4|5|4|4|3|5|5|4|4|4|4|4|2019-10-09||Met|2019
07616300000000|Acalanes Union High|2||4|4|5|4|4|4|4|5|4|4|4|4|5|4|4|4|5|5|5|4|5|5|5|2019-10-16|Priority 2 reflection tool information is based on the 2018-2019 school year. AUHSD staff has been implementing changes in all curricular areas as a result of implementation of California State Standards (Common Core ELA and Math) new Science Framework and Next Generation Science Standards, new Social Studies Framework and new World Language Framework and content standards. AUHSD staff has been methodically and systematically updating all courses with the re-alignment to the new standards being done one grade level at a time. New textbooks have been adopted in all core academic areas to support implementation of new curricula and staff is provided with professional development and support to implement the shifts in instructional practices and the new frameworks and standards.|Met|2019
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 for ELA and Math last school year was a direct response to our low CAASPP performance. The adopted curriculum is highly rigorous and assists with providing teachers with assessments where the results are used to drive instruction. NGSS training began two years ago and we are now piloting two programs (McGraw-Hill and Amplify) to determine which will fit the needs of our students best. We plan to adopt in January, train all staff in March and have full implementation of the Next Generation Science Standards in August 2020. 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 3 times per year. Data is also shared with various stakeholders and discussed school-wide during Professional Development with teachers and parents during parent meetings and via 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|2019-10-24||Met|2019
23656152330454|Accelerated Achievement Academy|2||5|4|5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|4|1|3|5|5|5|2019-10-15||Met|2019
19647330100743|Accelerated Charter Elementary|2|The Accelerated Charter Elementary School is currently using CCSS aligned materials in ELA and Math to track its progress in implementing the state academic standards. The adopted ELA and Math curricula are 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 to teachers and administrators two years ago and are moving towards purchasing curriculum in January 2020 with full implementation of the Next Generation Science Standards taking place in August 2020. For TK-6th grade the ELD curriculum, that is a part of the newly adopted McGraw Hill, ELA program, Wonders is being implemented with fidelity. 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|2019-10-24||Met|2019
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 7 years ago, our district and schools continue to refine the implementation through revising the curriculum and its alignment to the standards. Our district also continues to focus on refining the alignment of our math courses to the common core mathematics standards. Our district and schools continue to support our teachers on the implementation of English Language Development standards. All of our core departments have been trained on the ELD standards. The Next Generation Science Standards have also been a districtwide focus for our science teachers these past four years. Our district has revised 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 continue to 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|2019-10-17||Met|2019
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.  2018-19 PROGRESS: ACE Charter High achieved progress in this goal area as follows: 1) Professional Development - All students took the ACT four times over the year, with results shared out with both students and teachers. Professional days helda focus on training teachers in how to analyze data, then use it to pivot instruction to focus on the isolated standards where students were not showing mastery and developing detailed plans for teaching and reteaching those standards. 2) Academic Coach - Every teacher has an instructional coach, with five coaches working together to provide weekly observation and feedback for teachers using the Relay model. This team includes the Principal, two Assistant Principals, and two Instructional Coaches (Math/Science and Social Studies). 3) Assessment Practice - Implemented internal, cumulative benchmarks every 6 weeks (two in first semester, three in second semester) to monitor both ongoing mastery of standards and retention. In addition, “I Can” assessments were given every two to three weeks to provide ongoing formative assessment data. 4) Monitoring Student Achievement - Continued the practice of data analysis to inform instruction using the I Cans and Interim Benchmarks as data, with reteaching focused on isolated standards that students are struggling to master.|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|4|4|4|4|4|4|2019-10-16||Met|2019
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.  2018-19 PROGRESS: ACE Empower achieved progress in this goal area as follows: 1) Professional Development - A designated schedule of standards to be assessed each instructional cycle was developed, to support planning and inform instruction. SBAC interim assessments were used in alignment with the schedule of standards. Teachers met weekly in department and grade level meetings to discuss curriculum and instruction, as well as strategies to support students who are struggling. Teachers have deepened their understanding of the Common Core State Standards (CCSS) in Math, which supports both rigor and efficacy of instruction. 2) Academic Coach - Every teacher was observed and received actionable feedback on a weekly basis from an academic coach. An ELA Lead was added to complement the existing coaching expertise in math, with the ELA Lead attending RELAY to learn how to implement systems for a strong data driven culture and help teachers grow to their full potential through observation and feedback. 3. Assessment Practice - A student-facing standards tracker was developed and posted in each classroom, to support monitoring of student mastery and ownership by students. 4. Monitoring Student Achievement - Weekly data meetings were held to analyze student mastery of standards and determine reteaching needs. The “lead” and “lag” model of instruction continued to be implemented, with lag classes enabling teachers to focus instruction that targets student needs in ELA and Math.|4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|1|2|3|1|2|4|4|4|2019-10-16||Met|2019
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.  2018-19 PROGRESS: ACE Esperanza achieved progress in this goal area as follows: 1) Professional Development - The Principal and ELA Lead completed Relay Training, with a focus on developing CCSS aligned strategies in ELA that promote rigor (i.e. Close Reading, Guided Reading). Weekly data meetings were established, supporting teachers in deeply understanding the standard and what it looks like for students to demonstrate mastery. All classes are using a common curriculum, while adding in more rigorous writing. Teachers are practicing “Aggressive Monitoring,” in order to get feedback to students more frequently (for every student during every independent practice session). 2) Academic Coach - Teachers were provided with three types of coaching 1) weekly data, 2) observation and feedback using the Relay model (including practicing lesson delivery with teachers prior to teaching), and 3) real time feedback. Together, these practices have developed clarity on the goal for teaching and provided increased opportunities for practice in getting there. 3) Assessment Practice - Developed cumulative science benchmarks aligned with the Next Generation Science Standards, allowing the school to have a better comparison of students’ progress toward mastery. 4) Monitoring Student Achievement - Teachers met in grade level teams on a weekly basis to analyze data, informing instruction.|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|1|3|3|2|3|4|4|4|2019-10-16||Met|2019
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.  2018-19 PROGRESS: ACE Inspire achieved progress in this goal area as follows: 1) Professional Development - Adopted and implemented Mosa Mack Science curriculum, an inquiry-based curriculum aligned with the NGSS with strong content organization for both students and teachers. Continued implementation of EngageNy curriculum in ELA and Math to support alignment with the CCSS. 2) Academic Coach - Established three Instructional Coaches (Math, ELA, and SPED), trained in the Relay Model, to provide weekly observations and debriefs with actionable feedback for all teachers to support standards-based instruction and use of student engagement strategies. Trends in observational data were addressed during weekly Professional development time. 3) Assessment Practice - Implemented the SBAC IABs (interim assessments) three times, to evaluate student progress toward mastery of the CCSS and to inform instruction. Developed weekly and cycle overviews, with both the process and content aligned with the CCSS and SBAC. Weekly data meetings were held in by departments, to examine student outcomes through student work to determine student proficiency levels in the standards taught in that week. 4) Monitoring Student Achievement - Continued use of benchmarks and student work to monitor student progress, coupled with student goal setting and reflection through Advisory and 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|2019-10-16||Met|2019
01612590111476|Achieve Academy|2||4|3|4|2|3|4|3|4|2|3|4|3|4|3|3|3|3|3|3|3|4|4|4|2019-10-31||Met|2019
04100410136820|Achieve Charter High|2||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|2019
04615310110338|Achieve Charter School of Paradise Inc.|2|Achieve Charter School adopted the Butte County Office of Education Standards Implementation Rubric.  Standard implementation was put on hold starting after the fire in November. Staff did not self evaluate their performance on implementing state academic standards. While school staff worked hard to return to state standards-based instruction, they had to focus primarily on the social emotional well being of students, staff and families through the 2nd trimester of school.  Teachers did return to the level of standards-based instruction before the fire, but were not able to focus on new instructional practices initiatives. However, most of our teachers were able to catch students up to grade level by the end of the year. This accomplishment after a loss of at least 2 months of focused standards-based instruction is remarkable. Staff has plans to return to the instructional practice initiatives planned for the 18-19 school year in the coming year 2019-2020.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-16||Met|2019
31667610000000|Ackerman Charter|2||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 For Two or More Years|2019
19753090000000|Acton-Agua Dulce Unified|2||4|3|4|2|4|4|4|5|2|4|5|3|4|3|4|5|2|2|2|2|2|3|3|2019-10-30||Met|2019
42767866118202|Adelante Charter|2||4|4|4|5|4|4|4|4|5|4|4|4|4|5|4|1|2|5|5|5|4|4|4|2019-05-06|Adelante Charter School continues to work to provide a world class education for all children in two languages using CCSS and NGSS-aligned materials. Students learn in Spanish and are tested in English. Teachers are supported with job-embedded professional learning. Early release Thursdays and common planning time support the continuous professional growth of teachers. Additionally, grade-level teams work together with an instructional coach to refine instructional practices and plan standards-aligned integrated curriculum focused on science, language and literacy through unit planning, lesson planning, co-teaching, analysis of student work and reflection. As a STEAM-focused school Adelante has prioritized the teaching of science at every grade level. Teachers are working to create classroom cultures where student thinking is valued, visible and actively promoted across disciplines.This year Adelante has implemented a revised Tier II and Tier III Reading Intervention program with the goal of supporting our early readers (1st - 3rd grade) who are struggling to acquire strong literacy skills. Additional staff were hired and trained along with the K-3 teachers to lead small groups of children through an intensive daily reading intervention. A reading specialist continues to support 2nd. As a K-6 program we are not implementing CTE standards. Health standards are in the beginning development stage.|Met|2019
36675870000000|Adelanto Elementary|2|The LEA has purchased Illuminate test bank to support the district’s work with assessments and monitoring of student progress. Teachers from every grade meet annually to develop grade-level Common Formative Assessments (CFAs) in ELA and Math to be conducted each quarter and are conducted across the district within an established testing window for consistency and validity of test results. The questions in Illuminate are all aligned to the State standards and the results are evaluated to track progress in achieving proficiency in the standards. Prior to selecting the CFA questions each grade level has also worked collaboratively to develop standards alignment document and pacing guides for ELA and math. The CFA’s are aligned to these pacing guides for each quarter and allow teachers to track student progression towards achieving the standards. The CFAs are conducted to provide students practice with the testing format while at the same time assisting teachers to adjust their teaching to support student achievement of the standards and therefore plan their lessons and interventions accordingly. Principals meet with teachers three times a year, after the CFA’s have been completed, to review the data and support collaboration around adjustments needed both with lesson design and assessments. Through this process the district has ensured that all teachers in ELA and math are implementing the state standards. And GSS and social studies standards are also being implemented through constant professional development with the county to support teacher understanding of the standards. Piloting of standards aligned science texts have also supported with the implementation of the standards. Middle schools have continued to implement social studies framework shifts in their lessons and with support from DBQ supplemental materials. 1. Students in grades 3-8 also participate in the spring ICAs which are conducted similarly as the CAASPP tests. All teachers are trained on universal screening and designated supports prior to conducting the ICAs, and the data is used to view student progress and preparation for the main test.  2. The district has made great progress with training our teachers to understand and teach to the standards.  3. For ELA and math, the district has provided intensive support for teachers with professional development.  4. ELD standards are also ingrained into the ELA classrooms and is instructed every day as part of designated and integrated ELD.  5. NGSS has been extensively rolled; we are reviewing pilot materials for adoption.  6. History framework training has also been provided to all Middle School teachers and will be scaled out to elementary teachers next year. 7. Introductory and Exploratory CTE courses have been introduced at the middle school 8. World Language has also been introduced at all middle schools and is aligned to the World Language standards.|5|5|5|4|2|5|5|5|3|2|5|5|5|4|2|3|4|4|5|5|5|4|4|2019-10-29|All grades, including Special Education classrooms, have standards-based core curriculum. We are currently working to identify curriculum for Severe/Profound classes. We have also has created a structure of collaboration to support teachers with the implementation and assessment standard in their classroom. All ELA/Math grade level teachers have created the grade level priority standards and all teachers in that grade teach and assess these standards. Changes to this alignment is done annually. Continued professional development includes training from the publishers of the adopted materials and County training.|Met|2019
30666700135897|Advanced Learning Academy|2||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|2019
51105120138040|AeroSTEM Academy|2|AeroSTEM Academy is progressively implementing California Common Core Standards in all academic classes as we continue to develop and grow our course offerings for progressively advanced students. AeroSTEM began with grades 6 through 9 in beginning development last year. Grade 10 was added this year, with corresponding classes to meet the graduation requirements outlined in the Charter Petition Document. Additionally, AeroSTEM is pursuing WASC Accreditation for all high school courses to meet UC a-g standards. CTE courses are being developed and implemented with clear goals and expectations toward college and career skills and readiness.  AeroSTEM Academy has recently added the EdOptions Academy courseware as additional selections for students to choose from to expand the course offerings available to all students and include a rigorous Independent Study option for those students who benefit from greater flexibility in their personalized learning structures. EdOptions Academy courses are taught online by fully credentialed teachers and are fully UC a-g accredited 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|2019-10-11|Learning strategies, curriculum, and activities are centered on the California Common Core Standards with an eye to incorporating project based, hands on activities when possible and infusing the curriculum and culture of the school with knowledge and enthusiasm toward the aerospace industries.   English Language Arts, STEM classes, and History classes have been fully developed and are actively adapted to meet the needs of students in the classroom while remaining vigorous and true to the state standards. As we continue to add grade levels more advanced math, language, health, and CTE pathways are being developed. Because of the temporary location of the school, science standards are being met through curriculum, videos, and simplified labs until a science lab is more fully developed at the permanent school site.   All teachers participate in on going professional development through self selected goals as well as school wide goals via staff collaborative time once a week and individual quarterly meetings with administration. Teachers new to the teaching field in California participate in the Tri-County Induction Program to work with a mentor teacher and move to a clear credential. Summer collaboration and planning meetings were scheduled with 100% participation of all staff members.|Met|2019
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 Foundation 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 2018-2019 school year, 58% of students met their Growth Goal in Reading Inventory; 47% of students met their Growth Goal in iReady. 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 2018-2019, 21% 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 2018-2019, 4% 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 19 and 51 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|2019-11-01||Met|2019
01611190130609|Alameda Community Learning Center|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2|4|4|4|4|5|5|5|2019-10-17||Met|2019
01100170000000|Alameda County Office of Education|2||4|4|3|1|2|4|4|3|1|2|4|4|3|1|2|3|2|5|4|4|5|4|5|2019-10-15||Met|2019
01611190000000|Alameda Unified|2|Local Indicators for Priority 2 To determine progress in implementing the academic standards, Alameda Unified School Districts (AUSD) tracks English Language Arts (ELA) and Math SBAC performance, Science CAST results, CTE pathway completion of graduating seniors, the percentage of English Learners accessing the Common Core State Standards in a setting with English-Only peers, and the Physical Fitness Test.  In 2018-19 AUSD’s overall percentage of students who met or exceeded ELA standards was 69%. This was above the county average (57%), and  up 1 percentage point from the previous year. The district’s overall performance has improved incrementally over the past three years (66% to 69%). In 2018-2019 there was significant improvement for proficiency at grade 5 (64% to 68%) and grade 11 (69% to 76%) compared to the previous year. At the K-5 level the district is in the 3rd year of implementing new CCSS-aligned curriculum. At the 6-12 level the district is engaging staff to further align curricula across sites.  In 2018-19, our overall proficiency for the district remained flat at 60% compared to the previous year and is up 2 percentage points over three years. The district is continuing implementation of recently adopted CCSS-aligned curriculum K-12 and are implementing planned changes to secondary math pathways to maximize appropriate placement/flexibility of students.   AUSD looks forward to reviewing its results form the 2019 California Science Test (at the time of Local Indicator submission they have not yet been released) to a baseline from which to track its progress in the coming years. The Next Generatoin Science standards are supported in AUSD via implementation of aligned curriculum (FOSS) in grades K-8. Science faculty in grades 9-12 are currently engaged in a discussion about course pathways, alignment, and curriculum adoption. In 2019-2020 the district will be piloting the new high school curriculum.  In 2018-19 the district exceeded the target goal of 12% by .2%. AUSD has implemented new pathways that will not be ready to offer a “Completer” (or second-level course) until SY 2020-21. This will impact our completion data for SY 2019-20. However, AUSD expects to achieve significantly higher completion rates in subsequent years.  In the 2018-19 school year, 98% of non-newcomer ELs accessed the Common Core State Standards in a setting with English-only peers. The remaining 2% is likely due to English Leaner students who are in Moderate and Severe Special Education courses. We will investigate our system of monitoring of these remaining students’ access to the Common Core Standards next year to continuously improve in this area.  Most students (63%) in AUSD pass the Physical Fitness Test in 5th, 7th, or 9th grade. We will be working to increase this percentage, and it should be noted that our rate is well above the County average.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-17||Met|2019
01611270000000|Albany City Unified|2||4|3|4|3|2|4|2|4|3|2|4|4|4|3|2|4|4|4|4|4|4|4|4|2019-10-22||Met|2019
37683386120935|Albert Einstein Academy Charter Elementary|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|2019-11-12||Met|2019
37683380111898|Albert Einstein Academy Charter Middle|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|4|5|5|5|5|5|5|5|2019-11-12||Met|2019
12630320111203|Alder Grove Charter School 2|2||4|3|4|3|3|5|3|5|4|3|3|4|4|3|3|4|4|3|4|4|4|4|3|2019-10-08||Met|2019
49705990000000|Alexander Valley Union Elementary|2||5|5|5|4|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|5|5|4|2019-08-15||Met|2019
19647336061543|Alfred B. Nobel Charter Middle|2||5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|5|2019-10-29||Met|2019
19757130000000|Alhambra Unified|2||4|4|4|4|3|4|3|4|3|3|4|3|4|3|3|4|3|4|3|3|4|3|3|2019-10-29|In regards to professional learning, the survey indicated that AUSD was in full implementation within ELA, ELD, Math, NGSS and Initial Implementation in Social Science. Both ELD and NGSS increased by one level from the year prior.  Increases within those two areas are due to targeted professional development and added ELD Instructional Specialists.   In providing appropriate instructional materials in the classrooms, the survey indicated that the following areas were at Full Implementation:  ELA and Math.  ELD, NGSS, and History Social Science rated at Initial Implementation.  History Social Science increased from Beginning Development to Initial Implementation.  Besides NGSS and ELD, a focus has shifted to Social Science, too.   In identifying staff instructional needs, the survey remained the same as last year, indicating Full Implementation in ELA and Math and Initial Implementation in ELD, NGSS, and Social Science.   In regards to the LEA’s progress toward implementing standards in other content areas, the survey indicated Full Implementation in CTE and PE, increasing one level from the previous year.  Health, VAPA, and World Languages remained at Initial Implementation.   In addition, the LEA was at Full Implementation in identifying the professional learning needs of all staff.  The survey indicated that the LEA was at Initial Implementation in identifying individual professional learning needs and providing support for teachers who have not mastered standards.|Met|2019
44697996049829|Alianza Charter|2||5|5|5|3|4|5|5|5|3|4|5|5|5|4|5|4|4|4|4|5|4|4|4|2019-11-15|Alianza has engaged in the Youth Truth Survey that surveys teacher in many areas that includes but not limited staff development, administrator support, and overall needs as a teacher.  In addition, Alianza has implemented several education rubrics to utilize during walkthroughs to help support teachers and  improve instruction.  Both Principal and Assistant Principals have been trained in the utilization of the tools.|Met|2019
27659610000000|Alisal Union|2|Training was completed on implementation of the core program. Approximately 90% of all certificated staff have been trained in one or more areas of the core program professional development. 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. Alisal Union School District (AUSD) MET requirements for implementation of California Content State Standards (CCSS).|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-08-14|Training was completed on implementation of the core program. Approximately 90% of all certificated staff have been trained in one or more areas of the core program professional development. 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. Alisal Union School District (AUSD) MET requirements for implementation of California Content State Standards (CCSS).|Met|2019
37754166119275|All Tribes Charter|2||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 For Two or More Years|2019
37754160122796|All Tribes Elementary Charter|2||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 For Two or More Years|2019
36676780137547|Allegiance STEAM Academy - Thrive|2|English Language Arts – Common Core State Standards for English Language Arts: Units of Study Writing Prompts/Rubrics; Basic Phonics Skills Test; Acadience CBMs; SBAC Interim Assessment Block English Language Development (Aligned to Common Core State Standards for English Language Arts): Units of Study Writing Prompts/Rubric; Student Oral Language Observation Matrix; Acadience CBMs Mathematics – Common Core State Standards for Mathematics; SBAC Interim Assessment Blocks; Math CBMs; Eureka Math Module Assessments Next Generation Science Standards; Discovery Ed Techbook Unit Assessments; Locally-developed Performance Task History-Social Science: Studies Weekly and Discovery Ed Techbook Unit Assessments; Units of Study Writing Prompts/Rubrics Physical Education: Locally-developed Performance Tasks  The listed tools were chosen as each is supported by evidence and provide reliable data aligned to standards. The tools complement the priorities in our charter, as well.  The results of the tools used to monitor progress indicate that Allegiance's implementation of the standards continues to improve. Results indicate that, increasingly, the complexity of instruction and assessment matches the complexity evident in the standards.|3|3|4|4|3|5|5|5|5|5|3|3|4|4|3|0|4|4|4|4|4|4|3|2019-11-04||Met|2019
54717950000000|Allensworth Elementary|2||3|3|3|2|3|4|4|3|2|3|4|3|3|2|4|3|4|2|2|1|5|5|4|2019-10-31||Met|2019
19647330127217|Alliance Alice M. Baxter College-Ready High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|4|4|1|5|5|5|5|2020-01-23||Met|2019
19647330121285|Alliance Cindy and Bill Simon Technology Academy High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|4|4|1|5|5|5|5|2020-01-23||Met|2019
19647330128058|Alliance College-Ready Middle Academy 12|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|4|4|1|5|5|5|5|2020-01-23||Met|2019
19647330120030|Alliance College-Ready Middle Academy 4|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|4|4|1|5|5|5|5|2020-01-23||Met|2019
19647330120048|Alliance College-Ready Middle Academy 5|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|4|4|1|5|5|5|5|2020-01-23||Met|2019
19647330128033|Alliance College-Ready Middle Academy 8|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|4|4|1|5|5|5|5|2020-01-23||Met|2019
19647330108936|Alliance Collins Family College-Ready High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|4|4|1|5|5|5|5|2020-01-23||Met|2019
19647330111500|Alliance Dr. Olga Mohan High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|4|4|1|5|5|5|5|2020-01-23||Met|2019
19647330106864|Alliance Gertz-Ressler Richard Merkin 6-12 Complex|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|4|4|1|5|5|5|5|2020-01-23||Met|2019
19647330111518|Alliance Jack H. Skirball Middle|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|4|4|1|5|5|5|5|2020-01-23||Met|2019
19647330108894|Alliance Judy Ivie Burton Technology Academy High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|4|4|1|5|5|5|5|2020-01-23||Met|2019
19647330128041|Alliance Kory Hunter Middle|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|4|4|1|5|5|5|5|2020-01-23||Met|2019
19647330117606|Alliance Leichtman-Levine Family Foundation Environmental Science High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|4|4|1|5|5|5|5|2020-01-23||Met|2019
19647330111658|Alliance Marc & Eva Stern Math and Science|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|4|4|1|5|5|5|5|2020-01-23||Met|2019
19647330124941|Alliance Margaret M. Bloomfield Technology Academy High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|4|4|1|5|5|5|5|2020-01-23||Met|2019
19647330132084|Alliance Marine - Innovation and Technology 6-12 Complex|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|4|4|1|5|5|5|5|2020-01-23||Met|2019
19647330116509|Alliance Morgan McKinzie High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|4|4|1|5|5|5|5|2020-01-23||Met|2019
19647330111641|Alliance Ouchi-O'Donovan 6-12 Complex|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|4|4|1|5|5|5|5|2020-01-23||Met|2019
19647330111492|Alliance Patti And Peter Neuwirth Leadership Academy|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|4|4|1|5|5|5|5|2020-01-23||Met|2019
19647330117598|Alliance Piera Barbaglia Shaheen Health Services Academy|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|4|4|1|5|5|5|5|2020-01-23||Met|2019
19647330124891|Alliance Renee and Meyer Luskin Academy High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|4|4|1|5|5|5|5|2020-01-23||Met|2019
19647330123133|Alliance Susan and Eric Smidt Technology High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|4|4|1|5|5|5|5|2020-01-23||Met|2019
19647330123141|Alliance Ted K. Tajima High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|4|4|1|5|5|5|5|2020-01-23||Met|2019
19647330121293|Alliance Tennenbaum Family Technology High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|4|4|1|5|5|5|5|2020-01-23||Met|2019
19647330128009|Alliance Virgil Roberts Leadership Academy|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|4|4|1|5|5|5|5|2020-01-23||Met|2019
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|2019-10-28||Met|2019
40688250125807|Almond Acres Charter Academy|2||4|3|4|4|4|4|3|5|4|4|4|4|4|4|4|1|4|5|3|1|4|4|3|2019-10-24||Met|2019
54718030000000|Alpaugh Unified|2|Effective implementation of all state content and performance standards is critical for student success. Alpaugh’s effort to implement common core state standards started in 2016 with professional development in guided reading, English language arts, and mathematics.  Through a continuous improvement partnership with Tulare County Office of Education instructional consultants, AUSD has made significant investment in all aspects of Common Core implementation. Local evaluation of the implementation of state standards includes multi-level professional development designed for teachers. Alignment of core instructional materials, supplementary materials for differentiation, and schoolwide literacy. This year 2019-20, teachers are engaging in professional development in areas of writing units of study, history social science, science, and English language development.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-10||Met|2019
34673220127860|Alpha Charter|2||5|5|5|2|2|5|5|5|2|2|5|5|5|2|2|1|5|5|5|1|5|5|3|2019-10-08||Met|2019
43694270132274|Alpha Cindy Avitia High|2|In 19-20, after moving away from in-house created, Common Core aligned literacy curriculum, we adopted two different standards-aligned ELA curricula and an ELD curriculum to provide more holistic literacy supports for our students. This year, our professional development cycle is geared towards increasing teacher capacity to effectively implement these curricula, while also implementing strong integrated ELD best practices to ensure the content is accessible to our English Learners. Additionally, we added a designated supports class at each site and REACH intervention for our most struggling students, so we could more rapidly build language acquisition and foundational skill support. This year, we focused heavily on increasing text complexity across the board and shifting more of the cognitive load for text analysis to students. We will continue to closely monitor implementation of the curricula with site walkthroughs, assessment data analysis, and ongoing professional development for the remainder of this school year as our teachers and students grow to become more comfortable with the instructional shifts required to implement effectively.  In 19-20, we recently adopted Illustrative Math, and they will be receiving ongoing professional development, coaching, and monitoring to ensure that their implementation is also strong over the next school year.  With the recent adoption of NGSS and release of the aligned assessments, we are currently piloting Amplify across our network in hopes of a full scale roll-out in the 20-21 school year. While the vast majority (over 90%) of science teachers are involved in this pilot, we are only currently monitoring the pilot to determine expectations for network implementation and the professional development cycle necessary to support teachers with implementation. For the remainder of this year, teachers have access to the curriculum, assessments, and a quarterly PLC where they have the opportunity to share best practices and problem solve concerns around implementation.  Our curriculum is standards aligned and generally pulled from multiple sources by teachers as well. We hope to continue gathering more information on the available, standards aligned curriculum this year to begin pilots for network-wide implementation in the 20-21 school year.  The high school continues to offer a wide array of elective classes to support student enrichment and passion.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-25||Met|2019
43693690125526|Alpha: Blanca Alvarado|2|In 19-20, after moving away from in-house created, Common Core aligned literacy curriculum, we adopted two different standards-aligned ELA curricula and an ELD curriculum to provide more holistic literacy supports for our students across the grades. This year, our professional development cycle is geared towards increasing teacher capacity to effectively implement these curricula, while also implementing strong integrated ELD best practices to ensure the content is accessible to our English Learners. Additionally, we added a designated supports class at each site and REACH intervention for our most struggling students, so we could more rapidly build language acquisition and foundational skill support. This year, we focused heavily on increasing text complexity across the board and shifting more of the cognitive load for text analysis to students. We will continue to closely monitor implementation of the curricula with site walkthroughs, assessment data analysis, and ongoing professional development for the remainder of this school year as our teachers and students grow to become more comfortable with the instructional shifts required to implement effectively.  In 18-19, we adopted Eureka Math and invested in multiple professional development opportunities for teachers and leaders to support strong implementation of the curriculum. We are currently in our third year of full implementation and are working to refine lesson plans based on student data and support teachers who are new to implementing the curriculum, but as a whole, our K-8 schools have strong implementation and initial results.   With the recent adoption of NGSS and release of the aligned assessments, we are currently piloting Amplify across our network in hopes of a full scale roll-out in the 20-21 school year. While the vast majority (over 90%) of science teachers are involved in this pilot, we are only currently monitoring the pilot to determine expectations for network implementation and the professional development cycle necessary to support teachers with implementation. For the remainder of this year, teachers have access to the curriculum, assessments, and a quarterly PLC where they have the opportunity to share best practices and problem solve concerns around implementation.  We are in the process for thinking about how to best refine our history curriculum. We currently use a combination of History Alive and the DBQ Project to provide students with the core content outlined in the History-Social Science Framework for California and key skills from the Literacy in History/Social Studies, Science, and Technical Subjects outlined in the Common Core.   We are working to increase the number of enrichment and elective courses our students have access to. Traditionally, they have only had access to PE, but in the 19-20 school year we were able to offer Fine Arts and Language classes, in addition PE.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-25||Met|2019
43694500121483|Alpha: Cornerstone Academy Preparatory|2|In 19-20, after moving away from in-house created, Common Core aligned literacy curriculum, we adopted two different standards-aligned ELA curricula and an ELD curriculum to provide more holistic literacy supports for our students. This year, our professional development cycle is geared towards increasing teacher capacity to effectively implement these curricula, while also implementing strong integrated ELD best practices to ensure the content is accessible to our English Learners. Additionally, we added a designated supports class at each site and REACH intervention for our most struggling students, so we could more rapidly build language acquisition and foundational skill support. This year, we focused heavily on increasing text complexity across the board and shifting more of the cognitive load for text analysis to students. We will continue to closely monitor implementation of the curricula with site walkthroughs, assessment data analysis, and ongoing professional development for the remainder of this school year as our teachers and students grow to become more comfortable with the instructional shifts required to implement effectively.  In 18-19, we adopted Eureka Math and invested in multiple professional development opportunities for teachers and leaders to support strong implementation of the curriculum. We are currently in our third year of full implementation and are working to refine lesson plans based on student data and support teachers who are new to implementing the curriculum, but as a whole, our school has strong implementation and initial results.   With the recent adoption of NGSS and release of the aligned assessments, we are currently piloting Amplify across our network in hopes of a full scale roll-out in the 20-21 school year. While the vast majority (over 90%) of science teachers are involved in this pilot, we are only currently monitoring the pilot to determine expectations for network implementation and the professional development cycle necessary to support teachers with implementation. For the remainder of this year, teachers have access to the curriculum, assessments, and a quarterly PLC where they have the opportunity to share best practices and problem solve concerns around implementation.  We are in the process for thinking about how to best refine our history curriculum. We currently use a combination of History Alive and the DBQ Project to provide students with the core content outlined in the History-Social Science Framework for California and key skills from the Literacy in History/Social Studies, Science, and Technical Subjects outlined in the Common Core.   We are working to increase the number of enrichment and elective courses our students have access to. We have been able to offer Fine Arts and Language classes, in addition PE.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-25||Met|2019
43104390129213|Alpha: Jose Hernandez|2|In 19-20, after moving away from in-house created, Common Core aligned literacy curriculum, we adopted two different standards-aligned ELA curricula and an ELD curriculum to provide more holistic literacy supports for our students. This year, our professional development cycle is geared towards increasing teacher capacity to effectively implement these curricula, while also implementing strong integrated ELD best practices to ensure the content is accessible to our English Learners. Additionally, we added a designated supports class at each site and REACH intervention for our most struggling students, so we could more rapidly build language acquisition and foundational skill support. This year, we focused heavily on increasing text complexity across the board and shifting more of the cognitive load for text analysis to students. We will continue to closely monitor implementation of the curricula with site walkthroughs, assessment data analysis, and ongoing professional development for the remainder of this school year as our teachers and students grow to become more comfortable with the instructional shifts required to implement effectively.  In 18-19, we adopted Eureka Math and invested in multiple professional development opportunities for teachers and leaders to support strong implementation of the curriculum. We are currently in our third year of full implementation and are working to refine lesson plans based on student data and support teachers who are new to implementing the curriculum, but as a whole, our school has strong implementation and initial results.   With the recent adoption of NGSS and release of the aligned assessments, we are currently piloting Amplify across our network in hopes of a full scale roll-out in the 20-21 school year. While the vast majority (over 90%) of science teachers are involved in this pilot, we are only currently monitoring the pilot to determine expectations for network implementation and the professional development cycle necessary to support teachers with implementation. For the remainder of this year, teachers have access to the curriculum, assessments, and a quarterly PLC where they have the opportunity to share best practices and problem solve concerns around implementation.  We are in the process for thinking about how to best refine our history curriculum. We currently use a combination of History Alive and the DBQ Project to provide students with the core content outlined in the History-Social Science Framework for California and key skills from the Literacy in History/Social Studies, Science, and Technical Subjects outlined in the Common Core.   We are working to increase the number of enrichment and elective courses our students have access to. Traditionally, they have only had access to PE, but in the 19-20 school year we were able to offer Fine Arts and Language classes, in addition PE.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-25||Met|2019
02100250000000|Alpine County Office of Education|2||4|1|5|3|3|5|1|5|5|5|5|1|5|3|4|2|5|5|3|3|4|4|4|2019-10-08||Met|2019
02613330000000|Alpine County Unified|2||5|1|5|3|3|5|1|5|5|5|5|1|5|3|4|2|5|5|3|3|4|4|4|2019-10-08||Met|2019
37679670000000|Alpine Union Elementary|2||4|4|4|2|3|4|4|4|2|3|4|4|4|2|3|3|4|5|5|5|4|4|4|2019-10-09|Alpine Union has engaged in a multi-year professional learning process focused on improving math in all classrooms. This plan includes professional development throughout the year, teacher and principal coaching, co-teaching and unit planning opportunities.  In addition, we have created an Assessment For Learning Plan to gauge progress and align benchmarks across content areas. Lastly, we have adopted a new ELA curriculum in the past few years and are piloting a new math curriculum in the middle school and science curriculum across grades levels.|Met|2019
36675950000000|Alta Loma Elementary|2||5|5|5|3|5|5|5|5|3|5|5|5|5|3|5|3|3|5|5|5|5|5|5|2019-10-23|LCAP stakeholder surveys and student assessment data are used to measure progress in the implementation of standards in content areas, instructional strategies, and 21st Century skills. Questions involving the instructional shifts in content areas are posed to administrators, parents, students, and staff. For example, responses may include the percentage of students reading a balance of literature and informational text, practicing evidence based reading and writing, and the embedded mathematical practices used during the instructional process. 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. Grade levels regularly revisit common assessments used to monitor progress. Professional learning facilitated 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.|Met|2019
31667870126664|Alta Vista Community Charter|2||4|3|4|4|4|4|4|4|4|4|4|3|3|4|4|4|3|3|3|2|4|4|3|2019-10-17|CAREER TECHNICAL EDUCATION: CTE instruction includes digital citizenship components in grades 1 through 5.  AVCCS offers 1:1 devices in grades 2 through 5 and 1:4 devices in grades TK, K and 1st. HEALTH EDUCATION CONTENT STANDARDS: Health education instruction is provided by the general education teacher for all grades PHYSICAL EDUCATION MODEL CONTENT STANDARDS: PE instruction is provided by the general education teacher for all grades VISUAL AND PERFORMING ARTS: VAPA instruction is embedded in the general education classroom for all grades. WORLD LANGUAGES: AVCCS has adopted World Language curriculum and has identified funds for adding World Language instruction in the 2019/20 school year.|Met|2019
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; standards-aligned core and supplemental 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 broad course of study. In addition, intervention strategies implemented schoolwide assure that every student has the opportunity to succeed in the broad course of study and is prepared for the next step in learning.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-09|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; standards-aligned core and supplemental 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 broad course of study. In addition, intervention strategies implemented schoolwide assure that every student has the opportunity to succeed in the broad course of study and is prepared for the next step in learning.|Met|2019
36750510136432|Alta Vista Innovation High|2||4|3|4|4|4|4|3|5|4|4|3|3|4|3|3|3|4|2|3|2|3|3|3|2019-10-14|Overall the school currently scores at a 3.36, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.16 growth from last year.  We improved in implementing our mathematics program and history courses last year.|Met|2019
31667790000000|Alta-Dutch Flat Union Elementary|2||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|2019
01611190130625|Alternatives in Action|2||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|2019
43693690000000|Alum Rock Union Elementary|2||4|4|4|3|2|4|4|4|2|2|4|3|4|3|2|2|2|3|2|1|3|3|3|2019-10-15|In 2018-2019 Professional Development focused around site initiatives, balanced literacy, social emotional learning, mathematics, CCSS teaching, visual and performing arts and use of technology.  The focus and content of the three (3)  district-wide Professional Development Days were determined and planned by sites. Throughout the year teachers participated in a variety of professional learning communities focused on guided reading, balanced literacy, mathematics, science innovation and technology. These were a linked series of workshops around the same theme -inquiry, planning, results focused.  Principals and instructional coaches held grade level collaboration meetings around Common Core State Standards and the use of formative assessments. Support continued for all teachers for the use of CCSS adopted curriculums. A focus was placed on supporting English Language Learners in language development as well as  language instruction and literacy across the subject areas. Teachers were provided with opportunities to understand the EL performance levels and their correlation to instructional needs and instructional techniques. Technology as a tool for teaching CCSS was an additional focus. As we provided online tools for diagnosis, instruction at ability level, google in classrooms, and interactive platforms we set up professional development where teachers came together to learn and plan usage. Teachers learned to use a variety of tools to engage students in CCSS lessons.|Met|2019
20651770000000|Alview-Dairyland Union Elementary|2||5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|1|3|5|5|1|5|5|5|2019-10-08|The District has adopted curriculum specific to the California State Common Core Standards in ELA, ELD, Mathematics, and History/Social Studies.  In the fall of 2019 curriculum was purchased to support Next Generation Science Standards in all grades.  In addition, the fourth through eighth grade campus has a mobile STEM lab and instructor.  Students are given the opportunity to participate in project-based learning.  At the primary campus (grades kindergarten through third), a new STEM lab has been installed and it is also equipped with an instructor.  Students will be given the same project-based learning opportunities.    Our teachers have received extensive professional development in ELA, ELD, Math, and NGSS, as well as classroom engagement training, including Google Classroom, across all curricular areas.|Met|2019
10619940000000|Alvina Elementary|2||5|5|5|4|1|5|5|5|4|1|5|5|5|4|1|1|2|3|3|1|4|4|4|2019-10-24|CTE and World Language do not apply to Alvina Elementary Charter School K-8 District.|Met|2019
10619946005730|Alvina Elementary Charter|2||5|5|5|4|1|5|5|5|4|1|5|5|5|4|1|1|2|3|3|1|4|4|4|2019-10-24|CTE and World Language do not apply to Alvina Elementary Charter School K-8 District.|Met|2019
33669770000000|Alvord Unified|2||5|5|5|3|3|4|4|2|3|3|4|4|4|4|4|4|4|4|5|5|3|3|3|2019-10-17||Met|2019
03100330000000|Amador County Office of Education|2||4|2|4|2|1|5|5|5|2|1|3|1|3|1|1|4|2|1|2|1|4|3|2|2019-11-06|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, ACUSD/ACOE provided site-based professional development at the elementary level and content area cohorts at the secondary level. Two teachers on special assignment 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 Supports, with data cycles, to address graduation rates, improved A-G completion rates, CTE pathway enrollment, improved attendance rates and decreased suspension rates.|Met|2019
03739810000000|Amador County Unified|2||4|2|4|2|1|5|5|5|2|1|3|1|3|1|1|4|2|1|2|1|4|3|2|2019-11-06|Amador County Unified School District 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, ACUSD / ACOE provided site-based professional development at the elementary level and content area cohorts at the secondary level. Two teachers on special assignment 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 Supports, with data cycles, to address graduation rates, improved A-G completion rates, CTE pathway enrollment, improved attendance rates and decreased suspension rates.|Met|2019
10623800136499|Ambassador Phillip V. Sanchez II Public Charter|2||4|3|4|4|4|4|3|5|4|4|3|3|4|3|3|3|4|2|3|2|3|3|3|2019-10-24|Overall the school currently scores at a 3.36, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.16 growth from last year.  We improved in implementing our mathematics program and history courses last year.|Met|2019
01612596113807|American Indian Public Charter|2|AIPCS uses Illuminate for assessment of benchmark testing to ensure students are prepared for state testing and are meeting standards.  Students would take multiple benchmarks per year in both math and ELA.  Student results were displayed and reports were produced.  These reports would show each Common Core State Standard and the students that were failing and not meeting standards.  Ellevation is used to assess ELD development for all english language learners grade K-8th. Teachers were given data-dive days where they would collaborate and look at student performance data all together.  All of this data was used in future planning to improve student achievement.   AIPCS math curriculum is the Go Math program which aligns every lesson to the Common Core Standards. Students write in the book to record their strategies, explanations, solutions, practice, and test prep answers. The interactive Write-in Edition includes everything needed to address the rigors of new standards and assessments. The consumable write-in student text supports standards mastery through interactive conceptual development as well as procedural development. In addition AIPCS embedded Khan Academy practice lessons into the curriculum which focuses on conceptual understanding procedural fluency and common core aligned lessons.|4|4|5|4|4|4|4|5|4|5|4|4|4|3|4|3|3|4|4|4|3|3|3|2019-10-15|The district 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 more higher order thinking materials to support a college-ready literacy program.|Met|2019
01612590114363|American Indian Public Charter II|2|AIPCS II uses a variety of programs to track the progress of students throughout the year in all core subjects.  Starting with the lower grades (primary) AIMS used an early literacy tracking program called ESGI.  This program would track students fluency and post charts and data graphs for teachers and parents to follow.  Parents were given updates frequently on the progression of students in terms of phonics, decoding, early numeracy, etc.  For the intermediate grades, students were assessed frequently using a variety of systems.  To track reading levels and growth from Lexile Levels, students were tested quarterly using the Scholastic Reading Inventory.  A spreadsheet was created to track each individual Lexile level.  Leveled texts were assigned to each student and the teacher and administrator tracked the progress and growth of each student per quarter.  We also purchased a program called Illuminate for assessment of benchmark testing to ensure students are prepared for state testing and are meeting standards.  Students would take multiple benchmarks per year in both math and ELA.  Student results were displayed and reports were produced.  These reports would show each Common Core State Standard and the students that were failing it. Ellevation is used to assess ELD development for all english language learners grade K-8th. Teachers were given data-dive days where they would collaborate and look at student performance data all together.  All of this data was used in future planning to improve student achievement.|4|4|5|4|4|4|4|5|4|5|4|4|4|3|4|3|3|4|4|4|3|3|3|2019-10-15|AIPCS II 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 more 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 district 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 AIPCS II applied for Measure G1 which will allowed students to be provided innovative courses that cover visual and performing arts. This grant allowed our school district to have the opportunity to excel academically to also have the access to musical and artistic enrichment. Lastly, AIPCS II offered math summer intensive instruction intervention.|Met|2019
01612590111856|American Indian Public High|2||4|5|5|5|4|5|5|5|5|5|5|5|5|5|5|4|4|4|5|5|5|5|5|2019-10-15|The district 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. The school determined a need for more 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 provides 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.|Met|2019
09737830121566|American River Charter|2||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|2019
37683380136663|America's Finest Charter|2||5|5|5|4|5|5|5|5|5|5|5|4|5|4|5|3|4|4|3|5|5|5|4|2019-11-12||Met|2019
30664230000000|Anaheim Elementary|2||5|5|5|3|1|5|5|5|3|1|5|5|5|3|1|1|5|5|3|4|5|5|5|2019-10-23|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.  In 2018-19 a Social Studies adoption committee convened multiple times throughout the year to study the framework and determine which state-adopted programs to pilot in 2019-20.  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.|Met|2019
30664310000000|Anaheim Union High|2||5|3|5|3|4|5|4|5|2|3|5|4|4|3|4|5|4|5|5|5|5|5|5|2019-06-13|AUHSD shows areas of strength by providing professional learning and instructional materials aligned to the standards and frameworks for Physical Education, ELA, and Math.  AUHSD provides professional learning to incorporate the 5 Cs (critical thinking, collaboration, creativity, communication, and character) into lesson design through a system of support that includes the PD Coordinator, Curriculum Specialists (CSs), Lesson Design Coaches (LDCs), and Department Chairs. CSs work with Department Chairs to model effective PLCs. LDCs facilitate Reflective Learning Walks as embedded professional learning.  As outlined in the Social Science Frameworks, teachers have been trained in civic engagement which resulted in 9 sites designated as Civic Learning Schools and 7 sites as California Democracy Schools. AUHSD shows areas for growth in Science and History/Social Science to provide professional learning and instructional materials aligned to the standards and the frameworks. Teacher groups continued to research NGSS and the frameworks led by the Science CS. A professional learning plan and adoption of instructional material for junior high integrated courses has begun Spring 2019. AUHSD formed a Students with Disabilities (SWD) Task Force to monitor academic and socio-emotional progress of SWDs and to provide recommendations for sites. An English Learner (EL) Task Force was formed in 2017-18 and continues to analyze progress of EL Students and to provide recommendations for sites.|Met|2019
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|2019-10-12|AIUPNA has fully implemented the Common Core State Standards since first adopted by the State Board of Education. Since then, AIUPNA has worked diligently to sustain implementation through alignment with 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 and foster creative and analytical skills. Additionally, at Anahuacalmecac our teachers help enrich personal identity and build real-world knowledge. To better serve teachers and students, AIUP continues to train teachers on how to align curriculum between the CCSS/NGSS and the International Baccalaureate framework. Moreover, teachers are trained to provide supports to English Language Learners and special needs students. AIUPNA successfully implements the common core and offers Nahuatl language courses at all grade levels. In order to advance student learning through technology, AIUPNA continues to train teachers, administrators and staff on the use of software, apps, and other internet and computer based technology for collaboration and support in curriculum planning. In addition, AIUPNA has supported teacher training in the use of the CAASPP interim blocks and and training in how to analyze performance data from state exams and interim assessments regularly.|Met|2019
45698564530333|Anderson New Technology High|2||4|4|4|4|4|5|5|5|4|5|5|4|5|5|5|5|3|5|5|4|4|4|3|2019-10-16|We have spent time as a whole staff 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 has 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 standards are being taught.  Engineering projects are interspersed throughout the science curriculum. We have added a new Health class at the grade 9 level combined with a Career Choices curriculum.  The History/Social Science standards are being changed at the state level, for now, we are current with all state standards.|Met|2019
45698560000000|Anderson Union High|2||5|2|5|5|4|5|5|5|3|5|5|2|5|5|5|5|2|2|5|5|5|4|4|2019-10-15|Information taken from Faculty meeting agendas, Collaboration day agendas, workshop and conference requests, 2018-2019 SARC reports.|Met|2019
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|2019-11-12||Met|2019
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 Foundation 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 2018-2019 school year, 72% of students met their Growth Goal in Reading Inventory; 54% of students met their Growth Goal in iReady. 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 2018-2019, X% 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.   " 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|2019
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 Foundation 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 2018-2019 school year, 67% of students met their Growth Goal in Reading Inventory; 62% of students met their Growth Goal in iReady. 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 2018-2019, 29% 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 2018-2019, 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 92 and 92 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|2019-11-01||Met|2019
19734370137984|Animo Compton Charter|2|Teachers receive 2 professional development sessions (PD) per week and coaching from content curriculum specialists. PD is provided to all teachers on the Common Core literacy standards and their content specific standards. Green Dot provides ongoing support in curriculum development and instructional strategies through department meetings and collaboration. The first incoming class entered in the bottom 1% of the State in ELA and Math. In state assessment data for 18-19,17% of students met or exceeded the standard in ELA. The school will continue to focus on school-wide literacy strategies and use of data to respond to student needs. In the Math state assessment, 7% of students met or exceeded the standard. The school will continue to implement a common-core aligned math curriculum and PD focused on teaching conceptual math. The school does not have statewide assessment growth or CORE student growth data. The school will use the 18-19 data as a baseline. Green Dot uses the Reading Inventory (RI, ELA) and iReady (Math) assessments to measure literacy and math gains of each student. Students take both assessments 3 times a year for progress monitoring. According to RI, 10% of students enter Ánimo Compton proficient in reading. By the end of the year, twice as many students are on grade level. In particular, 7th Graders at the school show accelerated growth in ELA. Before coming to Ánimo Compton students were growing 0.7 grade levels per year in ELA. This year, Ánimo Compton 7th grade students grew 1.2 grade levels in ELA according to RI. According to iReady, 3% of students enter Ánimo Compton on grade level in math. By the end of the year, 4 times as many students are on grade level. By the end of the 18-19 school year, 48% of students met their Growth Goal in RI; 50% of students met their Growth Goal in iReady. Green Dot also administers interim assessments aligned to both Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction/re-teaching|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-11-01||Met|2019
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 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 Foundation 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 2018-2019 school year, 65% of students met their Growth Goal in Reading Inventory; 76% of students met their Growth Goal in iReady.  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 2018-2019, 37% 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 2018-2019, 15% 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 97 and 57 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|2019-11-01||Met|2019
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 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 Foundation 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 2018-2019 school year, 68% of students met their Growth Goal in Reading Inventory; 76% of students met their Growth Goal in iReady. 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 2018-2019, 35% 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 2018-2019, 26% 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 59 and 88 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|2019-11-01||Met|2019
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 Foundation 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 2018-2019 school year, 82% of students met their Growth Goal in Reading Inventory; 46% of students met their Growth Goal in iReady. 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 2018-2019, 70% 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 2018-2019, 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.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-11-01||Met|2019
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 Foundation 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 2018-2019 school year, 69% of students met their Growth Goal in Reading Inventory; 58% of students met their Growth Goal in iReady. 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 2018-2019, 52% 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 2018-2019, 24% 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 79 and 81 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|2019-11-01||Met|2019
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 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 Foundation 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 2018-2019 school year, 76% of students met their Growth Goal in Reading Inventory; 76% of students met their Growth Goal in iReady. 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 2018-2019, 31% 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 2018-2019, 17% 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 98 and 91 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|2019-11-01||Met|2019
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 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 Foundation 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 2018-2019 school year, 58% of students met their Growth Goal in Reading Inventory; 69% of students met their Growth Goal in iReady. 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 2018-2019, 35% 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 2018-2019, 24% 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 62 and 56 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|2019-11-01||Met|2019
19647091996313|Animo Leadership 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 Foundation 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 2018-2019 school year, 74% of students met their Growth Goal in Reading Inventory; 48% of students met their Growth Goal in iReady. 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 2018-2019, 71% 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 2018-2019, 26% 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|2019-11-01||Met|2019
19647330124016|Animo Legacy 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 Foundation 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 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 2018-2019, 29% 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 2018-2019, 21% 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 75 and 95 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|2019-11-01||Met|2019
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 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 Foundation 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 2018-2019 school year, 65% of students met their Growth Goal in Reading Inventory; 71% of students met their Growth Goal in iReady. 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 2018-2019, 36% 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 2018-2019, 22% 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 76 and 56 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|2019-11-01||Met|2019
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 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 Foundation 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 2018-2019 school year, 70% of students met their Growth Goal in Reading Inventory; 55% of students met their Growth Goal in iReady. 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 2018-2019, 46% 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 2018-2019, 15% 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 54 and 96 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|2019-11-01||Met|2019
19647330124024|Animo Phillis Wheatley Charter Middle|2||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|2019
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 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 Foundation 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 2018-2019 school year, 67% of students met their Growth Goal in Reading Inventory; 46% of students met their Growth Goal in iReady. 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 2018-2019, 47% 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 2018-2019, 17% 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 74 and 55 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|2019-11-01||Met|2019
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 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 Foundation 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 2018-2019 school year, 65% of students met their Growth Goal in Reading Inventory; 46% of students met their Growth Goal in iReady. 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 2018-2019, 38% 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 2018-2019, 11% 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 70 and 71 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|2019-11-01||Met|2019
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 Foundation 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 2018-2019 school year, 75% of students met their Growth Goal in Reading Inventory; 40% of students met their Growth Goal in iReady. 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 2018-2019, 41% 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 2018-2019, 24% 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 19 and 90 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|2019-11-01||Met|2019
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 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 Foundation 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 2018-2019 school year, 74% of students met their Growth Goal in Reading Inventory; 43% of students met their Growth Goal in iReady. 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 2018-2019, 48% 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 2018-2019, 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 62 and 59 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|2019-11-01||Met|2019
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 Foundation 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 2018-2019 school year, 77% of students met their Growth Goal in Reading Inventory; 75% of students met their Growth Goal in iReady. 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 2018-2019, 40% 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 2018-2019, 24% 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 43 and 62 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|2019-11-01||Met|2019
52714720000000|Antelope Elementary|2||5|5|5|4|4|5|5|5|5|5|5|5|5|5|5|3|4|5|4|3|5|5|5|2019-10-17||Met|2019
19648570112714|Antelope Valley Learning Academy|2||4|3|4|4|4|4|3|5|4|4|3|3|4|3|3|3|4|2|3|2|3|3|3|2019-10-14|Overall the school currently scores at a 3.36, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.16 growth from last year.  We improved in implementing our mathematics program and history courses last year.|Met|2019
19642460000000|Antelope Valley Union High|2||4|4|4|3|2|4|4|4|2|2|4|4|4|4|3|4|4|4|3|3|4|4|4|2019-11-14||Met|2019
07616486115703|Antioch Charter Academy|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 Kenpo 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|2019-11-07||Met|2019
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 Kenpo 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|2019-11-07||Met|2019
07616480000000|Antioch Unified|2|AUSD is implementing all academic standards adopted by the State Board of Education.  Student progress is measured using local and state assessments, including a K-8 assessment and intervention tool for Math and Reading:  iReady.  iReady was selected through the Request For Proposal process and stood out above the others as a tool that demonstrated a strong correlation to the CAASPP, aligned to California Common Core State Standards, and included a differentiated intervention platform for students. Teachers receive support and feedback from content area academic coaches and teacher leaders through professional development and walkthrough observations.  English Language Arts, Mathematics, World Language, History-Social Science and high school Science (Biology) curriculum adoptions are current and aligned to state academic standards.  Middle Schools are currently piloting new science curriculum.  Secondary school evaluate their CTE and linked learning pathway programs using the 11 essential qualities of highly effective CTE pathways.  Their major and ongoing work is the integration of common core and career ready standards.  The effectiveness of these pathways is gauged by the college and career indicator reporting the number of students prepared or beyond prepared.|4|4|4|4|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|4|4|4|2019-10-23||Met|2019
19647330117077|APEX Academy|2||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 For Two or More Years|2019
36750770000000|Apple Valley Unified|2||4|3|4|3|2|4|4|4|1|1|4|4|4|4|2|4|4|2|2|4|5|5|4|2019-10-03|Through the use of our annual staff survey and constant feedback during professional learning, we keep a close watch on the degree of implementation of the items required in this section.  The staff give input as to areas for requested training and the teachers are in the midst of the pilot and adoption of each curriculum item.  We have added at least one new adoption per year each year and will continue through the next two years.|Met|2019
43693696046247|Aptitud Community Academy at Goss|2|Aptitud Community Academy at Goss has provided three teacher Professional Development Days for the past two academic years where learning opportunities have been offered in the areas of NGSS, Mathematics, ELA, ELD, Technology integration, Small Group instruction, and best practices. Other professional development opportunities during the school year included District-led Math PLCs, follow up training on core curriculum, ELD Framework and NGSS. In addition, teachers also had the opportunity to participate in additional Professional Development during staff meetings once a month. 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 on monthly grade level collaboration sessions where they set goals, analyzed data, and shared best practices.|3|3|3|3|3|4|4|4|3|3|3|3|3|3|3|2|2|3|2|1|3|3|3|2019-10-29|Aptitud Community Academy at Goss has provided three teacher Professional Development Days for the past two academic years where learning opportunities have been offered in the areas of NGSS, Mathematics, ELA, ELD, Technology integration, Small Group instruction, and best practices. Other professional development opportunities during the school year included District-led Math PLCs, follow up training on core curriculum, ELD Framework and NGSS. In addition, teachers also had the opportunity to participate in additional Professional Development during staff meetings once a month. 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 on monthly grade level collaboration sessions where they set goals, analyzed data, and shared best practices.|Met|2019
19647330121079|Ararat Charter|2||4|4|4|4|3|5|4|4|4|1|4|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-17||Met|2019
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|2019-10-07||Met|2019
12626790000000|Arcata Elementary|2||3|3|3|2|3|3|3|4|2|3|3|3|3|2|2|2|2|3|3|2|3|2|3|2019-10-14|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 2018/2019 school year indicate staff participation in trainings related to implementation of the Common Core State Standards. Some of these trainings include: CA Curriculum Collaborative for Math, NGSS Conference, NGSS Curriculum Preview, and Humboldt County Science Adoption Team participation. 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.|Met|2019
56725460120634|Architecture, Construction & Engineering Charter High (ACE)|2|ACE uses the CAASPP exam scores for Math, ELA, and soon Science to track progress.  Additionally, we use formative assessments conducted in class, semester grades, progress reports both via term endings and weekly at Friday E2 class time. ACE participates in the PE assessment annually. We strive to meet IB standards in all CTE pathways.|4|4|4|4|4|5|5|5|5|5|5|5|5|5|5|5|4|4|4|5|5|5|5|2019-10-10|With an added daily collaboration period of 60 minutes per day, all staff have ample time to stay well versed in all things current with standards and curriculum. Across the subject areas, ACE has fully implemented all core curriculum, and is developing contemporary, project based learning, in every class. Our ability to maintain on the forefront of pedagogical movements in this state and across the country, are uncanny.|Met|2019
34672800000000|Arcohe Union Elementary|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|4|4|4|4|4|4|4|4|2019-06-13||Met|2019
23655570000000|Arena Union Elementary|2||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|2019
29663730136424|Arete Charter Academy|2||4|4|4|5|4|5|4|5|5|5|4|3|4|4|3|3|4|3|3|3|3|3|3|2019-09-10|Arete has made excellent progress progress in providing professional learning for teaching to the recently adopted academic standards and curriculum. We have had the most training in Science for NGSS, but have also been trained through the curriculum in all of the other academic areas. We will continue to provide more professional development over the next year to further train new Educational Advisors on Arete's curriculum and the academic standards.       Arete has made online/hands-on blended instructional materials that are aligned to the recently adopted academic standards and curriculum frameworks available in all classrooms where the subject is taught. All students have access to curriculum that integrates the standards. Over the next year, our goal is to integrate curriculum that is standard aligned in Science and Social Studies to more of our students who use only hands-on curriculum.      Arete works consistently to monitor progress in implementing policies or programs to support staff in identifying areas where they can improve in delivering instruction aligned to the recently adopted academic standards and curriculum frameworks. Teachers are often paired to discuss better ways to adjust or modify our curriculum to better implement it. We also meet in professional development trainings to better address these concepts.       As we are a TK-8 home school program, Arete is at initial implementation of of other Adopted Academic Standards and support for teachers.|Met|2019
01612590115238|ARISE High|2|In all English Language Arts, History-Social Science, Mathematics, Science and Career in Technical Education (CTE) courses use multiple measures and tools to track progress on the Common Core, NGSS, and CTE standards standards. Primarily, ARISE uses standards-based grading to assess students in all classes. The standards (learning targets) for all courses are vertically aligned and based on the Common Core, NGSS, and CTE standards. As a project-based learning and performance assessment school, ARISE uses both internally and externally designed projects developed using the Buck Institute’s framework for “Gold Standard PBL”.    In English Language Arts, all students also take the NWEA Reading MAP test 3x per year.  In History-Social Science, all courses also use the Historical Thinking Skills framework developed by the Stanford History Education Group.  English Language Development courses use Systematic ELD framework developed by EL Achieve. World Language (Spanish) standards (learning targets) are also derived from the Common Core standards in English. As a project-based learning and performance assessment school, ARISE uses both internally and externally designed projects developed using the Buck Institute’s framework for “Gold Standard PBL”. In all math courses students are tested three times per year using their course level NWEA MAP grade level assessments (for Algebra 1, Geometry, and Algebra 2) that are Common Core aligned.  Precalculus and Statistics courses use internal Common Core aligned benchmarks that are given three times each year to assess student growth and progress. Science and CTE courses are given bi-annual assessments that are backwards mapped from both NGSS and CTE standards in Public and Community Health.|4|4|4|4|4|4|4|3|3|4|4|4|4|4|4|3|3|2|4|4|4|4|4|2019-10-22|We have increased the amount of feedback we ask for about PD and have been using that staff feedback to refine our approach and content during PD sessions. We have also started monthly instructional rounds using our instructional core rubric and have collected that data to inform our PD. This year we are focusing on differentiating PD for staff since they all have such varied needs. We utilize stations, coaching time, and model the types of data informed instruction we want them to use in their classrooms.|Met|2019
16638750000000|Armona Union Elementary|2||4|4|4|3|3|5|5|5|3|3|4|4|4|3|3|4|4|4|4|2|4|4|5|2019-10-10||Met|2019
35752590000000|Aromas - San Juan Unified|2||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|2019
37680236116859|Arroyo Vista Charter|2||5|3|5|2|4|5|3|5|2|4|5|4|5|4|4|3|3|4|4|3|4|4|3|2019-10-24||Met|2019
19647330123158|Arts In Action Community Charter|2|The LEA uses a variety of local measures/tools to track its progress in implementing the state academic standards adopted by the State Board of Education. Some of these tools include: strategic planning meetings to reflect on the school-wide plan and LCAP progress with various stakeholders (staff, parents and students), surveys provided to parents, staff and students, academic schools on internal school-wide assessments, classroom walk-throughs and observations, professional development and reflection on the professional development plan and the MTSS team planning and reflection throughout the school year.  The LEA has various systems of professional growth and improvement for teachers, principals and other school staff. These systems are assessed through survey data, measurable outcomes and collaborative reflection sessions. The outcomes of the systems assessments determines how the systems are changed, improved or added to. The professional development includes but is not limited to work on Multi-Tiered Systems of Support, Universal Design for Learning, Special Education, socio-emotional and behavioral supports, English Language Development including integration, designated instruction and cross curricular collaboration in the arts, parent engagement, common core standards, math, ELA, NGSS aligned science and social studies.  In order to support our teaching team, we shifted to an intensive coaching model, with weekly observations and coaching cycles provided by instructional coaches and the school site director. We also bolstered our professional development for teachers in all academic areas, including in curriculum frameworks and design, Reader’s and Writer’s Workshop, Engage NY, Restorative Justice, NGSS, Common Core Standards, English Language Development, Special Education and socio-emotional learning. Professional development is provided by instructional coaches, administrators, lead teachers, program managers and where needed outside providers.   Through the systems of planning, support and reflection we were able to self assess ourselves on the implementation of state standards and additional academic standards. While we still have areas of growth, we have implemented all state standards and are working on refining our systems on a continuous basis.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|4|4|5|2|5|5|5|2019-06-22||Met|2019
19647330134205|Arts in Action Community Middle|2|The LEA uses a variety of local measures/tools to track its progress in implementing the state academic standards adopted by the State Board of Education. Some of these tools include: strategic planning meetings to reflect on the school-wide plan and LCAP progress with various stakeholders (staff, parents and students), surveys provided to parents, staff and students, academic schools on internal school-wide assessments, classroom walk-throughs and observations, professional development and reflection on the professional development plan and the MTSS team planning and reflection throughout the school year.  The LEA has various systems of professional growth and improvement for teachers, principals and other school staff. These systems are assessed through survey data, measurable outcomes and collaborative reflection sessions. The outcomes of the systems assessments determines how the systems are changed, improved or added to. The professional development includes but is not limited to work on Multi-Tiered Systems of Support, Universal Design for Learning, Special Education, socio-emotional and behavioral supports, English Language Development including integration, designated instruction and cross curricular collaboration in the arts, parent engagement, common core standards, math, ELA, NGSS aligned science and social studies.  In order to support our teaching team, we shifted to an intensive coaching model, with weekly observations and coaching cycles provided by instructional coaches and the school site director. We also bolstered our professional development for teachers in all academic areas, including in curriculum frameworks and design, Reader’s and Writer’s Workshop, Engage NY, Restorative Justice, NGSS, Common Core Standards, English Language Development, Special Education and socio-emotional learning. Professional development is provided by instructional coaches, administrators, lead teachers, program managers and where needed outside providers.   Through the systems of planning, support and reflection we were able to self assess ourselves on the implementation of state standards and additional academic standards. While we still have areas of growth, we have implemented all state standards and are working on refining our systems on a continuous basis.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|5|5|3|5|5|5|2019-06-22|During the 2018-2019 school year, we used 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 continuous rounds of Saturday intervention throughout the entire school year for students who are at risk of becoming Long Term English Learners (LTELS).  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 comprehensive 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. Moving forward for the 2019-2020 school year|Met|2019
41690216044721|Arundel Elementary|2||5|4|5|1|2|5|3|5|1|2|4|3|4|2|2|1|4|5|4|1|5|5|5|2019-10-24|SCSD is implementing the Reading and Writing Units of Study curriculum and providing related professional development (PD) for teachers, K-8. Structures are also in place to monitor progress and resources for instruction for English Learners, and the reclassification process has been refined and fully implemented. 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 is currently being piloted in K-8 classrooms. Updated History curriculum for grades 6-8 is in year one of implementation.  The 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 and upper elementary schools provide access to a World Language program, but progressions for grades P-3 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) and elective classes 6-8.|Met|2019
15633130000000|Arvin Union|2|The Arvin Union School District annually measures outcomes of standards-based instruction through a review of state summative and local formative assessments.  These assessments along with analysis of student work provides evidence of student growth, patterns of learning, and areas of need in regard to standards attainment.   In addition, the district utilizes the Butte County Office of Education/California State Standards Implementation Metric for English Language Arts, Mathematics, English Language Development, Science, and Social Studies (conducted in Fall 2019) in order to gauge progress on the implementation metrics using the 5 point scale ranging from Initial Awareness to Full Implementation.  Staff at each site, and as a district group, self-reflect utilizing the grid as their guide and determine next steps and resources needed which are supported by district staff as part of our “Leading from the Middle” model of Leadership.   An added layer of analysis comes in the form of district walkthroughs which provide insight into current implementation levels and affirm next steps. Furthermore, 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.  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, Science and Health Education have been documented at the initial awareness level (Stage 1) as we focus on implementation of new textbooks and integrating new standards.    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 full awareness stage (Stage 3). 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 (Stage 3). 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 using the new fine arts standards (Stage 3). The district offers Spanish dual immersion classes grades K through 8.  Access is determined by parent request and number of BCLAD teachers available.   Results of surveys are shared with the board annually and Dashboard summaries. Using formative assessments to drive instruction and ensuring vertical alignment are identified areas of need that will be addressed through Multi-Tiered Systems of Support.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-15||Met|2019
36678760107730|ASA Charter|2||5|5|5|3|3|5|5|5|3|3|5|5|5|3|3|5|4|5|3|5|5|5|5|2019-10-09|ASA Charter School K-8 teachers have implemented Common Core State Standards in all subjects.   ASA’s teachers use the California Curriculum Frameworks for guidance in the planning and implementation of content/lessons being taught in the classrooms.    Even though ASA Charter rates itself in the initial implementation stage for CCSS in Science and Social Science/History, this solely refers to not physically having textbooks. All CCSS Science and Social Science/History content/lessons are being taught in the classroom.  In addition, ASA Charter School teachers use multiple online resources to ensure that the CCSS are being met and that they are able to prepare the students for state testing.        ASA Charter School’s 9-12 grade has complete and sustained implementation of CCSS in all core subject areas.|Met|2019
01612596118608|ASCEND|2||4|3|4|2|3|4|3|4|2|3|4|3|4|3|3|3|3|3|3|3|4|4|4|2019-10-31||Met|2019
10621660133942|Aspen Meadow Public|2|The LEA annually measures its progress implementing state academic standards; the LEA then reports the results to its local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard.|3|3|2|2|3|3|3|3|3|3|3|3|3|3|3|1|3|3|3|1|3|3|3|2019-10-30|Aspen Meadow's proven academic model with an emphasis on leadership and 21st century skills, a differentiated approach to learning, and intensive, holistic supports for students most in need will impact more students and their families at our school.|Met|2019
10621660106740|Aspen Valley Prep Academy|2||4|3|3|3|3|4|3|4|4|4|3|3|4|3|3|2|4|5|4|1|4|4|4|2019-10-30|The LEA annually measures its progress implementing state academic standards; the LEA then reports the results to its local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard. The LEA is constantly looking for ways to improve curriculum, instruction and staff development to support persistent student growth.|Met|2019
34674470120469|Aspire Alexander Twilight College Preparatory Academy|2||4|3|5|3|3|4|3|5|3|3|4|4|5|3|3|1|1|3|3|4|5|5|5|2019-10-03||Met|2019
34674470121467|Aspire Alexander Twilight Secondary Academy|2||4|3|5|3|3|4|3|5|3|3|4|4|5|3|3|1|1|3|3|4|5|5|5|2019-10-03||Met|2019
19101990109660|Aspire Antonio Maria Lugo Academy|2||4|4|5|2|3|4|4|5|3|3|4|4|5|3|3|4|4|4|3|3|5|4|4|2019-10-03||Met|2019
39686760121541|Aspire APEX Academy|2||4|3|5|3|3|4|3|5|3|3|4|3|5|3|3|1|1|3|3|4|5|5|5|2019-10-03||Met|2019
39685850101956|Aspire Benjamin Holt College Preparatory Academy|2||4|3|5|3|3|4|3|5|3|3|4|4|5|3|3|1|1|3|3|4|5|5|5|2019-10-03||Met|2019
39685850133678|Aspire Benjamin Holt Middle|2||4|3|5|3|3|4|3|5|3|3|4|4|5|3|3|1|1|3|3|4|5|5|5|2019-10-03||Met|2019
01612590109819|Aspire Berkley Maynard Academy|2||5|3|5|2|1|5|3|5|3|2|5|4|5|3|3|2|3|3|2|2|5|5|5|2019-10-03||Met|2019
34674390102343|Aspire Capitol Heights Academy|2||4|3|5|3|3|4|3|5|3|3|4|4|5|3|3|1|1|3|3|4|5|5|5|2019-10-03||Met|2019
19647330126797|Aspire Centennial College Preparatory Academy|2||4|4|5|2|3|4|4|5|3|3|4|4|5|3|3|4|4|4|3|3|5|4|4|2019-10-03||Met|2019
01612590128413|Aspire College Academy|2||5|3|5|2|1|5|3|5|3|2|5|4|5|3|3|2|3|3|3|2|5|5|5|2019-10-03||Met|2019
41689990134197|Aspire East Palo Alto Charter|2||5|3|5|2|1|5|3|5|3|2|5|4|5|3|3|2|3|3|3|2|5|5|5|2019-10-03||Met|2019
01612590120188|Aspire ERES Academy|2||5|3|5|2|1|5|3|5|3|2|5|4|5|3|3|2|3|3|3|2|5|5|5|2019-10-03||Met|2019
19647330122622|Aspire Firestone Academy Charter|2||4|4|5|2|3|4|4|5|3|3|4|4|5|3|3|4|4|4|3|3|5|4|4|2019-10-03||Met|2019
19647330122614|Aspire Gateway Academy Charter|2||4|4|5|2|3|4|4|5|3|3|4|4|5|3|3|4|4|4|3|3|5|4|4|2019-10-03||Met|2019
01612590118224|Aspire Golden State College Preparatory Academy|2||5|3|5|2|1|5|3|5|3|2|5|4|5|3|3|2|3|3|3|2|5|5|5|2019-10-03||Met|2019
19647330124800|Aspire Inskeep Academy Charter|2||4|4|5|2|3|4|4|5|3|3|4|4|5|3|3|4|4|4|3|3|5|4|4|2019-10-03||Met|2019
19647330124792|Aspire Juanita Tate Academy Charter|2||4|4|5|2|3|4|4|5|3|3|4|4|5|3|3|4|4|4|3|3|4|4|4|2019-10-03||Met|2019
19647330114884|Aspire Junior Collegiate Academy|2||4|4|5|2|3|4|4|5|3|3|4|4|5|3|3|4|4|4|3|3|5|4|4|2019-10-03||Met|2019
39686760118497|Aspire Langston Hughes Academy|2||4|3|5|3|3|4|3|5|3|3|4|4|5|3|3|1|1|3|3|4|5|5|5|2019-10-03||Met|2019
01612590130666|Aspire Lionel Wilson College Preparatory Academy|2||5|3|5|2|1|5|3|5|3|2|5|4|5|3|3|2|3|3|3|2|5|5|5|2019-10-03||Met|2019
01612596117568|Aspire Monarch Academy|2||5|3|5|2|1|5|3|5|3|2|5|4|5|3|3|2|3|3|3|2|5|5|5|2019-10-03||Met|2019
19101990112128|Aspire Ollin University Preparatory Academy|2||4|4|5|2|3|4|4|5|3|3|4|4|5|3|3|4|4|4|3|3|5|4|4|2019-10-03||Met|2019
19647330122721|Aspire Pacific Academy|2||4|4|5|2|3|4|4|5|3|3|4|4|5|3|3|4|4|4|3|3|5|4|4|2019-10-03||Met|2019
39686760114876|Aspire Port City Academy|2||4|3|5|3|3|4|3|5|3|3|4|4|5|3|3|1|1|3|3|4|5|5|5|2019-10-03||Met|2019
07617960132100|Aspire Richmond Ca. College Preparatory Academy|2||5|3|5|2|1|5|3|5|3|2|5|4|5|3|3|2|3|3|3|2|5|5|5|2019-10-03||Met|2019
07617960132118|Aspire Richmond Technology Academy|2||5|3|5|2|1|5|3|5|3|2|5|4|5|3|3|2|3|3|3|2|5|5|5|2019-10-03||Met|2019
39685856118921|Aspire River Oaks Charter|2||4|3|5|3|3|4|3|5|3|3|4|4|5|3|3|1|1|3|3|4|5|5|5|2019-10-03||Met|2019
39686760108647|Aspire Rosa Parks Academy|2||4|3|5|3|3|4|3|5|3|3|4|4|5|3|3|1|1|3|3|4|5|5|5|2019-10-03||Met|2019
19647330124784|Aspire Slauson Academy Charter|2||4|4|5|2|3|4|4|5|3|3|4|4|5|3|3|4|4|4|3|3|5|4|4|2019-10-03||Met|2019
50710430112292|Aspire Summit Charter Academy|2||4|3|5|3|3|4|3|5|3|3|4|4|5|3|3|1|1|3|3|4|5|5|5|2019-10-03||Met|2019
19647330120477|Aspire Titan Academy|2||4|4|5|2|3|4|4|5|3|3|4|4|5|3|3|4|4|4|3|3|5|4|4|2019-10-03||Met|2019
01612590130732|Aspire Triumph Technology Academy|2||5|3|5|2|1|5|3|5|3|2|5|4|5|3|3|2|3|3|3|2|5|5|5|2019-10-03||Met|2019
50711670137265|Aspire University Charter|2||4|3|5|3|3|4|3|5|3|3|4|4|5|3|3|1|1|3|3|4|5|5|5|2019-10-03||Met|2019
50711750120212|Aspire Vanguard College Preparatory Academy|2||4|3|5|3|3|4|3|5|3|3|4|4|5|3|3|1|1|3|3|4|5|5|5|2019-10-03||Met|2019
39685856116594|Aspire Vincent Shalvey Academy|2||4|3|5|3|3|4|3|5|3|3|4|4|5|3|3|1|1|3|3|4|5|5|5|2019-10-03||Met|2019
19753090127100|Assurance Learning Academy|2||4|3|4|4|4|4|3|5|4|4|3|3|4|3|3|3|4|2|3|2|3|3|3|2019-10-14|Overall the school currently scores at a 3.36, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.16 growth from last year.  We improved in implementing our mathematics program and history courses last year.|Met|2019
40687000000000|Atascadero Unified|2||5|4|3|5|3|4|4|4|3|4|5|5|3|5|2|4|4|3|4|3|4|4|4|2019-10-15||Met|2019
34674470133975|Atkinson Academy Charter|2||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 For Two or More Years|2019
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.  Grade 5 also participates in the statewide Physical Fitness Test.  In addition to 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.  In the 2019-20 school year, AESD has also implemented frequent progress monitoring of standards through district-wide formative assessments.  This formative assessment data is tracked through our Professional Learning Communities for enrichment and re-teaching 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 supported 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.  Teachers are also participating in coordinated NGSS professional development to ensure teacher collaboration and the learning and sharing of best practice. 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.  Student wellness and engagement is tracked through the California Healthy Kids Survey administered every other year and yearly 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|2019-10-08||Met|2019
31667870000000|Auburn Union Elementary|2||4|4|4|3|2|4|4|4|3|2|4|4|4|4|3|1|4|4|3|1|4|4|4|2019-10-09|Auburn Union School District (AUSD) has provided human, fiscal and instructional resources toward professional learning for teachers to learn CA academic standards, and professional development in literacy.  During  2018-2019 TK-3 teachers along with their principals were trained in standards-based instruction,  practices to support teaching and learning and administering common early literacy assessments through the California Reading and Literature Project (CRLP).  Training was also provided to a cohort of teachers and principals in developing standards-based lessons in English Language Arts.  We are currently in an English Language Arts adoption cycle.  Our next adoption cycle will include NGSS and History-Social Studies.  AUSD facilitates ongoing training through district-wide professional learning and weekly collaborative time for teacher planning and monitoring of student progress.|Met|2019
37683383731395|Audeo Charter|2|Audeo 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. 100% of core Science courses are aligned to the Next Generation Science Standards (NGSS). Audeo has aligned 100% of Health Education, Physical Education, and World Language courses. 74% of Career Technical Education courses are aligned to the CTE Framework. 70% of core 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 and each CTE course to be aligned to CTE Frameworks.    (2) The school measures the quantity (number of hours) and quality (evaluation of high relevancy) of professional development.  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|2019-10-31||Met|2019
37770320134577|Audeo Charter II|2|Audeo II 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. 100% of core Science courses are aligned to the Next Generation Science Standards (NGSS). Audeo II has aligned 100% of Health Education, Physical Education, and World Language courses. 74% of Career Technical Education courses are aligned to the CTE Framework. 70% of core 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 and each CTE course to be aligned to CTE Frameworks.    (2) The school measures the quantity (number of hours) and quality (evaluation of high relevancy) of professional development. 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.    Audeo II reported Local Indicator Priority 2 results at the October 8, 2019 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|2019-10-08||Met|2019
37681060137034|Audeo Charter School III|2|Audeo III 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. 100% of core Science courses are aligned to the Next Generation Science Standards (NGSS). Audeo III has aligned 100% of Health Education, Physical Education, and World Language courses. 74% of Career Technical Education courses are aligned to the CTE Framework. 70% of core 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 and each CTE course to be aligned to CTE Frameworks.    (2) The school measures the quantity (number of hours) and quality (evaluation of high relevancy) of professional development. 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|2019-10-08||Met|2019
01100170137448|Aurum Preparatory Academy|2|In English and Math, the LEA is using NWEA MAP to benchmark progress toward the Common Core standards.  We utilize this mechanism for assessments because NWEA MAP and SBAC are strongly correlated.  NWEA MAP tests are administered 3 times per year to assess ongoing student progress from both a growth and absolute performance perspective.  The LEA has also adopted the following curricula:  Math: Illustrative Math English: Wit and Wisdom Science: Achievement First Social Science: TCI These curricula provide weekly quizzes and unit assessments and have all adopted the state's academic standards. Further, as supplements to curriculum, we use personalized learning platforms such as Khan Academy for Math and Lexia for English.|4|4|4|3|4|5|5|5|4|5|4|4|4|4|4|0|4|4|0|0|4|4|4|2019-10-23||Met|2019
19648810113464|Aveson Global Leadership Academy|2||5|3|4|4|5|5|3|4|4|5|5|3|3|4|5|2|3|4|4|4|4|5|4|2019-10-24||Met|2019
19648810113472|Aveson School of Leaders|2||5|3|4|4|5|5|3|4|4|5|5|3|3|4|5|2|4|4|4|1|4|5|4|2019-10-24||Met|2019
19642790000000|Azusa Unified|2||5|5|5|2|3|5|5|5|2|3|5|5|5|2|3|5|5|5|5|5|5|5|5|2019-10-15|AUSD has a systematic, layered approach to adopting state standards and frameworks. The district begins significant curricular and instructional changes with the adoption of state approved instructional materials and professional learning around standards and frameworks. A multi-year roll out of curriculum and professional learning occurs on an 8-year cycle. In the implementation of state academic standards, AUSD utilizes evidence-based practices in teacher learning, such as coaching, collaborative learning communities, and ongoing job-embedded application- for example, the lesson study process. AUSD is deeply committed to a culture of ongoing learning and improvement. Therefore, the professional learning, collaboration, and support initiated as the district rolls out new standards and frameworks continues through the 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. An ongoing professional learning initiative for all teachers at all levels continues to focus on collaborative practices, cognitive rigor, and academic discourse. AUSD is entering into its 4th year of implementing district-wide professional learning around this initiative. AUSD Educational Services leadership and stakeholders utilized the state reflection tool to identify the implementation progress for 2019.|Met|2019
43694270131995|B. Roberto Cruz Leadership Academy|2||3|3|3|3|3|3|3|3|3|3|4|4|4|3|4|1|2|3|4|4|4|4|3|2019-10-30|RCLA places CCSS at the heart of its approach to  instruction.  All teachers identify CCSS and tie them to their curriculum maps.  C-Maps are revised as necessary each year and reviewed by administrators.  In this way, RCLA ensures that teachers are covering appropriate standards and at a proper pacing.  PD has focused on implementation of CCSS and associated best practices, with department specific PD is provided on a rotational basis.  RCLA also collaborates with sister schools during TFHE PD days (7 times a year), and have regular staff collaboration time multiple times each month. RCLA has continued to make progress in adopting curriculum materials that are aligned to the CCSS.  This year ELA is starting initial implementation of the Springboard, and Social Science TCI/History Alive. RCLA  uses College Preparatory Mathematics as the foundation of its approach to math, and Science is embedding NGSS standards and piloting a new potential textbook. TFHE works in partnership with RCLA staff to ensure that they utilize assessment and data sources at their disposal, adjust curricular strategies where appropriate, and facilitate collaborative analysis and decision-making.  RCLA teachers remain intentional practitioners who implement an informed instructional approach.  RCLA uses a variety of local assessment measures (MAP, Alloy, MDTP, and IXL) that are tied to CCSS  and enable the tracking of student progress throughout all of their years in high school.|Met|2019
36738580000000|Baker Valley Unified|2||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|2019
15633210000000|Bakersfield City|2||4|3|4|3|2|4|4|4|3|2|4|4|4|3|2|2|2|2|4|2|4|3|3|2019-10-22||Met|2019
19642870000000|Baldwin Park Unified|2||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|2019
42691040000000|Ballard Elementary|2||5|4|5|4|4|5|4|5|4|4|5|4|5|4|4|1|3|5|3|1|4|4|4|2019-10-17||Met|2019
24656496025381|Ballico-Cressey Community Charter|2||4|3|4|2|2|5|3|5|5|5|4|3|4|2|2|1|3|5|1|1|4|4|4|2019-10-10|The charter houses students in grades 1st through 8th grade. At this time we do not have a CTE program. We are looking into offering a language course for 7th and 8th-grade students. Health is currently tied to our Physical Education Program. Visual and Performing Arts are currently being utilized in conjunction with other content standards.|Met|2019
24656490000000|Ballico-Cressey Elementary|2||4|3|4|2|2|5|3|5|5|5|4|3|4|2|2|1|3|5|1|1|4|4|4|2019-10-10|The district consists of grades TK and Kinder only. We do not offer a CTE program or a world language program (they are not required at this grade level. Health is incorporated along with Physical Education. Visual and Performing Arts consists of Taiko (Japanese Drums) once a week and is also connected across content within the rooms by the teacher.|Met|2019
13631230118455|Ballington Academy for the Arts and Sciences|2|Ballington Academy for the Arts & Sciences selected Option 2 Reflection Tool for Priority 2.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|3|4|5|0|4|3|4|2019-10-18|For Question $: Other Adopted Academic Standards:  Career Technical Education and World Languages do not apply to Ballington Academy for the Arts & Sciences – El Centro based on its educational program outlined in the school’s charter petition and it serves grades TK-6.|Met|2019
36678760133892|Ballington Academy for the Arts and Sciences - San Bernardino|2|Ballington Academy for the Arts & Sciences - San Bernardino selected Option 2 Reflection Tool for Priority 2.|5|4|5|4|3|5|3|5|5|4|5|5|5|4|4|0|2|3|4|0|5|5|5|2019-10-18|For Question #4 - Other Adopted Academic Standards:  Career Technical Education and World Languages do not apply to Ballington Academy for the Arts & Sciences – San Bernardino based on its educational|Met|2019
04613820000000|Bangor Union Elementary|2|The staff is at a Level 3 out of 5 for the CA State Content Standards using an implementation rubric survey.|3|1|3|2|2|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-28||Met|2019
33669850000000|Banning Unified|2||4|4|4|3|3|5|5|5|3|4|4|4|4|3|3|4|4|3|3|4|4|4|3|2019-11-13||Met|2019
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|2019-10-10|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. 100% of teachers were trained in California aligned instructional materials.   We have an integrated system of professional growth and improvement focused on closing the achievement gap. Teachers, Principals, support staff, and school administrators are provided with multiple avenues and strategies to support professional development. Professional development ranges from new teacher induction for our least experienced staff through professional development for school leaders.|Met|2019
19765470118760|Barack Obama Charter|2||4|4|4|4|3|4|3|4|4|3|4|4|4|4|4|1|3|4|4|1|5|4|4|2019-10-28|This standard was met.|Met|2019
37681896120901|Barona Indian Charter|2||5|4|4|4|2|5|4|4|4|2|4|4|4|4|2|2|4|4|3|2|5|5|5|2019-10-14||Met|2019
36676110000000|Barstow Unified|2||5|5|5|5|1|5|5|5|5|1|5|5|5|5|4|3|4|4|4|4|4|4|4|2019-10-22||Met|2019
20651850000000|Bass Lake Joint Union Elementary|2||5|5|5|2|2|5|5|5|2|2|5|5|5|2|2|3|5|3|3|5|5|5|5|2019-10-09||Met|2019
19642950000000|Bassett Unified|2||4|4|4|3|3|5|5|5|3|3|4|4|4|3|3|4|3|4|4|5|4|4|4|2019-10-22|BUSD teachers are currently piloting NGSS materials for Science and plan to finalize textbook adoption before the next school year.|Met|2019
01612590106906|Bay Area Technology|2||4|4|4|3|2|4|4|5|4|2|3|3|3|3|3|3|3|2|2|3|3|3|3|2019-10-07|As a classroom-based 6th-12th school, primarily serving at-risk students in the Oakland Unified, BayTech offers a comprehensive program for each student that meets the students' needs and guides them through and to expected achievement levels in each of the core curricular areas. Bay Tech has adopted 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 has recently increased the amount of adaptive and customizable web-based learning programs like i-Ready, IXL Math, U-World SAT Prep, and NoRedInk. Diagnostic and leveled programs are used to gauge student progress and make program adjustments. The goals of the 2019-2020 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. Though many of the science classes have adopted the Project Lead the Way pathways, there is still work to do with NGSS and History standards, as we are only in the beginning stages of discussing how to best implement new standards and CAASPP alignment.|Met|2019
27102720124297|Bay View 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|2019-11-12||Met|2019
33769430132522|Baypoint Preparatory Academy|2|BPA chooses "Option 2."|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|5|5|5|5|2019-10-28|Baypoint  does not provide Career Technical Education, therefore, the above adoptive standard was left unchecked: 4. Career Technical Education  1    2    3    4    5 ------------------------------------------------------------------------------------------------------------------------------------------------------------------ Baypoint Leadership provides extensive professional development for instructional staff in CCSS aligned curriculum (K-8, 9-12; UC A-G college entrance requirements sequence), assessments, and school procedures.  BPA Leadership implements an effective protocol for continuous planning and monitoring of the schoolwide action plan. Baypoint Leadership uses numerous collaborative strategies, especially the use of regular/weekly meetings to discuss student data and the proper methodologies to aid in student growth and success (personalized learning environment).   Baypoint Leadership creates a separation of K-8 and 9-12 grade levels, thus allowing staff and administration a smaller group to focus on, and administer grade-appropriate learning strategies based on the data collected throughout the academic year. Feedback from staff regarding professional development and effectiveness of the training further provides Baypoint Leadership with valuable insights to best assist instructional staff to cater to the diverse student population.|Met|2019
37771720138099|Baypoint Preparatory Academy - San Diego|2|BPA-SD chooses "Option 2".|4|4|4|4|4|5|5|5|4|5|5|4|5|5|5|3|5|5|5|1|5|5|5|2019-10-28|Baypoint Leadership provides extensive professional development for instructional staff in CCSS aligned curriculum, assessments, and school procedures. Before instruction begins for the academic year, all BPA-SD staff participates in eight days of intensive professional development focusing on instructional strategies, Common Core State Standards, use of adopted curriculum and resources, school policies and procedures, and serving unduplicated and special needs students.   BPA Leadership implements an effective protocol for continuous planning and monitoring of the schoolwide action plan. Baypoint Leadership uses numerous collaborative strategies, especially the use of regular/weekly meetings to discuss student data and the proper methodologies to aid in student growth and success (personalized learning environment).   Feedback from staff regarding professional development and effectiveness of the training further provides Baypoint Leadership with valuable insights to best assist instructional staff to cater to the student diverse population.  BPA added 7th grade in the 2019-2020 school year, thus implementation of World Language is still in the exploration and research phase and career technical education is in the initial implementation phase. BPA staff will be working to ensure high quality learning opportunities are available to all middle school students.|Met|2019
41688580000000|Bayshore Elementary|2||5|3|5|2|3|5|3|5|3|4|5|3|5|2|3|1|3|5|3|1|4|4|4|2019-10-08||Met|2019
39685930126094|be.tech|2||4|4|3|3|3|3|3|3|2|3|3|3|3|2|3|5|2|3|1|1|4|4|4|2019-10-08||Met|2019
36676370000000|Bear Valley Unified|2||4|4|3|3|4|4|4|4|3|4|4|4|4|4|4|5|5|5|5|5|4|4|4|2019-10-02|In 2016-2017, BVUSD adopted a new California Standards aligned English Language Arts curriculum, and we are currently in our third year of implementation and professional development relative to the curriculum. In math, we continue to implement additional training as support for new and veteran teachers.We have also partnered with the CA Science Project out of University of California, Riverside, to receive training in the implementation of the Next Generation Science Standards. We will have three days of training with the CA Science project trainer for teacher leaders, and an additional training day for each grade level span from TK - 8. We will be looking at adopting curriculum in 2021.  In History-Social Sciences, we continue to exploration resources/curriculum as we have not yet adopted new curriculum materials. 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. The self-reflection tool provided by CDE was administered to all TK – 12th grade teachers and administrators and there were 50 responses, a response rate of 43%. This information was shared with the Governing Board on October 2, 2019 at a regularly scheduled public hearing.|Met|2019
15633390000000|Beardsley Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|3|5|5|5|5|5|2019-10-14|Beardsley School District is current with state adoptions. Beardsley trustees adopted Science materials from the California State Board of Education recommended list during the 2019-20 school year.  Thursdays of each week are designated as an early out for professional development and collaboration. Beardsley continues to enhance the professional development opportunities; focusing on math and social emotional learning. Beardsley is currently selecting a new vendor and curriculum for our Sexual Health classes at BJHS.  Even though our elementary Physical Education program is excellent, the program was given a rating of 3 because of the turnover rate of classified employees connected with the program.|Met|2019
33669930000000|Beaumont Unified|2||4|3|4|3|2|5|5|5|3|2|4|3|4|3|2|4|3|2|2|3|4|2|4|2019-10-22||Met|2019
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|2019-10-17|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.|Met|2019
37684520128223|Bella Mente Montessori Academy|2||3|3|3|3|4|4|4|4|3|4|3|3|3|3|3|3|3|3|3|2|4|4|4|2019-11-12||Met|2019
45698720000000|Bella Vista Elementary|2||5|5|5|5|4|5|5|5|4|4|5|5|5|4|4|3|4|5|5|2|5|5|5|2019-10-08||Met|2019
55723060000000|Belleview Elementary|2||5|5|5|3|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|4|4|4|2019-10-08|As an elementary school, we do not provide instruction in "World Language" or "Career Technical Education",, so these items are not applicable.|Met|2019
49706150000000|Bellevue Union|2||3|2|3|2|2|4|2|4|2|2|3|2|3|2|2|2|2|3|2|2|3|3|3|2019-10-15||Met|2019
40688096043194|Bellevue-Santa Fe Charter|2||5|5|5|4|4|4|4|5|4|4|5|5|5|3|5|3|4|5|5|1|5|5|4|2019-06-11||Met|2019
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 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. Based on the instructional rounds classroom observation tool data, implementation of State standards represented by instructional practices in lesson design and student actions decreased; however, use of technology has increased. Site principals have access to this data in a site-specific format which reveals the level to which the State standard instructional practices 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 2018 - 2019 school year; data revealed that staff is most interested in professional development focused on implementation of NGSS.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-03||Met|2019
41688660000000|Belmont-Redwood Shores Elementary|2||3|1|3|4|3|5|1|5|5|5|3|1|3|3|3|1|3|4|4|4|2|2|2|2019-10-17||Met|2019
15633470000000|Belridge Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|2|2|5|5|5|2019-10-08|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 and implement state academic standards. 1)  Provide an “Engagement Specialist” to promote student, parent, and staff engagement in our daily routine. 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/students based on ELPAC results|Met|2019
48705240000000|Benicia Unified|2||5|4|5|5|5|5|3|5|4|3|4|4|4|4|4|5|4|4|5|5|5|5|5|2019-10-17||Met|2019
49706230000000|Bennett Valley Union Elementary|2||4|4|5|4|2|4|4|5|3|1|4|4|5|4|1|1|2|4|4|1|4|4|4|2019-10-16||Met|2019
01611430000000|Berkeley Unified|2||4|2|4|3|2|4|3|4|3|2|3|2|3|3|2|4|3|4|4|3|3|2|3|2019-11-06||Met|2019
43693770000000|Berryessa Union Elementary|2||4|3|4|2|2|5|5|5|2|1|3|2|3|1|2|1|2|2|2|1|3|3|3|2019-10-08||Met|2019
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|2019-11-06|Teachers and Administrators have an opportunity to provide and receive support through weekly PD meetings, walkthroughs, surveys, and conference attendance.  The use of Whetstone, an online platform system (aligned to GBF) for leaders and teachers, which manages walkthroughs, observations, feedback, reporting, data-driven instruction, and professional development is in place systemize coaching and support for teachers and administrators.. Additionally, Whetstone allows the Instructional Leadership Team to see real-time data on observation frequency, action steps, and teacher/administrator coaching trends. Whetstone coaching support and feedback reports provide strong data for analysis and action planning at our school.|Met|2019
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|2019-11-06|Teachers and Administrators have an opportunity to provide and receive support through weekly PD meetings, walkthroughs, surveys, and conference attendance.  The use of Whetstone, an online platform system (aligned to GBF) for leaders and teachers, which manages walkthroughs, observations, feedback, reporting, data-driven instruction, and professional development is in place systemize coaching and support for teachers and administrators.. Additionally, Whetstone allows the Instructional Leadership Team to see real-time data on observation frequency, action steps, and teacher/administrator coaching trends. Whetstone coaching support and feedback reports provide strong data for analysis and action planning at our school.|Met|2019
19643110000000|Beverly Hills Unified|2||5|4|5|3|5|5|4|5|3|5|5|5|5|4|5|5|5|5|5|5|5|5|5|2019-10-15||Met|2019
10620260000000|Big Creek Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|5|1|5|5|5|2019-10-08||Met|2019
12626950000000|Big Lagoon Union Elementary|2||3|1|3|2|2|3|1|4|3|3|4|1|3|2|3|1|3|3|2|3|3|3|2|2019-10-08||Met|2019
55751840000000|Big Oak Flat-Groveland Unified|2||5|4|5|3|2|5|4|5|3|2|4|4|5|3|2|4|4|5|4|4|3|4|4|2019-10-09|Common Core ELA and Math standards have been fully implemented in all corresponding classrooms in the District. Professional Development is available to all teachers, beginning teachers are supported through the induction program. In addition they are paired with a mentor for the first two years. Math teachers at both the elementary and high school level are participating in professional development opportunities in partnership with Tuolumne County Superintendent of Schools. Next Generation Science Standards are fully implemented in both high schools, however the elementary school is piloting two publishers before adoption. Social Studies is up for adoption at all levels this school year 19-20.World language is available at both high schools. Due to the size of our elementary school, and only having two junior high teachers, , we are only able to offer Spanish as an elective every other year.|Met|2019
10101080119628|Big Picture Educational Academy|2||5|4|5|4|5|5|5|5|4|5|5|5|5|5|5|2|3|3|3|2|5|5|5|2019-10-24||Met|2019
14632480000000|Big Pine Unified|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|4|3|4|4|4|5|5|5|2019-10-07||Met|2019
47701850000000|Big Springs Union Elementary|2||4|3|4|2|4|4|4|4|1|4|4|4|3|1|4|3|3|2|3|2|4|4|4|2019-10-09||Met|2019
27751500118349|Big Sur Charter|2||5|5|5|5|5|5|5|5|5|4|4|4|4|4|4|1|5|4|5|1|4|4|4|2019-10-23||Met|2019
27751500000000|Big Sur Unified|2||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|2019
18640890000000|Big Valley Joint Unified|2||2|2|2|3|2|3|3|3|3|3|3|3|3|3|3|2|2|2|2|3|3|3|3|2019-03-20||Met|2019
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 3-4 in NGSS 3-4 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|2019-10-03||Met|2019
49708966085229|Binkley Elementary Charter|2||5|4|4|2|1|5|5|5|3|2|4|3|4|2|1|2|3|4|4|1|4|4|3|2019-11-12||Met|2019
19647331931047|Birmingham Community Charter High|2||4|4|3|4|4|4|4|4|3|5|4|4|4|4|4|4|5|4|5|4|3|3|4|2019-10-26|Birmingham Community Charter High School has purchased and adopted a rigorous college preparatory curriculum published by Bedford, Freeman and Worth for all students in English classes for grades 9 - 11. The Math department has worked in concert with the CSUN Center for Teaching and Learning to develop common core aligned curriculum that specifically meets the needs of underrepresented students and follows a researched-based model of instruction.  The Science department has aligned their instruction to the Next Generation Science Standards and are in the process of selecting an appropriate textbook series for each subject area.|Met|2019
14766870000000|Bishop Unified|2||4|4|5|2|2|4|4|4|2|2|4|4|4|2|2|4|2|4|4|4|4|3|2|2019-11-14||Met|2019
29102980114314|Bitney Prep High|2||4|4|5|5|5|5|5|5|5|5|5|3|5|5|5|4|5|4|5|5|5|5|5|2019-11-12||Met|2019
35674540000000|Bitterwater-Tully Elementary|2||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|2019
45698800000000|Black Butte Union Elementary|2||5|4|5|1|5|5|3|5|1|5|4|3|4|4|4|2|1|4|5|5|4|4|4|2019-10-08||Met|2019
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. Additionally, BOMUSD participated in the 2019 Differentiated Assistance and Performance Indicator Review in which they further disaggrated performance data to track progress and identify areas of need. 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. BOMUSD continues its alignment 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 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. As new teachers replace retirees BOMUSD offers continued professional development during the school year to support best practices.|5|4|4|3|4|5|4|4|3|5|5|4|5|3|5|5|4|4|4|4|5|4|4|2019-11-14||Met|2019
43693936046510|Blackford Elementary|2||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|2019
15633540000000|Blake Elementary|2||4|5|4|3|5|5|5|5|3|5|5|5|5|3|5|1|4|4|5|1|4|4|4|2019-10-09||Met|2019
42691120000000|Blochman Union Elementary|2||5|4|5|2|3|5|5|5|2|5|5|5|5|2|5|1|4|3|3|1|5|5|5|2019-10-08||Met|2019
12627030000000|Blue Lake Union Elementary|2||5|5|5|1|3|5|5|5|1|3|5|5|5|1|3|5|5|5|5|3|5|5|5|2019-10-10||Met|2019
54105460135459|Blue Oak Academy|2|Blue Oak Academy uses local (formative) and state (summative) assessments to measure our organizations progress in implementing the state academic standards adopted by the State Board of Education.  Teachers use assessment data from multiple sources as outlined in the BOA 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. Common formative assessment will be designed during the 19-20 school year in order to provide teachers with both formative and summative assessment data for instructional decision making. 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 research based instructional strategies aligned to grade level standards. Our instructional coach has also provided individualized guidance and support with teachers as they seek to help students access the curriculum.   Project based learning is used to implement the ELA and Math common core state standards throughout the units of study.  Some units also incorporate Next Generation Science Standards and History-Social Science standards.  Students receive a designated science block of instruction which targets the NGSS standards.  A future focus will be the learning and awareness of the English Language Development standards and the priority of designated ELD instruction for our English Language Learners.  Health Education and Physical Education content standards are taught through our PE programs.  All students receive Spanish instruction therefore World Language is implemented throughout our instructional program in addition to the option to participate in 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|2019-09-19||Met|2019
04614246119523|Blue Oak Charter|2||1|4|3|1|3|4|4|4|1|3|4|3|3|1|3|1|2|3|4|4|4|3|2|2019-06-18||Met|2019
15636280134312|Blue Ridge Academy|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|3|3|3|3|4|4|4|2019-10-21||Met|2019
47701930000000|Bogus Elementary|2||3|2|3|2|1|4|4|4|4|2|3|3|3|2|2|1|4|4|4|2|3|3|3|2019-09-10||Met|2019
21653000000000|Bolinas-Stinson Union|2||4|3|4|3|3|5|3|5|4|3|5|3|5|3|3|1|2|4|1|4|5|5|5|2019-10-08|The Bolinas-Stinson School District tracks progress in implementing state academic standards adopted by the State Board of Education in the following ways: Direct oversight of standards-compliant materials purchases by the school principal, selection of professional development activities targeted at ensuring that all classes are implementing standards-based methods and materials, a standards-based report card grounded in state standards for all students distributed three times annually, direct classroom observation by the Principal .   The school has made excellent progress over the last 3 years in implementing academic standards as evidenced by the tools delineated above. Full implementation is in effect and the current focus is on sustainability of effort.|Met|2019
19643290000000|Bonita Unified|2||4|3|4|4|2|5|3|5|4|3|4|3|4|4|2|3|3|5|4|3|4|4|4|2019-10-02|During the 2018-19 school year, Bonita Unified School District adopted new History-Social Studies materials for Elementary. Additional training occurred to support the Next Generation Science Standards for teachers in Kindergarten through High School. The District is focused on supporting the changes in the new standards and has purchased supplemental resources to support these changes. During the 2019-20 school year, middle school is piloting new materials to support the NGSS standards. Bonita Unified School District has additionally reviewed its programs serving English Language Development students. All Bonita USD schools have received new training and are supporting students with designated and integrated ELD supports.|Met|2019
44697320000000|Bonny Doon Union Elementary|2|All teaching staff will continue training and implementation in Readers and Writers Workshop. Teachers are very excited about what they are learning, and anxious to fully implement the program.  All teachers will be participating in on-going professional learning community (PLC) work focused on further implementing Readers and Writers Workshop during the 2019/2020 school year.  District math scores increased slightly from the previous year. The district hired a math coach to model lessons and work directly with teachers to improve instructional practice this year.  We want to ensure that our curriculum is aligned and well-articulated vertically across the grade levels, and that our students are successful in understanding mathematical concepts.|5|4|5|4|3|5|4|5|5|3|5|4|5|5|3|3|4|5|4|1|5|5|5|2019-10-17||Met|2019
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|2019-10-09||Met|2019
37679830000000|Borrego Springs Unified|2||4|4|4|3|2|4|4|4|3|2|4|4|4|3|2|5|4|4|4|3|4|4|4|2019-10-16||Met|2019
34674396033799|Bowling Green Elementary|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|2|3|3|2|4|4|3|4|2019-10-07||Met|2019
31667616031009|Bowman Charter|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|4|3|5|5|3|5|4|4|2019-10-16|The Ackerman Charter School District takes pride in the professional development offered to our teachers, para-professionals and administrative staff. The goal of all professional development is to provide research based strategies and programs that will build the capacity of our entire staff, and ultimately have a positive impact on learning and school culture. In recent years staff has been heavily involved in Universal Design for Learning (UDL), with opportunities to gain a deeper understanding of the guidelines with both professional development, peer observations and discussions, and team activities that identify strategies and create resources for their peers. Peer observations have occurred across the grade spans and subject areas as well as within grade levels. Teachers participate in weekly PLC meetings where the focus is on student achievement based on relevant data. Monthly professional development takes place on campus that is focused on current curriculum as well as pilot curriculum that will improve programs at Ackerman Charter. Currently, all staff is involved in piloting NGSS curriculum to select the best option for our students. In 2018-19, ACSD received a MTSS grant, while working with staff,  the greatest need identified was the area involving socio-emotional development. The rollout for this curriculum is scheduled as follows: TK-3 in 2019-20, grades 4-5 in 2020-21, and middle school in 2021-22.|Met|2019
27659790000000|Bradley Union Elementary|2||5|3|5|4|2|5|3|5|5|2|4|3|5|4|2|1|2|4|4|1|4|4|4|2019-11-05||Met|2019
13630730000000|Brawley Elementary|2||4|3|4|2|2|4|3|4|2|2|4|3|4|2|2|2|2|3|2|2|3|3|3|2019-10-08|BESD added Spanish as an elective course at the junior high school for the 19-20 school year.  We are excited to add a Year 2 course in 20-21.  In addition, we are currently piloting NGSS curricula prior to our mid-year adoption.  Following the NGSS instructional materials adoption, we will begin a history/social science pilot in preparation of an end-of-year instructional materials adoption.  This will bring professional development for all staff focusing on NGSS and History/Social Science standards.|Met|2019
13630810000000|Brawley Union High|2||4|4|4|3|5|4|4|4|2|4|4|4|3|3|4|3|4|4|3|3|4|4|3|2019-10-09|Although the district is providing relevant professional development whole staff, it is apparent some department's feel as though their individual professional learning needs could be further supported.  The Director of Curriculum and Instruction received a copy of the surveys and will discuss individual professional learning options with those teachers who feel the need to grow individually in certain professional teaching standards.|Met|2019
30664490000000|Brea-Olinda Unified|2|BOUSD has been intentional in our efforts to successfully provide Professional Learning opportunities for teachers across all grade levels and content areas. Additionally, teachers have played an active role in screening and selecting new text adoptions and research-based materials that support student learning, closing achievement gaps and implementation of state academic standards adopted by the State Board of Education.  Support for Teachers and Administrators  BOUSD’s Administrative Team has been laser-focused in our efforts to gather feedback that clearly identifies the specific and unique needs of our diverse staff. Through frequent surveys, formal and informal conversations and established meetings, administrators create ongoing opportunities for teachers to provide meaningful feedback. Administrators use this information formatively and transform feedback into action via tiered Professional Learning opportunities and/or alternative approaches towards building capacity in areas that directly align with state 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|2019-10-14||Met|2019
07616550000000|Brentwood Union Elementary|2||4|4|4|3|3|4|4|4|3|3|4|3|3|3|3|4|4|4|4|4|4|4|4|2019-10-23|BUSD has supported the implementation of standards through: • Professional learning for site admin. • Instructional Coaches • 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 Literacy Practices o Math Practices • Professional Learning Communities structure and professional learning.|Met|2019
05615560000000|Bret Harte Union High|2||5|4|5|4|5|5|4|5|3|5|5|4|5|4|5|5|5|5|5|5|5|5|5|2019-10-07||Met|2019
43694506047229|Bridges Academy|2||3|3|4|2|1|4|3|5|3|2|3|3|3|2|2|1|2|3|3|1|3|4|4|2019-10-22|Franklin – McKinley School District has adopted with Board approval for all grade levels the following curriculums: 6-8 ELA (Houghton Mifflin Harcourt Brace) Collections K-5 Math (Eureka Math) 6-8 Math (College Preparatory Math) 4-8 ELD (Scholastic English 3D) We are currently piloting and will adopt during the 2019-20 school year K-5 ELA 7-8 Science In the 2020-21  school year, we will pilot and will pilot K-6 Science 7-8 Social Studies In the year 2021-22  school year, we will pilot and adopt K-6 Social Studies|Met|2019
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. In Middle School, we offer Conversational Spanish as an elective, though 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 a new Mapping Assessment system (NWEA) for students in grades 2-8 which measures student growth in literacy and math. These assessments are adaptive, aligned with CAASPP, and provide us with authentic insight into student learning. These growth assessment allow us to identify trends in student performance overall and by subgroups, and they allow us to shift practices to address gaps and overlaps in curriculum and instruction. Our teaching faculty regularly collaborates on student work and common assessment data, and they discuss curriculum alignment. The assessments also align with state content standards. 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 and developed on dedicated teacher curriculum committees. In the 2017/2018 school year, we fully implemented NGSS school wide. In the 2018/2019 school year, we focused on monitoring the implementation of our Science curriculum aligned with NGSS, and we continued to monitor the implementation of our Reading and Writing curriculum and assessments. In 2019/2020, our Project Based Learning Committee is dedicated to ensuring that each classroom executes two Gold Standard PBL units. Further, in the 2018/2019 school year we began intensively investigating our Math curriculum and instructional practices on a teacher led committee; teachers began implementing Number Talks/Math Talks, Cognitively Guided Instruction (CGI), Math Journals, and Counting Collections. In 2019-2020, we are investing more resources in training teachers in math instruction. Further, in support of meeting state standards, all curriculum is assessed at least quarterly and reviewed by teachers with administrative support.|5|3|4|5|4|5|3|4|5|4|4|3|5|5|3|3|4|4|5|4|5|5|4|2019-10-14|As we direct resources and attention in cycles, areas of curriculum development and teacher support in alignment with state standards are in different stages of development. After recognizing that our Math textbook adoption was not meeting the needs of our students, we formed a math committee in 2018-2019 to investigate new curricular approaches. Therefore, our progress toward meeting math standards and supporting teachers in math instruction is more developed than other content areas. While we have focused on full implementation of NGSS in 2017-2018, in 2019-2020, we are focusing on enhancing instruction by refining units to become Gold Standard Project Based Learning units. We therefore are sustaining NGSS through enhanced implementation of Project Based Learning units. Next school year we intend to invest more resources in revisiting our ELA curriculum and more fully integrating ELD standards into our classrooms. Therefore, the area of ELD integration is in Initial Implementation stages, and in some areas the ELA is in Full Implementation stage rather than Full Implementation with Sustainability.|Met|2019
12627290000000|Bridgeville Elementary|2||4|1|4|2|3|4|1|4|2|4|4|1|4|4|4|4|4|5|4|1|5|5|5|2019-10-08|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.|Met|2019
56724470000000|Briggs Elementary|2||5|4|5|2|2|5|5|5|3|3|4|4|4|3|3|1|1|1|1|1|4|4|4|2019-10-09||Met|2019
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|2|5|5|5|2019-10-28||Met|2019
41688740000000|Brisbane Elementary|2||4|4|4|3|4|5|5|5|3|4|4|3|4|3|4|1|3|4|4|1|4|4|4|2019-10-16|A rating was required for the implementation for Career Technical Education (CTE) courses. However, as an elementary district, Brisbane does not offer CTE courses.|Met|2019
41690216044739|Brittan Acres Elementary|2||5|3|5|1|2|5|2|5|1|1|4|2|4|1|1|1|4|5|4|1|5|5|4|2019-10-24|SCSD is implementing the Reading and Writing Units of Study curriculum and providing related professional development (PD) for teachers, K-8. Structures are also in place to monitor progress and resources for instruction for English Learners, and the reclassification process has been refined and fully implemented. 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 is currently being piloted in K-8 classrooms. Updated History curriculum for grades 6-8 is in year one of implementation.  The 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 and upper elementary schools provide access to a World Language program, but progressions for grades P-3 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) and elective classes 6-8.|Met|2019
51713570000000|Brittan Elementary|2|A rating scale was used to measure this Priority.   ELA Math ELD NGSS History/SS With the rating from 1-5   1-Explorating Phase 2-Beginning Development 3- Initial Implementation 4-Full Implementation 5-Full Implementations and Sustainability The results showed 4-5 in ELA/ELD in all areas from knowledge of the frameworks to implementation of the curriculum 3-5 in Math 3-4 in NGSS 3-4 in History/SS In the area of Support for teacher 4-5   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|2019-10-08||Met|2019
51713650000000|Browns Elementary|2||5|3|5|3|2|4|3|4|2|2|4|3|4|2|2|2|2|3|3|1|4|4|3|2019-10-08||Met|2019
09618380000000|Buckeye Union Elementary|2|The results of the standards implementation survey may be found at this link: https://docs.google.com/presentation/d/1upyGOk_OvcYSfuGlXHtv7IEVe0HS4m4hri1Tk6pTABo/edit?usp=sharing  The measure utilized was selected to provide teachers an opportunity to provide feedback in a concise manner.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-11-06||Met|2019
09618380137919|Buckeye Union Mandarin Immersion Charter|2|The Local Education Agency developed a survey that concisely gathers input from teachers in order to determine the District's progress in implementing the academic standards adopted by the State Board of Education. The results are summarized at this link: https://docs.google.com/presentation/d/1upyGOk_OvcYSfuGlXHtv7IEVe0HS4m4hri1Tk6pTABo/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|2019-11-06||Met|2019
42691380000000|Buellton Union Elementary|2||5|5|5|3|5|5|5|3|5|4|5|5|5|5|5|1|5|5|3|3|5|5|5|2019-10-16||Met|2019
30664560000000|Buena Park Elementary|2||5|4|5|4|4|5|5|4|5|4|5|5|4|4|4|4|4|5|5|4|5|4|5|2019-10-28||Met|2019
54718290000000|Buena Vista Elementary|2||4|4|5|3|4|4|4|5|3|4|4|3|5|3|3|3|3|4|4|1|3|3|3|2019-10-09||Met|2019
43104390106534|Bullis Charter|2||5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|3|5|5|5|5|5|5|5|2019-11-05|Guided by strong administrative leadership, the staff works together to build a comprehensive curriculum delivered through sound yet innovative instructional practices. A unique system of teacher experts/leaders in different curricular areas ensures that the staff is constantly seeking and being trained in current, research-based best practices. A schedule that includes staff or team meetings every Thursday, plus professional development days including ten training days held before the beginning of each school year, provides staff members with formal opportunities to learn and share their expert knowledge with each other. The result is an environment that is stimulating to both teachers and students, where the pursuit and achievement of high expectations is the goal.|Met|2019
19643370000000|Burbank Unified|2||4|4|4|2|2|3|3|3|2|2|4|4|4|2|2|5|5|5|3|3|4|3|3|2019-10-17||Met|2019
41688820000000|Burlingame Elementary|2||5|4|5|5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|2019-10-22||Met|2019
53716620000000|Burnt Ranch Elementary|2||5|3|4|3|4|5|3|5|4|5|4|2|4|4|4|3|4|5|4|2|4|4|4|2019-10-10||Met|2019
10620420000000|Burrel Union Elementary|2||3|3|3|2|1|5|5|4|2|1|4|3|3|2|1|2|3|5|1|1|4|4|4|2019-10-01||Met|2019
54718370000000|Burton Elementary|2||5|3|4|4|3|5|3|4|3|2|5|3|5|3|3|4|4|4|3|3|5|4|3|2019-10-21|The district is working collaboratively within each site, across the district, and in conjunction with the County Office of Education to ensure that our staff have the appropriate staff development to ensure effective implementation of the State Standards.|Met|2019
04100410000000|Butte County Office of Education|2||3|3|3|3|2|4|4|4|3|4|3|4|4|2|2|3|3|3|3|3|5|4|4|2019-10-14|All schools have access to Edgenuity curriculum to provide standards aligned core content and elective options to students.  The number of students accessing Edgenuity varies by site.   BCOE school staff designed courses of study that allow standards alignment and flexible/ personalized learning to meet individual student need based on self-interest. ELA and math courses of study are final and implementation is occurring at the school sites with training support from LEA staff and school staff involved in the development.  Science and History courses of study are being developed and piloted in 2019-2020. Because BCOE school programs serve high-risk students, staff have been invested in professional learning to support student behavior and social emotional needs.  Due to the small number of staff, focus on these needs has taken precedence over academic professional learning in recent years.   The LEA rolled out and expanded a Student Centered Coaching model to better support staff with collaboration and hands on classroom behavior, social emotional and academic support.  The LEA developed a push in professional development model intended to reach more staff more consistently while keeping staff on site.  For the past two years, the LEA has worked to build capacity with leadership teams by sending them to offsite professional development and conference sessions. Data is collected on all models of LEA professional learning support and is used, in part, to drive decision-making.|Met|2019
47736840000000|Butte Valley Unified|2||5|5|5|3|4|5|5|5|3|4|5|4|5|3|3|4|5|4|3|4|5|4|4|2019-10-16||Met|2019
54755230114348|Butterfield Charter|2||3|3|3|3|3|2|2|3|2|3|2|2|2|2|2|4|4|2|3|3|3|3|3|2019-10-24|PUSD continues to provide Professional Development on the California Standards and ELD. PUSD supports staff and students with best technology practices at all schools by expanding the number of Technology specialists available during school hours and by providing onsite professional development for those needing the support. 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.|Met|2019
47702010000000|Butteville Union Elementary|2||5|4|5|4|4|4|3|5|5|4|4|4|4|4|4|1|3|4|5|3|4|4|3|2019-10-08||Met|2019
15633700000000|Buttonwillow Union Elementary|2||5|5|5|3|4|5|5|5|3|4|5|5|5|3|4|2|3|4|3|1|5|5|5|2019-10-14|Information provided was determined by survey results from parents, students, and all staff (certificated, classified, and administrative).  State Assessment results demonstrate that students are increasing in their understanding of the grade level standards. The percent of students scoring proficient increased at a higher rate then other schools in the county and state.|Met|2019
07616630000000|Byron Union Elementary|2||4|2|3|2|3|5|4|5|3|4|3|3|3|2|2|1|1|4|4|1|4|2|2|2019-10-24||Met|2019
37680490132506|Cabrillo Point Academy|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|3|3|3|3|4|4|4|2019-10-22||Met|2019
41688900000000|Cabrillo Unified|2||4|3|4|3|3|4|3|4|3|3|4|3|4|3|3|3|3|4|3|4|4|4|3|2019-10-10||Met|2019
37679910000000|Cajon Valley Union|2||4|3|4|3|3|4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|4|4|4|2019-10-22|Cajon Valley is continuing to focus on the implementation of our newly adopted standards-aligned curriculum for English language arts and English language development. We continue our process of piloting the middle school curriculum aligned to the  Next Generation Science Standards.  The NGSS pilot committee is currently exploring OER and adoption simulations as part of a district built curriculum in lieu of the adopted materials that were piloted.  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. Staff engagement is measured through our yearly Gallup Staff Survey.   This data is triangulated with parent and student surveys administered through Gallup.  Through the implementation of the Great Learning Opportunities (GLO) program, teachers are provided collaboration time to improve student outcomes.  Staff members use the standardized practice of Plan, Do, Study, Act (PDSA) to set goals and track instructional effectiveness 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).|Met|2019
19647336016240|Calabash Charter Academy|2||4|4|4|4|4|5|5|5|4|5|5|5|5|4|5|1|4|4|4|1|4|4|4|2019-10-23|Calabash Charter Academy is not required to implement Career Technical Education and World Language as an elementary school.  Calabash Charter Academy continues to be in Full Implementation or Full Implementation with Sustainability in all areas.|Met|2019
05100580000000|Calaveras County Office of Education|2||4|3|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|4|4|2|4|4|4|2019-10-28||Met|2019
05615640000000|Calaveras Unified|2||3|3|2|1|1|3|3|2|1|1|3|3|2|1|1|3|1|1|2|2|3|2|2|2019-10-22|In the Spring of 2019, CUSD adopted new common core English Language Arts curriculum K-12 that was implemented in July, 2019. We also adopted and implemented English Language Development (ELD) curriculum for grades 6-12, with K-12 using the ELD curriculum from the ELA adoption.  Teachers received training offered through the publishers at the start of the school year.  We are still in a district improvement process in evaluating math, next generation science standards, physical education model standards, and history social studies.  We continue, as a unified district, to work on standards alignment in all curricular areas.  This year, working with our Calaveras Unified Instructional Leadership Team (inclusive of teachers leaders and administrators), we have  identified signature instructional strategies for all teachers including writing, formative assessment and academic discussion.  As part of our professional development plan, we continue to work districtwide with the International Center for Leadership in Education to provide TK-12 professional development in the area of lesson development and implementation of rigor, relevance and engagement strategies. All of our school sites as well as the entirety of our transportation department  have implemented Tier I Positive Behavioral Intervention Strategies (PBIS) and are in the training phase of Tier II.|Met|2019
13630990000000|Calexico Unified|2||5|4|5|2|3|5|5|5|3|3|4|4|4|2|2|3|3|3|3|3|4|4|4|2019-10-24|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 have been implementing AVID strategies and technology districtwide. 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 surveyed each year to plan on sessions for the following year. 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 and are supported through on-going, in-class coaching by District Academic Support Teachers. Site administrators conduct classroom observations. District continues conduct surveys and observation protocols for site observations in order to provide support and future professional development topics.|Met|2019
49753586052369|Cali Calmecac Language Academy|2||5|3|5|4|3|5|3|5|3|1|5|5|5|3|2|2|5|5|4|5|5|4|3|2019-10-15||Met|2019
07100740129528|Caliber: Beta Academy|2||4|3|4|4|4|4|3|4|4|4|5|4|4|4|4|1|3|4|1|1|5|4|4|2019-06-04|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 initial professional development teachers worked with pacing calendars, took the first interim assessment, and planned daily lesson plans tied to the unit and interim assessment. Teachers were also introduced to the digital learning platforms that were aligned so that they could use as part of their rotation/blended learning model.   Teachers used bi-weekly assessments to monitor student progress against their scope and sequence and make adjustments as needed. The professional development was aligned with the school strategic plan.   Throughout the year, teachers received PD related to the Common Core, to better understand the required instructional shifts and the academic rigor of the standards. Teachers would plan the week using that information as a guide to the level of rigor and thinking required to be successful. Throughout the year the school administration would revisit the weekly professional development calendar to make adjustments based on data, observation/coaching notes, and feedback. We measure progress on this Priority in our LCAP annual update process each spring (see LCAP goal  #3 re: academically college ready) and present this information to our board during that process.|Met|2019
48705810134262|Caliber: ChangeMakers Academy|2||4|2|4|3|3|4|2|4|3|2|5|2|3|3|3|3|3|4|1|1|4|4|4|2019-06-04|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 initial professional development teachers worked with pacing calendars, took the first interim assessment, and planned daily lesson plans tied to the unit and interim assessment. Teachers were also introduced to the digital learning platforms that were aligned so that they could use as part of their rotation/blended learning model.   Teachers used bi-weekly assessments to monitor student progress against their scope and sequence and make adjustments as needed. The professional development was aligned with the school strategic plan.   Throughout the year, teachers received PD related to the Common Core, to better understand the required instructional shifts and the academic rigor of the standards. Teachers would plan the week using that information as a guide to the level of rigor and thinking required to be successful. Throughout the year the school administration would revisit the weekly professional development calendar to make adjustments based on data, observation/coaching notes, and feedback.  We measure progress on this Priority in our LCAP annual update process each spring (see LCAP goal  #3 re: academically college ready) and present this information to our board during that process.|Met|2019
15633880000000|Caliente Union Elementary|2|ELA: gathering data from teachers in our school, the majority of our staff have identified that they are working on awareness of the California ELA standards. Evidence includes: using systematic summative assessments for monitoring mastery of standards and collaborative discussion over results with colleagues to improve mastery of standards. CAASPP ELA scores were 33.3% overall met and or exceeded standard.  Mathematics: after gathering data from teachers in our school, the majority of our staff have identified that they are working on awareness on the California Mathematics standards. Evidence includes: using systematic summative assessments for monitoring mastery of standard and collaborative discussion over results with colleagues to improve mastery of standards. CAASPP math scores were 20% overall met and or exceeded standard. All pupils have sufficient access to standards-aligned instructional materials.|2|2|2|1|1|2|2|2|1|1|2|2|2|1|1|1|3|5|1|1|3|3|3|2019-10-01|1. developing and implementing a well-rounded program of instruction to meet the academic needs of all students. 2. identifying students who may be at risk for academic failure. 3. providing additional educational assistance to individual students the LEA or school determines need help in meeting the challenging state academic standard; and identifying and implementing instructional and other strategies intended to strenghten academic progress and improve school conditions for student learning.|Met|2019
37680490136747|California Academy of Sports Science|2||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|2019
10623800136754|California Academy of Sports Science Fresno|2||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|2019
19647330133884|California Collegiate Charter|2|CA Collegiate Charter School selected the Option 2: Reflection Tool for Priority 2.|3|2|2|2|3|4|2|3|2|5|3|2|2|2|3|0|0|2|0|0|3|3|2|2019-10-30|For Question #4: Other Adopted Academic Standards: Career Technical Education, Health Education, VAPA and World Languages do not apply to CA Collegiate Charter School based on its educational program outlined in the school’s charter petition and it serves grades 6-8.  However, our school has implemented the CA Health Education Initiative with the CA Healthy Youth Act.|Met|2019
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|2019-10-22|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.|Met|2019
42750100138891|California Connections Academy Central Coast|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|2019-10-22|California Connections Academy Central Coast 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 Coast.|Met|2019
44754320139410|California Connections Academy Monterey 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|2019-10-22|California Connections Academy Monterey 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 Monterey Bay.|Met|2019
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|2019-10-22|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.|Met|2019
30664640106765|California Connections Academy Southern California|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|2019-10-22|California Connections Academy Southern California 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 Southern California.|Met|2019
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|2019-10-22|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.|Met|2019
53105380125633|California Heritage Youthbuild Academy II|2||3|3|3|3|3|4|4|4|4|4|3|3|3|3|3|3|2|2|2|1|3|2|2|2019-09-10||Met|2019
33672070101170|California Military Institute|2||4|3|4|3|4|4|3|4|3|4|3|3|3|3|3|1|4|4|2|4|3|4|3|2019-10-16||Met|2019
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. 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 their self individually. This system has a foundation based on trust and respect of the individual, and a belief that children will soar beyond traditional expectations.  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 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 their self 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 their community, participating in healthy choices regarding nutrition and exercise, and a balance between family, work and leisure activities.  While being committed to the Montessori methodology, CMP continuously makes progress toward implementing and/or enhancing programs that support the academic standards set forth by the State Board of Education.  Listed below are some of CMP’s curricular elements of focus: • CMP has aligned the Montessori curriculum, including lesson plans and scope and sequence guides, to the Common Core State Standards in ELA and Math. • CMP has adopted Common Core aligned, supplementary instructional materials such as iReady for ELA and Math and Pearson’s Digits Program for Middle School Math. • CMP provides Common Core aligned diagnostic interim assessments through iReady and CAASPP practice tests. • CMP has adopted TCI, a curriculum aligned with the NGSS and the History-Social Science Standards. • CMP has adopted Positive Prevention Plus, a Health Education curriculum aligned to the Common Core health standards. • CMP provides access to Physical Education, Visual and Performing Arts and World Language to all students. • CMP has adopted the Second Step program, a social-emotional learning curriculum, to be implemented with students in K – 8 grade.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-14||Met|2019
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. 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 their self individually. This system has a foundation based on trust and respect of the individual, and a belief that children will soar beyond traditional expectations.  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 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 their self 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 their community, participating in healthy choices regarding nutrition and exercise, and a balance between family, work and leisure activities.  While being committed to the Montessori methodology, CMP continuously makes progress toward implementing and/or enhancing programs that support the academic standards set forth by the State Board of Education.  Listed below are some of CMP’s curricular elements of focus: • CMP has aligned the Montessori curriculum, including lesson plans and scope and sequence guides, to the Common Core State Standards in ELA and Math. • CMP has adopted Common Core aligned, supplementary instructional materials such as iReady for ELA and Math and Pearson’s Digits Program for Middle School Math. • CMP provides Common Core aligned diagnostic interim assessments through iReady and CAASPP practice tests. • CMP has adopted TCI, a curriculum aligned with the NGSS and the History-Social Science Standards. • CMP has adopted Positive Prevention Plus, a Health Education curriculum aligned to the Common Core health standards. • CMP provides access to Physical Education, Visual and Performing Arts and World Language to all students. • CMP has adopted the Second Step program, a social-emotional learning curriculum, to be implemented with students in K – 8 grade.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-14||Met|2019
34674470112169|California Montessori Project-San Juan Campuses|2|The Montessori philosophy embraces the belief that a child has an innate desire to learn and produce purposeful, meaningful work. Dr. 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 their self individually. This system has a foundation based on trust and respect of the individual, and a belief that children will soar beyond traditional expectations.  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 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 their self 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 their community, participating in healthy choices regarding nutrition and exercise, and a balance between family, work and leisure activities.  While being committed to the Montessori methodology, CMP continuously makes progress toward implementing and/or enhancing programs that support the academic standards set forth by the State Board of Education.  Listed below are some of CMP’s curricular elements of focus: • CMP has aligned the Montessori curriculum, including lesson plans and scope and sequence guides, to the Common Core State Standards in ELA and Math. • CMP has adopted Common Core aligned, supplementary instructional materials such as iReady for ELA and Math and Go Math or Digits for Middle School Math. • CMP provides Common Core aligned diagnostic interim assessments through iReady and CAASPP practice tests. • CMP has adopted TCI, a curriculum aligned with the NGSS and the History-Social Science Standards. • CMP has adopted Positive Prevention Plus, a Health Education curriculum aligned to the Common Core health standards. • CMP provides access to Physical Education, Visual and Performing Arts and World Language to all students. • CMP has adopted the Second Step program, a social-emotional learning curriculum, to be implemented with students in K – 8 grade.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-14||Met|2019
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. 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 their self individually. This system has a foundation based on trust and respect of the individual, and a belief that children will soar beyond traditional expectations.  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 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 their self 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 their community, participating in healthy choices regarding nutrition and exercise, and a balance between family, work and leisure activities.  While being committed to the Montessori methodology, CMP continuously makes progress toward implementing and/or enhancing programs that support the academic standards set forth by the State Board of Education.  Listed below are some of CMP’s curricular elements of focus: • CMP has aligned the Montessori curriculum, including lesson plans and scope and sequence guides, to the Common Core State Standards in ELA and Math. • CMP has adopted Common Core aligned, supplementary instructional materials such as iReady for ELA and Math and Pearson’s Digits Program for Middle School Math. • CMP provides Common Core aligned diagnostic interim assessments through iReady and CAASPP practice tests. • CMP has adopted TCI, a curriculum aligned with the NGSS and the History-Social Science Standards and SRA kits for Science. • CMP has adopted Positive Prevention Plus, a Health Education curriculum aligned to the Common Core health standards. • CMP provides access to Physical Education, Visual and Performing Arts and World Language to all students. • CMP has adopted the Second Step program, a social-emotional learning curriculum, to be implemented with students in K – 8 grade.    • CMP provides students with Dyslexia the Sonday Program.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-14||Met|2019
37754160132472|California Pacific Charter - San Diego|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|5|4|5|4|5|5|2019-10-10|Our commitment to the effective implementation of the academic standards adopted by the California State Board of Education for all students is evident in our practice of ensuring that academic learning and assessments are aligned to the grade level curriculum content standards and performance standards. By setting clear expectations for teachers and students of what students are expected to learn in each grade and each subject, we are preparing our students for success in grades K - 12 and beyond. Our practice of analyzing student data to identify professional development/training to enhance teacher knowledge, skill and effectiveness to address student academic needs is ongoing.|Met|2019
49707220139048|California Pacific Charter - Sonoma|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|3|5|4|5|4|5|5|2019-10-10|Our commitment to the effective implementation of the academic standards adopted by the California State Board of Education for all students is evident in our practice of ensuring that academic learning and assessments are aligned to the grade level curriculum content standards and performance standards. By setting clear expectations for teachers and students of what students are expected to learn in each grade and each subject, we are preparing our students for success in grades K - 12 and beyond. Our practice of analyzing student data to identify professional development/training to enhance teacher knowledge, skill and effectiveness to address student academic needs is ongoing.|Met|2019
51714150132761|California Prep Sutter 8-12|2||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|2019
51714150132753|California Prep Sutter K-7|2||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|2019
19644690134858|California School of the Arts - San Gabriel Valley|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|5|5|5|5|5|4|4|4|2019-10-15||Met|2019
36678920134247|California STEAM San Bernardino|2||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|2019
42750100134866|California STEAM Santa Barbara|2||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|2019
49707220136465|California STEAM Sonoma II|2||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|2019
10623800138354|California Vanguard Academy - Fresno|2||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 For Two or More Years|2019
19650940112706|California Virtual Academy @ Los Angeles|2||5|5|5|3|4|5|5|5|3|5|5|5|5|3|5|3|5|5|5|5|5|5|5|2019-09-09|The curriculum is standards aligned, reviewed annually and updated regularly 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, and the 19-20 school year brings the implementation of a full CTE program to the high school. 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.|Met|2019
37684036120893|California Virtual Academy @ San Diego|2||5|5|5|3|4|5|5|5|3|5|5|5|5|3|5|3|5|5|5|5|5|5|5|2019-09-09|The curriculum is standards aligned, reviewed annually and updated regularly 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, and the 19-20 school year brings the implementation of a full CTE program to the high school. 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.|Met|2019
39686270127191|California Virtual Academy @ San Joaquin|2||5|5|5|3|4|5|5|5|3|5|5|5|5|3|5|3|5|5|5|5|5|5|5|2019-09-03|The curriculum is standards aligned, reviewed annually and updated regularly 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, and the 19-20 school year brings the implementation of a full CTE program to the high school. 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.|Met|2019
49707970107284|California Virtual Academy @ Sonoma|2||5|5|5|3|4|5|5|5|3|5|5|5|5|3|5|3|5|5|5|5|5|5|5|2019-09-12|The curriculum is standards aligned, reviewed annually and updated regularly 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, and the 19-20 school year brings the implementation of a full CTE program to the high school. 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.|Met|2019
10623310137661|California Virtual Academy at Fresno|2||5|5|5|3|4|5|5|5|3|5|5|5|5|3|5|3|5|5|5|5|5|5|5|2019-09-05|The curriculum is standards aligned, reviewed annually and updated regularly 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, and the 19-20 school year brings the implementation of a full CTE program to the high school. 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.|Met|2019
16638750112698|California Virtual Academy at Kings|2||5|5|5|3|4|5|5|5|3|5|5|5|5|3|5|3|5|5|5|5|5|5|5|2019-09-06|The curriculum is standards aligned, reviewed annually and updated regularly 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, and the 19-20 school year brings the implementation of a full CTE program to the high school. 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.|Met|2019
15636280137687|California Virtual Academy at Maricopa|2||5|5|5|3|4|5|5|5|3|5|5|5|5|3|5|3|5|5|5|5|5|5|5|2019-09-13|The curriculum is standards aligned, reviewed annually and updated regularly 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, and the 19-20 school year brings the implementation of a full CTE program to the high school. 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.|Met|2019
51714150129007|California Virtual Academy at Sutter|2||5|5|5|3|4|5|5|5|3|5|5|5|5|3|5|3|5|5|5|5|5|5|5|2019-09-13|The curriculum is standards aligned, reviewed annually and updated regularly 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, and the 19-20 school year brings the implementation of a full CTE program to the high school. 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.|Met|2019
41689160112284|California Virtual Academy San Mateo|2||5|5|5|3|4|5|5|5|3|5|5|5|5|3|5|3|5|5|5|5|5|5|5|2019-09-11|The curriculum is standards aligned, reviewed annually and updated regularly 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, and the 19-20 school year brings the implementation of a full CTE program to the high school. 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.|Met|2019
13631070000000|Calipatria Unified|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|4|3|4|3|3|4|3|3|2019-10-14|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, all areas indicated 1 or more opportunity of growth with the most notable progress in the area of Other Adopted Academic Standards. Responses marked with ^ indicated a positive gain.  No decrease was noted in the 2019 responses.   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 in particular for English Learners and students with disabilities.|Met|2019
28662410000000|Calistoga Joint Unified|2||5|4|4|3|4|5|5|4|2|2|5|5|4|3|2|5|2|5|5|5|5|4|4|2019-10-07||Met|2019
19647336016265|Calvert Charter for Enriched Studies|2||5|5|5|5|5|5|5|5|4|4|5|5|5|5|5|1|5|5|5|1|5|5|5|2019-10-31||Met|2019
56725460115105|Camarillo Academy of Progressive Education|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2|5|5|5|5|5|5|5|2019-09-23|CAPE work closely with all stakeholders on curricular choices.  CAPE is an independent charter school and can adapt and alter curriculum to meet the needs of students quickly and more cost effective than larger school districts.  CAPE has a curriculum focus group that meets weeks to evaluate curriculum, strength, weaknesses and staff development needs.|Met|2019
43693850000000|Cambrian|2||4|4|5|3|2|4|4|5|3|2|4|4|5|3|2|5|4|5|3|4|4|4|3|2019-10-02|CSD has a multi-year curriculum framework that delineates the implementation stages of subject area standards, instructional materials, and professional development.  All district-wide professional development days provide our teachers with 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 MTSS, SEL, GLAD, Guided Reading, Educational Technology, and Professional Learning Communities. Providing ongoing professional development for all staff will remains constant.|Met|2019
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: ELA Standards: Interim Assessment Blocks  Math Standards: Unit Assessments from Bridges and CPM; Interim Comprehensive Assessment ELD Standards: Systematic ELD Unit Assessments from ELAchieve Science Standards: KDS Fluence and STEMScopes  Reading Development: TCRWP running records and Evaluación del desarrollo de lectura   In addition, CNCA has developed frameworks for implementation of state academic standards. Currently, the following frameworks have been implemented: literacy for ELA/SLA and literacy across the content areas, math, and English Language Development.  Additionally, frameworks for Science and Social Studies are in progress.  2. Based on the locally selected measures or tools, LEAs summarize progress in implementing the academic standards. In literacy, ELD, and math, CNCA is at full implementation.  In Science, a Director of STEM is leading the work to co-create a science framework, pilot curricular resources, and select assessments.  The K-5 schools are at beginning implementation while 6-8 is at partial implementation.   In Social Science, an Ethnic Studies Coordinator is leading the work to roll-out an ethnic studies framework across K-8.  This is at partial implementation.  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|2019-11-12||Met|2019
19647330122861|Camino Nuevo Charter 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: ELA Standards: Interim Assessment Blocks  Math Standards: Unit Assessments from Bridges and CPM; Interim Comprehensive Assessment ELD Standards: Systematic ELD Unit Assessments from ELAchieve Science Standards: KDS Fluence and STEMScopes  Reading Development: Fountas and Pinnell Reading Inventory    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, frameworks for Science and Social Studies are in progress.  2. Based on the locally selected measures or tools, LEAs summarize progress in implementing the academic standards. In literacy, ELD, and math, CNCA is at full implementation.  In Science, a Director of STEM is leading the work to co-create a science framework, pilot curricular resources, and select assessments.  The K-5 schools are at beginning implementation while 6-8 is at partial implementation.   In Social Science, an Ethnic Studies Coordinator is leading the work to roll-out an ethnic studies framework across K-8.  This is at partial implementation.  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|2019-11-12||Met|2019
19647330124826|Camino Nuevo Charter Academy #4|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: ELA Standards: Interim Assessment Blocks  Math Standards: Unit Assessments from Bridges and CPM; Interim Comprehensive Assessment ELD Standards: Systematic ELD Unit Assessments from ELAchieve Science Standards: KDS Fluence and STEMScopes  Reading Development: TCRWP Running Records, Evaluación del Desarrollo de Lectura, LevelSet Lexile Assessment   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, frameworks for Science and Social Studies are in progress.  2. Based on the locally selected measures or tools, LEAs summarize progress in implementing the academic standards. In literacy, ELD, and math, CNCA is at full implementation.  In Science, a Director of STEM is leading the work to co-create a science framework, pilot curricular resources, and select assessments.  The K-5 schools are at beginning implementation while 6-8 is at partial implementation.   In Social Science, an Ethnic Studies Coordinator is leading the work to roll-out an ethnic studies framework across K-8.  This is at partial implementation.  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|2019-11-12||Met|2019
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: ELA Standards: Interim Assessment Blocks, Interim Comprehensive Assessments, and Inspect Item Bank benchmarks Math Standards: Unit Assessments from CPM; Interim Comprehensive Assessment ELD Standards: Systematic ELD Unit Assessments from ELAchieve Science Standards: KDS Fluence  Reading Development: Achieve3000’s LevelSet Lexile Assessment   In addition, CNCA has developed frameworks for implementation of state academic standards. Currently, the following frameworks have been implemented: literacy for ELA/SLA and literacy across the content areas, math, and English Language Development.  Additionally, frameworks for Science and Social Studies are in progress.  2. Based on the locally selected measures or tools, LEAs summarize progress in implementing the academic standards. In literacy and language, CNCA is at partial implementation moving towards full implementation at the 9-12 level.    In math, CNCA is at full implementation of College Preparatory Mathematics (CPM).  In Science, a Director of STEM is leading the work to co-create a science framework, pilot curricular resources, and select assessments.  CNCA is 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|2019-11-12||Met|2019
19647330122564|Camino Nuevo Elementary School #3|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: ELA Standards: Interim Assessment Blocks  Math Standards: Unit Assessments from Bridges and CPM; Interim Comprehensive Assessment ELD Standards: Systematic ELD Unit Assessments from ELAchieve Science Standards: KDS Fluence and STEMScopes  Reading Development: TCRWP Running Records, Evaluación del Desarrollo de Lectura, LevelSet Lexile Assessment   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, frameworks for Science and Social Studies are in progress.  2. Based on the locally selected measures or tools, LEAs summarize progress in implementing the academic standards. In literacy, ELD, and math, CNCA is at full implementation.  In Science, a Director of STEM is leading the work to co-create a science framework, pilot curricular resources, and select assessments.  The K-5 schools are at beginning implementation while 6-8 is at partial implementation.   In Social Science, an Ethnic Studies Coordinator is leading the work to roll-out an ethnic studies framework across K-8.  This is at partial implementation.  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|2019-11-12||Met|2019
19647330127910|Camino Nuevo High #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: ELA Standards: Interim Assessment Blocks, Interim Comprehensive Assessments, and Inspect Item Bank benchmarks Math Standards: Unit Assessments from CPM; Interim Comprehensive Assessment ELD Standards: Systematic ELD Unit Assessments from ELAchieve Science Standards: KDS Fluence  Reading Development: Achieve3000’s LevelSet Lexile Assessment   In addition, CNCA has developed frameworks for implementation of state academic standards. Currently, the following frameworks have been implemented: literacy for ELA/SLA and literacy across the content areas, math, and English Language Development.  Additionally, frameworks for Science and Social Studies are in progress.  2. Based on the locally selected measures or tools, LEAs summarize progress in implementing the academic standards. In literacy and language, CNCA is at partial implementation moving towards full implementation at the 9-12 level.    In math, CNCA is at full implementation of College Preparatory Mathematics (CPM).  In Science, a Director of STEM is leading the work to co-create a science framework, pilot curricular resources, and select assessments.  CNCA is 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|2019-11-12||Met|2019
09618460123125|Camino Polytechnic|2||5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|1|5|5|2|1|4|4|4|2019-10-08|Camino Poly adopted and fully implemented all ELA/ELD, Math and NGSS programs. We have fully implemented History standards, but are working through the adoption process with county wide material review.|Met|2019
09618460000000|Camino Union Elementary|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|1|5|5|2|2|4|4|4|2019-10-08|Adopted and fully implemented all ELA/ELD and Math programs. Fully implemented NGSS and History standards, but are working through the adoption process with county wide material review.|Met|2019
43693930137273|Campbell School of Innovation|2||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|2019
43693930000000|Campbell Union|2||5|4|5|3|2|5|4|5|2|2|4|3|4|2|2|2|3|4|4|3|4|3|3|2019-10-24|In Campbell, learning must be purposeful and authentic to take hold. Classroom instruction must be rigorous and aligned to standards so that students can compete at the highest level. We must be inherently focused on outcomes and committed to changing our instructional approach to remove barriers for learning. We support staff to become the best they can be by offering a range of professional development in a variety of formats. The District Leadership Team uses and analyzes several 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.|Met|2019
43694010000000|Campbell Union High|2||4|4|4|3|3|5|5|4|3|3|3|3|3|3|3|3|4|5|5|5|3|3|3|2019-08-22|CUHSD plans to begin a pilot of science pathway curriculums in school year 2019-2020.|Met|2019
58727280000000|Camptonville Elementary|2||5|2|5|3|3|5|2|5|5|3|5|3|5|4|3|1|5|5|5|5|4|5|4|2019-10-16|Camptonville Elementary School District continues to meet State Standards adopted prior to newly adopted Common Core Standards in subject areas that apply. All students in grades K-8 have access to instruction by specialists in the areas of Health/Family Life, Spanish, Art, and Drama.  The school has implemented Common Core State Standards in math and ELA and the New Generation Science Standards as well. Teachers are given time and encouraged to continually participate in professional learning opportunities provided by Camptonville Elementary and other professional development networks.  Although Camptonville Elementary School District currently serves no English Learners, their credentialed staff is certified in CLAD/GLAD strategies. They are prepared to educate and model best instructional practices in the case that EL learners are enrolled and all instructional materials and curriculum have ELD accessibility. The Superintendent/Principal acts as Camptonville's ELD coordinator and attends conferences to better understand and inform staff regarding EL standards aligned to ELA academic standards.|Met|2019
19647336016323|Canyon Charter Elementary|2|Canyon Charter School 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. Canyon Charter School is at full implementation of the English Language Arts (ELA), English Language Development (ELD) and mathematics standards.  Canyon Charter students are successfully obtaining strong academic skills in English Language Arts (ELA) as evidenced by 94% 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" with 112.6 points above standard. This is an increase of 23.4 points from the previous year.  2nd grade students demonstrated proficiency in early literacy as evidenced in by 91% of 2nd grade students meeting early literacy benchmarks.  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.  Based on the California Dashboard & Equity report, all students performed 95.6 points above standard.  This is an increase of 16.7 points from the previous year.  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 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 is at initial implementation of 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.  Schools have been utilizing the Smarter Balanced Assessment (SBA) interim assessment blocks aligned to ELA and mathematics since Fall 2015. The school uses these data to identify supports and resources that schools may need during the school year to promote optimal student achievement.  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 Development Committee, comprised of teachers and administrators, meets throughout the year to plan and implement professional development sessions based on school-wide 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|2019
07616710000000|Canyon Elementary|2||4|1|4|4|4|4|1|4|4|4|3|1|3|3|3|1|4|4|5|3|3|3|3|2019-10-08||Met|2019
11625540000000|Capay Joint Union Elementary|2||5|4|5|2|2|5|4|5|2|2|5|4|5|2|2|2|4|4|4|1|3|4|3|2019-10-24||Met|2019
30664640000000|Capistrano Unified|2||4|3|4|3|3|4|4|4|3|3|4|3|4|3|3|4|4|4|3|4|4|4|4|2019-10-16|Rating Scale Descriptors (lowest to highest):  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|Met|2019
34674390123901|Capitol Collegiate Academy|2||5|3|5|3|4|5|3|5|4|4|5|3|5|4|4|1|3|3|3|1|5|5|5|2019-06-18|We know that ambitious student achievement is the result of consistency and continuity; therefore, we use the same core curricula for grades K-8 so that scholars’ skills, strategies, and routines can build each year. In non-core content, we believe the instructional materials should reflect and support the differing developmental and academic demands of each content area and materials are selected with that in mind.   Our professional development cycles are centered around our assessment cycle. Throughout the school year, teachers with the guidance of their content coach and other instructional leaders, engage in a robust series of focused, collaborative meetings. The cycle begins with analyzing assessment data (K-2: STEP and 3-8: Interim Assessments) in order to develop instructional goals for individual students, grade-levels, and grade-bands. Next, teachers and coaches collaborate to plan robust lessons driven by the data. Throughout the cycle teachers meet with their content coaches to receive feedback and development in alignment with the instructional goals for the cycle. Additionally, teachers and coaches will analyze data throughout the cycle to adjust instruction accordingly.|Met|2019
43693936046536|Capri Elementary|2||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|2019
37680070000000|Cardiff Elementary|2||5|4|5|4|4|4|4|4|4|4|5|4|5|4|4|1|3|4|3|3|4|4|4|2019-10-10|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 continues to fucus 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.|Met|2019
10101080136291|Career Technical Education Charter|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|3|3|4|3|4|4|4|4|2019-10-29|CTEC added its second year of student enrollment at the the beginning of the 2019/2020 school year.  We have establish a program address the academic standards within all subject areas and developed course grading to specifically support content standards.  We believe our program is still initial implementation and full implementation due to the continued addition of grades levels and academic curriculum.  Within CTEC's academic program, the support of teacher implementation of standards and highly effective teaching strategies is fully implemented through daily professional interaction between co-workers and district support.  Newly hired staff are supported by expert teachers/instructional support staff to encourage best teaching practices and implementation of subject standards.|Met|2019
37735510000000|Carlsbad Unified|2||5|3|4|3|2|4|4|5|3|2|5|3|4|3|2|5|4|4|5|4|5|4|4|2019-10-16||Met|2019
27659870000000|Carmel Unified|2||5|4|5|3|4|5|4|5|3|3|5|4|5|4|4|5|3|5|5|5|5|5|5|2019-10-23|CUSD is currently in the adoption phase for SS/History materials in grades 9-12. We adopted SS/History materials for K-8 last year. New SS/History resources were implemented for K-8 in the 2019-20 school year and we anticipate new resources at the high school level in 2020-21. Following the adoption of new science materials by the California Department of Education (CDE), CUSD has begun an adoption process for new K-5 materials in the 2019-2020 school year. Following the publication of a new Health Framework by the CDE in early 2020, CUSD will review current programming resources to determine the need for new materials and/or programming.|Met|2019
19647336016356|Carpenter Community Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|5|5|4|2019-10-28||Met|2019
42691460000000|Carpinteria Unified|2||4|4|4|3|2|4|4|4|3|1|3|3|3|3|1|4|1|4|3|4|3|3|3|2019-10-22||Met|2019
10621661030840|Carter G. Woodson Public Charter|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|5|5|4|4|5|5|5|2019-10-28|Courses provided at our school integrate common core standards, that support ELA but also are discipline specific.  These standards are integrated and used in core subjects as well as technical subjects (for example Career Technical Education courses).  We have a number of resources to support this endeavor.  At the local level we provide online courses through a partnership with the University of California.  Teachers use UC Scout curriculum to supplement areas to provide more depth, that our state adopted curriculum fall short.  We also have Edgenuity, another A-G approved online publisher that we use to assist students in meeting their academic goals towards advancing through the college preparatory coursework necessary to enter the University of California or California State University System.  In an effort to build student reading Lexile level, towards the profession of their choice, students use Achieve3000 which is a reading program that correlate a student’s current performance, with their career choice through the Career Center.  Other resources include Khan Academy and NewsELA to assist further with remediation and acceleration of course content to differentiate instruction in order to meet each students’ specific needs.  At the parent and student request, students are able to dually enroll at the local community college (Fresno City College) to supplement courses that may be needed towards graduation and college entrance.|Met|2019
10755980000000|Caruthers Unified|2||5|4|5|4|5|5|5|4|3|4|5|5|5|4|5|5|5|5|5|5|4|4|4|||Met|2019
45699140000000|Cascade Union Elementary|2|Cascade Elementary School District utilizes English Language Arts, Math, and History/Social Science, Next Generation Science Standards, curriculum from the state approved publishers list. We have no Williams' Complaints filed nor verbal or written statements during the Public Hearing in September 2019 regarding sufficiency of materials. Grade levels participate in the Shasta County Office of Education adoption series and we are piloting the Next Generation Science Standards state approved curriculum this 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|2019-10-09||Met|2019
19643450000000|Castaic Union|2||5|4|5|2|3|5|4|5|3|3|5|3|5|2|3|2|4|4|3|1|4|4|4|2019-10-10||Met|2019
08100820830059|Castle Rock|2||4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|3|3|3|4|4|4|4|3|2019-10-24||Met|2019
45699220000000|Castle Rock Union 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|2018-11-08||Met|2019
19647336071435|Castlebay Lane Charter|2||4|4|5|4|4|4|4|4|4|3|4|4|4|4|3|2|4|4|4|2|3|4|3|2019-10-28|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 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, 10-week progress monitoring scores in ELA and Math, 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.|Met|2019
43693936046544|Castlemont Elementary|2||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|2019
01611500000000|Castro Valley Unified|2||4|4|4|3|3|4|4|4|3|3|4|4|4|4|4|4|4|4|4|4|5|5|5|2019-10-24||Met|2019
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 3 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|2019-09-09||Met|2019
40687260000000|Cayucos Elementary|2||5|5|5|3|3|5|5|5|3|3|5|5|5|4|4|3|4|4|4|3|4|4|4|2019-10-09||Met|2019
15634046009351|Cecil Avenue Math and Science Academy|2||5|4|5|4|2|5|4|5|4|2|4|4|4|4|4|3|4|5|4|2|4|4|4|2019-10-14|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. Recently, site admin had a trainer come out on the first late start Wednesday of September to train all staff on Thinking Maps Day 2. The trainer presented on Frame of Reference and the what and why for each type of map. The second late start Wednesday of September, teachers transitioned to their department cohorts to implement the information presented at the previous late start. Teachers are encouraged to collaborate to better understand the information and apply it to their lesson plans. It is the expectation of site administration that teachers apply whatever information is given to them during previous trainings, to better support their instruction in the classroom. This information is to be reflected in their lesson plans.|Met|2019
44697990117804|Ceiba College Preparatory Academy|2||4|3|3|3|4|4|3|2|3|4|4|4|3|4|4|1|3|4|3|2|3|4|3|2019-11-12|Progress is being made in most areas with regards to standards implementation. Efforts will continue to reach full implementation in the areas of ELD, Math and NGSS. In 19/20, the Ceiba priority will be to reach full implementation in these areas as follows:  1. Standards implementation will be the priority for Wednesday and all day professional learning. 2. Administrators and teacher coaches will prioritize standards implementation in their 19/20 goals.  3. As part of the Teacher Leadership and Academic Excellence Committees, Administrators and teachers will work together to identify priorities for curriculum and professional learning for departments, grade levels and individuals.  4. 6-12 Math with a special focus on high school math (professional learning, coaching and support, instructional materials) 5. Development of standards implementation, professional learning and curriculum for Health, Visual and Performing Arts, and World Language.  6. Increasing support to teachers as a group and to individual teachers for standards they have not yet mastered. 7. A lead teacher for the Sciences has been designated to support ongoing development of staff instructional skills and implementation of NGSS. This year’s particular focus is on reviewing and selecting an NGSS-aligned curriculum for high school science. 8. A lead teacher for English Language Development (ELD) has been designated to provide focused professional development training for all staff members in ELD standards.|Met|2019
19647330115139|Center for Advanced Learning|2||5|4|5|4|5|5|5|5|5|5|5|5|5|4|4|2|4|4|3|1|5|5|4|2019-11-09|Met|Met|2019
34739730000000|Center Joint Unified|2||5|5|5|2|3|5|5|5|3|5|5|5|5|5|5|5|5|5|5|5|5|5|4|2019-10-23||Met|2019
19643520000000|Centinela Valley Union High|2|CVUHSD utilized multiple qualitative and quantitative 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.   Course Leads facilitated collaboration using the District's Common Assessment Data Protocol to analyze common assessments, plan for subsequent instruction, and share best practices.  14 of 22 collaboration days were used at all schools for Department Collaboration; online District Data Protocol was used 90 unique times across the English, ELD, Math, PE, Science, Social Studies, VPA, and World Languages departments.  Key points of progress include: 1) ELA: instructional programs fully implemented; 3 Literacy Instructional Coaches engaged in 817 pre/post coaching conferences and observations totaling 79,321 minutes and provided standards-aligned professional learning; teachers engaged in ERWC, Read 180, English 3D, and System 44 training; common summative assessments implemented quarterly; 2) Math: instructional programs fully implemented; transition to Integrated Mathematics continued; 3 Mathematics Instructional Coaches engaged in 712 pre/post coaching conferences and observations totaling 29,519 minutes and provided professional learning focused on implementation of integrated mathematics curriculum; 3) ELD: EL Instructional Coach engaged in 140 pre/post coaching conferences and observations totaling 7,805 minutes and provided professional learning on Integrated ELD and academic language support (Pro Talk, a Districtwide initiative); hosted the 3rd Annual District English Learner Symposium providing teacher-led workshops to 115 certificated and 60 classified staff; 4) Science: Science Instructional Coach engaged in 847 pre/post coaching conferences and observations totaling 22,017 minutes and provided NGSS training on common lab implementation; 5) History-Social Science: Social Science Course Leads collaborated to align common assessments to the new framework and attended LACOE Implementing the History Framework workshops; 6) CTE: Pathway Specialist supported Linked Learning academies with professional learning; District summer academy retreat; CTE-focused dual enrollment college courses; 6) Health: Science Coach assisted Health teachers with curriculum planning in compliance with CA Healthy Youth Act; 7) Physical Education: PE 9 Course Leads developed standards-aligned common assessments and projects and prepared for the Physical Fitness Test; 8) VPA: Regional Arts Coordinator facilitated 8 professional shows directly impacting 1,500 students and enhancing Language Arts and Social Studies curricula through intentional integration of the arts; 9) World Languages: reviewed new World Language Standards during Summer PL and adjusted curriculum maps.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-08|The CVUHSD LCAP provided 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 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. Administrators/instructional leaders attended Cognitive Coaching Seminars (48% of administrators trained) and Adaptive Schools' Norms of Collaboration Seminars (90% of administrators trained).  The District also provided the fifth 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 239 and 220 teachers, respectively.  Each of these optional PL days focused on advancing the use of technology (Canvas, Chromebooks, etc.), the use of districtwide AVID strategies, back-to-basics training in instructional strategies and classroom management, and ProTalk (academic discourse for all students) as a means of engaging students with standards-aligned instructional materials.|Met|2019
19647330100800|Central City Value|2||5|4|4|5|4|5|4|5|5|4|5|5|5|5|5|1|5|5|5|5|5|5|5|2019-10-25|Central City Value takes an active role in providing Professional Development opportunities internally and externally to help support teachers and administrators in keeping the LEA as current as possible with implementation of the state's academic standards.|Met|2019
36676450000000|Central Elementary|2||5|5|5|4|4|5|5|5|4|4|5|5|5|5|4|3|5|5|4|1|5|5|5|2019-10-10|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 receive 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 participate in a minimum of 2 days of customized professional development based on needs assessment results in addition to 3 district wide student free staff development days. A six week Early Literacy course was provided during the summer for 18 teachers.  Additional  classroom coaching and support is provided at our high-needs schools and for new teachers.  Administrators participate in professional development opportunities including in-house training and outside conferences.  As a TK-8 district we offer career technical education through career day events, speakers and clubs which helps students learn about, and explore, multiple career paths.  We are in the beginning stage of exploring the implementation of the newly adopted World Language standards.|Met|2019
10739650000000|Central Unified|2||3|3|4|2|2|4|4|4|2|2|4|4|4|2|2|3|3|3|4|3|4|3|3|2019-08-27||Met|2019
16638830000000|Central Union Elementary|2||4|4|4|3|3|4|4|5|3|4|3|3|4|3|3|2|3|4|3|1|4|3|3|2019-10-21||Met|2019
13631150000000|Central Union High|2||5|4|4|2|2|5|4|4|2|4|4|4|4|2|3|4|4|3|5|3|4|4|4|2019-10-08||Met|2019
10622406114805|Central Valley Home|2||5|4|4|3|4|5|4|4|3|4|5|5|5|2|4|4|4|4|3|1|5|5|5|2019-10-14|The district continues to provide staff development in the area of integrated and designated ELD. Extra planning time with county office consultants is also embedded into the school year for designated ELD teachers. This year, the district is piloting new curriculum for NGSS. Teachers will receive ongoing professional development during the pilot phase and follow up training once curriculum is adopted. CTE classes are provided at the middle school level.Because KECSD is an elementary district, world language classes are not available.|Met|2019
30664720000000|Centralia Elementary|2|CESD has identified local agency measures to track progress in implementing the state academic standards adopted by the State Board of Education. Through the implementation of research-based Common Core State Standards curricular programs and high-quality professional development, we have aligned student learning to state-adopted standards. CESD’s state testing scores indicate that, districtwide, the Distance From Standard showed growth of  +4 in ELA and +3 in Math. The District met our outcome through using a Multi-Tiered System of Supports that has supported our schools in developing a strong foundation for our students, staff, and parents. This framework implementation has allowed CESD to implement signature practices, that has yielded strong results. Some notable signature practices include: Balanced Literacy, Inquiry-Based Learning, Project-Based Learning, Thinking Maps, and Number Talks. CESD fully implemented the ELA/ELD Literacy standards with the support of pacing guides and the instructional delivery of our standards-based comprehensive program adoption. Additionally, the district implemented effective instruction of math standards through pacing guides to ensure thorough coverage of the standards, along with assessments that allow time for reteaching of skills and concepts. Our progress in implementing the academic standards of English Language Arts, English Language Development and Mathematics is at full implementation. Our teachers have been exposed to the standards through district-wide high-quality professional development, curricular materials, assessments, and scaffolds to provide instruction, differentiation, and enrichment.  Teachers have also participated in school site trainings and are bridging practice with their understanding of the 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 sites to create/deliver dynamic lessons for students to love physical activity.  We annually inform our governing board, stakeholders, and the public of our data and progress through regularly scheduled meetings. All measures relate back to student learning. For K-6th grade elementary schools, Career Technical Education CTE) and World Languages are not required content areas. The CESD classroom does incorporate integrated technology.  Through the development of these  21st century skills assist in strengthening foundational skills that will ultimately 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|2019-10-16||Met|2019
19647090112250|Century Academy for Excellence|2||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 For Two or More Years|2019
19647090107508|Century Community Charter|2||5|4|4|5|4|5|4|4|5|5|5|5|5|5|5|1|5|5|5|1|5|5|5|2019-10-23|CCCS is in the process of reviewing Math textbooks/curriculum for an upcoming adoption to better align the classroom instruction with the content standards. Additional training opportunities are being initiated to assist the math department with the challenges of remediation.|Met|2019
50710430000000|Ceres Unified|2||4|3|4|3|4|4|4|4|3|4|4|3|4|3|4|4|4|4|4|4|4|4|4|2019-10-30||Met|2019
49402530128074|Cesar Chavez Language Academy|2||5|3|5|3|3|5|3|5|3|4|5|3|5|3|4|2|2|3|3|5|4|4|4|2019-12-12||Met|2019
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|2|4|4|3|2019-10-15|Professional learning is reflective of teachers’ needs. The District surveys department chairs and teachers to learn how well it supports implementation of state standards and professional learning. Data is collected through the Priority 2 and other surveys to gather input regarding teacher satisfaction and areas of need for professional learning. For example, the District realigned social science course outlines to reflect the instructional expectations in the History Framework. District-wide collaborations identified strategies that best support these outlines and course objectives. This work was informed by teachers’ understanding of the Framework and the intended outcomes for secondary students. In science, the District is facilitating evaluation of instructional materials which will support effective instruction in science. Additionally, in response to the new standards for World Language and the draft of the resulting Framework, the District is leading collaborative sessions around how the newly-formed outline of proficiency indicators should inform students’ progress through the World Language programs. Teachers will analyze how the revised standards impact instruction and how students most effectively acquire language proficiency. The District remains committed to gathering teacher input and individualizing professional learning to provide opportunities that support students’ diverse needs for meeting the learning outcomes expected in content standards and frameworks.|Met|2019
19647330108878|CHAMPS - Charter HS of Arts-Multimedia & Performing|2||4|4|4|4|3|4|4|4|4|3|4|4|5|4|3|5|3|4|5|5|4|4|4|2019-10-22||Met|2019
09100900123521|Charter Alternative Program (CAP)|2||4|4|4|3|4|5|4|4|4|4|5|4|5|4|4|4|4|4|4|4|5|4|4|2019-10-01|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.|Met|2019
54722565430269|Charter Alternatives Academy|2||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 For Two or More Years|2019
09100900930123|Charter Community School Home Study Academy|2||4|4|4|3|4|5|4|4|4|4|5|4|5|4|4|4|4|4|4|4|5|4|4|2019-10-01|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.|Met|2019
54722566116909|Charter Home School Academy|2||4|3|4|3|3|4|3|4|3|3|4|3|4|3|3|3|3|3|3|3|4|4|4|2019-10-29||Met|2019
09618380107227|Charter Montessori Valley View Campus|2|The results of the standards implementation survey may be found at this link: https://docs.google.com/presentation/d/1upyGOk_OvcYSfuGlXHtv7IEVe0HS4m4hri1Tk6pTABo/edit?usp=sharing  The measure utilized was selected to provide teachers an opportunity to provide feedback in a concise manner.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-11-06||Met|2019
19643780000000|Charter Oak Unified|2||5|4|5|3|2|5|5|5|3|2|4|4|4|3|2|4|4|4|4|4|4|3|3|2019-10-17||Met|2019
43695836118541|Charter School of Morgan Hill|2||5|5|5|4|4|5|4|5|4|4|5|5|5|4|4|3|4|5|5|5|5|5|5|2019-10-15|CSMH offers 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 teaching methodologies. Project based learning (PBL), our primary method of instruction, encourages active exploration and utilizes complex real word problems which leads to a better understanding of concepts and greater student engagement. 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 several 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.|Met|2019
37683383730959|Charter School of San Diego|2|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. 100% of core Science courses are aligned to the Next Generation Science Standards (NGSS). CSSD has aligned 100% of Health Education, Physical Education, and World Language courses. 74% of Career Technical Education courses are aligned to the CTE Framework. 70% of core 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 and each CTE course to be aligned to CTE Frameworks.    (2) The school measures the quantity (number of hours) and quality (evaluation of high relevancy) of professional development. 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|2019-10-31||Met|2019
50710500000000|Chatom Union|2||4|3|4|2|1|4|4|4|2|2|4|4|4|2|1|1|2|4|2|1|4|4|3|2019-10-08|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.|Met|2019
19647331931708|Chatsworth Charter 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|2019-10-28||Met|2019
20756060132936|Chawanakee Academy Charter|2||4|4|4|3|3|5|4|5|3|4|4|3|4|3|3|4|4|4|4|3|4|3|3|2019-10-08|ELA and Math support for academic standards have included work with Model Schools and development and understanding of priority standards, performance tasks, benchmarks, and rubrics. NGSS has just been released. We are currently researching well aligned curriculum and training for our staff. In social studies, we are using currently adopted curriculum along with frameworks aligned supplemenmtal resources.|Met|2019
20756060000000|Chawanakee Unified|2||4|4|4|2|2|4|4|4|2|2|4|4|4|3|3|4|4|3|3|3|5|3|2|2019-10-08||Met|2019
29663160125013|Chicago Park Community Charter|2||5|5|5|3|4|5|5|5|3|4|5|5|5|3|4|4|5|5|5|4|5|5|5|2019-10-17||Met|2019
29663160000000|Chicago Park Elementary|2||5|5|5|3|4|5|5|5|3|4|5|5|5|3|4|4|5|5|5|4|5|5|5|2019-10-17||Met|2019
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|2019-10-09||Met|2019
04614240000000|Chico Unified|2||4|4|4|3|3|5|4|5|3|3|4|4|4|3|3|4|4|4|3|4|5|5|4|2019-10-16||Met|2019
19646340121186|Children of Promise Preparatory Academy|2||5|3|5|4|4|5|4|5|4|5|5|3|5|4|4|3|3|4|4|3|5|4|5|2019-10-28||Met|2019
04615316113765|Children's Community Charter|2||5|5|5|4|2|5|5|5|4|2|4|4|4|3|3|3|5|5|5|2|3|3|3|2019-11-14|Due to the 2018 Camp Fire, support for teachers and administrators dropped to the background and the importance of fostering a positive social-emotional atmosphere took top priority.  Academics and implementation of CCSS were a priority as our school had 100% access to CCSS curriculum.  After the fire, the focus was on moving our campus to a temporary location, fostering a positive social-emotional climate, and supporting students, families, and staff that were displaced.  For the 2019-2020 school year, an increase in support for teachers and administrators will be the focus.|Met|2019
19647336119531|CHIME Institute's Schwarzenegger Community|2||5|4|5|4|5|5|5|5|5|5|5|5|4|5|5|3|5|5|5|3|5|4|5|2019-11-05||Met|2019
36676780000000|Chino Valley Unified|2||4|4|4|3|3|3|4|4|2|2|4|5|4|3|3|4|3|3|3|3|5|4|3|2019-03-21||Met|2019
20651930000000|Chowchilla Elementary|2||5|5|5|4|4|5|5|5|5|5|5|5|5|4|4|3|4|5|4|1|5|4|4|2019-09-30||Met|2019
20652010000000|Chowchilla Union High|2||4|3|4|3|4|5|4|5|2|4|4|3|4|4|4|4|4|5|4|4|3|3|3|2019-10-28||Met|2019
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|2019-10-09||Met|2019
27659950000000|Chualar Union|2||5|5|5|4|3|5|5|5|5|4|5|5|5|5|4|1|4|4|2|4|5|5|4|2019-06-28||Met|2019
37680230000000|Chula Vista Elementary|2||5|2|4|1|3|5|5|5|1|4|5|3|5|2|3|4|3|4|5|3|3|3|3|2019-10-16|Chris Vickers, Principal Lead provided feedback and input. CVE President and Vice President provided feedback and input. Instructional Services and Support provided feedback and input.|Met|2019
37680236115778|Chula Vista Learning Community Charter|2|N/A|5|4|5|4|5|5|4|5|4|5|5|4|5|4|5|5|5|5|5|4|5|5|5|2019-10-14|N/A|Met|2019
33671736032411|Cielo Vista Charter|2|Data will consistently be collected and analyzed from a variety of sources, including but not limited to: SBAC, Teacher Created Benchmarks, Running Records, 40 Developmental Assets and Panorama surveys.  This information will be utilized to make data-driven decisions and allow us to identify and target areas for improvement.  Decisions regarding school-wide systems and programs, as well as professional development needs, best instructional practices, instructional strategies, and curricular materials will be learning centered and reflect the ongoing identified needs of all students.|4|4|4|3|3|4|4|4|3|3|4|3|4|3|3|2|3|4|3|4|4|5|4|2019-10-29||Met|2019
35674620000000|Cienega Union Elementary|2||2|3|4|1|1|4|2|5|1|1|4|3|4|1|1|1|3|4|4|1|3|3|3|2019-09-12|No additional information|Met|2019
49706496051635|Cinnabar Charter|2||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|2019
49706490000000|Cinnabar Elementary|2|The district uses several measures to track progress in implementing the state standards.  Daily EDI methods are used in every academic standard curriculum while multiple tests are conducted in grades 2-8 using Reading 360, Math 360, and Renaissance Learning.  Those scores are compared to previous months and years to adjust necessary teaching methods.  CAASPP scores are scrutinized during staff meetings to continue evaluating what is working, what must change and what is successful.    Since the district (TK-8 students)  currently does not have Career Technical Education or World Language.  The Visual and Performing Arts section is implemented through its STEAM program where dance, art, music, and culinary art is taught.    The district is currently working on adopting Next Generation Science Standards.|5|5|4|4|4|5|5|5|4|5|5|5|4|3|4|2|5|5|4|2|4|4|5|2019-10-08||Met|2019
01611760130534|Circle of Independent Learning|2||5|5|5|4|3|5|5|5|4|3|5|5|5|4|3|4|4|1|1|5|5|5|5|2019-10-15|Once enrolled, all COIL students are assessed in order to provide a baseline of current academic mastery in both Reading and Math.  Based on the results of the initial assessment, an individual learning plan is developed to provide the most appropriate course assignments in all academic areas, meeting all California Standards for each subject area.  If a student scores below their current grade level, a Student Success Plan is developed to address any gaps in all academic areas.  The Success Plan then becomes an intervention tool to help remediate the student closer towards grade level.  At the end of the year, all students are assessed in the same areas, in order to document all academic growth that occurred over the past year.  Based on internal data analysis and comparison of the scores, there is a positive correlation between the length of time at COIL and grade-level mastery.  The data suggest that it takes a minimum of two years for a student to remediate back up to grade-level mastery once they have fallen two or more grade levels below.  The data also suggests that if remediation is implemented within the first year of the student falling behind, it can take only one year or less to bring the student back to grade-level mastery.  COIL teachers and staff work proactively to identify and remediate student gaps as soon as possible.  COIL continues to focus on this area since it can strongly influence the true success identified on the Dashboard.|Met|2019
19647330122556|Citizens of the World Charter School Hollywood|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-06||Met|2019
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|5|5|5|5|5|5|5|5|2019-11-06||Met|2019
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|5|5|5|5|5|5|5|5|2019-11-06||Met|2019
30103060134940|Citrus Springs Charter|2||5|4|4|3|3|5|3|5|3|3|5|5|5|5|5|5|4|5|5|5|5|5|4|2019-12-12||Met|2019
38684780107300|City Arts and Tech High|2|At City Arts and Tech, as part of the Envision Schools Network:   - Curriculum is driven by the academic competencies through our portfolio defense system: Analysis, Inquiry, Research, Creative Expression   - The rigors of CCSS mean that City Arts and Tech (CAT) has implemented a CCSS-aligned math curriculum 9-12 this year (Illustrative Math in Algebra, Geometry, Algebra II; CPM for PreCalculus; AP for AP Calculus)   - CAT is using CCSS-aligned curriculum in all subjects 9-12  - CAT is in process to adopt CCSS-aligned curriculum for all subjects and support quality implementation  - CAT uses 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|2019-11-14||Met|2019
37683380124347|City Heights Preparatory Charter|2||3|2|1|1|1|5|5|5|5|5|4|4|4|4|4|1|1|2|4|5|4|5|4|2019-10-16||Met|2019
19647330127886|City Language Immersion Charter|2|CLIC has historically used the following internal assessments: ELA -  1) SBAC Interim Assessment Benchmarks (IAB),  2) Fountas & Pinnell Benchmark Assessment System 3) CLIC Foundations Assessments (adapted from CORE)  4) Schoolwide CCSS-aligned writing rubrics  5) Teacher-created assessments  (using the Illuminate DNA test items and other resources)  ELD/SLD -  1) FLOSEM  Math -   1)  SBAC Interim Assessment Benchmarks (IAB) 2) Eureka Math End of Module Curriculum-based assessments  3) Teacher-created assessments (using the Illuminate DNA test items and other resources)  Each department (Math and ELA) is also investigating purchasing an adaptive assessment program, such as STAR 360 or iReady. The goal is to provide a comprehensive profile of student progress with data that is easily accessible and interpreted by students, parents, and teachers.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-24||Met|2019
01612590115386|Civicorps Corpsmember Academy|2|Civicorps serves 18-26 year olds in an alternative education model that is based on a charter approved by Oakland Unified School District (OUSD).  All lessons are prepared by teaching staff and approved by administration for implementation.  Each lesson plan and course overview reflect state academic standards appropriate to the course being offered and align with the portfolio graduation requirements.  Teachers are challenged to meet students where they are and often begin course with standards below 12th grade then quickly move students into the high school aligned standards.  Student learning is assessed through normative and summative manners throughout the term and also through the Northwest Evaluation Association (NWEA) via quarterly assessments.  This online adaptive assessment tool is aligned to state standards and allows teachers and students to immediately identify needed target areas for an individualized learning experience.   In addition to course and state standard alignment Civicorps has created measurable goals within the LCAP and Western Association of Schools and Colleges (WASC) Action Plan that further enhance and illustrate the commitment to state standards alignment along with college preparation.  Civicorps works with the local Peralta Community College District to achieve bridge-type content that prepare students for entry into college credit bearing courses in addition to an eye on apprenticeship exams that students are interested in preparing for. Quarterly NWEA data for 2018-2019 reflects 79% of students demonstrating Language growth and 84% demonstrating growth in math. And specifically, 78% of English Learners demonstrated growth across the NWEA.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-05-15||Met|2019
19643940000000|Claremont Unified|2||5|3|5|3|3|5|5|4|3|3|5|3|4|3|3|4|4|5|5|5|5|5|4|2019-10-17|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 (PD) for the following year.  Currently, 72% of certificated staff agree that they have adequate curriculum.  The LEA continued to provide PD for grades 9-12 in math, K-12 in writing and Thinking Maps, K-12 in NGSS, and 7-12 in HSS. Additionally, the LEA had begun work in training teachers on arts integration and social-emotional learning.   PD in NGSS for grades K-12 will continue to be provided in 2019-2020, and the work in mathematics will be expanded to grades 7-8.  CUSD will explore options for professional development in history social science.  Additionally, site TOSAs continue to provide coaching and support in all curricular areas.  Secondary teachers in history social science and world language recently adopted new materials aligned with the new frameworks.  In addition, our Science, Innovation, and Technology TOSA and Director of Educational Services is leading the charge in developing a plan of adoption/implementation of new NGSS materials for CUSD teachers.  In the meantime, teachers have gap materials.  The EL Facilitators and Director continue to provide resources for 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.|Met|2019
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|2019-10-24||Met|2019
37680986116776|Classical Academy|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|4|3|4|4|4|2019-10-21||Met|2019
37681060111195|Classical Academy High|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|4|3|4|4|4|2019-10-21||Met|2019
37103710138404|Classical Academy Vista|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|4|3|4|4|4|2019-10-21||Met|2019
10621090000000|Clay Joint Elementary|2||4|4|5|3|3|4|3|5|2|3|4|4|4|2|2|1|4|5|4|1|4|3|3|2019-10-01|Eureka math was fully implemented in 2016. ELA curriculum was in its first year of full implementation in 2018-2019. Amplify NGSS Science Curriculum was piloted and adopted in 2018-2019 school year. Teachers in grades K-8 use Studies Weekly. Administration collects data from focused classroom walk-throughs, student data analysis, teacher collaboration, faculty meetings and speicifc requests for professional development.|Met|2019
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|2019-10-09||Met|2019
29663240000000|Clear Creek Elementary|2||5|5|5|2|4|5|5|5|2|4|5|5|5|2|5|3|5|5|5|1|5|5|4|2019-10-08||Met|2019
19647250131938|Clear Passage Educational Center|2||5|4|5|4|5|5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|2019-06-30||Met|2019
19647330129825|Clemente Charter|2||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|2019
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|2019-10-09||Met|2019
10621170118018|Clovis Online 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|2019-10-23||Met|2019
10621170000000|Clovis Unified|2||5|4|4|3|4|5|5|5|3|5|5|4|5|3|4|4|5|5|4|5|5|4|4|2019-10-23||Met|2019
33736760000000|Coachella Valley Unified|2||4|4|3|1|1|4|4|4|1|1|4|4|4|1|1|4|3|4|3|3|3|2|3|2019-10-17|English Learner access to common core and EL standards: 4 - Full Implementation  Ratings were gathered for the elementary and secondary levels separately. For twenty-one of the twenty-three areas rated, the rating was the same. Two areas had different ratings for the elementary and secondary levels:    * NGSS:   Elementary 2-Beginning Development Secondary 1 - Exploration and Research Phase    * History-Social Science:   Elementary 2-Beginning Development  Secondary 1- Exploration and Research Phase  Since the California Dashboard requires a single rating, we reported the lower of the two ratings.|Met|2019
10621250000000|Coalinga-Huron Unified|2||3|3|3|3|2|5|4|4|3|2|4|4|4|3|3|5|2|4|4|4|4|4|4|2019-01-15||Met|2019
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 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 (at a minimum) 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 aligned curriculum in English Language Arts, Mathematics, and World Languages. The district is in the process of adopting new standards aligned science curriculum.|4|5|4|3|3|4|5|5|3|4|4|4|4|4|4|4|4|4|4|4|4|4|3|2019-10-10||Met|2019
37735690136267|Coastal Academy Charter|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|4|3|4|4|4|2019-10-21||Met|2019
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|2019-10-24||Met|2019
53716700000000|Coffee Creek Elementary|2||3|3|3|2|2|4|4|4|3|3|4|4|4|3|3|2|4|4|4|1|4|4|4|2019-10-23||Met|2019
42691610000000|Cold Spring Elementary|2|Cold Spring School District is the highest performing school district in the State of California in both ELA and Math (CAASPP, 2018-2019).  The District has implemented Renaissance Learning Star Reading and Star Math. The high summative test results are attributed to the focused instruction provided by our teachers and the use of formative assessment data to monitor and adjust instruction on a daily basis. The formative assessment data is used to motivate student learning. The Superintendent/Principal regularly monitors student progress to ensure that all students achieve their quarterly benchmark goals. The school community is committed to a systematic approach to teaching and learning. In 2019-2020, the District developed and implemented a comprehensive Professional Learning Plan. The Plan was focused on supporting teachers with the academic standards adopted by the State Board of Education. The following highlights the progress in each subject matter:  Science: The District is in its third year implementing Amplify Science to support the NGSS. Research based instructional strategies have been implemented for effective science instruction and student learning. Mathematics: The District is focused on integrating mathematics into all core subject areas. All TK-6th grade classroom teachers work closely with the Music teacher, Visual Arts teacher and the STEAM teacher to create project-based learning experiences aligned to math skills taught in the regular classroom. English Language Arts: The District remains committed to an effective reading and writing program. A partnership with Literacy Partners provides the support for training teachers in the Lucy Calkins Writing Workshop model, a Columbia University Project. Social Studies: The District addresses the CA History-Social Science Content Standards through nonfiction text, literature, and community connections. These opportunities are provided through guest speakers and field trip excursions. Physical Education and Health: A robust Physical Education and Health program prepares children to be physically and mentally active. The sixth-grade teacher partners with UC Santa Barbara’s Gevirtz Graduate School of Education, to increase student’s understanding of mental health disorders, reduce the associated stigma, and share wellness practices. A community partnership with the Fighting Back organization provides student and parent awareness of the harmful effects of vaping.  Visual Arts: The goal of the Visual Arts program is that every child achieves a sense of confidence and enthusiasm that comes from being creative. Like the other Media Arts Programs, the Visual Arts program is fully integrated into the core curriculum in the regular classroom. Performing Music: The music curriculum is designed to teach music literacy and music appreciation through vocal and instrumental training. The program utilizes 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|2019-10-14||Met|2019
19647336016562|Colfax Charter Elementary|2||5|4|5|5|4|5|5|5|4|5|4|4|4|4|4|1|4|5|5|1|4|4|4|2019-10-03|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), TCI (Social Studies), and Mind Up (Social Emotional).  Colfax also implements LAUSD’s English Language and Literacy Plan (ELLP).|Met|2019
31667950000000|Colfax Elementary|2||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|2019
30741120000000|College and Career Advantage|2||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 For Two or More Years|2019
30103060132910|College and Career Preparatory Academy|2||5|4|4|3|5|5|4|4|3|5|5|4|4|3|5|3|3|4|3|3|4|4|3|2019-10-16|We used the California Standards Implementation Reflection Tool as our basis for measurement in determining if we have met our criteria.|Met|2019
14101400128454|College Bridge Academy|2||4|3|4|3|4|4|3|4|3|4|3|3|4|3|3|3|3|4|4|4|4|4|3|2019-09-13|All of our curriculum is common core standards aligned and we have worked to train teachers in PLC's and during monthly PD sessions to make sure they are aligning their teaching to the standards. Standards aligned pacing guides for all core and VAPA courses have also been created and are followed by teachers. We are however looking into adopting a new English curriculum next school year to better meet the specific needs of our learners. In 2018-19 we adopted an ELD curriculum for our LTEL population that is CA standards aligned and has been well received. We have done a lot of work over the last three years to focus teachers on growth and development through classroom walkthroughs and formal observations. Teachers are met with individually at multiple points throughout the year to reflect on their goals and progress. We have been working for the last two years to more formally build out our CTE programming and this fall (2019-20) is the first cohort of students going through our CTE program.|Met|2019
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 2017-18 and 2018-19 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." was respectively, 93% and 86%.  The 2017-18 and 2018-19 average response to the same question, but for ELD instruction only was 90% 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|2019-06-11||Met|2019
37771640137356|College Preparatory Middle|2|CPMS follows the State of California Framework/State Content Standards in all subjects including Language Arts, Math, Science, Social Studies, Physical Education, and Art.  The school utilizes the instructional materials and the scope and sequence of skills to be taught as outlined in the various standards aligned curricula we have adopted, including Ready Common Core Math and ELA, Houghton Mifflin Science Dimensions and TCI Social Studies.  Student progress and performance with the curricula is central in determining our student academic  progress within the grade level standards and it helps to refine professional development and instructional methods for staff. Results from our frequent assessments provide additional measures of student achievement of standards. Yearly State Assessment data has indicated that students at CPMS consistently  meet or exceed standards at rates higher than those of the local districts, the county and State.|4|4|4|4|4|5|5|5|5|5|5|5|5|5|5|2|5|4|3|1|4|4|4|2019-10-30||Met|2019
37682130121582|College Preparatory Middle - East County|2||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|2019
19647330131821|Collegiate Charter High School of Los Angeles|2||4|3|4|3|4|4|3|4|3|4|4|3|4|3|4|1|1|3|3|4|4|4|4|2019-10-24||Met|2019
36676860000000|Colton Joint Unified|2|See Option 2.|4|3|2|3|2|5|5|3|2|2|3|3|3|2|1|5|3|4|4|4|3|3|3|2019-10-17|During the 2018-2019 school year professional development was provided to teachers in support of instruction on the Common Core State Standards.  Support was provided for Year 2 full implementation of English Language Arts (ELA) and English Language Development (ELD) adopted curriculum.  LETRS training was provided to district K-1 teachers and teachers on assignment. Project Based Learning workshops were provided to a group of elementary teachers who selected to participate. Instructional leadership teams were developed across district school sites to support ELA/ELD integration.  Math professional development increasing academic discourse in the classroom continued with the addition of another cohort of teachers.  Science professional learning continued K-12 through lesson studies, assistance with unit planning, and the science leadership team began the adoption process in the Spring.  Grade 7-12 History/Social Science teachers piloted and adopted new curriculum to begin using in Fall 2019.|Met|2019
45699480000000|Columbia Elementary|2|Columbia Elementary School District utilizes English Language Arts, Math, Next Generation Science Standards, 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 2019 regarding sufficiency of materials. Grade levels participate in the Shasta County Office of Education adoption series.  Teachers are provided professional learning opportunities for the 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|2019-10-10||Met|2019
55723480000000|Columbia Union|2||4|4|4|3|4|5|5|5|3|4|5|5|5|4|4|4|5|4|4|3|5|4|4|2019-10-08||Met|2019
54718520000000|Columbine Elementary|2|Columbine Elementary School has met this priority. Common Core curriculum is featured in each of our curriculum categories. Science grades TK-5 finished their last year with Houghton Mifflin and 6th thru 8th with Glencoe-McGraw Hill. New Science in 2019 / 20 is 4-8 is TCI's program and TK thru 3 is Houghton Mifflin. Social Studies is National Geographic for grades 6-8 and Pearson for grades TK thru 5. Language arts is Collections by Houghton Mifflin for grades 6-8 and Wonders by McGraw Hill for grades TK- 5. English language development follows  the standards. Math features Saxon TK - 5 and CGP 6-8. Triumph learning programs provide additional common core materials for all grades. Physical Education classes cover the state standards for grades TK thru 8.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-28||Met|2019
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|2019-06-19|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.|Met|2019
06615980000000|Colusa Unified|2||4|5|5|5|5|4|5|5|5|5|5|4|5|5|5|4|4|5|5|5|5|5|5|2019-10-21||Met|2019
04100410134213|Come Back Butte Charter|2||3|3|3|3|2|4|4|4|3|4|3|4|4|2|2|3|3|3|3|3|5|4|4|2019-10-14|All schools have access to Edgenuity curriculum to provide standards aligned core content and elective options to students.  The number of students accessing Edgenuity varies by site.   BCOE school staff designed courses of study that allow standards alignment and flexible/ personalized learning to meet individual student need based on self-interest. ELA and math courses of study are final and implementation is occurring at the school sites with training support from LEA staff and school staff involved in the development.  Science and History courses of study are being developed and piloted in 2019-2020. Because BCOE school programs serve high-risk students, staff have been invested in professional learning to support student behavior and social emotional needs.  Due to the small number of staff, focus on these needs has taken precedence over academic professional learning in recent years.   The LEA rolled out and expanded a Student Centered Coaching model to better support staff with collaboration and hands on classroom behavior, social emotional and academic support.  The LEA developed a push in professional development model intended to reach more staff more consistently while keeping staff on site.  For the past two years, the LEA has worked to build capacity with leadership teams by sending them to offsite professional development and conference sessions. Data is collected on all models of LEA professional learning support and is used, in part, to drive decision-making.|Met|2019
24102490138032|Come Back Charter|2||4|3|4|2|2|4|3|4|3|3|3|3|3|2|3|2|2|2|2|1|2|2|2|2019-10-21||Met|2019
33103300128397|Come Back Kids|2||4|4|4|3|3|4|3|4|3|3|4|3|4|3|3|3|3|3|2|2|4|4|4|2019-10-01|CBK used the California Standards Reflection Tool to measures its progress implementing state academic standards.|Met|2019
19753090132654|Community Collaborative 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|2019-10-10|Our commitment to the effective implementation of the academic standards adopted by the California State Board of Education for all students is evident in our practice of ensuring that academic learning and assessments are aligned to the grade level curriculum content standards and performance standards. By setting clear expectations for teachers and students of what students are expected to learn in each grade and each subject, we are preparing our students for success in grades K - 12 and beyond. Our practice of analyzing student data to identify professional development/training to enhance teacher knowledge, skill and effectiveness to address student academic needs is ongoing.|Met|2019
34765050108837|Community Collaborative Charter|2||4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|3|2|3|4|3|3|3|3|2019-10-22||Met|2019
19646420136127|Community Collaborative Virtual - Keppel Partnership 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|2019-10-10|Our commitment to the effective implementation of the academic standards adopted by the California State Board of Education for all students is evident in our practice of ensuring that academic learning and assessments are aligned to the grade level curriculum content standards and performance standards. By setting clear expectations for teachers and students of what students are expected to learn in each grade and each subject, we are preparing our students for success in grades K - 12 and beyond. Our practice of analyzing student data to identify professional development/training to enhance teacher knowledge, skill and effectiveness to address student academic needs is ongoing.|Met|2019
36677360136069|Community Collaborative Virtual - Sage Oak 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|2019-10-10|Our commitment to the effective implementation of the academic standards adopted by the California State Board of Education for all students is evident in our practice of ensuring that academic learning and assessments are aligned to the grade level curriculum content standards and performance standards. By setting clear expectations for teachers and students of what students are expected to learn in each grade and each subject, we are preparing our students for success in grades K - 12 and beyond. Our practice of analyzing student data to identify professional development/training to enhance teacher knowledge, skill and effectiveness to address student academic needs is ongoing.|Met|2019
19647336094726|Community Magnet Charter Elementary|2|Community Magnet Charter School (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 new ELA/ELD instructional programs for grades K-5 since 2017. Community Magnet CS continues to support early literacy foundational skills instruction through our Early Language and Literacy Plan by offering intensive professional development and teacher materials to K-2 grade-level teams to support differentiated instruction for students. In June 2018, CMCS adopted the 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. CMCS continues to track English Learner progress with an online dashboard with real-time data.  Community Magnet Charter School began implementing new mathematics standards and curricula in the 2014-15 school year. Community Magnet CS has been utilizing the Smarter Balanced Assessment (SBA) interim assessment blocks aligned to ELA and mathematics since Fall 2015. CMCS uses these data to identify supports and resources that students may need during the school year. CMCS continues implementation of the Next Generation Science Standards (NGSS).  Community Magnet implemented new HSS instructional materials in grades K-8 in Fall 2019 and teachers received training from the LAUSD. Since the state adoption of the NGSS in 2013, CMCS has received professional development on the NGSS and the instructional shifts necessary for classroom implementation. K-8 materials will be implemented in Fall 2020. Community Magnet CS is at full implementation and sustainability with the health education, physical education, 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|2019-11-04||Met|2019
37103710137695|Community Montessori|2||3|3|3|2|2|4|3|3|3|3|3|3|3|3|3|1|2|2|2|2|4|3|3|2019-10-30||Met|2019
34765050101766|Community Outreach Academy|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2|3|4|4|4|4|4|4|2019-10-22||Met|2019
19647330129874|Community Preparatory Academy|2||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|2019
30664640123729|Community Roots Academy|2|Community Roots Academy has selected Option 2: Reflection Tool for Priority 2.|5|4|5|4|2|5|5|4|4|2|5|5|5|4|2|0|3|2|3|0|4|4|4|2019-09-09|For Question #4: Other Adopted Academic Standards: 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 the school serves grades K-8.|Met|2019
01100170123968|Community School for Creative Education|2||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|2019
57727020139436|Compass Charter School of Yolo|2||4|2|4|4|4|4|2|4|4|4|3|3|3|3|3|2|4|3|3|3|4|3|3|2019-10-03||Met|2019
10623310130880|Compass Charter Schools of Fresno|2||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|2019
19753090135145|Compass Charter Schools of Los Angeles|2||4|2|4|4|4|4|3|4|4|4|3|3|3|3|3|2|4|3|3|3|4|3|3|2019-10-03||Met|2019
37682130127084|Compass Charter Schools of San Diego|2||4|2|4|4|4|4|3|4|4|4|3|3|3|3|3|2|4|3|3|3|4|3|3|2019-10-03||Met|2019
36679590124032|Competitive Edge Charter Academy (CECA)|2|The Competitive Edge Charter Academy staff has worked diligently to meld the common core state standards with the International Baccalaureate program expectations.  Surveys, observations, anecdotal data, and committee data were all used as tools to determine progress towards implementing state standards.  Using a multitude of tools was integral to painting a deeper picture of where our LEA stands in this very important area.  The data collected was tabulated and the results were shared with the Competitive Edge Charter Academy School Board on October 22.  The data collected showed that in the area of implementing state standards for both English Language Arts and Mathematics 50% of the staff felt that we were in the full implementation to full implementation and sustainability range.  The majority of the remainder of staff felt that CECA was in the initial implementation range.  These results demonstrated the sea change that is taking place at CECA in certain grade levels.  State test results indicated a lack of growth in certain grade levels despite changes made in exposing students to practice assessments, which guided instruction, a new approach to teaching math based on empirical data, a new wave of thinking map training to support teachers in the teaching of reading and writing, contextual unit development training, etc. Reflecting on the state test results with these changes in mind, we determined the implementation of the standards must be an area of growth; therefore, it was expected to see these results for many staff members.    The majority of teachers also felt that CECA was in the initial implementation phase of implementing the adopted state standards in the areas of Next Generation Science Standards and standards in the area of History-Social Science.  Both of these areas of study have received attention over the past two years at the district level.  Teachers have participated in professional development, lesson study and unit creation.  The payoff has been evident in both formal and informal observations and in the amount of material being developed by the teams in both areas.    In the areas of ELD, Career Technical Education, Health Content Standards, Physical Education Model Content Standards, Visual and Performing Arts, and World Language the majority of CECA teachers feel we are in the full implementation to full implementation and sustainability range.  These results are not surprising because CECA is an International Baccalaureate World School.  Students receive instruction in a second language in grades K-8, they receive art and STEM instruction in grades K-8, physical education in grades k-8 (teachers are supported in teaching the PE standards by the PE instructor), and our counselor visits classes annually to support student sin learning more about how they can be college and career ready.   The results in this area will truly guide the staff development plans and collaboration topics going forward.|3|4|3|3|3|3|3|3|3|3|3|3|3|3|3|4|4|5|5|5|3|3|3|2019-10-22||Met|2019
19734370000000|Compton Unified|2||5|5|5|3|3|5|5|5|2|3|5|5|5|3|3|5|4|5|4|5|4|3|3|2019-10-23|CUSD provided ongoing professional development in the areas of ELA, ELD, and Math in 2018-19.  A variety of resources were developed in these areas in order to enhance the district adopted curriculum. We also developed systems for teachers to evaluate and continue improving their practice in these areas. Some of these practices included collaboration time, walkthroughs, and lesson study sessions. In the area of science, during the summer of 2018-19 we provided an introductory NGSS training to K-12 teachers. They received an overview of the new standards and how to navigate them. This school year, we began a three-year partnership with UCLA Center X Science Project (NGSS). Teachers are working with the UCLA Science Project Team to develop their knowledge and strategies to deliver high quality science instruction that promotes the vision of NGSS.  In the area of History Social Science, we worked with the UCLA History and Geography Project. Teachers developed unit plans for the entire school year. CTE, World Language, and Physical Education Standards were fully implemented at all sites, although performing arts standards still need a stronger focus. Finally, although we have systems in place to identify the professional development needs of teachers, we are still strategizing ways to provide the necessary training and support on specific standards that they have not yet mastered. We this goal in mind, we are moving towards a tiered professional development model.|Met|2019
56737590000000|Conejo Valley Unified|2||5|4|4|3|3|5|4|4|3|3|4|4|4|3|3|4|3|4|4|4|4|4|3|2019-06-04|CVUSD seeks to provide the materials and professional learning (PL) to support student growth. Information in this self-reflection was gathered from staff, students, and parents; as well as group discussions inclusive of stakeholder representatives.   The CVUSD has made great strides to embed new instructional approaches that support the state standards.  Most recently, CVUSD has begun implementing varying forms of professional learning communities (PLC) and Universal Design for Learning (UDL). Teachers are provided teacher release days for PLC training, and 3 pupil-free days of PL to support implementation of UDL and other district goals. All schools in CVUSD provide teachers with time to collaborate. This includes a common planning or prep period, and subject-specific 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-promise students, and for those that have alternative learning styles. In support of our Students With Disabilities (SWD) all secondary schools introduced co-taught sections that include a general and special education teacher working together to deliver instruction in a general education setting. The CVUSD truly believes that every student can learn and every child matters. It is the Conejo Way.|Met|2019
41690050127282|Connect Community Charter|2|Connect uses MasteryConnect, a standards based grading platform, to assess all students on their progress towards mastery of each standard. All grade levels K-8 are assessed on each standard in the core areas of ELA, math, science, and social studies. All grade levels have submitted a Scope & Sequence which shows all CCSS Math & ELA standards, as well as NGSS standards, CA History standards, SEL standards, and ELD standards taught throughout the year. A PE Scope & Sequence is being developed for each grade level K-8.|3|3|3|4|3|3|3|3|4|3|4|3|4|3|3|1|4|4|4|1|3|3|3|2019-10-03||Met|2019
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, 47%, 37%, and 28% (respectively of Teachers considered themselves in Full Understanding & Implementation Phase.  These numbers are, on average, 19% lower than what teachers reported in 2018.  Whereas for the same standards they reported only 23%, 21%, and 11% of their parents in Full Understanding & Implementation Phase (ELA, Math and Next Generation standards respectively), which is, on average, 9% lower than what was reported in 2018.  21% of our teachers rated themselves in the Initial Understanding & Implementation Phase for Career Technical Education Standards, but 14% ranked their parents to be in this same phase (significantly lower than self-reported in 2018).   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|2019-10-21||Met|2019
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, 47%, 37%, and 28% (respectively of Teachers considered themselves in Full Understanding & Implementation Phase.  These numbers are, on average, 19% lower than what teachers reported in 2018.  Whereas for the same standards they reported only 23%, 21%, and 11% of their parents in Full Understanding & Implementation Phase (ELA, Math and Next Generation standards respectively), which is, on average, 9% lower than what was reported in 2018.  21% of our teachers rated themselves in the Initial Understanding & Implementation Phase for Career Technical Education Standards, but 14% ranked their parents to be in this same phase (significantly lower than self-reported in 2018).   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|2019-10-21||Met|2019
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, 47%, 37%, and 28% (respectively of Teachers considered themselves in Full Understanding & Implementation Phase.  These numbers are, on average, 19% lower than what teachers reported in 2018.  Whereas for the same standards they reported only 23%, 21%, and 11% of their parents in Full Understanding & Implementation Phase (ELA, Math and Next Generation standards respectively), which is, on average, 9% lower than what was reported in 2018.  21% of our teachers rated themselves in the Initial Understanding & Implementation Phase for Career Technical Education Standards, but 14% ranked their parents to be in this same phase (significantly lower than self-reported in 2018).   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|2019-10-21||Met|2019
55724135530191|Connections Visual and Performing Arts Academy|2||4|3|4|4|4|5|2|3|5|5|3|2|3|4|3|3|4|3|3|4|3|3|3|2019-10-23|Professional Development and having all teachers in our charter credentialed is a focus of the charter.  We are working toward this and will be there by the end of 2021.|Met|2019
01612590132555|Conservatory of Vocal/Instrumental Arts High|2||5|5|4|3|4|5|5|3|4|3|5|4|3|3|3|4|3|3|5|4|4|4|3|2019-08-26||Met|2019
07100740000000|Contra Costa County Office of Education|2||4|3|3|4|4|4|2|4|3|4|4|3|4|4|4|5|3|3|2|1|4|4|4|2019-10-16||Met|2019
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|4|4|2019-10-10||Met|2019
16638910000000|Corcoran Joint Unified|2||4|4|4|4|4|5|4|5|4|4|5|4|5|4|4|4|4|4|4|4|5|5|4|2019-10-22||Met|2019
04100410114991|CORE Butte Charter|2||5|4|5|3|3|5|5|5|3|3|3|3|3|3|3|4|2|1|2|4|5|5|3|2019-09-13||Met|2019
58727286115935|CORE Charter|2|CORE Charter School continues to meet State Standards as they are adopted and implemented for all students. CTE standards are an area of focus as new pathways are introduced. Physical Fitness standards, with independent study students in mind, have also recently been reviewed by instructional staff.  Continued attention to New Generation Science Standards and CAST content directs teachers’ course syllabi, learning period meetings, use of appropriate resources, and college/career readiness planning. Updated information is regularly shared with staff. When teachers need support with any subject standards mastery, leadership partners them with members who can help. CORE’s staff is highly collaborative in this way. Leadership maintains an “open door”  as well as actively seeks to  identify professional learning needs. 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, files progress reports,  and assessment scores, and communicates these findings to both teachers and parents 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 all credentialed teachers are certified to meet students’ personal English development needs. With the addition of ELPAC, the ELD Program at CORE is in its Initial Implementation (3) stage.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-10||Met|2019
31103140119214|CORE Placer Charter|2||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|2019
52714980000000|Corning Union Elementary|2||4|4|4|2|1|5|5|5|2|1|4|4|4|2|1|1|4|4|4|1|4|4|4|2019-06-05||Met|2019
52715060000000|Corning Union High|2||5|4|4|3|3|5|4|5|4|4|5|5|5|5|5|4|4|5|4|4|5|4|5|2019-10-17||Met|2019
37680310000000|Coronado Unified|2||4|3|4|4|2|3|3|4|3|2|4|3|4|4|3|4|4|4|4|3|4|3|3|2019-10-17|No additional comments at this time.|Met|2019
33670330000000|Corona-Norco Unified|2||5|4|4|4|4|5|5|4|4|4|5|5|4|4|4|5|4|5|4|4|5|4|4|2019-11-12|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. Opportunities for teachers and administrators to hone their craft 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 13.9% of the student enrollment are English Learners. Workshops offered to CNUSD teachers are  designed to support all learners, including English Learners.  ELD is a vehicle to support the English Learner in their academic success and workshops are provided to support implementation of both Integrated ELD as well as Designated ELD. Professional Learning opportunities include strategies to differentiate curriculum designed to meet the needs of all students, most especially ELs, Socioeconomically Disadvantaged Students and Foster Youth.  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.|Met|2019
49738820000000|Cotati-Rohnert Park Unified|2||4|4|3|1|1|1|1|4|1|1|3|3|3|1|1|3|3|3|3|1|3|2|1|2019-10-15|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, Professional Learning Communities, data reviews, progress monitoring meetings, 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 numerous collaborators including the Sonoma County Office of Education, internal and external consultants, and the county SELPA for this professional development.  The results of the self-reflection tool regarding the implementation of state academic standards was altered in the 2018-2019 school year.  Teachers reported significantly lower on the rating scales of implementation than in previous years.  The tool was changed from a rubric with detailed descriptions to a survey format with just a number and brief descriptor.  There is a question as to whether or not this survey skewed the teacher understanding of the rankings.  Regardless of the survey format, CRPUSD must engage in greater adherence to the implementation of state academic standards.  Data from the CAASPP examinations indicate that there is room for growth and improvement.|Met|2019
45699550121640|Cottonwood Creek Charter|2||4|2|5|3|2|4|3|5|3|3|3|3|4|3|3|1|2|2|3|2|4|4|4|2019-11-12||Met|2019
45699550000000|Cottonwood Union Elementary|2||3|3|3|3|4|4|4|4|3|4|3|3|3|3|3|4|3|3|4|4|4|3|3|2019-10-15||Met|2019
37682130129668|County Collaborative Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|5|5|5|5|2019-10-10|Our commitment to the effective implementation of the academic standards adopted by the California State Board of Education for all students is evident in our practice of ensuring that academic learning and assessments are aligned to the grade level curriculum content standards and performance standards. By setting clear expectations for teachers and students of what students are expected to learn in each grade and each subject, we are preparing our students for success in grades 6 - 12 and beyond. Our practice of analyzing student data to identify professional development/training to enhance teacher knowledge, skill and effectiveness to address student academic needs is ongoing.|Met|2019
19644360000000|Covina-Valley Unified|2||5|5|5|3|3|5|5|5|2|3|5|5|5|3|3|5|5|5|5|5|5|5|4|2019-10-07||Met|2019
01100176001788|Cox Academy|2||4|3|4|2|3|4|3|4|2|3|4|3|4|3|3|3|3|3|3|3|4|4|4|2019-10-31||Met|2019
38684786112601|Creative Arts Charter|2||5|4|5|3|5|5|4|5|2|5|5|4|5|2|5|1|5|5|5|1|5|5|4|2019-10-15|During the 2018-2019 academic year, one of our school-wide areas of focus was the K-8 alignment of the Math CCSS using developmentally appropriate and rigorous curricula.  Our K-5 team received ongoing coaching during our second year of implementation of our Bridges in Mathematics curriculum, while our 6-8 grade teachers received ongoing coaching to support their first year of implementing Illustrative Mathematics curriculum.  While we put in a lot of effort to have vertical alignment in mathematics, a remaining area of growth is to successfully align and integrate our science work K-8, adhering to all of crosscutting concepts of NGSS.  All of our new hires received professional development in either Responsive Classroom (K-5) or Origins: Developmental Designs (6-8) prior to the start of school.  Returning teachers, in collaboration with the Leadership Team, selected individualized areas of growth, and attended varied professional development sessions ranging from Teachers College Readers and Writers Workshop, to PD sessions with the Exploratorium and Academy of Sciences, to Integrated Learning Specialist Provider training in partnership with the Alameda County Office of Education.  In addition, 100% of our staff participated in monthly ongoing professional development sessions to address educational equity issues within the classrooms through our partnership with SFESS, and monthly coaching sessions about how to successfully integrate the arts into classrooms.|Met|2019
34765050108795|Creative Connections Arts Academy|2||3|3|4|3|3|5|4|5|3|2|3|3|4|3|2|3|4|4|5|5|4|3|2|2019-10-08||Met|2019
49738820123786|Credo High|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|4|5|4|3|3|3|2019-10-07|Due to school growth, Credo has hired many new teachers in the last few years.  The school is providing professional development in the form of Waldorf Teacher training and is also dedicating regular department meeting time for faculty.|Met|2019
31668520120105|Creekside Charter|2||5|4|5|5|5|4|5|5|5|5|4|4|4|4|4|1|4|4|3|5|4|4|3|2019-10-07|Creekside Charter uses three indicators to measure progress towards state academic standards.  1. CAASPP exams. 2. I-ready exams 3. CAASPP interim assignments.   Additionally, all classes are mapped against state academic standards and summative assessments are aligned with those curriculum maps.|Met|2019
54721400136507|Crescent Valley Public Charter II|2||4|3|4|4|4|4|3|5|4|4|3|3|4|3|3|3|4|2|3|2|3|3|3|2019-10-14|Overall the school currently scores at a 3.36, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.16 growth from last year.  We improved in implementing our mathematics program and history courses last year.|Met|2019
10625470136523|Crescent View South II|2||4|3|4|4|4|4|3|5|4|4|3|3|4|3|3|3|4|2|3|2|3|3|3|2019-10-24|Overall the school currently scores at a 3.36, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.16 growth from last year.  We improved in implementing our mathematics program and history courses last year.  Students are appropriately placed in their coursed depending on their NWEA assessment scores.  Small group instruction are offered in the area of math and history to the students who need direct instruction.|Met|2019
10101080109991|Crescent View West Public Charter|2||4|3|4|4|4|4|3|5|4|4|3|3|4|3|3|3|4|2|3|2|3|3|3|2019-10-24|Overall the school currently scores at a 3.36, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.16 growth from last year.  We improved in implementing our mathematics program and history courses last year.|Met|2019
19647330135616|Crete Academy|2|For Priority 2, we have decided to focus on the following goals: 1. ensuring 100% of ELA and Math curricula are aligned to the CCSS 2. ensuring 100% of students have access to the academic program as outlined in our charter petition 3. students will meet or exceed growth targets at outlined by the state on CAASSP in ELA and Math 4. school will meet annual API growth target 5. the EL progress/reclassification rate will be equal to or higher than previous year, as measured by the CELDT/ELPAC 6. The reclassification rate will be equal to our higher than that of the district. 7. 85% or more of parents surveyed will indicate that they received referrals to appropriate external services and supports for their children/families as needed.  Crete has chosen the above listed selected measures because we felt they were comprehensive in addressing both academic and social emotional needs of our students. Overall, Crete staff and the governing board have made great progress is meeting all of the locally selected measures. One area of improvement is meeting the state growth target in the CAASPP test. Crete staff are working on intervention and specific, differentiated instructional strategies to support all students in meeting the growth target.|5|4|5|5|5|5|5|5|5|5|4|4|4|4|4|3|3|5|3|1|5|4|5|2019-11-01||Met|2019
16638750101717|Crossroads Charter|2||4|4|4|4|4|4|4|4|4|4|4|4|3|3|4|4|4|4|4|4|4|3|3|2019-10-10||Met|2019
19647330121848|Crown Preparatory Academy|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|5|5|5|2019-02-06||Met|2019
36676940000000|Cucamonga Elementary|2||4|3|4|3|2|4|3|4|3|2|4|4|4|3|2|3|4|4|3|4|4|4|4|2019-09-26||Met|2019
12627370000000|Cuddeback Union Elementary|2||4|3|4|2|4|5|5|5|3|5|4|4|4|3|4|3|3|4|2|1|4|4|4|2019-10-16||Met|2019
19644440000000|Culver City Unified|2||4|3|4|3|2|5|3|5|3|1|4|3|4|3|2|3|4|5|4|4|4|4|4|2019-10-22||Met|2019
43694190000000|Cupertino Union|2||4|3|4|2|2|4|3|4|2|2|4|3|4|2|2|2|3|4|4|3|3|3|3|2019-10-24|We are making progress in supporting professional learning and implementing new practices in key areas including: ELA (K-5), NGSS, History-Social Studies (6-8), ELD, Mathematics, Human Growth and Development/Health, School Climate/Social-Emotional Learning. We will continue to strengthen our work in these areas as defined in our 2019-2020 LCAP and in school SPSAs. We also are continuing to focus on building site leadership and providing flexibility for teachers to access personalized, collaborative professional development in support of our Strategic Plan.|Met|2019
55723550000000|Curtis Creek Elementary|2||4|2|2|3|4|5|2|2|3|4|3|2|3|3|2|1|3|4|3|1|3|3|3|2018-09-11||Met|2019
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|2019-10-10|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. Both ELA/ELD and Mathematics textbooks have been adopted within the past 3 years for K-12. In 2019-2020, the district will research, pilot, and adopt an approved science curriculum to support the full implementation of the Next Generation Science Standards. Teachers and administrators have participated in the roll out of the new History-Social Science Framework. HSS textbooks have been adopted for K-8 and 11th grade. K-6 teachers and single subject Arts teachers will be trained  on the new California Arts Standards during 2019-2020 school year. A full-time Director of College and Career ensures that our Career-Technical Education programs provide a full array of options for students. Monthly meetings keep administrators up to date on curriculum, instruction, and assessment.  Staff at all levels attend a variety of professional learning opportunities.|Met|2019
12627450000000|Cutten Elementary|2||5|3|4|4|4|5|4|5|4|4|4|3|4|4|4|3|3|4|3|4|4|4|4|2019-10-14|The Cutten School District operates two schools with a total of 32 certificated classroom teachers. There are 24 veteran teachers and 4 teachers with three or less years of experience.  All classrooms are self-contained.  Needs identified in this survey include implementation of the NGSS standards, Health Standards, ELD, and CTE. In 2019-20, all classroom teachers will pilot Amplify Science, a state-adopted NGSS curriculum, potentially selecting these materials for the district to purchase. Much of the California Health standards are embedded in other curricular areas, such as physical education and social science. In addition, students at Ridgewood School participate in a 911 training with a local volunteer, and all students receive prevention training in sexual harassment / assault and bullying from the North Coast Rape Crisis Team. The Leadership Team, with input from teachers, will explore the new kindergarten - 6th Health Standards, scheduled to be published early 2020.  Less than 2% of students are identified as ELD. Student needs are addressed on an individual basis. Implementation of Career Technical Education (CTE) standards is also identified as a need. The California standards are written for grades 7 through 12. Nevertheless, teachers do provide opportunities for students to explore careers through guest speakers and presentations.|Met|2019
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 2017-18 and 2018-19 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." was respectively, 87% and 91%.  The 2017-18 and 2018-19 average response to the same question, but for ELD instruction only was 97% and 85%, respectively.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-06-12||Met|2019
44697650100305|Cypress Charter High|2||4|3|4|4|4|5|3|4|4|5|4|2|4|4|4|3|5|3|5|5|3|4|3|2019-10-17|Cypress supports teachers in accessing professional development to support their learning and growth as educators. However, an area of growth is to provide more targeted learning to support teachers in their areas of need based on evaluations of their teaching and self-reflection. Our move to the Santa Cruz County Office of Education has provided access to staff development focused on creating engaging common interdisciplinary curriculum, as well as a myriad of content specific learning options, and social-emotional learning. Our  teachers have opportunities to collaborate with other teachers in Alternative Education throughout the year.|Met|2019
30664800000000|Cypress Elementary|2||3|3|4|3|1|4|4|4|3|1|3|2|4|3|1|1|1|1|3|1|3|2|2|2019-10-10||Met|2019
57726780119578|Da Vinci Charter Academy|2||4|3|5|3|4|5|3|5|3|3|4|2|5|3|4|3|4|5|5|5|4|4|3|2019-10-17||Met|2019
19768690131128|Da Vinci Communications|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|5|5|5|5|5|2019-10-16||Met|2019
19768690128728|Da Vinci Connect|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|4|5|1|5|5|5|2019-10-16||Met|2019
19768690119636|Da Vinci Design|2||5|3|5|4|5|5|4|5|4|5|5|5|5|5|5|5|5|4|5|5|5|5|5|2019-10-16||Met|2019
19101990138669|Da Vinci RISE High|2||4|3|4|4|4|4|4|4|4|4|4|4|4|4|4|3|2|2|4|4|4|4|4|2019-10-09|Da Vinci RISE was in our first year of operation in 2018-19 and is confident in its implementation of state academic standards. As a new site, we hesitate to rate ourselves as sustainable in these areas, though systems are in place to ensure that they are sustained, we do not yet have a history that documents their sustainability. Da Vinci RISE implements a comprehensive common core aligned curriculum with 1:1, 24/7 technology access to the curriculum. We have a focus on personalized learning plans (PLP) and quarterly student monitoring to ensure success, progress, and appropriateness of curriculum. 100% of our 2018-19 instructional curriculum maps included corresponding subject area CCSS and ELD standards and Frameworks for Instructional Design. In 2018-19 100% of students had access to all programs and services with consideration of student need and interests. 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 on a weekly basis. All teachers also have weekly individual coaching meetings with site administrators that include observations, reflections on practice and implementation of standards, and personalized professional development goals and supports.|Met|2019
19768690119016|Da Vinci Science|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|4|5|5|5|5|2019-10-16||Met|2019
37683386039457|Darnall Charter|2|Darnall Charter School has selected Option 2: Reflection Tool for Priority 2.|5|5|3|2|2|5|5|4|3|2|5|5|4|4|4|0|5|5|0|0|4|4|3|2019-10-17|Career Technical Education, Health Education, and World Languages do not apply to Darnall Charter School based on its educational program outlined in the school’s charter petition and it serves grades TK-8.  However, our school has implemented CA Health Education Initiative with the CA Healthy Youth Act.|Met|2019
57726780000000|Davis Joint Unified|2||4|3|5|2|3|5|5|5|1|2|4|4|5|3|3|3|4|5|5|5|4|4|2|2019-10-17||Met|2019
19647336016729|Dearborn Elementary 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|2019-10-30||Met|2019
14632710000000|Death Valley Unified|2||3|3|3|2|3|5|5|4|2|5|2|2|2|2|2|2|2|3|2|2|4|4|5|2019-10-16||Met|2019
37680496119564|Dehesa Charter|2||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|2019
37680490000000|Dehesa Elementary|2||4|5|5|4|4|5|5|5|4|5|5|5|5|4|4|4|3|5|3|2|3|3|3|2019-10-29|The inconsistency in the Evaluation Forms used annually makes it difficult to rate progress accurately.  We also have a high turnover rate of teachers.  Therefore, training and retraining of incoming teachers is needed.|Met|2019
37680560000000|Del Mar Union Elementary|2||5|4|5|4|2|5|5|5|3|2|5|3|5|4|2|1|5|5|5|3|5|5|5|2019-10-23|As the Del Mar Union School District is an elementary school district, Career Technical Education does not apply.|Met|2019
08100820000000|Del Norte County Office of Education|2|The COE requires that all students in grades K-8  take Trimester Assessments to gauge the progress they are making towards mastery of standards. The information from those assessments are used to provide teachers and support staff with the data needed to make decisions about appropriate interventions. The COE uses a CAASPP aligned interim assessment instrument to gauge the extent to which students are accessing the content standards. High school courses have standardized summative exams, which measure the extent to which students have mastered the academic standards in their scheduled courses.|4|3|3|3|3|4|4|4|3|3|4|4|4|4|4|3|3|3|3|4|4|4|4|2019-10-24|This school year, the COE has been focused on Professional Development in the areas of Universal Design for Learning, Multiple Tiered Systems of Support (MTSS) , and Positive Behavioral Interventions and Support (PBIS)  to improve the conditions for learning. The COE also employs five Teachers on Special Assignment (TOSA’s), who provide direct and ongoing support to classroom teachers, to ensure that they are providing instructional programs that are standards-aligned and have appropriate academic rigor and relevance.|Met|2019
08618200000000|Del Norte County Unified|2|The District requires that all students in grades K-8  take Trimester Assessments to gauge the progress they are making towards mastery of standards. The information from those assessments are used to provide teachers and support staff with the data needed to make decisions about appropriate interventions.  One of the assessments used for this is the Aimsweb Universal Screener. The District also uses a CAASPP aligned interim assessment instrument to gauge the extent to which students are accessing the content standards. High school courses have standardized summative exams, which measure the extent to which students have mastered the academic standards in their scheduled courses.|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|4|4|4|4|3|3|3|3|2019-10-24|This school year, the District has been focused on Professional Development in the areas of Universal Design for Learning, Multiple Tiered Systems of Support (MTSS) , and Positive Behavioral Interventions and Support (PBIS)  to improve the conditions for learning. The District also employs five Teachers on Special Assignment (TOSA’s), who provide direct and ongoing support to classroom teachers, to ensure that they are providing instructional programs that are standards-aligned and have appropriate academic rigor and relevance.|Met|2019
15634046009369|Del Vista Math and Science Academy|2||4|4|4|3|3|5|5|5|5|5|4|4|5|4|4|3|4|5|3|1|4|4|4|2019-10-14|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, 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. This school year, reading, mathematics and science coaches were funded to provide extra support for teachers. In addition, Del Vista Math & Science Academy has curriculum facilitators representing their grade-levels at the district level; these facilitators support the curriculum development and implementation process by creating pacing guides, instructional materials, and assessments. Teachers have had the opportunity to participate in a variety of district and school professional development aligned to district goals. The school is in the initial implementation year of AVID as well.|Met|2019
15634120000000|Delano Joint Union High|2||4|5|4|4|4|5|5|4|4|4|5|5|4|4|4|4|5|4|5|4|4|4|4|2019-10-08||Met|2019
15634040000000|Delano Union Elementary|2||5|4|4|3|3|5|4|4|3|3|5|5|5|3|4|3|3|5|4|1|4|4|4|2019-10-14|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.|Met|2019
24753660000000|Delhi Unified|2|DUSD relies heavily on the expertise of teachers and administration to gauge the level of implementation of state academic standards. At the same time, the District provides intensive training to administrators, teachers, and classified employees on our standards-based adopted curricula in Math and English/English Language Arts.  Additional monitoring of academic standards implementation will be directly through the curriculum platforms' assessment and report creation programing.  We are currently in the process of researching potential adopted programs in History and Social Studies; part of this adoption will be extensive and intensive training on standards-based instruction. We are currently starting our Science PD series, which will be based on standards. We have also provided training to our Physical Education teachers and World Language teachers. We do see the need that beyond ELA and Math, we need to do more work on providing training on state academic standards for other subject areas.|3|3|3|1|1|3|3|3|1|1|3|2|3|1|1|2|2|3|2|2|3|2|2|2019-11-12||Met|2019
47702270000000|Delphic Elementary|2||4|2|3|2|3|5|2|5|2|3|3|2|3|2|2|1|3|3|1|1|4|4|4|2019-09-25||Met|2019
39686270132050|Delta Bridges 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 teachers 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 teachers 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 being created.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-17|4. 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        English Language Development  2    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   2    World Language  NA|Met|2019
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 teachers 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 teachers 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 being created.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-17|4. 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        English Language Development 2    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  2    World Language  NA|Met|2019
44698234430187|Delta Charter|2||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 For Two or More Years|2019
39686270136135|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 teachers 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 teachers 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 being created.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-17|4. 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        English Language Development  2    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   2    World Language  NA|Met|2019
34674130114660|Delta Elementary Charter|2|a. DECS continues to acquire and implement rigorous curriculum aligned to the Common Core State Standards (CCSS), Next Generation Science Standards (NGSS), and State Standards.  b. Students participate in our music and art programs on average 140+ minutes a week. DECS provides students with general music, choir, drama, band, general art, and advanced art classes.  c. A school-wide focus on Mathematics and Writing was held. A part time instructional coach was contracted for 3 days a week to provide Professional Development on deepening understanding of the CCSS in Mathematics and the CA Framework, as well as provide ongoing coaching in implementation in writing and other individual areas of focus needed.  d. Project Based Learning (PBL) was also continued as a school-wide focus, with 100% of staff trained and implementing PBL.  e. Individualized Learning Blocks called WINN (What I Need Now), provide individualized instruction four times per week for 40 minutes. During this time, students are pulled in groups for just right instruction. Groups include Intensive and Strategic Intervention (led by the Resource Specialist, but include students with and without IEPs), On Level, and Advanced. In addition, groups are pulled for Designated ELD.  f. Personalized professional development and coaching was provided to teacher teams, based on their individual goals and evaluation, to strengthen their implementation of Common Core and other aspects of the curriculum. g. Teachers who were not previously trained in Guided Language Acquisition Design (GLAD) attended a two-day and four-day institute to receive their certification. All teachers are observed weekly by the CLAD Lead Teacher, who ensures consistent use of GLAD across classrooms and grades. 100% of staff are trained and implementing GLAD.  h. The Beginning Teacher Support and Assessment (BTSA) program was provided to new teachers through on-site mentor teachers and within the SCOE consortium.  i. The School Leadership team is very active in monitoring students’ proficiency data. Roles are distributed with one teacher focused on NEWA MAO, one on Accelerated Reader, and one on ELPAC and CLAD. Each teacher monitors data, then provides professional development and either coaches or facilitates peer coaching in their area. j. The School Leadership Team also attended a National Conference on maximizing student engagement and brought back a plethora of resources and ideas for teachers to create experiences within their classrooms and not just lessons.  k. Chrome books are used to enhance instruction and provide differentiation through programs such as Accelerated Reader, as well as assess progress and inform instruction through programs such as STAR Reading and NWEA MAP. In addition, Promethium Boards are in every classroom to ensure student engagement. DECS has a 2:1 technology ratio for its students.  l. The music and art department meet with grade levels monthly to incorporate standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-07||Met|2019
39686270129890|Delta Home 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 teachers 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 teachers 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 being created.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-17|4. 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        English Language Development  2    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   2    World Language  NA|Met|2019
39686270136028|Delta Keys 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 teachers 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 teachers 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 being created.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-17|4. 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        English Language Development    2    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    2    World Language     NA|Met|2019
50710685030267|Denair Charter Academy|2||4|4|3|2|4|4|4|3|2|4|4|4|4|4|4|4|3|4|4|4|4|4|4|2019-11-14||Met|2019
50710680132662|Denair Elementary Charter Academy|2||4|4|4|2|3|5|4|5|2|3|3|3|3|2|3|2|3|4|4|4|4|4|3|2019-11-14||Met|2019
50710680000000|Denair Unified|2||4|2|4|3|4|5|2|5|3|4|4|2|4|4|4|4|4|5|4|4|3|4|3|2019-11-14||Met|2019
33670410000000|Desert Center Unified|2|The LEA has adopted new curriculum in Math, ELA, Science, Social Studies and Art.  The district uses district assessments and curriculum embedded assessments as well as the CAASPP scores to monitor student progress.The district serves elementary students only even though it is a unified district. All secondary students attend Desert Sands Unified School district. Classroom observations are done daily to monitor the implementation of the standards.  Professional development was provided to all staff with the adoption of each of the new curriculums. Ongoing professional development is offered through online trainings due to the remoteness of our location.|4|4|5|3|3|4|4|4|3|3|4|4|4|3|3|1|1|4|3|1|4|4|4|2019-10-22||Met|2019
19642461996537|Desert Sands Charter|2||4|3|4|4|4|4|3|5|4|4|3|3|4|3|3|3|4|2|3|2|3|3|3|2019-10-14|Overall the school currently scores at a 3.36, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.16 growth from last year.  We improved in implementing our mathematics program and history courses last year.|Met|2019
33670580000000|Desert Sands Unified|2||4|3|3|3|3|4|3|4|3|3|4|3|3|3|3|3|2|4|4|2|4|3|4|2019-10-15|In spring 2019, teachers participated in a Panorama survey to provide feedback on professional development, implementation of standards and instructional strategies. Responses, in conjunction with school principal feedback has provided an abundant data set to apply to the State self-reflection tool. DSUSD adopted standards aligned curriculum, per the adoption schedule, for ELA and math. Math curriculum was adopted in 2016 and implemented the following year. In spring 2017, 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 2017-18 ELA/ELD textbooks for grades 6-12, aligned with ELA CCSS and ELD standards were adopted. The curriculum, implemented in 2018-19, provides teachers with scaffolded curriculum to meet the needs of our ELs. Supplemental resources aligned to Next Generation Science Standards and the 2016 History/Social Science Framework have been provided to teachers until their respective textbook adoption year. In 2017-18, half of DSUSD schools implemented a Multi-tiered System of Support and the other half the following year. Teachers continue to be trained on methods to best support students’ academic and social emotional needs. AVID expanded to all secondary schools and five elementary schools providing teachers with research based instructional strategies. In addition, DSUSD continues to provide teachers with PD, coaching, Structured Academic Support Time and support for PLCs|Met|2019
36103636111918|Desert Trails Preparatory Academy|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|3|3|4|5|5|5|5|5|2019-10-24||Met|2019
41690470129759|Design Tech High|2||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|2019
15634200000000|Di Giorgio Elementary|2||5|5|4|4|4|5|5|5|5|5|4|4|4|4|4|1|3|3|1|1|4|4|4|2019-10-16||Met|2019
44697994430245|Diamond Technology Institute|2||5|4|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|3|5|5|5|5|5|2019-10-28||Met|2019
37680490136614|Diego Hills Central Public Charter|2||4|3|4|4|4|4|3|5|4|4|3|3|4|3|3|3|4|2|3|2|3|3|3|2019-10-17|Overall the school currently scores at a 3.36, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.16 growth from last year.  We improved in implementing our mathematics program and history courses last year.|Met|2019
37681630137109|Diego Valley East Public Charter|2||4|3|4|4|4|4|3|5|4|4|3|3|4|3|3|3|4|2|3|2|3|3|3|2019-10-17|Overall the school currently scores at a 3.36, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.16 growth from last year.  We improved in implementing our mathematics program and history courses last year.|Met|2019
37103710137752|Dimensions Collaborative|2||3|2|3|2|1|4|3|2|3|1|3|3|3|3|3|3|3|2|4|3|4|3|3|2019-10-30||Met|2019
54755310000000|Dinuba Unified|2||5|4|5|4|3|5|4|5|4|3|5|4|5|4|3|5|3|5|5|5|5|5|5|2019-10-24|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.|Met|2019
37680236111322|Discovery Charter|2||5|3|5|5|4|5|3|5|5|4|5|3|4|4|1|3|3|4|4|3|5|2|3|2019-10-24|The school's instructional leadership team continues to bring high-impact language development strategies back to the classroom from professional learning sessions to continue the school's efforts in strengthening the speaking and listening standards across content areas.  Grade levels have two hours each week to collaborate and plan lessons to support every student's mastery of the CA state standards.  This time also involves working with RtI staff, RSP staff, and other support staff.  Furthermore, teachers work in vertical teams at least once a quarter to examine how grade level teams can fortify student proficiency and mastery of content standards.|Met|2019
39754996118665|Discovery 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|2019-10-14|The staff engages in weekly staff development meetings as well as a common core seminar for the subject the staff member teaches each month. Supervisors have been named for weekly observations and feedback to staff.  Teachers have worked to develop comprehensive curriculum maps for each of the core subjects.  These are being followed by all of the staff.|Met|2019
43104390111880|Discovery Charter|2||5|4|5|3|4|5|4|5|3|4|5|4|5|4|4|5|5|5|5|4|5|4|4|2019-10-30|Career Technical Education N/A|Met|2019
43104390127969|Discovery Charter II|2||5|4|5|3|4|5|5|4|3|5|5|4|5|3|4|5|4|5|4|4|5|5|4|2019-10-30|Career Technical Education N/A|Met|2019
19647330115253|Discovery Charter Preparatory #2|2|The LEA has opted to use results from multiple diagnostic tests including; I-Ready, Achieve 3000, and Illuminate as well as teacher generated assessments based on their pacing plans, skillbinders and lesson plans in order to measure and track its progress in implementing the state academic standards adopted by the California State Board of Education.  The LEA decided that using a variety of measures including teacher generated assessments and pre-built assessments would provide the most holistic view of the LEA’s implementation and students mastery of the state academic standards.    Teaching is based on the Common Core State Standards. All teachers carry out curriculum based on the University of California A-G requirements. In addition, students have the opportunity to participate in dual enrollment classes at the community college level. Teachers are aware of students’ backgrounds and connect curriculum to community based issues. Teachers use formal and informal assessments to gauge student learning needs to inform instruction. Teachers replaced NWEA with Illuminate. Illuminate not only provides pre-built CAASPP quarterly assessments, but teachers can also create quizzes and tests in all core subjects:mathematics, science, english, social sciences. Illuminate provides a variety of data which allows teachers to conduct ongoing  assessments and view detailed reports, showing whether or not students meet academic standards.The Illuminate tests are a more effective method for teacher evaluation. Preliminary testing using the Illuminate Pre-Built tests show promising signs. The first round of testing presented poor results; however, after analyzing and disaggregating the strengths and weaknesses between each individual standard, students showed a marked improvement over the next round of tests. Further analysis and monitoring is ongoing to help teachers be better aligned with the CCSS.|5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|1|5|5|5|5|5|5|5|2019-10-08|Every teacher attends summer orientation/professional development as well as monthly professional development workshops designed to meet the needs of our teachers. The LEA provides a multitude of opportunities for faculty, staff, and administrators to receive standards-based professional development training and attend off-site training programs that include: conferences, courses, and workshops. Additionally a total of 8 non-instructional days are allocated for professional development annually.       The school uses a one-day per week model of afternoon trainings for the entire faculty and staff. These weekly professional development meetings provide compensated meeting times for all staff to update their content-area knowledge, analyze and evaluate student performance, plan instructional units and investigate new strategies for implementing a standards-based curriculum for all students.       In addition to this, the LEA employs expert consultants to expand our staff’s knowledge of research-based strategies. The consultants use student achievement data, teacher needs assessments, and a strong research base to design their professional development program. The consultants also work one-on-one with teachers, providing individualized coaching and support regarding the standards and their implementation.|Met|2019
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|2019-10-30|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 Impact from McGraw Hill, and Mind Up (Social Emotional).  During the last school year Dixie Canyon began implementation of LAUSD’s English Language and Literacy Plan (ELLP) and the new ELD standards in the California Master Plan. We do not currently have  "Career and Technical Education" standards for elementary schools. We focus on the foundation of career readiness skills. The World Languages standards are still in the process of being developed.. We do focus on the 5 "C"readiness  Communication, Cultures, Connections, Comparisons, and Communities. We will purchase curriculum when it is made available after the The framework as been developed and we decide with our Charter Governance Council and our Local School Leadership Council.|Met|2019
48705320122267|Dixon Montessori Charter|2||4|4|5|4|5|5|4|5|5|5|5|4|5|4|4|1|3|5|5|1|4|4|4|2019-09-10|Dixon Montessori elected to remove the designated technology class from our course offerings, and to add technology as an integrated part of our instruction in all classes.  We are in the exploration and research phase of this shift.  We believe that this shift will allow students to make better growth in their ability to use technology to accomplish relevant tasks.|Met|2019
48705320000000|Dixon Unified|2||3|4|4|4|3|4|4|4|3|3|3|4|5|3|2|4|4|3|3|3|4|3|3|2019-10-17|DUSD is committed to providing high quality professional development to staff so that we can more fully implement state academic standards in all subject areas.  Additionally, our progress toward meeting this standard is measured at each school site three times annually during formal Learning Walks.|Met|2019
24753170000000|Dos Palos Oro Loma Joint Unified|2||5|5|5|3|4|5|5|5|3|4|5|5|5|3|4|5|4|4|3|4|5|4|5|2019-10-17||Met|2019
53716960000000|Douglas City Elementary|2||5|4|5|5|3|5|4|5|5|4|4|4|4|5|3|3|4|5|5|3|4|4|4|2019-10-09||Met|2019
19644510000000|Downey Unified|2||5|3|5|4|3|5|3|5|2|1|5|2|5|2|3|5|2|1|4|5|5|5|5|2019-10-24||Met|2019
01612590129635|Downtown Charter Academy|2|In addition to data digs, analysis, and Action Plans derived from CAASPP, we use the NWEA Interim Testing to monitor and track the classroom and individual progress for each discipline.  These assessments are done 3 times/year and the first one provides the benchmark at the beginning of the year.  These assessments provide: A detailed look at overall and grade level performance after each round of testing, as well as across administrations and academic years, a view of whether students are meeting growth targets and how growth compares to national norms, projections for your state test, graphical views to identify performance trends with interactive race/ethnicity and gender filters via Excel.  In addition to the NWEA, our students are evaluated using End of Unit Assessments, frequent exit tickets, and performance observations provided by curricula designed specifically to meet the State academic standards: Common Core for ELA and math, ELD standards, Next Generation Science Standards, History and Social science, Health education Content Standards and Physical Education 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|2019-06-26||Met|2019
43104390123257|Downtown College Prep - Alum Rock|2|GOAL: Downtown College Prep Alum Rock (DCP Alum Rock) is committed to ensuring its curriculum is aligned to the state academic standards adopted by the State Board of Education. Thus, it holds the goal that students will have access to state-adopted standards aligned curriculum, materials, and technology, and take courses taught by appropriately credentialed teachers.  ACTIONS: DCP Alum Rock supports this goal as it: 1) Provides standards aligned curriculum and instructional materials, 2) Provides computer and technology equipment, 3) Offers enrichment and elective courses, 4) Supports teacher credentialing, 5) Provides supplementary materials for students who are ELs and/or living in poverty, and 6) Provides professional development to teachers to support practice.  ASSESSMENT: DCP Alum Rock assesses progress through  1) ongoing review of teacher credentialing and placement, coupled with supports 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.  2018-19 PROGRESS: DCP Alum Rock achieved progress in this goal area as follows:  CURRICULUM - The CCSS aligned Illustrative Math curriculum (MS) and Interactive Math (HS)  was implemented for the first year. The ELD3 program was adopted and will be implemented in 2019-for newcomers in gaining language acquisition at the High School.  A NGSS aligned Science curriculum was developed through collaborative teacher planning and is being fully implemented in 2019-20.  Social Studies and English teachers developed CCSS aligned scope and sequence units to deepen student learning experiences. Engineering courses were implemented to enhance elective course offerings.  STANDARDS ALIGNMENT - At the high school, 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 linked to Khan Academy in Math, enabling the creation of differentiated playlists and workstations.  PROFESSIONAL DEVELOPMENT - At the Middle School, we continue developing 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, we focused on standards-based grading, 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|2019-10-17||Met|2019
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.  2018-19 PROGRESS DCP El Primero achieved progress in this goal area as follows:  CURRICULUM - A NGSS aligned Science curriculum was developed through collaborative teacher professional activities in 2018-19 and is being fully implemented in 2019-20.  The IMP math program was implemented in all math classrooms. Social Studies and English teachers developed CCSS aligned scope and sequence units to deepen student learning experiences. Engineering courses were implemented to enhance elective course offerings.  PROFESSIONAL DEVELOPMENT - Throughout the year, EPHS focused on professional development that deepened our ability to provide a standards-aligned curriculum. A significant undertaking was the analysis of student work where teachers collaborated to evaluate student progress through standards-aligned assessments and to use the results of that data to shape instruction. In addition, teachers joined one of four PLCs dedicated to improving student outcomes by attending to student engagement, motivation, diversity of learning needs and rigorous instruction.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-17||Met|2019
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.  2018-19 PROGRESS: DCP El Camino achieved progress in this goal area as follows:  CURRICULUM - The CCSS aligned Illustrative Math Curriculum was implemented in grades 6-8.  The CCSS aligned Teachers College Reading and Writing Projects Units of Study in Reading and Writing were piloted in 5th and 8th grade and will be implemented in all ELA classes 5-8 in 2019-2020.  The units of study will be used in 3 Social Studies classes as part of the content integration goal. CONTENT INTEGRATION - four teachers working with a group of 140 students integrated ELA and Social Studies content, strategies, and skills to support alignment with state standards.  A pilot was run with two teachers working with a group of 70 students integrating ELA and Science content, strategies, and skills to support alignment with state standards. PROFESSIONAL DEVELOPMENT - Continued focus on the workshop model, supporting a 1:3 ratio of instruction to application. This included whole staff PD, learning labs, model lessons, PLC’s and expert coaching.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 Ferguson.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-17||Met|2019
19647336119903|Downtown Value|2||5|4|4|4|2|5|4|4|4|2|4|3|4|4|2|1|1|5|2|1|4|3|3|2019-10-25||Met|2019
39686760117853|Dr. Lewis Dolphin Stallworth Sr. Charter|2||3|3|3|3|4|4|3|3|4|5|3|2|3|3|4|2|3|2|3|1|4|4|4|2019-11-01|Summer and monthly professional development is provided to both credentialed and classified employees. All staff is given training in curriculum and supplemental programs, safety training, and data collection. Additional support from senior administrators and  Vice Principals to teachers specific to instruction given weekly. The Board requires additional professional development training for administration.|Met|2019
19647330102491|Dr. Theodore T. Alexander Jr. Science Center|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|4|4|4|4|2019-10-30||Met|2019
31668030000000|Dry Creek Joint Elementary|2|Dry Creek Joint Elementary School District (DCJESD) provides 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 is 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 has provided professional learning in a very flexible and accessible manner.  In addition, five (5) instructional coaches support our school sites on a daily basis with implementation of curriculum, modeling/coaching for teams/individuals, lesson development support, ELD support, GLAD implementation 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 have received training from well known expert, Mike Mattos, on a Tiered System of Interventions and have implemented these  systems and practices District wide in order to meet the needs of all learners. The following have been a focus of our professional learning and implementation: 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 in place for Mathematics and English Language Arts/English Language Development for several years.  There has been ongoing training for the staff in regards to Math standards, instructional practices, and instructional materials implementation.   History Social-Science instructional materials were piloted and purchased last school year.  They were implemented with the start of the 2019 school year.  The State Instructional Quality Commission (IQC) and the State Board of Education (SBE) announced the list of options for the new Next Generation Science Standards in November of 2018.   The District convened a pilot committee and is currently piloting aligned materials for adoption in February 2020.  Physical Education implementation meets state requirements at both the elementary and middle school level.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-17||Met|2019
27660920129239|Dual Language Academy of the Monterey Peninsula|2||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|2019
19644690000000|Duarte Unified|2||4|4|3|3|3|3|3|3|2|2|4|4|4|3|3|3|3|3|3|3|3|3|3|2019-10-17||Met|2019
01750930000000|Dublin Unified|2||4|3|3|3|2|4|3|3|2|2|3|3|3|2|2|3|3|3|3|3|3|3|3|2019-10-22||Met|2019
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 teacher and school professional development plans, standards-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, Model Library Standards, and Physical Education. We also have fully implemented the previous state science standards and are continuing in the process of transitioning to the Next Generation Science Standards. Implementation of Visual and Performing Arts continues to deepen and expand these critical opportunities 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|2019-10-08||Met|2019
49706720122440|Dunham Charter|2||5|4|5|4|3|5|4|5|4|4|4|3|4|4|3|1|3|4|4|1|3|4|3|2019-11-12||Met|2019
49706720000000|Dunham Elementary|2||5|4|5|4|3|5|4|5|4|4|4|3|4|4|3|1|3|4|4|1|3|4|3|2019-11-12||Met|2019
10622650116640|Dunlap Leadership Academy|2||5|4|5|4|1|5|5|5|3|1|5|5|5|3|1|5|5|5|5|5|5|5|4|2019-10-22|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.  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, DLA is in the process of implementing supplementary curriculum to support common core standards.  Professional development for the NGSS is in progress as DLA teachers join district professional development opportunities.  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. DLA teachers have the opportunity to incorporate job embedded professional learning with instructional coaches as appropriate.|Met|2019
47702430000000|Dunsmuir Elementary|2||5|5|5|3|5|5|5|5|3|5|4|4|5|2|4|3|2|2|4|1|4|3|5|2019-10-15||Met|2019
47702500000000|Dunsmuir Joint Union High|2||5|5|5|5|5|5|5|5|3|4|4|4|4|4|4|5|4|4|5|5|5|5|5|2019-10-09||Met|2019
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|2019-10-23||Met|2019
37683380127647|e3 Civic High|2||5|3|5|4|5|5|5|5|3|5|5|3|5|4|5|3|4|4|5|4|5|5|5|2019-01-23||Met|2019
07617546118087|Eagle Peak Montessori|2||5|5|4|5|4|5|5|5|5|4|5|5|5|5|5|4|5|5|5|3|5|5|5|2019-10-30|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 previously administered the NWEA twice a year to measure the growth of students. We have recently adopted the Renaissance STAR Assessment program. 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.|Met|2019
54719020000000|Earlimart Elementary|2||5|5|5|4|3|5|4|5|4|3|4|4|4|3|3|3|4|4|4|2|4|4|4|2019-10-15||Met|2019
01612590129932|East Bay Innovation Academy|2||5|5|5|5|5|5|3|5|5|5|5|3|5|5|5|3|3|3|5|4|5|5|5|2019-10-14||Met|2019
51713730000000|East Nicolaus Joint Union High|2||4|1|4|5|4|5|1|4|5|4|4|1|4|4|4|5|5|5|5|5|4|4|4|2019-10-10||Met|2019
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 Common Core 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.   For the 2019-2020 school year the Math program is benefitting from additional support through The Algebra Project, working with researchers and colleagues to reimagine Algebra and the “math mindset” approach to teaching Math, inspired by the work of Stanford professor Jo Boaler.  Additionally we have a teacher on special assignment working with Algebra and Physics for 9th grade, in collaboration with our after school support team.  With the EPAA tutoring center staffed by EPAA staff and Stanford volunteers, and the local Boys and Girls Club of the Peninsula, our colleagues are ensuring that all supports are maximized to support students in their Math and Science efforts.   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.  Twenty five percent 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 assessment all students must complete an inter disciplinary exhibition that includes standards in Math, English Language Arts, and Social Studies, called Exhibitions or Defense of Learning, which are a graduation requirement.|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|1|4|4|5|4|3|2019-10-16|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’ engagement in their learning. To this end all EPAA teachers came to school three days early in August 2019 to participate in the Buck Institute Project Based Learning 101 professional development institute.  Teachers are now deeply engaged in project based learning in all courses, with an eye on a defense of learning final assessment as a graduation requirement, connecting the projects and evidence of learning to our five habits: personal responsibility, social responsibility, critical and creative thinking, application of knowledge, communication.   Students are also required to connect to our Bulldog Way, which are social emotional learning tenets based on what we have learned about our students who are successful in college persistence.|Met|2019
43694270000000|East Side Union High|2||4|3|3|3|4|4|3|4|4|4|4|4|2|4|3|3|2|3|3|4|3|2|2|2019-10-17||Met|2019
19644850000000|East Whittier City Elementary|2||4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|2|3|4|4|3|4|4|4|2019-10-15||Met|2019
26736680000000|Eastern Sierra Unified|2||4|4|4|4|4|4|4|5|4|4|4|4|4|4|4|4|5|5|4|4|3|3|3|2019-11-15||Met|2019
19644770000000|Eastside Union Elementary|2||3|3|3|2|1|4|3|4|1|1|3|2|3|1|1|1|1|2|2|1|3|3|2|2019-10-16||Met|2019
50757390124669|eCademy Charter at Crane|2||4|4|4|3|3|5|5|5|2|3|4|3|4|3|3|4|2|3|4|4|4|4|4|2019-10-15||Met|2019
15634380000000|Edison Elementary|2|The district has fully implemented all adopted Common Core State Standards.  The district monitors implementation through monthly observations, pacing guides, and lesson plans.  Student progress in Common Core State Standards is formatively monitored with Local Benchmarks and Interim State Assessments.  Summative Progress is monitored by State Assessments.  The district determines professional development needs based upon data gathered through observations, surveys, and assessments.  Administrators and Grade Level Leads also coach teachers on CCSS Implementation on an ongoing basis.|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|2|4|4|4|2|4|4|4|2019-10-14||Met|2019
10101086085112|Edison-Bethune Charter Academy|2||4|4|4|3|4|5|5|5|4|4|4|4|4|4|4|1|2|4|4|1|4|4|4|2019-10-24||Met|2019
19647330135723|Ednovate - Brio College Prep|2||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|2019
19647330132282|Ednovate - East College Prep|2||4|4|4|3|4|5|4|4|3|5|5|4|5|4|5|1|4|4|4|4|5|4|5|2019-11-15|As a network, Ednovate brought on a Director of Academics in July 2018. Additionally, we brought on a Chief Academic Officer in July 2019, and continued to fortify our academics team. This team focuses on improving academic quality, specificity around Professional Development and Curricular Supports for teachers. The network has focused on making a concerted push around three instructional priorities to drive results:  1) Building a common language around five keystone, evidence-based instructional best practices (i.e. “Teacher Moves”) and implementing training/coordinating administrator-network support walkthroughs to monitor teacher’s development around those practices.  2) Providing and training around rigorous, Common Core (and CA standards)-aligned curricular supports for English Language Arts and History courses. This includes adoption of SpringBoard ELA for 9-12th grade (CA Edition) and open-source history curricula from Achievement First. As a result of this adoption, average lexile score of assigned texts across the network increased by 250L to 1140L. East is a campus that has embraced full implementation of SpringBoard for all ELA teachers (9-12) as well as Common Core-aligned History curricula with all of their Social Studies teachers. 3) We also launched a student work analysis protocol as an ongoing practice teachers engage with at quarterly network PD and that schools have begun integrating into their weekly department meetings.|Met|2019
19647330135715|Ednovate - Esperanza College Prep|2||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|2019
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|2019-11-15|As a network, Ednovate brought on a Director of Academics in July 2018. Additionally, we brought on a Chief Academic Officer in July 2019, and continued to fortify our academics team. This team focuses on improving academic quality, specificity around Professional Development and Curricular Supports for teachers. The network has focused on making a concerted push around three instructional priorities to drive results:  1) Building a common language around five keystone, evidence-based instructional best practices (i.e. “Teacher Moves”) and implementing training/coordinating administrator-network support walkthroughs to monitor teacher’s development around those practices.  2) Providing and training around rigorous, Common Core (and CA standards)-aligned curricular supports for English Language Arts and History courses. This includes adoption of SpringBoard ELA for 9-12th grade (CA Edition) and open-source history curricula from Achievement First. As a result of this adoption, average lexile score of assigned texts across the network increased by 250L to 1140L. 3) We also launched a student work analysis protocol as an ongoing practice teachers engage with at quarterly network PD and that schools have begun integrating into their weekly department meetings.|Met|2019
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|2019-11-15|As a network, Ednovate brought on a Director of Academics in July 2018. Additionally, we brought on a Chief Academic Officer in July 2019, and continued to fortify our academics team. This team focuses on improving academic quality, specificity around Professional Development and Curricular Supports for teachers. The network has focused on making a concerted push around three instructional priorities to drive results:  1) Building a common language around five keystone, evidence-based instructional best practices (i.e. “Teacher Moves”) and implementing training/coordinating administrator-network support walkthroughs to monitor teacher’s development around those practices.  2) Providing and training around rigorous, Common Core (and CA standards)-aligned curricular supports for English Language Arts and History courses. This includes adoption of open-source history curricula from Achievement First. As a result of this adoption, average lexile score of assigned texts across the network increased by 250L to 1140L.  3) We also launched a student work analysis protocol as an ongoing practice teachers engage with at quarterly network PD and that schools have begun integrating into their weekly department meetings.|Met|2019
09618530930214|EDUHSD Virtual Academy at Shenandoah|2|See Option 2: Reflection Tool|5|5|5|5|5|5|0|5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-22|Virtual Academy does not offer Visual and Performing Arts, World Languages, or Career Technical Education at our site through our certificated teachers. We have access to these courses through a student's school of residence, through an on-line curriculum such as APEX, or through our MOU with Folsom Lake College.|Met|2019
30666700101626|Edward B. Cole Academy|2|Edward B. Cole Academy has selected Option 2: Reflection Tool for Priority 2.|5|4|5|4|4|5|4|5|4|4|5|3|5|4|4|0|4|4|4|0|3|3|3|2019-09-16|For Question #4: Other Adopted Academic Standards: Career Technical Education and World Languages do not apply to Edward B. Cole Academy based on its educational program outlined in the school’s charter petition and it serves grades TK-5.|Met|2019
23656072330272|Eel River Charter|2|Reflection tool selected. See below.|3|3|2|2|1|5|5|5|3|3|4|4|4|3|3|3|4|4|4|3|3|1|1|2019-09-11|School focus has been on ELA, ELD, and Math. Social Science/History is incorporated into the ELA and Science is incorporated into the Math, class projects, and Science Fair.|Met|2019
37679910108563|EJE Elementary Academy Charter|2|EJE Elementary Academy selected Option 2 Reflection Tool for Priority 2.|5|3|5|4|4|5|3|5|4|4|4|3|4|4|4|0|0|5|0|0|4|4|4|2019-09-12|For Question #3: Other Adopted Academic Standards: Career Technical Education, VAPA, Health Education, and World Languages do not apply to EJE Elementary Academy based on its educational program outlined in the school’s charter petition and it serves grades TK-5.  However, our school has implemented CA Health Education Initiative with the CA Healthy Youth Act.|Met|2019
37679910119255|EJE Middle Academy|2|EJE Middle Academy selected Option 2: Reflection Tool for Priority 2.|5|3|5|4|4|5|3|5|4|4|4|3|4|4|4|0|3|5|0|0|4|4|4|2019-09-12|For Question #4: Other Adopted Academic Standards: Career Technical Education, VAPA and World Languages do not apply to EJE Middle Academy based on its educational program outlined in the school’s charter petition and it serves grades 6-8.  However, our school has implemented CA Health Education Initiative with the CA Healthy Youth Act.|Met|2019
19647331932623|El Camino Real Charter High|2||3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|5|5|5|5|5|4|4|3|2019-10-24||Met|2019
13631230000000|El Centro Elementary|2||5|4|5|4|4|5|4|5|4|4|5|4|5|3|3|1|1|1|1|1|4|4|4|2019-10-08|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 adopted a State Standards aligned History/Social Science with initial 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 Professional Learning Communities (PLCs), Data Team meetings, Math Lesson Studies, site visits, collaborative time, and a District Educational Technology Coach and STEM Coordinator support.|Met|2019
09100900000000|El Dorado County Office of Education|2||4|4|4|4|3|5|4|4|4|4|5|4|5|4|4|4|5|5|3|3|4|4|4|2019-10-01|Blue Ridge School provides instruction to 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.  To improve instructional practices we use technology in the classroom to enhance access to current events and provide group instruction. New Interactive Boards were purchased and include Video Conferencing capability.  Odysseyware is available for core content instruction, and Financial Literacy, Soft Skills for the Workplace and Eureka Career Interest software has been implemented to provide access and enhance Career Technical Education.  Community partnerships have been added to enhance the Career Readiness experience. Blue Ridge School also works 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).  The students have access to the local district-adopted textbooks to facilitate transition between schools. We use Northwest Evaluation Association Measure(s) of Academic Progress assessment, as an initial assessment, and as an ongoing student progress measure.   The results of the student stakeholder surveys have indicated that students feel safe, enjoy direct and group instruction, and are interested in learning about opportunities beyond high school, such as attending junior college and obtaining employment.|Met|2019
09618530000000|El Dorado Union High|2||4|4|5|4|4|4|5|5|4|4|4|4|4|3|4|4|4|4|3|3|5|5|5|2019-10-22||Met|2019
19645010000000|El Monte City|2||5|5|5|2|4|5|5|5|1|5|5|5|5|2|4|3|4|4|4|4|5|5|5|2019-10-14||Met|2019
19645190000000|El Monte Union High|2||5|4|5|3|3|5|5|5|3|5|4|4|4|4|4|5|5|5|4|5|5|4|3|2019-10-02||Met|2019
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|2019-10-08|El Nido Elementary School District is a single school district serving grades TK-8. The "Other Adopted Academic Standards" section does not apply to this district.|Met|2019
19647336016869|El Oro Way 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|2019-10-23|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.|Met|2019
30666216094874|El Rancho Charter|2||4|4|4|4|4|4|4|4|3|3|3|4|4|3|4|3|2|5|5|5|4|4|4|2019-10-02||Met|2019
19645270000000|El Rancho Unified|2||3|3|3|1|1|3|3|3|1|1|3|3|3|1|1|4|1|3|1|3|2|1|2|2019-10-15|English Language Arts/English Language Development-CCSS: In 2018-19, teachers at the elementary and middle school levels began using the newly adopted instructional materials aligned to the Common Core State Standards (CCSS).  Teachers received professional development (PD) on best use of these materials for instruction in the CCSS.  Additionally, teachers received PD in the use of these instructional materials to support English language development instruction Mathematics-CCSS: Teachers at the middle school level worked to analyze SBAC data from previous years to determine areas of strength and growth in student performance.  Teachers then developed 3 improvement tests to be implemented that would assist them in addressing areas of low performance in math.  Teachers closely examined the standards and developed “I can” learning targets for each standard.  They also identified academic vocabulary within each standard and focused on including this vocabulary in the learning targets.  Visual and Performing Arts: A district focus centered on integrating visual arts into the Benchmark Advance language arts lessons. Teacher leaders were chosen from each grade level. They worked with VAPA trained facilitators to create lessons that were aligned with Benchmark Advance units. All elementary teachers were then trained to implement these lessons. Teachers also received lessons on visual arts strategies, as well as all materials needed to implement the created lessons.|Met|2019
19645350000000|El Segundo Unified|2||5|4|5|4|4|5|4|4|5|3|5|4|5|5|3|4|4|5|5|4|5|5|4|2019-10-22||Met|2019
30666706119127|El Sol Santa Ana Science and Arts Academy|2|Opting for Option 2.|5|4|5|4|4|5|4|5|3|4|5|4|0|4|4|3|4|5|4|5|5|5|4|2019-06-13||Met|2019
15751680000000|El Tejon Unified|2||5|4|5|4|3|5|5|5|3|3|5|4|5|4|4|5|4|4|5|5|5|4|4|2019-10-10|ETUSD has developed four district-wide professional learning teams to meet once a month to collaborate in: ELA/History, Math, and Science.  These teams consist of teachers K - 12 who will work together to better the instructional strategies and assessment to advance all students district wide.|Met|2019
54105466119291|Eleanor Roosevelt Community Learning Center|2||4|3|4|3|3|4|3|4|3|3|3|3|3|3|3|3|3|3|3|3|4|3|3|2019-10-08|As a charter homeschool program, there is significant variability among the parent/teachers regarding their knowledge and implementation of state standards.  However, we continue to offer significant professional development for parents to support their continual growth in this area.|Met|2019
37683380129395|Elevate|2|Elevate Elementary has selected Option 2 Reflectin Tool for Priority 2.|5|4|4|4|4|5|4|4|4|4|5|4|5|4|4|0|0|5|0|0|4|5|4|2019-10-01|For Question #4: Other Adopted Academic Standards: Career Technical Education, Health Education, VAPA and World Languages do not apply to Elevate Elementary based on its educational program outlined in the school’s charter petition and it serves grades K-5.|Met|2019
48705734830113|Elise P. Buckingham Charter Magnet High|2||5|4|5|5|4|5|4|5|4|4|5|5|5|5|5|5|4|4|5|5|5|4|4|2019-10-24||Met|2019
36750510138107|Elite Academic Academy - Adult Work Force Investment|2||3|2|3|3|3|4|4|3|4|4|4|4|3|3|4|2|4|4|2|3|3|3|3|2019-10-03|Elite Academic Academy Adult creates individualized learning plans to support each student. Many of our students come to us credit deficient, significantly underperforming, or looking for more individualized support. Our staff looks at the whole child and takes significant time to get to know the academic strengths and weaknesses of the student, as well as their personal likes and dislikes.   Students take local benchmark assessments to gather baseline data. Our staff will analyze this data, as well as the student's CAASPP results and other relevant information, to support in creating a data-driven academic plan that meets the unique needs of that child.   We have a robust SST/MTSS system that supports in closing achievement gaps, as well as dual enrollment opportunities with local community colleges for advanced students looking to get ahead.   We focus our professional development opportunities on supporting our teaching staff to better understand student data and how to use it to drive positive academic change for each of their students.|Met|2019
36750510136960|Elite Academic Academy - Lucerne|2||4|2|4|4|4|4|4|3|4|4|4|4|3|3|4|2|4|4|2|4|4|3|3|2019-10-03|Elite Academic Academy creates individualized learning plans to support each student. Many of our students come to us credit deficient, significantly underperforming, or looking for more individualized support. Our staff looks at the whole child and takes significant time to get to know the academic strengths and weaknesses of the student, as well as their personal likes and dislikes.   Students take local benchmark assessments to gather baseline data. Our staff will analyze this data, as well as the student's CAASPP results and other relevant information, to support in creating a data-driven academic plan that meets the unique needs of that child.   We have a robust SST/MTSS system that supports in closing achievement gaps, as well as dual enrollment opportunities with local community colleges for advanced students looking to get ahead.   We focus our professional development opportunities on supporting our teaching staff to better understand student data and how to use it to drive positive academic change for each of their students.|Met|2019
37682130136978|Elite Academic Academy - Mountain Empire|2||4|2|4|4|4|4|4|3|4|4|4|4|3|3|4|2|4|4|2|4|4|3|3|2019-10-03|Elite Academic Academy creates individualized learning plans to support each student. Many of our students come to us credit deficient, significantly under performing, or looking for more individualized support. Our staff looks at the whole child and takes significant time to get to know the academic strengths and weaknesses of the student, as well as their personal likes and dislikes.   Students take local benchmark assessments to gather baseline data. Our staff will analyze this data, as well as the student's CAASPP results and other relevant information, to support in creating a data-driven academic plan that meets the unique needs of that child.   We have a robust SST/MTSS system that supports in closing achievement gaps, as well as dual enrollment opportunities with local community colleges for advanced students looking to get ahead.   We focus our professional development opportunities on supporting our teaching staff to better understand student data and how to use it to drive positive academic change for each of their students.|Met|2019
34673146112254|Elk Grove Charter|2|Elk Grove Charter administers an annual State Standards Implementation Survey that asks its 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 measures of implementation are the district’s survey that asks teachers to rate their own implementation and the school’s implementation at one of five levels: exploration phase, beginning development, initial implementation, full implementation, and full implementation and sustainability. In addition, EGCS administers a local survey that is aligned to the state’s 5-point score self-reflection tool. EGCS monitors improvements over time and differences across 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. EGCS response rates are low on the EGUSD administered annual survey. The data is incomplete for most subgroups and response numbers have been as low at 4 respondents. Knowing this, EGCS also administers a locally administered survey to teachers.  For the 2018-19 school year, on the school’s local survey (100% response rate), the percent of teachers who rated the school a four or a five on the scale was analyzed and presented. In the area of professional learning for teachers for recently adopted academic standards, 50% of ELA teachers; 57% of ELD and Math teachers, 36% of Science teachers, and 21% of History teachers indicated the school was either implementing or fully implementing and sustaining practice. In the area of the school’s progress in implementing policies or programs to support staff in the continuous improvement in delivering instruction aligned to standards, 35.7% of ELA teachers, 28.6% of ELD, Math, and History teachers, and 21.4% of Science teachers rated the school at levels 4 or 5.  In addition, the school’s success at engaging in the following activities was rated by teachers and administrators by the same 5-point scale. 42.9% felt the school identified the professional learning needs of the teachers and staff as a whole, 35.7% felt the school identified the professional needs of individual teachers, and 28.6% felt the school provided 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|2019-10-01||Met|2019
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 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 the state standards (never, sometimes, often (weekly), very often (daily)).  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 four years.  In 2019, 1208 teachers responded, representing about 36% of teachers districtwide. In 2018, 869 teachers responded, representing 28% of teachers districtwide. In 2019, across all content standards, 67% indicated familiarity with state standards, up from 64% in 2018.  In addition, 73% indicated weekly or daily application, up from 68% in 2018.  The percentage teachers rating their implementation of state standards as Early Applying or Applying was 66% in 2019, up from 59% in 2018.  The remaining 34% 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 90% for English Language Arts, 89% for Math, 65% for English Language Development, 47% for Science, 55% for History/Social Science, 57% for PE, 80% for Career Technical Education, 100% for Health, 75% for Model Library Standards, 92% for Visual and Performing Arts, 83% for World Languages, and 45% 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|2019-10-01||Met|2019
15634460000000|Elk Hills Elementary|2||2|2|2|1|1|2|2|2|1|1|2|2|2|1|1|1|1|2|3|1|3|3|2|2019-10-08||Met|2019
52715140000000|Elkins Elementary|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|4|3|4|4|3|4|4|4|2019-10-15||Met|2019
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|2019-10-08||Met|2019
19647336057988|Emerson Community Charter|2|Emerson will use the summative assessment (SBA) and the Interim Assessments (IAB) to track progress in implementing the state academic standards.  English Language Arts, History, English Language Development, and Mathematics standards have been fully implemented through the use of state adopted text books and curriculum and locally designed assignments and assessments. Next Generation Science Standards have been implemented partially with locally designed assignments and assessments. Full implementation will be accomplished when a state adopted text book is available. Career Technical Education is accomplished through four career pathway academies focused on Sports, Arts and Media, Leadership, and STEM. Students engage in project based instruction and creative inquiry while exploring real world careers, and job skills. Health Education Content Standards are fully implemented through a comprehensive health curriculum and text in the 6th and 7th grade science classes. Physical Education Model Content Standards and Visual and Performing Arts are fully implemented through a locally designed assignments, assessments, curriculum. World Languages are not offered.|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|5|5|0|5|5|5|2019-11-04||Met|2019
01611680000000|Emery Unified|2||4|5|4|4|4|5|5|5|5|5|4|5|5|4|4|3|3|5|5|5|4|4|4|2019-10-23||Met|2019
36677360128439|Empire Springs Charter|2||5|4|4|3|3|5|3|5|3|3|5|5|5|5|5|5|4|5|5|5|5|5|4|2019-12-12||Met|2019
50710760000000|Empire Union Elementary|2||4|4|4|4|4|5|4|5|3|4|4|4|4|4|4|2|2|3|3|2|3|4|3|2019-10-03|Analysis of the reflection tool results show 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 2018-19 school year, was for NGSS Science at grade levels 5th-8th.  This is the area of greatest improvement as professional development aligned to the new curriculum is raising awareness and capability to teach Science.  The District believes it will continue to improve with the planned Science curriculum adoption for grades Kindergarten through 4th grades planned for the 2019-20 school year.  The district is currently focusing on the professional development needs or individual and groups of teachers, and aligning professional development to those needs.  This will result in additional support for the district's teachers.|Met|2019
37683380129387|Empower Charter|2||5|4|5|4|5|5|4|5|5|5|5|4|5|4|5|4|5|5|4|5|5|5|4|2019-10-10||Met|2019
19753090134619|Empower Generations|2||3|2|3|3|3|4|3|4|4|4|4|2|4|4|4|2|2|2|3|3|3|3|2|2019-11-01||Met|2019
57105790132464|Empowering Possibilities International Charter|2||5|5|5|3|4|5|4|5|3|4|5|4|5|3|4|1|3|4|4|4|4|4|4|2019-10-22||Met|2019
19647330117036|Enadia Way Technology Charter|2||4|4|4|4|4|5|5|5|5|4|5|3|5|4|5|3|4|5|5|1|5|5|5|2019-10-23|Our teachers research new practices and apply 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. In Social studies, different from last year, the new Social Studies series provided by the LAUSD adheres to the CCSS in History/Social Science, and teachers have received two professional development at the school site.  Additionally, many teachers took advantage of district-offered professional developments on the new materials. Teachers continue to greatly supplement and alter the District provided Science texts to meet the NGSS. A formal world language program is not offered at our elementary school.|Met|2019
37680800000000|Encinitas Union Elementary|2|All state standards are taught by classroom teachers, who monitor student progress through report cards and formative assessments. EUSD has adopted a universal screener for both English Language Arts and Mathematics. These tools are called Literably and iReady Diagnostic. In addition, we use the Ellevation app to monitor English Language Development and EL student progress.|4|2|4|3|2|4|2|4|2|1|4|2|3|2|1|5|4|4|4|5|4|4|4|2019-10-15||Met|2019
19647336016935|Encino Charter 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|2019-10-17|Encino Charter Elementary is not required to implement World Language as an elementary school. Encino Charter continues to be at Full Implementation with Sustainability in all areas.|Met|2019
33672150132498|Encore High School for the Arts - Riverside|2||4|3|4|5|5|4|3|4|5|5|4|3|4|4|4|3|4|4|5|5|4|4|3|2019-10-07|Encore also implemented full one to one technology for all students with Chromebooks to all students as their textbook.|Met|2019
36750440116707|Encore Jr./Sr. High School for the Performing and Visual Arts|2||4|3|4|5|5|4|3|4|5|5|4|3|4|4|4|3|4|4|5|5|4|4|3|2019-10-07|Encore also implemented full one to one technology for all students with Chromebooks to all students as their textbook.|Met|2019
19647330120014|Endeavor College Preparatory Charter|2||4|3|4|2|2|4|3|3|2|2|4|3|4|2|1|1|2|2|1|1|3|4|4|2019-10-09||Met|2019
45699710000000|Enterprise Elementary|2||5|3|5|4|4|5|5|5|3|3|5|4|4|3|3|3|5|5|5|4|5|4|4|2019-09-04|Leadership teams analyzed academic data by school site and in comparison to district scores in order to establish school goals and action steps to achieve them.  Weekly collaboration at school sites is centered around grade level goals and focused on effective teaching practices and student learning.  Teacher surveys provide input on professional development needs in addition to evaluation of professional development sessions.  New teachers are assigned mentors, and schools are encouraged to provide opportunities for teachers to observe in one another's classroom and participate in a lesson study with colleagues Ongoing professional development is provided in ELA and ELD instruction as well as trauma-informed practices, student engagement, and differentiating for student needs.  K-8 social science curriculum was piloted and an adoption recommendation was made in K-5 for 2019-20.|Met|2019
36678760136952|Entrepreneur High|2||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|2019
19646911996438|Environmental Charter High|2||4|4|5|3|3|4|4|5|3|4|5|5|5|4|4|1|5|1|5|5|5|4|4|2019-10-24|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 the 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.|Met|2019
19101990121772|Environmental Charter Middle|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|4|3|4|4|1|5|5|4|2019-10-24|At ECMS-G, the Career Technical Education standards 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 Skills 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.|Met|2019
19101990127498|Environmental Charter Middle - Inglewood|2||5|3|5|4|5|4|3|4|3|4|5|4|4|4|4|3|3|5|4|1|5|5|5|2019-10-24|At Environmental Charter School - Inglewood, the Career Technical Education standards, and World Language Standards are not part of our educational program, as described in our charter petition. We are increasing the use of the Health Education Content in our social - emotional classes to incorporate the Comprehensive Healthy Youth Act. 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.|Met|2019
01100170112607|Envision Academy for Arts & Technology|2|At Envision Academy, as part of the Envision Schools Network:  - Envision Academy’s curriculum is driven by the academic competencies through our portfolio defense system: Analysis, Inquiry, Research, Creative Expression  - The rigors of CCSS mean that Envision Academy has implemented a CCSS-aligned math curriculum 6-12 this year (Illustrative Math in grades 6-8, Algebra, Geometry, Algebra II; CPM for PreCalculus; AP for AP Calculus)  - Envision Academy is using CCSS-aligned curriculum in all subjects 6-8  - Envision Academy is in process to adopt CCSS-aligned curriculum for all subjects and support quality implementation  - 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 times 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.  - For grades 6-8 we also administer the NWEA-MAP assessments in Reading and Math three times throughout the year.   - 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 and MyOn in order 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|2019-11-14||Met|2019
01100170129403|Epic Charter|2||3|3|3|2|3|4|3|4|2|3|3|3|3|3|3|3|3|3|3|3|3|3|3|2019-10-31||Met|2019
01612590129403|Epic Charter|2||3|3|3|2|3|4|3|4|2|3|3|3|3|3|3|3|3|3|3|3|3|3|3|2019-10-31||Met|2019
30103060134239|EPIC Charter (Excellence Performance Innovation Citizenship)|2||4|4|4|3|3|4|4|4|4|3|4|4|4|4|3|3|3|4|4|4|4|4|4|2019-10-24||Met|2019
29102980130823|EPIC de Cesar Chavez|2|Implementation of the academic standards has been ongoing over the past four of the five years EPIC has been in existence. Approximately 10 days of professional development are provided to faculty and management staff that include topics such as: Common Core State Standards, English Language Development Standards, English Language Proficiency Standards, and the College and Career Readiness Standards. Course outlines in English and Social Science have been revised to more closely address these standards, and mathematics and science have been studied and are currently under revision. New textbooks and curriculum has been adopted for ESL and ELD. New textbooks for math and science are scheduled to be purchased in 2019-20. The following reflection tool was shared with a committee of teachers as a survey and they had input as to its results. Health Education is no longer a graduation requirement for EPIC, and the Physical Education standards are in the research phase. A very high percentage of EPIC students are native Spanish speakers, and this fulfills the Visual Performing Art/Foreign Language graduation requirement.|5|4|3|3|4|4|4|3|2|4|4|5|3|2|3|3|0|1|2|4|5|5|4|2019-09-21|Annual teacher, staff, and student surveys are administered, observations conducted, and discussions held in order to ascertain the professional development needs of faculty and staff. PD is scheduled for three times per year for a total of 10 days. At each session, training in the state standards is provided to the teachers. EPIC has replaced ESL and ELD textbooks, and is currently in process of updating math and science textbooks with course outlines aligned to the state standards. In addition, the online learning courses from Fresno County Office of Education, Cyber High, are in use at all school sites. These courses have been updated periodically and are aligned to the state standards.|Met|2019
37680980133991|Epiphany Prep Charter|2||4|4|3|4|2|4|4|4|3|2|4|4|4|3|2|2|3|4|4|4|5|5|4|2019-10-23||Met|2019
19647330126169|Equitas Academy #2|2||5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|1|4|5|5|4|5|5|5|2019-10-24||Met|2019
19647330129650|Equitas Academy #3 Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|3|3|4|1|5|5|5|2019-10-24||Met|2019
19647330133686|Equitas Academy 4|2||5|5|4|4|5|5|5|5|5|5|5|5|5|5|5|1|4|4|3|1|5|5|5|2019-10-24||Met|2019
19647330119982|Equitas Academy Charter|2||5|5|5|4|5|5|5|5|5|5|4|4|4|4|4|1|3|3|4|1|5|5|5|2019-10-24||Met|2019
48705730135095|Ernest Kimme Charter Academy for Independent Learning|2||4|3|5|4|4|4|3|5|4|4|4|3|5|4|4|3|4|3|4|3|4|4|4|2019-10-24|Met|Met|2019
39685020126011|Escalon Charter Academy|2||4|3|4|3|2|5|4|5|3|2|4|3|4|3|2|4|3|5|4|4|4|3|3|2019-10-15|EUSD continues to provide professional development opportunities both within and outside of the charter consistent with the adopted academic standards, curriculum adoption and individual professional learning needs.|Met|2019
39685020000000|Escalon Unified|2||4|3|4|3|2|5|4|5|3|2|4|3|4|3|2|4|3|5|4|4|4|3|3|2019-10-15|EUSD continues to provide professional development opportunities both within and outside of the District consistent with the adopted academic standards, curriculum adoption and individual professional learning needs.|Met|2019
37681063731023|Escondido Charter High|2||5|5|5|5|4|5|5|5|4|4|5|5|5|5|4|5|4|5|4|5|5|5|5|2019-10-30||Met|2019
37680980000000|Escondido Union|2||4|4|4|3|3|5|5|5|2|3|5|4|5|3|3|2|3|4|4|2|4|4|4|2019-10-10||Met|2019
37681060000000|Escondido Union 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|2019-10-08||Met|2019
43694274330726|Escuela Popular Accelerated Family Learning|2||4|4|4|2|2|4|4|4|2|2|4|4|4|4|4|2|2|2|2|4|4|3|3|2019-06-18||Met|2019
43694270107151|Escuela Popular/Center for Training and Careers, Family Learning|2||4|3|4|2|3|5|4|5|2|3|4|4|4|4|4|2|2|2|2|4|4|3|3|2019-06-18||Met|2019
57726860000000|Esparto Unified|2||4|4|4|3|2|5|5|5|3|2|5|5|5|3|2|5|5|5|5|5|4|4|4|2019-10-23||Met|2019
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 2019 indicates 93% 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 approximately 94% 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 93% 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|2019-10-24||Met|2019
12755150000000|Eureka City Schools|2||3|4|4|3|3|3|4|4|3|3|3|3|3|3|3|4|4|4|4|4|3|3|3|2019-10-22||Met|2019
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, local benchmarks, informal walkthroughs, feedback during curriculum and instruction committee meetings, and qualitative interviews with teachers and students.  EUSD is currently evaluating and piloting curriculum aligned to NGSS for Science, taking due diligence in selecting materials that reflect the rigor of the standards.  EUSD has also invested a significant amount of funding to provide NGSS (Next Generation Science Standards) and continuing CCSS-Math 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 analyzing the H/SS frameworks, 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.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-02||Met|2019
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 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 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|2019-06-20||Met|2019
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 the Lucy Calkins Readers and Writers Workshop, as well as the Journeys, and Collections anthologies 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|2019-10-25|The school uses the NWEA benchmark 3 times a year to ensure classrooms are rigorous and student learning is increasing above the national median growth percentile. The school monitors its SBAC results to focus it's mentor teachers on designing PD and support systems for the academic claims and domains that prove most challenging.|Met|2019
43694350000000|Evergreen Elementary|2||4|3|4|3|3|5|3|5|3|4|4|3|4|3|2|1|1|3|4|1|3|3|3|2019-10-10||Met|2019
52715220132597|Evergreen Institute of Excellence|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|4|2|4|4|4|4|4|4|2019-11-12||Met|2019
52715220000000|Evergreen Union|2||5|5|4|3|3|5|5|5|4|5|4|4|4|3|4|3|5|4|4|1|4|3|3|2019-10-08||Met|2019
36677360139576|Excel Academy 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|2019-10-10|Our commitment to the effective implementation of the academic standards adopted by the California State Board of Education for all students is evident in our practice of ensuring that academic learning and assessments are aligned to the grade level curriculum content standards and performance standards. By setting clear expectations for teachers and students of what students are expected to learn in each grade and each subject, we are preparing our students for success in grades K - 12 and beyond. Our practice of analyzing student data to identify professional development/training to enhance teacher knowledge, skill and effectiveness to address student academic needs is ongoing.  Professional Improvement Plan (PIP) is a tool used by the administrative lead to communicate with the teacher of record areas of improvement and strategies to support and develop their teaching skills.|Met|2019
37754160139386|Excel Academy 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|2019-10-10|Our commitment to the effective implementation of the academic standards adopted by the California State Board of Education for all students is evident in our practice of ensuring that academic learning and assessments are aligned to the grade level curriculum content standards and performance standards. By setting clear expectations for teachers and students of what students are expected to learn in each grade and each subject, we are preparing our students for success in grades K - 12 and beyond. Our practice of analyzing student data to identify professional development/training to enhance teacher knowledge, skill and effectiveness to address student academic needs is ongoing.  Professional Improvement Plan (PIP) is a tool used by the administrative lead to communicate with the teacher of record areas of improvement and strategies to support and develop their teaching skills.|Met|2019
19647330137554|Excelencia Charter Academy|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2|3|4|2|2|5|5|5|2019-10-02||Met|2019
36103633630761|Excelsior Charter|2||4|2|4|3|2|4|2|4|3|2|4|2|4|3|2|4|3|1|4|4|4|4|4|2019-01-23||Met|2019
33103300137869|Excelsior Charter School Corona-Norco|2||4|2|4|3|2|4|2|4|3|2|4|2|4|3|2|4|3|1|4|4|4|4|4|2019-01-23||Met|2019
54768360000000|Exeter Unified|2||4|4|4|1|2|3|3|3|3|3|4|4|4|4|4|3|1|3|3|1|3|3|3|2019-06-12||Met|2019
19647330124198|Extera Public|2|n/a, see option 2|0|4|5|4|4|5|4|5|4|4|5|4|5|5|4|0|3|4|4|0|5|5|4|2019-10-22||Met|2019
19647330128132|Extera Public School No. 2|2|n/a, see option 2|5|4|5|4|4|5|4|5|4|4|5|4|5|5|4|0|3|4|4|0|5|5|4|2019-10-22||Met|2019
20652430107938|Ezequiel Tafoya Alvarado Academy|2|Please see Option 2|4|3|3|3|3|4|4|4|3|3|3|3|3|2|2|2|3|4|4|1|4|3|3|2019-10-24|The 2018-2019 School year served as a basis for beginning the development and some initial implementation of our NGSS (Next Generation Science Standards) curriculum.  This year 2019-2020; we have fully implemented our new science standards and instructional materials after the principal and three lead teachers worked a full year in preparation for the adoption of the CA NGSS, this will be reflected in next year's CA Dashboard.  Every year our plans are progressing towards meeting all requirements to support teachers and administrators.  Some teachers requested individual professional learning opportunities and others were presented with whole group trainings; other materials needing to be reviewed or learned according to needs were also provided.  Administration attended several seminars, including administrator professional workshops on-line and  in person to individualize the learning plan.  Seminars included admin and technology, Admin role in special education and other school challenges.  During the summer principal trained in FPM, CA  Dashboard and 2018 and implementation of science curriculum.  This year 2019-2020, teachers are being fully supported by a curriculum coach for ELD strategies.  In the technology area, we have a coach training teachers on the use of on-line applications and training on data desegregation initialized in 2018-2019 and continued to this year. To augment for 2019-2020 our administration will review lesson plans and tracks curriculum use.|Met|2019
15634610000000|Fairfax Elementary|2||5|5|4|3|4|5|5|4|3|4|4|4|4|4|4|2|1|4|3|1|4|4|4|2019-10-10||Met|2019
48705400000000|Fairfield-Suisun Unified|2||4|4|4|2|2|4|4|4|2|2|3|3|3|2|2|3|3|3|3|3|3|3|3|2019-10-24|The survey results indicate that the District is still in the “Beginning Development” for NGSS and HSS Standards.  A team of science teachers have completed the Curriculum Guides for the three NGSS-aligned high school science courses. A group of pilot teachers will be selected in the Spring of 2020 to begin reviewing materials to pilot for a new science adoption in 2020/21.  The District is implementing new textbooks for high school HSS courses and is currently piloting K-8 HSS materials for implementation during the 2020/21 school year.  In the Spring of 2019, the Educational Services team determined that the District needed to focus on Small Group Instruction and Academic Conversation/Academic Discourse.  The site administrators are participating in a workshop series that provides them with the tools to deliver professional development around these two instructional areas.  The workshops started in May 2019 and continue through March 2020.   To view the full report that was presented to the FSUSD Governing Board during the October 24, 2019 board meeting, cut and paste the following link: http://go.boarddocs.com/ca/fsusd/Board.nsf/goto?open&id=BG4RAQ6A9588.|Met|2019
48705736051338|Fairmont Charter Elementary|2||4|4|5|5|2|3|3|5|5|2|4|4|4|4|4|2|3|4|3|1|4|4|4|2019-10-24|At Fairmont, teachers integrate science, technology, engineering, art, and mathematics into all units of study and provide students with opportunities for hands-on, personalized learning. The school celebrates the uniqueness of each individual and focuses on positive social and emotional development to help all students succeed.  In the 2019-2020 school year, all 3rd - 5th grade teachers began implementing a new standards-aligned ELA curriculum and all teachers (Kindergarten - 6th grade) continued to utilize a standards-aligned math program. Ongoing professional learning opportunities are provided for all staff, including collaboration and planning time.|Met|2019
45699890000000|Fall River Joint Unified|2||5|4|4|3|4|5|5|5|3|5|5|5|4|3|3|4|3|5|5|5|5|5|5|2019-11-13||Met|2019
37681140000000|Fallbrook Union Elementary|2||5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|3|4|5|3|5|5|5|5|2019-10-07|FUESD is a TK through eighth-grade district.  We offer career and college readiness pathways through personalized learning inventories to help build interest in future careers and via a focus on the state standards connection to college and career readiness.  Our district also offers a kinder-sixth grade 50-50 dual immersion language program that matriculates into a language pathway for 7th and 8th grade to support the World Languages as our students transition to high school.|Met|2019
37681220000000|Fallbrook Union High|2||4|5|4|3|3|3|4|3|2|2|3|4|3|3|2|4|2|2|2|2|4|4|3|2019-10-21||Met|2019
19643520128488|Family First Charter|2||4|3|3|1|2|4|3|3|1|2|4|4|4|1|3|3|1|1|1|1|4|5|4|2019-10-30|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.|Met|2019
42691120111773|Family Partnership Charter|2||4|3|4|3|2|4|3|4|3|2|4|3|4|3|2|3|3|4|3|3|4|3|5|2019-10-22||Met|2019
43693856046445|Fammatre Elementary|2||4|4|5|3|2|4|4|5|3|2|4|4|5|3|2|5|4|5|3|4|4|4|3|2019-10-02|CSD has a multi-year curriculum framework that delineates the implementation stages of subject area standards, instructional materials, and professional development.  All district-wide professional development days provide our teachers with 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 MTSS, SEL, GLAD, Guided Reading, Educational Technology, and Professional Learning Communities. Providing ongoing professional development for all staff will remain constant.|Met|2019
54753250000000|Farmersville Unified|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|3|3|3|3|4|4|4|2019-10-22|The district data on standards implementation reflects the state implementation of the Common Core State Standards (CCSS).  English & Math data reflect full implementation of professional development, instructional materials training, and policies and programs to support staff. While History Social Science and Next Generation Science standards implementation data reflect initial implementation of the standards recently approved by the State. The district continues to make progress on providing History Social Science and Next Generation Science Standards professional development, adoption of instructional materials, and development of policies and programs to support the standards.|Met|2019
43693856046452|Farnham Charter|2||4|4|5|3|2|4|4|5|3|2|4|4|5|3|2|5|4|5|3|4|4|4|3|2019-10-02|CSD has a multi-year curriculum framework that delineates the implementation stages of subject area standards, instructional materials, and professional development.  All district-wide professional development days provide our teachers with 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 MTSS, SEL, GLAD, Guided Reading, Educational Technology, and Professional Learning Communities. Providing ongoing professional development for all staff will remain constant.|Met|2019
37680236037956|Feaster (Mae L.) Charter|2||5|5|5|3|4|5|5|5|3|4|5|5|5|3|4|4|5|5|5|3|5|5|5|2019-06-12||Met|2019
04614400000000|Feather Falls Union Elementary|2||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 For Two or More Years|2019
19647336017016|Fenton Avenue 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|2019-10-24|The Charter School takes a collaborative and systematic approach to track its progress in implementing the state academic standards adopted by the State Board of Education.  The Charter School’s approach consists of informal and formal student assessment data, teacher observations, qualitative data from teachers and school leaders, school climate surveys, overall professional development ratings, artifacts and evidence of implementation from professional development sessions, and overall stakeholder feedback.  Lead Teachers for each grade level, including special education, create pacing and assessment plans annually. Lead Teachers share assessment choices and data vertically to ensure consistency. Lead Teachers also meet with administration regularly to discuss grade level needs. The entire team also participates in monthly Curriculum and Assessment council meetings where topics are discussed, providing all stakeholders a “voice” and new plans are approved. The Curriculum and Assessment council provides monthly formal minutes to the Charter School staff, FCPS organization via email and the FCPS Board of Directors at the monthly Board meetings.  Please Note: The Charter School serves students in grades 3-5.  Career Technical Education (CTE) and World Language (WL) are not implemented in isolation due to our grade level configuration.  Elements from CTE and WL are integrated throughout the general education curriculum.|Met|2019
19647330131722|Fenton Charter Leadership 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|2019-10-24|The Charter School takes a collaborative and systematic approach to track its progress in implementing the state academic standards adopted by the State Board of Education. The Charter School’s approach consists of informal and formal student assessment data, teacher observations, qualitative data from teachers and school leaders, school climate surveys, overall professional development ratings, artifacts and evidence of implementation from professional development sessions, and overall stakeholder feedback.  Lead Teachers for each grade level, including special education, create pacing and assessment plans annually. Lead Teachers share assessment choices and data vertically to ensure consistency. Lead Teachers also meet with administration regularly to discuss grade level needs. The entire team also participates in monthly Instruction Committee meetings where topics are discussed, providing all stakeholders a “voice” and new plans are approved. The Instruction Committee provides monthly formal minutes to the Charter School staff, FCPS organization via email and the FCPS Board of Directors at the monthly Board meetings.  Please Note: The Charter School serves students in grades TK-5. Career Technical Education (CTE) and World Language (WL) are not implemented in isolation due to our grade level configuration. Elements from CTE and WL are integrated throughout the general education curriculum.|Met|2019
19647330115048|Fenton Primary Center|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-24|The Charter School takes a collaborative and systematic approach to track its progress in implementing the state academic standards adopted by the State Board of Education. The Charter School’s approach consists of informal and formal student assessment data, teacher observations, qualitative data from teachers and school leaders, school climate surveys, overall professional development ratings, artifacts and evidence of implementation from professional development sessions, and overall stakeholder feedback.   Lead Teachers for each grade level, including special education, create pacing and assessment plans annually. Lead Teachers share assessment choices and data vertically to ensure consistency. Lead Teachers also meet with administration regularly to discuss grade-level needs. The entire team also participates in monthly Curriculum and Assessment council meetings where topics are discussed, providing all stakeholders a “voice” and new plans are approved. The Instruction Committee provides monthly formal minutes to the Charter School staff, FCPS organization via email and the FCPS Board of Directors at the monthly Board meetings.   Please Note: The Charter School serves students in grades TK-2. Career Technical Education (CTE) and World Language (WL) are not implemented in isolation due to our grade-level? configuration. Elements from CTE and WL are integrated throughout the general education curriculum.|Met|2019
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|5|5|5|5|5|5|5|5|2019-10-24|The Charter School takes a collaborative and systematic approach to track its progress in implementing the state academic standards adopted by the State Board of Education. The Charter School’s approach consists of informal and formal student assessment data, teacher observations, qualitative data from teachers and school leaders, school climate surveys, overall professional development ratings, artifacts and evidence of implementation from professional development sessions, and overall stakeholder feedback.  Lead Teachers for each grade level, including special education, create pacing and assessment plans annually. Lead Teachers share assessment choices and data vertically to ensure consistency. Lead Teachers also meet with administration regularly to discuss grade level needs. The entire team also participates in monthly Instruction Committee meetings where topics are discussed, providing all stakeholders a “voice” and new plans are approved. The Instruction Committee provides monthly formal minutes to the Charter School staff, FCPS organization via email and the FCPS Board of Directors at the monthly Board meetings.  Please Note: The Charter School serves students in grades TK-5. Career Technical Education (CTE) and World Language (WL) are not implemented in isolation due to our grade level configuration. Elements from CTE and WL are integrated throughout the general education curriculum.|Met|2019
12753740000000|Ferndale Unified|2||5|5|5|4|4|5|5|5|4|4|5|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-09||Met|2019
12627940000000|Fieldbrook Elementary|2||4|4|3|3|1|4|4|3|3|1|4|4|4|3|1|1|3|3|4|1|4|4|3|2019-10-14||Met|2019
56724540000000|Fillmore Unified|2||4|4|3|4|4|4|5|3|3|3|4|4|4|4|4|4|4|4|4|4|4|4|5|2019-11-05||Met|2019
10738090000000|Firebaugh-Las Deltas Unified|2||4|3|4|3|2|4|4|4|3|3|4|4|4|3|3|2|3|4|3|4|3|3|3|2019-10-10||Met|2019
38684780118133|Five Keys Adult School (SF Sheriff's)|2||4|4|4|3|4|5|5|5|3|5|5|5|5|4|5|4|5|4|5|3|5|4|4|2019-10-31||Met|2019
38684780101774|Five Keys Charter (SF Sheriff's)|2||4|4|4|3|4|5|5|5|3|5|5|5|5|4|5|4|5|4|5|3|5|4|4|2019-10-31||Met|2019
38684780118141|Five Keys Independence HS (SF Sheriff's)|2||4|4|4|3|4|5|5|5|3|5|5|5|5|4|5|4|5|4|5|3|5|4|4|2019-10-31||Met|2019
52715300000000|Flournoy Union Elementary|2||4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|3|4|4|4|2019-10-08||Met|2019
34673300106757|Folsom Cordova K-8 Community Charter|2||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|2019
34673300000000|Folsom-Cordova Unified|2||5|4|5|5|5|5|4|5|5|5|4|4|4|4|4|5|2|5|4|4|5|5|5|2019-10-24||Met|2019
36677100000000|Fontana Unified|2||4|3|3|2|2|5|5|4|2|2|4|4|4|2|1|5|2|4|2|4|4|3|3|2019-10-23||Met|2019
55105530129346|Foothill Leadership Academy|2||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|2019
29102980126219|Forest Charter|2||5|5|5|3|2|5|5|5|3|3|5|5|5|3|3|2|5|5|5|5|5|5|4|2019-10-15||Met|2019
43693936046577|Forest Hill Elementary|2||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|2019
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|2019-10-15||Met|2019
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|2019-12-16||Met|2019
49706800112987|Forestville Academy|2||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|2019
49706800000000|Forestville Union Elementary|2||3|3|4|2|1|3|3|4|2|1|3|3|4|2|1|1|2|3|3|1|3|2|2|2019-09-12||Met|2019
47702920000000|Forks of Salmon Elementary|2|Our one school District has a total of 9 students enrolled from Kindergarten through 7th grade. Currently most grade levels have a limited number of students (often only one pupil in a specific grade level) so curriculum ends up tailored to their skill level and exposure and understanding to curriculum. Because it is a one room school house, curriculum units are taught across the board with different activities and lessons for each grade level. Our credentialed teacher, paraprofessionals, or resource support from SCOE help support students. Teachers provide feedback and review curriculum annually with Administration and Board to help make sure we are meeting minimum standards adopted by the state.   In the fall of 2019, our credentialed teacher and Administrator will be meeting with SCOE for support and advice on current curriculum and future adoptions, after reviewing State Board of Education curriculum standards for each grade level as guide to what should be offered at certain grade & skill levels along with teachers classroom notes & lesson plans help determine if we are meeting academic standards adopted by the state for students in our Elementary School. District will review curriculum samples, compare what is being offered in other local schools when making final adoptions for curriculum updates.   Annually, within 8 weeks of the start of the school year, we have a meeting with Administrative staff, Credentialed Teacher, and Board Members to share with the stakeholders current curriculum adopted for each grade level and each subject. Quarterly throughout the school year teacher and administrative staff meet with Parent Group to discuss fundraising for enrichment programs which have often been funded in part by fundraising efforts by parents and the community to support students in a variety of Physical Education activities, World Language, and Visual and Performing Arts through out the school year which are selected based on the teachers recommendation to better support curriculum for students, and who is available to offer additional support at the school through out the year.   During the 2018-19 School year we had a new teacher who preferred use of computers in the classroom across all core subjects. Board has received parent feedback request curriculum be more hands on in future years. Upon hire of new teacher for 2019/20 this will be heavily considered in subjects where appropriate.|3|3|3|1|1|3|3|3|1|1|4|4|4|4|4|0|5|5|5|3|4|4|4|2019-10-28|During the 2018-19 school year we hired a teacher who had just graduated and supported him by paying for his participation in the Induction Program, providing substitute teachers so that he could meet with his mentor and tour other sites, and offered to pay a stipend for participation in additional professional growth and development that would help them become more highly qualified teachers.|Met|2019
23655650000000|Fort Bragg Unified|2||4|4|4|3|2|5|5|5|3|2|4|4|4|3|3|4|3|3|3|4|3|3|3|2019-10-17|FBUSD continues to address the needs of our teaching staff.  FBUSD has a high turnover rate of educators.  This can be attributed to our isolated rural setting coupled with the high cost of living and low teacher salaries.  We continue to explore creative ways to attract new staff and provide the professional development needed to support their retention in the district.  We have invested in Instructional Coaches for grades TK-5 to focus on improving instructional practices and we have invested in professional development focused on active student engagement for grades 6-12 through the work of Kelly Smith.|Met|2019
49706980000000|Fort Ross Elementary|2||3|3|4|3|1|4|3|4|2|1|4|3|4|2|1|1|4|4|4|1|4|4|3|2019-10-21||Met|2019
18750360000000|Fort Sage Unified|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|4|4|2019-10-16||Met|2019
12768020000000|Fortuna Elementary|2||5|5|4|3|3|5|5|4|3|3|4|4|4|3|3|1|3|3|2|1|4|5|5|2019-10-17||Met|2019
12628100000000|Fortuna Union High|2||4|4|4|3|3|5|4|4|3|4|4|4|4|3|3|4|3|4|3|3|4|4|4|2019-11-12|The State Standards Implementation Reflection Tool indicates the District is either in the initial implementation phase or full implementation phase for all subject areas. It is to be expected some subject areas are further along in the implementation process due to the timing of various state adoptions.  Survey results indicate 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 2018/2019 school year 58% 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.|Met|2019
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|2019-06-13||Met|2019
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 five years, K-8 teachers have developed district-wide units of study in mathematics that include rigorous common assessments for all grade levels.  In Kinder through Grade 5, teachers administer formative reading assessments with all students at regularly-scheduled intervals over the course of the school year, analyze site-level and student-level data from those assessments, and provide targeted reading instruction for students.  In Grades 6-8, ELA teachers also administer formative reading assessments at regularly-scheduled intervals over the course of the year.  In addition, for grades 6-8, ELA teachers have developed common novel units of study and common assessments driven by the CA Standards.  K-8 science teams have been working collaboratively to implement the Next Generation Science Standards and will be engaged in the instructional materials adoption process over the course of the 2019-20 school year.  History/Social Studies teachers from grades 6-8 will also be engaged in the instructional materials adoption process during the 2019-20 school year.  Teaching teams supporting music, foreign language, and physical education will also be working collaboratively to ensure that instruction aligns with standards and will be engaged in ongoing professional development activities that support the congruence of instructional practices across all school sites.  In order to support English learners across FVSD, English Learner Coordinators from all ten school sites meet regularly to explore bridge and supplemental materials to accelerate the language acquisition process for students.  Administrators and EL Coordinators, as well as many classroom teachers, have attended training on the ELD standards and the accompanying EL Proficiency Assessments for California.  FVSD's review of results from the Initial and Summative ELPAC assessments further inform practices related to improving student achievement for English Learners.  Moreover, research-based strategies for supporting English Learners are embedded in all district-led professional development activities.  Fountain Valley School District monitors the implementation of Academic Standards in a variety of ways.  FVSD administrators and teachers engage in rigorous data analysis from various forms of summative and formative assessments for reading and math throughout the school year, and use the data to drive decisions about how best to support students.  In addition, Teachers on Special Assignment and content area experts within the education community provide ongoing support for teachers.  The California Standards serve as the backbone for all professional growth activities.  The high achievement of students on CAASPP assessments provide evidence of the strength of our academic program.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-10||Met|2019
10621580000000|Fowler Unified|2||4|4|4|3|3|5|4|4|3|4|5|4|4|3|4|3|3|4|4|3|4|4|4|2019-10-23|As part of the District’s annual LCAP survey, teachers, students, and parents were also surveyed regarding the District’s Goal #6, “Provide Strategic Professional Development Opportunities.”  These results pertaining to subject matter also reflect the District’s implementation of state standards, and support for teachers in professional learning opportunities. 90% of the 479 students who responded indicated that their teachers are very knowledgeable in the subject(s) they teach.  95% of the 314 parents who responded felt the same. In the same survey, teachers were asked to rate their confidence in their content/subject area as a result of professional development they received.  94% responded that they were “pretty confident” or “very confident” in their subject areas.  The district will continue to provide professional development opportunities that will increase the latter response related to California state standards-aligned subject areas.|Met|2019
01612590132514|Francophone Charter School of Oakland|2||5|3|5|4|4|5|4|5|4|4|4|3|5|4|3|3|3|3|3|4|4|4|3|2019-10-31||Met|2019
51713810000000|Franklin Elementary|2||5|3|5|2|2|5|4|5|1|2|5|4|5|2|2|2|4|5|4|1|4|4|4|2019-10-08||Met|2019
43694500000000|Franklin-McKinley Elementary|2||3|3|5|2|1|4|3|5|3|2|3|3|4|2|2|1|2|2|2|1|3|4|4|2019-10-22|Franklin-McKinley School District has adopted with Board approval for all grade levels the following curriculums: 6-8 ELA (Houghton Mifflin Harcourt Brace) Collections K-5 Math (Eureka Math) 6-8 Math (College Preparatory Math) 4-8 ELD (Scholastic English 3D) We are currently piloting and will adopt during the 2019-20 school year K-5 ELA 7-8 Science   In the 2020-21 school year, we will pilot and adopt K-6 Science  7-8 Social Studies   In the 2021-22 school year, we will pilot and adopt K-6 Social Studies|Met|2019
01611760000000|Fremont Unified|2||4|4|4|3|2|4|4|4|3|2|4|4|4|3|2|4|4|4|4|4|5|5|3|2019-10-30||Met|2019
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 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:  -Math: Several workshops held furthering the implementation of common core standards. This year, particular attention was devoted to using Discourse and Statistics in all levels. -English: Continued workshops on Promoting Effective Research Practices and introduced a new workshop on Listening and Speaking. -Science: Chemistry and Physics a focus this year, with six workshops on how to incorporate the Next Generation Science Standards (NGSS) Earth and Space Standards.  -Social Studies: Two workshops addressing the skills of Synthesis and Analysis, rooted in 10th grade World History topics of Imperialism in the Fall, and Feminist movements in Europe in the Spring.   With respect to English Language Learners, all new staff participate in an Academic Language Production workshop, and our English Language Development (ELD) teachers meet regularly to continue to develop and align curriculum. Additionally, the Coordinator of Curriculum and Teacher Leadership along with the Curriculum Leads offer a district-wide workshop for all teachers of Sheltered Classes designed to increase the language rigor in these content classes.  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 for rigor.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-15||Met|2019
45699970000000|French Gulch-Whiskeytown Elementary|2||4|4|4|3|3|5|5|4|4|4|4|4|4|3|3|3|3|3|4|3|4|4|4|2018-10-08|This past year teachers received training in Restorative Justice Practices, Fred Jones Tools for Teaching, Capturing Kids Hearts, Love and Logic, MTSS principles,  Peaceful Playgrounds and Trauma Informed Best Practices among other trainings. Although these trainings are not specifically core curriculum related they help to establish the learning environment in which core instruction is given.|Met|2019
12628286116289|Freshwater Charter Middle|2||3|3|4|4|3|4|3|5|3|3|5|3|4|3|4|3|4|4|5|3|3|4|4|2019-10-08||Met|2019
12628280000000|Freshwater Elementary|2||4|4|4|3|3|4|4|4|3|4|4|4|4|3|4|3|3|4|5|2|4|4|4|2019-10-08||Met|2019
10101080000000|Fresno County Office of Education|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-17||Met|2019
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|2019-10-16||Met|2019
16639900116699|Frontier Elementary|2||4|3|3|3|3|4|5|5|4|4|4|4|4|3|3|4|4|5|5|5|5|4|4|2019-10-09||Met|2019
15634790000000|Fruitvale Elementary|2|NA|4|4|4|3|2|4|4|5|3|2|4|3|4|3|2|3|4|4|3|2|3|3|3|2019-10-08|Survey results indicated that a large majority of the staff felt that there were appropriately aligned educational materials available for students in ELA, ELD, and Mathematics.  In the subjects where the district is in the process of adopting new curriculum, science and history social science, less of the staff felt that new standards were adequately represented by curriculum.  Staff is currently piloting NGSS materials and will decide by April.  History Social Science will purchased next year.   The District has refined professional development over the last three years in order to be more responsive to staff needs.  As the district has adopted the Multi-Tiered System of Support, staff development has been aligned to the tiers.  Each year, at least one of the four minimum day staff development sessions are “teacher choice, with offerings designed to support best first instruction, or interventions in academic, behavior or social-emotional learning.  Additionally the district provides a two day optional summer institute centered on classroom instruction in Math/science or ELA/ELD, aligned with the MTSS goals.  Participation has been strong and consistent. Data analysis has informed the staff and district about areas of need in supporting classroom instruction. The adoption of the CAASPP Interim Block Assessments two years ago has given the district information as to the classroom level mastery of standards and directed support for classroom instruction, particularly in math.|Met|2019
12626790109975|Fuente Nueva Charter|2|Fuente Nueva Charter School (FNCS) implements standards in ways that are compatible with the mission and vision of the charter and the highly successful curriculum practices of past years. We monitor the implementation of state standards using a local reflection tool that is reviewed annually by the teachers. FNCS operates 1 school with a total of 7 teachers. Six of the teachers have minimum of 10 years of teaching, with two teachers who have more than 14 year of experience. We have on teacher who is in her second year and is serving as an intern permitted teacher. All teachers operate in a self contained classroom teaching multiple subjects. As a result of the reflection tool, the team will continue to use our minimum and in-service days to increase our level of implementation. Funds will be allocated for professional development both in and out of the area. Our areas of highest need is in Next Generation Science Standards 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|2019-10-23||Met|2019
30665060000000|Fullerton Elementary|2|The modified Reflection Tool is similar to the instrument provided by CDE. The modification limited 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 (93%), and mathematics (97%), 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. Administrators provided time for teachers to evaluate delivery of instruction aligned to the standards through professional learning communities, focused classroom walkthroughs, instructional, and grade level planning time.  Overall 77% of those surveyed believed that the District was implementing NGSS at initial or full implementation.That percentage was a slight increase from the prior year.  For standards aligned materials, 56% of survey participants in 2017-2018 believed we had the appropriate classroom materials compared to 80% in 2018-2019. Of those surveyed, 77% believed that time was being provided for growth in professional learning through learning strategies as compared to 68% in the prior year.  History-Social Science (HSS) was the one area that showed a slight increase in implementation of standards aligned professional development (from 12% to 20%), standards-aligned instructional materials (16% to 23%), and standards aligned co-learning (16% to 23%). 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 educator artists with the support of classroom teachers.   The district continues to support administrators and teachers with 87% of those surveyed this year identifying professional learning needs of teachers and staff are 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|2019-10-15||Met|2019
30665140000000|Fullerton Joint Union High|2||5|4|4|4|3|5|4|4|2|2|5|4|5|4|3|4|5|5|3|5|4|4|4|2019-10-22||Met|2019
50757390131185|Fusion Charter|2||4|3|3|3|2|4|4|4|4|4|4|3|3|3|4|3|2|1|1|1|4|4|4|2019-11-15|Fusion has partnered with Summit Learning and is incrementally implementing a rigorous and relevant project-based personalized learning model in all grades, with Grades 7-9 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.   In addition, Fusion Charter veteran educators provide new teacher induction and training in differentiating instruction with an at-risk population of students, many of whom have experienced trauma.  Fusion Charter did not have a regularly-scheduled board meeting during the months of September and October, 2019 when the deadline for submission of the Local Indicators was announced.  The tool will be presented to the governing board at the 11/15/2019 meeting.|Met|2019
34765050101832|Futures High|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2|4|4|4|4|4|4|4|2019-10-22||Met|2019
19647330108886|Gabriella Charter|2||5|4|4|3|2|5|5|4|4|2|5|4|4|3|2|2|3|5|5|1|5|4|4|2019-10-16||Met|2019
19647330135509|Gabriella Charter 2|2||3|4|3|4|2|4|5|3|4|2|4|4|4|3|2|2|3|5|5|1|4|4|3|2019-10-16||Met|2019
34673480000000|Galt Joint Union Elementary|2||4|4|4|4|2|5|5|4|4|1|4|4|4|4|1|2|1|4|3|1|4|3|4|2019-10-23|Teachers were provided with professional development in the areas of reading, writing, language development, NGSS, and math.  Work was done to help administrators and teachers understand the demands and rigor of the standards along with an understanding of the SBAC achievement level descriptors.  Administrators supported teachers with a better understanding of the SBAC claims and the ratings for the performance tasks.  ELA/ELD programs are aligned to the standards. Math programs were revised to gauge the extent of the alignment to state standards and the possibility of needing additional supplementary materials. NGSS learning sequences were developed using the NGSS standards. Revisions to the social studies materials at the middle school level took place. Writing rubrics were developed to assist students with the monitoring of their own progress and pacing guides were shared and studied to monitor growth. Focus of the work evolved around the needs of our English learners and students with disabilities. A planning grant for CTE and a planning grant for visual and performing arts resulted in the development of plan for a  CTE Ag Course at the middle school and expanded opportunities in the area of the arts. Physical Ed and Music PLCs were provided with targeted support during three professional development days. Academic coaches provided targeted training to site administration. A needs assessment highlighted the need to explore options in the area of health and world language.|Met|2019
34673550000000|Galt Joint Union High|2||3|3|4|2|3|3|3|5|2|3|3|3|3|2|2|4|4|4|3|3|3|2|3|2019-10-03||Met|2019
30665220000000|Garden Grove Unified|2||5|5|5|3|4|5|4|5|3|4|5|4|5|4|3|4|4|4|5|5|5|5|5|2019-10-15||Met|2019
12628360000000|Garfield Elementary|2||5|4|4|4|4|5|4|5|4|4|4|4|4|4|4|4|4|4|5|4|5|5|5|2019-11-14||Met|2019
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 (for standards at Levels 1-3), and 2) maintaining 4/5 points (for standards at Levels 4/5).  Using the 2017-18 data generated from the metrics as baseline, the following is a summary of the extent of standards implementation for each discipline for 2018-19.  ELA – 3.35 (Annual Growth: +0.2)          Math – 3.59 (Annual Growth: +0.76)   ELD – 2.96 (Annual Growth: +0.1)   Next Generation Science Standards – 2.95 (Annual Growth: +0.3)   History/Social Science – 2.6 (Annual Growth: +0.1)  Physical Education – 3.0 (Annual Growth: +0.1)  Visual and Performing Arts – 3.5 (Annual Growth: +0.8)  Summary of 2018-19 Annual Growth Average Increase (for standards at Levels 1-3): 0.34  For a detailed report on the Local Performance Indicators for 2018-2019, please refer to this link: https://www.garvey.k12.ca.us/apps/pages/about/lcap   Summary of 2018-19 Annual Growth Average Increase (for standards at Levels 1-3): 0.34 Status in Meeting the Local Performance Indicator for Priority 2: Met|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-17||Met|2019
19647336061584|Gaspar De Portola 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|2019-10-28||Met|2019
33103300128777|Gateway College and Career Academy|2||5|5|5|1|5|5|5|5|1|4|5|4|5|1|4|1|1|1|1|1|5|5|4|2019-11-15|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.|Met|2019
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|2019-10-16||Met|2019
34674470128124|Gateway International|2||4|4|4|3|4|5|5|5|4|4|4|4|4|4|4|2|4|4|4|4|4|4|5|2019-10-22||Met|2019
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|2019-10-16||Met|2019
49402460128157|Gateway to College Academy|2||4|4|1|1|4|4|5|1|1|1|4|4|1|1|4|2|4|1|1|1|4|4|3|2019-11-12||Met|2019
45752670000000|Gateway Unified|2||5|4|5|3|5|5|4|5|3|5|4|4|4|3|4|4|3|4|4|4|4|4|3|2019-10-23||Met|2019
47703180000000|Gazelle Union Elementary|2||1|1|1|1|1|1|1|1|1|1|1|1|1|1|1|1|1|1|1|1|1|1|1|2019-10-14|More than 50% of the staff at Gazelle are new this school year including the administrator and two new teachers.|Met|2019
15634870000000|General Shafter Elementary|2||5|5|5|2|2|5|5|3|2|2|5|5|5|2|2|1|1|3|3|1|3|3|4|2019-10-08||Met|2019
19647336061477|George Ellery Hale Charter Academy|2|Hale Charter Academy, being an LAUSD School, adheres to our District’s implementation progress. LAUSD is at full implementation of the ELA, ELD and mathematics standards. Teachers have been provided with professional learning opportunities on these standards since 2011.  Hale Charter Academy has implemented the LAUSD ELA/ELD instructional program since 2017.   Hale Charter Academy also follows LAUSD’s English Leaner and Standard English Learner Master Plan. Our teachers are receiving the mandatory professional development on the Master Plan. We continue to monitor English Learner Progress using the LAUSD online dashboard and local indicators. Intervention is provided as needed.   We have been using the ELA and Mathematics Smarter Balanced Assessment interim assessment blocks and locally made standards based common assessments since 2015. Intervention is provided as needed.  We continue to implement the NGSS, History and CTE standards. Extensive professional development and resources have been provided by LAUSD to prepare our teachers on the new standards. LAUSD provided new HSS instructional material for the fall of 2019. Starting in the Fall of 2013, LAUSD has provided extensive professional development on the NGSS and will be providing new instructional materials to Hale in the Fall of 2020.  LAUSD is at full implementation and sustainability with the health education, physical education, and visual and performing arts. This is the first year we offered a foreign Language as and elective option. Are goal is to expand this option in world languages. Ongoing professional development is provided in these areas. The school site Leadership Team continues to analyze school data to inform school decisions, especially in areas of professional development, instructional practices and assessments.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-17||Met|2019
34674390101899|George Washington Carver School of Arts and Science|2||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|2019
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|5|5|3|3|4|4|4|3|3|1|1|3|4|1|4|4|3|2019-09-25|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|Met|2019
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 and make recommendations for adoption. Recommendations from committees were taken to board for final review and approval. Teachers received professional development (PD) for new program implementation and this PD will be ongoing based on need. During the 2018-2019 school year, all teachers and administrators received training from Tehama County Office of Education to support implementation of the Next Generation Science Standards (NGSS).  The District is exploring the new History-Social Science materials and will be piloting adopted programs during the 2019-2020 school year.|4|3|4|2|1|5|5|5|2|1|3|3|3|2|1|1|1|1|1|1|3|3|3|2019-10-21||Met|2019
49707060000000|Geyserville Unified|2||3|3|3|2|2|3|3|3|2|2|3|3|3|2|2|3|3|3|3|3|3|3|3|2019-10-09|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.|Met|2019
43694840123760|Gilroy Prep (a Navigator School)|2|Navigator Schools utilizes numerous measures to track academic progress for all students.  In addition to the SBAC for 3rd - 8th grade, teachers conduct daily checks for understanding, create and give weekly Illuminate quizzes, give the STAR test 5x / year and MAP 3x / year.  These various assessments give Navigator staff significant data in both ELA, ELD, and Mathematics. Additionally, Navigators' Physical Education teachers routinely practice and assess students competency on the Physical Education and Health Education standards. Navigator has begun the development of Next Generation Science standards assessments. The SBAC gives a fair assessment of science as well.  While there is not one uniform assessment for Visual and Performing Arts or World Language, these subjects are covered during enrichment time and activities.|5|4|5|3|3|5|4|5|3|3|5|4|5|3|3|2|3|4|2|2|5|5|4|2019-06-18||Met|2019
43694840000000|Gilroy Unified|2||4|2|4|4|3|4|3|4|3|1|3|2|4|3|3|3|2|4|3|4|3|2|3|2019-10-17||Met|2019
19647330133710|Girls Athletic Leadership School Los Angeles|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|0|0|0|0|5|5|5|2019-10-23|The Girls Athletic Leadership School Los Angeles is a middle school serving grades 6-8.  As a result, we did not complete the Other Adopted Standards section as it was not applicable.|Met|2019
20764142030237|Glacier High School Charter|2||5|4|5|4|5|5|4|5|4|5|5|4|5|4|5|4|4|5|5|5|5|5|5|2019-10-28||Met|2019
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. Data from the 2018-19 ELPAC serves as the most effective summative measure for assessing English learner progress. Once the data is available, 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 the 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.  2018-19 CAASPP results indicated increases in ELA performance in 3rd, 4th  and 7th grades and in Math performance in 3rd - 7th grades. Decreases in ELA performance were noted in 5th,  6th, 8th and 11th grades and in Math in 8th and 11th grade. Performance levels for ELA in 5th grade remained steady.  The 2018-19 ELPAC results indicate that 40% (2252/5619) students performed at a Level 4: Advanced Level in English language acquisition. Areas of strength from the California Physical Fitness Test are trunk extension and flexibility. Six courses were A-G approved for the 2017-18 school year, 26 courses were approved for 2018-19 school year and 44 courses were approved for the 2019-2020 school year. 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.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-22|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|Met|2019
19645760000000|Glendora Unified|2||5|4|5|3|4|5|4|5|2|3|5|4|5|2|3|4|4|5|4|5|4|4|4|2019-10-28|There was a shift in the state adoption.  The state moved History/Social Science before Next Generation Science Standard (NGSS), thus the district shifted their focus to complete the History/Social Science adoption and training and is now moving to explore curriculum aligned to NGSS.|Met|2019
11101160000000|Glenn County Office of Education|2||3|3|3|1|1|4|4|4|2|2|3|3|3|2|2|5|5|5|3|2|5|5|5|2019-10-16||Met|2019
19647330114967|Global Education Academy|2||4|4|5|4|4|5|4|5|5|5|5|4|5|5|5|1|4|4|4|4|5|4|5|2019-10-31||Met|2019
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|2019-10-23||Met|2019
54722560135863|Global Learning Charter|2|As described in our 2019-20 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. • Fountas and Pinnell Benchmark Assessment System (BAS) o This measure is widely considered a reliable tool for determining students’ independent and instructional reading levels. 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 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. The Star Reading assessment is implemented a minimum of 3 times per year for grades 3-8. 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 opportunities and curriculum planning o Ongoing professional development that addresses the CA state content standards supports teachers’ implementation of those standards. In 2018-19, 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). More specifically, staff development topics included, but were not limited to: Lucy Calkins Units of Study in Writing; Cognitively Guided Instruction (CGI); and, online learning resources such as Newsela and Lexia/PowerUp. The development of curriculum maps and pacing calendars, aligned to the District’s priority standards and created by teachers, support the implementation of the CA state content standards. In addition, current attention to creating greater clarity in the area of standards, learning progressions, success criteria, and assessment support the implementation of the CA state content standards.  • Annual Parent Feedback Survey o This tool is administered annually and measures a number of important items that support school planning and development. Data show that parents gave GLC an average score between 4.1 and 4.5 (on a scale from 1-5, with 1 being “strongly disagree” and 5 being “strongly agree”) on various measures related to curriculum and instruction.  • Local Assessment Data o GLC administers several additional measures of student academic performance and growth, as part of a locally-developed and teacher-built balanced literacy program. Other local assessment tools include, but are not limited to: unit tests from the adopted Math text (Investigations and CMP 3), 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|2019-10-29||Met|2019
30664230131417|GOALS Academy|2||4|4|4|4|4|5|3|5|5|4|5|5|5|5|5|3|3|4|5|3|5|5|5|2019-11-04|The GOALS Academy instructional staff continues to analyze and deconstruct the California standards; determine how they are best assessed; and then use backward planning to develop curricular maps in the areas of English-language arts, mathematics, science, and history/social science. Each year, the curricular maps are revisited and refined. While we have fully implemented the teaching of the state standards, it is challenging for our scholars to demonstrate what they know on the SBAC. This appears to be partially due to the computer administered assessments and the challenges of small screens and keyboarding skills on the available Chromebooks. Therefore, during the 2019-2020 school year, we will make greater use of the Interim Assessment Blocks (IABs) by integrating them into our instruction and administer the Interim Comprehensive Assessments (ICAs) toward the end of the first and second trimesters. It is hoped the greater use of these resources will reduce the technological and developmental challenges of the assessment format.  For our English learners, we are exploring refinements in our practices when it comes to our designated ELD time block. We are exploring instructional resources that make this leveled instruction more effective. Additionally, we will explore vertical grouping strategies to provide more targeted support for our English learners. Within the ELA instructional block, we will increase our mindfulness of the integrated ELD/ELA standards correlation.|Met|2019
19647330117978|Goethe International Charter|2|Goethe International Charter Schol selected Option 2 Reflection Tool for Priority 2.|4|4|5|4|4|5|4|5|4|4|4|3|4|3|3|0|0|4|4|0|4|3|3|2019-10-21|For Question #4: Other Adopted Academic Standards: Career Technical Education, Health Education, and World Languages do not apply to Goethe International Charter School based on its educational program outlined in the school’s charter petition and it serves grades K-8.  However, our school has implemented CA Health Education Initiative with the CA Healthy Youth Act.|Met|2019
09618790000000|Gold Oak Union Elementary|2||4|3|4|2|3|4|3|4|2|3|4|2|4|2|3|1|2|4|3|1|3|3|3|2019-10-21||Met|2019
55724130112276|Gold Rush Charter|2||5|5|5|2|4|5|5|5|2|4|5|5|5|2|4|3|2|1|1|1|4|4|4|2019-10-17|Math in full implementation with Eureka Math English full implementation with Connections and Journeys Curriculum.  Social Studies -Full implementation Fall 2019 Science- Piloting Fall 2019  All staff receive trainings for all curriculum and are instrumental in the selection process.|Met|2019
09618870000000|Gold Trail Union Elementary|2||4|3|4|4|3|4|3|4|4|4|3|3|3|3|3|2|3|5|4|3|4|4|4|2019-10-10||Met|2019
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|2019-10-10||Met|2019
04614570000000|Golden Feather Union Elementary|2||4|4|4|2|2|4|4|4|2|2|3|3|3|2|2|1|2|4|2|1|3|3|3|2019-10-16||Met|2019
07100740730614|Golden Gate Community|2||4|3|3|2|3|4|3|4|2|2|3|2|4|2|2|3|3|1|2|1|3|3|3|2019-10-16|We are fully implementing our Reading with Relevance Curriculum for our English Language Arts courses. The focus of our ELA coaching this year has been a heightened focus on direct SEL instruction and essay writing. We are also focusing on how to frame conversations and developing talking points for teachers to have difficult conversations with students that arise as a result of their engagement with the culturally relevant text that is the subject of the course. We are also working to modifying the curriculum to fit independent study model while still emphasizing the importance of SEL instruction.  We are currently working with the Science Department at the COE to unpack the NGSS and piloting new potential curriculum. We plan to bring a program for adoption in the next few months. In Math we are taking advantage of our online tools to provide differentiated instruction to our students. In History and Social Studies, we are working to refine our understanding of how to use the History/Social Studies framework to emphasize content, inquiry, literacy, and citizenship skills. We are working with the UC Berkeley History/Social Studies Project to prepare teachers on how to best use and access the curriculum. We will be implementing our new curriculum in spring 2020.|Met|2019
01611920119248|Golden Oak Montessori of Hayward|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|4|4|3|4|4|4|3|2019-10-10|Teachers spend significant time aligning Common Core Standards with Montessori instruction and materials. This effort is evident in the three-year school-wide CAASPP mathematics score increase of 14% and English Language Arts score increase of 13%.  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, is used with all grade levels and FLASH health, body awareness and sexual health curriculum is used for grades 4-8.|Met|2019
10752340000000|Golden Plains Unified|2||5|5|5|2|4|5|5|5|2|3|5|5|5|2|4|4|4|4|4|4|5|5|5|2019-10-08|In 2019-20, one school and all principals have partnered with Impact Teams.  This model is rich in standards-based thinking and design.|Met|2019
56724705630363|Golden Valley Charter|2||5|4|5|4|5|5|5|5|4|5|5|4|5|4|5|4|5|5|5|5|5|5|5|2019-09-09||Met|2019
34674470132399|Golden Valley Orchard|2||4|5|4|3|4|4|4|5|4|4|4|4|4|4|4|2|4|4|5|5|5|4|4|2019-11-13||Met|2019
34674470114983|Golden Valley River|2||4|5|4|3|4|4|4|5|4|4|4|4|4|4|4|2|4|4|5|5|5|4|4|2019-11-13||Met|2019
31668520138008|Golden Valley Tahoe|2||4|5|4|3|4|4|4|5|4|4|4|4|4|4|4|2|4|4|5|5|5|4|4|2019-11-13||Met|2019
20755800000000|Golden Valley Unified|2||4|3|4|3|3|4|4|4|3|3|4|3|4|3|3|3|3|3|3|3|3|3|3|2019-10-22||Met|2019
42691950000000|Goleta Union Elementary|2||5|5|5|3|2|5|5|5|3|2|5|5|5|3|2|3|4|5|3|2|5|5|5|2019-10-16||Met|2019
37683380119610|Gompers Preparatory Academy|2||4|4|4|3|3|4|3|4|3|3|4|3|4|3|3|4|3|3|4|4|4|4|4|2019-11-12||Met|2019
27754730000000|Gonzales Unified|2|The Gonzales Unified School District utilizes SBAC scores, ELPAC scores, SBAC Interim assessments, local assessment data, progress monitoring, benchmarks, and the School Accountability Report Card to track its progress in implementing the state academic standards.   We also utilize PSAT, SAT, ACT, and AP at the secondary level.  Staff and district administrators were also surveyed in the spring of 2019 on the progress in the areas of professional learning, instructional materials, and policies and programs that support improvement. Option 2 indicates GUSD's progress towards meeting the academic state standards.|3|2|3|2|1|3|2|3|2|1|5|5|5|2|2|3|3|4|3|1|3|3|3|2019-10-29||Met|2019
19645840000000|Gorman Joint|2|Gorman has no performance gaps indicated on the Dashboard because of the limited numerically significant student groups.  Some classes and groups have less than ten students and scores were not included in the Dashboard.  Gorman is a small district that a strong core of teachers lead the way for change to increase achievement scores and help struggling English Language learners, Foster Youth, and Low-Income students. We are continuing to invest in professional development for teachers regarding the implementation of California Standard aligned curricula and pedagogy, especially for students with one or more risk factors with unduplicated students. Gorman has purchase and will implement Multiple Measures Reporting System. Teachers will be able to how each of their students perform and grow over time, then use those results to inform and improve personized instruction.  This platform provides teachers and parents with a comprehensive, multi-test view of each student and assessments. Finally, the District is implementing new ELD and Math curriculum with more structured interventions to help all students including Students with Disabilities make progress towards the standards and professional development.|4|4|4|3|2|5|4|5|3|2|4|4|4|3|2|4|2|3|5|2|4|5|4|2019-11-11||Met|2019
19645841996305|Gorman Learning Center|2||3|4|4|3|2|5|4|5|3|2|3|4|3|2|2|4|5|2|3|3|4|5|3|2019-10-17||Met|2019
36750510137794|Gorman Learning Center San Bernardino/Santa Clarita|2||3|4|4|3|2|5|4|5|3|2|3|4|3|2|2|4|5|2|3|3|4|5|3|2019-10-17||Met|2019
19646340128991|Grace Hopper STEM Academy|2||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 For Two or More Years|2019
19647331933746|Granada Hills Charter|2|GHC overall Graduation Rate is "Green" with a 93.6%; the overall Suspension Rate is "Green" with 0.4%; the overall College and Career Indicator is "Yellow" with a 63.6% prepared; Math overall achievement is "Green" with 7.2 points above standard; ELA overall achievement is "Green" with 63.1 points above standard. Though GHC has an overall student performance that indicates students are successful, there are areas that we have identified need significant improvement. All departments need to to implement common formative benchmarks which will measure student growth and incorporate areas of need identified in the Math and ELA claims. Time for Interdisciplinary planning and collaboration will be provided in order to monitor and reflect upon the implementation of universal instructional strategies that will target the focus areas identified on the CAASPP. Department alignment and vertical articulation is a focus. Determining measurable outcomes for each grade level or subject within the discipline and being transparent with the clear articulation will benefit all students in the proficiency and growth within the subject. School climate and a focus on the purpose of homework has been an identified area since 2017-18. Surveys given to students around homework and time spent on homework allowed the school leadership team in collaboration with school site committees to develop a homework goal which addresses how we measure academic performance and how homework impacts school climate.Based on local performance indicators GHC has identified student groups with identified areas of need of support both academically and behaviorally. Our African-American, English Learner, Students with Disabilities, Socioeconomically Disadvantaged and Hispanic student groups within the graduation rate indicator have been identified as struggling subgroups in local performance assessments as well as state indicators. Through our positive behavior intervention and Coordination of Services Team, we are addressing the suspension rate indicator where our foster youth, English Learner, African American and Students with Disabilities student groups demonstrate a targeted need. Additionally, through the implementation of two stakeholder surveys which captured fall as well as spring data in order to see growth within one academic year, there was still a need to focus on differentiation and personalization in instruction to ensure the success of students and improving the overall school climate. Steps to address these areas of need are aligned with our focused professional development which will continue to address Standards-Based Grading, Differentiation and the personalization of instruction. Refined common discipline specific benchmarks and the conversations with faculty to continually identify, through multiple internal and external data sources, the students with immediate need for our tiered intervention (academic and behavior) will continue to be key to seeing greater gains.|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|4|5|4|5|5|5|2019-10-07|GHC will fully implement state-adopted ELA/ELL and Math, Social Science, NGSS,  World Language, Health, Visual and Performing Arts, CTE content/skills and standards for all subgroups.  • EL Professional Development provided by experts in the field • School will seek to implement academic content standards for all core subjects as they are adopted by the state and provide focused professional development around differentiation.  • Teachers will participate in annual professional development on the implementation of the state standards.  • Universal instructional strategies will be identified and implemented in all disciplines which will target the identified “claims” for intervention in ELA and math. • Teachers will participate in a “Building Resilient Students” professional development • All teachers will hold the appropriate credential to teach in the program.|Met|2019
45700030000000|Grant Elementary|2||5|5|5|4|5|5|5|5|3|5|5|5|5|4|4|4|5|5|4|5|5|4|4|2019-10-17|The Next Generation Science Standards adoption is currently being piloted. Standards are being presented by two different state adopted publications.|Met|2019
29663326111140|Grass Valley Charter|2||5|5|5|5|4|5|5|5|4|4|5|5|5|4|3|2|4|4|4|1|5|5|5|2019-10-08|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.  The 18/19 academic year GVCS implemented a school-wide write where all essays were scored on staff developed rubrics.  This was administered two times through out the year to monitor progress.  An added challenge to the 18/19 academic year was that GVCS had 7 new teachers.  New teacher support became a priority through regular coaching sessions from the school's instructional guide and Instructional Leadership Team.   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)|Met|2019
29663320000000|Grass Valley Elementary|2||5|3|5|3|3|5|4|5|3|3|4|3|4|3|3|3|4|4|4|4|4|4|3|2019-10-08||Met|2019
50710840120089|Gratton Charter|2||4|4|4|3|2|5|5|5|3|2|5|5|5|3|2|3|3|5|5|3|4|4|4|2019-10-14||Met|2019
50710840000000|Gratton Elementary|2||4|4|4|3|2|5|5|5|3|2|5|5|5|3|2|3|3|5|5|3|4|4|4|2019-10-14||Met|2019
49707146051742|Gravenstein Elementary|2||5|3|5|5|4|5|3|5|4|5|5|3|5|5|4|5|5|5|5|5|5|5|5|2019-11-14||Met|2019
49707140000000|Gravenstein Union Elementary|2||5|3|5|5|4|5|3|5|5|5|5|3|5|5|4|5|5|5|5|5|5|5|5|2019-11-14||Met|2019
27660270000000|Graves Elementary|2||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|2019
50105040117457|Great Valley Academy|2||4|3|4|4|2|4|3|3|3|2|3|3|3|3|2|1|3|4|1|1|3|3|3|2019-04-29|The items rated with a one are N/A|Met|2019
50712660124768|Great Valley Academy - Salida|2||4|2|4|3|2|5|2|2|2|2|4|2|4|2|2|1|4|4|1|1|3|3|2|2019-04-29|The items rated with a one are N/A|Met|2019
37681556117303|Greater San Diego Academy|2||4|4|5|4|3|5|5|5|3|3|5|3|5|3|3|1|1|4|4|4|4|4|4|2019-10-15||Met|2019
12628510000000|Green Point Elementary|2||4|4|5|4|4|5|5|5|3|4|4|4|4|4|4|2|4|4|4|2|4|4|4|2019-10-02||Met|2019
15635030000000|Greenfield Union|2||4|3|4|2|3|5|4|5|2|3|4|4|4|2|2|2|2|3|3|2|4|3|4|2019-10-09|For the 2019-20 school year, the district has purchased a new science textbook for grades K-8th.  Professional development to K through 6th grade teachers and 7th/8th grade science teachers on the new 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. Criteria Met|Met|2019
27660350000000|Greenfield Union Elementary|2|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 quarterly basis. The last presentation sharing educational services curriculum, instruction, and professional development implementation plans was on October 10, 2019.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|5|5|5|2019-10-10|This local indicator data and narrative was presented to our local school board and community in June 2018, October 2019, and will again in January 2019.|Met|2019
47703260000000|Grenada Elementary|2||5|4|5|4|5|5|5|5|4|5|5|4|5|4|4|5|5|5|4|2|5|5|4|2019-10-17||Met|2019
04755070000000|Gridley Unified|2||4|3|4|3|2|4|4|4|3|1|3|3|3|2|2|2|2|4|2|1|3|3|3|2019-10-16|Data reported are reflected from the most common (modal) responses given by the district teachers who responded to the survey in spring of 2019. Most areas showed growth over the 2018 data, while others held steady and only a few fell slightly. Some disparate responses are attributed to the subjects surveyed (e.g. CTE and World Languages) not being present at all grade levels and thus skewing the perceptions of teachers who are unaware of the increasing capacity of the high school in it Spanish department and in adding additional CTE pathways to the curriculum, most notably a Health Sciences pathway. GUSD made progress in last year’s goal of increasing professional development opportunities based on staff feedback in core areas. There is still a perceived area of improvement in availability of instructional materials in most areas, though science showed improvement.  Staff also reported growth in coaching and programs around science, with other areas holding flat. Non-core disciplines showed either steady reports or drops in perceptions of implementation.   The implications of these results are that faculty are largely comfortable with standards around ELA and ELD, felt growth in science, but would like to see more opportunities and materials in science, math, and social studies. Data further indicate a perception that the non-core disciplines receive less attention.|Met|2019
15101570124040|Grimmway Academy|2||5|4|5|4|3|5|4|5|4|3|5|5|5|5|3|3|4|5|5|2|5|5|5|2019-10-28||Met|2019
15635780135186|Grimmway Academy Shafter|2||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|2019
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|2019-06-10|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 four year CTE program of study is untenable but we fully implement and sustain CTE standards as part of a pathway progression.|Met|2019
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. 100% of core Science courses are aligned to the Next Generation Science Standards (NGSS). GSS has aligned 100% of Health Education, Physical Education, and World Language courses. 74% of Career Technical Education (CTE) courses are aligned to the CTE Framework. 70% of core 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 and each CTE course to be aligned to CTE Frameworks.    (2) The school measures the quantity (number of hours) and quality (evaluation of high relevancy) of professional development. 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|2019-10-08||Met|2019
37681300000000|Grossmont Union High|2||4|3|3|4|5|4|3|3|4|5|4|3|3|4|5|4|5|5|5|5|4|4|4|2019-10-10||Met|2019
36678433630928|Grove|2||5|4|4|4|4|4|4|4|3|5|5|4|4|3|4|4|5|4|5|5|5|5|4|2019-11-04|Grove hired a new middle school science, 9th grade health teacher and new drama teacher.  These are all departments of one, putting Grove at the initial implementation phase of the NGSS.   Grove piloted a new math curriculum in 2018-2019 with full implementation this year.  Grove currently has a small FFA program serving as our only CTE classes.|Met|2019
19647331931864|Grover Cleveland Charter High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|3|5|5|5|2019-10-29||Met|2019
34674390135343|Growth Public|2||3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|1|1|2|3|1|3|3|3|2019-10-15||Met|2019
42692030000000|Guadalupe Union Elementary|2||3|3|4|2|3|5|4|5|2|5|3|3|4|2|3|1|3|4|3|2|4|4|4|2019-10-09||Met|2019
37684520124917|Guajome Learning Center|2||4|3|4|4|4|5|3|5|5|5|4|3|4|4|4|3|5|5|4|5|4|4|4|2019-10-15|GLC offers a rigorous, relevant curriculum that is accessible to all students.  GLC adopted the Apex Learning System for our grades 6-12. 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 and the majority of course offerings are UC “a-g” approved courses. GLC students may enroll in up to two classes on GPA campus for additional electives and “a-g” requirements as desired.   Students are able to explore three different three year long career technical pathways programs through APEX as well as participate in Palomar Colleges Career Pathway program on the GPA campus. Career paths are also explored in specific classes related to content areas.  GLC staff have a variety of opportunities to engage in professional development opportunities throughout the year.  PD is centered around delivery of common core standards and methodologies to impact learning centered on independent/home study.|Met|2019
37684523730942|Guajome Park Academy Charter|2||5|4|5|4|4|5|5|5|4|3|4|4|4|4|4|4|3|4|4|5|5|5|5|2019-10-03|Significant time and investment has been committed to PD for Instructional Leaders, teachers, and administration. Beyond internal PD, we have been committed to providing opportunities outside of our campus including workshops, conferences, and a variety of other trainings for our teachers, Instructional Leaders, and administration. These include but are not limited to Common Core and Assessment Conferences, CAASPP trainings, IB workshops, ERWC trainings, Project GLAD, Arts Empower, and California Math Council Conference. We have also worked closely with the San Diego County Office of Education and have participated in a number of their workshops and trainings focusing on NGSS, the rollout of the new History-Social Science Framework, California ELA/ELD Framework, and many others focusing on literacy, equity, formative assessment, and ELD support.   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 piloting curriculum aligned with their new curriculum focuses as well.  Further, this year we have been fully authorized to be an IB Career Programme school. With this we are now offering 3 career pathways, partnering with Palomar College for both  computer science and medical introduction pathways, and Moonlight Amphitheater establishing a theater internship.|Met|2019
49707220000000|Guerneville Elementary|2||3|3|4|2|2|4|4|4|2|3|4|4|4|3|3|3|3|3|2|2|3|3|3|2019-10-14|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 currently updating and implementing FOSS curriculum to further align with NGSS and exploring new curriculum options for elementary and middle school grades.|Met|2019
49707226051767|Guerneville Elementary (Charter)|2||3|3|4|2|2|4|4|4|2|3|4|4|4|3|3|3|3|3|2|2|3|3|3|2019-10-14|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 currently updating and implementing FOSS curriculum to further align with NGSS and exploring new curriculum options for elementary and middle school grades.|Met|2019
24736190000000|Gustine Unified|2||5|5|5|2|3|5|5|5|1|3|5|5|5|2|2|5|5|4|3|5|3|3|3|2019-10-24||Met|2019
19734450000000|Hacienda la Puente Unified|2||4|4|4|3|3|4|4|4|2|3|4|4|4|2|3|2|2|4|4|4|4|4|4|2019-10-24||Met|2019
10624141030766|Hallmark Charter|2||4|3|4|2|3|5|3|5|3|3|4|4|4|3|3|3|3|4|5|3|4|4|3|2019-10-22||Met|2019
11765620000000|Hamilton Unified|2||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|2019
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.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-23|Hamlin Charter is fully implementing the English Language Arts (ELA), English Language Development (ELD) and mathematics standards. Teachers have participated in professional development opportunities in ELA and mathematics through courses offered through the Northwest Local District. Teachers have had a choice in receiving the training online via course modules, or in-person classes at Hamlin. 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. In addition, 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. Hamlin utilizes the Smarter Balanced Assessment (SBA) Interim Assessment Blocks (IAB) which is aligned to ELA and mathematics. Hamlin Charter Academy is not required to implement Career Technical Education and World Language. Hamlin Charter continues to be in Full Implementation or Full Implementation with Sustainability in all areas.|Met|2019
16639170000000|Hanford Elementary|2||4|4|4|3|3|5|5|5|5|5|4|4|4|4|4|1|3|4|4|2|5|5|5|2019-09-25||Met|2019
16639250000000|Hanford Joint Union High|2||4|3|4|3|2|4|2|4|3|2|3|3|4|2|2|5|1|3|5|4|3|4|3|2019-10-08||Met|2019
16639250137901|Hanford Online Charter|2||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 For Two or More Years|2019
47703340000000|Happy Camp Union Elementary|2|The District is using a triangulation approach to student achievement assessment.  The CASSPP State Assessment,  Star Reading and Math and Local classroom assessment measures are reviewed by staff, site council and the Board of Education to drive instructional practices.|4|4|3|3|4|3|4|3|4|4|3|3|3|3|3|3|3|4|4|3|3|3|3|2019-08-22|The District has two goals this year.  To identify individual student level and to link the grade level standards to the report card.|Met|2019
44697570000000|Happy Valley Elementary|2||5|5|5|5|3|5|5|5|5|3|5|5|5|5|3|1|3|4|5|1|5|5|5|2019-10-09||Met|2019
45700110000000|Happy Valley Union Elementary|2||5|4|5|4|4|5|5|5|4|4|4|4|4|4|4|3|4|5|4|1|4|4|4|2019-11-12||Met|2019
37681630128421|Harbor Springs Charter|2||5|4|4|3|3|5|3|5|3|3|5|5|5|5|5|5|4|5|5|5|5|5|4|2019-12-12||Met|2019
36678760122317|Hardy Brown College Prep|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2019-06-13||Met|2019
54755230116590|Harmony Magnet Academy|2||3|3|4|3|3|3|3|4|3|3|4|4|4|3|3|5|4|4|4|4|4|4|4|2019-10-24|Harmony/PUSD continues to provide Professional Development on the California Standards and ELD. PUSD supports staff and students with best technology practices at all schools by expanding the number of Technology specialists available during school hours and by providing onsite professional development for those needing the support. 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. Harmony 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 the technology necessary to be successful.|Met|2019
49707300000000|Harmony Union Elementary|2||5|3|5|5|3|5|2|5|5|3|5|4|5|5|4|2|4|5|4|2|4|4|4|2019-11-05||Met|2019
37683386040018|Harriet Tubman Village Charter|2||5|4|5|2|5|5|4|5|2|5|5|4|5|2|4|3|3|5|4|2|4|4|4|2019-10-21|As a classroom-based TK-8th grade school, serving mostly at-risk student in San Diego County, Tubman 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. Tubman has adopted 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 has recently increased the amount of adaptive and customizable web-based learning programs such as iReady. Diagnostic and leveled programs are used to gauge student progress and make program adjustments. The goals of the 2019-2020 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. Recently, Tubman has adopted McGraw-Hill Inspire Science in grades 7th & 8th. Teacher professional development followed for proper implementation, but Tubman is in the first phase of full implementation of Next Generation Science Standards (NGSS).|Met|2019
50710926112965|Hart-Ransom Academic Charter|2||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|2019
50710920000000|Hart-Ransom Union Elementary|2||5|4|5|2|4|5|4|5|1|5|5|3|5|1|4|1|4|5|2|1|5|5|5|2019-10-10|In the 2018-2019 school year teachers received in depth professional development in ELA and Math provided by consultants from the Stanislaus County Office of Education.   Teachers received 2 full days of grade-level specific training for ELA and ELD standards and strategies. More ELD  PD is needed.  Several full days of grade specific Math professional development were provided for all teachers who teach math.  A NGSS focus team was set up and during summer of 2019 participated in intense NGSS standards. They will pilot during the 19-20 year and teachers will receive a minimum of 5 hours of training on NGSS standards.  In 2018-2019 standards aligned History-Social Studies curriculum was put into place. Training continues to be provided in this area.  As an elementary school, we do not have Career Technical education, or World Languages.  The school provides age appropriate health education based on content standards.  Physical Education standards are utilized in classes.   Through the observation and evaluation process and informal classroom bbservations, the professional learning needs of teachers and staff are identified.  The formal observation/evaluation protocol is based on the Standard for the Teaching Profession. Administrative coaching and support is provided for all teachers. Mentor support through the  Induction Program, through the county office is provided for new teachers. PRIORITY 2 MET|Met|2019
31668520121608|Harvest Ridge Cooperative Charter|2||4|2|4|4|4|4|2|4|4|4|4|2|4|4|4|3|4|4|4|4|4|4|4|2019-10-03||Met|2019
37684110126086|Hawking S.T.E.A.M. Charter|2||4|3|4|3|2|4|3|5|3|2|4|2|4|2|2|3|5|5|4|1|4|4|3|2019-10-17|For Question #4: Other Adopted Academic Standards - World Language: The 2018-19 school year was the first year our school served grade 8 at one site; and will serve grade 8 at both sites by the 2019-20 school year. Our school is in the research phases for Spanish Language curriculum adoption and the adoption of the World Language State Academic Standards. The Spanish teachers will receive extensive professional development on the World Languages (for Spanish) California Content Standards.|Met|2019
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, learning walks and classroom observation protocols. The selected measures were deemed to provide a clear and comprehensive picture of standards implementation. A summary of the findings are as follows: ELA and mathematics: Common Core-aligned instructional programs are being implemented at all grade levels; an ELA/math 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; analyze the California Assessment of Student Performance and Progress (CAASPP) Interim Assessment Blocks (IABs) student results are analyzed to gauge student learning and adjust instruction; research-based practices in teacher learning, such as coaching, collaborative learning communities and ongoing learning through unit planning and data analysis; ELA/math 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; both integrated and designated models are utilized. Continued professional development sessions have been developed to provide support for teachers on research-based strategies from the ELD framework and continue to use the CA ELD standards across the curriculum in ways appropriate to the needs of ELs to provide strategic support to increase academic performance for English Learners. 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; multiple schools are implementing the Project Lead the Way STEM curriculum; a team of lead teachers at both the elementary and middle school levels meet regularly to pilot instructional activities that support the shifts and the implementation of the new standards, and to design professional development experiences. NGSS-aligned instructional programs are being implemented at all middle schools. Career Technical Education: career-focused academies at the middle school level provide students with opportunities to be immersed in a sequence of fine arts, business and world language, or STEM-related courses; industry partnerships make learning in the academies both rich and relevant. Health: middle school health teacher utilized; revised curricul|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-09-11|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.|Met|2019
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 are required; Common Core-aligned instructional programs are being implemented at all grade levels; the English Department meets regularly to plan and refine instructional practices that support the newly adopted curriculum; the Interim Assessment Blocks (IABs) for ELA are used regularly; ELA classroom observations are conducted with a focus on student collaboration.  English Language Development (ELD): professional development has been conducted on the current ELD standards and framework; both integrated and designated models and the ELPAC practice tests.   Mathematics: 4 years of college-preparatory mathematics courses are 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 and instruction; 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; 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 requirements; 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; 62 recipients of Seal of Biliteracy in 2019 graduating class of 111 students.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-09-11||Met|2019
19647336017529|Haynes Charter For Enriched Studies|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|4|5|5|5|2019-10-22|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.|Met|2019
01100170138867|Hayward Collegiate Charter|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|1|3|3|1|1|5|5|5|2019-11-13|Hayward Collegiate is in our first year of operations as a new elementary school. Hayward Collegiate has fully implemented common-core aligned curriculum, professional development for teachers and administrators in for classroom management, common-core understanding, and a particular focus on English and Math. 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 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 ) include classroom walk-throughs focused on curriculum implementation.|Met|2019
01611920000000|Hayward Unified|2|In HUSD, we use state and local assessments as well as on-going formative assessments to measure student progress and guide instruction. Teachers work together during collaboration time in order to determine how they can best design instruction and provide student support, as needed.  We provide professional development at the site level primarily, with some district-wide offerings, in order to develop teachers' knowledge and skills.  We work with administrators on the use of multiple data sources to measure progress, guide interventions and offer professional development. Instructional Leadership Teams and School Site Councils work to make sure that schools are on track for providing students and staff what they need to be successful.  Our LCAP provides a structure for taking a close look at our data, setting goals, determining actions, and reflecting on progress.  Administrators provide guidance to staff on instructional focus areas and techniques. Teachers on special assessment also support teachers in their work. We provide training on how to unpack standards, claims and targets on the CAASPP in order to understand what students need to know and be able to do for college success.  HUSD is in the process of adopting CCSS Language Arts Materials for K-12th grades.  For the Elementary curriculum, HUSD made a decision to pilot 2 current Language Arts Curricula in both English and Spanish.  To facilitate this process in the spring of 2019, Hayward USD convened a steering committee of teachers to research and determine which 2 curricula would be piloted. In the fall of 2019, 60 Elementary teachers representing all grade levels and programs are piloting the Benchmark Advance/Adelante Program and the Fountas and Pinnell/Mondo programs.  After the pilot is complete, the steering committee will make a recommendation to the School Board to purchase selected materials for the 20-21 school year.  For the secondary level, an adoption committee will be convened in the Fall of 2019.  This committee will peruse all of the available Language Arts Materials for 7-12th grades.  The committee will narrow down the choices to 2 curricula that sites will interact with deeply.  The committee will meet in early 2020 to make a recommendation to the School Board for purchase for the 2020-21 school year.  In addition, a committee of English Language Development teachers for secondary will follow an adoption process to select a new ELD curriculum for the World House program at Tennyson High School and Chavez Middle School. In 2016, HUSD adopted CCSS aligned mathematics for grades K-12, in 2016. HUSD is aware that there is an urgent need for updated instructional materials for Science, Social Studies, World Language and Health. There is a strong need for targeted professional development, and the ongoing support necessary to improve instruction and student achievement.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-23||Met|2019
49753900124230|Healdsburg Charter|2||4|4|4|3|3|4|4|4|2|3|5|5|5|4|3|5|4|5|5|5|5|5|5|2019-10-16||Met|2019
49753900000000|Healdsburg Unified|2||4|4|4|3|3|4|4|4|2|3|5|5|5|4|3|5|4|5|5|5|5|5|5|2019-10-16||Met|2019
39686760123802|Health Careers Academy|2||5|5|5|3|5|5|5|5|3|5|5|5|5|3|5|5|3|5|2|5|4|3|3|2019-10-22||Met|2019
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 to monitor progress toward mastery of standards.|4|4|4|4|5|5|4|5|4|4|4|4|4|4|4|5|3|3|3|3|5|5|5|2019-09-05|Teachers are provided time each Friday to participate in Professional Development with a focus for the 2019-2020 school year on Teacher Clarity a research-based process that identifies the most critical parts of instruction: learning intentions, success criteria, and learning progressions. In addition, staff members meet regularly in content PLCs and grade level PLCs to work on improving teaching and learning. 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.|Met|2019
37683380128066|Health Sciences Middle|2||4|4|4|4|5|5|4|5|4|4|4|4|4|4|4|5|3|3|3|3|5|5|5|2019-09-05|Teachers are provided time each Friday to participate in Professional Development with a focus for the 2019-2020 school year on Teacher Clarity a research-based process that identifies the most critical parts of instruction: learning intentions, success criteria, and learning progressions. In addition, staff members meet regularly in content PLCs and grade level PLCs to work on improving teaching and learning. 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.|Met|2019
04100410430090|Hearthstone School|2||3|3|3|3|2|4|4|4|3|4|3|4|4|2|2|3|3|3|3|3|5|4|4|2019-10-14|All schools have access to Edgenuity curriculum to provide standards aligned core content and elective options to students.  The number of students accessing Edgenuity varies by site.   BCOE school staff designed courses of study that allow standards alignment and flexible/ personalized learning to meet individual student need based on self-interest. ELA and math courses of study are final and implementation is occurring at the school sites with training support from LEA staff and school staff involved in the development.  Science and History courses of study are being developed and piloted in 2019-2020. Because BCOE school programs serve high-risk students, staff have been invested in professional learning to support student behavior and social emotional needs.  Due to the small number of staff, focus on these needs has taken precedence over academic professional learning in recent years.   The LEA rolled out and expanded a Student Centered Coaching model to better support staff with collaboration and hands on classroom behavior, social emotional and academic support.  The LEA developed a push in professional development model intended to reach more staff more consistently while keeping staff on site.  For the past two years, the LEA has worked to build capacity with leadership teams by sending them to offsite professional development and conference sessions. Data is collected on all models of LEA professional learning support and is used, in part, to drive decision-making.|Met|2019
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|2019-10-24||Met|2019
49707970139568|Heartwood Charter|2||3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|2|3|3|3|3|3|3|3|2019-12-04|We are a new school reporting for the first time.  All of our entries are only reflective of our first few weeks of operations, as our first day of school was Sept 24th.  For example, we are unable to enter anything under Support for Teachers and Administrators, as the question specifically references the prior year, during which we did not exist.|Met|2019
41690216044754|Heather Elementary|2||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|2019
13631310000000|Heber Elementary|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|2|3|3|2|2|4|4|4|2019-10-08|A survey was sent out to staff in September 2019 to gather information.|Met|2019
36677360000000|Helendale Elementary|2||4|3|4|4|3|5|4|5|3|3|5|4|5|4|4|3|5|5|5|4|4|4|4|2019-10-09||Met|2019
37681303732732|Helix High|2||5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|4|5|4|5|5|5|5|5|2019-10-21||Met|2019
33670820000000|Hemet Unified|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|3|5|5|4|4|3|5|3|3|2019-10-15||Met|2019
37680980101535|Heritage K-8 Charter|2||5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|4|5|5|3|5|5|5|2019-10-30||Met|2019
34765050108415|Heritage Peak Charter|2|Heritage Peak Charter School utilizes current educational research data in its implementation of suitable standards-aligned curricula and instructional programs for all students to best prepare them for college, career and life. We seek out and offer a variety of standards-based curricular supports.  Focus is given to core content for classes in math, language arts, science and social studies for grades 6 – 12.  We produce and maintain course descriptions and syllabi and administer end-of-course testing to ensure content mastery.  Our students participate in normed growth projection testing twice per school year, at the beginning of each semester.  The NWEA MAP testing gives our teachers and parents actionable data to determine student needs and subsequently address those needs with standards-based instruction.   The data from the NWEA MAP test is analyzed by staff to monitor growth of both grade-level groups and individual students through the use of focal groups and intervention rosters.  Student goals are set based on these findings, and individual plans are enacted using the Response to Intervention protocol. As a school offering individualized learning opportunities, HPCS ensures both adopted standards-based curriculum and a broad array of options for coursework support these standards.  Throughout the semester, the teacher and school leadership conduct progress monitoring using Exact Path, Study Island and/or other individualized programs. Teachers work to align instruction with Common Core standards using specified support materials and programs.  We are working to implement Common Core standards through new materials and learning activities from local resources. These integrate students with their communities in preparation toward good citizenship.  Some resources include concurrent community college enrollment, volunteer opportunities and service projects, homeschool co-operatives, library workshops and local parks and recreation agencies classes.  We offer access to supplemental coursework through online programs that are aligned to Common Core Standards such as Edmentum programs, Discovery Education, and Khan Academy.   All teachers hold California Teaching credentials and participate in ongoing professional development throughout the school year.  The staff meets monthly for professional development, and there are web-based modules designed to familiarize the teachers with various opportunities for the student, such as the Edmentum programs.   HPCS utilizes ICEV Online CTE Certification programs, and Medical Career classes (EKG Tech, Medical Assistant) to provide students the opportunity to explore career choices. HPCS was recently selected to participate in the Amazon Engineer program, in addition to the current Project Lead The Way course offerings to broaden student options for CTE.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-23||Met|2019
19646000000000|Hermosa Beach City Elementary|2||4|3|5|3|3|4|3|4|3|2|4|3|4|3|2|4|4|4|3|4|4|4|3|2019-10-09||Met|2019
19647330112060|Hesby Oaks Leadership Charter|2||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 For Two or More Years|2019
36750440000000|Hesperia Unified|2||4|3|3|2|3|5|3|5|2|3|4|3|4|2|3|3|3|3|3|3|4|4|4|2019-10-21||Met|2019
50711006112627|Hickman Charter|2||5|5|5|3|1|5|5|5|3|1|4|4|4|3|1|1|3|3|3|1|5|5|4|2019-11-12||Met|2019
50711000000000|Hickman Community Charter|2||5|5|5|4|2|5|5|5|4|1|5|5|5|2|1|1|3|4|3|1|5|5|4|2019-11-12||Met|2019
50711006052559|Hickman Elementary|2||5|4|5|3|1|5|4|5|3|1|5|4|5|3|1|1|3|3|3|1|4|5|4|2019-11-12||Met|2019
50711006116388|Hickman Middle|2||5|4|5|4|1|5|5|5|4|1|5|4|5|3|3|1|4|4|1|1|5|5|4|2019-11-12||Met|2019
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|2019-06-20||Met|2019
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|2019-06-20||Met|2019
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|2019-06-20||Met|2019
37764710138776|High Tech Elementary Mesa|2||4|3|4|4|3|4|3|4|4|3|4|3|4|4|3|4|3|2|5|3|4|4|4|2019-06-20|These responses represent the existing HTH schools. High Tech Elementary Mesa opened as a new school for the 2019/20 school year. For this reason, there is no 2018/19 data to report.|Met|2019
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|2019-06-20||Met|2019
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|2019-06-20||Met|2019
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|2019-06-20||Met|2019
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|2019-06-20||Met|2019
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|2019-06-20||Met|2019
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|2019-06-20||Met|2019
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|2019-06-20||Met|2019
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|2019-10-11||Met|2019
19647330137471|High Tech LA Middle|2|We are using Option 2 Reflection Tool|4|3|4|3|4|4|3|4|3|4|4|3|4|3|4|0|0|4|4|0|4|4|4|2019-10-11|HTLA Middle School is in its second year of operation. As noted in Question #4, only the Physical Education Standards apply to the school.  HTLA Middle School has twice-weekly Professional Development meetings to meet the professional needs of teachers and staff.  Individual teachers meet with their coach or administrator after an observation so and they work on identifying skills they have not yet mastered and come up with next steps to focus on in the next observation.  CRITERIA: MET|Met|2019
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|2019-06-20||Met|2019
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|2019-06-20||Met|2019
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|2019-06-20||Met|2019
37764710138768|High Tech Middle Mesa|2||4|3|4|4|3|4|3|4|4|3|4|3|4|4|3|4|2|3|5|3|4|4|3|2019-06-20|These responses represent the existing HTH schools. High Tech Middle Mesa opened as a new school for the 2019/20 school year. For this reason, there is no 2018/19 data to report.|Met|2019
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|2019-06-20||Met|2019
34765050113878|Higher Learning Academy|2||4|3|4|3|3|4|3|4|3|3|4|4|4|3|3|1|3|4|3|3|4|4|4|2019-10-22||Met|2019
33669930127142|Highland Academy|2||5|5|5|5|5|4|4|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|2019-11-15||Met|2019
34765050130757|Highlands Community Charter|2||4|4|4|3|4|5|5|4|3|4|4|5|4|3|4|3|3|2|1|3|5|4|4|2019-10-03||Met|2019
49707146051759|Hillcrest Middle|2||5|3|5|5|4|5|3|5|5|5|5|3|5|5|4|5|5|5|5|5|5|5|5|2019-11-14||Met|2019
41689080000000|Hillsborough City Elementary|2||4|3|4|2|3|4|3|5|2|3|3|3|3|2|3|3|3|4|4|3|3|3|3|2019-10-16|This item was presented at the October 16, 2019 regularly scheduled meeting of the Hillsborough City School District Board of Trustees. https://hillsborough.agendaonline.net/public/Meeting.aspx?AgencyID=28&MeetingID=74842&AgencyTypeID=1&IsArchived=False|Met|2019
24656980000000|Hilmar Unified|2||4|3|4|3|3|4|3|4|2|2|4|3|4|2|2|4|3|3|3|3|5|5|4|2019-10-08||Met|2019
35674700000000|Hollister|2||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|2019
35674700127688|Hollister Prep|2|Navigator Schools utilizes numerous measures to track academic progress for all students.  In addition to the SBAC for 3rd - 8th grade, teachers conduct daily checks for understanding, create and give weekly Illuminate quizzes, give the STAR test 5x / year and MAP 3x / year.  These various assessments give Navigator staff significant data in both ELA, ELD, and Mathematics. Additionally, Navigators' Physical Education teachers routinely practice and assess students competency on the Physical Education and Health Education standards. Navigator has begun the development of Next Generation Science standards assessments. The SBAC gives a fair assessment of science as well.  While there is not one uniform assessment for Visual and Performing Arts or World Language, these subjects are covered during enrichment time and activities.|5|4|5|3|3|5|4|5|3|3|5|4|5|3|3|2|3|4|2|2|5|5|4|2019-06-18||Met|2019
37683386117279|Holly Drive Leadership Academy|2|HDLA is focused this year on reading comprehension and citing of text via the New Generation Science program.  We are providing off campus learning opportunities to engage and inspire the students in deeper learning of the NGSS.  We are team teaching and using cross subject thematic units to meet multiple standards and to dive deeper in the objectives.  We have also implemented engineering and coding classes.  We are currently using Journeys and Go Math but piloting Lucy Calkins and Eureka Math.|3|3|3|3|3|2|2|2|2|2|3|3|3|3|3|3|3|3|4|1|3|3|3|2019-09-04|HDLA is supporting teachers by providing a master teacher and access to the Beginning Support Association.  We are providing math coaching this year and implementing a new generation science program with real world application and hands on projects for deeper learning.|Met|2019
13631490000000|Holtville Unified|2||4|4|4|3|1|5|5|5|3|1|5|5|5|3|1|4|4|5|4|5|5|5|5|2019-10-21|All Holtville Unified School District local indicators are good and strong indicators that have produced as a whole very positive results. Our strength and successes are due to all our Stakeholders including the community of Holtville. Holtville is a very supportive group of people, government agencies and school staff.  And with their help and support, and support and input from all stakeholders, Holtville Unified School Students experience a broad course of study, safely on clean campuses.|Met|2019
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|2019-10-14||Met|2019
42692110000000|Hope Elementary|2||5|4|4|4|3|5|4|5|3|3|5|5|5|4|4|1|3|3|3|1|4|5|5|2019-10-14|During the 2018-19 year, the District implemented a Personal Professional Growth Plan for all certificated staff. Staff self-identified areas for professional growth, shared those goals with administrators and worked in small groups supporting each other and reporting out on progress. Throughout the year, professional development opportunities and activities were shared if they match the goals of staff. Whole staff training was provided on a variety of topics as well. During the summer, many teachers took park in additional training in the areas of math and science instruction.|Met|2019
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, standards-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” or “full implementation and sustainability” 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 the beginning implementation 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|2019-10-09||Met|2019
49707630000000|Horicon Elementary|2||5|5|4|3|4|5|5|5|3|3|5|5|5|4|4|1|4|5|5|1|5|5|5|2019-10-08||Met|2019
31669513130168|Horizon Charter|2||4|4|4|3|3|5|4|4|3|2|4|4|4|3|3|4|3|4|4|4|4|4|3|2019-10-24||Met|2019
47703590000000|Hornbrook Elementary|2||4|2|4|2|3|4|2|4|2|4|4|2|4|2|3|2|2|4|2|2|3|3|3|2019-09-11||Met|2019
54719510000000|Hot Springs Elementary|2||4|4|4|4|4|5|5|5|5|5|5|5|4|3|4|3|4|4|4|3|5|5|4|2019-10-08||Met|2019
37680230124321|Howard Gardner Community Charter|2|Howard Gardner Community School selected Option 2: Reflection Tool for Priority 2.|4|2|4|3|2|5|2|5|2|2|5|2|5|2|2|0|0|2|0|0|2|3|5|2019-10-08|Career Technical Education, Health Education, VAPA and World Languages do not apply to Howard Gardner Community School based on its educational program outlined in the school’s charter petition and it serves grades TK-8.  However, our school has implemented CA Health Education Initiative with the CA Healthy Youth Act.|Met|2019
28662580000000|Howell Mountain Elementary|2||4|4|5|3|3|5|5|5|5|1|5|5|5|5|1|1|1|5|4|2|5|5|5|2019-10-09||Met|2019
56724620000000|Hueneme Elementary|2||5|5|5|4|4|5|5|5|4|4|5|5|4|4|4|3|4|4|4|4|5|5|5|2019-10-28||Met|2019
19646260000000|Hughes-Elizabeth Lakes Union Elementary|2||5|5|5|1|1|5|5|5|1|1|2|2|2|1|1|1|2|2|2|1|5|4|4|2019-11-12||Met|2019
50755490000000|Hughson Unified|2|MET The locally selected measures Hughson USD is using to track its progress in implementing the state academic standards includes a variety of state accountability measures.  These measures include, but are not limited to the California Dashboard, state assessments for Math and ELA (SBAC), English Language Development (ELPAC), Next Generation Science Standards (CAST), and the California Physical Education Test.  The district chose these measures due to the annual administration of the assessments.  Local assessments are used to assess progress in Social Science, Health, the Arts and World Languages. Additionally, classroom walkthroughs and observations are used in all areas.   ELA/ELD, Math, Science and PE standards have all been fully implemented.  While progress for implementation is being made in science and social studies, standards aligned curriculum has yet to be adopted. Currently, both science and social studies are being piloted at Ross Middle School with adoption expected to occur in the 2019-2020 school year.  Adoptions in the other grade spans will occur as the budget allows.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-08||Met|2019
12101240000000|Humboldt County Office of Education|2||5|5|5|2|5|5|5|4|2|4|5|5|5|4|5|3|5|4|4|4|5|5|5|2019-10-23||Met|2019
10101080111682|Hume Lake Charter|2||4|4|5|4|5|5|5|5|5|5|4|4|4|5|4|3|4|4|3|4|5|5|4|2019-10-07||Met|2019
39686270126755|Humphreys College Academy of Business, Law and Education|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|4|5|5|5|5|5|5|2019-11-06||Met|2019
30665300000000|Huntington Beach City Elementary|2||4|4|5|3|1|5|5|5|2|1|5|5|5|2|1|2|4|4|4|4|5|3|4|2019-10-15||Met|2019
30665480000000|Huntington Beach Union High|2||4|5|4|3|4|4|5|4|3|5|4|5|5|3|4|4|5|4|5|5|4|5|4|2019-10-15||Met|2019
12628850000000|Hydesville Elementary|2||4|4|5|3|3|4|3|5|3|3|3|3|4|3|3|3|3|4|2|2|4|3|4|2019-10-14|The Hydesville Elementary School District operates a single school with a total of 9 classroom teachers and one Resource Teacher.  The majority of teachers are experienced teachers, we also have one teacher going through teacher induction as a first year teacher, and on teacher teaching on a short-term staffing permit.  All teachers have self-contained classrooms.  Based on this survey, the district will be looking at increasing professional development and support in curricular areas, especially NGSS and History/Social Studies.|Met|2019
19646340120303|ICEF Inglewood Elementary Charter Academy|2|ICEF Inglewood Elementary Academy selected Option 2 Reflection Tool for Priority 2.|4|3|4|3|2|4|3|4|3|2|4|3|4|3|2|0|0|4|4|0|4|4|4|2019-09-12|For Question #4: Other Adopted Academic Standards: Career Technical Education, Health Education, and World Languages do not apply to ICEF Inglewood Elementary Academy based on its educational program outlined in the school’s charter petition and it serves grades K-5.|Met|2019
19646340120311|ICEF Inglewood Middle Charter Academy|2||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|2019
19647330117952|ICEF Innovation Los Angeles Charter|2|ICEF Innovation Los Angeles Charter School selected Option 2 Reflection Tool for Priority 2.|5|4|5|3|5|5|4|5|3|5|5|5|5|5|5|0|0|5|5|0|5|5|5|2019-09-12|For Question #4: Other Adopted Academic Standards: Career Technical Education, Health Education, and World Languages do not apply to ICEF Innovation Los Angeles Charter School based on its educational program outlined in the school’s charter petition and it serves grades K-5.|Met|2019
19647336117048|ICEF View Park Preparatory Elementary|2|ICEF View Park Preparatory Charter School selected the Option 2 Reflection Tool for Priority 2.|5|4|5|4|3|5|5|5|5|5|4|4|4|4|4|0|0|5|5|0|4|4|4|2019-09-12|For Question #4: Other Adopted Academic Standards: Career Technical Education, Health Education, and World Languages do not apply to ICEF View Park Preparatory Charter School based on its educational program outlined in the school’s charter petition and it serves grades K-5. However, our school has implemented CA Health Education Initiative with the CA Healthy Youth Act.|Met|2019
19647330101196|ICEF View Park Preparatory High|2||4|4|4|3|4|5|3|5|4|4|3|2|3|3|3|2|2|3|4|2|3|3|3|2019-09-12||Met|2019
19647336121081|ICEF View Park Preparatory Middle|2|ICEF VIEW PARK PREPARATORY CHARTER MIDDLE SCHOOL selected Option 2 Reflection Tool: Priority 2.|5|4|5|4|3|5|5|5|5|5|4|4|4|4|4|0|0|5|5|0|4|4|4|2019-09-12|For Question #4: Other Adopted Academic Standards: Career Technical Education, Health Education, and World Languages do not apply to ICEF View Park Preparatory Charter Middle School based on its educational program outlined in the school’s charter petition and it serves grades 6-8.  However, our school has implemented CA Health Education Initiative with the CA Healthy Youth Act.|Met|2019
19647330117937|ICEF Vista Elementary Academy|2|ICEF Vista Elementary Academy selected Option 2 Reflection Tool: Priority 2.|4|4|4|3|3|5|4|0|4|3|5|4|5|3|3|0|0|5|0|0|5|5|4|2019-09-12|For Question #4: Other Adopted Academic Standards:  Career Technical Education, Health Education, VAPA and World Languages do not apply to ICEF Vista Elementary Academy based on its educational program outlined in the school’s charter petition and serves grades K-5.|Met|2019
19647330115287|ICEF Vista Middle Academy|2|ICEF Vista Middle Academy selected Option 2 Reflection Tool: Priority 2.|4|4|4|3|3|4|3|4|3|3|4|3|4|3|3|0|4|4|3|0|4|5|5|2019-09-12|For Question #4: Other Adopted Academic Standards: Career Technical Education and World Languages do not apply to ICEF Vista Middle Academy based on its educational program outlined in the school’s charter petition and serve grades 6-8.|Met|2019
43696176048045|Ida Jew Academies|2|See option 2|4|4|4|3|1|4|4|5|2|1|3|3|3|2|2|4|4|4|3|4|3|3|3|2019-11-13||Met|2019
36678760121343|iEmpire Academy|2||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|2019
37683380108548|Iftin Charter|2||3|3|4|1|3|3|3|4|1|3|3|2|4|1|2|1|2|3|1|4|3|2|2|2019-10-30|As a classroom-based Tk-8th grade charter school, primarily serving at-risk students in SDUSD,  Iftin 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. Iftin is in process of evaluating and adopting new core materials in ELA and NGSS 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, many of whom also have limited or no English language skills, the school offers ELD development and cultural opportunities during the school day and in an extended day program. Diagnostic and leveled programs are used to gauge student progress and make program adjustments. The goals of the 2019/20 LCAP address the student gaps in learning via data analysis, adoption of new programs to support English learners, individual teacher professional development needs, parent/student needs and school wide professional development to support the structure of the program. There is a lot of work to do surrounding NGSS and History standards as we are only in the beginning stages of understanding the new standards and how to best implement them in our program, along with their alignment to end of the year CAA|Met|2019
45700290000000|Igo, Ono, Platina Union Elementary|2|Igo, Ono, Platina Union Elementary (IOPUE)  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 fluency, EveryDay Math Benchmark tests, Accelerated Reader, Basic Phonics Skills Test, and Wonders Unit Assessment tests.    IOPUE is in the third 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 been adopted in Tk-8th grade. Tk-8 adopted Studies Weekly. The 19/20 school year will have a cohort of teachers in the partnership piloting three staff chosen publishers in the subject area of Next Generation Science Standards.  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|2019-06-24||Met|2019
19753090138297|iLead Agua Dulce|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|3|2|4|3|3|3|3|3|2019-10-31||Met|2019
19753090131987|iLEAD Hybrid|2||3|3|3|2|2|3|3|3|2|2|3|3|3|2|2|4|3|4|4|4|4|4|3|2019-11-01||Met|2019
19646670125559|iLEAD Lancaster Charter|2||5|4|5|4|4|5|4|5|4|4|5|4|5|4|4|5|3|4|3|4|5|5|4|2019-11-01||Met|2019
19753090136531|iLEAD Online|2||5|3|3|3|4|4|4|3|3|4|4|4|3|3|4|3|5|5|5|5|5|5|5|2019-10-31||Met|2019
33103300125385|Imagine Schools, Riverside County|2|Our LEA is purposeful in the implementation of implementing state academic standards.   Our school purchased common core curriculum for English Language Arts and Math for all grade levels in both English and Spanish.   The staff development for teachers is focused on the implementation of the state academic standards and supporting teachers to ensure implementation.    We use our LCAP and Single Plan to guide the implementation of state standards and identify actions/services that will be implemented to ensure the alignment to state standards.   We also have all of our 3rd-7th grade students take the interim assessments so that we can measure their progress towards state standards mastery in all subject areas offered.    Our teachers have also developed state standards Year At a Glance mapping of the school year to include the interim assessments and focus on specific standards based on students results.   This is an ongoing process to monitor student progress throughout the year.   Other measures we utilize are STAR assessments in Reading and Math.   We also use DIBELS to progress monitor students reading progress.|5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|4|4|5|5|5|5|5|5|2019-11-13|We use our LCAP and SIngle Plan to monitor implementation of action steps that were developed to focus on implementation of state academic standards.|Met|2019
01611920137646|Impact Academy of Arts & Technology|2|Impact Academy’s curriculum is driven by the academic competencies through our portfolio defense system: Analysis, Inquiry, Research, Creative Expression. The rigors of CCSS mean that Impact Academy has implemented a CCSS-aligned math curriculum 6-12 this year (Illustrative Math in grades 6-8, Algebra, Geometry, Algebra II; CPM for PreCalculus; AP for AP Calculus.)  Currently, Impact Academy is using teacher-designed CCSS-aligned curriculum in all non-math subjects grades 6-12. Impact Academy is in process to adopt CCSS-aligned curriculum for all subjects and support quality implementation.   At IA, as part of the Envision Schools Network, we use 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 in grades 6-12. 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 3 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|2019-11-14||Met|2019
37683956040505|Imperial Beach Charter|2||5|5|5|3|3|5|5|5|3|3|4|4|4|2|2|2|3|4|3|1|4|3|3|2019-10-10|Imperial Beach Charter School provides all students with a standards aligned comprehensive curriculum. Curriculum materials have been recently board adopted in English Language Arts and English Language Development.   While South Bay Union School District and Imperial Beach Charter School has a board adopted, standards aligned mathematics adoption, district staff and teacher leaders have recently revised and improved the District Units of Study to be more comprehensive and offer supplemental resources, embedded professional learning and instructional practices.  An adoption committee is in the final phase of an instructional materials review and piloting of materials for Next Generation Science Standards.  This team will make a recommendation to the governing board in 2019-20.  In addition, new materials in History-Social Studies will be chosen this school year.  Professional learning will occur during the 2019-2020 and 2020-2021 school year on the new Health Education Framework.  Materials adoption in Health Education will follow.  As part of our Strategic Arts Plan, visual and performing arts teachers deliver standards based arts instruction to all students in SBUSD and Imperial Beach Charter School.|Met|2019
13101320000000|Imperial County Office of Education|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-14|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 aended 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. Teachers continue to aend the advanced NGSS training at ICOE.  SBAC Interim Assessments: All teachers aended 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.|Met|2019
13101320134379|Imperial Pathways Charter|2||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 For Two or More Years|2019
13631640000000|Imperial Unified|2||4|3|4|3|2|4|3|5|3|3|3|3|3|2|2|3|3|2|2|2|3|3|3|2019-10-10||Met|2019
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|2019-10-08|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 lessons provided at the academy location.  The school uses the district adopted State Standards aligned mathematics curriculum with initial implementation in August 2014. The school adopted State Standards aligned English-Language Arts and English Language Development curriculum in March 2018 that was implemented in August 2018.   The four teachers and 1 administrator are supported through collaborative time, and support from the Educational Services Department of the El Centro Elementary School District, as needed.|Met|2019
50712660120063|Independence Charter|2||4|4|4|2|3|4|4|4|2|3|4|4|4|2|2|1|4|4|2|1|4|3|3|2019-04-16|The charter implemented the first year of History Social Science in all grades increasing the scores to a 3 with instructional materials and professional learning.  Teachers noted continued work with ELA in the area of reading instruction for K/1 using leveled books and phonics instruction.  Teachers also believe continued professional learning in ELA/ELD will further implementation and are seeking support to integrate ELA/ELD, HSS, and NGSS standards. In the area of mathematics, elementary teachers are ready to begin a peer model of lesson design.   NGSS standards where Elementary teachers are in the beginning development stage of implementation. Due to our K-8 charter status, Career Technical Education and World Language academic standards do not apply.|Met|2019
36677360130948|Independence Charter Academy|2||4|3|4|4|3|5|4|5|4|4|5|4|5|4|4|3|5|5|5|4|4|4|4|2019-10-09||Met|2019
09618950000000|Indian Diggings Elementary|2||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|2019
45700370000000|Indian Springs Elementary|2|We are small rural school with 14 students, 2 teachers 1 full time para educator and 1 part time administrator. All staff monitor the instruction in each area of the adopted state standards. All student have access to material and instruction in the core standards.|4|4|4|3|4|5|5|5|3|4|5|5|5|4|4|0|3|3|4|3|4|4|4|2019-09-06||Met|2019
19647330121137|Ingenium Charter|2||4|4|4|4|3|4|3|4|4|3|4|4|4|4|4|1|3|4|4|1|5|4|4|2019-10-28|This standard was met.|Met|2019
19647330127985|Ingenium Charter Middle|2||4|4|4|4|3|4|3|4|4|4|4|4|4|4|4|1|3|4|4|1|5|4|4|2019-10-28|This standard was met.|Met|2019
19734370137240|Ingenium Clarion Charter Middle|2||4|4|4|4|3|4|3|4|4|4|4|4|4|4|4|1|3|4|4|1|5|4|4|2019-10-28|This standard was met.|Met|2019
19734370137257|Ingenium Wings Independent Study - Compton|2||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|2019
37683380131979|Ingenuity Charter|2||5|4|5|4|5|5|3|5|4|5|5|5|5|5|5|3|3|3|4|5|5|5|5|2019-10-14||Met|2019
19646340000000|Inglewood Unified|2||3|3|1|1|1|4|2|4|2|1|3|3|2|1|1|2|1|1|1|1|1|1|1|2019-10-09||Met|2019
36679590114256|Inland Leaders Charter|2||5|3|5|4|3|5|3|5|4|3|5|3|5|4|2|2|4|5|4|5|5|5|5|||Met|2019
37683380118083|Innovations Academy|2|Assessment: We continuously assess, reflect and make adjustments so that our students achieve academic success based on their individual needs. The best measure and support for any individual child is a formative assessment: observing, providing feedback with instruction and observing again. We do this ongoing throughout the year.  We assess our alignment through continuous teacher coaching, teacher collaboration and committee work. We begin the school year reviewing data from the previous year. Within the first month of school we also administer the Developmental Reading Assessment (DRA) in K-8, and the NWEA Measure of Academic Progress (MAP) for grades 2-8. 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 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. Both of these are well researched.  Summary of Our Progress: English Language Arts – (full implementation and sustainability of the CCSS within a writing and reading workshop model and inquiry based learning environment. Projects also incorporate both fiction and nonfiction reading and writing. Phonics instruction is solidly part of our program in primary grades.  English Language Development (initial implementation)  Mathematics – (full implementation of the CCSS) 90 daily minutes of math and incorporation of math standards in projects. Use of STMath in all classrooms. Next Generation Science Standards (full implementation) Our inquiry studies and projects 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 connected to real world applications.  Health Education Content Standards (initial implementation) A medical doctor instructs students in grades 6-8 about sexual health as well as drug and alcohol use. Our science and social studies projects address nutrition and physical activity.  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 arts and performing arts. Additionally, our teachers incorporate art throughout the curriculum. World Language: (Full implementation and sustainability in middle school/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 all grades.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|5|5|5|2019-06-28|Innovations Academy works hard to avoid becoming a test driven, test preparation focused school, which is challenging in the pervasive test and data driven environment that seems to grow each year. We strive to find ways for children to learn through a variety of methods that satisfy a child's need for challenge, fun and interaction with concepts and skills in an environment that also teaches collaboration, cooperation, self-regulation and self-awareness. These include project learning, inquiry based learning, problem solving, hands on activities, deep community connection and integration of subjects. All studies address the California academic standards.  Teachers are given the professional freedom and respect that they deserve. They choose professional development opportunities for themselves and provide modeling and ideas to each other throughout the year. They are given consistent respectful coaching. They are provided opportunities for giving input in every aspect of the school.|Met|2019
33671996105571|Innovative Horizons Charter|2||5|5|5|1|1|5|5|5|1|1|5|5|5|2|2|4|1|4|4|1|5|5|5|2019-10-10|IHCS has provided opportunities for teachers to collaborate and develop Project-Based-Learning experiences that incorporate 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.|Met|2019
37684030125401|Insight @ San Diego|2||4|4|4|4|4|4|4|4|4|4|5|5|5|5|5|2|0|5|5|0|5|5|5|2019-10-17|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.   Met: 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.   Met: 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.|Met|2019
39686270133116|Insight @ San Joaquin|2||4|4|4|4|4|4|4|4|4|4|5|5|5|5|5|2|0|5|5|0|5|5|5|2019-10-15|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.|Met|2019
15636280127209|Insight School of California|2||4|4|4|4|4|4|4|4|4|4|5|5|5|5|5|2|0|5|5|0|5|5|5|2019-10-23|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.   Met: 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.   Met: 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.|Met|2019
19753090129742|Inspire Charter|2||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|2019
51714560133934|Inspire Charter School - North|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|3|3|3|3|4|4|4|2019-10-24||Met|2019
04614240120394|Inspire School of Arts and Sciences|2||5|3|4|3|5|5|3|5|3|5|5|4|5|4|5|5|5|4|5|5|5|4|4|2019-10-14||Met|2019
37682210101360|Integrity 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|2019-10-21|Met|Met|2019
19101990134346|Intellectual Virtues Academy|2||4|3|5|5|4|4|4|5|5|4|4|4|4|4|4|2|4|4|4|4|5|5|5|2019-10-02|While we are still a new and growing school, the Academy is proud of its track record of providing high quality standards-based learning opportunities to all students. While we track many measures of the quality of our instruction and alignment to state standards, perhaps three are most indicative of where we are: (1) NWEA scores that research has shown strongly align with state academic standards demonstrates that our students are growing faster academically than national average on all tests given for three years in a row and both grades served; (2) 100% of our parents state that our teachers are "high quality" (92% of parents “strongly agree” that their teachers are high quality); and (3) 96% of students agree that our teachers push them to be "deep thinking."|Met|2019
19647250127506|Intellectual Virtues Academy of Long Beach|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-02|IVA is operating in full implementation and sustainability for all areas of standard implementation through our LCAP Goal #2 and #3.   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. 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. 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." 95% agree that "Staff time/PD at IVA helps nurture my passion for my content area," and 100% of teachers and staff report, "I am generally satisfied being a teacher/staff member at this school."  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. IVA students report that their courses were challenging at far higher rates than their private and public school peers. 87% of students agreeing that “My classes are challenging (a good kind of academic challenge that makes me think and learn)." “ 99% of parents agreed that “The school provides high quality instruction to my child.”   Note that as a middle school IVA does not have Career Tech Education or World Languages.|Met|2019
27660926118962|International School of Monterey|2||5|5|4|4|5|5|5|5|5|5|4|4|4|4|4|1|3|1|3|4|5|5|4|2019-10-24|ISM teachers have aligned their work to the ELA, math, science, and history-social science standards, embedding them in their planning and reporting. ISM is currently working with educators at CSU Monterey Bay on new methods for implementing the Math standards.  ISM is steadily increasing alignment with the Health and World Language standards, and immediately began aligning with the newly adopted Visual and Performing Arts standards in 2019. ISM remains in the exploration phase for the CTE and PE standards.  With a 1:1 Chromebook program in grades 6-8 and ubiquitous availability of computers for all students, 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 pairings, and the principal gives feedback during walkthroughs that address different areas at various times. ISM has systems 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 have aligned planning and teaching to applicable standards, and continually review and refine that alignment for further improvement and deeper student learning.|Met|2019
07100740137026|Invictus Academy of Richmond|2||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 For Two or More Years|2019
14101400000000|Inyo County Office of Education|2||2|2|2|2|2|2|2|3|2|2|2|2|2|2|2|1|2|3|2|2|2|2|2|2019-10-17||Met|2019
04614400121509|Ipakanni Early College Charter|2||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|2019
04615070121509|Ipakanni Early College Charter|2||5|5|5|2|5|5|5|5|2|5|4|4|4|2|4|1|2|5|5|5|5|5|5|2019-10-28|IECCS has met the local indicators for Priority 2.|Met|2019
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|2019-06-12|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 school-wide PD and training offerings for the following school year. Each teacher continues to receive instructional coaching. Staff works in regular Professional Learning Community time to focus on student learning, 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 annually.|Met|2019
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|2019-10-15||Met|2019
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|2019-06-25||Met|2019
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|2019-06-25||Met|2019
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|2019-06-25||Met|2019
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|2019-06-25||Met|2019
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|2019-06-25||Met|2019
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|2019-06-25||Met|2019
10622400114587|Island Community Day|2||5|4|4|3|4|5|4|4|3|4|5|5|5|2|4|4|4|4|3|1|5|5|5|2019-10-14|The district continues to provide staff development in the area of integrated and designated ELD. Extra planning time with county office consultants is also embedded into the school year for designated ELD teachers. This year, the district is piloting new curriculum for NGSS. Teachers will receive ongoing professional development during the pilot phase and follow up training once curriculum is adopted.|Met|2019
16639336010466|Island Elementary|2||5|5|5|5|4|5|5|5|4|5|4|4|4|4|4|3|3|5|3|2|4|4|4|2019-10-23|As a small single school school district our staff meets in our weekly professional learning communities to review data and plan our instruction. We continue to promote improving our instructional practice with academic and specific content area coaches to further build our knowledge and instructional practices in each grade level.  This is specifically helpful for our upper grade teams in the areas of Science and Math.  We also meet with our stakeholders on a regular basis to receive input. We communicate with our local county office of education for updates and next best instructional practices.|Met|2019
16639330000000|Island Union Elementary|2||5|5|5|5|4|5|5|5|4|5|4|4|4|4|4|3|3|5|3|2|4|4|4|2019-10-23|As a small single school school district our staff meets in our weekly professional learning communities to review data and plan our instruction. We continue to promote improving our instructional practice with academic and specific content area coaches to further build our knowledge and instructional practices in each grade level.  This is specifically helpful for our upper grade teams in the areas of Science and Math.  We also meet with our stakeholders on a regular basis to receive input. We communicate with our local county office of education for updates and next best instructional practices.|Met|2019
19647330106351|Ivy Academia|2||5|4|4|3|3|5|4|4|3|2|4|4|4|3|3|2|3|4|4|4|4|4|4|2019-10-29||Met|2019
19647330128389|Ivy Bound Academy Math, Science, and Technology Charter Middle 2|2|At Ivy Bound Academy II, we methodically work to ensure that our students are meeting common core standards and that all subject matter is aligned with the common core standards. All teachers use multi-modal, project based, and cross curricular strategies. Furthermore, standards are posted daily to ensure that teachers are validating every lesson is attached to a specific part of each standard.   In English, students are engaged with a variety of texts that focus primarily on critical reading and writing skills.  Annotations are a focus in ELA classes, and students conduct research projects, as well as cite textual evidence to support analysis.  Students work thoroughly with every aspect of the writing process, including planning, organizing, peer review, and revising.  Furthermore, students work with a supplemental program to further students English education and compliance with Common Core standards.  Additional supplementary programs are used to support English Language Development as well as frequent professional development in SDAIE strategies and tools to help all classes support English language development. Such supplemental activities include but aren’t limited to summer enhancement, and membean.   For mathematics, teachers use a McGraw Hill textbook that is based on common core standards.  Furthermore, an additional class and program are used to supplement math education at Ivy Bound. The program used is ALEKS and it assesses and self paces students based off their individual needs.The McGraw Hill is also used in the history class to ensure that common core standards are met by the social studies class. The science curriculum is based on Next Generation Science Standards.  In regards to Career Technical Education, Ivy Bound offers computers as an elective, and students work with google suite and excel.  Additional computers curriculum covers robotics, web design, and coding. The goal of this class is to provide them with tools to use and enhance in their future education and careers. The other elective that students take for four years is art, which provides students with a strong background in several mediums of visual art.  For Physical education, Ivy Bound uses a fully credentialed Physical Education teacher and requires that all standards are met.  Overall, every class at Ivy Bound is driven by common core standards, and every teacher is fully credentialed and trained.  Each class’ curriculum is dedicated to and aligned with common core standards.  Furthermore, NWEA assessments are used three times a year to collect data on students’ achievements.  The assessments are used to determine students’ progress towards goals and areas of difficulty.  Teachers and staff reflect on the NWEA data and adjust their curriculum to ensure that students are all meeting Ivy Bound expectations and common core standards.|4|4|4|4|5|5|5|5|5|5|4|4|4|4|4|5|4|5|5|1|4|5|5|2019-12-09|Ivy Bound provides many different methods of identifying needs of individual teachers and as a whole school. Some of the tools used are peer observations with reflection, principal classroom observations, end of year review with a goal for next year, self reflections, NWEA scores, CAASPP scores, and other supplemental materials. On top of those listed we provide students and parents with a survey of each teacher and as a school. There is always room for growth on how to improve our strategies of implementation. Lastly, we have had a number of both outside and internal professional development opportunities throughout the year. The staff meets every Friday to discuss individual needs as well as school needs. On top of all resources used this year, we plan on adding even more emphasis on critical thinking and problem solving skills practice throughout all subjects. We feel with our already strong common core base implementation and pedagogy and the push for more depth of knowledge challenge questions and programs we will sure academic growth.|Met|2019
19647330115113|Ivy Bound Academy of Math, Science, and Technology Charter Middle|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2019-12-09|We have had consistency with our History, Math, English and Science programs over at least the past four years.  Because of our sustainability with curriculum and teachers, we are able to fully implement and sustain Common Core Standards.  Our language development is at the beginning phases of using Lexia and working individually with students.  We are have completed implementation of our new standards aligned plans to work with students on language development. Policies in place to support teachers include collaborative conferences, weekly professional development, classroom walk-throughs by administration, mandatory observations of other teachers multiple times throughout the year. 4.  Our Computers Science program involves coding and use of a variety of programs.  We have found consistency in Computer Science by implementing technology in all classes.|Met|2019
56739400121426|IvyTech Charter|2||5|5|5|4|5|4|3|5|3|4|5|5|5|5|5|2|5|1|4|1|5|5|5|2019-05-22|ITCS would like to address the following scores that were rated less than 3:   *CTE program - ITCS has begun development of pathways that are suitable for the small population that haven't engaged in dual enrollment at CEC or local community colleges.   *Physical Education Model - For students that are not currently engaged in extra-curricular sports activities, ITCS offers a traditional independent study log for the completion of physical education requirements. Every year, all 7th and 9th graders participate in the state mandated PFT.   World Language - Due to the small population, and varying levels of demand for foreign language classes, the school has found that it is impractical to maintain staffing to facilitate these courses onsite. Instead ITCS students, interested in meeting this requirement, enroll in foreign language courses at the local community colleges.|Met|2019
12628930000000|Jacoby Creek Elementary|2||4|4|5|3|3|5|4|5|3|3|4|4|4|4|3|3|3|4|4|3|4|4|4|2019-10-14||Met|2019
19647330109884|James Jordan Middle|2|The most important tool for tracking our progress in implementing the state academic standards adopted by the State Board of Education percentage of students who meet or exceed state standards on the CAASPP results. During the school year, we use iReady diagnostic testing to predict expected CAASP scores in ELA and Math. For science, we use the unofficial preliminary CAST results to reflect on our progress in implementing NGSS standards.  For History/Social Studies, we use Study Island online testing with assessments aligned to California Standards. For Physical Education, we use our federal Physical Fitness Test results to measure the impact of our PE standards.|5|5|5|4|3|5|5|5|5|5|5|5|5|5|4|2|3|3|1|1|5|5|5|2019-10-17|Our choice of curriculum for ELA and Math is supported by the percentage of students who meet or exceed state standards on the CAASPP annual testing. We have adopted a science curriculum aligned with NGSS.  Our preliminary scores on the state science test were strong.  We will receive our first official science scores in January of 2020 and we will reflect on those scores as we consider the adequacy of our science materials.  History material are aligned with the latest update to the CA standards for History/Social Studies.|Met|2019
55723630000000|Jamestown Elementary|2||4|4|4|3|3|5|5|5|3|5|4|3|4|3|3|3|3|4|4|4|4|4|3|2019-10-09|The District adopted new History-Social Science curriculum TK-8 and are currently piloting curriculum for Next Generation Science Standards adoption by the end of this year. The Dual Language Spanish Immersion program is now in the fifth year and building toward sustainability. The master schedule for 7th/8th grade has be restructured to include more regular health and career education.  We have partnered with the County Arts Alliance to provide more opportunities for visual and performing arts classroom instruction.|Met|2019
37681550000000|Jamul-Dulzura Union Elementary|2||5|2|5|4|4|5|3|5|3|3|4|4|4|3|4|1|1|4|3|3|4|4|4|2019-10-15||Met|2019
18641050000000|Janesville Union Elementary|2||3|2|4|2|2|4|3|4|2|2|3|2|3|2|2|2|2|2|1|2|2|2|2|2019-10-15|The district's focus on professional development has been preparing teachers and paraprofessionals to use their language arts and mathematics curriculum and to differentiate instruction in the classroom.|Met|2019
19101990106880|Jardin de la Infancia|2||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|2019
37681630138628|JCS - Cedar Cove|2|JCS-Cedar Cove is using a variety of 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, and ongoing math assessments. 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. 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. We're transitioning to use of MAP 3 x year and will eliminate ongoing math assessments as needed.  Cedar Cove has adopted curriculum aligned with academic standards in all areas, with new adoptions for the 2019-20 school year related to the health and physical fitness standards. We are continuing to seek curriculum for CTE pathways.|3|3|4|3|3|4|3|4|3|3|2|2|2|1|1|2|3|3|2|2|4|4|4|2019-10-30||Met|2019
37103710138792|JCS - Manzanita|2|JCS-Manzanita 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, and ongoing math assessments. 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. 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. We're transitioning to use of MAP 3 x year and will eliminate ongoing math assessments as needed.  Manzanita has adopted curriculum aligned with academic standards in all areas, with new adoptions for the 2019-20 school year related to the health and physical fitness standards. We are continuing to seek curriculum for CTE pathways.|3|3|4|2|2|4|3|3|2|2|2|2|2|1|1|2|3|3|2|2|4|4|4|2019-10-30||Met|2019
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, and ongoing math assessments. 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. We're transitioning to use of MAP 3 x year and will eliminate ongoing math assessments as needed.  Mountain Oaks has adopted curriculum aligned with academic standards in all areas, with new adoptions for the 2019-20 school year related to the health and physical fitness standards. We are continuing to seek avenues to implement CTE for K-8 students.|3|3|4|2|2|4|3|3|2|2|2|2|2|1|1|2|3|3|2|2|4|4|4|2019-10-30||Met|2019
33103300138602|JCS - Pine Hills|2|JCS-Pine Hills 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, and ongoing math assessments. 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. 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. We're transitioning to use of MAP 3 x year and will eliminate ongoing math assessments as needed.  Pine Hills has adopted curriculum aligned with academic standards in all areas, with new adoptions for the 2019-20 school year related to the health and physical fitness standards. We are continuing to seek curriculum for CTE pathways.|3|3|4|2|2|4|3|3|2|2|2|2|2|1|1|2|3|3|2|2|4|4|4|2019-10-30||Met|2019
37682130138636|JCS - Pine Valley|2|JCS-Pine Valley is using a variety of 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, and ongoing math assessments. 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. 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. We're transitioning to use of MAP 3 x year and will eliminate ongoing math assessments as needed.  Pine Valley has adopted curriculum aligned with academic standards in all areas, with new adoptions for the 2019-20 school year related to the health and physical fitness standards. We are continuing to seek curriculum for CTE pathways.|4|3|4|3|3|4|3|3|3|3|2|2|4|1|1|2|3|3|2|3|4|4|4|2019-10-30||Met|2019
16639176010391|Jefferson Academy|2||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|2019
35674880000000|Jefferson Elementary|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|1|4|4|4|1|4|4|4|2019-10-02|Jefferson is researching its next Social Studies and Science adoption curriculum. It is scheduled to complete adoption in the next 1-3 years.|Met|2019
39685440000000|Jefferson Elementary|2||5|4|5|3|4|5|4|5|3|4|4|3|5|3|4|5|4|5|4|5|4|4|4|2019-10-08||Met|2019
41689160000000|Jefferson Elementary|2|Jefferson Elementary School District uses several tools to track the progress and growth of our students.  DataZone is our data warehouse where all state, federal and local data are stored.  Users with access can view our student’s data from various points of entry including CAASPP data, suspension data, attendance data, and PE testing data.  Various data points can be disaggregated, which is one of the reasons DataZone was chosen.  Our leadership across the district reviews the academic data constantly and shares the data with their staff which allows each site to make informed decisions regarding teaching and learning.  Our District Office leaders review the academic data as well to determine the foci for our district as well as determining what professional learning is necessary for our staff.  JESD also uses Fastbridge, which is a Universal Screener.  Our students take this local assessment 3 times a year.  Because Fastbridge is an adaptive tool, our staff can determine how much growth a student is making in ELA and Math, and can then determine next steps.  Jefferson Elementary School District continues to make progress in building student capacity in all content areas.  The use of newly adopted ELA, Math, History and Science curricula is helping our teachers to teach current, culturally relevant curriculum. This in turn is providing us with data that is showing that our students are making growth based on teaching and learning.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-23||Met|2019
41689240000000|Jefferson Union High|2||4|3|3|3|2|4|3|3|3|2|4|3|3|3|2|3|3|3|3|3|3|2|2|2019-10-15||Met|2019
39685856117675|Joe Serna Jr. Charter|2||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 For Two or More Years|2019
31668450121418|John Adams Academy|2||4|3|5|3|4|4|3|5|3|4|5|4|5|3|4|2|3|4|5|5|4|4|4|2019-10-10||Met|2019
09100900136036|John Adams Academy - El Dorado Hills|2||4|3|4|3|3|4|3|5|3|3|4|3|4|3|3|1|3|4|4|3|4|4|4|2019-10-10||Met|2019
31669510135871|John Adams Academy - Lincoln|2||4|3|4|3|4|5|3|5|3|4|4|3|4|3|3|1|3|4|5|3|4|4|4|2019-10-10||Met|2019
31669280121418|John Adams Academy - Roseville|2||4|3|5|3|4|4|3|5|3|4|5|4|5|3|4|2|3|4|5|5|4|4|4|2019-10-10||Met|2019
49708056111066|John B. Riebli Elementary|2||4|4|4|3|3|4|4|4|3|3|4|4|4|4|4|1|2|2|1|1|4|4|4|2019-12-04|For Adopted Academic Standards: Career Technical Education, Visual and Performing Arts, and World Language - Not applicable as these standards are outside of our district's grade levels.  MWUSD is a K-6 district.|Met|2019
07617960132233|John Henry High|2||5|3|4|4|4|5|3|5|4|5|4|4|4|4|4|3|3|5|4|5|5|5|5|2019-10-10||Met|2019
39685690132415|John McCandless Charter|2||5|3|5|4|3|4|3|4|4|3|4|3|5|4|3|5|3|4|3|1|4|4|4|2019-10-16||Met|2019
29102982930147|John Muir Charter|2||4|3|2|2|2|5|5|3|2|2|4|4|3|2|2|1|4|5|2|2|5|5|4|2019-06-12||Met|2019
07616970000000|John Swett Unified|2||4|3|4|3|3|4|4|4|3|3|4|4|4|4|4|5|3|3|3|3|4|3|3|2019-11-13|The District is currently piloting new language arts materials at the middle school level which are aligned to the CCSS and to the ELD framework.  New social studies and NGSS materials are being piloted at the elementary and middle school level.   Progress has been made in the implementation of health education content standards and in the implementation of the California Health Education Initiative.  Progress has been made in the implementation of the visual and performing arts standards, with music education now being offered at the elementary school as well as the middle and high schools.|Met|2019
18641130000000|Johnstonville Elementary|2||4|1|1|1|1|4|1|4|1|1|4|2|4|2|2|1|1|1|2|2|3|3|3|2019-05-15||Met|2019
30664646117758|Journey|2|N/A - Journey is a charter school and based on an analysis of the underlying charter petition, this indicator does not apply as the indicator is not articulated or specified as one of the Charter's specific outcomes.|4|4|4|4|5|4|4|4|4|5|4|3|4|4|4|5|4|5|5|2|4|4|4|2019-10-28|N/A - Journey is a charter school and based on an analysis of the underlying charter petition, this indicator does not apply as the indicator is not articulated or specified as one of the Charter's specific outcomes.  Journey School adopted a core ELA curriculum in 2017, which is aligned to Common Core State Standards. Implementation has been supported through professional development and an assessment of teacher needs and student needs.  Journey School adopted a core math curriculum in 2018, which is aligned to Common Core State Standards. Implementation has been supported through professional development and an assessment of teacher needs and student needs. Full implementation is underway for the current school year.  NewsELA and Standards Plus are supplemental curricular resources for teachers to utilize in designing dynamic lessons that are aligned to common core state standards.|Met|2019
33103300138024|Journey|2||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|2019
33103300137851|Julia Lee Performing Arts Academy|2||3|2|3|3|3|3|3|3|3|3|4|4|4|4|4|1|2|2|5|1|2|2|1|2019-11-13|This is JLPAA's 2nd year of operation.  We work closely with the Riverside County Office of Education and the Desert Mountain SELPA to ensure that the curriculum/instruction, SPED and EL programs are being properly integrated with the educational program for all of the students.  We have several teachers that are participating in the Induction  Program which allows the teachers to work with a mentor teacher as well as the principal in incorporating the state academic standards.|Met|2019
37681633731239|Julian Charter|2|JCS-LIVE uses a variety of assessment tools to track student progress. In grade 6-11 we use NWEA MAP, and ongoing math assessments. 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.   In addition, we use ongoing weekly quizzes and unit assessments to determine if intervention is necessary.  We are in the process of hiring a reading specialist.  JCS-LIVE has adopted curriculum aligned with academic standards in all areas, with new adoptions for the 2019-20 school year related to the health and physical fitness standards. We are looking to build our own CTE program, and are currently utilizing vetted curriculum/course online vendors to fulfill our CTE needs.|3|3|4|2|2|4|3|3|2|2|2|2|2|1|1|2|3|3|2|2|4|4|4|2019-10-30||Met|2019
37681630000000|Julian Union Elementary|2||4|3|4|3|4|4|4|5|3|3|4|4|4|3|3|2|3|5|2|1|4|4|4|2019-11-13||Met|2019
37681710000000|Julian Union High|2||5|5|4|4|2|5|5|4|4|2|5|5|4|4|2|4|3|4|3|5|4|4|4|2019-10-24||Met|2019
53717380000000|Junction City Elementary|2||4|4|4|4|4|5|5|5|4|4|4|4|4|4|4|3|3|3|4|2|4|4|4|2019-10-10||Met|2019
45700450000000|Junction Elementary|2|Junction Elementary School District utilizes English Language Arts, Math, Next Generation Science Standards 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 2019 regarding sufficiency of materials. Grade levels participate in the Shasta County Office of Education adoption series.  Teachers are provided professional learning opportunities for the 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|2019-10-16||Met|2019
47703670000000|Junction Elementary|2|Junction Elementary is a small single school district, and the Administrative Team that consists of the Administrator and the two teachers, meet every week to identify the needs of the school and to track the progress. The district has implemented all areas of academic standards adopted by the State Board of Education.|3|3|4|3|4|3|3|4|3|4|2|2|3|2|3|2|3|3|3|4|3|3|3|2019-09-18||Met|2019
33670900000000|Jurupa Unified|2||5|4|5|4|3|5|5|5|4|3|5|4|5|4|4|5|4|4|4|4|5|3|4|2019-10-21|Our students access California 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.  Impact Teams have been successful in focusing on UoS core content Priority Standards, and identifying content areas in our UoS requiring revision.  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.  With continued 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 are 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.|Met|2019
19647336017693|Justice Street Academy 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|2019-10-29||Met|2019
48705730129494|Kairos Public School Vacaville Academy|2||5|3|5|4|5|5|3|5|4|5|5|3|5|4|5|2|3|5|1|1|5|5|5|2019-10-15||Met|2019
49708880000000|Kashia Elementary|2|Standards were partially met. 1. 100% of teachers were appropriately assigned and fully credentialed. 2. All students had access to standards aligned curriculum (Common core and ELD standards) 3. 100% implementation of state board adopted academic content and performance standards occurred. 4. All students, including unduplicated students, had access to a broad course of study as applicable. 5. This test did not occur as we did not have the students necessary to take the test. 6. TBD 7. Partially met using math intervention program and tutoring.|2|2|3|2|2|3|3|3|2|3|3|3|3|2|2|1|1|2|1|2|1|1|1|2019-08-14|Kashia is a one classroom school district with one teacher and once contracted administrator. Providing relevant staff development is difficult due to our school location and the lack of substitute teachers. The current contracted administrator has been working on bringing outside vendors to campus to counter these challenges.|Met|2019
37683380126730|Kavod Charter|2|Celebrating student success is at the forefront of the Kavod program as we empower our explorers to focus on using a growth mindset rather than any shortcomings.   Allowing them to target the state-required standards using supplemental curriculum provides them the ability to access grade specific content. Kavod has successfully implemented CCSS and CA standards in all subject areas taught.   To track our progress in implementing standards, Kavod has mapped our scope and sequence for all the core courses to ensure we can cover all standards. We followed adopted curriculum to help ensure we are meeting these standards.  Currently Lucy Calkins Reader’s/Writer's Workshop is used for ELA instruction and Houghton Mifflin Math Expressions as well as Engage New York for math instruction. The Fountas & Pinnell Leveled Reading program is used as the base assessment program for reading and is used for guided reading to further students literacy abilities. NGSS is covered through Fusion Science. Social Studies is taught through Pearson and the Physical Education curriculum is also aligned to state standards. All subjects have support curriculums to target English Learner and Special Education subgroups.  Additionally, we use NWEA MAP to track progress in ELA, Math and Science as well as SBAC, ELPAC, and the CAASPP assessments.|5|5|4|1|4|5|5|4|1|4|4|4|4|2|4|1|4|4|4|4|4|4|4|2019-09-11|Progress monitoring and instructional support are critical for student success. Appropriately, Kavod  has an extensive professional development calendar that begins early on and is on-going throughout the year based on staff needs. In the elementary grades the focus is on the workshop model and implementation of state standard based instruction. That said, the vision to access all explorers has informed the need to incorporate Universal Design for Learning (UDL) school wide.   Lastly, believing that a holistic approach to learning is more effective and complex, we look at multiple data points (formal and informal) to inform instructional practices. Continued progress monitoring coupled with streamlined student data is illuminating student outcomes and informing instruction and differentiation.|Met|2019
37683386039812|Keiller Leadership Academy|2||5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|4|5|5|5|4|5|5|5|2019-10-08||Met|2019
17640140000000|Kelseyville Unified|2||4|4|4|4|4|5|5|5|4|4|4|4|4|4|3|4|4|4|4|4|4|4|4|2019-10-15|Kelseyville USD provides all teachers with regularly scheduled, grade-level/department-level collaboration time focused on the implementation of state academic content standards.|Met|2019
19647336017701|Kenter Canyon Elementary Charter|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. LA Unified continues implementation of the Next Generation Science Standards (NGSS).   Priority 2 Criteria:  Standard Met|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-24||Met|2019
21653340000000|Kentfield Elementary|2||5|3|5|4|3|5|3|4|4|3|5|3|5|4|3|1|3|4|4|3|4|4|4|2019-10-15||Met|2019
49707890000000|Kenwood|2||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|2019
10101080127514|Kepler Neighborhood|2||2|1|3|3|3|4|3|4|4|4|3|3|4|3|4|1|2|3|2|1|3|2|2|2019-10-09|We have partnered with Fresno County Superintendent of Schools to provide training for our staff.  We have a math coach who provides direct training and support for implementation of Eureka Math.  We have monthly trainings from Reading Horizons to support our reading instruction.  Teachers were offered the opportunity to attend math and science trainings offered through the County Office of Education.  Our EL teacher attends the ELPAC trainings.  We have many new teachers this year and making sure staff is able to access and best utilize curriculum has been a priority.  Staff still need support with online programs.  This is the first year all teachers are highly qualified and have credentials in appropriate areas.|Met|2019
19646420000000|Keppel Union Elementary|2||4|3|4|1|1|4|4|4|1|4|3|3|4|1|2|2|4|4|4|1|3|3|3|2019-11-14||Met|2019
10739990000000|Kerman Unified|2||5|5|5|4|5|5|5|5|4|5|5|5|5|5|4|5|4|4|4|5|5|5|5|2019-10-17|KUSD has an ongoing professional development plan in place which addresses the needs of the staff and individual teachers.|Met|2019
15101570000000|Kern County Office of Education|2||4|4|4|3|3|4|3|4|3|4|4|3|4|3|3|3|3|3|3|3|5|5|4|2019-10-08||Met|2019
15635290000000|Kern High|2||4|3|4|2|2|3|3|3|2|2|3|3|3|2|2|3|4|3|4|3|3|3|3|2019-10-07|Fundamental to the district’s mission is providing a comprehensive and rigorous curriculum that allows all students access to higher levels of learning.  Literacy and math are instructional focal points. Access, the district’s reading course, has raised instructional reading levels by as much as one grade level in one academic year. In math, specific coursework has been developed to enable students to complete algebra successfully so that they continue taking math courses throughout high school. Teachers who teach these intervention courses meet regularly to evaluate and adjust their instructional programs and practices. Professional development in the other core areas is expanding to meet the needs of the teacher and student. In science, teachers focus on creating NGSS-aligned lessons, including developing inquiry-based lab activities. Authors of the new framework in history-social science have been providing on-going training, and teachers will meet to develop resources that align with the framework.  More collaborative time is needed in all curriculum areas to build resources, determine best practices, and effectively assess academic progress so that all students learn at optimal levels.|Met|2019
15635291530435|Kern Workforce 2000 Academy|2|Workforce Academy is utilizing student data and growth reports from ELA and Math Diagnostic assessments on a pre-test--interim test--post-test basis. In addition Workforce Academy is also using student score reports from the CAASSP/SBAC state assessment to measure growth in ELA and Math, Science.   In addition to the CCI which in part measures CTE pathway completion, Worforce Academy also utilizes, student grade distributions, course completion, and progress reports are also being utilized to measure student performance in: 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|3|3|3|2|2|3|3|3|2|2|4|2|3|3|2|3|4|3|4|2|3|3|3|2019-10-07||Met|2019
15635450000000|Kernville Union Elementary|2|1. Kernville Union Elementary School District selected three tools to measure progress in Implementation of State Academic Standards:   a. The first tool is Observation through Instructional Rounds.     b. In addition, the annual KUSD LCAP surveys of students, parents, and staff was selected to measure implementation of State Standards.   c. Lastly, 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 measured Teacher actions as binary:  observed/not observed.  Here are the results of the 2018-2019 Observations: • Uses mixture of questions - 3.2  • Phrases questions: careful, concise and clear - 4.23  • Addresses questions to whole class groups, individuals - 4.16  • Pauses for wait time  - 2.93  • Variety of strategies when calling on students – 3.67  • Allows students to answer question – 2.48 • Classroom Management techniques – 2.55 • Implementation of TLIM 7 Habits – 2.88  Student actions recorded as binary:  observed/not observed. • Complete sentences when answering questions  – 4.73  • Can explain their learning  – 7.57  • Make real life connections - 3.40  • Uses graphic organizers - 3.93  • Responses to teacher strategies - 3.80  • Students answering questions when prompted – 4.30 •  Students working in groups – 8.10 • Following procedures and routines – 3.75 • Working on rhyming, cvce, and sentence formation – 2.13 Level of Rigor - tally marks  • Recall DOK 1 – 3.4  • Skill/Concept DOK 2 – 1.99  • Strategic DOK 3 – 1.44 • Extended Thinking  DOK 4 – 0.44  • Remember – 3.20  • Understand (Comprehension) – 2.50 • Apply – 2.57  • Analyze – 1.00  • Evaluate – 0.91  • Create (Synthesize) – 0.40  The total of all binary data is 85.20.  Last year the Total of all binary data was 110.55.   b. LCAP Surveys:  CCSS implemented and plan communicated  • Students – Goal 88% Actual:  70%  • Parents – Goal 80% Actual:  79%  • Staff – Goal 80% Actual:  74%   c. RSDSS Rubrics:  • ELA – Goal:  Full Awareness - Actual:  Full Awareness.    • Math –  Goal:  Full Awareness - Actual:  Developing Awareness|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-08||Met|2019
50711346113286|Keyes to Learning Charter|2|Keyes to Learning Charter School (KTL) grades K-8 was established in 1995 as a non-classroom based independent study charter school and was founded using the Core Knowledge Sequence and has been identified as a Core Knowledge Sequence school.  Today KTL Grades K-8 continues to utilize the Core Knowledge curriculum and along with Singapore Math that are not common core aligned or California Standards focused.  KTL grades 9-12 is also a non-classroom based independent study charter school that meets two days per week and has adopted a curriculum that is common core aligned and California Standards focused to prepare our students for college and careers.  Using new curriculums and programs, KTL encourages its staff to attend professional learning for teaching.  Two staff development days were set per year.  One in the fall and the other in the spring.  A variety to professional learning opportunities were available to staff to attend. The administration supports KTL teachers’ requests to pursue professional learning. Keyes to Learning Charter School has established a curriculum committee made up of KTL teachers.  All new curriculum requested to be purchased must first be reviewed and approved by this committee.  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.   Whatever curriculum and education program utilized, KTL uses a variety of formative and summative assessments to guide academic and instructional decisions.  Additionally, locally selected tools KTL administers to measure progress in implementing state standards are Moby Max, Renaissance Learning assessments, ST Math, 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|2019-10-08||Met|2019
50711340000000|Keyes Union|2|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.|4|4|4|3|3|4|4|4|3|3|5|5|4|4|4|2|4|5|2|1|4|4|5|2019-10-08|NA|Met|2019
49402536116958|Kid Street Learning Center Charter|2||5|4|5|4|5|5|5|5|5|5|4|4|4|4|4|1|4|4|4|1|4|4|4|2019-09-12||Met|2019
37679910139394|Kidinnu Academy|2||4|4|4|4|4|4|3|4|4|4|4|4|4|4|4|1|2|3|2|1|2|4|4|2019-11-12|Kidinnu Academy is a new school that recently opened our doors.  We are fully implementing Common Core standards in all areas of the curriculum.  Additionally, weekly staff meetings take place to focus on the professional development of the whole staff.  Bi-weekly individual coaching of teachers also occurs to provide personalized support.|Met|2019
30665300134221|Kinetic Academy|2||5|4|5|5|4|5|4|5|5|4|5|4|5|5|4|4|4|5|5|4|5|5|4|2019-06-19||Met|2019
27660500000000|King City Union|2||4|4|4|1|1|5|5|5|1|1|5|5|5|1|1|1|3|4|3|1|4|3|2|2019-05-15|In 2018/2019 KCUSD continued the implementation of the adopted English Language Arts/English Language Development and Mathematics programs, both of which are aligned to the California Common Core State Standards.  Weekly collaboration continues to be provided for teachers with a focus on implementation of the standards, student data analysis, and specific lesson design to meet the needs of all students.  Additionally, professional development targeting mathematics instruction continued monthly.  Along with a continued emphasis on ELA/ELD and Mathematics, the adoption of new curriculum and support through professional development of Science will be addressed during the 2019/2020 school year.|Met|2019
37683386119598|King-Chavez Academy of Excellence|2||3|3|4|3|1|3|4|5|3|1|3|3|4|3|1|1|1|4|3|1|4|4|2|2019-12-12||Met|2019
37683380109033|King-Chavez Arts Academy|2||3|3|5|5|3|4|3|5|5|3|5|4|5|5|3|1|3|4|4|1|4|4|4|2019-12-12||Met|2019
37683380109041|King-Chavez Athletics Academy|2||3|3|5|5|3|4|3|5|5|3|5|4|5|5|3|1|3|4|4|1|4|5|4|2019-12-12||Met|2019
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|2019-12-12||Met|2019
37683380111906|King-Chavez Preparatory Academy|2||3|3|3|3|3|3|3|3|3|3|4|3|3|3|4|3|3|3|4|1|4|4|3|2019-12-12||Met|2019
37683386040190|King-Chavez Primary Academy|2||4|4|4|4|4|5|5|5|4|4|4|4|4|4|4|4|5|5|5|4|4|4|4|2019-12-12||Met|2019
10622650000000|Kings Canyon Joint Unified|2||5|4|5|4|2|5|5|5|3|1|5|5|5|3|1|5|5|5|5|5|5|5|4|2019-10-22|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 through work with Kate Kinsella around research based instructional routines. Next Generation Science Standards (NGSS) including pilots focusing on "Engineering is Elementary" for elementary schools 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 plans for 2020-2021 for Social Science.  Sites will continue to build capacity through PLC's and Achievement Team Pilots at several sites.   Support for these initiatives is provided through instructional coaches supporting sites in the 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.|Met|2019
16101650000000|Kings County Office of Education|2||4|3|4|4|4|5|3|4|3|4|4|4|4|4|4|2|4|3|2|4|4|4|4|2019-10-15||Met|2019
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 have 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 is piloting several science curriculums to identify the curriculum that is most effective in meeting 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 are utilizing the Ed Caliber Lessoneer software to write weekly standardized lesson plans and track the standards that are taught to minimize any instructional gaps. Ed Caliber provides a standards tracker application that shows the standards by content and grade level and where each teacher and grade have taught those standards.  This provides KRUESD with data that is used to ensure full implementation of the State Content Standards by grade level and content. 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|2019-10-14||Met|2019
16639416010474|Kings River-Hardwick Elementary|2||5|4|5|4|5|5|4|5|5|5|5|5|5|5|5|3|3|5|5|3|5|5|5|2019-10-08||Met|2019
16639410000000|Kings River-Hardwick Union Elementary|2||5|4|5|4|5|5|4|5|5|5|5|5|5|5|5|3|3|5|5|3|5|5|5|2019-10-08||Met|2019
16639580136556|Kings Valley Academy II|2||4|3|4|4|4|4|3|5|4|4|3|3|4|3|3|3|4|2|3|2|3|3|3|2019-10-24|Overall the school currently scores at a 3.36, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.16 growth from last year.  We improved in implementing our mathematics program and history courses last year.|Met|2019
10622400000000|Kingsburg Elementary Charter|2||5|4|4|3|4|5|5|5|3|4|5|5|5|2|4|4|4|4|3|1|5|5|5|2019-10-14|The district continues to provide staff development in the area of integrated and designated ELD. Extra planning time with county office consultants is also embedded into the school year for designated ELD teachers. This year, the district is piloting new curriculum for NGSS. Teachers will receive ongoing professional development during the pilot phase and follow up training once curriculum is adopted. CTE classes are provided at the middle school level.Because KECSD is an elementary district, world language classes are not available.|Met|2019
10622570000000|Kingsburg Joint Union High|2||3|3|3|1|2|3|3|4|2|2|3|3|3|2|2|3|3|3|2|3|3|3|3|2019-10-14||Met|2019
19647330128512|KIPP Academy of Innovation|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|3|4|4|2|5|5|5|2019-06-20|KIPP SoCal ensures that all students, K-8, receive rigorous, Common Core-aligned instruction in math, science, and ELA. K-5 math teachers use Bridges, while 6th-8th grade teachers use Illustrative Mathematics. Both curricula received the top rating by Ed Reports due to Common Core alignment. 5th-8th grade science teachers use the Amplify Science curriculum, the only science curriculum receiving a top rating by Ed Reports, due to NGSS alignment. K-4 teachers use a variety of NGSS-aligned curricula, including Amplify, FOSS, and Twigs. 5th-8th grade ELA teachers use the EL Education (formerly EngageNY) curriculum, which received the top rating from Ed Reports. K-4 teachers use a variety of Common Core-aligned curricula, including Core Knowledge Phonics, Readers and Writers Workshop, and Fountas and Pinnell balanced literacy curriculum. K-4 teachers use Data Works' Launch to Literacy and Link to Literacy curricula for designated ELD instruction. 5th-8th grade long-term English Learners receive instruction in the Systematic ELD curriculum. All three ELD curricula are aligned to the California English Language Development standards. History - Social Science are currently engaged in planning units and lessons using the 2016 California History - Social Studies framework and a variety of standards-aligned resources (e.g. History Alive). Similarly, art, music, PE, and Spanish teachers use the available state frameworks and standards to plan units and lessons in their content areas.|Met|2019
19647330101444|KIPP Academy of Opportunity|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|3|4|4|2|5|5|5|2019-06-20|KIPP SoCal ensures that all students, K-8, receive rigorous, Common Core-aligned instruction in math, science, and ELA. K-5 math teachers use Bridges, while 6th-8th grade teachers use Illustrative Mathematics. Both curricula received the top rating by Ed Reports due to Common Core alignment. 5th-8th grade science teachers use the Amplify Science curriculum, the only science curriculum receiving a top rating by Ed Reports, due to NGSS alignment. K-4 teachers use a variety of NGSS-aligned curricula, including Amplify, FOSS, and Twigs. 5th-8th grade ELA teachers use the EL Education (formerly EngageNY) curriculum, which received the top rating from Ed Reports. K-4 teachers use a variety of Common Core-aligned curricula, including Core Knowledge Phonics, Readers and Writers Workshop, and Fountas and Pinnell balanced literacy curriculum. K-4 teachers use Data Works' Launch to Literacy and Link to Literacy curricula for designated ELD instruction. 5th-8th grade long-term English Learners receive instruction in the Systematic ELD curriculum. All three ELD curricula are aligned to the California English Language Development standards. History - Social Science are currently engaged in planning units and lessons using the 2016 California History - Social Studies framework and a variety of standards-aligned resources (e.g. History Alive). Similarly, art, music, PE, and Spanish teachers use the available state frameworks and standards to plan units and lessons in their content areas.|Met|2019
37683380101345|KIPP Adelante Preparatory Academy|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|3|4|4|2|5|5|5|2019-06-20|KIPP SoCal ensures that all students, K-8, receive rigorous, Common Core-aligned instruction in math, science, and ELA. K-5 math teachers use Bridges, while 6th-8th grade teachers use Illustrative Mathematics. Both curricula received the top rating by Ed Reports due to Common Core alignment. 5th-8th grade science teachers use the Amplify Science curriculum, the only science curriculum receiving a top rating by Ed Reports, due to NGSS alignment. K-4 teachers use a variety of NGSS-aligned curricula, including Amplify, FOSS, and Twigs. 5th-8th grade ELA teachers use the EL Education (formerly EngageNY) curriculum, which received the top rating from Ed Reports. K-4 teachers use a variety of Common Core-aligned curricula, including Core Knowledge Phonics, Readers and Writers Workshop, and Fountas and Pinnell balanced literacy curriculum. K-4 teachers use Data Works' Launch to Literacy and Link to Literacy curricula for designated ELD instruction. 5th-8th grade long-term English Learners receive instruction in the Systematic ELD curriculum. All three ELD curricula are aligned to the California English Language Development standards. History - Social Science are currently engaged in planning units and lessons using the 2016 California History - Social Studies framework and a variety of standards-aligned resources (e.g. History Alive). Similarly, art, music, PE, and Spanish teachers use the available state frameworks and standards to plan units and lessons in their content areas.|Met|2019
38684780101337|KIPP Bayview Academy|2|The content of KIPP curriculum focuses on building upon foundational skills coupled with an emphasis on higher-order thinking processes in all content areas. In accordance with state regulations, KIPP provides the standard age-appropriate curriculum for Mathematics, Science, English-Language Arts and History-Social Science at each grade level, K-12.  We set annual goals around usage of standards-aligned curriculum for our teachers and providing supports for our students to ensure progress in the classroom. KIPP conducted a specific curriculum 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 selected have a high potential for driving student growth on Common Core State Standards.  In line with our mission to prepare all students for success in college and beyond, KIPP supports both Common Core State Standards (“CCSS”) in grades K-12. The CCSS' represent the knowledge and skills that prepare students for college and careers. These standards and assessments ensure that our students are ready to take on the rigors of college and future careers.  We measure our progress in ELA and Math testing for students with similar demographics to those in our authorizing district and report our outcomes to our families in our annual Local Control and Accountability Plan process.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-06-05||Met|2019
38771310137307|KIPP Bayview Elementary|2|The content of KIPP curriculum focuses on building upon foundational skills coupled with an emphasis on higher-order thinking processes in all content areas. In accordance with state regulations, KIPP provides the standard age-appropriate curriculum for Mathematics, Science, English-Language Arts and History-Social Science at each grade level, K-12.  We set annual goals around the usage of standards-aligned curriculum for our teachers and providing supports for our students to ensure progress in the classroom. KIPP conducted a specific curriculum 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 selected have a high potential for driving student growth on Common Core State Standards.  In line with our mission to prepare all students for success in college and beyond, KIPP supports both Common Core State Standards (“CCSS”) in grades K-12. The CCSS' represent the knowledge and skills that prepare students for college and careers. These standards and assessments ensure that our students are ready to take on the rigors of college and future careers.  We measure our progress in ELA and Math testing for students with similar demographics to those in our authorizing district and report our outcomes to our families in our annual Local Control and Accountability Plan process.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-06-05||Met|2019
01612590115014|KIPP Bridge Academy|2|The content of KIPP curriculum focuses on building upon foundational skills coupled with an emphasis on higher-order thinking processes in all content areas. In accordance with state regulations, KIPP provides the standard age-appropriate curriculum for Mathematics, Science, English-Language Arts and History-Social Science at each grade level, K-12.  We set annual goals around usage of standards-aligned curriculum for our teachers and providing supports for our students to ensure progress in the classroom. KIPP conducted a specific curriculum 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 selected have a high potential for driving student growth on Common Core State Standards.  In line with our mission to prepare all students for success in college and beyond, KIPP supports both Common Core State Standards (“CCSS”) in grades K-12. The CCSS' represent the knowledge and skills that prepare students for college and careers. These standards and assessments ensure that our students are ready to take on the rigors of college and future careers.  We measure our progress in ELA and Math testing for students with similar demographics to those in our authorizing district and report our outcomes to our families in our annual Local Control and Accountability Plan process.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-06-05||Met|2019
19647330121707|KIPP Comienza Community Prep|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|3|4|4|2|5|5|5|2019-06-20|KIPP SoCal ensures that all students, K-8, receive rigorous, Common Core-aligned instruction in math, science, and ELA. K-5 math teachers use Bridges, while 6th-8th grade teachers use Illustrative Mathematics. Both curricula received the top rating by Ed Reports due to Common Core alignment. 5th-8th grade science teachers use the Amplify Science curriculum, the only science curriculum receiving a top rating by Ed Reports, due to NGSS alignment. K-4 teachers use a variety of NGSS-aligned curricula, including Amplify, FOSS, and Twigs. 5th-8th grade ELA teachers use the EL Education (formerly EngageNY) curriculum, which received the top rating from Ed Reports. K-4 teachers use a variety of Common Core-aligned curricula, including Core Knowledge Phonics, Readers and Writers Workshop, and Fountas and Pinnell balanced literacy curriculum. K-4 teachers use Data Works' Launch to Literacy and Link to Literacy curricula for designated ELD instruction. 5th-8th grade long-term English Learners receive instruction in the Systematic ELD curriculum. All three ELD curricula are aligned to the California English Language Development standards. History - Social Science are currently engaged in planning units and lessons using the 2016 California History - Social Studies framework and a variety of standards-aligned resources (e.g. History Alive). Similarly, art, music, PE, and Spanish teachers use the available state frameworks and standards to plan units and lessons in their content areas.|Met|2019
19734370137893|KIPP Compton Community|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|3|4|4|2|5|5|5|2019-06-20|KIPP SoCal ensures that all students, K-8, receive rigorous, Common Core-aligned instruction in math, science, and ELA. K-5 math teachers use Bridges, while 6th-8th grade teachers use Illustrative Mathematics. Both curricula received the top rating by Ed Reports due to Common Core alignment. 5th-8th grade science teachers use the Amplify Science curriculum, the only science curriculum receiving a top rating by Ed Reports, due to NGSS alignment. K-4 teachers use a variety of NGSS-aligned curricula, including Amplify, FOSS, and Twigs. 5th-8th grade ELA teachers use the EL Education (formerly EngageNY) curriculum, which received the top rating from Ed Reports. K-4 teachers use a variety of Common Core-aligned curricula, including Core Knowledge Phonics, Readers and Writers Workshop, and Fountas and Pinnell balanced literacy curriculum. K-4 teachers use Data Works' Launch to Literacy and Link to Literacy curricula for designated ELD instruction. 5th-8th grade long-term English Learners receive instruction in the Systematic ELD curriculum. All three ELD curricula are aligned to the California English Language Development standards. History - Social Science are currently engaged in planning units and lessons using the 2016 California History - Social Studies framework and a variety of standards-aligned resources (e.g. History Alive). Similarly, art, music, PE, and Spanish teachers use the available state frameworks and standards to plan units and lessons in their content areas.|Met|2019
19647330135517|KIPP Corazon Academy|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|3|4|4|2|5|5|5|2019-06-20|KIPP SoCal ensures that all students, K-8, receive rigorous, Common Core-aligned instruction in math, science, and ELA. K-5 math teachers use Bridges, while 6th-8th grade teachers use Illustrative Mathematics. Both curricula received the top rating by Ed Reports due to Common Core alignment. 5th-8th grade science teachers use the Amplify Science curriculum, the only science curriculum receiving a top rating by Ed Reports, due to NGSS alignment. K-4 teachers use a variety of NGSS-aligned curricula, including Amplify, FOSS, and Twigs. 5th-8th grade ELA teachers use the EL Education (formerly EngageNY) curriculum, which received the top rating from Ed Reports. K-4 teachers use a variety of Common Core-aligned curricula, including Core Knowledge Phonics, Readers and Writers Workshop, and Fountas and Pinnell balanced literacy curriculum. K-4 teachers use Data Works' Launch to Literacy and Link to Literacy curricula for designated ELD instruction. 5th-8th grade long-term English Learners receive instruction in the Systematic ELD curriculum. All three ELD curricula are aligned to the California English Language Development standards. History - Social Science are currently engaged in planning units and lessons using the 2016 California History - Social Studies framework and a variety of standards-aligned resources (e.g. History Alive). Similarly, art, music, PE, and Spanish teachers use the available state frameworks and standards to plan units and lessons in their content areas.|Met|2019
19647330121699|KIPP Empower Academy|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|3|4|4|2|5|5|5|2019-06-20|KIPP SoCal ensures that all students, K-8, receive rigorous, Common Core-aligned instruction in math, science, and ELA. K-5 math teachers use Bridges, while 6th-8th grade teachers use Illustrative Mathematics. Both curricula received the top rating by Ed Reports due to Common Core alignment. 5th-8th grade science teachers use the Amplify Science curriculum, the only science curriculum receiving a top rating by Ed Reports, due to NGSS alignment. K-4 teachers use a variety of NGSS-aligned curricula, including Amplify, FOSS, and Twigs. 5th-8th grade ELA teachers use the EL Education (formerly EngageNY) curriculum, which received the top rating from Ed Reports. K-4 teachers use a variety of Common Core-aligned curricula, including Core Knowledge Phonics, Readers and Writers Workshop, and Fountas and Pinnell balanced literacy curriculum. K-4 teachers use Data Works' Launch to Literacy and Link to Literacy curricula for designated ELD instruction. 5th-8th grade long-term English Learners receive instruction in the Systematic ELD curriculum. All three ELD curricula are aligned to the California English Language Development standards. History - Social Science are currently engaged in planning units and lessons using the 2016 California History - Social Studies framework and a variety of standards-aligned resources (e.g. History Alive). Similarly, art, music, PE, and Spanish teachers use the available state frameworks and standards to plan units and lessons in their content areas.|Met|2019
41690050132068|KIPP Excelencia Community Preparatory|2|The content of KIPP curriculum focuses on building upon foundational skills coupled with an emphasis on higher-order thinking processes in all content areas. In accordance with state regulations, KIPP provides the standard age-appropriate curriculum for Mathematics, Science, English-Language Arts and History-Social Science at each grade level, K-12.  We set annual goals around the usage of standards-aligned curriculum for our teachers and providing supports for our students to ensure progress in the classroom. KIPP conducted a specific curriculum 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 selected have a high potential for driving student growth on Common Core State Standards.  In line with our mission to prepare all students for success in college and beyond, KIPP supports both Common Core State Standards (“CCSS”) in grades K-12. The CCSS' represent the knowledge and skills that prepare students for college and careers. These standards and assessments ensure that our students are ready to take on the rigors of college and future careers.  We measure our progress in ELA and Math testing for students with similar demographics to those in our authorizing district and report our outcomes to our families in our annual Local Control and Accountability Plan process.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-06-05||Met|2019
43693690106633|KIPP Heartwood Academy|2|The content of KIPP curriculum focuses on building upon foundational skills coupled with an emphasis on higher-order thinking processes in all content areas. In accordance with state regulations, KIPP provides the standard age-appropriate curriculum for Mathematics, Science, English-Language Arts and History-Social Science at each grade level, K-12.  We set annual goals around the usage of standards-aligned curriculum for our teachers and providing supports for our students to ensure progress in the classroom. KIPP conducted a specific curriculum 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 selected have a high potential for driving student growth on Common Core State Standards.  In line with our mission to prepare all students for success in college and beyond, KIPP supports both Common Core State Standards (“CCSS”) in grades K-12. The CCSS' represent the knowledge and skills that prepare students for college and careers. These standards and assessments ensure that our students are ready to take on the rigors of college and future careers.  We measure our progress in ELA and Math testing for students with similar demographics to those in our authorizing district and report our outcomes to our families in our annual Local Control and Accountability Plan process.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-06-05||Met|2019
43694500129205|KIPP Heritage Academy|2|The content of KIPP curriculum focuses on building upon foundational skills coupled with an emphasis on higher-order thinking processes in all content areas. In accordance with state regulations, KIPP provides the standard age-appropriate curriculum for Mathematics, Science, English-Language Arts and History-Social Science at each grade level, K-12.  We set annual goals around the usage of standards-aligned curriculum for our teachers and providing supports for our students to ensure progress in the classroom. KIPP conducted a specific curriculum 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 selected have a high potential for driving student growth on Common Core State Standards.  In line with our mission to prepare all students for success in college and beyond, KIPP supports both Common Core State Standards (“CCSS”) in grades K-12. The CCSS' represent the knowledge and skills that prepare students for college and careers. These standards and assessments ensure that our students are ready to take on the rigors of college and future careers.  We measure our progress in ELA and Math testing for students with similar demographics to those in our authorizing district and report our outcomes to our families in our annual Local Control and Accountability Plan process.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-06-05||Met|2019
19647330131771|KIPP Ignite Academy|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|3|4|4|2|5|5|5|2019-06-20|KIPP SoCal ensures that all students, K-8, receive rigorous, Common Core-aligned instruction in math, science, and ELA. K-5 math teachers use Bridges, while 6th-8th grade teachers use Illustrative Mathematics. Both curricula received the top rating by Ed Reports due to Common Core alignment. 5th-8th grade science teachers use the Amplify Science curriculum, the only science curriculum receiving a top rating by Ed Reports, due to NGSS alignment. K-4 teachers use a variety of NGSS-aligned curricula, including Amplify, FOSS, and Twigs. 5th-8th grade ELA teachers use the EL Education (formerly EngageNY) curriculum, which received the top rating from Ed Reports. K-4 teachers use a variety of Common Core-aligned curricula, including Core Knowledge Phonics, Readers and Writers Workshop, and Fountas and Pinnell balanced literacy curriculum. K-4 teachers use Data Works' Launch to Literacy and Link to Literacy curricula for designated ELD instruction. 5th-8th grade long-term English Learners receive instruction in the Systematic ELD curriculum. All three ELD curricula are aligned to the California English Language Development standards. History - Social Science are currently engaged in planning units and lessons using the 2016 California History - Social Studies framework and a variety of standards-aligned resources (e.g. History Alive). Similarly, art, music, PE, and Spanish teachers use the available state frameworks and standards to plan units and lessons in their content areas.|Met|2019
19647330127670|KIPP Iluminar Academy|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|3|4|4|2|5|5|5|2019-06-20|KIPP SoCal ensures that all students, K-8, receive rigorous, Common Core-aligned instruction in math, science, and ELA. K-5 math teachers use Bridges, while 6th-8th grade teachers use Illustrative Mathematics. Both curricula received the top rating by Ed Reports due to Common Core alignment. 5th-8th grade science teachers use the Amplify Science curriculum, the only science curriculum receiving a top rating by Ed Reports, due to NGSS alignment. K-4 teachers use a variety of NGSS-aligned curricula, including Amplify, FOSS, and Twigs. 5th-8th grade ELA teachers use the EL Education (formerly EngageNY) curriculum, which received the top rating from Ed Reports. K-4 teachers use a variety of Common Core-aligned curricula, including Core Knowledge Phonics, Readers and Writers Workshop, and Fountas and Pinnell balanced literacy curriculum. K-4 teachers use Data Works' Launch to Literacy and Link to Literacy curricula for designated ELD instruction. 5th-8th grade long-term English Learners receive instruction in the Systematic ELD curriculum. All three ELD curricula are aligned to the California English Language Development standards. History - Social Science are currently engaged in planning units and lessons using the 2016 California History - Social Studies framework and a variety of standards-aligned resources (e.g. History Alive). Similarly, art, music, PE, and Spanish teachers use the available state frameworks and standards to plan units and lessons in their content areas.|Met|2019
01613090114421|KIPP King Collegiate High|2|The content of KIPP curriculum focuses on building upon foundational skills coupled with an emphasis on higher-order thinking processes in all content areas. In accordance with state regulations, KIPP provides the standard age-appropriate curriculum for Mathematics, Science, English-Language Arts and History-Social Science at each grade level, K-12.  We set annual goals around the usage of standards-aligned curriculum for our teachers and providing supports for our students to ensure progress in the classroom. KIPP conducted a specific curriculum 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 selected have a high potential for driving student growth on Common Core State Standards.  In line with our mission to prepare all students for success in college and beyond, KIPP supports both Common Core State Standards (“CCSS”) in grades K-12 and ACT College and Career Readiness Standards (“CCRS”) in grades 9-12. The CCSS' represent the knowledge and skills that prepare students for college and careers. The CCRS standards and assessments provide a way to measure the knowledge and skills and are gateway assessments of whether students are ready to enter college. Together, these standards and assessments ensure that our students are ready to take on the rigors of college and future careers.  We measure our progress in ELA and Math testing for students with similar demographics to those in our authorizing district and report our outcomes to our families in our annual Local Control and Accountability Plan process.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-06-05||Met|2019
19647330100867|KIPP Los Angeles College Preparatory|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|3|4|4|2|5|5|5|2019-06-20|KIPP SoCal ensures that all students, K-8, receive rigorous, Common Core-aligned instruction in math, science, and ELA. K-5 math teachers use Bridges, while 6th-8th grade teachers use Illustrative Mathematics. Both curricula received the top rating by Ed Reports due to Common Core alignment. 5th-8th grade science teachers use the Amplify Science curriculum, the only science curriculum receiving a top rating by Ed Reports, due to NGSS alignment. K-4 teachers use a variety of NGSS-aligned curricula, including Amplify, FOSS, and Twigs. 5th-8th grade ELA teachers use the EL Education (formerly EngageNY) curriculum, which received the top rating from Ed Reports. K-4 teachers use a variety of Common Core-aligned curricula, including Core Knowledge Phonics, Readers and Writers Workshop, and Fountas and Pinnell balanced literacy curriculum. K-4 teachers use Data Works' Launch to Literacy and Link to Literacy curricula for designated ELD instruction. 5th-8th grade long-term English Learners receive instruction in the Systematic ELD curriculum. All three ELD curricula are aligned to the California English Language Development standards. History - Social Science are currently engaged in planning units and lessons using the 2016 California History - Social Studies framework and a variety of standards-aligned resources (e.g. History Alive). Similarly, art, music, PE, and Spanish teachers use the available state frameworks and standards to plan units and lessons in their content areas.|Met|2019
43771490137315|KIPP Navigate College Prep|2|The content of KIPP curriculum focuses on building upon foundational skills coupled with an emphasis on higher-order thinking processes in all content areas. In accordance with state regulations, KIPP provides the standard age-appropriate curriculum for Mathematics, Science, English-Language Arts and History-Social Science at each grade level, K-12.  We set annual goals around the usage of standards-aligned curriculum for our teachers and providing supports for our students to ensure progress in the classroom. KIPP conducted a specific curriculum 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 selected have a high potential for driving student growth on Common Core State Standards.  In line with our mission to prepare all students for success in college and beyond, KIPP supports both Common Core State Standards (“CCSS”) in grades K-12 and ACT College and Career Readiness Standards (“CCRS”) in grades 9-12. The CCSS' represent the knowledge and skills that prepare students for college and careers. The CCRS standards and assessments provide a way to measure the knowledge and skills and are gateway assessments of whether students are ready to enter college. Together, these standards and assessments ensure that our students are ready to take on the rigors of college and future careers.  We measure our progress in ELA and Math testing for students with similar demographics to those in our authorizing district and report our outcomes to our families in our annual Local Control and Accountability Plan process.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-06-05||Met|2019
19647330125609|KIPP Philosophers Academy|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|3|4|4|2|5|5|5|2019-06-20|KIPP SoCal ensures that all students, K-8, receive rigorous, Common Core-aligned instruction in math, science, and ELA. K-5 math teachers use Bridges, while 6th-8th grade teachers use Illustrative Mathematics. Both curricula received the top rating by Ed Reports due to Common Core alignment. 5th-8th grade science teachers use the Amplify Science curriculum, the only science curriculum receiving a top rating by Ed Reports, due to NGSS alignment. K-4 teachers use a variety of NGSS-aligned curricula, including Amplify, FOSS, and Twigs. 5th-8th grade ELA teachers use the EL Education (formerly EngageNY) curriculum, which received the top rating from Ed Reports. K-4 teachers use a variety of Common Core-aligned curricula, including Core Knowledge Phonics, Readers and Writers Workshop, and Fountas and Pinnell balanced literacy curriculum. K-4 teachers use Data Works' Launch to Literacy and Link to Literacy curricula for designated ELD instruction. 5th-8th grade long-term English Learners receive instruction in the Systematic ELD curriculum. All three ELD curricula are aligned to the California English Language Development standards. History - Social Science are currently engaged in planning units and lessons using the 2016 California History - Social Studies framework and a variety of standards-aligned resources (e.g. History Alive). Similarly, art, music, PE, and Spanish teachers use the available state frameworks and standards to plan units and lessons in their content areas.|Met|2019
43693690129924|Kipp Prize Preparatory Academy|2|The content of KIPP curriculum focuses on building upon foundational skills coupled with an emphasis on higher-order thinking processes in all content areas. In accordance with state regulations, KIPP provides the standard age-appropriate curriculum for Mathematics, Science, English-Language Arts and History-Social Science at each grade level, K-12.  We set annual goals around the usage of standards-aligned curriculum for our teachers and providing supports for our students to ensure progress in the classroom. KIPP conducted a specific curriculum 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 selected have a high potential for driving student growth on Common Core State Standards.  In line with our mission to prepare all students for success in college and beyond, KIPP supports both Common Core State Standards (“CCSS”) in grades K-12. The CCSS' represent the knowledge and skills that prepare students for college and careers. These standards and assessments ensure that our students are ready to take on the rigors of college and future careers.  We measure our progress in ELA and Math testing for students with similar demographics to those in our authorizing district and report our outcomes to our families in our annual Local Control and Accountability Plan process.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-06-05||Met|2019
19647330131797|KIPP Promesa Prep|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|3|4|4|2|5|5|5|2019-06-20|KIPP SoCal ensures that all students, K-8, receive rigorous, Common Core-aligned instruction in math, science, and ELA. K-5 math teachers use Bridges, while 6th-8th grade teachers use Illustrative Mathematics. Both curricula received the top rating by Ed Reports due to Common Core alignment. 5th-8th grade science teachers use the Amplify Science curriculum, the only science curriculum receiving a top rating by Ed Reports, due to NGSS alignment. K-4 teachers use a variety of NGSS-aligned curricula, including Amplify, FOSS, and Twigs. 5th-8th grade ELA teachers use the EL Education (formerly EngageNY) curriculum, which received the top rating from Ed Reports. K-4 teachers use a variety of Common Core-aligned curricula, including Core Knowledge Phonics, Readers and Writers Workshop, and Fountas and Pinnell balanced literacy curriculum. K-4 teachers use Data Works' Launch to Literacy and Link to Literacy curricula for designated ELD instruction. 5th-8th grade long-term English Learners receive instruction in the Systematic ELD curriculum. All three ELD curricula are aligned to the California English Language Development standards. History - Social Science are currently engaged in planning units and lessons using the 2016 California History - Social Studies framework and a variety of standards-aligned resources (e.g. History Alive). Similarly, art, music, PE, and Spanish teachers use the available state frameworks and standards to plan units and lessons in their content areas.|Met|2019
19647330117903|KIPP Raices Academy|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|3|4|4|2|5|5|5|2019-06-20|KIPP SoCal ensures that all students, K-8, receive rigorous, Common Core-aligned instruction in math, science, and ELA. K-5 math teachers use Bridges, while 6th-8th grade teachers use Illustrative Mathematics. Both curricula received the top rating by Ed Reports due to Common Core alignment. 5th-8th grade science teachers use the Amplify Science curriculum, the only science curriculum receiving a top rating by Ed Reports, due to NGSS alignment. K-4 teachers use a variety of NGSS-aligned curricula, including Amplify, FOSS, and Twigs. 5th-8th grade ELA teachers use the EL Education (formerly EngageNY) curriculum, which received the top rating from Ed Reports. K-4 teachers use a variety of Common Core-aligned curricula, including Core Knowledge Phonics, Readers and Writers Workshop, and Fountas and Pinnell balanced literacy curriculum. K-4 teachers use Data Works' Launch to Literacy and Link to Literacy curricula for designated ELD instruction. 5th-8th grade long-term English Learners receive instruction in the Systematic ELD curriculum. All three ELD curricula are aligned to the California English Language Development standards. History - Social Science are currently engaged in planning units and lessons using the 2016 California History - Social Studies framework and a variety of standards-aligned resources (e.g. History Alive). Similarly, art, music, PE, and Spanish teachers use the available state frameworks and standards to plan units and lessons in their content areas.|Met|2019
38684780101352|KIPP San Francisco Bay Academy|2|The content of KIPP curriculum focuses on building upon foundational skills coupled with an emphasis on higher-order thinking processes in all content areas. In accordance with state regulations, KIPP provides the standard age-appropriate curriculum for Mathematics, Science, English-Language Arts and History-Social Science at each grade level, K-12.  We set annual goals around the usage of standards-aligned curriculum for our teachers and providing supports for our students to ensure progress in the classroom. KIPP conducted a specific curriculum 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 selected have a high potential for driving student growth on Common Core State Standards.  In line with our mission to prepare all students for success in college and beyond, KIPP supports both Common Core State Standards (“CCSS”) in grades K-12. The CCSS' represent the knowledge and skills that prepare students for college and careers. These standards and assessments ensure that our students are ready to take on the rigors of college and future careers.  We measure our progress in ELA and Math testing for students with similar demographics to those in our authorizing district and report our outcomes to our families in our annual Local Control and Accountability Plan process.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-06-05||Met|2019
38684780127530|KIPP San Francisco College Preparatory|2|The content of KIPP curriculum focuses on building upon foundational skills coupled with an emphasis on higher-order thinking processes in all content areas. In accordance with state regulations, KIPP provides the standard age-appropriate curriculum for Mathematics, Science, English-Language Arts and History-Social Science at each grade level, K-12.  We set annual goals around the usage of standards-aligned curriculum for our teachers and providing supports for our students to ensure progress in the classroom. KIPP conducted a specific curriculum 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 selected have a high potential for driving student growth on Common Core State Standards.  In line with our mission to prepare all students for success in college and beyond, KIPP supports both Common Core State Standards (“CCSS”) in grades K-12 and ACT College and Career Readiness Standards (“CCRS”) in grades 9-12. The CCSS' represent the knowledge and skills that prepare students for college and careers. The CCRS standards and assessments provide a way to measure the knowledge and skills and are gateway assessments of whether students are ready to enter college. Together, these standards and assessments ensure that our students are ready to take on the rigors of college and future careers.  We measure our progress in ELA and Math testing for students with similar demographics to those in our authorizing district and report our outcomes to our families in our annual Local Control and Accountability Plan process.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-06-05||Met|2019
43694270116889|KIPP San Jose Collegiate|2|The content of KIPP curriculum focuses on building upon foundational skills coupled with an emphasis on higher-order thinking processes in all content areas. In accordance with state regulations, KIPP provides the standard age-appropriate curriculum for Mathematics, Science, English-Language Arts and History-Social Science at each grade level, K-12.  We set annual goals around the usage of standards-aligned curriculum for our teachers and providing supports for our students to ensure progress in the classroom. KIPP conducted a specific curriculum 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 selected have a high potential for driving student growth on Common Core State Standards.  In line with our mission to prepare all students for success in college and beyond, KIPP supports both Common Core State Standards (“CCSS”) in grades K-12 and ACT College and Career Readiness Standards (“CCRS”) in grades 9-12. The CCSS' represent the knowledge and skills that prepare students for college and careers. The CCRS standards and assessments provide a way to measure the knowledge and skills and are gateway assessments of whether students are ready to enter college. Together, these standards and assessments ensure that our students are ready to take on the rigors of college and future careers.  We measure our progress in ELA and Math testing for students with similar demographics to those in our authorizing district and report our outcomes to our families in our annual Local Control and Accountability Plan process.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-06-05||Met|2019
19647330125625|KIPP Scholar Academy|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|3|4|4|2|5|5|5|2019-06-20|KIPP SoCal ensures that all students, K-8, receive rigorous, Common Core-aligned instruction in math, science, and ELA. K-5 math teachers use Bridges, while 6th-8th grade teachers use Illustrative Mathematics. Both curricula received the top rating by Ed Reports due to Common Core alignment. 5th-8th grade science teachers use the Amplify Science curriculum, the only science curriculum receiving a top rating by Ed Reports, due to NGSS alignment. K-4 teachers use a variety of NGSS-aligned curricula, including Amplify, FOSS, and Twigs. 5th-8th grade ELA teachers use the EL Education (formerly EngageNY) curriculum, which received the top rating from Ed Reports. K-4 teachers use a variety of Common Core-aligned curricula, including Core Knowledge Phonics, Readers and Writers Workshop, and Fountas and Pinnell balanced literacy curriculum. K-4 teachers use Data Works' Launch to Literacy and Link to Literacy curricula for designated ELD instruction. 5th-8th grade long-term English Learners receive instruction in the Systematic ELD curriculum. All three ELD curricula are aligned to the California English Language Development standards. History - Social Science are currently engaged in planning units and lessons using the 2016 California History - Social Studies framework and a variety of standards-aligned resources (e.g. History Alive). Similarly, art, music, PE, and Spanish teachers use the available state frameworks and standards to plan units and lessons in their content areas.|Met|2019
19647330125641|KIPP Sol Academy|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|3|4|4|2|5|5|5|2019-06-20|KIPP SoCal ensures that all students, K-8, receive rigorous, Common Core-aligned instruction in math, science, and ELA. K-5 math teachers use Bridges, while 6th-8th grade teachers use Illustrative Mathematics. Both curricula received the top rating by Ed Reports due to Common Core alignment. 5th-8th grade science teachers use the Amplify Science curriculum, the only science curriculum receiving a top rating by Ed Reports, due to NGSS alignment. K-4 teachers use a variety of NGSS-aligned curricula, including Amplify, FOSS, and Twigs. 5th-8th grade ELA teachers use the EL Education (formerly EngageNY) curriculum, which received the top rating from Ed Reports. K-4 teachers use a variety of Common Core-aligned curricula, including Core Knowledge Phonics, Readers and Writers Workshop, and Fountas and Pinnell balanced literacy curriculum. K-4 teachers use Data Works' Launch to Literacy and Link to Literacy curricula for designated ELD instruction. 5th-8th grade long-term English Learners receive instruction in the Systematic ELD curriculum. All three ELD curricula are aligned to the California English Language Development standards. History - Social Science are currently engaged in planning units and lessons using the 2016 California History - Social Studies framework and a variety of standards-aligned resources (e.g. History Alive). Similarly, art, music, PE, and Spanish teachers use the available state frameworks and standards to plan units and lessons in their content areas.|Met|2019
01613090101212|KIPP Summit Academy|2|The content of KIPP curriculum focuses on building upon foundational skills coupled with an emphasis on higher-order thinking processes in all content areas. In accordance with state regulations, KIPP provides the standard age-appropriate curriculum for Mathematics, Science, English-Language Arts and History-Social Science at each grade level, K-12.  We set annual goals around the usage of standards-aligned curriculum for our teachers and providing supports for our students to ensure progress in the classroom. KIPP conducted a specific curriculum 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 selected have a high potential for driving student growth on Common Core State Standards.  In line with our mission to prepare all students for success in college and beyond, KIPP supports both Common Core State Standards (“CCSS”) in grades K-12. The CCSS' represent the knowledge and skills that prepare students for college and careers. These standards and assessments ensure that our students are ready to take on the rigors of college and future careers.  We measure our progress in ELA and Math testing for students with similar demographics to those in our authorizing district and report our outcomes to our families in our annual Local Control and Accountability Plan process.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-06-05||Met|2019
41689990135608|KIPP Valiant Community Prep|2|The content of KIPP curriculum focuses on building upon foundational skills coupled with an emphasis on higher-order thinking processes in all content areas. In accordance with state regulations, KIPP provides the standard age-appropriate curriculum for Mathematics, Science, English-Language Arts and History-Social Science at each grade level, K-12.  We set annual goals around usage of standards-aligned curriculum for our teachers and providing supports for our students to ensure progress in the classroom. KIPP conducted a specific  curriculum 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 selected have a high potential for driving student growth on Common Core State Standards.  In line with our mission to prepare all students for success in college and beyond, KIPP supports both Common Core State Standards (“CCSS”) in grades K-12. The CCSS' represent the knowledge and skills that prepare students for college and careers. These standards and assessments ensure that our students are ready to take on the rigors of college and future careers.  We measure our progress in ELA and Math testing for students with similar demographics to those in our authorizing district and report our outcomes to our families in our annual Local Control and Accountability Plan process.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-06-05||Met|2019
19647330129460|KIPP Vida Preparatory Academy|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|3|4|4|2|5|5|5|2019-06-20|KIPP SoCal ensures that all students, K-8, receive rigorous, Common Core-aligned instruction in math, science, and ELA. K-5 math teachers use Bridges, while 6th-8th grade teachers use Illustrative Mathematics. Both curricula received the top rating by Ed Reports due to Common Core alignment. 5th-8th grade science teachers use the Amplify Science curriculum, the only science curriculum receiving a top rating by Ed Reports, due to NGSS alignment. K-4 teachers use a variety of NGSS-aligned curricula, including Amplify, FOSS, and Twigs. 5th-8th grade ELA teachers use the EL Education (formerly EngageNY) curriculum, which received the top rating from Ed Reports. K-4 teachers use a variety of Common Core-aligned curricula, including Core Knowledge Phonics, Readers and Writers Workshop, and Fountas and Pinnell balanced literacy curriculum. K-4 teachers use Data Works' Launch to Literacy and Link to Literacy curricula for designated ELD instruction. 5th-8th grade long-term English Learners receive instruction in the Systematic ELD curriculum. All three ELD curricula are aligned to the California English Language Development standards. History - Social Science are currently engaged in planning units and lessons using the 2016 California History - Social Studies framework and a variety of standards-aligned resources (e.g. History Alive). Similarly, art, music, PE, and Spanish teachers use the available state frameworks and standards to plan units and lessons in their content areas.|Met|2019
52715550000000|Kirkwood Elementary|2||5|5|5|2|3|5|5|5|2|3|3|1|5|2|3|1|2|5|5|1|4|4|4|2019-10-07|Science Standards NGSS Benchmark History / SS|Met|2019
16639580000000|Kit Carson Union Elementary|2||5|3|4|3|4|5|3|4|3|4|4|3|3|3|4|1|2|3|3|3|4|4|3|2019-10-16||Met|2019
47703750000000|Klamath River Union Elementary|2||2|2|2|1|1|5|5|5|1|1|3|3|5|3|3|1|3|4|3|4|3|3|3|2019-10-08||Met|2019
12629010000000|Klamath-Trinity Joint Unified|2||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|2019
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 Mathematics 2015-2016 school year and has incorporated additional components of Common Core State Standards in 2016-2017, in 2017-2018 and in 2018-2019 to increase modalities of instructional access to provide a broad spectrum of learning opportunities for all students. Kneeland School has implemented common core state standards in all areas of academic study required by the state.  Report cards, state standardized testing, and monitoring assessments track the success of implemented programs.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-07|The nature of a rural, small school requires a flexibility to grow and adapt implemented curriculum based on student strengths and areas of need.  The implementation of common core standards are continuously supplemented with additional modalities of learning and pulling from additional curriculum resources to facilitate accessible education for all learners.|Met|2019
50711420000000|Knights Ferry Elementary|2||5|5|4|2|3|5|5|4|3|3|5|5|4|2|3|1|2|4|3|1|3|2|3|2019-11-14||Met|2019
07617050000000|Knightsen Elementary|2||5|5|5|5|5|5|5|5|4|4|4|4|4|4|4|3|3|4|5|1|5|4|4|||Met|2019
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|2019-10-23|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.|Met|2019
01611920127696|Knowledge Enlightens You (KEY) Academy|2||5|3|5|4|4|5|3|5|4|4|4|3|4|3|3|1|3|4|4|4|4|4|4|2019-10-24|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 is implemented.|Met|2019
17640220000000|Konocti Unified|2||3|2|3|2|2|4|3|4|2|2|4|3|3|3|2|3|3|3|2|2|4|4|3|2019-10-16|For a detailed report out of Local Indicator (Priority 2) - Implementation of State Academic Standards for Konocti Unified School District, visit http://konoctiusd.org/lcap|Met|2019
19646590000000|La Canada Unified|2||5|4|5|5|5|5|3|5|4|2|5|4|5|5|4|4|4|5|5|5|5|5|5|2019-10-29|LCUSD adopted a systematic and integrated process for implementing the Common Core State 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 was rooted in on-going professional development, a comprehensive review and subsequent adoption of new instructional materials, and monitoring of progress across all grades levels. Currently, LCUSD is fully implementing and sustaining ELA and Mathematics standards. LCUSD is in its fifth year of the NGSS implementation plan. This includes robust professional development for all grade levels, piloting of instructional materials at all grade levels, and the implementation of three dimensional instructional approach in grades TK-8 and the three-course model at 9-12.  During the 2018-19 school year, teachers TK-12 began the NGSS piloting process and will make curricular adoption recommendations to the district’s NGSS Pilot Committee in December 2019. In coming years, LCUSD plans to increase focus and implementation of the NGSS Framework as well as initiate a History-Social Science Pilot program to begin the process of reviewing and adopting state approved instructional materials around the Common Core Standards for History-Social Science.|Met|2019
30665630000000|La Habra City Elementary|2||5|3|3|3|2|5|4|5|2|1|5|3|3|2|2|2|2|5|2|2|5|4|4|2019-10-10||Met|2019
41689400000000|La Honda-Pescadero Unified|2||4|3|4|2|2|4|3|4|2|2|4|3|4|2|2|1|4|3|3|4|4|3|3|2019-10-10||Met|2019
37681970000000|La Mesa-Spring Valley|2||4|4|4|3|3|5|5|5|2|2|4|3|3|3|2|1|4|4|3|3|4|4|4|2019-10-01||Met|2019
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|4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|3|3|3|3|4|4|4|2019-10-09||Met|2019
19646346014518|La Tijera K-8 Charter School Academy of Excellence|2||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 For Two or More Years|2019
19649076021984|La Verne Science and Technology Charter|2||5|5|5|4|5|5|5|5|4|5|5|4|5|4|4|4|4|5|4|5|5|4|3|2019-10-16||Met|2019
23656230112300|La Vida Charter|2||3|3|4|4|4|4|3|4|4|4|3|3|4|4|4|2|2|2|3|3|4|4|4|2019-03-06||Met|2019
07617130000000|Lafayette Elementary|2||5|4|4|4|4|5|4|4|4|4|4|4|4|4|4|4|5|4|4|4|4|4|4|2019-10-16||Met|2019
30665550000000|Laguna Beach Unified|2||4|3|4|3|3|5|4|4|3|4|4|3|3|3|3|4|4|4|4|4|4|4|4|2019-10-22|LBUSD strives to provide a student-centered approach to teaching and learning. The school community takes pride in continuous improvement in academic excellence. In 2019, 82 percent of students met or exceeded standards in ELA, and 78 percent met or exceeded standards in mathematics. Each year, close to 75 percent of students graduate eligible to attend schools within the UC/CSU system and more than 50 percent have completed at least one college-level (Advanced Placement) course with a passing exam score. Furthermore, the number of students taking AP courses has increased by nearly 50 percent in the last five years while maintaining a 90 percent pass rate.   The California State Standards provide the foundation for meaningful classroom instruction, effective intervention strategies, and rigorous and relevant curriculum. Staff is supported 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 through a Multi-Tiered System of Support (MTSS). This personalized approach to supporting the standards and framework implementation is reflected in our annual LCAP survey where 83 percent of staff agreed that district and school leaders value professional development and 70 percent agreed that professional learning positively impacts their instructional practice.|Met|2019
21653420000000|Laguna Joint Elementary|2|Test|0|0|0|0|0|5|5|5|5|3|5|5|5|5|3|1|4|5|4|1|5|5|5|2019-10-24||Met|2019
27660760000000|Lagunita Elementary|2||5|3|5|5|5|5|5|5|5|5|4|3|5|4|4|1|1|2|1|1|4|5|3|2019-10-29||Met|2019
21653590000000|Lagunitas Elementary|2||3|3|3|4|4|5|3|5|4|4|3|3|4|4|4|1|2|2|2|3|4|4|3|2019-10-17|The Lagunitas School District is unique because it features 2 elementary programs, Montessori & Open Classroom and does not offer a traditional school until grades 6-8.    Both elementary programs feature substantial parent input and operate with the belief that learning implies a partnership between school and family.  Thus, strict adherence to state priorities is not viewed as critical; many families choose Lagunitas for that reason.   Over the last few year, progress has been made toward implementing those state standards that are seen as valuable to the school community- especially in fundamental subjects such as reading and math.  The school has been working toward a goal of ensuring grade level reading achievement for all students by 3rd grade and grade-level readiness for 8th graders as they matriculate into high school. The District has made progress toward the first goal and has been successful in achieving the second.  For the second year in a row it has seen over half of its graduates place above grade level when they get to high school and remainder place at grade level.  Placement in remedial high school math is all but unheard of in Lagunitas as of 2018.   While this progress is not readily visible in the dashboard, it does reflect progress toward implementing state standards and guaranteeing academic achievement especially in those areas that will support learning in all subjects.|Met|2019
17640550108340|Lake County International Charter|2||3|2|3|3|3|4|3|4|4|4|4|3|3|3|3|3|4|4|4|2|4|4|3|2019-10-14||Met|2019
17101730000000|Lake County Office of Education|2||3|3|3|3|3|3|2|3|3|3|4|4|4|4|4|2|3|3|2|2|4|5|4|2019-06-12||Met|2019
11625960000000|Lake Elementary|2||4|4|4|3|3|5|4|4|3|3|4|4|4|4|3|3|3|3|3|1|4|4|5|2019-10-22|Teacher comments include:   "We have made growth in ELA with Benchmark. We could always use more collaboration regarding ELA, math, etc. I feel supported to go to any PD I feel would be beneficial."  "So proud of the growth we've made as an entire school in so many different areas!"|Met|2019
33751760000000|Lake Elsinore Unified|2||4|4|4|2|2|5|5|5|2|2|4|4|4|3|3|4|4|3|3|4|4|4|2|2019-11-14||Met|2019
09619030000000|Lake Tahoe Unified|2||4|3|4|3|3|5|3|5|3|3|5|3|5|3|3|5|5|5|5|5|5|4|3|2019-10-22||Met|2019
17640300000000|Lakeport Unified|2||3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|2019-05-29||Met|2019
43694920000000|Lakeside Joint|2||4|4|5|4|4|4|4|5|5|4|3|3|3|3|3|1|5|5|4|1|4|4|4|2019-10-10||Met|2019
15635520000000|Lakeside Union|2||5|4|5|3|4|5|5|5|3|5|4|4|4|4|4|1|4|4|4|1|4|4|4|2019-10-08|Regarding Other Adopted Academic Standards, the district serves students in Kindergarten through 8th grade, therefore, does not off Career Technical Education or World Language.|Met|2019
16639660000000|Lakeside Union Elementary|2||5|5|5|4|5|4|4|4|4|5|4|4|4|3|2|2|3|5|3|3|5|5|5|2019-10-10||Met|2019
37681890000000|Lakeside Union Elementary|2||4|3|4|3|1|4|3|4|3|1|3|1|4|3|1|1|1|2|4|5|3|4|3|2019-10-10|Lakeside Union School District (LUSD) brought together a team of administrators, teachers, and specialists to evaluate the implementation of state academic standards using the LEA Self-Assessment tool (LEASA) in conjunction with our work in implementing multi-tiered systems of support for all students. LUSD is continuing to use the Wonders curriculum for ELA in grades K-5, but does not have a formal ELA adoption in grades 6-8. In mathematics, LUSD is continuing to use Everyday Math in grades K-5 and CPM in grades 6-8. LUSD is continuing the use of adopted curriculum for History and Social Science. This school year, LUSD is piloting Science curriculum for grades K-8, with a plan for adoption this year and implementation in 2020-2021.  As discussed in LEASA components 2 & 4, Lakeside School District provides ongoing training at school sites through modeled lessons, coaching, and PLCs. Teachers receive training on how to scaffold and support English Learners during both integrated and designated English Language Development. There are definite opportunities for growth in supporting the professional learning needs of teachers and staff.|Met|2019
39767600000000|Lammersville Joint Unified|2||5|4|5|3|3|5|5|5|4|4|5|4|5|4|4|4|5|5|5|4|5|5|5|2019-10-16||Met|2019
15635600000000|Lamont Elementary|2||5|5|5|5|4|5|5|5|5|4|5|4|5|4|4|4|4|5|5|5|5|5|5|2019-10-22|All teachers have had PD for ELA, Math, and NGSS curriculum. The History Social Science staff development happened just last school year 2018-2019. However, we are continually providing staff development to support effective strategies to teach the content standards. In addition, leadership teams come together to plan, develop, and create processes to support the teaching and learning of standards. The Lamont school district has completed the alignment process of standards based benchmarks and instructional focus calendars Kindergarten through eight-grades. Classroom instructional materials and Common Formative Assessments are aligned to the standards according to the subject.  Curriculum frameworks are greatly utilized to align lessons to the rigor the standards demand. Grade levels have two-hours of Professional Learning Community (PLC) time 15 times a year. This allows them to meet about two times a month to identify areas where they can improve as they analyze classroom and grade level data focused on specific standards and subject. Career and technical education is implement through AVID. The district has adopted AVID for 4th - 8th grades. Health Education happens at the Junior High and at the elementary embedded in science. Physical education is being implemented TK- 8th grades.  Visual and performing arts, is implemented at every school with a music/band teacher for 4th-8th grades. Every school site has a Teacher on Special Assignment (TOSA) to support PD on site.|Met|2019
19646670000000|Lancaster Elementary|2||5|4|4|3|3|5|3|4|2|4|4|3|4|3|3|1|1|3|4|1|4|3|3|2019-10-15|In the 2018-19 school year Lancaster School District (LSD) has continued to focus on providing professional development to our staff through various PD structures to increase teacher capacity in the instruction of Common Core State Standards. Our Lancaster Learning Institute, along with Pink Tuesday Training, and committee work continue to be our primary vehicles towards extending knowledge of the CCSS. In the 18-19 school year we also layered a Math Consultant on to this structure, where we did various pull out days with teachers and site administrators in order to build capacity in mathematics instruction. We were able to adopt a Social Studies text aligned to the Common Core State Standards in order to systematize instructional resources for all teachers. 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. In 18-19 we continued our focus on lesson studies in order to increase the efficacy of all teachers. We believe 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.|Met|2019
19647330108928|Larchmont Charter|2||5|3|4|4|4|5|4|5|4|4|5|3|4|4|4|1|3|4|5|4|5|5|4|1919-11-05|Larchmont Charter School is currently in the exploration and research phase of considering a Career Technical Education program.|Met|2019
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|2019-10-23||Met|2019
41689570000000|Las Lomitas Elementary|2||5|3|5|3|1|5|3|5|3|1|5|2|5|3|1|3|2|4|3|2|5|5|5|2019-10-09|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 3 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 finishing 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.|Met|2019
19101990135582|LA's Promise Charter High #1|2|LA Promise Charter High School #1 selected Option 2 Reflection Tool: Priority 2.|3|3|2|3|2|3|3|3|3|2|3|3|3|3|2|1|1|3|2|2|2|2|2|2019-10-10|This dashboard reflects progress for the opening of the high school's 2nd school year. The school offered both 9th-10th graders A-G aligned coursework as stated in the charter petition, and state required course work. The curricular foci were ELA, MATH, NGSS Science, and World History in grade 10. This was the school's first year implementing History curriculum and coursework for the 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 programs during 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.|Met|2019
19101990134361|LA's Promise Charter Middle #1|2|LA Promise Charter Middle School #1 selected Option 2 Reflection Tool: Priority 2.|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|4|4|5|0|4|4|4|2019-09-26|For Question #4: Other Adopted Academic Standards: Career Technical Education and World Languages do not apply to LA Promise Charter Middle School #1 based on its educational program outlined in the school’s charter petition and it serves grades 6-8.  However, our school has implemented CA Health Education Initiative with the CA Healthy Youth Act.|Met|2019
19646830000000|Las Virgenes Unified|2||5|4|5|4|4|5|4|5|4|4|5|4|5|5|5|5|4|5|4|5|5|5|5|2019-10-15||Met|2019
19101990128025|Lashon Academy|2||5|5|5|4|4|5|5|5|5|5|5|5|5|5|5|3|3|4|4|4|5|5|5|2019-10-23||Met|2019
18101810000000|Lassen County Office of Education|2|Using a standards implementation rubric, teachers are moving from “  a. English Language Arts – Full Awareness b. Mathematics – Student Awareness – Full Implementation c. English Language Development – Full Awareness d. Career Technical Education -Full Awareness e. Health Education Content Standards – Full Awareness f.  History-Social Science – Full Awareness g. Model School Library Standards – Developing Awareness h. Physical Education Model Content Standards – Full Awareness I.  Next Generation Science Standards– Full Awareness j.  Visual and Performing Arts – Developing Awareness  k. World Language – Full Awareness     Social Emotional Learning - Full Awareness|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-04-17||Met|2019
18641390000000|Lassen Union High|2||4|3|4|4|4|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2019-04-09||Met|2019
52715630000000|Lassen View Union Elementary|2||5|3|5|3|2|5|5|5|3|2|5|4|4|3|2|1|1|4|4|1|4|3|2|2019-11-12|For English Language Arts and Math, we adopted CCSS curriculum to meet the needs of the new standards.  For Social Science and Science, that proved to be more difficult due to the lack of aligned materials.  We have adopted a new Science curriculum that aligns with state standards this year.  In 7-8th grade, we were piloting and will be adopting Social Science curriculum.  Over the past few years there has been opportunity for professional development in Language Arts, Math, and English Language Development standards.  Some of the professional development has been provided to the entire staff while other opportunities have been on a teacher-by-teacher basis.    Our professional development focus this year has been on Social Emotional Development- specifically our new curriculum (ToolBox for K-5 and WhyTry for 6-8).|Met|2019
52714720134403|Lassen-Antelope Volcanic Academy (LAVA)|2||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 For Two or More Years|2019
43694274330668|Latino College Preparatory Academy|2||3|3|4|3|3|4|4|4|4|4|4|4|4|4|4|1|3|3|4|4|4|4|3|2019-10-30|LCPA places CCSS at the heart of its instructional approach. All teachers identify CCSS and tie them to their curriculum maps. C-Maps are revised each year and reviewed by administrators. In this way, LCPA ensures teachers cover appropriate standards and at a proper pacing. PD focuses on implementation of CCSS and associated best practices, with department specific PD is provided on a rotational basis. LCPA also collaborates with sister schools during TFHE PD days (7 times a year), and have regular staff collaboration time multiple times each month. LCPA has continued to make progress in adopting curriculum materials that are aligned to the CCSS. The Write Tools Curriculum is being implemented as a common approach to writing for ELA, History, and Language.  CC aligned writing PD better ensures that students engage with a rigorous curriculum and more clearly defined student expectations to push achievement further. LCPA  utilizes College Preparatory Mathematics as the foundation of its approach to math, and Science is embedding NGSS standards. TFHE works in partnership with LCPA staff to ensure that they utilize assessment and data sources at their disposal, adjust curricular strategies where appropriate, and facilitate collaborative analysis and decision-making. LCPA teachers remain intentional and implement an informed instructional approach. LCPA uses local assessment measures (MAP, Alloy, MDTP, and IXL) that are tied to CCSS and enable the tracking of student progress.|Met|2019
01771800138289|Latitude 37.8 High|2|In alignment with State Priority 2, Latitude has 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 19-20 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 and PSAT Suite 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|2019-10-31|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.|Met|2019
10622810000000|Laton Joint Unified|2||4|4|3|4|4|4|3|4|4|4|3|3|4|4|4|4|4|4|4|4|4|4|3|2019-10-09||Met|2019
09619110000000|Latrobe|2||4|2|4|2|4|5|5|5|2|5|4|4|5|2|4|3|3|4|3|3|4|4|4||In the last five years, Latrobe School District has adopted new Math materials, English Language Arts materials, and Social Studies materials. Professional development was provided for each adoption. The district intends to adopt curriculum to support the Next Generation Science Standards for the 2020-2021 year.|Met|2019
12626870124263|Laurel Tree Charter|2||4|2|4|4|4|4|2|4|4|4|4|2|4|4|3|2|2|2|4|4|4|4|3|2019-11-12||Met|2019
36750440118059|LaVerne Elementary Preparatory Academy|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|4|4|4|5|4|5|5|5|2019-10-24||Met|2019
19646910000000|Lawndale Elementary|2||4|3|4|3|3|4|4|4|2|3|4|4|4|3|3|2|4|3|3|1|4|3|3|2019-11-14||Met|2019
23739160000000|Laytonville Unified|2||3|3|3|3|2|3|3|3|3|2|3|3|3|3|2|3|3|3|3|3|3|3|3|2019-09-12||Met|2019
01100176002000|Lazear Charter Academy|2||4|3|4|2|3|4|3|4|2|3|4|3|4|3|3|3|3|3|3|3|4|4|4|2019-10-31||Met|2019
24657220000000|Le Grand Union Elementary|2||3|4|5|2|3|5|5|5|1|5|4|4|4|2|4|3|4|4|2|1|4|4|4|2019-11-12||Met|2019
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 2017-18 and 2018-19 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." was respectively, 75% and 84%.  The 2017-18 and 2018-19 average response to the same question, but for ELD instruction only was 63% and 80%, respectively.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-09||Met|2019
38684783830411|Leadership High|2||3|3|3|3|3|3|3|4|3|3|4|4|4|3|4|3|5|4|5|5|4|3|3|2019-10-29||Met|2019
33103300125237|Leadership Military Academy|2||4|3|3|4|4|4|4|4|4|4|4|3|3|4|4|1|1|3|4|4|4|4|3|2019-10-17|RCEA has increased professional learning opportunities for teachers to implement standards.  A separate assessment program has been implemented as a diagnostic tool and to measure student progress toward standards.  Intervention programs that are aligned with standards have also been implemented to support struggling students in ELA, math, and English language development.|Met|2019
33103300134320|Leadership Military Academy - Indio|2||4|3|3|4|4|4|4|4|3|4|4|3|3|4|4|1|1|3|2|2|4|4|3|2019-10-17|RCEA Indio has increased professional learning opportunities for teachers to implement standards.  A separate assessment program has been implemented as a diagnostic tool and to measure student progress toward standards.  Intervention programs aligned with standards have also been implemented to support struggling students in ELA, math, and English language development.|Met|2019
01611920108670|Leadership Public Schools - Hayward|2||5|3|4|3|3|5|4|4|3|4|5|4|4|4|4|3|3|3|4|4|5|5|3|2019-10-19|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.|Met|2019
07617960101477|Leadership Public Schools: Richmond|2||5|3|4|3|3|5|4|4|3|4|5|4|4|4|4|3|3|2|4|4|5|5|3|2019-10-19|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.|Met|2019
19647330137513|Learning by Design Charter|2||5|4|5|4|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2|5|5|5|2019-10-31||Met|2019
37683380106799|Learning Choice Academy|2||5|5|5|5|5|5|4|5|5|5|5|5|5|5|5|3|3|4|5|5|5|5|5|2019-10-10||Met|2019
37680230138073|Learning Choice Academy - Chula Vista|2||5|5|5|5|5|5|4|5|5|5|5|5|5|5|5|3|3|4|5|5|5|5|5|2019-10-10||Met|2019
27660922730240|Learning for Life Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2|4|5|5|5|5|5|5|2019-06-27||Met|2019
01612590115592|Learning Without Limits|2||4|3|4|2|3|4|3|4|2|3|4|3|4|3|3|3|3|3|3|3|4|4|4|2019-10-31||Met|2019
19648810118075|Learning Works|2||2|2|4|3|3|1|2|5|3|3|3|2|4|4|3|2|3|4|3|1|4|4|3|2019-11-06||Met|2019
43104390136655|Legacy Academy|2||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|2019
23752180000000|Leggett Valley Unified|2||5|2|5|2|5|5|2|5|2|5|5|1|5|2|5|3|5|4|4|5|5|4|4|2019-11-13|Leggett Valley School District has sustainable Professional Development for Math, History/Social Studies and English Language Arts .  We contract with the county office of education to get coaching in these areas for our K-6 teaching staff.  All other staff is able to attend desired professional developmentthrough best practices and recommended professional development in these areas.  Professional development is encouraged throughout the district in all subject areas.|Met|2019
37682050000000|Lemon Grove|2||5|5|5|2|3|5|5|5|2|3|5|5|5|2|3|1|2|5|3|4|5|5|5|2019-10-08||Met|2019
16639820110205|Lemoore Middle College High|2||5|5|5|4|4|5|5|5|4|4|5|5|4|4|4|1|5|5|5|5|5|5|5|2019-10-24|When reviewing staff survey data, as well as, surveying the administrative team, Lemoore Middle College High School has worked very hard to provide Professional Development opportunities for all staff.  LMCHS has recently adopted STEMScopes for the NGSS curriculum, and is completing training for all science teachers.  All site teachers, support staff and administration are currently working with Solution Tree consultants to further develop Professional Learning Communities at all sites, with the goal to increase student achievement.|Met|2019
16639820136234|Lemoore Online College Preparatory High|2||5|5|4|4|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|4|5|5|2019-10-24|When reviewing staff survey data, as well as, surveying the administrative team, Lemoore Online College Preparatory High School has worked very hard to provide Professional Development opportunities for all staff.  LOCPHS staff has recently attended an Edgenuity training July 29, 2019, which served to increase staff knowledge and competence in the independent study program.  All site teachers, support staff and administration are currently working with Solution Tree consultants to further develop Professional Learning Communities at all sites, with the goal to increase student achievement.|Met|2019
16639740000000|Lemoore Union Elementary|2||4|4|4|4|2|4|4|4|3|2|4|4|4|2|2|1|5|5|5|5|5|5|5|2019-10-08||Met|2019
16639820000000|Lemoore Union High|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|4|4|5|4|2019-10-10|When reviewing staff survey data, as well as, surveying the administrative team, LUHSD has worked very hard to provide Professional Development opportunities for all staff.  LUHSD has recently adopted STEMScopes for the NGSS curriculum, and is completing training for all science teachers.  All site teachers, support staff and administration are currently working with Solution Tree consultants to further develop Professional Learning Communities at all sites, with the goal to increase student achievement.|Met|2019
16639740100156|Lemoore University Elementary Charter|2||5|3|5|3|1|5|3|5|3|3|5|3|5|3|3|1|1|5|1|1|5|3|3|2019-11-12||Met|2019
19647090000000|Lennox|2||5|5|5|4|3|5|5|5|3|3|5|5|5|3|3|3|5|5|4|4|5|5|4|2019-10-08||Met|2019
19647090100602|Lennox Mathematics, Science and Technology Academy|2||4|4|4|4|4|5|5|5|3|5|4|4|4|4|4|4|4|3|4|4|4|4|3|2019-10-10|Starting in the summer of 2018, incoming freshmen enrolled in a Health course through Acellus. A partnership with the Youth Policy Institute (YPI) was formed to offer physical education to 9th graders once a week during the 2018-19 academic school year.  Additionally, ninth grade students receive Growth, Development and Sexual Health guidance through assemblies facilitated by Kaiser Permanente. The freshman summer bridge program was reinstated in the summer of 2019 and addressed the Health Education Standards, especially in drug awareness and social-emotional learning. Technology, math, and ELA skills were also covered during the summer bridge program. 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.|Met|2019
37680230119594|Leonardo da Vinci Health Sciences Charter|2|Learning knowledge-age skills best occurs when students are actively engaged in authentic and meaningful learning experiences that aim to develop such 21st century skills. Rather than students passively learning isolated facts, the Charter School’s instructional program is founded on inquiry-driven, project-based learning (PBL), supported by technology.   Through project-based learning, students are better able to master creativity and critical higher order thinking as well as an inquisitive attitude, sensitivity to alternative points of view and to ethical issues, an enlarged perspective and more original and unconventional thinking.   We believe that learning best occurs when students are self-motivated and inspired to investigate, test, research, create, invent, inquire and question via hands-on projects that have meaning and relevance for them across disciplines.  We believe project-based learning capitalizes on students’ natural curiosities and methods of exploring the world around them, reality, self-awareness and more.    At their best, projects can serve a number of purposes well. They engage students over a significant period of time, spurring them to produce drafts, revise their work, and reflect on it. They foster positive cooperativeness in which each student can make a distinctive contribution. They model the kind of useful work that is carried out after the completion of school in the wider community. They allow students to discover their areas of strength and to put the best foot forward; they engender a feeling of deep involvement or flow, substituting intrinsic for extrinsic motivation.   Perhaps most important, they offer a proper venue in which to demonstrate the kinds of understandings that the student has (or has not) achieved in the course of the regular school curriculum.    The teachers and staff at LdVCS deem that learning best occurs in a collaborative environment, in which the school’s teachers, staff, parents, students, and the community work together to ensure that all students reach their highest potential. Leonardo da Vinci Health Sciences Charter School values student-centered, interactive classrooms and group projects in which student voices and opinions are valued.|4|4|4|2|4|4|4|4|2|5|4|4|4|3|4|1|5|5|3|5|5|5|4|2019-10-08|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. Following are descriptions of the key program attributes of LdVCS including: health sciences, assemblies and families.|Met|2019
34752830126060|Leroy Greene Academy|2|Leroy Greene Academy is utilizing various tools to track progress on state standards, ranging from formative assessments embedded in curriculum such as StudySync, GoMath, and other curriculum sources. We also proactively utilize IAB data as a formative benchmark to ensure standards are taught to mastery. We have been utilizing IAB’s since 2017, and we use it to monitor both our progress and performance. We also utilize a program named Read180 to provide information surrounding lexile level and reading scores. At the end of the year, we pull from CAASPP results to plan for the following year. We utilize “power assignments” in math which specifically addresses individual standards in math, and “Unit Assessments” from various curriculum sources to ensure students can synthesize standards. Our staff utilizes consistent Professional Learning Communities (PLCs) and teachers observing teachers to steal, borrow, and build from each other’s teaching. Teachers can observe their peers, looking for specific actionable strategies and/or implementation of standards to reinforce in their own rooms. From this, we will create an instructional rounds model based off staff input, centering on rigor and instruction of California Common Core Standards. Lastly, administration provides consistent feedback on standard based instruction to their staff.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-25||Met|2019
53717460000000|Lewiston Elementary|2|We chose to use Option 2.|4|4|4|2|2|4|4|4|2|2|0|4|4|2|2|1|2|2|3|1|3|3|3|2019-10-28||Met|2019
19647330131904|Libertas College Preparatory Charter|2|Libertas College Preparatory supports teaching through continuous instructional supports. Teachers participate in weekly PD sessions focused on school instructional pushes throughout the year. Additionally teachers have content specific coaches that ensure teachers use rigorous, Common Core-aligned instructional materials and assessments.  These coaches give one-on-one, differentiated coaching through observations, weekly data meetings, and support on instructional goals. Teachers also participate in weekly content meetings to share best practices by content and to ensure continuity and vertical alignment.  Structured data reflections monitor student progress during three key points of the year.|5|5|5|4|4|5|5|5|4|4|5|5|5|5|5|2|3|3|1|1|5|5|5|2019-10-28||Met|2019
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|2019-10-17||Met|2019
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|2019-10-17||Met|2019
54719850000000|Liberty Elementary|2||5|3|5|3|2|5|5|5|5|3|5|3|5|3|2|3|4|4|3|1|4|4|4|2019-10-08||Met|2019
07617210000000|Liberty Union High|2||5|4|4|4|4|5|4|5|3|4|5|4|4|3|4|4|5|5|5|5|5|4|4|2019-10-23|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 textbook adoptions in Math, English-Language Arts, Social Science, World Language, - Nine instructional coaches to provide support, guidance, and expertise for English-Language Arts (3), Math (3), and Science (3), – Three Teachers on Special Assignment that support site EL and MTSS programs, and - Professional development opportunities for teachers and administrators through 13 professional development late start days, 2 staff development days, and numerous in-services, conferences, and workshops 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.|Met|2019
38684783830429|Life Learning Academy Charter|2||3|3|3|3|3|4|4|4|4|4|3|3|3|3|3|4|4|3|3|1|3|3|3|2019-05-28||Met|2019
19646670123174|Life Source International Charter|2|Life Source has provided standards based PD's for all new and returning teachers including NWEA maps to track student and teacher progress on standardized benchmark tests. All core curriculum used is standards based including NGSS science standards. Life Source has been using the NWEA measurement tool 3 times a years since 2011. NWEA provides longitudinal data needed to reflect and create a purposeful plan to address individual student’s academics plan each year. The teachers use the NWEA data to create academic goals for their specific class based on explicit instruction and State standard skills needed.  Because the NWEA reflects the rigor and skills the State Adopted Standards required, Life Source uses the outcomes to plan instruction in the classroom. Life Source is successfully and fully implementing academic standards adopted by the State Board of Education in ELA, Math, Science, History, PE, Visual and Performing Arts, and World Language|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2019-05-23||Met|2019
19734370115725|Lifeline Education Charter|2||4|4|4|3|4|5|4|5|3|4|5|4|5|4|4|2|3|4|4|4|4|4|4|2019-08-17||Met|2019
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 2018-19 local evaluation, we determined that our Math curriculum required strengthening in relation to its standards-alignment and rigor. In response, we adopted Open Up Math for 6-8, and piloted Eureka Math Curriculum for our K-5 program, which is being adopted across classrooms for the 2019-20 school year. Implementation of this curriculum began with a Curriculum Institute in June 2019, and will continue with quarterly professional development throughout the 2019-20 school year.   We also identified the need for a stronger, aligned, K-2 Foundational Skills program, and have adopted the EL Education Skills Block K-2 as a means of ensuring students are receiving systematic phonics and early reading instruction in these grades.   In addition, implementation of standards in 2019-20 is supported by administrator and teacher attendance at the UnboundEd Standards Institutes in summer 2019 and coaching and professional development focused on teacher understanding and implementation of CCSS in math and ELA. To support the implementation of NGSS-aligned science, we adopted Project-Based Inquiry Science for our 6-8 science program.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-06-12||Met|2019
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 our 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 identified standards-based English and HIstory curriculum as a place for improvement. In response, we adopted Match, a CCSS-aligned, college-prepratory English program and New Visions Social Studies. We are in the third year of rolling out an Integrated Math sequence. We are also continuing to roll out our CTE Product Innovation & Design Pathway, which is aligned to the CTE standards. The class of 2020 will have our first graduates within the Product Innovation & Design Pathway, as we reach full implementation of our program 9-12.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-06-12||Met|2019
10622406006704|Lincoln Elementary|2||5|4|4|3|4|5|4|4|3|4|5|5|5|2|4|4|4|4|3|1|5|5|5|2019-10-14|The district continues to provide staff development in the area of integrated and designated ELD. Extra planning time with county office consultants is also embedded into the school year for designated ELD teachers. This year, the district is piloting new curriculum for NGSS. Teachers will receive ongoing professional development during the pilot phase and follow up training once curriculum is adopted. CTE classes are provided at the middle school level.Because KECSD is an elementary district, world language classes are not available.|Met|2019
21653750000000|Lincoln Elementary|2|See reflection tool below.|4|4|0|4|3|1|4|5|4|3|5|5|5|5|5|1|4|5|4|2|5|5|5|2019-10-17|Lincoln School is a one-room, multi-age school.|Met|2019
52105206119606|Lincoln Street|2||4|4|5|3|3|5|5|5|1|3|5|5|5|2|2|4|3|5|4|5|5|5|4|2019-11-06|New History-Social Science for TK-8th grade will be implemented in the 2019-2020 school year.  In addition to currently offering health curriculum for all grade levels a new Health Education curriculum will be implemented in the 2019-2020 school year for 7th and 8th grade students.   Next Generation Science curriculum has not been adopted; however, the majority of the teaching staff has attended training on the standards.|Met|2019
39685690000000|Lincoln Unified|2||5|4|4|3|3|5|4|5|2|2|4|4|4|3|3|4|3|4|5|5|5|4|4|2019-10-23||Met|2019
39685770000000|Linden Unified|2|n/a|4|4|4|3|2|4|4|4|2|1|4|3|4|2|1|4|2|1|2|2|4|4|3|2019-10-16|n/a|Met|2019
54719930000000|Lindsay Unified|2||5|5|5|4|3|5|5|5|5|5|5|5|5|5|3|5|5|5|5|5|5|5|4|2019-10-14||Met|2019
15635860000000|Linns Valley-Poso Flat Union|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|4|4|4|4|4|4|4|4|||Met|2019
44697996049720|Linscott Charter|2||5|4|5|3|4|5|5|5|3|5|5|5|5|3|5|2|3|4|4|1|5|5|5|2019-09-03|Currently a task force of three teachers are evaluating NGSS State Adopted materials for use in this school year. Professional Development in that program is part of the school's budgeted PD expenditures.|Met|2019
37103716119119|Literacy First Charter|2||5|4|5|3|4|5|4|5|3|4|5|5|5|4|4|5|2|5|3|4|5|5|5|2019-10-09|LFCS is intentional at meeting the needs of students in order to attain mastery of state standards. Additionally, LFCS is intentional on developing programs that coach and mentor teachers as they improve their craft.|Met|2019
19647170000000|Little Lake City Elementary|2||4|3|5|4|2|4|3|5|4|2|5|3|4|4|2|1|1|5|5|1|5|5|4|2019-10-22||Met|2019
47703830000000|Little Shasta Elementary|2||4|3|4|3|3|5|5|5|3|4|4|4|4|3|3|2|3|3|4|1|4|4|3|2019-10-16||Met|2019
49402466119036|Live Oak Charter|2||4|3|4|4|3|3|3|3|3|3|3|3|3|3|3|1|3|3|4|1|3|2|2|2019-11-14|Live Oak Charter utilizes a modern interpretation of Waldorf developmental learning model that cultivates the innate capacities of each child through age-appropriate curriculum. Live Oak educates the whole child – head, heart, and hands - through an education that integrates each child’s creative, intellectual, emotional, physical and social domains.  Live Oak meets the CCSS via an interdisciplinary liberal arts program where art, music, and movement are integrated with core academic instruction.  Exploration of the natural world, human culture, language and mathematics enlivens curiosity which is the foundation of intellectual growth, conceptual flexibility, empathy and sense of connectedness.  Our core academic teachers are all state credentialed and are encouraged to develop and grow within Waldorf principles by becoming certificated in Waldorf instruction as well.|Met|2019
44697650000000|Live Oak Elementary|2||5|5|4|4|2|5|4|5|3|2|5|5|5|4|2|3|3|4|4|3|4|4|4|2019-10-16|Based on assessment results, classroom observations and teacher feedback, each year we modify our professional learning plan to address the professional learning needs of teachers to meet academic standards and state frameworks in order to move to Full Implementation and Sustainability in all areas.|Met|2019
51713990000000|Live Oak Unified|2||5|4|5|4|4|5|4|5|4|4|4|4|4|4|3|5|4|4|4|4|4|4|4|2019-10-17||Met|2019
01612000000000|Livermore Valley Joint Unified|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|5|5|4|5|5|5|5|5|2019-10-15|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.|Met|2019
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 recently adopted new Social Studies curriculum for grades 6-8.  Next Generation Science Standards are being implemented at 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|2019-10-10||Met|2019
19647336017891|Lockhurst Drive Charter Elementary|2||5|5|5|4|5|5|4|5|4|4|5|4|5|4|4|5|4|5|4|4|4|4|4|2019-10-23||Met|2019
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, 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 “Exemplary” Rating by Educators Evaluating the Quality of Instructional Products (EQuIP) in regards to its standards-alignment, as a base curricular resource across K-8. Next Generation Science Standards are integrated into Learning Expeditions at the K-5 level, along with social studies standards; and are taught to a separate science course in middle school. Within the area of math, we adopted the Open Up Resources CCSS-aligned math curriculum for middle school and use modules from Eureka Math in our elementary school.   Implementation of curricula was supported by a Curriculum Institute in June 2019, and quarterly professional development throughout the 2019-20 school year. In addition, implementation of standards in 2019-20 is supported by administrator and teacher attendance at the UnboundEd Standards Institutes in summer 2019 and coaching and professional development focused on teacher understanding and implementation of CCSS in math and ELA. In response to our 2018-19 local evaluation, we identified K-2 Foundational Reading Standards as an area for improvement, and adopted EL Education Skills Block as our core curriculum in this area.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-06-12||Met|2019
39685850000000|Lodi Unified|2||5|5|5|3|3|5|5|5|5|5|4|4|4|3|3|4|3|4|4|4|4|4|4|2019-10-15||Met|2019
12629276008023|Loleta Elementary|2||4|4|5|3|3|4|4|5|3|3|4|3|3|3|3|2|3|4|4|3|3|3|3|2019-10-22|Loleta Union School District focused on best practices for behavior through better implementation of the already initiated Positive Behavior Interventions and Supports work during the 2018-2019 school year. This was further supported by training in Multitiered Supports practices. A second priority was to create better community engagement and participation. The school continues a monthly stakeholders meeting in which representatives from all groups related to the school come together to develop policy for the school. The philosophy of the school is that if the culture of the classrooms and schools was calmer and more welcoming which will happen with more parent buy-in and participation, then  students would have a better chance to show success in academics. With this in mind, high academic standards under the CCSS framework were maintained with professional development in the articulation of writing standards across the grade levels and coaching but most professional development concentrated on multicultural understanding, recognition of intrinsic bias, understanding microaggression, and development of a restorative discipline practice across the school. Other supports given were:Crisis Prevention Intervention training Redwood Writing Project; County classroom visitations; Coaching; A More Perfect Union (Social Studies for 2 teachers); ERWC (writing to CCSS). We fixed the Internet and Wifi now available for all areas of school 1:1 ratio computers to students 5-8 with stations|Met|2019
12629270000000|Loleta Union Elementary|2||4|4|5|3|3|4|4|5|3|3|4|3|3|3|3|2|3|4|4|3|3|3|3|2019-10-22|Loleta Union School District focused on best practices for behavior through better implementation of the already initiated Positive Behavior Interventions and Supports work during the 2018-2019 school year. This was further supported by training in Multitiered Supports practices. A second priority was to create better community engagement and participation. The school continues a monthly stakeholders meeting in which representatives from all groups related to the school come together to develop policy for the school. The philosophy of the school is that if the culture of the classrooms and schools was calmer and more welcoming which will happen with more parent buy-in and participation, then  students would have a better chance to show success in academics. With this in mind, high academic standards under the CCSS framework were maintained with professional development in the articulation of writing standards across the grade levels and coaching but most professional development concentrated on multicultural understanding, recognition of intrinsic bias, understanding microaggression, and development of a restorative discipline practice across the school. Other supports given were:Crisis Prevention Intervention training Redwood Writing Project; County classroom visitations; Coaching; A More Perfect Union (Social Studies for 2 teachers); ERWC (writing to CCSS). We fixed the Internet and Wifi now available for all areas of school 1:1 ratio computers to students 5-8 with stations|Met|2019
43695000000000|Loma Prieta Joint Union Elementary|2||4|3|4|4|2|4|3|4|2|2|4|3|4|4|3|2|3|4|4|4|4|4|4|2019-11-13||Met|2019
54719930124776|Loma Vista Charter|2||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|2019
49708470127555|Loma Vista Immersion Academy|2||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|2019
42692290000000|Lompoc Unified|2||4|4|4|3|1|4|4|3|3|1|3|3|3|1|2|2|2|4|1|1|3|3|3|2019-10-22||Met|2019
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|2019-10-16||Met|2019
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|2019-08-20|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. Altogether, over 232 discrete courses were offered, spanning more than 555 separate occurrences of training and benefiting 8,985 participants. Online professional development was also delivered, with 1,335 discrete, teacher-facing, and outcome-driven Self-Paced Learning Opportunities–an increase of 103 (or 8%) from the previous year. Among the most viewed SPLOs were those on pedagogical techniques that encourage active classroom participation and have proven to help struggling students, particularly English learners.|Met|2019
18750366010763|Long Valley|2||4|3|4|2|3|4|4|4|2|3|3|3|3|2|2|4|2|2|2|2|4|4|4|2019-06-13||Met|2019
18641626010763|Long Valley Charter|2||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|2019
18641620135756|Long Valley Charter - Susanville|2||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|2019
31668450117150|Loomis Basin Charter|2||4|2|4|3|2|4|3|5|4|2|5|3|5|4|3|2|3|4|3|4|5|4|4|2019-11-07|As an International Baccalaureate School, teacher collaborate weekly with their grade level partner and IB Coordinator as well as twice monthly as a Primary Years (k-5) and Middle Years (6-8) Program. Teachers collaborate to write transdisciplinary units of study designed with the Common Core State Standards, Next Generation Science Standards, and History/Social-Science Standards in mind. Together, each grade level's units of inquiry make up our Program of Inquiry, which is analyzed on an annual basis to ensure vertical articulation of the standards. The Loomis Basin Charter School staff works closely with the Loomis Union School District's Curriculum Department to provide professional development for all teachers in the content standards. Additionally, teachers participate in IB trainings at least every three years.|Met|2019
31668450000000|Loomis Union Elementary|2||4|3|4|3|2|5|4|5|3|1|5|4|5|3|2|1|3|4|3|3|5|4|4|2019-11-07||Met|2019
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|2019-10-08|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 (PD) is delivered by way of release time for teachers in all of the Signature Practices. Teachers new to the Los Alamitos U.S.D. are placed on a five-year PD plan. Teachers are placed into cohorts according to the number of years with the District and attend PD sessions. Teachers are also released to attend pre-approved workshops and conferences with the expectation of disseminating their findings by way of instructional networking and through our Los Al Connects PD in the spring. 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 administrators provide regular, ongoing feedback by conducting classroom observations, setting individual goals for teachers, and by providing time for teacher collaboration.|Met|2019
43695180000000|Los Altos Elementary|2||5|3|5|3|1|4|4|5|1|1|4|4|4|3|1|2|1|5|3|5|4|5|5|2019-10-28|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.|Met|2019
19647330110304|Los Angeles Academy of Arts and Enterprise|2|The implementation of state academic standards is tracked through teacher dialogue, professional development activities, use of standards aligned instructional materials, teacher observations, and student performance progress monitoring. The use of multiple measures provides a more comprehensive understanding of the implementation of state academic standards.|4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|4|0|4|4|4|4|4|4|2019-08-29|Instructional materials, including the student progress monitoring instrument i-Ready, are aligned to state academic standards. Teacher lessons are also aligned to state academic standards.|Met|2019
19772890109942|Los Angeles College Preparatory Academy|2|n/a|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|2019-06-25|LACPA has introduced 2 intervention classes for the EL and SPED population. We use CPM for Math Intervention and Reading Plus for ELA intervention. For the 2019-2020 school year LACPA is implementing iReady in Math and ELA intervention classes and has enough licenses for all students to utilize the interventions in their CP/Advisory classes. Now interventions will be school-wide. ALL students will have access to intervention in all subgroups. We have also implemented tutoring hours and after school tutoring with YPI. LACPA is driving curriculum and college preparedness and introduced a dual-enrollment program as well.|Met|2019
19101990000000|Los Angeles County Office of Education|2||4|3|4|3|2|5|5|5|3|3|4|4|4|3|3|2|3|2|3|3|5|5|4|2019-10-15||Met|2019
19101990109942|Los Angeles International Charter High|2||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 For Two or More Years|2019
19647331996610|Los Angeles Leadership Academy|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|4|4|4|4|4|4|2019-11-15||Met|2019
19647330124818|Los Angeles Leadership Primary Academy|2||5|4|4|3|2|5|5|5|5|1|4|4|4|4|2|3|5|5|5|5|4|4|4|2019-11-15||Met|2019
19647330000000|Los Angeles Unified|2|LAUSD 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. LAUSD 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. LAUSD has implemented new ELA/ELD instructional programs for grades K-12 since 2017. LAUSD 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, LAUSD 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.  LAUSD began implementing new mathematics standards and curricula in the 2014-15 school year. LAUSD 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 continues implementation of the Next Generation Science Standards (NGSS) and the Career Technical Education standards. LAUSD implemented new high school HSS instructional materials in Fall 2018 and in grades K-8 in Fall 2019. LAUSD 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. New high school NGSS curricula was implemented in Fall of 2019 and K-8 materials will be implemented in Fall 2020. 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|2019-10-10||Met|2019
24657550000000|Los Banos Unified|2||4|3|4|2|1|4|4|4|2|1|3|3|3|2|1|4|2|3|2|1|4|3|2|2019-11-14||Met|2019
19647330137463|Los Feliz Charter Middle School for the Arts|2||5|4|3|3|5|5|4|5|5|5|5|4|4|3|5|1|3|5|5|2|5|5|4|2019-11-21||Met|2019
19647330112235|Los Feliz Charter School for the Arts|2||5|4|4|4|5|5|4|5|5|5|5|4|4|4|5|1|4|5|5|1|5|5|4|2019-11-21||Met|2019
43695260000000|Los Gatos Union Elementary|2||5|4|4|3|3|5|4|4|2|2|5|4|5|2|2|1|4|5|4|4|5|5|4|2019-10-24||Met|2019
43695340000000|Los Gatos-Saratoga Union High|2||4|3|4|3|4|5|2|4|3|4|4|3|3|3|4|4|5|4|5|4|4|4|4|2019-10-29||Met|2019
52715710000000|Los Molinos Unified|2|LMUSD Board # 1: Implementation of Common Core Standards has clear objectives, actions/strategies, measurements tools and success indicators. Through the PLC format, site administrators and teachers work together to review assessment data, instructional lessons, curriculum guides, and individual units. Training is provided based on the needs of each individual site.|3|4|5|5|4|4|5|5|5|3|4|5|5|5|3|5|4|5|5|4|4|5|4|2019-09-19|Amplify Science curriculum was adopted for K-8 in the Fall of 2019.|Met|2019
19647580000000|Los Nietos|2||4|3|4|1|1|4|4|4|2|1|4|3|4|1|1|3|4|4|2|1|4|3|3|2019-11-13|English Language Arts/English Language Development & Mathematics-CCSS During the 18-19 school year, teachers expanded the use of the Interim Assessment Blocks (IABs) to assist in determining student proficiency on common core state standards.  Teachers received professional development on best use of the Interim Assessment Block exams for instruction.  Teachers administered several IABs, they reflected on most common errors, and retaught the skills needed for the questions that students struggled. Additionally, teachers received professional development in the use of these instructional materials to support English language development instruction.   Physical Education During the 2018-2019 school year, a focus was made to better prepare elementary students for a healthier lifestyle as well as the annual Physical Fitness Test. Teachers were provided with Physical Fitness lesson plans that are aligned with the Health/Physical Education standards. Students completed several winter Physical Fitness Tests so that they set personal goals for the spring Physical Fitness Test administration.  Health Students were provided health education information using the state-approved curriculum, Teen Talk, to address the content area of Growth & Sexual Development. Parents were provided the opportunity to review the Health & Sexual Education curriculum, prior to students (5th & 7th Grade) receiving an education.|Met|2019
42692450000000|Los Olivos Elementary|2||4|3|4|2|2|4|4|4|2|4|3|3|3|3|3|3|3|4|4|1|3|3|3|2019-10-07||Met|2019
15635940000000|Lost Hills Union Elementary|2||5|5|4|3|4|5|5|4|3|4|5|5|4|3|4|2|2|5|3|1|5|5|5|2019-10-14||Met|2019
19647660000000|Lowell Joint|2||5|4|5|3|3|5|5|5|3|3|4|4|5|3|3|4|3|3|4|3|4|4|4|2019-06-24|Teachers continue to have planning as a grade level to discuss standards and instruction on a regular basis. There are Instructional Team Planning meetings on early-release Mondays with 4-5 of those coordinated for district-wide grade level meetings throughout the year. Teachers also have 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. For History/Social Science, we had a consultant from OCDE provide a full day of training on shifts in the new framework and changes in education code since the last adoption as the foundation for the Adoption Committee before piloting. All 7th and 8th grade teachers attended the H/SS Framework roll out sponsored by the CDE in addition to the materials fair for previewing state approved programs. The committee was then subbed out for a day to view presentations by the various publishers to select materials to pilot. We continue to support the increased 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. The establishment of the Conservatory of the Fine Arts (CoFA) at Rancho-Starbuck has also increased access to VAPA standards. We have added a World Language elective for Spanish and a Dual Immersion program at one site for the 2019-2020 year.|Met|2019
01612590126748|LPS Oakland R & D Campus|2||5|3|4|3|3|5|4|4|3|4|5|4|4|4|4|3|2|2|4|4|5|5|3|2019-10-19|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.|Met|2019
17640480000000|Lucerne Elementary|2||4|3|3|1|1|5|3|5|1|2|4|3|4|2|2|1|4|4|2|1|4|3|2|2019-06-12||Met|2019
36750510000000|Lucerne Valley Unified|2||4|4|4|3|3|5|4|5|3|3|4|3|4|3|3|4|4|4|4|3|4|4|4|2019-10-10||Met|2019
40687590000000|Lucia Mar Unified|2||4|4|4|3|2|4|4|4|3|3|4|3|4|3|2|4|4|4|4|3|4|4|3|2019-10-15|We recognize that we have work to do in History/Social Science as we need to update curriculum at the elementary level. However, we are also investing in professional development at the secondary level in this area by sending teachers to training at our local county office of education.|Met|2019
43694270130856|Luis Valdez Leadership Academy|2||3|3|4|3|3|4|4|4|3|3|4|4|4|4|4|1|2|3|4|4|4|4|3|2019-10-30|LVLA places CCSS at the heart of its approach to  instruction. All teachers identify CCSS and tie them to their curriculum maps. C-Maps are revised as necessary each year and reviewed by administrators.  In this way, LVLA ensures that teachers are covering appropriate standards and at a proper pacing.  PD has focused on implementation of CCSS and associated best practices, with department specific PD is provided on a rotational basis. LVLA also collaborates with sister schools during TFHE PD days (7 times a year), and have regular staff collaboration time multiple times each month. LVLA is currently in the process of evaluating and adopting curriculum materials that are aligned to the CCSS. ELA embeds CCSS within its curriculum and develops thematic units that revolve around texts from the CA Recommended Literature List. Math utilizes an integrated approach to mathematics aligned to the Common Core, and Science is embedding NGSS standards. TFHE works in partnership with LVLA staff to ensure that they utilize assessment and data sources at their disposal, adjust curricular strategies where appropriate, and facilitate collaborative analysis and decision-making. LVLA teachers remain intentional practitioners who implement an informed instructional approach. LVLA uses a variety of local assessment measures (MAP, Alloy, MDTP, and IXL) that are tied to CCSS  and enable the tracking of student progress throughout all of their years in high school.|Met|2019
43695420000000|Luther Burbank|2||4|4|4|1|3|5|5|5|1|3|4|4|5|1|2|4|5|2|2|4|4|3|2|2019-10-08||Met|2019
43693936046601|Lynhaven Elementary|2||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|2019
19647740000000|Lynwood Unified|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|5|4|5|5|4|4|4|3|2019-10-24||Met|2019
37684113731304|MAAC Community Charter|2||4|4|4|4|4|4|4|3|4|4|4|4|4|4|4|3|5|5|5|4|4|4|4|2019-10-22||Met|2019
20102070117184|Madera County Independent Academy|2||4|4|4|3|3|4|4|4|3|3|4|4|4|4|4|3|3|2|4|1|5|5|5|2019-10-08||Met|2019
20102070000000|Madera County Superintendent of Schools|2||4|3|4|2|2|4|2|4|2|1|3|2|3|2|3|1|3|4|1|1|4|4|4|2019-10-08||Met|2019
20652430000000|Madera Unified|2||5|5|5|4|4|5|5|5|4|4|4|4|4|3|4|5|4|4|4|4|5|5|5|2019-10-22||Met|2019
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, ELA, and ELD to ensure that they are aligned to standards and provide a rigorous and powerful academic program.  The District has implemented a supplemental curriculum tool and associated teacher training for science that is aligned with Next Generation Science Standards, and is in the process of launching a process for piloting and recommendation of new science materials during the 2019-20 school year.   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 from classroom teachers and in the arts from both classroom teachers and specialized music teachers.  Our District Arts Integration program also includes student experiences across all arts domains.   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, an award-winning 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 the following 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|2019-10-10||Met|2019
19101996119945|Magnolia Science Academy|2||4|4|4|4|4|5|5|3|3|4|4|4|4|4|4|1|3|5|5|5|4|4|4|2019-05-19|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.|Met|2019
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|2019-05-09|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.|Met|2019
19647330115212|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|2019-05-09|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.|Met|2019
19101990115030|Magnolia Science Academy 3|2||4|4|4|4|4|5|5|5|4|4|4|4|4|4|4|4|4|4|5|5|4|4|4|2019-09-10|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.|Met|2019
19647330117622|Magnolia Science Academy 4|2||4|4|4|4|4|5|5|5|4|4|4|4|4|4|4|4|4|5|5|5|4|4|4|2019-05-09|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, Physical Education, Visual and Performing Arts, and World Languages.|Met|2019
19101990137679|Magnolia Science Academy 5|2||4|4|4|4|4|5|5|5|4|4|4|4|4|4|4|2|4|5|2|5|4|4|4|2019-05-09|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.|Met|2019
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|2019-05-09|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.|Met|2019
19647330117655|Magnolia Science Academy 7|2||5|5|5|4|4|5|5|5|5|5|5|5|5|4|4|4|5|5|4|1|5|5|4|2019-05-09|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 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-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. Staff members also trained on social emotional learning supports for students.|Met|2019
19647330122747|Magnolia Science Academy Bell|2||4|4|4|4|4|5|4|5|4|5|4|4|4|4|4|1|4|5|5|5|4|4|4|2019-05-09|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, Socioemotional Development, MTSS, and Personalized Learning.|Met|2019
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|2019-05-09|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, MTSS and Personalized PD..|Met|2019
30768930130765|Magnolia Science Academy Santa Ana|2||4|4|4|4|4|5|5|5|4|4|5|5|5|4|4|1|4|5|5|5|5|4|4|2019-05-09|MSA-Santa Ana 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.|Met|2019
13631720000000|Magnolia Union Elementary|2||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|2019
31668940138081|Maidu Virtual Charter Academy|2||5|2|5|3|5|5|2|5|4|5|4|2|4|4|4|1|4|4|4|4|4|4|4|2019-10-15||Met|2019
07100740114470|Making Waves Academy|2||4|4|4|4|4|5|5|3|3|4|4|4|4|4|4|4|4|5|5|4|3|3|3|2019-10-17|Within the middle school, the tool currently being utilized to measure and track progress is the Achievement Network (ANet) platform. This is an interim benchmark assessment tool aligned to state and national standards as well as curriculum materials currently utilized. Within the upper school, the tool currently being utilized to measure and track progress is the California Assessment of Student Performance and Progress (CAASPP) platform. Through the use of Interim Assessment Blocks (IABs), Focused Interim Assessment Blocks (FIABs), as well as Interim Comprehensive Assessments (ICAs), the upper school is able to align curriculum and instructional practices to state and national standards while being responsive to student data.   The use of these tools informs professional learning for all teaching faculty and support staff. All curriculum being utilized in the middle and upper schools are aligned to state and national standards with the exception of Science. While we are working to identify and adopt new curricula aligned to the Next Generation Science Standards (NGSS). In the meantime, faculty are working to supplement their instruction with NGSS-aligned resources and labs.|Met|2019
26736920000000|Mammoth Unified|2||3|3|4|1|1|4|3|4|1|1|2|1|2|1|1|2|1|4|1|4|3|3|2|2019-10-24|The district is on its way to full implementation of curriculum frameworks, instructional materials and policies and programs to support students in the Common Core, History Social Science framework and Next Generation Science Standards.  In addition, World Language is our most developed program for the other adopted standards.  We are focusing on improving our implementation of History, NGSS, CTE and World Language, particularly in our secondary schools.  The adoption and implementation of the History/SS framework and NGSS is taking longer than expected and will need more focus.  There are plans to pilot new programs and to provide professional development in the HSS framework and NGSS in the coming year.  The County Office of Education is providing guidance and a strategic plan for Visual and Performing Arts.  Because there have been significant changes to some of our Health education curriculum, teachers are still working on learning about and incorporating those into classroom instruction. Professional development time in MUSD is used to support teachers in collaboration and implementation of all standards, analyzing data and setting goals around instructional quality. Teachers expressed the need for more explicit training, particularly around the implementation of Common Core, the HSS framework and NGSS.|Met|2019
23655730000000|Manchester Union Elementary|2||2|2|3|3|2|4|4|4|3|2|4|3|4|3|3|1|2|4|3|1|4|4|4|2019-11-12|As a K-8 school district we provide visual and performing arts, physical education and health education within the wide range of curricula taught by the multiple subject credentialed classroom teacher.|Met|2019
19753330000000|Manhattan Beach Unified|2|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, 86% of our students met or exceeded standards in ELA, and 80% met or exceeded standards in mathematics. The four-year trend in ELA and math shows an increase of 5% and 9% respectively. While we have made steady gains in ELA since the inception of the SBAC, our gains in math improved at a faster rate than our gains in English. The percentage of MBUSD seniors who completed at least one AP class with an exam score of three or above was 67%.  MBUSD strives to ensure that all students learn at high levels. Within our Personalized Learning Framework, we take collective responsibility to help each child grow academically, socially, and emotionally and use evidence of learning to ensure student success. We have committed to sending certificated staff in all subject areas to Professional Learning Community Institutes and classified staff to conferences aligned with their roles.   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.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-09-04||Met|2019
39685930000000|Manteca Unified|2||3|3|3|3|2|4|3|4|3|3|3|3|3|3|2|3|3|3|3|3|3|3|3|2019-10-08|MUSD leadership (site and district administrators) responded to the reflection tool.  The results are a composite of their views regarding implementation of State Academic Standards.|Met|2019
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 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|2019-10-09||Met|2019
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|2019-10-28||Met|2019
42692290116921|Manzanita Public Charter|2||4|4|5|3|3|5|5|5|3|3|4|3|4|3|2|3|1|3|4|4|5|4|4|2019-10-16||Met|2019
12629350000000|Maple Creek Elementary|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|5|3|5|5|2|5|5|5|2019-10-11||Met|2019
15636100000000|Maple Elementary|2||4|4|4|2|3|4|4|4|2|3|4|4|4|3|3|3|3|3|3|1|3|3|3|2019-10-10|Maple is a TK-8 elementary school district. We are a single-school district and we are working very hard to identify needs and provide professional development and support for all of our teachers and support staff. We provide mentor teachers for our newest staff members, as well as contract with outside providers to make certain we provide top quality research based strateigies to help guide the work we do.  Our students all receive access to a well rounded educational program that is designed to meet their specific needs and circumstances. We believe in serving every student, every day to the best of our ability.|Met|2019
34674210137950|Marconi Learning Academy|2||4|3|4|4|4|4|3|5|4|4|3|3|4|3|3|3|4|2|3|2|3|3|3|2019-10-22|Overall the school currently scores at a 3.36, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.16 growth from last year.  We improved in implementing our mathematics program and history courses last year. Courses offered in English ranges from English Intensive, Collection, and Writing Intensive. English department has expanded to continue to support students in English.  Students are placed in appropriate courses depending on NWEA scores in reading and math.  Marconi continues to ensure courses are offered and available to students to meet all academic needs. Small group instructions are offered in core subjects to increase student learning for students who need additional support.|Met|2019
51714070000000|Marcum-Illinois Union Elementary|2||5|4|5|3|3|5|4|5|2|2|5|5|5|3|3|3|4|4|3|1|5|5|5|2019-10-14||Met|2019
48705816116255|Mare Island Technology Academy|2||5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|2|5|5|5|5|5|4|4|2019-11-12|All Mare Island teachers are provided with both AVID and PLC training.  Also, curriculum-specific training is provided (e.g. Amplify, R180).|Met|2019
31750850117879|Maria Montessori Charter Academy|2||5|4|5|4|5|5|5|5|5|5|5|4|5|4|5|5|4|5|5|4|5|5|5|2019-09-16||Met|2019
15636280000000|Maricopa Unified|2||4|4|4|3|3|5|5|5|2|4|4|4|4|3|3|4|3|4|4|3|4|4|4|2019-10-10|Criteria: MET Common Core State Standard textbooks and materials have been adopted and implemented District-wide for Math, Language Arts/Reading, and Social Science. High School Science textbooks were adopted in the spring of 2019 and are currently being implemented in all science courses. The District is currently piloting TK-8th Grade Science materials for possible adoption in the Spring of 2020.|Met|2019
21102150000000|Marin County Office of Education|2||4|3|4|4|3|4|3|4|4|3|4|3|4|4|3|3|3|3|3|1|4|5|4|2019-10-15||Met|2019
22102230000000|Mariposa County Office of Education|2||3|3|5|4|5|3|3|5|5|5|4|4|5|4|4|4|4|4|3|3|4|3|3|2019-10-10|Mariposa County Office of Ed and MCUSD has worked diligently to track its progress towards implementing the state academic standards which are adopted by the state board. The Bridges math curriculum was implemented 4 years ago. Teachers have received ongoing training as well as an in district Bridges Coach who is available to answer questions and support teachers. CPM has been used in grades 6 - 12 for the last 6 years and teachers have been provided a variety of opportunities to complete the training cycle with Karen Arth our contracted trainer.   We also adopted new history curriculum county/district wide in the 2018-2019 school year and have been engaging on going training and professional develop surrounding it. 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.   We adopted Amplify Science in the 2019-2020 school year and have received ongoing training on the curriculum and continue to participate at the regional level to learn as much as possible.   We are using the IAB’s as our benchmark in order to inform out teaching to strengthen areas that our students need help with in order to be successful on the CAASPP. These teachers are also utilizing the CAASPP released performance tasks.|Met|2019
22655320000000|Mariposa County Unified|2||3|3|5|4|5|3|3|5|5|5|4|4|5|4|4|4|4|4|3|3|4|3|3|2019-10-10|MCUSD has worked diligently to track its progress towards implementing the state academic standards which are adopted by the state board. The Bridges math curriculum was implemented 4 years ago. Teachers have received ongoing training as well as an in district Bridges Coach who is available to answer questions and support teachers. CPM has been used in grades 6 - 12 for the last 6 years and teachers have been provided a variety of opportunities to complete the training cycle with Karen Arth our contracted trainer.   We also adopted new history curriculum district wide in the 2018-2019 school year and have been engaging on going training and professional develop surrounding it. 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.   We adopted Amplify Science in the 2019-2020 school year and have received ongoing training on the curriculum and continue to participate at the regional level to learn as much as possible.   We are using the IAB’s as our benchmark in order to inform out teaching to strengthen areas that our students need help with in order to be successful on the CAASPP. These teachers are also utilizing the CAASPP released performance tasks.|Met|2019
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|2019-10-16||Met|2019
49708050105890|Mark West Charter|2||4|4|4|4|4|4|4|4|3|3|4|4|4|4|4|3|3|4|3|1|4|4|4|2019-12-04||Met|2019
49708050000000|Mark West Union Elementary|2||4|4|4|4|4|4|4|4|3|3|4|4|4|4|4|1|2|2|1|1|4|4|4|2019-12-04|For Adopted Academic Standards: Career Technical Education, Visual and Performing Arts, and World Language - Not applicable as these standards are outside of our district's grade levels.  MWUSD is a K-6 district.|Met|2019
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 has implemented a new ELA/ELD instructional program called Wonders in 2018-2019.  Teachers have received 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|2019-11-14||Met|2019
43693936046619|Marshall Lane Elementary|2||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|2019
07617390000000|Martinez Unified|2||5|3|5|3|3|5|3|5|3|3|5|3|5|3|3|4|4|5|5|5|5|4|4|2019-10-28||Met|2019
49402466051932|Mary Collins Charter School at Cherry Valley|2||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|2019
49708626051932|Mary Collins Charter School at Cherry Valley|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|1|5|5|5|1|5|5|5|2019-11-12||Met|2019
58727365830138|Marysville Charter Academy for the Arts|2||5|3|4|4|4|4|3|4|3|5|5|3|4|3|5|3|3|3|5|5|4|4|4|2019-10-08||Met|2019
58727360000000|Marysville Joint Unified|2||3|2|3|2|2|4|3|4|2|3|3|3|3|2|2|3|3|3|3|3|3|2|2|2019-10-08||Met|2019
19647330126136|Math and Science College Preparatory|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|5|5|5|2019-02-06||Met|2019
19647330137562|Matrix for Success Academy|2||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 For Two or More Years|2019
12753820000000|Mattole Unified|2||4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|3|4|4|4|4|4|4|4|2019-10-10||Met|2019
06616060000000|Maxwell Unified|2||3|3|4|1|1|3|3|4|1|1|3|3|4|1|1|3|3|3|3|3|3|3|2|2019-05-08||Met|2019
13631800000000|McCabe Union Elementary|2||5|4|5|4|5|5|5|5|4|5|4|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-08||Met|2019
47704090000000|McCloud Union Elementary|2||5|1|5|5|4|5|1|5|5|5|4|1|4|4|4|1|4|4|4|1|4|5|5|2019-10-09|The rating for the English Language Development (Aligned to English Language Arts Standards) category is low because we do not currently (or historically) have EL students.  May teachers are CLAD certified, but don't utilize that training. If there was an NA option I would have selected that rather than a 1 for the category.  The same rating applies to courses above that we don't offer as an elementary school (ie. career technical education and world languages).|Met|2019
15739080000000|McFarland Unified|2||4|2|4|2|1|4|4|4|3|3|3|4|4|2|1|4|2|2|3|2|3|3|2|2019-10-08|MUSD provided training to some teachers in NGSS and those teachers have began to present their new found knowledge to other staff members. At the elementary level (K-5) all teachers participated in training with the CCSS Mathematics and recieved  training in how to implement the Standards for Mathematical Practices. We have continued our emphasis on ELD instruction and have provided on-going professional development to our teachers in this area. We adopted our new History/Social Studies Curriculum, and provided initial training, but followup training is needed in this area. This past year we started the adoption process for a new Science curriculum, and will look to implement and training during the 2019-20 school year.|Met|2019
37683386113211|McGill School of Success|2|McGill uses the following testing measures to evaluate our efficiency in teaching the state-approved Common Core standards: English Language Arts & English Language Development -Annual CAASPP ELA Test  -ELPAC  -STAR Early Literacy  - STAR Reading   -State Interim Assessments (including Performance Tasks)  -Raz-Kids  - Reading Plus - Writing Rubrics  -Benchmark Advanced Curriculum Formative/Summative Assessments   -Student Leadership Binder  Math -Annual CAASPP Math Test   -STAR Math  -State Interim Math Assessments (including Performance Tasks)  - Aleks   - Khan Academy  -Adopted math curriculum formative and summative assessments   -Math Facts Grade-level Check   -Student Leadership Binder  Next Generation Science Standards -California Science Test (5th grade)    - Integrated in Benchmark Advanced curriculum   -Project-based learning   -Student Plays on environment/cells/science concepts  History-Social Science - Integrated in Benchmark Advanced curriculum   -Project-based learning   -Student Plays on historical events/grade-level curriculum  Health Education Content Standards -PE lessons / assessments on grade-level Health Standards - 5th grade Fitness Test   -Projects about health/diet/biology  Visual & Performing Arts - Student performances (music)  -Grade-level theatre/play performance based on curriculum concepts (one grade level a month)  - School-wide performances  -Chorus performances  World Language -Spanish enrichment lessons with formal and informal assessments  -California Spanish Assessment Test once a Year.  -Spanish Proficiency in 4 domains earns students Pathway Seal of Biliteracy|4|4|4|3|4|4|4|3|3|4|3|3|3|3|3|1|5|5|5|3|3|4|4|2019-06-13|Compared to schools with similar demographics, McGill is performing at a comparable level while still providing students a well-rounded education that includes access to Common Core instruction in the various areas, Dance PE/Health Curriculum, Music/Choir/Theatre, and enriched learning opportunities before and after school.  For the 2019-2020 school year, McGill will be expanding its arts program to include ballet thanks to a collaboration with the San Diego Ballet.|Met|2019
12629500000000|McKinleyville Union Elementary|2||3|3|3|3|2|3|3|4|2|2|4|3|4|3|2|2|4|4|4|4|3|3|3|2019-10-24|Overall, MUSD is making continued progress in the implementation of state standards. Generally, we are either in the initial implementation or in full implementation. We have offered extensive training in Universal Design for Learning and Instructional Coaching that is student-centered focused. Comprehensive reading intervention services are made available for students who can benefit from such support. This is available for students who are enrolled in either the Spanish Immersion Program or the Traditional STEAM Program.Such supports are aligned with California's Reading Standards. Further, we sent a group of teachers to the most recent CAASP assessment conference where they could learn more about how to motivate students to fully engage in the assessment process, the power and importance of interim based assessments and more.|Met|2019
15636510000000|McKittrick Elementary|2||5|5|5|1|3|5|5|5|1|5|5|5|5|1|4|5|5|4|4|1|4|4|4|2019-10-10|McKittrick Elementary School’s staff and administration extended the California Instructional Materials adoption schedule.  The state adoption cycle for the core instructional materials is as follows:  Math in 2015, ELA in 2016, History in 2017 and Science in 2018.  McKittrick has added a year between each of the adoptions.  McKittrick adopted Math in 2015, ELA in 2017, and History in 2019.  Science will be in 2021.  The district has offered two years of systematic in-service during the implementation of each of the new core curriculum.  This approach negatively impacted the CAASPP Test scores in ELA in the short run, because the students were still using the old ELA Curriculum during the 2016-17 school year.  In theory, it will do the same for History and Science.   These losses in ELA were highest in 2016-17 when only 41.82% of our students Met or Exceeded standards in ELA. This was down from 43% in 2015-16.  The additional time and in-services brought the scores up to 60% Met or Exceeded in ELA for the 2017-18 school year, followed by a 10% increase during the 2018-19 school year.  This last year, the Math and ELA scores were both 70% Met or Exceeded.    Giving the staff time to digest the new curriculum before introducing the next subject has worked well for both students and staff.  Continuing to achieve similar scores at this high level will be difficult to sustain.|Met|2019
24657630000000|McSwain Union Elementary|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|2|3|4|4|1|4|4|4|2019-10-08||Met|2019
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 2018-19 school year, 84.98% 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, and based on ELPAC results and academic performance, 50% of English Learners were re-designated as RFEP. MATES has also been very successful in implementation of the California State Standards for Mathematics. In the 2018-19 school year, 88.08% of MATES students met or exceeded standards in Mathematics.  MATES teachers have 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, and adopted Pearson's My World curriculum in the 4th and 5th grades. 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|2019-10-21||Met|2019
13631980000000|Meadows Union Elementary|2||3|2|4|3|3|4|4|4|3|3|4|3|4|3|2|2|2|3|2|1|3|4|4|2019-11-12||Met|2019
23102310000000|Mendocino County Office of Education|2||1|2|3|2|2|2|2|3|2|2|2|2|2|2|2|2|2|2|3|1|2|2|2|2019-10-14||Met|2019
23655810000000|Mendocino Unified|2||5|3|5|5|5|5|3|5|4|5|5|4|5|5|5|4|5|5|5|5|4|4|4|2019-10-17||Met|2019
10751270000000|Mendota Unified|2||5|4|5|4|4|5|4|5|4|4|4|4|4|4|4|4|4|5|5|5|5|4|4|2019-10-23||Met|2019
33671160000000|Menifee Union Elementary|2||4|4|4|4|4|4|4|4|4|4|3|4|3|4|3|4|5|4|5|3|4|4|4|2019-10-22||Met|2019
41689650000000|Menlo Park City Elementary|2||5|4|5|3|3|5|4|5|3|3|5|5|5|3|3|1|5|5|5|5|5|5|5|2019-10-24||Met|2019
24657710000000|Merced City Elementary|2||5|5|4|3|3|5|5|4|4|4|4|4|3|3|3|3|4|5|4|1|4|3|2|2019-10-22|Reported to the Governing Board through LCAP Update item (SAMR PD Survey outcomes,  CAASPP data review and stakeholder input shared.|Met|2019
24102490000000|Merced County Office of Education|2||3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|4|3|3|3|1|3|3|2|2019-10-21||Met|2019
24737260000000|Merced River Union Elementary|2||5|3|5|3|1|5|3|5|3|1|5|3|5|3|1|1|1|1|2|1|4|4|4|2019-10-14||Met|2019
24102490106518|Merced Scholars Charter|2||4|4|4|2|3|4|3|4|3|3|3|3|4|2|3|5|3|3|3|3|4|4|4|2019-10-21||Met|2019
24657890000000|Merced Union High|2|In 2018-19, teacher representatives from each department were surveyed on the reflection tool, and the majority of results indicated that teachers felt that they were in the "Initial Implementation" phase of alignment to standards in their classrooms. In response, during the 2019-20 school year, district level administrators will be developing a process for each department listed above to conduct an analysis and determine the essential standards for their content with the goal of strengthening implementation in an effort to address a Board Goal- "Identify and consistently implement essential standards in core areas, including embedded skills (communication, collaboration, creativity, critical thinking). This strategy is based on research by John Hattie. After the collection of data from teachers in all departments via a form, trends and commonalities will be identified to align essential standards for 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|2019-10-09||Met|2019
51714150000000|Meridian Elementary|2|During the 18/19 school year, Meridian Elementary School District has adopted and implemented a new Mathematics program to ensure instruction meeting state academic standards.  The program adopted is bringing cohesion to the Mathematics program that the previous iteration did not as there were three programs leading to fragmented learning in this subject area.  During the 18/19 school year, Meridian Elementary began the adoption process of a formal Science program to implement state standards and Next Generation Science Standards in addition to the continued work of the Educational Specialist to bring Outdoor Education to Meridian.  The combination and the formal adoption of a new curriculum ensures meeting and implementation of state standards as well as full integraton into Next Generation Science Standards.    In History/Social Studies Meridian Elementary went through the training, piloting and adoption process for a new History/Social Studies program.  The Impact program was chosen and purchased to implement for full implementation in the 19/20 school year.  However, all grade levels received instruction in fully adopted state standards for History/Social Studies.  All currently adopted materials in English/Language Arts and English Language Development are properly aligned to Common Core standards for English/Language Arts.  This is continuing from the previous year.  Visual and Performing Arts educational courses are reflective of state standards including STEM instruction in Robotics.|5|4|5|4|3|5|4|5|4|4|4|4|5|3|4|3|0|4|4|0|5|5|5|2019-10-10||Met|2019
56724700000000|Mesa Union Elementary|2||5|5|5|3|4|5|5|5|3|4|5|5|5|3|4|3|3|3|4|3|5|4|4|2019-10-15|Mesa Union School District has evaluated, piloted, and adopted California State Standards English Language Arts, English Language Development, Mathematics and Social Studies instructional materials over the course of four years beginning in 2015.  The District is currently exploring and researching instructional materials that not only align with the state's Next Generation Science Standards, but also support the instruction and mastery of standards by Mesa Union's 620 students in grades transitional kindergarten through 8th grade.  In closing, 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 instructional materials.|Met|2019
19753090137703|Method Schools, LA|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|4|4|5|5|5|5|5|5|2019-09-10|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.|Met|2019
37680490129221|MethodSchools|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|4|4|5|5|5|5|5|5|2019-09-10|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.|Met|2019
19647330127977|Metro Charter|2||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 For Two or More Years|2019
16639586113120|Mid Valley Alternative Charter|2||5|3|4|3|4|5|3|4|3|4|4|3|3|3|4|1|2|3|3|3|4|4|3|2019-10-16||Met|2019
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, the District is at full implementation. In Mathematics, the District is close to full implementation (4.8/5.0) Regarding Next Generation Science Standards, the District is approaching full implementation (4.5/5.0) In History -Social Science, state content standards are fully implemented, and teachers are using fully aligned texts. Career Technical Education, having recently gone through Federal Program Monitoring, is fully implementing CTE standards. Health Education content standards are fully implemented. Physical Education model content standards are fully implemented. Visual and Performing Arts standards are fully implemented. World Language standards are fully implemented.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-09||Met|2019
15636690000000|Midway Elementary|2||5|5|5|1|5|5|5|5|1|5|5|5|5|1|5|3|3|3|3|3|5|5|5|2019-10-08||Met|2019
21653910000000|Mill Valley Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|4|5|5|5|5|5|5|2019-10-03|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.|Met|2019
41689730000000|Millbrae Elementary|2||5|5|5|3|3|5|5|5|3|3|5|5|5|3|3|3|3|3|2|2|5|3|3|2019-10-15||Met|2019
39754990102392|Millennium Charter|2||5|5|5|5|5|4|4|5|5|4|5|5|5|5|5|4|5|5|5|5|5|5|5|2019-10-14|Following the WASC visit for accreditation, the school embarked on developing a comprehensive action plan with five goals.  The goals were related to all of the areas above.  A School Improvement Committee was established to monitor progress each month.  The action plan is six months completed and has another year to complete.|Met|2019
27102720125765|Millennium Charter High|2||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|2019
21653180000000|Miller Creek Elementary|2|The Miller Creek School District continues to prioritize high quality instruction and fully implement curriculum that aligns with the California state standards.  During the 2018-19 school year, the District led an initiative in articulating a balanced literacy program with a focus on developing an independent reading program and designing small group,targeted reading instruction. Professional development focused on the administering of common assessments and using the data to monitor student growth according to the standards.  Teachers implemented and tracked common standards based assessment data in the area of reading and mathematics using our state approved curriculum as an instructional map.   The District has a thorough process for examining, piloting and selecting instructional materials. After a pilot of approved materials, the teacher curriculum committee recommends materials to the school board to consider for adoption.   During the 2018-19 school year, the District followed this procedure to adopt a new NGSS aligned science program in grades 6-8. The new program will be implemented during the 2019-20 school year with professional development that includes content development, understanding the scope and sequence of learning segments, and coaching from the publisher.   The District will continue this process for Science in grades TK-5. A committee piloted different options during the 2018-19 school year and this year will select and adopt the new curriculum for implementation in the 2020-21 school year.   Annually teachers have 3 contracted PD days, weekly teacher collaboration time through student early release and provided release time through creation of a master schedule, and additional opportunities for district and county collaboration throughout the year. The District surveyed teachers to support staff in identifying learning needs in order to design and deliver instruction aligned to the adopted academic standards. Teachers develop annual goals that reflect the LEA’s goals to identify areas of growth.   The district offers a thriving world language program in grades 6-8 that uses a newly adopted curriculum that is aligned with state academic standards.  The District had a committee of teachers attend a series of professional development workshops through partnership with the Marin County Office of Education to understand the new History Social Science framework and the shifts needed in curriculum. This exploration will continue during the 2019-20 school year with a larger group of educators.|4|4|5|3|3|5|5|5|4|3|5|4|5|4|3|3|4|5|5|5|5|5|4|2019-10-08||Met|2019
45700520000000|Millville Elementary|2|The tools Millivlle School uses to track progress implementing the state academic standards adopted by the SBE include staff wide research on the curriculum adopted prior to adoption. Checklists and examination were used to assure the curriculum adopted, or under consideration for adoption, covered the academic standards in math, language arts, science and social studies. Every teacher that teaches the subject under consideration was a part of the decision of adoption; we are currently piloting science program which again was agreed upon by the teachers in TK-8.  Additionally, Millville School reviews the results of the CAASPP annually and throughout the year to determine standards that may need additional time and resources. The CAASPP results are reviewed as a entire school, per grade, by socioeconomic groups, and by gender. Our review includes identifying specific standards that fall below "Standards Met" on the CAASPP and then identifying why. If there is a weakness in the curriculum that was identified through CAASPP scores and local assessments, additional resources are sought and reviewed to fill in the identified gaps in standards achievement.|5|1|5|3|4|5|1|5|4|4|4|2|4|4|4|3|4|5|4|2|5|5|4|2019-10-22|Millville School does not have an English Language Development population. There are policies in place should our ELD population grow but at this time there is no implementation of standards or curriculum as there are no students that fall under that category.|Met|2019
43733870000000|Milpitas Unified|2||4|3|4|3|1|4|4|4|3|1|3|3|4|2|1|3|3|4|3|3|3|3|3|2019-10-22|A teacher survey was administered in April-May 2019. Based on the survey results the areas of strength is in Mathematics and Language Arts. MUSD has completed the adoption of standards-based curriculum materials in all areas with the exception of Science.  Our teachers are currently utilizing open source to address NGSS and have attended various professional development engagements.   All schools have Instructional Leadership Teams in charge of analyzing student data and creating Professional  Learning Plans based on identified needs as well as facilitate on-going collaborative planning via Professional Learning Communities.  Moreover, MUSD has been exploring and is in the initial implementation of the MTSS and Inclusion model to address all students’ needs.  We will continue refinement of these efforts.  An area for improvement is the implementation of a standards-based curriculum in the areas of Social Studies as well as providing support to individual teachers on the standards they have not yet mastered.  This will be done by providing opportunities to attend targeted professional workshops, as well as coaching and mentoring.|Met|2019
20756060125021|Minarets Charter High|2||4|4|5|2|3|4|4|5|2|3|3|3|4|2|3|4|4|4|4|3|4|4|3|2019-10-08||Met|2019
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. 100% of core Science courses to the Next Generation Science Standards (NGSS). Mirus has aligned 100% of Health Education, Physical Education, and World Language courses. 74% of Career Technical Education courses are aligned to the CTE Framework. 70% of core 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 and each CTE course to be aligned to CTE Frameworks.    (2) The school measures the quantity (number of hours) and quality (evaluation of high relevancy) of professional development. 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|2019-10-10||Met|2019
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|2019-10-15|Overall the school currently scores at a 3.30 which is initial implementation of adopted academic and/or curriculum frameworks.|Met|2019
38684780123505|Mission Preparatory|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-03||Met|2019
27660840000000|Mission Union Elementary|2||4|5|5|4|4|5|5|5|4|4|4|4|4|4|4|3|4|5|5|2|5|5|5|2019-10-09||Met|2019
19651360114439|Mission View Public|2||4|3|4|4|4|4|3|5|4|4|3|3|4|3|3|3|4|2|3|2|3|3|3|2019-10-23|Overall the school currently scores at a 3.36, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.16 growth from last year.  We improved in implementing our mathematics program and history courses last year.|Met|2019
48705814830196|MIT Academy|2||5|5|5|4|4|5|5|5|5|5|5|5|5|5|5|2|5|5|5|5|5|4|4|2019-11-12|The LEA provides relevant professional development for both AVID and PLCs over the summer. There are teachers who still need to undergo the training, which we offer during the school year. We are also incorporating Instructional rounds so that we can learn more about the instructional practices of the teachers.|Met|2019
48705810137380|MIT Griffin Academy Middle|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2|5|5|5|5|5|4|4|2019-11-12|The Summit Learning network provides relevant professional development to the teachers.  We are also incorporating Instructional Rounds this year which provides Admin with data on PD needs.|Met|2019
49708476072136|Miwok Valley Elementary Charter|2||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|2019
50711670000000|Modesto City Elementary|2||4|3|4|3|3|4|3|4|2|3|4|3|4|3|3|3|2|4|3|2|4|4|3|2019-10-14||Met|2019
50711750000000|Modesto City High|2||4|3|4|3|3|4|3|4|2|3|4|3|4|3|3|4|2|4|3|2|4|4|3|2019-10-14||Met|2019
25102560000000|Modoc County Office of Education|2|MCOE does not operate a school making this priority Non-applicable. Note the Metrics were filled out because the dashboard would not reflect met without the required fields being filled in.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-14||Met|2019
25735850000000|Modoc Joint Unified|2||3|3|3|2|2|4|4|3|2|1|4|4|3|3|2|5|4|4|4|4|4|4|4|2019-10-08||Met|2019
36678270111807|Mojave River Academy|2||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|2019
36678270137174|Mojave River Academy - Gold Canyon|2||4|5|5|3|5|5|5|5|5|5|4|4|5|5|5|2|4|5|5|5|5|5|5|2019-12-11||Met|2019
36678270137232|Mojave River Academy - Marble City|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2|5|5|5|5|5|5|5|2019-12-11||Met|2019
36678270137182|Mojave River Academy - National Trails|2||3|3|3|3|4|4|3|4|3|3|3|3|3|3|3|2|3|3|4|1|4|4|4|2019-12-11||Met|2019
36678270137190|Mojave River Academy - Oro Grande|2||3|3|4|3|3|4|3|4|3|3|4|3|3|3|3|2|3|3|3|1|4|3|3|2109-12-11||Met|2019
36678270137216|Mojave River Academy - Rockview Park|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2|5|5|5|5|5|5|5|2019-12-11||Met|2019
36678270137208|Mojave River Academy - Route 66|2||3|3|4|3|4|3|3|4|4|3|4|3|3|3|3|2|3|3|3|1|3|3|3|2019-12-11||Met|2019
36678270137224|Mojave River Academy - Silver Mountain|2||3|3|3|4|3|3|3|4|3|3|3|3|3|3|3|2|3|3|3|1|3|3|3|2019-12-11||Met|2019
15636770000000|Mojave Unified|2||3|3|3|2|2|4|4|4|2|4|3|3|3|2|2|4|3|4|3|4|3|3|2|2019-10-01|The Mojave Unified School District has recently made steady progress in the area of standards implementation. CCSS-aligned instructional materials have now been adopted for both ELA and mathematics at all levels. Work continues on mapping, prioritizing, and pacing these programs at each grade level, and new Teaching and Learning Teams (TLTs) have been formed to establish teacher input and participation in this process. Teacher professional development will continue to be organized to support the proper implementation of these instructional materials. 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, expanding into other grade levels with the use of Focused Interim Assessment Blocks (FIABs). Other Interim Assessment Blocks (IABs) through SBAC are 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 continues to utilize and refine a CCSS-aligned report card through 5th grade.|Met|2019
45701106117931|Monarch Learning Center|2||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|2019
26102640000000|Mono County Office of Education|2||4|3|3|3|2|5|4|5|5|5|4|3|4|4|4|3|3|3|4|3|5|5|4|2019-10-03||Met|2019
10623230000000|Monroe Elementary|2||4|4|4|4|4|5|5|5|5|5|4|4|4|5|4|4|4|4|3|2|5|5|5|2019-10-25||Met|2019
43693936046627|Monroe Middle|2||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|2019
19647900000000|Monrovia Unified|2||4|3|3|1|1|5|4|4|1|2|3|3|3|2|2|4|1|2|3|5|4|4|3|2019-10-23|MUSD works diligently to continue to improve the implementation of the state and federal standards and expectations. Teachers continue to be trained on the new frameworks and standards as they come out. Materials are continually adopted to be aligned with the standards and frameworks.|Met|2019
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|2019-11-06|Teachers and Administrators have an opportunity to provide and receive support through weekly PD meetings, walkthroughs, surveys, and conference attendance.  The use of Whetstone, an online platform system (aligned to GBF) for leaders and teachers, which manages walkthroughs, observations, feedback, reporting, data-driven instruction, and professional development is in place systemize coaching and support for teachers and administrators.. Additionally, Whetstone allows the Instructional Leadership Team to see real-time data on observation frequency, action steps, and teacher/administrator coaching trends. Whetstone coaching support and feedback reports provide strong data for analysis and action planning at our school.|Met|2019
54720090000000|Monson-Sultana Joint Union Elementary|2||4|3|4|4|3|5|4|5|4|3|4|4|4|4|3|4|4|5|5|5|5|4|4|2019-10-01|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 meeting all standards. 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.|Met|2019
19647336018204|Montague Charter Academy|2|English Language Arts - MCA purchased the Benchmark Avance ELA Program and has committed to training that support exemplary implementation. Trainers from Benchmark Advance have been contracted to provide the professional development sessions. PD time has been allocated throughout the 2019-20 school year in our yearlong plan to ensure.   English Language Development - The ELD module of Benchmark was purchased in addition to the integration that the core program provides. Our ELD Coordinator and Assistant Principal will conduct trainings throughout 2019-20. They will also train the staff in research-based EL strategies such as Kagan Coopertaive Learning Strategies and various Guided Language “GLAD Strategies”.    Mathematics- The Eureka Math Program has been purchased and the company was hired to conduct PDs during the 2019-20 school year. MCA teachers will also share best practice strategies in math instruction during the 2019-20 school year on Tuesday afternoons and during PLC sessions.  NGSS - MCA will continue its highly effective Science Lab rotation system with a fully credentialed teacher. NGSS standard will be taught and modeled to teachers visiting the lab along with their students. The lab teacher will use the Discovery Science curriculum along with teacher created lessons to meet NGSS in the lab. During the 2019-20 school year, MCA will pilot the Science programs offered by TWIG and California Inspire. Various teacher leaders will be part of a special cohort to implement and evaluate the science programs so that MCA can make a purchase decision for the 2020-21 school year.        Career Technical Education- MCA is an elementary. We do not have technical education, but we do have a solid Robotics Program. MCA will participate in a local Robotics League and expose many students to robotics basics.  Social Studies - MCA will teach social studies from the Benchmark Advance series to integrate ELA and Social Studies.        Heath Education and PE - MCA uses the Achieve curriculum to implement the PE state standards. Our PE coaches are trained as well. The curriculum has health and nutrition instruction embedded.   Visual & Performing Arts -  As an Arts and Sciences school, MCA has a fully credentialed Visual Arts and a Performing Arts teacher. Both teachers are part of our rotational pull out program. The visual arts teacher focuses on artists and drawing/painting skills appropriate for their grade level. The Performing Arts teacher focuses on choral skills, dance and some basic playing of instruments. Our EL students benefit tremendously from the presentations and performances that these two subject areas put into place each year ( recitals, plays, exhibits, choir).|5|4|5|4|3|5|5|5|3|4|5|4|5|4|4|0|3|4|4|0|4|5|4|2019-10-31||Met|2019
47704170000000|Montague Elementary|2||5|5|5|3|4|5|5|5|4|5|4|4|4|3|4|3|3|4|4|3|4|4|4|2019-10-15||Met|2019
49708130000000|Monte Rio Union Elementary|2||4|4|4|4|3|5|5|4|4|3|4|4|4|4|3|3|4|5|5|3|4|5|5|2019-09-10||Met|2019
19648080000000|Montebello Unified|2||4|4|4|3|2|5|5|4|2|2|4|4|4|2|2|5|3|3|3|3|4|4|4|2019-06-20|Montebello Unified School District is currently in full implementation of the CCSS for ELA and Mathematics.  Textbook adoption has been completed and teachers are in the second to third year of receiving teacher professional development throughout the school year and during the summer months.  Teachers are working with Coaches in the classroom and during professional development on effective and differentiated instruction that includes all learning modalities.  Science is in the initial implementation phase of the textbook adoption pilot.  Teachers meet to vertically align NGSS and STEAM standards and best practices.  Professional Development and alignment of standards are currently underway in Visual and Performing Arts, Social Studies and World Languages.  Access to the core curriculum for ELA/ELD are being refined by working on implementation of the English Learner Roadmap and training for staff.|Met|2019
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|2019-10-15||Met|2019
27102720112177|Monterey Bay Charter|2||4|4|4|3|5|5|5|5|3|5|4|4|4|3|5|4|4|5|5|3|5|4|4|2019-10-31|MBCS teachers attend a 5-day Summer Grades Training. The program is funded by the school and provides professional development on standards and curriculum specific to the teacher’s assigned grade level. MBCS has a sustainable internal professional development program implemented during our weekly two hour faculty meetings. Teachers are provided collaborative time to develop curriculum, and teachers lead workshops on various topics during the year.    Teachers align their instruction to state standards and monitor student progress using formative and summative evaluation methods. Student progress towards mastery of learning standards are monitored through online benchmark testing administered at regular intervals and evaluated  by the Assessment Coordinator, Director and  Reading/Math Intervention Teachers at the Intervention Team meetings. Data is disaggregated and action plans for individual students are formed and monitored by the Director.   MBCS has an established staff evaluation system based on the California Standards for the Teaching Profession. All employees set annual goals, receive feedback and progress monitoring of specific goals, are formally observed and assessed by the Director. Recommendations for professional growth or improvement are made in collaboration with the employee during evaluation meetings. The Director and Pedagogical Director engage in frequent focused classroom walkthroughs and the Pedagogical Director provides direct coaching.|Met|2019
27102722730232|Monterey County Home Charter|2||5|5|4|2|2|5|5|5|2|4|5|4|4|2|3|2|4|5|4|2|4|4|3|2019-10-16||Met|2019
27102720000000|Monterey County Office of Education|2||4|4|4|3|3|5|5|4|3|3|4|4|4|3|3|4|4|4|4|2|4|4|3|2019-10-16||Met|2019
27660920000000|Monterey Peninsula Unified|2||4|3|4|3|3|4|4|4|4|3|4|4|4|3|3|4|2|3|4|3|5|4|4|2019-11-12|The Monterey Peninsula Unified School District as a TK-12 system, we are adopting curriculum at different levels (elementary and secondary), which will cause progress to fluctuate at different times. For example, in mathematics, the district adopted elementary, and has recently adopted middle school, and will soon adopt new high school curriculum. The goal is to align this across the district, while focusing instruction aligned to the frameworks.|Met|2019
49708210000000|Montgomery Elementary|2|LEAs progress in implementing the state academic standards has been met,|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-14||Met|2019
56739400000000|Moorpark Unified|2||4|4|4|4|3|5|4|5|2|2|4|4|4|4|4|4|4|4|4|4|5|4|4|2019-10-08|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.|Met|2019
07617470000000|Moraga Elementary|2||4|4|4|3|2|5|5|5|3|2|5|4|4|3|2|3|3|5|2|4|4|4|4|2019-10-15||Met|2019
43695750000000|Moreland|2||5|4|5|4|3|5|5|5|5|3|5|5|5|5|3|3|4|5|4|3|5|5|5|2019-09-24|This priority is aligned to and measured in Moreland's LCAP under goal 1.|Met|2019
33671243330685|Moreno Valley Community Learning Center|2||5|5|4|2|3|5|5|5|2|5|5|5|5|1|2|4|5|5|5|5|5|5|5|2019-10-29||Met|2019
33671240000000|Moreno Valley Unified|2||5|5|4|2|3|5|5|5|2|5|5|5|5|1|2|4|5|5|5|5|5|5|5|2019-10-29||Met|2019
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 using the CDE adoption toolkit; involving stakeholders in program examinations; conducting professional development; and identifying site leads compensated through our LCAP 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. MHUSD also conducts Professional Development and Implementation Status surveys of our instructional staff. Survey results indicate that we are on track with core implementations and are reported in the Goal 1 metric grid of our Local Control Accountability Plan   The 5 point implementation survey given to all teachers within the district indicates that core implementation has improved in: math from 3.9 to 4.2; ELA/ELD from 3.2 to 3.7; Social Science from 1.5 to 2.7; and NGSS from 2.1 to 2.4.   Other areas and status of implementation include: Health Ed:  Have fully implemented Red Cross Positive Prevention Plus curriculum (Gr 7 & 9)  Physical Ed: Fully implemented and aligned to state framework; updated for CPR/AED (gr. 9)  Visual & Performing Arts: Comprehensive program with renewal of VAPA plan 2017-18 with initial implementation during the 2018-19 school year.  World Languages: Fully Implemented Fall 2016: Vista Education World Language Program for grades 6-12  Career Technical Ed: Continuing development and alignment of CTE pathways with Core Curriculum.|4|4|4|2|3|5|5|5|5|5|4|4|4|4|4|3|5|5|5|5|4|4|4|2019-06-04|MHUSD used option 1 for this priority; however, the dashboard functionality was faulty and would not accept the information unless both options were filled out. See option one for our official local metric information.|Met|2019
36677770000000|Morongo Unified|2||5|5|5|4|4|5|5|5|4|5|4|4|4|3|4|5|5|5|5|5|5|3|3|2019-10-22|Morongo Unified has adopted and implemented NGSS secondary curriculum and textbooks that align with the state science framework and the CAASP testing in science. We will be in the process of adopting NGSS K-6 science materials during the 2019-20 school year. Training on the secondary curriculum implementation for all teachers has been on-going for four years and textbook training was available over the summer as well. Training for our adoptions are held every year as a protocol during our Summer Institute. We look forward to providing professional development for elementary teachers upon the K-6 NGSS adoption with teacher input into the recommendation of a state approved set of texts and materials.|Met|2019
49708706109144|Morrice Schaefer Charter|2||3|2|3|2|1|3|2|3|1|1|3|2|3|2|1|1|2|2|3|1|4|3|3|2019-10-02|Student and Teacher participation and feedback regarding instructional practices and delivery is also a very important progress indicator. 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 improve writing, collaboration, communication, and academic achievement|Met|2019
10621660121533|Morris E. Dailey Charter Elementary|2||5|4|5|5|5|5|4|5|4|4|5|5|5|5|5|4|3|4|4|4|5|5|5|2019-09-03||Met|2019
09619290000000|Mother Lode Union Elementary|2||4|4|4|2|3|4|4|4|2|4|4|4|4|2|4|2|3|4|4|4|4|4|4|||Met|2019
43696170000000|Mount Pleasant Elementary|2||4|4|4|3|1|4|4|5|2|1|3|3|3|2|2|4|4|4|4|4|3|3|3|2019-11-13||Met|2019
44697730000000|Mountain Elementary|2||4|4|4|5|4|4|4|4|4|4|4|3|4|4|4|2|2|5|5|2|5|5|4|2019-10-09||Met|2019
37682130000000|Mountain Empire Unified|2||4|3|4|3|3|4|4|4|2|3|4|4|3|3|3|3|4|3|2|4|4|4|4|2019-10-08||Met|2019
20764146110076|Mountain Home Charter (Alternative)|2||5|4|5|5|5|5|4|5|5|5|5|4|5|4|5|3|4|5|5|5|5|5|5|2019-10-28||Met|2019
01612180000000|Mountain House Elementary|2|Each of the subjects are being addressed in accordance to the state standards through the use of manipulatives and Smartboard technology to accommodate different learning styles. Also, by utilizing the services of an Educational Specialist to ensure alignment of state standards.|4|4|5|4|4|4|4|4|4|4|4|4|4|4|4|2|3|5|1|1|4|4|4|2019-10-31|Teacher and I.A.'s meet once a week to discuss lesson plans.Teacher communicates any changes that will be made to implement and execute lesson plans in accordance to the state standards. We utilize the services of an Educational Specialist to ensure the alignment of state standards.|Met|2019
05100580530154|Mountain Oaks|2||5|5|5|3|5|5|5|5|3|5|5|5|5|5|5|3|5|5|5|5|4|4|4|2019-10-16|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.|Met|2019
45737000000000|Mountain Union Elementary|2|Mt Union 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 2019 regarding sufficiency of materials. Grade levels participate in the Shasta County Office of Education adoption series.  Teachers are provided professional learning opportunities for the 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|2019-10-09||Met|2019
53750280000000|Mountain Valley Unified|2||4|4|3|4|4|5|5|5|5|4|4|4|4|4|4|5|4|4|4|4|4|4|4|2019-10-09|A new math teacher and new math curriculum at the high school tipped the overall scale down to initial implementation.|Met|2019
19648160000000|Mountain View Elementary|2||5|5|4|3|3|5|5|5|3|3|5|5|4|3|2|3|2|5|4|2|4|4|4|2019-06-12||Met|2019
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 a teacher survey and 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 received training and instructional materials aligned to the current ELA/ELD standards.  Survey results show 98% of elementary and 100% of middle school teachers rated the district at full implementation.  Mathematics - We are continuing to provide professional development on the rigorous content standards as well as the Standards for Mathematical Practices. Teachers receive training throughout the school year and are given time to collaborate.  Survey results show 100% of elementary and 82% of middle school teachers rated the district at full implementation.   Next Generation Science Standards –This is our fourth year providing intensive training to our middle school science department as they are fully implementing the recommended Integrated Model of standards (6-8).  When the training plan for NGSS is fully executed, each teacher (K-8) will have received four days of training for three consecutive years at a minimum.  Survey results show 10% of elementary and 86% of middle school teachers rated the district at full implementation.  Elementary sites had partially started NGSS training at the time of the survey.    History-Social Science – As reflected in the new framework, we are shifting our instructional model to include more opportunities for inquiry. Survey results show 58% of elementary and 100% of middle school teachers rated the district at full implementation.  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 and meet the mandated time requirements.  Survey results show 87% of elementary and 100% of middle school teachers rated the district at full implementation.  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. Survey results show 63% of elementary and 66% of middle school teachers rated the district at full implementation.  World Language - Students taking this course are exposed to the early stages of the content standards in Spanish IA & IB.  The district is rated as initial implementation by world language staff.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-15||Met|2019
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|2019-10-09||Met|2019
43695910000000|Mountain View Whisman|2||4|4|4|4|3|5|5|5|3|3|4|4|4|3|3|3|3|4|4|4|4|4|4|2019-10-24|Professional development on the Common Core Standards in English Language Arts/Literacy and mathematics began in 2013-14. The District adopted math (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 a 0.5 instructional coach at each elementary school and two middle schools share a 1.0 literacy, 0.5 math, and 1.0 science coach. 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 2019-20. The District continued using a Professional Development Committee composed of teachers and District administrators to create a menu of professional development options for teachers in 2019-20. In fall 2019, the District implemented a revised RTI/STEAM plan. All Elementary sites have dedicated STEAM teachers.  Each elementary school’s STEAM teacher focuses on hands-on K-5 science during RTI time, while the classroom or grade level teacher provides small-group support and enrichment. The District adopted new middle school History Social Science materials in May 2019, and in 2019-20 will review, pilot and adopt new elementary History Social Science materials as well as new Science materials for grades K-8.|Met|2019
43696090000000|Mountain View-Los Altos Union High|2||4|3|3|4|4|4|4|4|3|4|3|3|3|3|4|4|3|5|5|4|5|5|4|2019-10-21|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 site 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.|Met|2019
36677930000000|Mt. Baldy Joint Elementary|2||3|3|4|3|1|5|5|5|1|1|4|1|4|1|1|1|1|4|1|1|4|5|4|2019-10-10||Met|2019
07617540000000|Mt. Diablo Unified|2||4|3|4|3|1|3|4|4|1|1|4|4|3|1|1|3|3|3|3|4|2|1|1|2019-10-14||Met|2019
18750360121657|Mt. Lassen Charter|2||4|4|4|2|3|5|5|5|4|5|3|3|3|2|2|1|1|3|3|2|3|3|3|2019-02-20||Met|2019
47704250000000|Mt. Shasta Union Elementary|2||4|4|4|3|2|5|4|5|2|2|4|4|4|3|3|1|2|4|3|1|4|4|4|2019-10-08|We are piloting some science materials and will soon get started on exploring new history/social studies materials.|Met|2019
37680236037980|Mueller Charter (Robert L.)|2||5|4|4|2|4|5|4|4|2|4|5|4|4|2|4|1|2|4|4|4|4|4|4|2019-10-24||Met|2019
13632060000000|Mulberry Elementary|2||5|5|5|4|4|5|5|5|4|3|4|4|4|3|3|3|4|4|4|3|4|4|4|2019-10-08||Met|2019
19647336119044|Multicultural Learning Center|2||4|3|4|3|5|5|3|4|3|5|5|3|4|3|5|1|3|4|4|5|5|5|5|2019-10-24|As MLC has navigated the shifts in curriculum and standards, we have re-evaluated our program and worked to align principles for dual immersion education with the state standards and requirements. While language arts and social studies have been easier to adapt and develop over time with the acquisition of quality bilingual literature and non-fiction texts, math and science have proven to be more difficult in terms of accessing high quality curriculum in English and Spanish. In math we are working toward a K-5 focus on CGI math – a methodology-based program that can utilize our own materials. In science, we have not yet found the right fit for meeting NGSS standards and dual language learning and teachers are supplementing resources with their own curriculum. We have been engaging parents in efforts to fund-raise for expanded work school-wide in both the arts and stem related curriculum so we can utilize new resources, training, and partnership to improve our curriculum and instruction school-wide. We have invested funds in PD in math and science for teachers to address these focus areas. We have a multi-year plan for developing experts on staff in reading, writing, math and science to serve as leads for the school and moving forward and to create a culture of collaboration and professional growth.|Met|2019
56725040000000|Mupu Elementary|2||5|5|5|5|5|5|5|5|4|5|5|4|5|5|4|4|4|4|4|1|5|5|5|2019-10-16|Mupu Elementary School District has made progress in Priority 2 through the recent purchase of new History- Social Science curriculum. We are currently piloting a science curriculum in grades K-2. Scholars in grades 6-8 are exposed to pathways in Career Technical Education: Design, Visual & Media Arts and Patient Care. 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.|Met|2019
15636850000000|Muroc Joint Unified|2||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|2019
33752000000000|Murrieta Valley Unified|2||4|3|4|3|1|4|3|4|1|1|3|3|3|2|1|4|4|1|2|2|3|3|3|2019-10-24|In elementary, we have implemented the ELA/math standards with adopted curriculum. Staff are trained in the math curriculum and receive ongoing support through coaching. This is the 3rd year of ELA adoption and implementation. Ongoing training and coaching are in place with a focus on using the curriculum to support differentiation, English Learner strategies and scaffolding of texts. Elementary teachers are receiving training in the NGSS standards and instructional practices along with NGSS standards-aligned units. In secondary, we have implemented ELA/math standards. Middle school ELA and high school math are implementing newly adopted materials. Middle school science and high school English teachers are piloting materials. Secondary subject area teachers are trained on the ELD and literacy standards. Science is participating in the Science Communities of Practice.  Our science team is developing the NGSS scope and sequence. The health curriculum is aligned to the California Healthy Youth Act which is being implemented at 8th and 9th grade only with annually trained teachers. The CTE pathways continue to be enhanced with the CTE standards. World language teachers are being trained on the new standards.   VAPA is being implemented at the elementary level offering a variety of arts by grade level. These programs provide exposure for students that lead to greater participation in the Arts at the secondary level. MVUSD is approved as an Arts Equity District.|Met|2019
37683386115570|Museum|2||5|4|5|5|4|5|5|5|4|4|4|4|4|4|4|4|4|5|5|4|5|5|4|2019-10-14|The Museum School serves over 240 students in grades K-8, and provides a rigorous and engaging CA standards-aligned Project-based Learning educational program, through inquiry-based instruction.    For our students, learning is embedded in a meaningful real-world context and children are deliberately taught to see the connections between their formal education and the world.  At Museum School, students combine curiosity and application, leading to a deep understanding of content, self-motivation, and confidence. Learning takes place beyond the four walls of the school. These skill sets empower students to take on the challenges in order to become who they want to be and excel to their fullest potential.  The School has seen growth in mean scale scores in CAASPP Assessments for each grade level in both English Language Arts and Mathematics since 2016-17 through 2018-19.   The School has adopted state-approved educational materials in ELA and Mathematics and has developed curriculum based on NGSS standards for Science.   The School has a School Leadership Team that plans, implements, and monitors professional development for all staff based on student achievement data, internal evaluations and teacher feedback.   The School provides a wide breadth of subjects to students that includes Art, PE, Spanish Conversation and project-based classes at every grade level.|Met|2019
19647330102483|N.E.W. Academy Canoga Park|2||5|4|5|4|4|5|5|5|5|4|5|5|5|4|4|1|3|4|5|5|5|5|5|2019-10-23||Met|2019
19647330100289|N.E.W. Academy of Science and Arts|2||5|5|5|5|4|5|5|5|5|4|5|5|5|4|4|1|3|4|5|5|5|5|5|2019-10-23||Met|2019
28102800000000|Napa County Office of Education|2||5|3|3|2|2|5|3|5|3|4|5|3|5|2|3|4|3|5|4|3|5|5|5|2019-10-01||Met|2019
28662666026983|Napa Valley Language Academy|2||4|3|4|3|3|5|4|5|3|4|4|3|4|3|3|1|1|4|5|5|4|4|4|2019-10-21||Met|2019
28662660000000|Napa Valley Unified|2||4|3|4|3|3|5|4|5|1|1|4|4|3|3|1|1|2|3|3|2|4|4|3|2019-10-24|NVUSD had implemented two professional learning days to provide ongoing support for all of the relevant implementations addressed in this Reflection Tool. October 11th and March 13 will be our dates for these opportunities. The October 11th date offers more than 80 workshops, covering all Certificated and 190-day Classified employees.|Met|2019
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.  The district adopted reading/language arts materials from Benchmark and American Reading Corporation for grades TK-6.  Benchmark materials include digital and consumable student books in both English and Spanish.  The American Reading Corporation materials include at least five baskets of leveled books for each classroom in English and Spanish.  TK uses Touchmath while the remainder of the grade levels, kindergarten-sixth grade, use Houghton-Mifflin’s Go Math.  To supplement the Go Math curriculum, we are also using the University of California, Irvine’s Math Projects’ materials.  The Go Math and UCI math materials are available in English and Spanish for all grade levels. Professional learning has provided support for the Common Core State Standards for English Language Arts and Mathematics. Further professional learning has been provided using the ELA/ELD Framework to build educator capacity. District Resource Teachers presented the ELA/ELD framework to teachers last school year and will continue providing professional development for the ELA/ELD Framework and the ELD Roadmap.  The resource teachers are also available to support teachers with any instructional needs that they may have. Consultants from Benchmark, American Reading Corporation and the UCI Math Project have also provided professional development learning sessions for teachers. 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 had 60 teachers participate in an intensive Next Generation Science Standards California Math and Science Project grant. They will lead the charge as we move forward with adopting materials to support NGSS. We continue to use previously adopted History-Social Science materials to provide grade specific lessons. IReady is being utilized to inform teachers about their students’ progress in reading/language arts and math. The National School District has implemented data teams district-wide. Teachers are released five hours per month to analyze student data and collaborate in delivering instruction 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 the class and provide health, physical education, and visual and performing arts instruction. The enrichment teachers are highly trained and develop lessons on the most current curricula standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-23||Met|2019
37681890118323|National University Academy|2||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 For Two or More Years|2019
37683380137802|National University Academy 1001 STEAM|2|1001 STEAM uses various tools to track progress on state standards, 1001 STEAM uses formative assessments embedded in curriculum such as Edgenuity, Go Math, and other curriculum sources. We also utilize NWEA data as a formative benchmark to ensure standards are taught to mastery. We have been using NWEA since 2017,to monitor both our progress and performance. NWEA provides 1001 STEAM with Lexile levels, math, and reading scores and assessment. Every year we review CAASPP results to plan and focus for the next year. We use finals at the end of each course to ensure mastery and Unit Assessments throughout the semester to ensure students can synthesize standards.  1001 STEAM is still fine-tuning the assessment process along with curriculum modifications.  We are between Initial Implementation and Full Implementation of Curriculum Frameworks.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-11-20||Met|2019
37103710138594|National University Academy Dual Language Institute|2|English Language Arts- measured by NWEA MAP, SBAC and local writing and reading assessments taken from Senderos/Journeys curriculum. English Language Development-measured by the ELD assessments provided in Senderos/Journeys curriculum as well as yearly ELPAC exam.  Maths- measured by NWEA MAP, SBAC and local summative and formative assessments taken from Houghton Mifflin Go Math curriculum. Next Generation Science Standards- measured by summative and formative assessments taken from TCI curriculum as well as CAST for fifth and eighth-graders.  History-Social Science Standards-measured by summative and formative assessments taken from TCI curriculum as well as long term projects such as California Missions (4th grade), Historical Figures wax museums (5th grade), state (2nd) and country (3rd) reports, and Native American reports (3rd). Health Education Content Standards- curriculum developed directly from the Health Education Content Standards for California Public Schools Curriculum Framework. Summative assessments/metrics in progress. Curriculum Selection committee in process of selecting curricula for California Healthy Youth Act.  Physical Education Content Standards- Curriculum developed directly from Physical Education Content Standards for California Public Schools Curriculum Framework. The current metric is the Physical Fitness Test, given to grades five and seven.  World Language- embedded in the program's mission. Metrics include California Spanish Assessment, NWEA MAP in Spanish and summative and formative assessments from Senderos curriculum.|3|3|3|3|3|4|3|4|3|3|2|2|2|2|2|1|2|2|1|4|2|2|2|2019-04-16|This is NUA-DLI's second year as a stand-alone, seat-based program unaffiliated with other NUA programs. The 2018-2019 school year served as a baseline year from which to measure growth.  This year teachers and administrators are participating in a year-long symposium sponsored by SDCOE, which is designed to support educators in developing an effective evaluation tool tailored to the specific needs of the school.|Met|2019
30103060138800|National University Academy Homeschool/Independent Study Orange County|2|English Language Arts – measured by NWEA MAP, SBAC and local writing and reading assessments taken from various curriculum. English Language Development - yearly ELPAC exam Mathematics – NWEA MAP, SBAC and local summative and formative assessments taken from various curriculum, such as Saxon and Beast Academy. Next Generation Science Standards - measured by summative and formative assessments taken from various curriculum as well as CAST for fifth and eighth-graders. History-Social Science - easured by summative and formative assessments taken from various curriculum, such as Story of the World. Career Technical Education - in progress Health Education Content Standards - Curriculum Selection committee in process of selecting curricula for California Healthy Youth Act.  Physical Education Model Content Standards - The current metric is the Physical Fitness Test, given to grades five and seven.  World Language - students have access to multiple languages through curriculum such as Rosetta Stone, Portal Languages, as well as individual instructors of foreign language.|4|4|4|3|4|4|4|4|3|4|3|3|3|2|3|2|2|4|2|3|2|2|2||This is NUA-HSIS' second year as a stand-alone, seat-based program unaffiliated with other NUA programs. The 2018-2019 school year served as a baseline year from which to measure growth.  This year teachers and administrators are participating in a year-long symposium sponsored by SDCOE, which is designed to support educators in developing an effective evaluation tool tailored to the specific needs of the school.|Met|2019
34752833430659|Natomas Charter|2||4|3|3|3|4|5|3|4|3|5|4|3|4|3|5|4|4|4|5|5|4|4|4|2019-10-14|Natomas Charter School continues to demonstrate strong growth in the implementation of content standards and professional development for all teachers, administrators, and staff. NCS continues to refine practices in ELA and Math by bringing together teachers to examine current instructional practices, instructional materials, and student data to make refinements that better support all students. 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.   We are in the process of refining our practices in science 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.   In terms of professional development 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 individually identified professional growth through the use of school-provided individual professional development funds.|Met|2019
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|2019-10-15||Met|2019
34752830134049|Natomas Pacific Pathways Prep Elementary|2||5|3|5|3|4|5|5|5|5|4|5|5|5|5|5|3|4|5|3|1|5|5|5|2019-10-15|NP3 Elementary is committed to honoring the California Common Core Standards. Newly adopted standards and frameworks are reviewed and unpacked as a school site. Essential Learning Standards are identified and appropriate materials to support learning are identified. Stakeholders are identified to review curriculum. Curriculum choices are made after careful consideration of how it would meet the needs of NP3's learning community and its diverse population. Factors considered include how the curriculum meets the needs of English Language Learners, Special Education students, and multi-ethnic families. NP3 Elementary offers art instruction and STEM to all students k-5. Weekly, NP3 Elementary engages in professional development opportunities in best teaching practices for its teachers and Instructional Assistants. Teachers with a preliminary credential participate in the second tier of a Sacramento County Teacher Induction Program. New staff members work with a mentor teacher to learn new practices and procedures. All staff participates in one on one meetings with administration on a quarterly basis. Administration works with staff to set individual year long goals. Staff engage in weekly Professional Learning Community meetings. These meetings are used to dissect student progress and ensure learning targets are created and met. NP3's before and after school program offers instruction in a variety of activities (based on student interests).|Met|2019
34752830120113|Natomas Pacific Pathways Prep Middle|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|4|4|4|4|4|2019-10-15||Met|2019
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 State Standards, uses computer-adaptive question types, and benchmarks our student progress in comparison to the annual summative assessment.  The implementation of Common Core State Standards is also monitored through classroom and Professional Learning Community (PLC) walkthroughs. This data is reported to the Board multiple times a year in both Board communications and at Board meetings through presentations and study sessions.   School leaders are provided support through monthly district administration meetings which focus on our “4 commitments” (formative feedback, site-based professional development, use of our NUSD System of Assessments, and implementation of quality PLCs.) Site administrators are also receive on-going, non-evaluative support by a coach who facilitates triads of principals in best practice discussions and supports school leaders through dilemmas. Administrators are also provided support by the supervisors of schools and directors which occurs individually on the school site on a regular basis.   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|2019-09-11||Met|2019
01611190119222|Nea Community Learning Center|2|Nea curriculum adheres to the common core state standards for all academics disciplines.  We do not have a CTE program. With that, we need to make sure all our learners are meeting grade level expectations.  When they are not,  Nea is using reading intervention (K-5) and added a Middle School component last 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 common core state 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|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2|5|5|5|4|5|5|5|2019-10-17||Met|2019
36678010000000|Needles Unified|2||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|2019
19647336018287|Nestle Avenue Charter|2|Nestle utilizes a multi-tiered system of supports to ensure that students are able to achieve Common Core Standards and the Standards of the California Framework. For English Language Arts, Nestle uses Benchmark. For Math we use Eureka Math, supplemented by My Math.  For Science , we use Foss Kits, supplemented by Mystery Science. We work toward the Next Generation Science Standards and we supplement with Stem N More Science instructors weekly. We follow the District's adopted  History-Social Science curriculum . Every teacher with English Language Learner students provides an additional hour per day of ELD instruction. We follow the District requirement of providing 200 minutes of PE, every 2 week for grades 1-5. Additionally, we provide 1 hour of computer instruction per week.|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-24|Nestle has made a commitment to supporting the needs of all its students.For our high performing students, we provide a School for Advanced Studies with highly trained teachers.  For our struggling students, we provide additional instruction and remediation with our Intervention teacher and after school intervention. To support all learners, we use targeted small group instruction through our ELLP academies.  Additionally, to support all styles of learners, we provide Chorus, Art and Orchestra to support Arts Education.|Met|2019
37683956040513|Nestor Language Academy Charter|2||5|5|5|3|3|5|5|5|3|3|4|4|4|3|2|2|4|4|3|4|4|3|3|2019-10-10|Nestor Langauge Academy provides all students with a standards aligned comprehensive curriculum. Curriculum materials have been recently board adopted in English Language Arts and English/Spanish Language Development.   While South Bay Union School District and Nestor Language Academy has a board adopted, standards aligned mathematics adoption, district staff and teacher leaders have recently revised and improved the District Units of Study to be more comprehensive and offer supplemental resources, embedded professional learning and instructional practices.  An adoption committee is in the final phase of an instructional materials review and piloting of materials for Next Generation Science Standards.  This team will make a recommendation to the governing board in 2019-20.  In addition, new materials in History-Social Studies will be chosen this school year.  Professional learning will occur during the 2019-2020 and 2020-2021 school year on the new Health Education Framework.  Materials adoption in Health Education will follow.  As part of our Strategic Arts Plan, visual and performing arts teachers deliver standards based arts instruction to all K-6 students in SBUSD and Nestor Language Academy.  NEstor students have access to standards aligned instruction in both English and Spanish.|Met|2019
29663406112593|Nevada City Charter|2||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|2019
29663400000000|Nevada City Elementary|2||5|3|5|4|5|5|5|5|5|5|5|3|5|5|5|5|5|5|4|2|5|5|4|2019-11-12||Met|2019
29102980114330|Nevada City School of the Arts|2||4|4|5|3|2|4|4|5|3|2|4|4|5|3|3|3|3|1|5|1|5|5|4|2019-11-14||Met|2019
29102980000000|Nevada County Office of Education|2||3|3|3|2|2|3|3|2|2|2|2|2|2|2|2|3|3|3|3|1|2|2|2|2019-10-09|The LEA recognizes there are improvements to be made in various areas of implementation of state academic standards as noted above.  This year, the LEA plans to do an evaluation of all current and supplemental materials used in our programs and work with our local agencies to make sure we are providing a smooth transition for students to continue working in their curriculum from their home district.  The LEA will research piloting both an ELA/ELD and Mathematics program.  Several teachers and the administration are part of the Universal Design for Learning Network Community this year and will engage in evaluating lesson delivery, instructional practices and student engagement.  Teachers and the counselor will also attend a training this year in the Sexual Health Education program/curriculum and deliver instruction.  Teachers and administrators engaged in Differentiated Assistance in the prior year which included the development of a needs assessment which looked at many areas across the LEA (professional development opportunities, school climate, instructional support, collaborative time, etc.).  The results are being used to help guide support for the current year.|Met|2019
29663570000000|Nevada Joint Union High|2||4|3|4|3|4|4|4|5|3|5|4|3|4|4|4|3|4|3|3|4|4|3|3|2019-10-09|The 2018-19 school year with the first year of a newly revised push for Professional Learning Communities in the district.  English and Math departments were targeted at the largest comprehensive school site (Nevada Union) and great progress was made.  Progress will continue in the 2019-20 school year with an expansion of efforts to all school sites, and the inclusion of Social-Science, Science, World Language, Physical Education, and Health.   Additionally, new curriculum adoptions have occurred for ELA, Math, Social-Studies, Health, and Foreign Language over the past 4 years.  The 2019-20 school year will see new adoptions for Science courses.|Met|2019
45701690137117|New Day Academy|2||4|4|4|4|3|5|5|5|4|4|4|4|4|4|4|4|4|3|3|3|5|5|5|2019-10-10||Met|2019
19647330102541|New Designs Charter|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|2019-10-30|By August 2010 when the Common Core standards were adopted by the state, New Designs Charter was already reorienting and preparing itself to shift its instructional strategies and curriculum to align with anticipated common core standards implementation. When schools were required to start common core implementation in Fall 2014, New Designs Charter was then working to ensure a smooth transition to common core standards. Since then, teachers have received professional development on a sustained basis to improve their implementation of the adopted standards and understanding and appreciation of the new standards. There is continuous improvement in implementing programs to support teachers in areas of need; in aligning instructional materials to standards; and in providing professional development for teachers to effectively teach the adopted standards.|Met|2019
19647330120071|New Designs Charter School-Watts|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|4|3|4|2019-10-30|By August 2010 when the Common Core standards were adopted by the state, New Designs Charter was already reorienting and preparing itself to shift its instructional strategies and curriculum to align with anticipated common core standards implementation. When schools were required to start common core implementation in Fall 2014, New Designs Charter was then working to ensure a smooth transition to common core standards. Since then, teachers have received professional development on a sustained basis to improve their implementation of the adopted standards and understanding and appreciation of the new standards. There is continuous improvement in implementing programs to support teachers in areas of need; in aligning instructional materials to standards; and in providing professional development for teachers to effectively teach the adopted standards|Met|2019
01612420000000|New Haven Unified|2||4|3|4|3|2|4|4|4|3|2|4|3|4|3|1|3|1|3|1|4|5|5|5|2019-10-15||Met|2019
19647330111211|New Heights Charter|2||4|4|5|4|4|4|4|4|4|4|4|4|5|4|3|3|3|3|3|1|5|5|5|2019-09-11||Met|2019
39686190000000|New Hope Elementary|2||5|5|5|5|4|5|5|5|5|5|5|5|5|5|4|5|5|5|3|1|5|4|4|2019-11-12||Met|2019
19647330128371|New Horizons Charter Academy|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|2019-09-17||Met|2019
39686270117796|New Jerusalem|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 teachers 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 teachers 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 being created.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-17|4. The Following is a summary of where staff have placed themselves 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 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   2    World Language  NA|Met|2019
39686270000000|New Jerusalem Elementary|2|1.  Identify the locally selected measures or tools that the LEA is using to track its progress: We have selected NWEA’s Measures of Academic Progress (MAP) for measuring growth of ELA and Math 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 NWEA’s Measures of Academic Progress (MAP) assessment tool 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 NWEA MAP assessments three times annually (Fall, Winter and Spring). We monitor and analyze data after each MAP assessment 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 low student performance. With a developing awareness of the CA ELA Standards, shifts in teaching pedagogy, and a newly adopted curriculum, various professional development opportunities have been identified. 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 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 mathematical 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 district- wide goals, a strategic Academic Plan has been             created.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-17|4. The Following is a summary of where staff have placed themselves 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 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   2    World Language  NA|Met|2019
39686270130864|New Jerusalem 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 teachers 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 teachers 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 being created.    4. The Following is a summary of where o|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-17|4. 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        English Language Development 2    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  2    World Language  NA|Met|2019
34674390131136|New Joseph Bonnheim (NJB) Community Charter|2||4|4|3|2|4|4|4|4|3|3|4|4|4|3|3|2|4|4|2|1|5|5|4|2019-09-03||Met|2019
19647330117614|New Los Angeles Charter|2|New Los Angeles Charter School selected Option 2 Reflection Tool: Priority 2.|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|0|0|5|5|0|5|5|5|2019-10-07|For Question #4: Other Adopted Academic Standards: Career Technical Education, Health, and World Languages do not apply to New Los Angeles Charter School based on its educational program outlined in the school’s charter petition and it serves grades 6-8. However, our school has implemented CA Health Education Initiative with the CA Healthy Youth Act.|Met|2019
19647330133702|New Los Angeles Charter Elementary|2|New Los Angeles Elementary School selected Option 2 Reflection Tool: Priority 2.|4|4|5|4|4|4|4|4|4|3|5|4|5|5|5|0|5|5|5|0|5|5|5|2019-10-07|For Question #4: Other Adopted Academic Standards: Career Technical Education and World Languages do not apply to New Los Angeles Charter Elementary School based on its educational program outlined in the school’s charter petition and it serves grades K-5.|Met|2019
19647330117911|New Millennium Secondary|2||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 For Two or More Years|2019
19643520128496|New Opportunities Charter|2||4|3|4|1|2|4|3|3|1|1|4|4|4|1|3|3|1|1|1|1|4|5|4|2019-10-30|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 our charter school. However, we have chosen to use the metric guidance to assess our estimated rating.|Met|2019
34674390101881|New Technology High|2||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|2019
19647330111484|New Village Girls Academy|2||3|3|3|3|3|3|3|3|3|3|2|2|2|3|2|3|3|3|3|2|3|2|2|2019-10-02||Met|2019
36678760120006|New Vision Middle|2||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|2019
19756636120158|New West Charter|2||5|5|5|3|4|5|5|5|3|4|5|4|4|4|4|3|4|4|5|4|4|3|3|2019-09-10||Met|2019
01612340000000|Newark Unified|2||5|4|5|4|4|5|5|5|4|4|5|4|5|4|4|5|4|5|5|4|4|4|3|2019-10-17||Met|2019
31668520109827|Newcastle Charter|2||5|4|5|2|1|5|4|5|2|1|4|4|4|3|1|2|5|5|4|4|4|4|3|2019-11-06|English-language arts and mathematics have had the most time to implement new standards and work through training, support, and areas of need, so these two subjects were mainly rated as "Full Implementation and Sustainability." The district ELD program is being expanded on and improved so while it is rated at "Full Implementation," it fell short of a level 5 because of the improvements currently being made that will increase "Sustainability" in the coming years.  Work in NGSS has been started and the district is in the middle of adopting new currriculum and continuing to provide training to teachers.  The district will complete it's work in NGSS of moving to "Full Implementation" before beginning the development stages of History-Social Science.  Because the district serves students in grades TK-8, it does not go as deep into Career Technical Education as other districts who serve high school age students and therefore we contine to rate ourselves as in the "Beginning Development" stage until we can make stronger connections to CTE curriculum for all students.|Met|2019
31668520000000|Newcastle Elementary|2||5|4|5|2|1|5|4|5|2|1|4|4|4|3|1|2|5|5|4|4|4|4|3|2019-11-06|English-language arts and mathematics have had the most time to implement new standards and work through training, support, and areas of need, so these two subjects were mainly rated as "Full Implementation and Sustainability." The district ELD program is being expanded on and improved so while it is rated at "Full Implementation," it fell short of a level 5 because of the improvements currently being made that will increase "Sustainability" in the coming years.  Work in NGSS has been started and the district is in the middle of adopting new currriculum and continuing to provide training to teachers.  The district will complete it's work in NGSS of moving to "Full Implementation" before beginning the development stages of History-Social Science.  Because the district serves students in grades TK-8, it does not go as deep into Career Technical Education as other districts who serve high school age students and therefore we contine to rate ourselves as in the "Beginning Development" stage until we can make stronger connections to CTE curriculum for all students.|Met|2019
19648320000000|Newhall|2||5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|1|5|5|5|3|5|5|5|2019-10-22|As a TK-6 District we rated our implementation of Career and Technical Education a '1' since we do not have this program in our District and the on-line tools requires us to provide a rating in order to submit this data. In the area|Met|2019
50736010000000|Newman-Crows Landing Unified|2||5|4|4|3|3|5|4|5|3|4|4|4|4|3|4|5|4|5|5|4|5|4|4|2019-10-14||Met|2019
30665970000000|Newport-Mesa Unified|2||4|4|4|3|4|4|3|4|2|4|4|4|4|3|3|4|4|4|4|4|4|3|3|2019-10-29|Multiple sources of data were used to inform the Self-Reflection Tool determinations. The first was the 2018-19 LCAP Survey (January 2019) and the second was the Fall 2019 Local Performance Indicators Survey (September 2019), which reflects on the 2018-19 school year (July 1, 2018 through June 30, 2019.) Elementary and secondary results combined to inform an overall district-level report.|Met|2019
39684860131789|NextGeneration STEAM Academy|2||5|5|5|5|5|5|5|5|5|5|4|4|5|4|5|4|4|5|4|3|5|5|5|2019-10-10||Met|2019
21654090000000|Nicasio|2|English Language Arts curriculum aligned with Common Core State Standards and 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) was piloted in 2018-19 in grades 6-8 with anticipated board adoption in the 2019-20 school year.  Math curriculum is in full implementation with staff participation in professional learning during the 2019-20 school year. Staff participated in opportunities for professional learning for NGSS and History-Social Science standards during the 2017-18 and 2018-19 school years and we are beginning to develop and utilize instructional materials. Staff is researching and piloting state-adopted curriculum in these areas for future formal district adoption. Implementation of academic standards for health, PE, visual and performing arts, and world language is continuing. 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.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-10||Met|2019
39686766042725|Nightingale Charter|2||4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|3|4|4|4|4|4|3|3|2019-10-22|The Stockton Unified School District is committed to ensuring that students have Standards-aligned instructional materials for all subjects, including ELA/ELD and Math.  As such, a dual-adoption process of ELA/ELD and Math took place during the 2018/2019 school year with full implementation in the 2019/2020 school year.  Professional development for teachers and administrators began in January of 2019 and continues throughout the 2019/2020 school year.|Met|2019
34674390137844|NorCal Trade and Tech|2||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 For Two or More Years|2019
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|2019-09-25||Met|2019
15636930000000|Norris Elementary|2||5|5|5|3|3|5|5|5|3|3|5|5|5|3|3|2|5|5|3|2|5|5|5|2019-10-09||Met|2019
35675040000000|North County Joint Union Elementary|2||4|4|4|2|2|4|4|4|2|2|4|4|4|2|2|1|4|4|1|1|5|4|4|2019-10-10|na|Met|2019
37684520114264|North County Trade Tech High|2|All Academic Standards for core subjects have been adopted.  In June 2019, all staff met for a week of Professional Development and reviewed their curricula and aligned to our CTE focus.  In ELA, Mathematics, Science, History-Social Science, Health and PE, all content standards and school curricula we reviewed in June.  CTE worked with Core staff to develop connections with ELA and Math specifically, but all content areas.  Career Connections were stressed as the staff worked through the revisions and updates.  ELD was addressed with all our staff as we developed strategies for EL, SpEd and struggling learners.  With 30% of our school population starting at Trade Tech after their freshman year and credit deficient, we have to constantly address these concerns.|4|4|5|3|5|4|4|5|4|5|4|3|5|4|5|4|3|4|3|3|4|3|3|2019-06-18||Met|2019
45700780000000|North Cow Creek Elementary|2||5|5|5|3|4|5|5|5|3|4|5|5|5|4|4|3|5|3|4|2|5|5|5|2019-03-19||Met|2019
27738250000000|North Monterey County Unified|2|English Language Arts: Implemented and refined alignment of learning progressions TK-12 for priority standards. Adopted curriculum in ELA/ELD for K-6 with implementation in October 2018. Continued implementation of literacy units in 7-12. (Tool) Used the Fountas and Pinnell assessment to measure foundational literacy skills with specific focus on English Learner (EL)/Special Education students. Implemented three interim assessments K-12. (Measure).  English Language Development: Implemented strategies for English Learners, integrated into the units of study to ensure access in 7-12. Adopted new curriculum for ELA/ELD and received training in integrated and designated ELD in K-6. Redesigned instructional schedules to include ELD/Literacy blocks in K-6 (T). Administration of ELPAC annual assessments completed (M).  Mathematics: Implemented learning progressions to align priority standards TK-Integrated Math III. Math curriculum pilot conducted for 6-8 Math and adopted for 2019-20 implementation. (T). Implemented interim assessments in K-Math III to measure progress in learning progressions/priority standards (M).  Next Generation Science Standards: 6-8 NGSS curriculum was piloted and adopted for implementation in 2019-20. Pilot for K-5 NGSS curriculum began, continuing in 2019-20. (T) High school level courses were refined and implemented for Integrated Science I/II/III with a new course A-G approved for CTE and Integrated Science III with implementation in 2019-20. (T). Integrated Science common unit assessments and practices in grades 7/8 implemented. Common assessment for Integrated Science I at the high school in development. (M).  History Social Science: Piloted History-Social Science curriculum aligned to new framework and adopted for Grades 6-12 with implementation in 2019-20. (T). Implemented content literacy writing rubric (M).  Career Technical Education: Revised CTE pathways and courses implemented to integrate CTE standards (T). Self-evaluation completed using 11 Elements of High Quality CTE Programs with Advisory held for each pathway. (M).  Health- Elementary implemented integrated Health units within PE program. Middle School explored new curriculum. High School continued Health curriculum (T).  Physical Education: PE teachers implementing the SPARK curriculum (T) with a focus on the FITNESSGRAM six areas. Developed and implemented content literacy writing assessment (M).  Visual and Performing Arts: Continued to ensure all teachers trained in Arts Integration K-6 (M). Aligned curriculum focused on performance tasks (T).  World Language: Courses used diagnostic assessments to identify placement (T). Common assessments implemented to prepare students for the California State Seal of Biliteracy upon graduation, using AP Spanish pass rate. (M) Each tool (T) and measurement (M) 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|2019-10-24|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 on 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 continue to work collectively to ensure that there is consistency of instruction between and among grade levels. All 7-12 teachers and K-6 teacher leaders received training on Standards -Based Learning with 7-12 focusing on Grading and Assessing. Technology Integration Workshops for teachers are offered to plan and develop academic state standards-based learning opportunities, for students, through technology.|Met|2019
01612596117972|North Oakland Community Charter|2||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 For Two or More Years|2019
19101990100776|North Valley Military Institute College Preparatory Academy|2||4|4|5|5|4|5|5|5|5|5|4|4|5|5|5|4|4|5|5|4|5|5|4|2019-09-30|NVMI has fully implemented Professional Learning Communities that meet multiple times during the school year. These PLCs include time to focus on data-driven decision making and supporting each other in the implementation of standards-based teaching and learning. New curricular materials were adopted in English, math, science, and history within the last two years, and professional development has been provided in their implementation.  We believe that while we still have much to do to improve the delivery of instruction, the NVMI staff is committed to meeting the requirement for implementation of state academic standards, and using PLCs as a means to meet that requirement.|Met|2019
19647330100776|North Valley Military Institute College Preparatory Academy|2||4|4|5|5|4|5|5|5|5|5|4|4|5|5|5|4|4|5|5|4|5|5|4|2019-09-30|NVMI has fully implemented Professional Learning Communities that meet multiple times during the school year. These PLCs include time to focus on data-driven decision making and supporting each other in the implementation of standards-based teaching and learning. New curricular materials were adopted in English, math, science, and history within the last two years, and professional development has been provided in their implementation.  We believe that while we still have much to do to improve the delivery of instruction, the NVMI staff is committed to meeting the requirement for implementation of state academic standards, and using PLCs as a means to meet that requirement.|Met|2019
12101240134163|Northcoast Preparatory and Performing Arts Academy|2||5|5|4|4|5|5|5|5|4|5|5|5|5|4|5|1|4|3|5|5|5|5|5|2019-09-23||Met|2019
12626870000000|Northern Humboldt Union High|2||4|4|4|4|4|4|4|4|4|3|4|4|4|4|4|3|4|5|5|5|4|4|4|2019-10-08|In general the district is in "full implementation" with room to grow into "full implementation and sustainability."  Goal 1 is the academic goal of the district's LCAP.  The continuation of infusing Differentiated Instruction and Universal Design for Learning into lesson planning and courses of study will assist in providing additional focus on CCSS in the curriculum.  Evidence of CCSS will be a part of the updated courses of study.  In addition, staff will identify and implement effective instructional strategies and practices to be utilized by teachers to ensure CCSS are being adhered.  Also tutoring and academic counseling will be provided to students in need.  Both the PIR and the LCAP include increased use of the interim assessments to help improve the CAASPP scores.|Met|2019
45701690129957|Northern Summit Academy|2||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|2019
12101240137364|Northern United - Humboldt Charter|2||4|4|4|3|3|5|5|5|4|1|5|1|4|3|3|3|3|5|3|3|4|4|3|2019-10-21||Met|2019
47104700137372|Northern United - Siskiyou Charter|2||4|2|4|4|3|4|2|4|4|3|4|2|4|3|3|3|3|3|3|3|4|4|3|2019-10-21||Met|2019
49708700106344|Northwest Prep Charter|2||3|3|3|2|3|2|2|3|3|3|3|3|2|3|3|4|3|3|2|3|4|4|3|2019-10-02|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. 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.|Met|2019
36103630115808|Norton Science and Language Academy|2||5|5|5|3|3|5|5|5|3|3|5|5|5|3|3|2|4|5|4|5|5|5|5|2019-10-14||Met|2019
19648400000000|Norwalk-La Mirada Unified|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|3|5|5|5|5|5|5|5|5|2019-10-21|We are implementing a newly adopted History Social-Science curriculum this school year. Teachers are completing training sponsored though the district professional development department.|Met|2019
33736760121673|NOVA Academy - Coachella|2||3|3|5|2|3|4|3|5|2|3|3|3|4|3|3|2|3|4|4|4|3|3|3|2019-10-24||Met|2019
30666700106567|Nova Academy Early College High|2||4|4|4|2|2|3|5|5|2|2|4|4|4|2|2|3|4|4|4|4|4|3|3|2019-10-24||Met|2019
21654176113229|Novato Charter|2||5|4|4|5|5|5|4|4|5|5|5|5|5|5|5|3|5|4|5|4|5|5|5|2019-10-16||Met|2019
21654170000000|Novato Unified|2||4|4|4|3|2|4|4|4|3|2|4|4|4|3|2|3|4|4|4|4|4|4|4|2019-10-01|The district used the California Department of Education’s Self-Reflection Tool to survey district administrators in fall 2019 on progress in areas of professional learning, instructional materials, and policies and programs that support improvement.|Met|2019
51714230000000|Nuestro Elementary|2||5|3|5|2|2|5|5|5|2|2|5|3|5|2|2|3|2|3|3|1|4|4|4|2019-10-15||Met|2019
15634040120139|Nueva Vista Language Academy|2|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.  In addition, teachers are given extra collaboration and planning time as needed to ensure they meet the needs of all learners, including English language learners, Foster youth, and McKinney-Vento students. 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 serves as a district curriculum facilitator to support curriculum development and implementation process by creating pacing guides, instructional materials and assessments.  Teachers have also participated in the Next Generation Science Standards roll-out training, and teachers in each grade level will pilot new curriculum to ensure the curriculum meets the state standards for learning.  NVLA is in the second year of implementation of Advancement Via Individual Determination (AVID); it is now a school-wide program to ensure each student is prepared for lifelong learning.  AVID focuses on instruction and a college-going culture for all students.  In the classroom, students follow lessons in writing, inquiry, collaboration, organization skills, and reading.  Beginning in kindergarten, students begin AVID folders for organization and tracking their learning through data, and that strategy continues through fifth grade as students track their reading data and specific assessments.  Another school-wide academic initiative is the professional learning and implementation of Thinking Maps.  Thinking Maps consists of eight visual patterns that assist students in organizing their thought process and obtain a higher level of thinking. Nueva Vista Language Academy has a group of teachers and administrators who have been trained as trainers, and the team has put on several professional learning opportunities for teachers.  In the classroom, teachers are implementing the use of Thinking Maps in all content areas. Students use Thinking Maps as a guide for speaking and writing.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-14|Nueva Vista Language Academy is driven by multiple data sources.  Throughout the year, NVLA teachers meet to analyze student data in reading and mathematics.  Each grade level follows the WestEd model for analyzing data, and from there they set grade level goals and monitor the goals throughout the year.  Nueva Vista Language Academy has access to a district-level administrator to support data and strategic planning to meet academic needs.   Data is also analyzed in Student Assistance Team meetings to set individual recommendations and goals for intervention.|Met|2019
33671573331014|Nuview Bridge Early College High|2||5|4|5|5|4|5|4|5|4|4|4|4|4|4|4|2|4|5|3|4|5|5|3|2019-11-14||Met|2019
33671570000000|Nuview Union|2||5|4|5|2|3|5|5|5|2|3|4|4|5|2|3|5|5|3|2|1|5|5|3|2019-11-14|We are in our fourth 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 addition, our district was selected to serve on a count wide math task force. This task trends force is charged with analyzing the different math throughout the state and bringing best practices and recommendations to schools throughout Riverside County.  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 and sustained McGraw Hill Wonders for ELA and ELD.  This year we began our first year of implementation of History/Social Studies. Our textbook adoption committee unanimously selected TCI History Alive as our new Social Studies curriculum.  We are currently exploring an NGSS curriculum and plan on piloting a couple of different options for this new adoption in the 2020-2021 school year.|Met|2019
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 area is summarized below utilizing the following rating scale from CA Dashboard:   Rating Scale (lowest to highest): 1- Exploration and Research Phase; 2-Beginning Development; 3-Initial Implementation; 4-Full implementation; 5-Full Implementation and Sustainability|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|3|3|4|4|4|4|3|4|2019-11-14||Met|2019
49708396051890|Oak Grove Elementary/Willowside Middle|2||3|3|5|3|3|2|2|5|2|4|3|3|5|3|3|1|4|5|5|1|4|4|4|2019-10-09|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.|Met|2019
49708390000000|Oak Grove Union Elementary|2||3|3|5|3|3|2|2|5|2|4|3|3|5|3|3|1|4|5|5|1|4|4|4|2019-10-09|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.|Met|2019
34674390125591|Oak Park Preparatory Academy|2||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|2019
56738740000000|Oak Park Unified|2|OPUSD results on the 18-19 CAASPP demonstrate excellent progress toward the implementation of the Common Core State Standards, with 80.64% of students meeting or exceeding standards in ELA, and 73.58% meeting or exceeding in Math. Implementation of NGSS science is well underway in grades 6-12, with recent adoptions and updated courses in place. For History/Social Science, grades 6-8 recently adopted materials aligned to the new Frameworks. For CTE, OPUSD has been at the forefront of implementation, earning a California Exemplary CTE Program at OPHS in 2019. OPUSD uses local measures, state measures, and other measures to gauge success of the instructional program.  These measure include: Fastbridge universal screening tool, local assessments, MDTP (Math Diagnostic), AP pass rates, ACT and SAT scores, and others.|5|4|5|4|4|5|5|5|5|5|5|4|4|4|4|5|4|5|4|5|5|5|5|2019-10-15||Met|2019
45700860000000|Oak Run Elementary|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|4|4|4|4|1|4|4|4|2019-10-09||Met|2019
54720170000000|Oak Valley Union Elementary|2||5|5|5|3|1|5|5|5|3|1|5|5|5|3|1|4|5|5|5|1|1|1|1|2019-10-22|A new Superintendent has been selected for the 19/20 SY thus support for teachers and administrators is at the exploration and research level in order to authentically assess their needs.|Met|2019
39686350000000|Oak View Union Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|1|4|1|1|4|4|4|2019-10-17||Met|2019
50755645030176|Oakdale Charter|2||5|5|5|2|3|5|5|5|3|3|5|5|5|2|3|2|4|5|2|3|5|5|5|2019-06-10||Met|2019
50755640000000|Oakdale Joint Unified|2||5|3|5|1|2|5|5|5|1|5|5|3|5|1|2|4|4|5|2|4|4|4|4|2019-10-14||Met|2019
01612596111660|Oakland Charter Academy|2||4|2|5|4|3|5|5|5|5|3|5|3|5|5|4|1|5|5|4|1|5|5|5|2019-10-28|We have partnered with several groups to provide support for teachers. We have three regional superintendents to support the growth of the academic and social-emotional growth of the schools in our network and to ensure common core state standards implementation. We have partnered with TNTP/Relay to provide an instructional coaching model for principals, teacher-leaders, and principal supervisors. We have adopted Springboard, LearnZillion Math, Discovery History curriculum, and FOSS Science to ensure the equitable development and implementation of NGSS/CCSS standards across all the middle school campuses at AMPS. We have regular professional development on Fridays to ensure continuous learning and development with our curriculum and coaching model. We also have quarterly professional development with the providers of our curriculum to ensure equitable and continuous progress/implementation.|Met|2019
01612590114868|Oakland Charter High|2||4|4|4|3|4|5|5|4|3|5|4|4|4|3|4|3|3|4|5|5|4|4|4|2019-10-10||Met|2019
01612590130617|Oakland Military Institute, College Preparatory Academy|2||3|2|3|2|2|3|3|3|3|3|3|3|3|3|3|3|5|5|5|5|3|3|3|2019-10-07||Met|2019
01612593030772|Oakland School for the Arts|2|Oakland School for the Arts has adopted curriculum in all core content areas that is state standard aligned. In addition to the curriculum, each academic department has identified key anchor standards to track student progress in both vertically and horizontally. Assessments have been designated to track progress in these areas, including the SRI (Scholastic Reading Inventory) in English Language Arts and the MDTP (Mathematics Diagnostics Testing Project) in our math classes. Our arts departments are all working to be CTE aligned with the goal to have all students be CTE completers upon graduation. Key members of our faculty regularly attend training and conferences that focus on CTE development and we have a board of industry experts with whom we meet twice annually to ensure our artistic programs are industry aligned and relevant. Each of these progress tracking tools supports our mission is to prepare all of our graduates for both college and industry.|4|2|4|4|4|4|2|4|4|4|4|2|4|4|4|4|4|3|5|4|4|4|3|2019-11-06|Our development in supporting English Language Development has been slower than in other areas as a result of our low EL population. The recruitment of EL students has been challenging but we are starting to see an increase in EL population and are developing an EL program to support these students. We have an EL site plan and designated EL support class in place.|Met|2019
01612590000000|Oakland Unified|2||3|3|3|3|2|3|3|3|3|2|3|4|2|2|1|4|3|2|1|2|3|3|3|2019-10-10|HIGHLIGHTS: For providing professional learning and standards-aligned instructional materials, English Language Arts, English Language Development, Math, and Science were all rated Initial Implementation (3). For supporting staff in instructional delivery, English Language Development was rated at Full Implementation (4). For implementation of state academic standards, English Language Arts was rated Full Implementation (4).  Greatest progress in implementing state standards was in Career Technical Education (CTE), now rated at Full Implementation (4). CTE pathways have expanded and 18 CTE programs now meet the state’s High Quality CTE Programs criteria, representing more than half of programs including those in design stages at Alternative Education schools. Several programs including the Construction Pathway at Fremont, Performing Arts at Skyline, and Computer Science at Coliseum College Prep now have significantly improved facilities, infrastructure, and equipment aligned with industry standards. Through instructional coaching, teacher externships, and professional development in Project Based Learning, CTE teachers are increasingly aligning their curricula with CTE standards and industry practices.  Visual and Performing Arts was previously rated at Full Implementation (4), but dropped to Exploration and Research (1) because the state’s new Visual and Performing Arts standards were just issued earlier this year, and our teachers are at the awareness building stage.|Met|2019
01612590100065|Oakland Unity High|2|Our vision for Oakland Unity Middle School (OUMS) is a school where all students acquire the core skills necessary for academic achievement and, ultimately, for success in today’s global, multicultural and multilingual society. OUMS prepares its students for a rigorous high school environment and ultimately admission to and success in college and the career of their choice.  Our school provides a safe place to learn and our students consistently outperform peers of the same demographic.  Last fall, Oakland Unity Middle School completed its charter renewal process with the Alameda County Office of Education, which carefully reviewed and verified that we fully meet the criteria for the BASIC local indicators: Appropriately Assigned Teachers, Access to Curriculum-Aligned Instructional Materials, and Safe, Clean and Functional School Facilities.   1. Appropriately Assigned Teachers: Met Standard for teacher assignments. "ACOE has reviewed the information provided by Oakland Unity on teacher assignments and credentials.  Based on this information, they found that all teachers are compliant.     2. Access to Curriculum-Aligned Instructional Materials: Met Standard for "instructional approaches and strategies school utilizes, including, but not limited to the curriculum and teaching methods that will enable the school’s students to master the content standards for the core curriculum areas adopted by the SBE pursuant to EC Section 60605" (see ACOE Board of Trustees materials for board meeting, November 13).   3. Safe, Clean and Functional School Facilities:  Met Standard for health and safety, ADA, and applicable building codes and adequate funds for facilities costs including renovation, rent, maintenance and utilities. OUMS is leasing a fully remodeled space adapted to the specific needs of the school.|4|1|4|3|4|4|1|4|3|4|4|1|4|3|4|1|3|3|4|1|4|4|4|2019-10-16|Alameda County Office of Education, our charter-authorizer, has verified that all OUMS 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 have strong background in the subjects they teach. All OUMS teachers are credentialed and have completed B.A. or higher in subject areas directly relevant to their teaching assignments.  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 an Education Specialist and Instructional Assistants. They support teachers in adapting and differentiating curriculum as needed.  In addition, OUMS uses the Summit Learning Platform which is fully aligned to the State Board of Education standards.   We also offer a Learning Lab, where students can catch up or can accelerate depending on their needs and interests. *Our school does not offer foreign language class.|Met|2019
01100170131581|Oakland Unity Middle|2|Our vision for Oakland Unity Middle School (OUMS) is a school where all students acquire the core skills necessary for academic achievement and, ultimately, for success in today’s global, multicultural and multilingual society. OUMS prepares its students for a rigorous high school environment and ultimately admission to and success in college and the career of their choice.  Our school provides a safe place to learn and our students consistently outperform peers of the same demographic.  Last fall, Oakland Unity Middle School completed its charter renewal process with the Alameda County Office of Education, which carefully reviewed and verified that we fully meet the criteria for implementing the state academic standards adopted by the State Board of Education.|4|1|4|3|4|4|1|4|3|4|4|1|4|3|4|2|3|3|3|1|4|4|4|2019-10-16|Alameda County Office of Education, our charter-authorizer, has verified that all OUMS 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 have strong background in the subjects they teach. All OUMS teachers are credentialed and have completed B.A. or higher in subject areas directly relevant to their teaching assignments.  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 an Education Specialist and Instructional Assistants. They support teachers in adapting and differentiating curriculum as needed.  In addition, OUMS uses the Summit Learning Platform which is fully aligned to the State Board of Education standards.   We also offer a Learning Lab, where students can catch up or can accelerate depending on their needs and interests.|Met|2019
07617620000000|Oakley Union Elementary|2||5|4|5|3|3|5|4|5|3|3|4|4|4|3|3|3|3|5|3|2|5|5|5|2019-10-23|In May 2019, the OUESD School Board approved the adoption of the Cengage/National Geographic Middle School History/Social Studies curriculum. During the 2019-20 school year the History/Social Studies Middle School teachers will attend professional development and ongoing opportunities for department/grade level collaboration to facilitate a deeper understanding of  using the online options to enhance the learning experience for our students. In 2019-20, we are piloting NGSS aligned curriculum K-8 with a plan to bring adoption recommendations to the OUESD School Board in late Spring.|Met|2019
27659616119663|Oasis Charter Public|2|Currently, Oasis Charter has selected several different measuring tools to ensure the implementation of the state academic standards such as local benchmarks to assess and monitor progress in ELA and Mathematics via Freckle School Benchmark. This tool aligns with Common Core State Standards in both ELA and Math. It allows for our LEA to monitor progress based on standards. The LEA is able to access school wide data by specific standards using this tool. Additionally, Oasis monitors progress by using formal assessments for the thematic unit of study. These assessments are aligned to the Next Generation Science Standards and History-Social Science Standards. As a school, teachers create their standards based assessment for all the subjects they teach and progress is monitored via PowerSchool Teacher Pro Student Information System. Lastly, the LEA measures the implementation of state standards by classroom observations. LEA's administrators frequently conduct classroom observations to document how teachers are implementing the standards and provide constructive feedback. n addition, all teachers partake in school wide learning walks to support one another in the implementation of the state adopted standards.|4|4|4|4|4|5|5|5|4|4|4|3|4|4|4|3|2|4|4|2|4|4|4|2019-10-14||Met|2019
19647330102335|Ocean Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|4|4|5|1|5|5|5|5|5|5|5|2019-10-03||Met|2019
44698070110007|Ocean Grove Charter|2||5|5|5|4|3|5|5|5|5|3|5|5|5|5|3|3|5|5|5|5|4|4|3|2019-10-02|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 increased over 14% with the current student enrollment of 344. 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 increased our CTE pathway offerings to 12 last year, all through online classes. We continue to work toward developing more career pathways for the future.  We are now in our 5th 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 2019-20, we have a whole school PD day dedicated to various trainings on different aspects of our schoolwide focus for improvement, as well as targeted teacher PD workshops on schoolwide identified areas of focus in small group cohorts that will meet 3 times throughout the school year.|Met|2019
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 (Full Implementation): Board adopted standards-based materials were implemented in 2017.  Teachers participate in ongoing professional learning opportunities reinforcing the major instructional shifts, expository reading and writing, academic vocabulary, and other research-based practices. This year, the focus in ELA is the Foundational Skills Toolkit and Instructional Supports. The Ocean View School District Writing Continuum ensures students receive instruction in printing, cursive, typing, and expository writing.   Mathematics (Full Implementation):  Board adopted standards-based programs were implemented fall, 2015. This year the focus is to fully implement Spatial Temporal Math (ST Math) at all 10 elementary sites. Each site will have a “Math Champion” teacher lead, who will guide and model implementation of the supplemental ST Math program.   Next Generation Science Standards (NGSS) (Exploration and Research):  Middle school science teachers are implementing an integrated science instructional model and have developed NGSS-aligned units and lessons.  This year, both middle and elementary will be piloting NGSS-aligned Science materials and make an adoption recommendation to the LEA Board.    History-Social Science (HSS) (Elementary-Full Implementation, Middle-Initial Implementation): All teachers are implementing a standards-based instructional program that emphasizes literacy in the content areas through expository reading and writing. Middle school teachers are in the first year of implementation of a newly adopted program that was piloted and approved last year by the Board of Trustees. All middle school teachers have been trained on how to use the new program, and received support in getting the technology components up and running in their classrooms.   Visual and Performing Arts Standards (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 (Full Implementation): Full implementation occurs in elementary schools through the support of PE teachers. At the middle schools, teachers developed common standards, assessments, and units of study to build a comprehensive program.   Health Education (Explored and Researched, Beginning Development, and 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|2019-10-15||Met|2019
56725120000000|Ocean View|2||5|3|4|4|3|5|3|5|4|2|4|3|4|4|4|2|2|2|2|3|4|4|4|2019-10-08||Met|2019
37735690000000|Oceanside Unified|2||4|4|4|3|1|4|3|4|3|1|4|3|4|2|1|3|3|3|1|4|3|3|3|2019-10-08||Met|2019
19648810136945|OCS - South|2||2|1|2|2|1|3|2|3|2|2|2|2|2|2|2|1|2|2|2|1|1|1|1|2019-10-29|OCS South 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 by the Pasadena Unified School board in November 2017. OCS South is in year two of operation serving grades TK-4 and is the beginning stages of making progress in meeting the requirements for implementation of state academic standards.  In the area of English Language Development, the newly adopted ELD standards were approved by our authorizer, Pasadena Unified School District. We are in the beginning development stage for our curriculum and implementation of policies and programs to support staff in identifying areas where they can improve in delivering instruction aligned to the ELD standards.  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.|Met|2019
30666703030723|OCSA|2||5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-30|OCSA implemented Next Generation Science Standards initially in middle school but has expanded the implementation into Biology and Chemistry.  In doing so, the science team restructured our prior Biology course to Biology of the Living Earth in the full implementation of NGSS.|Met|2019
19101996116883|Odyssey Charter|2||3|2|4|3|2|4|2|4|3|2|4|2|4|3|3|1|2|3|3|1|3|3|3|2019-10-29|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, the newly adopted ELD standards were approved by our authorizer, Los Angeles County Office of Education in 2019.  We are in the beginning development stage for our curriculum and implementation of policies and programs to support staff in identifying areas where they can improve in delivering instruction aligned to the ELD standards.  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.|Met|2019
56725200000000|Ojai Unified|2||4|3|4|3|4|5|4|5|3|4|4|3|4|3|4|4|4|4|5|5|5|4|4|2019-10-16||Met|2019
49708476051924|Old Adobe Elementary Charter|2||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|2019
49708470000000|Old Adobe Union|2||4|4|5|4|3|4|4|5|4|3|4|4|5|4|3|2|4|4|4|3|5|5|4|2019-10-24||Met|2019
37683380123778|Old Town Academy K-8 Charter|2||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 For Two or More Years|2019
42769500132894|Olive Grove Charter|2||3|3|3|3|3|4|4|4|4|4|3|3|3|3|3|4|4|4|4|4|3|3|3|2019-09-10||Met|2019
42772140138388|Olive Grove Charter - Buellton|2||3|3|3|3|3|4|4|4|4|4|3|3|3|3|3|4|4|4|4|4|3|3|3|2019-09-10||Met|2019
42772060138370|Olive Grove Charter - Lompoc|2||3|3|3|3|3|4|4|4|4|4|3|3|3|3|3|4|4|4|4|4|3|3|3|2019-09-10||Met|2019
42771980138362|Olive Grove Charter - Orcutt/Santa Maria|2||3|3|3|3|3|4|4|4|4|4|3|3|3|3|3|4|4|4|4|4|3|3|3|2019-09-10||Met|2019
42772220138396|Olive Grove Charter - Santa Barbara|2||3|3|3|3|3|4|4|4|4|4|3|3|3|3|3|4|4|4|4|4|3|3|3|2019-09-10||Met|2019
49708706066344|Olivet Elementary Charter|2||3|2|3|2|1|3|2|4|1|1|3|3|3|2|1|1|3|2|3|1|4|3|3|2019-10-02|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. Additionally, students participated in focus groups (Kinder), and after-school tutoring and enrichment.|Met|2019
39103970120717|one.Charter|2||5|4|4|1|4|4|4|5|1|5|4|2|3|1|3|1|1|2|5|1|2|4|1|2019-09-16|one.Charter staff is currently engaged in a district improvement process and is evaluating current CTE programs with the intention of expanding on its offerings of CTE courses and certifications to students.  Next Generation Science Standards are currently being unpacked by staff and new curriculum aligned to those standards should be in the review and purchase phase in the coming year.|Met|2019
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: Rigorous, Engaging, Standards-aligned Curriculum - 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. ACTIONS: 1) Academic program that represents a broad course of study, including English, mathematics, science and engineering, social science, visual and performing arts, physical education and health, Spanish, and English language development. 2) Curriculum maps and unit plans for each grade level and subject area in alignment with the CCSS, CSS, NGSS, and ELDS. 3) Professional development yearly before, during, and after the school year, including ELD. 4) Baseline, formative, and summative assessments in alignment with CCSS, CSS, NGSS, and ELDS standards. 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 ELA, Mathematics, Science, and Social Studies curriculum required strengthened alignment to the CCSS and NGSS. As a result, new research-based curriculum was adopted and is being implemented in 2019-20. The SCAI data found a dip in levels of satisfaction with Learning and Assessment (Dimension 6), with average ratings of 3.93 by Families, 3.33 by Students (Grade 3 and up only), and 3.05 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. 1) Broad Course of Study - OP continued it’s core curriculum offerings of English, Mathematics, Science and Engineering, and Social Studies, as well as Integrated and Designated English Language Development and Spanish. Due to an unexpected mid-year faculty departure, the enrichment program was shifted. Previously physical education and the arts were taught in an integrated program through Capoiera. This shifted mid-year to a more traditional physical education program. 2) Standards Aligned Curriculum - OP continued to root its English Language Arts program in the workshop model, using Zoophonics to support Phonics development, Lucy Calkins Reading and Writing Workshops, and the Jan Richardson Model to support Guided Reading.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-06-11|A new math curriculum was piloted, based on the materials developed and used at Rocketship (and some of these were used in ELA as well). Social Studies and Science and Engineering were taught through Project Based Learning Units. The Rocketship resources were determined to not be a fit for our school and student population. A comprehensive curriculum adoption will take place for 2019-20. 3) Professional Development - Teachers received professional development before, during, and after the school year with 15 pupil free days and weekly early releases (three hours) to support new inputs, ongoing support in implementation, collaboration, and conferencing. The number of days was reduced from 20 to 15 based on teacher feedback in 2017-18, as the extra days extended the school year past the last of school for the neighborhood schools, which caused challenges with morale and attendance. 4) Assessments - OP continued its use of classroom-based assessments, including guided reading logs, to provide ongoing data to inform instruction. The Fountas and Pinnell Reading Assessment and the NWEA Measures of Academic Progress were used to provide benchmark data, in turn measuring rates of growth for students as well as overall proficiency. On the NWEA, 46% of students grew their percentile ranking in ELA and 54% in Math.|Met|2019
36678190000000|Ontario-Montclair|2||5|5|5|4|3|5|5|5|3|3|5|5|5|3|3|2|2|4|3|4|5|4|4|2019-10-17|The Ontario-Montclair School District continues to expand upon state and Board of Trustees adopted academic standards and curricular frameworks. We are in the process of aligning all initiatives within the implementation of our Multi-Tiered System of Supports (MTSS). We have adopted History-Social Science textbooks aligned to the California History-Social Science Framework in grades 6-8. Additionally, last April we adopted textbooks aligned to the California Science Framework in grades K-8 and we are in the process of providing professional development teachers. We continue to expand Career and Technical Education courses and are beginning to address some elements of the new Health Framework. Materials aligned to the California Healthy Kids Act are fully implemented in grades 7-8.|Met|2019
19647336097927|Open Charter Magnet|2||5|5|5|4|4|5|5|5|4|4|5|5|5|5|5|1|4|5|5|1|5|4|4|2019-11-07||Met|2019
19642871996479|Opportunities for Learning - Baldwin Park|2||4|3|4|4|3|5|4|5|4|3|4|4|4|4|2|3|4|5|4|4|4|4|3|2019-09-24|In order to meet the diverse needs of students, we continuously investigate new curricular options.  OFL-BP implemented new US History curriculum that integrates more technology requirements in the curriculum.  Additionally, we conducted a pilot for a new online curriculum platform, Edmentum.  These changes prompted additional professional learning opportunities for staff.  Professional Learners Communities (PLC's) and professional development have been implemented in both English and Math and occur regularly throughout the year.  ELD curriculum is aligned to ELA state standards, and ELD staff are regularly trained on the delivery of the curriculum. All English teachers have been certified in Teaching ERWC college ready courses. CTE Construction has been implemented to support students growth.  The Health curriculum has been updated to meet the new state standards and fully implemented. Instructional Coaches meet with staff on a regular basis, and support each teacher with their professional learning needs. The charter adopted a new researched based ELD curriculum, iLit by Pearson, tailored to improving EL student learning in the 2018-19 school year and will pilot it with our EL students in 2019-20 school year.|Met|2019
30664646120356|Opportunities for Learning - Capistrano|2|N/A|4|4|4|4|3|5|4|4|4|3|3|4|3|4|3|2|4|5|4|4|4|4|3|2019-09-25|N/A|Met|2019
19644690128736|Opportunities for Learning - Duarte|2||4|4|4|4|2|5|4|4|3|3|4|4|4|4|3|3|3|5|4|4|4|4|3|2019-09-24|Opportunities For Learning - Duarte offers an instructional design with a variety of modes of content delivery to provide students the opportunity to engage with that content using independent study, direct instruction in small groups, and/or online learning.  Individualized instructional support is furnished to students multiple times a week by fully-credentialed teachers.  This support is provided to students for specific content area utilizing standard mastery rubrics, as well as to develop individualized learning plans.  Professional development for staff centers around the formation of professional learning communities, content area meetings, and one on one quarterly meetings with school leadership to review and reflect on individual goals.  English Language Development teachers and Direct Instruction teachers meet quarterly throughout the year to develop, review, and implement curriculum and instructional methods they use with their student populations.  Career and Technical Education offerings were bolstered through the use of construction courses for solar panel installation.  Greater rigor was added to our US Government and US History classes were replaced this year with, new curriculum for our independent study courses, adding greater rigor by being more closely aligned with CCSS anchor standards.|Met|2019
19651361996263|Opportunities for Learning - Santa Clarita|2||4|5|5|4|4|4|4|4|4|4|4|4|4|4|4|3|5|5|5|5|4|4|4|2019-09-25||Met|2019
01100170136226|Opportunity Academy|2||1|1|1|1|1|1|1|1|1|1|1|1|1|1|1|3|3|1|3|1|4|4|3|2019-10-15|Opportunity Academy received its initial WASC accreditation in May 2019. Now that Opportunity Academy is accredited, it has developed a year long curriculum adoption process. For the 2019-2020 school year, the school is exploring and researching social studies and science to formally adopt. Five out of five teachers have their preliminary CTE credentials in Education which allowed AOA to implements the following CTE courses: Education and Training, Human Services, and Early Childhood Education.  Moreover, the school utilizes the on-line curriculum Odysseyware, OW has A-G courses that the school site is considering adopting as well. Currently, the school uses OW for general education courses in math, English, Science, Social Studies, and all Histories.|Met|2019
43104390135087|Opportunity Youth Academy|2||4|3|4|3|4|4|3|4|3|4|4|3|4|3|4|4|3|4|4|4|4|4|4|2019-10-10||Met|2019
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. We purchased Next Generation Physics texts during the summer of 2019 to begin using in the fall of 2019. At the same time, we also purchased new Art textbooks for the 19-20 year.|5|4|5|3|5|5|5|5|3|5|4|4|4|4|4|1|3|3|4|2|4|4|4|2019-06-03||Met|2019
19752911996016|Options for Youth San Gabriel|2||4|4|4|3|2|5|4|4|3|2|3|3|3|3|2|2|4|5|4|4|4|3|2|2019-09-27||Met|2019
19753090136648|Options for Youth-Acton|2||5|4|5|4|3|5|5|5|3|3|4|3|4|3|2|3|4|5|4|4|4|4|3|2019-09-18|The academic 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 curriculum coupled with personalized instructional support. Professional Learning Communities (PLCs) and Professional Development have been implemented in English, Math, ELD, and Science occur regularly throughout the year. ELD curriculum is aligned to ELA state standards, and ELD staff are regularly trained on the delivery of the curriculum. CTE Construction and CTE Solar Energy was implemented to support student growth in the 2018-2019 school year and currently we are offering CTE Nursing and CTE Information Technology courses. The Health curriculum has been updated to meet the new state standards and is fully implemented. Instructional Coaches meet with staff on a regular basis and support each teacher with their professional learning needs.   Instructional Coaches have completed observations monthly throughout the 2018-2019 school year, providing feedback to encourage growth.  This feedback includes the structure of the lesson plan, implementation of the lesson plan in the class, student engagement and classroom management.|Met|2019
36678760120568|Options for Youth-San Bernardino|2||5|4|4|4|2|5|4|4|4|2|3|4|3|3|2|2|3|5|4|4|4|3|3|2019-09-19||Met|2019
34674473430691|Options for Youth-San Juan|2||4|4|4|3|2|5|4|4|3|3|4|4|4|3|2|2|4|5|4|4|4|3|2|2019-09-20|Much of the gains that have been made in OFY-SJ school sites are the result of a focused effort to build professional development opportunities across all subjects.  Led by the administration team and the instructional coaching team, teachers at OFY-SJ have professional development time built in to their weekly schedule.  The improvement seen with the English Language Development standards (ELD) is an area of success.  The gains that have been observed with the ELD team were built over time, throughout the year, by utilizing all staff in-service meetings, school site meetings and by providing support documents that teachers could refer back to at any time.  Our goal for the new year will be to create a similar structure for improving outcomes for Science and Social Science courses.  This process should also bring attention to staff members who are in most need of improving their instructional practices.  The school leadership team will be able to institute specific supports for staff who need them most and plan follow up meetings to ensure that progress is being made.|Met|2019
36679343630670|Options for Youth-Victorville Charter|2||5|4|5|3|2|5|4|4|3|3|4|3|4|3|2|3|4|5|4|4|4|4|3|2019-09-13|The academic 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 curriculum coupled with personalized instructional support.  Professional Learning Communities (PLCs) and professional development have been implemented in both English and Math and occur regularly throughout the year.  ELD curriculum is aligned to ELA state standards, and ELD staff are regularly trained on the delivery of the curriculum.  CTE Construction has been implemented to support student growth.  The Health curriculum has been updated to meet the new state standards and is fully implemented.  Instructional Coaches meet with staff on a regular basis and support each teacher with their professional learning needs.  All English teachers have been certified to teach ERWC college-ready courses. The charter adopted a new researched-based ELD curriculum, iLit by Pearson, tailored to improving EL student learning in the 2018-19 school year and will pilot it with our EL students in 2019-20 school year.|Met|2019
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|2019-10-25||Met|2019
30103060134056|Orange County Academy of Sciences and Arts|2||4|4|4|4|4|5|5|4|5|4|5|5|5|5|5|1|1|4|4|3|4|5|4|2019-11-01||Met|2019
30103060000000|Orange County Department of Education|2||5|4|4|3|5|5|4|4|3|5|5|4|4|3|5|3|3|4|3|4|4|4|3|2019-10-16||Met|2019
30666700109066|Orange County Educational Arts Academy|2|OCEAA implements a robust system of assessments to benchmark student progress towards achieving state academic standards and match students to interventions when needed. The assessments below were chosen to create a system that includes universal screening, norm referenced and criterion referenced measures, and curriculum embedded measures.    English Language Arts – Common Core State Standards for English Language Arts – CAASPP Interims, DRA, STAR Reading , EL Education ELA curriculum performance tasks  English Language Development (Aligned to Common Core State Standards for English Language Arts) engageNY curriculum speaking and listening performance tasks  Mathematics – Common Core State Standards for Mathematics –CAASPP Interims, STAR Math, Eureka Math module assessments  Next Generation Science Standards –Teacher created performance assessments developed using STEMscopes and Science Alive, interdisciplinary expeditions  History-Social Science - teacher created performance assessments, DBQ essays & interdisciplinary expeditions  Career Technical Education - OCEAA is working with EL Education to integrate CTE into Crew and science curricula.  Health Education Content Standards – OCEAA is working with EL Education to integrate health content standards into ‘expeditions’ at each grade level.   Physical Education Model Content Standards – Physical Fitness Test   Visual and Performing Arts – National Core Arts Standards Performance Tasks & interdisciplinary expeditions  World Language – Spanish language achievement is assessed using multiple measures, including: California Spanish Assessment, Developmental Reading Assessment, Adelante curriculum unit assessments, integrated science/social studies performance tasks & interdisciplinary expeditions|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-11-13|OCEAA has changed math curriculum and is providing targeted professional development and coaching support to ensure initial implementation of Eureka Math is successful. OCEAA has also begun in a 4 year partnership with EL Education, a nationally recognized school reform model, to develop grade level curriculum maps for interdisciplinary "expeditions" that engage students in authentic science and social studies learning. Finally, OCEAA is using ELPAC data and other measures to revise designated and integrated ELD instruction to better support ELs in acquiring English and academic content.|Met|2019
30103060134841|Orange County Workforce Innovation High|2||4|3|4|4|4|4|3|5|4|4|3|3|4|3|3|3|4|2|3|2|3|3|3|2019-10-16|Overall the school currently scores at a 3.36, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.16 growth from last year.  We improved in implementing our mathematics program and history courses last year.|Met|2019
30666210000000|Orange Unified|2|OUSD has made considerable advances in implementing the academic standards adopted by the State Board of Education through high quality professional development that reflects research based best practices, as well as programs that the district has adopted to support instructional delivery and provide equitable learning opportunities for all learners.  Below is a synopsis of our progress in these areas.  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: New core curriculum materials have been adopted and implemented over the last few years.  The new Integrated Math Pathway at the secondary level will allow for a deeper conceptual understanding of the content standards and how they are applicable to real world contexts. Training is currently focused on math discourse, formative assessment, and the mathematical practices.  English Language Arts/English Language Development: Teachers continued to receive support for ELs in the 2019-2020 school year.  Adopted curriculum continues to be used to support students’ English language development. These curriculums are fully aligned with the ELA and ELD Standards, have built in scaffolds for students and are fully digital for teacher, student and parent access Advancement Via Individual Determination (AVID): OUSD has fully implemented AVID district-wide as we have all schools fully engaged in the implementation of Writing, Inquiry, Collaboration, Organization and Reading (WICOR) within all core content areas 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, and OUSD currently has a Curriculum Review Committee reviewing middle school health curriculum History-Social Science: Within this discipline, OUSD has focused on assisting teachers with implementing the Common Core State Standards in Literacy within the core content area. Teachers have also received new curriculum and implementation training at the secondary level. Next Generation Science Standards (NGSS): OUSD has engaged their science teachers in a shared responsibility for literacy by providing them with in-depth professional development.  New materials have been adopted for middle school. 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): OUSD has made significant strides in the past years in the facilitation of the VAPA standards.  Career Technical Education: OUSD has implemented the Career Technical Education Model Curriculum Standards across all middle and high-schools with passion and purpose with academic standards embedded into the curriculum both organically and deliberately.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-17||Met|2019
43696330000000|Orchard Elementary|2||5|4|5|2|4|5|4|5|2|4|4|4|4|4|4|1|3|3|3|1|5|4|4|2019-10-22|Orchard School District has made noted improvements in the visual and performing arts academic standards as noted in the self-reflection tool. This is due to the introduction of an art elective along with the ongoing electives offered in the music department. There has also been a focus on the Next Generation Science Standards (NGSS). The criteria for this priority has been met .|Met|2019
49709614930319|Orchard View|2||5|3|5|4|3|5|3|5|3|5|4|3|4|4|4|3|4|4|5|5|4|4|4|2019-10-10||Met|2019
42692600116434|Orcutt Academy Charter|2|As part of the Orcutt Union School District, the Orcutt Academy continues its progress toward full implementation of the California State Standards.  Standards-aligned materials have been adopted in English/language arts, mathematics, and history/social sciences, and standards-aligned materials in science are being piloted this school year.  Additionally, the district has Teachers on Special Assignment (TOSAs) at school sites to support teachers in the implementation of and transition to our state standards. TOSAs are helping colleagues with Tier 1 (initial classroom instruction), analysis of data, academic intervention, integration of technology, and more. At the center of standards implementation are teacher Professional Learning Communities. OAHS teachers are part of department-based PLC teams, with a rotating teacher “PLC Lead” serving as facilitator. OAK-8 teachers have their own PLC team focused on Tier 2 (academic intervention) but also join teachers from neighboring Olga Reed School in PLC teams focused on Tier 1. At OAHS, Career Technical Education remains a goal. The school is working with the Santa Barbara County Education Office and Allan Hancock College to establish courses and ultimately a pathway in a designated industry area.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-09||Met|2019
42692600000000|Orcutt Union Elementary|2||4|4|4|2|3|4|4|4|2|3|4|4|4|2|3|2|4|5|4|1|4|3|3|2019-10-09|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 our state standards. The TOSAs are available to support staff development efforts and support teacher implementation of 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.|Met|2019
12629680000000|Orick Elementary|2||3|4|2|1|4|5|5|5|5|5|5|5|3|1|4|5|3|5|5|5|5|5|5|2019-10-10|Orick Elementary School District is a small but necessary rural school, with a new Superintendent/Principal. Using data from staff surveys done in Spring 2019, the 2018/19 LCAP goals and actions we have have rated the districtusing the above tool.|Met|2019
07617700000000|Orinda Union Elementary|2|Orinda Union Schools continue to align our curriculum, teaching, programs, and policies to State standards.  The data from our CAASPP assessments indicate that more than 85% of our students demonstrate proficiency in both English Language Arts and Math.  Each year teachers and staff analyze data including achievement gaps to develop and shape plans for supporting students who have not yet demonstrated proficiency.  We have been deeply involved with the 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 utilizes scope and sequence tools, state frameworks, shared expectations, 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 district and site-based groups to help with the implementation of standards, including curriculum council, teacher workgroups 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.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-07||Met|2019
11754810000000|Orland Joint Unified|2||3|3|2|2|2|4|3|2|3|3|3|3|3|3|3|4|3|3|4|4|3|2|2|2019-10-15||Met|2019
36678270000000|Oro Grande|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|2|2|4|5|2|4|4|4|2019-11-06||Met|2019
04615070000000|Oroville City Elementary|2||3|3|4|1|1|4|4|4|1|1|4|3|4|1|1|1|1|1|2|1|3|3|3|2019-10-16|Oroville City Elementary is working with Butte County Office of Education to pilot NGSS curriculum in the spring of 2020, with adoption of NGSS curriculum for the 2020-21 school year.|Met|2019
04615150000000|Oroville Union High|2||5|4|3|3|5|5|5|4|3|4|5|5|3|3|5|4|5|5|5|5|5|5|4|2019-10-16|OUHSD has implemented the California Common Core Standards in English, ELD, math and social studies.  We are in the process of implementing the Next Generation Science Standards in grades 9-12.|Met|2019
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 Foundation 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 2018-2019 school year, 70% of students met their Growth Goal in Reading Inventory; 38% of students met their Growth Goal in iReady. 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 2018-2019, 55% 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 2018-2019, 20% 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 79 and 89 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|2019-11-01||Met|2019
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|2019-10-30|Our Community School is a TK-8 school and some of the other adopted academic standards do not apply.|Met|2019
54720250000000|Outside Creek Elementary|2||4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|3|4|4|4|3|4|4|4|2019-10-03||Met|2019
14632970000000|Owens Valley Unified|2||3|3|3|3|3|4|4|4|4|4|5|5|5|5|5|1|1|1|2|2|3|3|5|2019-10-09||Met|2019
41104130135269|Oxford Day Academy|2||5|3|5|5|4|4|4|5|5|4|4|3|4|4|3|1|4|5|2|3|4|4|3|2019-10-07|These assessments are based on our instructional leadership team's review of classroom materials, course scope and sequence, teacher classroom practices, and professional development opportunities.|Met|2019
30103060133785|Oxford Preparatory Academy - Saddleback Valley|2||4|3|4|3|2|5|4|4|5|2|3|3|3|3|2|1|3|4|4|3|4|3|3|2019-10-30||Met|2019
30664640124743|Oxford Preparatory Academy - South Orange County|2||4|3|4|3|2|5|4|4|5|2|3|3|3|3|2|1|3|4|4|3|4|3|3|2019-10-30||Met|2019
56725380000000|Oxnard|2||4|4|4|3|3|5|5|5|3|4|4|4|4|3|3|3|3|5|4|4|4|3|3|2019-10-23||Met|2019
56725460000000|Oxnard Union High|2||4|3|4|3|4|4|3|4|3|4|3|2|3|3|4|3|4|3|4|2|4|3|3|2019-10-30||Met|2019
45699710135830|PACE Academy Charter|2||5|4|5|3|3|5|5|5|3|3|4|4|4|3|3|2|4|4|2|1|4|4|3|2019-09-04|Weekly collaboration time was implemented in the middle of the 2018-19 school year.  PACE also participates in staff development, such as Buy Back Days, throughout the year through its sponsoring district.|Met|2019
45700940000000|Pacheco Union Elementary|2||5|5|5|3|4|5|5|5|3|5|5|5|5|5|5|4|4|5|5|5|4|4|4|2019-10-08||Met|2019
37680490136416|Pacific Coast Academy|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|3|3|3|3|4|4|4|2019-10-24||Met|2019
44697994430229|Pacific Coast Charter|2||5|5|5|4|4|4|4|4|3|3|4|3|4|4|4|3|3|3|3|3|4|4|3|2019-10-28||Met|2019
44104474430252|Pacific Collegiate Charter|2||5|3|5|3|3|5|3|5|3|3|5|3|5|3|3|1|4|1|5|5|3|3|3|2019-10-02||Met|2019
23655576116669|Pacific Community Charter|2|In the January of 2018, the Pacific School initiated the NWEA MAP Growth program for use as a local performance assessment for all students, grades K through 12. NWEA MAP growth is a research based, online assessment tool that provides individual, class, and schoolwide performance data. The first assessment was delivered in winter 2017 providing hands-on experience for teachers and students as they became familiar with the program. This was followed by an additional assessment in the spring. NWEA was used in the fall of 2018 for both formative assessment and to establish baseline data. The MAP Growth assessment was delivered to students three times during the 2018-19 school year; fall, winter and spring. The Pacific School will continue this schedule each school year. “Screening” and “Skills Checklists” assessments are available through NWEA and will aid teachers in identifying and targeting needed student supports in reading and mathematics.  The Pacific School is also implementing a whole child approach to academic achievement based on the Multi-Tiered System of Support (MTSS) initiative. MTSS identifies a comprehensive assessment system to provide support and intervention for all students, which includes Academic, Behavioral, and Social-Emotional evaluation and instruction. MTSS also embraces Administrative Leadership, an Integrated Educational Framework, Family and Community Engagement and an Inclusive Policy Structure and Practice.  State adopted standards have been implemented in all course offerings at the Pacific School, including the implementation of a hybrid 6th through 8th grade classroom structure, in math and science, that involves some portions of the curriculum to be delivered through on-line sources. The course of study at the Pacific High School addresses the State Standards across the curriculum. The high school program provides access to and meets all requirements for UC, A-G college admissions requirements as well as AP courses.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-23||Met|2019
44697810000000|Pacific Elementary|2|PESD is making notable progress in implementing state academic standards.  In 2017, PESD adopted a new ELA/ELD curriculum and the publisher provided professional development to facilitate implementation.  Most teachers use this (Benchmark) as their core curriculum and then supplement with various materials and strategies.  Our adopted mathematics curriculum is old and most teachers use it only sparingly.  As a result, each teacher uses a variety of different materials.  There is not a consensus on a new adoption so instead, the school has contracted with a consultant to provide coaching in mathematics instruction.  Last year, PESD adopted the FOSS science curriculum.  We are also active participants in Bay Sci - an intensive county-wide professional development effort designed to help understand the NGSS better.   The History-Social Science curriculum is also old but still popular with teachers.  It is being used as the main curriculum in most classes and there is frequent supplementation in many classes.  While there is no PE curriculum, teachers are diligent about teaching PE standards.  PESD has a rich VAPA program, including a dedicated music instructor who works with each class.  We also contract with a drama teacher who directs an elaborate school play.  Classroom teachers provide instruction in visual arts.|4|5|5|5|2|5|5|3|5|2|4|4|5|4|2|4|3|4|4|2|4|4|3|2019-10-15||Met|2019
27661340000000|Pacific Grove Unified|2||5|4|5|3|4|5|5|5|3|4|5|4|5|4|4|4|5|5|5|5|4|4|4|2019-09-05||Met|2019
39686760124248|Pacific Law Academy|2||3|3|3|3|2|4|4|4|4|2|3|3|3|3|2|3|3|3|3|4|4|3|3|2019-10-22||Met|2019
37103710138016|Pacific Springs Charter|2||5|4|4|3|3|5|3|5|3|3|5|5|5|5|5|5|4|5|5|5|5|5|4|2019-12-12||Met|2019
10623560000000|Pacific Union Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|4|2|5|5|5|2019-10-08|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, Science, 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 Education (grades Tk/k-4).|Met|2019
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 certificated 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 and fourth through sixth are in the early stages of implementation. Grades seventh and 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 grade also utilizes CoreGrowth, a standards-based assessment system. Grades six through eight convert student progress on the Common Core State Standards to conventional letter grades on report cards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-10||Met|2019
37735693731221|Pacific View Charter|2||5|4|5|4|4|5|5|5|5|4|5|4|5|4|4|2|5|5|4|4|5|4|4|2019-10-21|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 employes 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, last year PVCS implemented an Instructional Framework to support teachers in maximizing student learning and unifying instructional best practices schoolwide. The focus for the 2019-2020 school year will be to fully implement the Instructional Framework, aligned to the EL Roadmap and Restorative Practices and provide targeted instructional coaching based on teachers’ identified areas of growth within the domains of the framework. The school is also exploring the idea of hiring additional instructional coaches to support teachers in the classrooms.|Met|2019
12755151230150|Pacific View Charter 2.0|2||4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|2|3|3|4|3|4|4|4|2019-10-08|Year to year, the ?2019-2020 survey saw little change in the data. Most data points remained constant.  • The largest increases were the “availability in aligned instructional materials”  for NGSS and History/Social Studies with an increase “in staff support” for those respected subjects as well.  • The largest decrease was the Career Technical Education (CTE) implementation. The Moore Avenue resource center is taking steps to increase CTE with Humboldt County’s Office of Education's “Trades Academy”. PVCS will also continue to increase collaborations with the county and neighboring small schools and charters with a health career pathway.|Met|2019
41689320000000|Pacifica|2||4|3|4|3|2|5|4|5|2|2|4|3|4|2|2|1|4|4|4|1|3|3|3|2019-10-30|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 and in April 2019. The questions and response options were identical to Option 2 Reflection Tool. 148 teacher responded to the survey in April 2019 which is similiar to the response rate in April 2018 (149). The average response to each question is recorded in the above responses. As compared to the 2018 responses, the 2019 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.|Met|2019
19647336018642|Pacoima Charter Elementary|2|Pacoima Charter School implements a variety of researched based academic programs that address the California Common Core Standards, such as Success for All Reading Program, HMH Science, Ready Math, and Reach.  Supplemental programs and resources are utilized to enhance lessons.  Students are academically challenged on a daily basis through informal and formal assessments and observations, supplemental learning tools and interventions to address the needs of our different subgroups. PCS uses I-ready Diagnostic Benchmarks to assess students’ progress in mastering CCSS in math and reading. We chose the I-Ready Benchmark because it is an adaptive assessment tool that provides us with a more accurate view of where students are in regards to their understanding of ELA and math standards. We use the information to guide our instruction and determine areas of where professional development is needed. We also use writing performance tasks to measure students’ progress in writing as well as their understanding of science and social studies concepts. In addition, we use the assessments provided by our HMH science program to monitor students’ progress with NGSS.  In regards to ELD, students’ progress is monitored using ELD portfolios and REACH assessments.  Differentiation of instruction through tutoring and online programs is making a difference in student performance. Student knowledge of standards and expectations is growing and continue to impact student learning.  Students know their goals through discussions and their goals are posted.  Student-teacher conferences allow students to understand ways to improve.  The Success for All program at Pacoima Charter School has provided consistent language arts strategies that is implemented through each grade level.  Supplemental resources and programs have been used to enhance the skills taught.  For example, students are encouraged to read with access to digital materials and educational websites obtained by the school librarian.  Children are given time to read, for enjoyment, every morning with the Drop Everything and Read program.  The dedicated English Language Development block of time, found in every grade level, allows teachers to address specific ELD common core standards using the REACH program which is aligned to CA ELD standards.  The students who struggle in language arts are given support to ensure their success.  Students receive one-on-one tutoring using the computerized programs Alphie’s Alley and Team Alphie. These programs are customized to the students’ needs and implement strategies used in the Success for All reading program.    The Ready Classroom Math! Curriculum implemented at Pacoima Charter School address the common core standards.  Use of the hands-on manipulatives, as well as the virtual manipulatives that the students can access online.  The program’s I-Ready online program allows teachers to integrate technology with their math lessons to reinforce concepts.|5|5|5|5|3|5|5|5|5|4|5|4|5|5|3|4|5|5|4|0|5|5|5|2019-06-18||Met|2019
44697990000000|Pajaro Valley Unified|2||4|4|4|3|4|5|4|5|3|5|4|3|4|3|4|3|3|4|4|4|4|3|4|2019-10-23|PVUSD has provided training and coaching on Common Core Aligned Curriculum for all teachers throughout the year.The training and coaching is done on-going and systematically district-wide with a focus on newly adopted curriculum. Currently, the district is focused on refining practices around math and ELA and implementing Next Generation Science Standards.  Pajaro Valley Unified equips our teachers with an Intellectual Preparation Protocol to provide the structure for Language Arts Instruction using our newly adopted curriculum, Benchmark Advance.  Additional supports and training are provided around reading foundational skills instruction for primary grade teachers through lesson studies,debriefs and modeling.  Additionally, the district is prioritizing articulation of high school CTE pathways and working with the high schools to define their signature pathway.|Met|2019
04615230000000|Palermo Union Elementary|2||4|3|4|4|4|5|5|5|3|5|4|3|4|4|4|1|1|1|3|1|3|3|3|2019-11-13|District-wide teachers have been trained in delivering instruction aligned to the most recently adopted content standards in ELA, math, history and science. Individual teachers and grade level teams have the option of participating in additional training as needed in these content areas. In the 2019/2020 school year our professional development will primarily focus on the work of Professional Learning Communities and both Integrated and Designated English Language Development.We are currently implementing curriculum from the most recent adoptions in both math, ELA/reading/ELD, and history/social studies at all grade levels.This year we will evaluate and/or pilot the most recently adopted science 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 2020/2021 school year.|Met|2019
19647336018634|Palisades Charter Elementary|2|LAUSD 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. LAUSD 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. LAUSD 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.  LAUSD began implementing new mathematics standards and curricula in the 2014-15 school year. LAUSD has expanded 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 continues implementation of the Next Generation Science Standards (NGSS) and the Career Technical Education standards. ELA - 90.8% ab Math - 54.5% EL - 54.5%|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-03||Met|2019
19647331995836|Palisades Charter High|2||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|2019
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|2019-10-02||Met|2019
30664236027379|Palm Lane Elementary Charter|2||5|4|5|2|4|5|4|5|2|4|4|3|4|2|4|3|1|4|4|1|4|4|4|2019-10-14||Met|2019
33671730000000|Palm Springs Unified|2||4|3|3|3|3|4|4|4|3|2|4|4|3|3|3|4|2|4|3|3|4|3|3|2019-10-22||Met|2019
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|2019-11-12|TPAA does not have a Career Technical Education program at this time. TPAA is committed to providing access to materials and training for the implementation of state academic standards. As part of the LCAP priorities, TPAA allocates ample resources to ensure that content teams and employees are properly supported- this includes paid professional development days during and outside of the instructional year, dedicated professional development monies for curriculum and educational consultants, and monies for textbooks and supplemental print and digital resources.|Met|2019
19648570000000|Palmdale Elementary|2||4|4|4|3|3|5|4|4|3|2|4|3|4|3|2|4|3|4|3|2|4|4|3|2019-08-20|Last year a new textbook adoption was approved for the content area of History - Social Science.|Met|2019
43696410000000|Palo Alto Unified|2||4|4|4|3|3|5|4|5|2|5|3|4|3|3|3|4|3|4|5|4|4|4|3|2019-10-22|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 new history/social studies materials have been implemented in PK-12. Interim materials are available for science as PAUSD enters the second year of adoption. Implementation of the new ELD standards is occurring. In 2018-19 several high school courses  adopted 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.|Met|2019
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. 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 Instruction (DI). Teachers are trained in DI using the coaching-mentoring model so that the DI training can be integrated into classroom teaching practices for all content areas. DI is the professional development for teachers that began in 2017-2018. PVUSD is committed to sustaining DI 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 2019 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|2019-10-15||Met|2019
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 and sustainability. Local evaluation includes examination of the impact of multiple criteria including recruitment and retention of highly effective teachers, tiered professional development geared to teachers’ and school professional development plans, standards-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” or “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 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|2019-10-09||Met|2019
19648650000000|Palos Verdes Peninsula Unified|2|Teachers in all grade levels have attended district-led professional development and workshops for all content areas. All teachers have time set aside that 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 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 adoptions of new materials TK-12 for mathematics and TK-8 ELA/ELD. Intermediate Schools are implementing pilot materials of Next Generation Science Standards and professional development continues in this area at all levels. Due to the recent adoption of the History Social Science and VAPA Framework, PVPUSD is at the exploration/beginning development stages for adoption consideration, and continues to provide professional development to teachers on the shifts in instruction with the new Framework. 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 and implications for instruction.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-23||Met|2019
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|2019-10-22||Met|2019
35675200000000|Panoche Elementary|2|Panoche School uses several tools to track the school's progress in implementing the state academic standards adopted by the State Board of Education. These tools are STAR360, IXL, and CAASPP annual data. Both the STAR360 and IXL programs were chosen due to their ability to pinpoint gaps in both individual and school-wide achievement, as well as ability to provide support and scaffolding to help to close these gaps. CAASPP data is used as an indicator of progress on a year-to-year basis.  This year, specific focus is being put into the process of bringing the school's Language Arts and Math curriculums up to date and into alignment with current Adopted 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|2019-10-14|Panoche School has had a change in leadership this year. As a result, there is a large amount of transition and adjustment taking place in the areas of Recently Adopted Academic Standards and Curriculum Frameworks. In many cases, there is a moderate amount of "catch up" to be done, with special focus on bringing the school's Language Arts and Math curriculums up to date and into alignment with current Adopted Academic Standards.|Met|2019
19647330122630|Para Los Niños - Evelyn Thurman Gratts Primary|2||5|5|5|3|3|5|5|5|4|3|5|4|4|4|3|3|4|5|5|4|5|5|4|2019-09-19||Met|2019
19647336120489|Para Los Niños Charter|2||4|4|4|4|3|4|4|4|4|3|3|3|4|3|3|1|3|5|4|3|4|4|4|2019-09-19||Met|2019
19647330117846|Para Los Niños Middle|2||5|4|5|4|5|5|5|5|5|5|5|4|5|4|4|3|4|5|4|1|4|5|4|2019-09-19||Met|2019
50712090112383|Paradise Charter|2||5|4|5|2|2|5|5|5|3|3|5|4|5|2|2|1|3|5|2|1|5|4|4|2019-03-13|Paradise Charter provides high-quality curriculum in a supportive and effective learning environment that enables participating children to meet the State's student academic standards.  All texts meet California State Standards.  Paradise Charter meets or exceeds the State requirements to update textbooks by the required dates.  Teachers and administrators meet to discuss the different textbooks that are available for every subject matter.  As a staff, we would spend a staff development day evaluating the books on the state list to determine if a pilot program is needed to make our decision.  Then the staff determines from their exposure which text best fits the needs of our students. We give all our students individual standard aligned textbooks (digital as well) and instructional material in the core subjects for use in the classroom or at home.|Met|2019
04615316112999|Paradise Charter Middle|2||4|2|5|4|4|4|3|5|4|4|5|3|4|4|4|3|4|4|3|1|5|5|5|2019-10-22||Met|2019
50712090000000|Paradise Elementary|2||5|4|5|2|2|5|5|5|2|2|5|4|5|2|2|2|4|5|2|1|5|4|4|2019-03-13|Paradise Elementary provides high-quality curriculum and instruction in a supportive and effective learning environment that enables the participating students to meet the state's academic standards.  All textbooks used meet California State Standards.|Met|2019
04615310000000|Paradise Unified|2|CTE Enrollment Local Priority 7 The percentage of students enrolled in CTE courses district-wide will increase by 1%, as measured by CALPADS data. There were 96 students enrolled in either a concentrator or a completer course, as measured by CALPADS report for 2017-2018. Goal Met Enrolled in AP Classes Local Priority 7 The number of low-income students enrolled in AP classes district-wide will increase by 3%. The percentage of low-income students enrolled in AP classes district-wide was 43%. Goal Met|4|3|5|4|1|4|3|5|4|1|4|3|5|4|1|3|3|5|5|5|4|4|4|2019-10-15|Paradise Unified has implemented and supports all state academic requirements. Our curriculum is aligned with state standards. We have recently adopted both ELA and math curriculum. All teachers are trained and have implemented NGSS. We are watching closely the new SS/History framework and actions.|Met|2019
58727360121632|Paragon Collegiate Academy|2||5|3|5|4|5|5|3|5|5|4|4|3|4|4|4|1|3|4|4|1|4|3|3|2019-11-07|Paragon Collegiate Academy has changed administrators this summer. We are excited about the new direction the school is going in academic instruction and teacher support. The Board of Directors has made it clear that instruction and teacher support is the primary focus of the Administrator and looks forward to positive changes for our school.|Met|2019
19648730000000|Paramount Unified|2|Paramount USD'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 and Instructional Technology to develop the capacity of teacher leaders, academic coaches and principals.  Teacher teams write high quality curriculum guides and assessments to guide the implementation of standards based instruction and monitor academic progress throughout the year.  PUSD’s LCAP includes two measures to assess this priority: 1) the number of Lead Teachers who support professional development and 2) the percent of Lead Teachers who participate in professional development.  These measures align with the district’s emphasis on developing the capacity of teachers to implement state standards.  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 instruction based on 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.  Target: 40 Lead Teachers     Outcome: 58 Lead Teachers    Target: Met   Lead Teachers Participating in Professional Development The transition to new standards in ELA, ELD, math,  science and a new History Social Science Framework speak to the need for high quality professional development. In person and on line professional development is offered in summer, winter break and throughout the school year.  When new textbooks are adopted, PUSD provides professional development to assure teachers understand the new materials and are confident in using them.  As an example, new, Integrated Science texts are being implemented in grades 6-8 in 2019-20; in preparation, all middle school science teachers were invited to attend a two-day science institute in summer, 2019.  Lead Teachers attended sessions with principals to learn about a K-12 Instructional Framework, The Five Dimensions of Teaching and Learning.  Each year we survey teachers on how professional development helps them deliver standards based instruction.  Over 85% of K-8 teachers surveyed stated that professional development provided supported their instruction. In grades 9-12, between 68-78%, depending on the content area, stated professional development supported the implementation of standards.  100% of Lead Teachers attended professional development sessions related to their content area; however, due to the fact that some sessions took place after school, 85% of Lead Teachers met the target of attending 95% of all meetings.    Target: 95% of Lead Teachers attend all professional development    Outcome: 85% of Lead Teachers attended all professional development   Target: Not Met|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-14||Met|2019
10623640000000|Parlier Unified|2||4|3|4|2|4|4|3|3|3|3|3|3|2|2|3|5|4|5|2|5|3|3|2|2019-10-22||Met|2019
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 Envison Math Common Core, 7th grade uses Pearson Envison Math Accelerated, 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|2019-10-15||Met|2019
19648810000000|Pasadena Unified|2||5|3|5|5|2|4|3|5|4|2|4|3|4|4|1|5|3|3|4|4|4|3|2|2019-10-24|In support of the implementation of the CA Standards in core subjects and in alignment with our Instructional Framework, a significant amount of professional development opportunities have been provided to faculty & staff.  Feedback for professional development is provided via three main sources: evaluation surveys at the close of training sessions; input from stakeholder committees (UTP’s Instruction and Professional Development & the Classified Professional Development Committees), & tiered model of teacher leader input (department chairs, instructional coaches, grade level leads).  A model of “training the trainer” has evolved with the instructional coaches receiving consistent training on a bi-weekly basis, and remaining involved with job-embedded coaching. training in coaching cycles has been delivered to support the coaches in this work.  Additional training consisted of full-day pullouts on the content and instructional shifts of the new CA Standards in Math, ELA, and Science. Instructional Institutes have been provided over the years for teachers in a balanced approach to literacy, NGSS integration, and workshop model of instruction. A more recent focus has been to support teachers in implementation of the revised Health curriculum, aligned to the CA Healthy Youth Act, & the History Social Studies Framework. Alignment between Arts, ELD, Special Education & GATE Enrichment departments has resulted in integrated trainings as well as needs-specific options for teachers.|Met|2019
34674210132019|Paseo Grande Charter|2||4|3|4|4|4|4|3|4|4|4|3|3|3|3|3|2|4|2|2|4|3|3|3|2019-10-22|Overall the school currently scores at a 3.30 which is initial implementation of adopted academic and/or curriculum frameworks.|Met|2019
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|2019-10-08||Met|2019
37754160139451|Pathways Academy Charter - Adult Education|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-10|Our commitment to the effective implementation of the academic standards adopted by the California State Board of Education for all students is evident in our practice of ensuring that academic learning and assessments are aligned to the grade level curriculum content standards and performance standards. By setting clear expectations for teachers and students of what students are expected to learn in each grade and each subject, we are preparing our students for success in grades K - 12 and beyond. Our practice of analyzing student data to identify professional development/training to enhance teacher knowledge, skill and effectiveness to address student academic needs is ongoing.|Met|2019
19753090134585|Pathways Academy Charter Adult Education|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-10|Our commitment to the effective implementation of the academic standards adopted by the California State Board of Education for all students is evident in our practice of ensuring that academic learning and assessments are aligned to the grade level curriculum content standards and performance standards. By setting clear expectations for teachers and students of what students are expected to learn in each grade and each subject, we are preparing our students for success in grades K - 12 and beyond. Our practice of analyzing student data to identify professional development/training to enhance teacher knowledge, skill and effectiveness to address student academic needs is ongoing.|Met|2019
49707306120588|Pathways Charter|2|Pathways uses our subject area department (9th-12th) and Home Groups (k-8) to maintain current standards-aligned curriculum and materials.  These groups meet throughout the year to work on various project including upkeep of each group's curriculum charts. These groups work with the Director to plan for the purchase of new materials as needed and keep current curriculum charts and resources posted to the website for parent and teacher access. Our CTE Coordinator works with the advisory council on evaluate curriculum and online course offerings.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-16||Met|2019
36750440112441|Pathways to College K8|2||4|3|4|3|4|4|3|4|3|4|4|4|4|4|4|2|4|4|3|1|3|3|3|2019-10-15|90% of certificated staff at Pathways to College (PTC) are new to the teaching profession, having completed a teacher credentialing program with the last five years. Staff is familiar with the academic standards adopted by the state board and using such for lesson planning and delivery purposes as this was part and parcel of every accredited credential program in the State of California beginning with adoption of the various standards over the past 5-10 years.    Teachers participated in a variety of activities and learning experiences throughout the 2018/2019 school year designed to focus attention on standards-based instruction. The certificated staff evaluation tool adopted during this year includes all standards for the teaching profession, including that referencing standards-based instruction.  All certificated personnel were required to submit a standards-based lesson plan in preparation for a formal observation. Informal classroom observations focused on delivery of standards-based lessons. Furthermore, lesson plans were collected periodically to assess whether or not they presented a structure for standards-based lessons. Feedback was given to teachers to assist them with development of such lesson plans.  Additionally, PTC addressed the greatest detractor in the delivery of standards-based lessons through its focus on student behavior. PTC began changing school culture having adopted PBIS school-wide.|Met|2019
50712170000000|Patterson Joint Unified|2|Patterson Unified uses a variety of assessment tools to measure the academic progress of students on standards.  These range from formative to summative assessments.  All teachers are also given the opportunity to work in teams and review and revise the scope and sequence of standards and curriculum.  Shared documents have also been created in order to identify where standards are being addressed.  These tools were selected based on research and best practice strategies for the implementation of standards.   English Language Arts, English Language Development and Mathematics are in full implementation, due in part to the adoption of common core aligned materials and training.   Patterson Unified just completed the adoption of History Social-Science Curriculum and teachers were provided training on the implementation of standards-aligned curriculum and therefore a rating of 3 (initial implementation) was given.   Patterson Unified provided training on the Next Generation Science Standards (NGSS) to all K - 5 teachers and 6 - 12 science teachers in preparation for the adoption of NGSS aligned materials in 19-20.  A rating of 3 (initial Implementation) was given for this area.|4|4|4|3|3|4|4|4|2|3|4|4|4|2|2|4|3|3|3|5|4|4|3|2019-10-07||Met|2019
19647336058267|Paul Revere Charter Middle|2||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 For Two or More Years|2019
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 fourth year of using a new standards-based and aligned ELA/ELD curriculum in grades K-5. We are in the first year of using a standards-based math curriculum.  We are in the fourth 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 2019-20 school year for grades K-6.  These assessments are aligned to the state standards and will provide teachers with formative data that they can use throughout the year to better tailor their instruction to student need.  PCS has particular goals this year in the area of science instruction and math.  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. The next steps will include identifying where and how science can converge with other subjects.  We have purchased new math materials for grades K-5 and are looking to implement the new program with fidelity.   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.  The limitation of time in the school day requires PCS to find ways to integrate each standards-based area to the greatest extent possible.    Speaking specifically to the history-social science standards, like the rest of the state, PCS is currently learning more about this newly adopted standards and is in the emerging stages of implementation.  As our understanding grows, we will be able to direct appropriate time and resources to their integration into our overall program.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-17||Met|2019
56725530139592|Peak Prep Pleasant Valley|2||4|4|4|4|4|3|3|4|4|4|3|3|3|3|3|4|4|4|4|4|4|4|4|2019-10-29||Met|2019
15636280128504|Peak to Peak Mountain Charter|2||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 For Two or More Years|2019
12629840000000|Peninsula Union|2||4|4|4|4|4|4|4|4|3|4|4|4|4|4|4|3|5|4|3|2|5|5|5|2019-10-08||Met|2019
29768770000000|Penn Valley Union Elementary|2||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|2019
49402466051981|Penngrove Elementary|2||4|4|4|4|4|5|5|5|1|5|4|3|4|1|4|1|4|4|4|1|4|4|4|2019-11-12|Petaluma City Schools recently adopted ELA, ELD, and Math curriculum. This curriculum is used with fidelity at Penngrove School. Currently three teachers are piloting new science materials. A decision regarding which curriculum will be adopted will be done in early 2020.|Met|2019
33671990000000|Perris Elementary|2||5|4|4|1|1|5|4|4|1|4|4|4|4|1|3|1|1|4|5|1|4|4|4|2019-10-10|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|Met|2019
33672070000000|Perris Union High|2||4|4|4|4|4|4|4|4|3|5|4|4|4|3|4|4|4|4|4|4|4|4|4|2019-10-16||Met|2019
43771150137059|Perseverance Preparatory|2|We were not open in the 2018-2019 school year and do not currently have data for this indicator.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-11-14|We were not open in the 2018-2019 school year and do not currently have data for this indicator. We will discuss this with our board at our next regular meeting November 21, 2019.|Met|2019
49402460131961|Petaluma Accelerated Charter|2||4|4|5|4|3|4|4|4|3|4|5|5|5|3|4|3|3|4|4|4|3|3|3|2019-11-12||Met|2019
49402460000000|Petaluma City Elementary/Joint Union High|2||4|3|5|2|1|4|3|5|2|1|3|3|5|1|1|3|2|5|5|5|5|5|5|2019-11-12||Met|2019
21102152130102|Phoenix Academy|2||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 For Two or More Years|2019
45701690136440|Phoenix Charter Academy|2||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|2019
01612750000000|Piedmont City Unified|2||4|2|5|4|3|4|2|5|3|3|3|2|4|3|3|4|3|5|4|4|4|4|4|2019-10-10||Met|2019
06616140000000|Pierce Joint Unified|2||3|3|4|2|2|4|3|4|2|2|3|2|3|3|2|4|3|3|3|4|3|4|4|2019-10-17|Data for the above came from a teacher survey given in May 2019. English Language Arts, English Language Development and Math curriculum instructional materials are all state aligned from K-12. K-5 purchased state aligned social science material beginning in the 2018-19 school year.|Met|2019
10623720000000|Pine Ridge Elementary|2||5|3|5|4|3|5|5|5|5|4|4|4|4|3|4|2|4|4|4|1|4|4|3|2019-10-09||Met|2019
49708706113492|Piner-Olivet Charter|2||3|2|3|2|1|2|2|4|1|1|3|3|3|2|3|4|4|3|3|1|3|2|3|2019-10-02||Met|2019
49708700000000|Piner-Olivet Union Elementary|2||3|3|3|1|1|3|3|3|1|1|3|3|3|1|1|1|2|2|3|1|4|3|3|2019-10-02|Student and Teacher participation and feedback regarding instructional practices and delivery is also a very important progress indicator. 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. 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 improve writing, collaboration, communication, and academic achievement|Met|2019
27660680134254|Pinnacle Academy Charter - Independent Study|2||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 For Two or More Years|2019
16639906010557|Pioneer Elementary|2||4|3|3|3|3|4|5|5|4|4|4|4|4|3|3|4|4|5|5|5|5|4|4|2019-10-09||Met|2019
16639906110233|Pioneer Middle|2||4|3|3|3|3|5|5|5|4|4|4|4|4|3|3|4|4|5|5|5|5|4|4|2019-10-09||Met|2019
20102072030229|Pioneer Technical Center|2||3|3|4|2|3|3|3|3|2|3|3|3|3|3|3|4|3|3|2|2|3|4|3|2019-10-08||Met|2019
04733790000000|Pioneer Union Elementary|2||4|4|4|4|3|4|4|4|4|4|4|4|4|4|3|1|1|3|3|1|4|3|3|2019-10-23||Met|2019
09619450000000|Pioneer Union Elementary|2||4|2|5|2|1|5|4|5|2|2|4|2|4|3|1|1|4|4|2|1|4|4|4|2019-10-10||Met|2019
16639900000000|Pioneer Union Elementary|2||4|3|3|3|3|4|5|5|4|4|4|4|4|3|3|4|4|5|5|5|5|4|4|2019-10-09||Met|2019
39686760111336|Pittman Charter|2||4|3|4|3|3|4|4|4|4|4|4|3|4|3|3|3|4|4|4|4|4|3|4|2019-10-22||Met|2019
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.  In addition, a tool summarizing high-level indicators of progress was presented at the Oct 23, 2019 Board meeting regarding Local Indicators.  Highlights of status and progress:  Every Fall at the beginning of the school year (Sep 26, 2019) the Board reviews and passes a Resolution on the Sufficiency of Materials, including listings of current curricular adoptions in key academic areas.  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 three 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 Performance Tasks in Math (known as MARS Tasks); and use of supplemental evidence-based online learning resources in ELA for English Learners (Imagine Learning).  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 has substantially expanded access to AP courses and Career Technical Education Pathways, as reported in our LCAP (June 5, 2019).  Parcel Task Measure and PUSD's own investments have expanded access to Music teachers and to a new standards-based music curricula.  Also see Oct 23, 2019 Local Indicator presentation|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2018-09-26|Relevant tools and Board presentations for this area happen through the school year, including presentations on proposed adoptions.  All of our board presentations are online and searchable:  https://go.boarddocs.com/ca/pittsburg/Board.nsf/Public#  For example, a search of "adoptions" will bring up key curriculum adoption presentations and their Board dates.  Additionally, a tool for summarizing high-level information regarding Adoptions, Professional Development and other Resources and Supports was presented at our annual Local Indicator presentation on October 23, 2019.  Moving forward these presentations will happen at the end of the year, along with the LCAP presentation of progress.|Met|2019
49708390138065|Pivot Charter School - North Bay|2||3|3|3|3|3|4|3|4|4|4|4|3|4|3|3|4|4|4|4|4|4|3|3|2019-06-08||Met|2019
37737910138222|Pivot Charter School - San Diego II|2||3|3|3|3|3|4|3|4|4|4|4|3|4|3|3|4|4|4|4|4|4|3|3|2019-06-08||Met|2019
04614240137828|Pivot Charter School North Valley II|2||3|3|3|3|3|4|3|4|4|4|4|3|4|3|3|4|4|4|4|4|4|3|3|2019-06-08||Met|2019
33103300137836|Pivot Charter School Riverside|2||3|3|3|3|3|4|3|4|4|4|4|3|4|3|3|4|4|4|4|4|4|3|3|2019-06-08||Met|2019
49708390120584|Pivot Online Charter - North Bay|2||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|2019
54720410000000|Pixley Union Elementary|2||5|5|5|2|3|5|5|5|2|3|4|5|4|2|3|4|5|5|5|3|5|5|4|2019-10-08||Met|2019
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 1,021 teachers reflects that 97% report “Standards are communicated effectively in my classroom” and 98% Completely Agree or Somewhat agree “Our staff sets high academic expectations for students.”  Parents concur with staff; 90% of the 7,548 respondents indicated “Classroom instruction prepares my child for the next grade level.”   Additionally, 93% of the 690 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.   In 2017-2018, the District adopted content-aligned Enlgish Language Arts (ELA) and English Language Development (ELD) materials at all grade spans (K-12). As a result, staff report this content area is at Stage 4: Full Implementation.  Five years ago, the District adopted content-aligned Mathematics materials.  As a result, staff report this content area is at Stage 4: Full Implementation.  Grades K-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 9-12, while grades K-8 are beginning Stage 2: Initial Implementation.  With the release of a new History-Social Studies Framework, all grade levels continue to be 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,  Physical 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|2019-10-08||Met|2019
31750850137927|Placer Academy Charter|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|2|5|5|5|5|5|5|4|2019-10-22||Met|2019
31103140000000|Placer County Office of Education|2||5|5|5|3|3|5|5|5|3|4|5|4|5|4|4|5|5|5|5|5|4|5|4|2019-06-13||Met|2019
31103140126904|Placer County Pathways Charter|2||5|5|5|3|3|5|5|5|3|4|5|4|5|4|4|5|5|5|5|5|4|5|4|2019-06-13||Met|2019
31668860000000|Placer Hills Union Elementary|2||4|4|4|4|4|5|5|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-30||Met|2019
31668940000000|Placer Union High|2||5|5|4|4|5|5|4|5|4|5|5|5|5|4|5|4|4|4|4|4|4|4|4|2019-10-15||Met|2019
09619520000000|Placerville Union Elementary|2||5|4|5|3|3|5|5|5|4|4|5|4|5|3|3|3|5|5|4|3|4|4|4|2019-10-16||Met|2019
24658130000000|Plainsburg Union Elementary|2||5|4|5|1|1|5|5|5|1|1|4|4|4|1|1|1|1|3|1|1|4|4|4|2019-10-30||Met|2019
19647336018725|Plainview Academic Charter Academy|2||5|5|4|2|3|5|5|5|3|4|5|5|4|3|3|1|2|4|4|1|4|4|4|2019-10-28|Plainview is an affiliated charter school of the Los Angeles Unified School District and follows the curriculum, textbook book adoption and implementation set by the District.|Met|2019
24658210000000|Planada Elementary|2||5|5|5|2|2|5|5|5|2|2|5|5|5|5|2|3|3|4|2|2|4|4|4|2019-10-03||Met|2019
11626380000000|Plaza Elementary|2||4|4|4|2|3|4|4|5|2|3|4|4|5|2|3|5|4|4|4|5|5|5|5|2019-10-17||Met|2019
51714310000000|Pleasant Grove Joint Union|2||4|3|4|3|2|4|4|5|3|2|4|3|4|3|2|2|3|4|3|1|3|4|4|2019-10-08||Met|2019
29663730000000|Pleasant Ridge Union Elementary|2||5|5|5|2|1|5|5|5|2|1|4|4|4|4|4|3|5|5|1|1|4|4|1|2019-09-10|The district has not focused on the Career Technical Education, Visual and Performing Arts and World Languages standards within our school district as they are "survey" or "wheel" elective classes offered at the middle school level.  They are not a traditional year-long class.|Met|2019
56725530000000|Pleasant Valley|2||5|3|4|3|3|5|5|5|2|3|4|3|4|2|3|3|3|3|4|2|4|4|4|2019-10-17|PVSD has been engaged in the adoption and implementation of various curricula.  A K-8 team of teachers is currently piloting science materials for adoption in the 2020-2021 school year.  In history social science, a team of K-5 teachers is concluding the review process for new materials. The history social science K-5 adoption is scheduled for early 2020.  History teachers in grades 6-8 adopted new curriculum at the end of the 2018-2019 school year and have begun implementing the curriculum in the 2019-2020 school year.  In our analysis of our ELD (integrated and designated) support, we have identified the need for additional site-level training.|Met|2019
40687910000000|Pleasant Valley Joint Union Elementary|2||5|4|4|4|3|5|5|5|4|3|5|4|4|4|4|3|3|3|3|1|4|4|4|2019-10-09||Met|2019
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. • 92% of students K-5th were working on grade level material on Lexia; an online reading skills adaptive based reading program. That compares to 90% of students last year were working on grade level material. • 56% of 6th-8th grade students were working on grade level material on Reading Plus and adaptive based reading program. That compares to 54% of students last year were working on grade level material. • 18% 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. 15% of our students scored Standard Met in Mathematics on the SBAC. Whereas a year ago 12% scored at the Standard Met Level. The district will continue to look at ways to improve Reading Language Arts and Math core instruction. • 7% 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% of our ELD students scored Standard Met in Mathematics on the SBAC. Whereas a year ago 8.5% 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. • 6% of ELD students were re-classified English Proficient. This met our goal of 3% • 57% of students 2nd-8th grade scored at Grade Level on STAR Reading Assessments. Whereas a year ago 46% of students scored at Grade Level. • 48% of 7th and 8th grade students scored at Grade Level on the STAR Math Assessments. Whereas a year ago 47% 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 K-8th 7/9 grade levels met growth target. In Language Use 3rd-8th 4/6 grade levels met growth target. In Math K-8th 8/9 grade levels met growth target. On the CAASPP our 3rd graders scored 33% standard met in ELA, 2019 up from 12% in 2017. Our 3rd graders scored 37% standard met in Math, 2019 up from 22% in 2017. We believe this signals a foundational shift in our primary grade levels TK- 3. Our students are demonstrating a stronger foundation of academic skills. 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 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|2019-11-12||Met|2019
01751010000000|Pleasanton Unified|2||4|3|4|3|2|5|5|5|4|1|3|3|3|3|1|5|1|4|4|4|4|3|2|2019-10-22||Met|2019
32669693230083|Plumas Charter|2||4|4|5|4|4|4|4|5|4|4|4|4|5|4|4|4|4|3|4|4|4|4|4|2019-10-28|PCS is in a regular cycle of curriculum review and support of teachers.|Met|2019
32103220000000|Plumas County Office of Education|2||5|3|5|4|3|5|3|5|3|3|4|3|4|4|3|4|3|3|3|4|4|4|4|2019-11-13||Met|2019
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. The majority of our students are 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 was 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|2019-10-17||Met|2019
32669690000000|Plumas Unified|2||5|3|5|4|3|5|3|5|3|3|4|3|4|4|3|4|3|3|3|4|4|4|4|2019-11-13||Met|2019
23655990000000|Point Arena Joint Union High|2||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|2019
09619600000000|Pollock Pines Elementary|2||4|4|3|3|1|4|4|4|3|1|4|4|4|4|4|1|3|4|4|1|4|4|3|2019-10-08||Met|2019
19647336018774|Pomelo Community Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|5|1|5|5|5|2019-10-17|Our school provides regular ongoing professional development to teachers in each of these content areas. PD is based on research, data and relevant pedagogical theories.  Pomelo Community CS aligns instruction and curricula to the multi-tiered system of support framework to ensure all students are prepared for college, career and life. Our school implements ELA with Benchmark textbooks and assessment materials, Benchmark ELD materials, AMPLIFY DIBELS BOY, MOY and EOY, regular progress monitoring, SBAC/IAB materials and data, ELD-ELPAC, Initial and Summative Assessments. Our school implements Math with MyMath textbooks and assessment materials, CGI lessons implemented using LAUSD Curriculum Maps in all content areas, FOSS and supplemental materials to implement NGSS, and LAUSD's newly adopted HSS materials are implemented and supplemented with field trips and student access to original documents. Our school is in full implementation with health, PE and visual and performing arts standards and adopted curricula. 2018/19 assessments showed that 68% of Pomelo students in grades 3-5 met or exceeded standards in language arts; science scores remain in the top 20%.|Met|2019
19649070000000|Pomona Unified|2||4|4|4|3|2|5|4|4|3|2|4|4|4|3|2|3|4|4|4|5|4|3|3|2019-10-16||Met|2019
15637190000000|Pond Union Elementary|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|4|4|4|3|3|5|5|5|2019-10-08|Pond staff all have training in the adopted California standards.  Continual teacher involvement aligning academic standards in adopted text materials.  Supplementary materials are developed and purchased to support teaching and learning of standards.  Local benchmarks and assessments have been developed and given to all students several times a year.  Teacher staff development days were used to analyze the results and adjust teaching to address needed areas and done regularly.   Teachers are given time for classroom walk-throughs at Pond and neighboring districts.  Adjustments were made based on results.  Career and technical education involved schoolwide career days, robotic classes and agriculture group projects.  Health education is integrated in science classes following academic standards.  Academic standards are followed in physical education and supported with intramural sports and running clubs.  Plays and performances support goals in visual and performing arts Pond is initially implementation . All staff members come together during the year and especially before school years begins and at the end of the year to plan and evaluate.|Met|2019
28662820000000|Pope Valley Union Elementary|2||4|2|4|2|3|4|4|4|1|3|4|2|5|2|3|2|3|2|2|1|5|5|4|2019-10-17||Met|2019
19647330107755|Port of Los Angeles High|2|English: POLAHS’ English curriculum in grades 9-12 align with Common Core State Standards. With the adoption Illuminate Software, POLAHS has successfully developed benchmark assessments that mirror CAASPP, in grades 9-12. Assessments are given twice a year and professional development opportunities allow for the data analysis within both common planning time and department meeting time. Math: The math department completed its transition to Integrated mathematics 1-3. Teachers have worked collaboratively to implement  the Common Core State Standards in Mathematics  and developed curriculum, as well as pacing guides, for each level of integrated math. The math department continues to evaluate the curriculum for effectiveness and will undergo a self-study during the 2019-2020 school year to determine its relationship to College and Career Readiness indicators. Science: POLAHS continues to implement the Next Generation Science Standards.  POLAHS Science courses include Biology, Chemistry, Physics, Marine Biology, Aquaculture, AP Environmental Science, and Certificate of Completion Science. History: POLAHS continues to implement 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. CTE: POLAHS continues to offer Career Technical Education (CTE) pathways in Boat Operations; Construction, including Welding; Graphic Design; Digital Photography; and Video Production. 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. POLAHS has now aligned its CTE mission to coincide with the  California State Plan for Career Technical Education, which establishes the vision, goals, and essential elements of a world-class career technical education system. CTE — with its focus on rigorous and engaging curricula, supportive relationships, and demonstrated outcomes — has become critical to the preparation of all students for career and academic success, postsecondary education, and adult roles and responsibilities. VP: POLAHS offers Drama, Adv Drama, Art and Adv Art as electives. These courses follow the California Arts Standards and CCSS.   Health/Physical Education: The PE department continues to rely on creativity and community resources to provide students with engaging course offerings, while maintaining the CCSS. During the 2018-2019 school year, POLAHS used federal funding to broaden course offerings in the area of Physical Education. World Language POLAHS students complete language requirements through Spanish courses.  POLAHS Spanish CCSS aligned  courses include: Spanish 1, Spanish 2, Spanish 3  Spanish 4, and AP Spanish.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-09||Met|2019
54755230137968|Porterville Military Academy|2||3|2|2|3|2|3|1|2|2|3|3|2|3|3|3|3|3|4|1|2|2|2|2|2019-10-24|Porterville Military Academy first opened in the 2018-19 school year and the following is based on the support of the district. PUSD continues to provide Professional Development on the California Standards and ELD. PUSD supports staff and students with best technology practices at all schools by expanding the number of Technology specialists available during school hours and by providing onsite professional development for those needing the support. 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|Met|2019
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|2019-10-24|PUSD continues to provide Professional Development on the California Standards and ELD. PUSD supports staff and students with best technology practices at all schools by expanding the number of Technology specialists available during school hours and by providing onsite professional development for those needing the support. 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 the focus on professional development for teachers with students of Special Need and Native American Students.|Met|2019
41689810000000|Portola Valley Elementary|2||4|3|4|3|3|5|4|4|3|3|4|3|4|3|3|3|3|5|5|5|4|4|4|2019-10-23|The Portola Valley School District is committed to supporting teachers in all curricular areas.  Over the course of the last three years a strong emphasis has been placed on building capacity for teacher leadership and ongoing professional development by developing "in-house" leadership teams in all of the curricular areas.  As a result of this we are seeing strong alignment in K-5 for Reading/Literacy and K-8 for Mathematics, Physical Education, Visual and Performing Arts and our Foreign Language program.  Strides have been made this year in further aligning the 6-8 Reading/Language Arts curriculum to the K-5 program.  The District recently completed a K-8 History/Social Studies adoption that is aligned with the new framework.   In the area of Science the curriculum adopted for 6-8 is fully implemented and we are currently piloting programs for adoption in the K-5.   The District consistently trains teachers who are working with English Language Learners in strategies and best practices to support students in the general program.  We are committed to teacher professional development and each year survey teachers to determine their priorities for district-wide professional development.  Individual teachers determine their own professional development needs as they set goals with their administrator for their evaluations.|Met|2019
23738660000000|Potter Valley Community Unified|2|In the 2018 - 19 school year the district implemented new English/Language Arts curriculum at the elementary level with embedded science and social science standards.   The high school has implemented new standards aligned math and science curriculum.  All students have access to aligned curriculum.|4|5|5|5|4|4|5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-13|All professional development for staff is aligned to common core state standards and best practices for instruction.|Met|2019
37682960000000|Poway Unified|2||4|3|5|3|1|3|3|5|4|1|4|3|5|4|1|5|4|4|4|3|5|4|4|2019-10-10||Met|2019
19647330127936|PREPA TEC - Los Angeles|2||4|4|4|4|4|4|3|4|3|4|4|4|4|4|4|1|3|4|4|4|4|4|4|2019-10-08|All teacher go through a 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 Middle Years Programme 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.|Met|2019
19769920133900|Prepa Tec Los Angeles High|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2|4|5|4|4|4|4|4|2019-10-08|All Newly hired teachers went through a 3 day on-boarding professional development training.  In addition, all teachers went through 2 days of training prior to the beginning of the school year. This training and training held throughout the year 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 and the IB MYP Units of Inquiry development and instruction as well as curriculum and assessment requirements for the IB DP programme. Via the professional growth evaluation system, teachers are involved in identifying their own areas in need of improvement and are supported to grow in those areas.|Met|2019
37683383731189|Preuss School UCSD|2|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 collects and reviews results received 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, re-teaching or additional tutoring.  The Preuss School’s mission is to prepare students for admission to 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|2019-06-06||Met|2019
43693856046486|Price Charter Middle|2||4|4|5|3|2|4|4|5|3|2|4|4|5|3|2|5|4|5|3|4|4|4|3|2019-10-02|CSD has a multi-year curriculum framework that delineates the implementation stages of subject area standards, instructional materials, and professional development.  All district-wide professional development days provide our teachers with 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 MTSS, SEL, GLAD, Guided Reading, Educational Technology, and Professional Learning Communities. Providing ongoing professional development for all staff will remain constant.|Met|2019
39754990102384|Primary Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|5|5|5|5|5|2019-10-14|The Primary program provides teacher training and time for curriculum development as well as an understanding of the standards and common core.  Teachers have time to share and to develop materials to meet the learning needs of the groups they teach.|Met|2019
11626460000000|Princeton Joint Unified|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|4|3|5|3|4|4|4|4|2019-10-17|MET|Met|2019
36678763630993|Provisional Accelerated Learning Academy|2||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|2019
19647330131847|Public Policy Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|5|3|5|5|5|2019-10-17|The Instructional Team receive Professional Development 1 week prior to the start of the school year, every Wednesday during the school year, 2-3 days before the start of the second semester and one day at the end of the school year. The PD in which they engage is based on identified areas of need or research based strategies that maybe new to the school. 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. Topics that relate to working with English Language Learners (SDAIE Strategies, Primary Language Supports etc.), CAASPP/SBAC state testing, NWEA Benchmark assessments, New Generation Science Standards (NGSS) among other items are covered during Professional Development. Experts from Achieve 3000, Edmentum (Exact Path) and SEP UP Science, resources used by the school, present PD each year.|Met|2019
36678760109850|Public Safety Academy|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|2019-11-14||Met|2019
19647330133298|PUC CALS Middle School and Early College High|2||4|4|4|4|4|4|4|4|4|4|5|4|5|5|5|3|2|4|4|4|5|5|4|2019-10-23|Data Sources: • Survey results from PUC-WIDE Professional Development  • PUC Teacher Development System • 1:1 Coaching & Cycles for Teachers • School Site Professional Development for Teachers • Leader Professional Development & 1:1 Coaching Cycles • PUC Unit Frameworks (All Contents) • PUC DBQ System (History) • PUC Math Instructional Methods (Math) • Site-based Professional Development and Coaching  (All Contents) • Leader Professional Development and Coaching  (All Contents) • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections) • Leader Professional Development & 1:1 Coaching • Regional Professional Development for Leaders • PUC Wide Professional Development for Visual and Performing Arts, Physical Education, Foreign Language  (Scope and Sequence and Reflections) • Regional Content Collaboration Time/ Data Analysis • School & College Counseling PD  ? PUC-WIDE Professional Development for Leaders ? Regional Professional Development for Leaders|Met|2019
19647330129619|PUC Community Charter Elementary|2||4|4|4|4|4|4|4|4|4|4|5|4|5|5|5|3|2|4|4|4|5|5|4|2019-10-23|Data Sources: • Survey results from PUC-WIDE Professional Development  • PUC Teacher Development System • 1:1 Coaching & Cycles for Teachers • School Site Professional Development for Teachers • Leader Professional Development & 1:1 Coaching Cycles • PUC Unit Frameworks (All Contents) • PUC DBQ System (History) • PUC Math Instructional Methods (Math) • Site-based Professional Development and Coaching  (All Contents) • Leader Professional Development and Coaching  (All Contents) • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections) • Leader Professional Development & 1:1 Coaching • Regional Professional Development for Leaders • PUC Wide Professional Development for Visual and Performing Arts, Physical Education, Foreign Language  (Scope and Sequence and Reflections) • Regional Content Collaboration Time/ Data Analysis • School & College Counseling PD  ? PUC-WIDE Professional Development for Leaders ? Regional Professional Development for Leaders|Met|2019
19647336116750|PUC Community Charter Middle and PUC Community Charter Early College High|2||4|4|4|4|4|4|4|4|4|4|5|4|5|5|5|3|2|4|4|4|5|5|4|2019-10-23|Data Sources: • Survey results from PUC-WIDE Professional Development  • PUC Teacher Development System • 1:1 Coaching & Cycles for Teachers • School Site Professional Development for Teachers • Leader Professional Development & 1:1 Coaching Cycles • PUC Unit Frameworks (All Contents) • PUC DBQ System (History) • PUC Math Instructional Methods (Math) • Site-based Professional Development and Coaching  (All Contents) • Leader Professional Development and Coaching  (All Contents) • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections) • Leader Professional Development & 1:1 Coaching • Regional Professional Development for Leaders • PUC Wide Professional Development for Visual and Performing Arts, Physical Education, Foreign Language  (Scope and Sequence and Reflections) • Regional Content Collaboration Time/ Data Analysis • School & College Counseling PD  ? PUC-WIDE Professional Development for Leaders ? Regional Professional Development for Leaders|Met|2019
19647330124933|PUC Early College Academy for Leaders and Scholars (ECALS)|2||4|4|4|4|4|4|4|4|4|4|5|4|5|5|5|3|2|4|4|4|5|5|4|2019-10-23|Data Sources: • Survey results from PUC-WIDE Professional Development  • PUC Teacher Development System • 1:1 Coaching & Cycles for Teachers • School Site Professional Development for Teachers • Leader Professional Development & 1:1 Coaching Cycles • PUC Unit Frameworks (All Contents) • PUC DBQ System (History) • PUC Math Instructional Methods (Math) • Site-based Professional Development and Coaching  (All Contents) • Leader Professional Development and Coaching  (All Contents) • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections) • Leader Professional Development & 1:1 Coaching • Regional Professional Development for Leaders • PUC Wide Professional Development for Visual and Performing Arts, Physical Education, Foreign Language  (Scope and Sequence and Reflections) • Regional Content Collaboration Time/ Data Analysis • School & College Counseling PD  ? PUC-WIDE Professional Development for Leaders ? Regional Professional Development for Leaders|Met|2019
19647330112201|PUC Excel Charter Academy|2||4|4|4|4|4|4|4|4|4|4|5|4|5|5|5|3|2|4|4|4|5|5|4|2019-10-23|Data Sources: • Survey results from PUC-WIDE Professional Development  • PUC Teacher Development System • 1:1 Coaching & Cycles for Teachers • School Site Professional Development for Teachers • Leader Professional Development & 1:1 Coaching Cycles • PUC Unit Frameworks (All Contents) • PUC DBQ System (History) • PUC Math Instructional Methods (Math) • Site-based Professional Development and Coaching  (All Contents) • Leader Professional Development and Coaching  (All Contents) • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections) • Leader Professional Development & 1:1 Coaching • Regional Professional Development for Leaders • PUC Wide Professional Development for Visual and Performing Arts, Physical Education, Foreign Language  (Scope and Sequence and Reflections) • Regional Content Collaboration Time/ Data Analysis • School & College Counseling PD  ? PUC-WIDE Professional Development for Leaders ? Regional Professional Development for Leaders|Met|2019
19647330129593|PUC Inspire Charter Academy|2||4|4|4|4|4|4|4|4|4|4|5|4|5|5|5|3|2|4|4|4|5|5|4|2019-10-23|Data Sources: • Survey results from PUC-WIDE Professional Development  • PUC Teacher Development System • 1:1 Coaching & Cycles for Teachers • School Site Professional Development for Teachers • Leader Professional Development & 1:1 Coaching Cycles • PUC Unit Frameworks (All Contents) • PUC DBQ System (History) • PUC Math Instructional Methods (Math) • Site-based Professional Development and Coaching  (All Contents) • Leader Professional Development and Coaching  (All Contents) • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections) • Leader Professional Development & 1:1 Coaching • Regional Professional Development for Leaders • PUC Wide Professional Development for Visual and Performing Arts, Physical Education, Foreign Language  (Scope and Sequence and Reflections) • Regional Content Collaboration Time/ Data Analysis • School & College Counseling PD  ? PUC-WIDE Professional Development for Leaders ? Regional Professional Development for Leaders|Met|2019
19647330102442|PUC Lakeview Charter Academy|2||4|4|4|4|4|4|4|4|4|4|5|4|5|5|5|3|2|4|4|4|5|5|4|2019-10-23|Data Sources: • Survey results from PUC-WIDE Professional Development  • PUC Teacher Development System • 1:1 Coaching & Cycles for Teachers • School Site Professional Development for Teachers • Leader Professional Development & 1:1 Coaching Cycles • PUC Unit Frameworks (All Contents) • PUC DBQ System (History) • PUC Math Instructional Methods (Math) • Site-based Professional Development and Coaching  (All Contents) • Leader Professional Development and Coaching  (All Contents) • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections) • Leader Professional Development & 1:1 Coaching • Regional Professional Development for Leaders • PUC Wide Professional Development for Visual and Performing Arts, Physical Education, Foreign Language  (Scope and Sequence and Reflections) • Regional Content Collaboration Time/ Data Analysis • School & College Counseling PD  ? PUC-WIDE Professional Development for Leaders ? Regional Professional Development for Leaders|Met|2019
19647330122606|PUC Lakeview Charter High|2||4|4|4|4|4|4|4|4|4|4|5|4|5|5|5|3|2|4|4|4|5|5|4|2019-10-23|Data Sources: • Survey results from PUC-WIDE Professional Development  • PUC Teacher Development System • 1:1 Coaching & Cycles for Teachers • School Site Professional Development for Teachers • Leader Professional Development & 1:1 Coaching Cycles • PUC Unit Frameworks (All Contents) • PUC DBQ System (History) • PUC Math Instructional Methods (Math) • Site-based Professional Development and Coaching  (All Contents) • Leader Professional Development and Coaching  (All Contents) • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections) • Leader Professional Development & 1:1 Coaching • Regional Professional Development for Leaders • PUC Wide Professional Development for Visual and Performing Arts, Physical Education, Foreign Language  (Scope and Sequence and Reflections) • Regional Content Collaboration Time/ Data Analysis • School & College Counseling PD  ? PUC-WIDE Professional Development for Leaders ? Regional Professional Development for Leaders|Met|2019
19647330102426|PUC Milagro Charter|2||4|4|4|4|4|4|4|4|4|4|5|4|5|5|5|3|2|4|4|4|5|5|4|2019-10-23|Data Sources: • Survey results from PUC-WIDE Professional Development  • PUC Teacher Development System • 1:1 Coaching & Cycles for Teachers • School Site Professional Development for Teachers • Leader Professional Development & 1:1 Coaching Cycles • PUC Unit Frameworks (All Contents) • PUC DBQ System (History) • PUC Math Instructional Methods (Math) • Site-based Professional Development and Coaching  (All Contents) • Leader Professional Development and Coaching  (All Contents) • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections) • Leader Professional Development & 1:1 Coaching • Regional Professional Development for Leaders • PUC Wide Professional Development for Visual and Performing Arts, Physical Education, Foreign Language  (Scope and Sequence and Reflections) • Regional Content Collaboration Time/ Data Analysis • School & College Counseling PD  ? PUC-WIDE Professional Development for Leaders ? Regional Professional Development for Leaders|Met|2019
19647330133280|PUC Nueva Esperanza Charter Academy|2||4|4|4|4|4|4|4|4|4|4|5|4|5|5|5|3|2|4|4|4|5|5|4|2019-10-23|Data Sources: • Survey results from PUC-WIDE Professional Development  • PUC Teacher Development System • 1:1 Coaching & Cycles for Teachers • School Site Professional Development for Teachers • Leader Professional Development & 1:1 Coaching Cycles • PUC Unit Frameworks (All Contents) • PUC DBQ System (History) • PUC Math Instructional Methods (Math) • Site-based Professional Development and Coaching  (All Contents) • Leader Professional Development and Coaching  (All Contents) • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections) • Leader Professional Development & 1:1 Coaching • Regional Professional Development for Leaders • PUC Wide Professional Development for Visual and Performing Arts, Physical Education, Foreign Language  (Scope and Sequence and Reflections) • Regional Content Collaboration Time/ Data Analysis • School & College Counseling PD  ? PUC-WIDE Professional Development for Leaders ? Regional Professional Development for Leaders|Met|2019
19647330119974|PUC Santa Rosa Charter Academy|2||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|2019
19647330133272|PUC Triumph Charter Academy and PUC Triumph Charter High|2||4|4|4|4|4|4|4|4|4|4|5|4|5|5|5|3|2|4|4|4|5|5|4|2019-10-23|Data Sources: • Survey results from PUC-WIDE Professional Development  • PUC Teacher Development System • 1:1 Coaching & Cycles for Teachers • School Site Professional Development for Teachers • Leader Professional Development & 1:1 Coaching Cycles • PUC Unit Frameworks (All Contents) • PUC DBQ System (History) • PUC Math Instructional Methods (Math) • Site-based Professional Development and Coaching  (All Contents) • Leader Professional Development and Coaching  (All Contents) • PUC-WIDE Professional Development (Scope and Sequence and Reflections) • Regional Professional Development (Scope and Sequence and Reflections) • School Site Professional Development (Scope and Sequence and Reflections) • Leader Professional Development & 1:1 Coaching • Regional Professional Development for Leaders • PUC Wide Professional Development for Visual and Performing Arts, Physical Education, Foreign Language  (Scope and Sequence and Reflections) • Regional Content Collaboration Time/ Data Analysis • School & College Counseling PD  ? PUC-WIDE Professional Development for Leaders ? Regional Professional Development for Leaders|Met|2019
19647336120471|Puente Charter|2|PUENTE Charter School tracks and measures the short-term and long-term impacts of our instructional practices. PUENTE utliizes both Performance Monitoring, where we frequently track data about our instructional practices to see how outcomes compare to identified targets and goals and Rigorous Evaluations, to measure the effectiveness of our instructional practice by answering questions about the impact of a specific activity on our measured measured outcomes. PUENTE utilizes the assessment results from ELPAC and NWEA Map, student progress reports, teacher and administrator evaluations, California Dashboard, and the LCAP to systematically measure student performance. For the PUENTE Charter School operations, the Dashboard results include, attendance, suspension, EL status, and the not-yet Math and ELA performance college/career readiness, and graduation rates, due our Kindergarten-2nd grade school operations.|5|5|5|4|4|5|5|5|4|4|5|5|5|5|5|4|5|4|5|3|5|5|5|2019-06-13|School leadership reviews student academic achievement data in multiple settings as the school year begins, and works with stakeholders (e.g.parents, teachers, advisory committees, and the governing board of directors) to share the data and analysis. Specific data-sharing opportunities include:board meeting, parent meetings, family nights, advisory committee meetings, community nights and LAUSD site visits. Our school's LCAP goals related to professional development measure student achievement and other Dashboard indicators as well as new teacher Induction completion rates and new teacher retention, which supports a culture of high student achievement of academic standards. These metrics are reviewed annually and provide a regular opportunity to analyze and make appropriate modifications to actions/services. PUENTE engages in on-going evaluation of data with parent/family stakeholders through the School Plan for Student Achievement SPSA process. This process allows individual schools to analyze student achievement and make necessary adjustments within and between school years to ensure that PUENTE professional development is meeting the needs of student high achievement of state academic standards.|Met|2019
10624146117865|Quail Lake Environmental Charter|2||4|3|4|2|3|5|3|5|3|3|4|4|4|3|3|3|3|4|5|3|4|4|3|2019-10-22||Met|2019
10622406108328|Rafer Johnson Junior High|2||5|4|4|3|4|5|4|4|3|4|5|5|5|2|4|4|4|4|3|1|5|5|5|2019-10-14|The district continues to provide staff development in the area of integrated and designated ELD. Extra planning time with county office consultants is also embedded into the school year for designated ELD teachers. This year, the district is piloting new curriculum for NGSS. Teachers will receive ongoing professional development during the pilot phase and follow up training once curriculum is adopted. CTE classes are provided at the middle school level.Because KECSD is an elementary district, world language classes are not available.|Met|2019
10623800000000|Raisin City Elementary|2||4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|3|4|4|3|4|5|5|5|2019-10-14|Raisin City Elementary School has ongoing staff development on GLAD/UpLevel training and implementation of curriculum, addressing state academic standards.|Met|2019
37683040000000|Ramona City Unified|2||4|1|4|4|2|5|3|5|3|2|4|3|4|3|2|4|2|4|4|4|5|5|4|2019-10-10|With California's adoption of a new HSS and Health Framework, RUSD is working to provide professional learning and high-quality standards based instructional materials to meet the changes.|Met|2019
37683120000000|Rancho Santa Fe Elementary|2||5|3|5|3|4|5|5|5|5|5|5|3|5|5|5|4|5|5|4|4|4|4|4|2019-10-10|Rancho Santa 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. We have adopted new math curriculum K-8 and have focused our professional development for the year on successful implementation of the new materials.  We have also adopted new science curriculum that aligns to the Next Generation Science Standards.  We have focused professional development on the new standards and implementation of the science materials.  We have also purchased new materials for English Language Development for use by classroom and intervention teachers.  This is being measured through administrative walkthroughs.  We have also provided weekly collaboration time at each grade level at both the elementary school and middle school for the purpose of  professional learning and monitoring student progress.|Met|2019
18641620000000|Ravendale-Termo Elementary|2||3|3|3|2|2|4|4|4|2|3|3|3|3|1|2|1|1|2|2|2|2|2|2|2019-01-16|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.  Newly adopted Social Science training will take place soon as it is able to be scheduled.  These training opportunities provide our staff with peer to peer collaboration time at a variety of grade levels.|Met|2019
41689990000000|Ravenswood City Elementary|2||4|2|3|2|1|4|3|4|4|1|5|2|4|2|1|2|3|2|4|1|3|3|3|2019-10-24||Met|2019
20652760000000|Raymond-Knowles Union Elementary|2||5|5|5|3|3|5|5|5|5|5|5|5|5|3|3|1|4|4|1|1|5|5|5|2019-11-19||Met|2019
49709380120121|REACH|2||3|1|4|4|4|4|1|5|4|4|3|1|3|3|3|1|2|4|4|2|3|4|4|2019-10-17||Met|2019
33672150126128|REACH Leadership STEAM Academy|2||5|4|4|4|3|5|4|5|5|3|5|5|5|4|3|1|3|4|4|4|5|4|4|2019-10-28||Met|2019
01611430138552|REALM Charter|2||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 For Two or More Years|2019
52716390000000|Red Bluff Joint Union High|2||3|3|4|4|3|4|4|4|4|4|3|3|3|3|3|4|3|4|4|4|3|3|3|2019-10-17||Met|2019
52716210000000|Red Bluff Union Elementary|2||4|4|4|2|3|5|5|5|3|3|4|4|4|2|3|2|2|4|2|1|4|4|3|2019-10-08|Curriculum for math, ELA/ELD, and social studies are standards aligned.  The topics/themes in the TK-5th ELA curriculum is based on social studies and science standard topics and standards.  The middle school recently adopted a new history/social studies curriculum.  The next adoption will be science curriculum.  Instructional coaches support the teaching of state standards using our adopted curriculum.  Grade level teams are released weekly for up to 50 minutes during the school day to collaborate as professional learning communities/data teams on data and evidence based strategies to support standards-based instruction for all students.  Information was collected from teachers and administrators during meetings, collaborations, and a survey was administered to assess the use and support needed to successfully implement the the CCSS-aligned ELA and math curriculum.|Met|2019
45699710135848|Redding Collegiate Academy|2||4|4|4|4|3|4|4|5|3|3|4|3|4|3|3|4|4|4|4|4|4|4|4|2019-09-04|Redding Collegiate Academy offers a wide variety of online courses to provide additional options for students to meet A-G and CTE requirements.|Met|2019
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 third 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 been adopted in Tk-8th grade. Tk-5 adopted Studies Weekly and 6-8 adopted National Geographic. The 19/20 school year will have a cohort of teachers piloting three staff chosen publishers in the subject area of Next Generation Science Standards.  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.|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2019-06-25|Redding School District is piloting three different publishers in the area of Science during the 19/20 school year. The form could not be submitted without Option 1 and 2 both being filled out. As a K-8 district, CTE was left blank, but it would not allow for form submission.|Met|2019
45699480134122|Redding School of the Arts|2||5|4|5|3|2|5|5|5|3|4|4|4|4|3|2|4|2|5|5|5|5|4|4|2019-06-25||Met|2019
45104540132944|Redding STEM Academy|2|R-STEM is in its fifth 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.|3|3|3|3|3|4|4|4|3|4|3|3|3|3|3|1|1|3|3|1|3|3|3|2019-10-09||Met|2019
36678430000000|Redlands Unified|2||4|3|4|3|1|4|3|5|1|1|5|3|5|1|1|3|3|4|4|4|4|4|3|2019-10-22||Met|2019
19753410000000|Redondo Beach Unified|2||5|5|5|4|4|5|5|5|5|5|5|5|5|5|4|4|4|5|5|5|5|5|5|2019-10-25||Met|2019
23656152330413|Redwood Academy of Ukiah|2||5|3|5|4|3|5|3|5|5|4|5|3|5|4|4|1|3|3|5|5|4|4|4|2019-10-15|As a small charter school with a college preparatory mission, Career Technical Education classes/curriculum is not offered to RA students except by way of our College Program, which offers students an opportunity to complete some CTE courses at Mendocino College.  Additionally, our charter school does not currently have a Physical Education graduation requirement; however, because the school values the many benefits of physical activity, there are two fitness classes required of 7th and 8th grade students that encompass the physical education standards.  The ratings in those categories reflect the limited nature of those activities at our school.|Met|2019
41690050000000|Redwood City Elementary|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|3|4|4|4|4|4|3|2019-10-23|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.|Met|2019
12626790137653|Redwood Coast Montessori|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|3|4|4|4|4|4|4|4|2019-10-09||Met|2019
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|2019-10-08|CTE and World language are not applicable to us being a primary charter school|Met|2019
21654250000000|Reed Union Elementary|2||4|3|5|4|3|4|4|5|3|4|4|3|5|4|4|4|3|4|4|4|5|4|4|2019-10-15||Met|2019
10622650126292|Reedley Middle College High|2||5|4|5|4|1|5|5|5|3|1|5|5|5|3|1|5|5|5|5|5|5|5|4|2019-10-22|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 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. RMCHS continues to incorporate job embedded professional learning opportunities with coaches and during extended year courses.|Met|2019
52716470000000|Reeds Creek Elementary|2||3|3|3|3|4|5|5|5|3|5|4|4|4|3|4|2|3|5|4|1|4|4|4|2019-10-17|All teachers are following State Standards and will continue to attend Professional Development in order to keep up with the latest requirements.  Adequate materials and textbooks are available in all classrooms. Technology availability has increased this year.  This year we have a focus on Math professional development for the implementation of Eureka Math and CPM, Technology and SEL professional development, as well as legally mandated trainings.|Met|2019
16739320000000|Reef-Sunset Unified|2||5|4|4|3|3|5|5|4|3|2|5|5|4|3|2|4|4|4|4|3|3|4|3|2019-10-17||Met|2019
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|2019-10-15||Met|2019
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|2019-10-08|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 grades 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.|Met|2019
19647331937226|Reseda Charter High|2||4|4|4|3|3|4|4|4|2|4|4|4|4|3|3|5|4|4|5|5|5|4|4|2019-10-29||Met|2019
19647330131870|Resolute Academy Charter|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|3|4|5|4|1|4|4|4|2019-10-09||Met|2019
36678500000000|Rialto Unified|2||4|4|4|3|4|4|4|4|3|3|4|3|4|3|3|3|3|3|4|3|3|3|3|2019-10-23|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. History/Social Science also showed improvement in implementation as a new adoption was provided for grades K-12 during the 2018-19 school year. Other content areas have been reviewed and are planned for revisions in order to increase the progress toward implementation of state academic standards.|Met|2019
52716540000000|Richfield Elementary|2||4|3|4|3|2|5|4|4|3|3|4|3|4|3|2|1|3|3|3|2|3|3|3|2019-09-18||Met|2019
54720820000000|Richgrove Elementary|2||5|4|5|4|4|5|4|5|4|4|5|5|5|4|4|4|4|5|4|5|5|5|5|2019-10-10||Met|2019
15635780000000|Richland Union Elementary|2||3|3|4|3|2|4|3|4|2|2|3|3|3|3|2|2|2|3|2|2|3|3|2|2019-10-14||Met|2019
07617960126805|Richmond Charter Academy|2|At RCA we have fully implemented the common core state standards for ELA and Mathematics.  The science curriculum is aligned with Next Generation Science Standards, as is our History curriculum to the Common Core History and Social Science standards. Our P.E. courses follow the Physical Education Model Content Standards, and we have partnered with the Mindful Life Project and Planned Parenthood to address the Health Education Content Standards, including social-emotional learning. We use NWEA and internal benchmarks to monitor our progress, as well as use whole school pacing guides for each grade level and curriculum.  We are currently working on vertical alignment to work creating CTE programs and World Language preparation between RCA and high schools.|4|4|4|4|4|4|4|4|4|4|4|3|4|4|4|1|3|4|4|2|4|4|4|2019-10-23|Before the school year starts, we have a district-wide summit to communicate expectations for all instructional staff.  We tailor professional development for our teachers depending on needs and years of experience.  Throughout the school year, we provide on-going professional development to hone teacher skills with objectives, lesson planning, standards analysis, data digs, and assessments. We also bring in trainers for our curriculum to keep our teachers updated and knowledgable about how to properly implement the curriculum.  Our instructional staff is provided year-long coaching, observations, and feedback cycles to improve and push instructional practice.  Each teacher works on individual professional growth plans to monitor the progress of goals related to instruction, leadership, and professionalism.|Met|2019
07617960129643|Richmond Charter Elementary-Benito Juarez|2|At BJE we have fully implemented the common core state standards for ELA and Mathematics.  The science curriculum is aligned with Next Generation Science Standards, as is our History curriculum to the Common Core History and Social Science standards. Our P.E. courses follow the Physical Education Model Content Standards, and we have partnered with the Mindful Life Project and Planned Parenthood to address the Health Education Content Standards, including social-emotional learning. We use NWEA and internal benchmarks to monitor our progress, as well as use whole school pacing guides for each grade level and curriculum.|4|3|4|3|4|4|4|4|4|4|4|4|4|4|4|1|1|5|4|1|4|4|4|2019-10-23|Before the school year starts, we have a district-wide summit to communicate expectations for all instructional staff.  We tailor professional development for our teachers depending on needs and years of experience.  Throughout the school year, we provide on-going professional development to hone teacher skills with objectives, lesson planning, standards analysis, data digs, and assessments. We also bring in trainers for our curriculum to keep our teachers updated and knowledgable about how to properly implement the curriculum.  Our instructional staff is provided year-long coaching, observations, and feedback cycles to improve and push instructional practice.  Each teacher works on individual professional growth plans to monitor the progress of goals related to instruction, leadership, and professionalism.|Met|2019
07617960110973|Richmond College Preparatory|2|Teachers and administrators develop curriculum maps for each grade level in English Language Arts (ELA) and Math in alignment with California Common Core State Standards (CA CCSS) and English Language Development (ELD) standards, which are reviewed for alignment on an annual basis.   English Learners (ELs) receive 30 minutes (grades K-2) or 45 minutes (grades 3-8) daily instruction in ELD, differentiated by their level of proficiency in English as measured by the English Language Proficiency Assessments for California (ELPAC) and formative assessments. Teachers provide differentiated scaffolding, which is a teaching approach that progressively moves students who are at various proficiency and grade levels towards stronger understanding, skill acquisition, and learning. Teachers also provide integrated ELD throughout the rest of the school day to ensure that ELs have access to the core curriculum.     Richmond College Prep has a week of professional development prior to the start of the school year. Staff members receive curriculum and program trainings, collaborate within grade-level teams to do long-term planning for the school year, and prepare classrooms for the first day of school. During the school year, the staff meets once a month to discuss various academic and school climate issues. The professional development focus for the 2019-2020 school year is for teachers to learn the instructional methods contained in Lucy Calkins’ Reader's Workshop and Writer’s Workshop. Our Lower Elementary Director works with grade-level groups to study various aspects of the Reader's Workshop model, in which teachers get to observe, practice, and then implement units of study in their own classrooms. Grade-level teams also collaborate weekly on data analysis, instructional planning, and the needs of student subgroups, including English Learners. Teachers receive weekly one-on-one instructional coaching from their Director and also participate in grade-level planning.   Teachers also receive three days of professional development annually, which include dedicated days for understanding and implementing CA CCSS and ELD standards, developing instructional strategies for supporting English Learners and other subgroups of students. Teachers receive ongoing coaching from consultants and Directors in all subject areas.     There are regular meetings of the Professional Learning Communities--groups of educators that meet regularly, share expertise, and work collaboratively to improve teaching skills and the academic performance of students.|5|4|5|4|4|5|5|5|4|4|5|4|5|4|4|3|4|4|4|1|5|5|4|2019-10-29||Met|2019
18641700000000|Richmond Elementary|2||4|4|4|2|2|5|5|5|2|1|5|4|5|2|1|2|3|3|2|2|5|5|4|2019-11-14||Met|2019
15756301530500|Ridgecrest Charter|2||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|2019
36678680000000|Rim of the World Unified|2||3|3|4|3|1|4|3|4|2|1|3|3|3|2|1|4|1|4|4|3|3|3|3|2019-10-17||Met|2019
49708960102525|Rincon Valley Charter|2||5|4|4|2|1|5|5|5|3|2|4|3|4|2|1|2|3|4|4|1|4|4|3|2019-11-12||Met|2019
49708960000000|Rincon Valley Union Elementary|2||5|4|4|2|1|5|5|5|3|1|4|3|4|2|1|2|3|4|4|1|4|4|3|2019-11-12||Met|2019
15735440000000|Rio Bravo-Greeley Union Elementary|2||5|4|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|4|4|5|5|5|2019-10-14||Met|2019
12630080000000|Rio Dell Elementary|2||5|4|4|3|4|5|4|4|4|4|4|4|4|4|4|2|4|4|4|2|4|4|4|2019-11-13||Met|2019
56725610000000|Rio Elementary|2||4|4|4|3|2|3|3|4|2|2|4|4|4|3|2|4|4|4|4|4|4|4|4|2019-06-26||Met|2019
39685850122580|Rio Valley Charter|2|Rio Valley Charter School utilizes current educational research data in its implementation of suitable standards-aligned curricula and instructional programs for all students to best prepare them for college, career, and life. We seek out and offer a variety of standards-based curricular supports.  Focus is given to core content for classes in math, language arts, science and social studies for grades 6 – 12.  We produce and maintain course descriptions and syllabi and administer end-of-course testing to ensure content mastery.  Our students participate in normed growth projection testing twice per school year, at the beginning of each semester.  The NWEA MAP testing gives our teachers and parents actionable data to determine student needs and subsequently address those needs with standards-based instruction.   The data from the NWEA MAP test is analyzed by staff to monitor growth of both grade-level groups and individual students through the use of focal groups and intervention rosters.  Student goals are set based on these findings, and individual plans are enacted using the Response to Intervention protocol. As a school offering individualized learning opportunities, RVCS ensures both adopted standards-based curriculum and a broad array of options for coursework support these standards.  Throughout the semester, the teacher and school leadership conduct progress monitoring using Exact Path, Study Island and/or other individualized programs. Teachers work to align instruction with Common Core standards using specified support materials and programs.  We are working to implement Common Core standards through new materials and learning activities from local resources. These integrate students with their communities in preparation toward good citizenship.  Some resources include concurrent community college enrollment, volunteer opportunities and service projects, homeschool co-operatives, library workshops and local parks and recreation agencies classes.  We offer access to supplemental coursework through online programs that are aligned to Common Core Standards such as Edmentum programs, Discovery Education, and Khan Academy.   All teachers hold California Teaching credentials and participate in ongoing professional development throughout the school year.  The staff meets monthly for professional development, and there are web-based modules designed to familiarize the teachers with various opportunities for the student, such as the Edmentum programs.   RVCS utilizes ICEV Online CTE Certification programs, and Medical Career classes (EKG Tech, Medical Assistant) to provide students the opportunity to explore career choices.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-23||Met|2019
39686500000000|Ripon Unified|2||5|4|4|3|1|5|5|5|4|1|5|4|4|3|1|4|4|5|3|3|4|4|4|2019-10-07||Met|2019
19647330136994|Rise Kohyang Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2|5|5|5|2019-10-28||Met|2019
19647330133868|Rise Kohyang High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2|5|5|5|2019-10-28||Met|2019
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|2019-10-28||Met|2019
09618380129965|Rising Sun Montessori|2|RSMS includes curriculum and materials in the following content areas: Home Economics, Math, Language Arts, Creative Arts, Geography, History, Civics, Technology, Leadership, Science, Government, Economics, Nutrition and Movement. Montessori Scope & Sequence lessons are aligned to the Common Core State Standards, Next Generation Science Standards, ELD standards, and History-Social Science Content Standards in all subject areas and presented to the students within the framework of the Montessori Method of Education to make them more accessible, hands-on, and meaningful to the backgrounds and lives of our students.|5|5|5|3|4|5|5|5|3|4|5|5|5|4|4|3|5|4|3|3|4|5|5|2018-06-26|As a K-8 School, Rising Sun implemented a foreign language program in grades 6-8 in the 2018-19 School Year.  We continue to progress in the implementation of the NGSS for grades 1-3, while continuing full implementation in grades 4-8.|Met|2019
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|2019-10-01|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 continues to learn about implementing the NGSS and will be reviewing History/Social Science curriculum in the 2019-20 school year.  Staff has also been trained to use the “Road to Success Academy” model for instruction – a standards-based, thematic, project-based model that supports the variety of needs of our students.|Met|2019
57726940131706|River Charter Schools Lighthouse Charter|2|a. LCS continues to acquire and implement rigorous curriculum aligned to the Common Core State Standards (CCSS), Next Generation Science Standards (NGSS), and State Standards.  b. Students participate in our music and art programs on average 140+ minutes a week. LCS provides students with general music, choir, general art, and advanced art classes.  c. A school-wide focus on Writing was held. A part time writing coach was contracted to provide Professional Development on deepening understanding on a monthly basis, as well as provide ongoing coaching in writing. Dean of Instruction also focused on the application of the skills introduced in the PD.  d. Project Based Learning (PBL) was also continued as a school-wide focus, with 100% of staff trained and implementing PBL.  e. Individualized Learning Blocks called WINN (What I Need Now), provide individualized instruction four times per week for 40 minutes. During this time, students are pulled in groups for just right instruction. Groups include Intensive and Strategic Intervention (Below Grade Level, Grade Level, and Advanced). In addition, Integrated ELD support through WINN, GLAD, and Instructional Aide Support.  f. Personalized professional development and coaching (Dean of Instruction) provided to teacher teams, based on their individual goals and evaluation, to strengthen their implementation of Common Core and other aspects of the curriculum. g. Teachers who were not previously trained in Guided Language Acquisition Design (GLAD) attended a two-day and four-day institute to receive their certification. The Dean of Instruction, who ensures consistent use of GLAD across classrooms and grades, observes all teachers weekly. 57% of staff are trained and implementing GLAD.  h. The Beginning Teacher Support and Assessment (BTSA) program was provided to new teachers through on-site mentor teachers and within the SCOE consortium.  i. The School Leadership team is very active in monitoring students’ proficiency data. Roles are distributed with one teacher focused on NEWA MAP, one on Accelerated Reader, and one on ELPAC and GLAD. Each teacher monitors data, then provides professional development and either coaches or facilitates peer coaching in their area. j. The Dean of Instruction attended a National Conference on maximizing student engagement and brought back a plethora of resources and ideas for the teachers to create experiences within their classrooms and not just lessons.  k. Chrome books are used to enhance instruction and provide differentiation through programs such as Accelerated Reader, as well as assess progress and inform instruction through programs such as STAR Reading and NWEA MAP. In addition, Promethium Boards are in every classroom to ensure student engagement. LCS has a 2:1 technology ratio for students grades 2-6 and 2:1 IPads for grades TK-1.  l. The music and art department meet with grade levels monthly to incorporate literature and content standards into their classes.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-07|Annual Staff Survey Indicators (2018-19) 100% of staff:  1. School administrator frequently visits classroom. (44% increase)  2. School administrator is knowledgeable about state standards, curriculum, and assessments. (11% increase)  3. Rate the academic program as “very effective”. (No change) • 90+% of staff:  1. Feel prepared utilizing Common Core State Standards to plan my lessons. (93% agreed plus 7% “did not apply”). (11% increase)  Below 80% of staff:  1. (71%) Participated in professional development activities around content-specific goals. (5% increase)  2. (57%) Satisfied with amount and quality of professional development. (34% increase)  3. (64%; 7% “did not apply) Participated in instructional coaching. (42% increase)  4. (72%) Satisfied with amount and quality of instructional coaching. (38% increase)  5. (79%; 21% “did not apply”) Teachers in same grade use common assessments. (11% increase)|Met|2019
34674130000000|River Delta Joint Unified|2||4|4|4|2|4|4|4|4|2|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-08||Met|2019
39103970127134|River Islands Technology Academy II|2||4|3|5|3|2|5|4|5|3|3|4|3|5|3|2|1|2|3|4|1|5|4|4|2019-10-22|River Islands Technology Academy is a K-8 school and therefore does not have a school wide Career Technical Education or World Language program.|Met|2019
28662666113302|River Middle|2||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|2019
49708470119750|River Montessori Elementary Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|5|5|5|3|5|5|5|2019-10-23|Career Technical Education N/A  RMCS Montessori pedagogy includes curriculum and materials to deliver Common Core and Next Generation Science Standards as well as formative and summative assessments to ensure individual student progress.  CAASPP is administered annually and    reflects the statistical volatility of an individual's impact on group scores with a small school population and subgroups.  Academic results are most profound in students who have been in the Montessori program over time and reflect well in individual local measures. Together, faculty and staff determine areas of need of improvement and tailor lessons and support for students and professional development accordingly to ensure consistent reflection and support.|Met|2019
23656150115055|River Oak Charter|2|In all areas above, River Oak Charter School has been working towards full implementation. Full implementation of Math and Physical Education standards.|3|3|5|3|3|3|3|5|3|3|3|3|4|3|3|1|2|4|3|2|3|4|2|2019-10-21|River Oak Charter is a Waldorf based school that is implementing the standards set forth by the State of California.  It is a new challenge for the veteran staff but they are going forward.|Met|2019
56105610122713|River Oaks Academy|2||5|4|5|4|4|5|4|5|5|5|5|4|5|4|4|5|5|4|4|4|5|5|5|2019-10-03||Met|2019
33103300110833|River Springs Charter|2||5|4|4|3|3|5|3|5|3|3|5|5|5|5|5|5|4|5|5|5|5|5|4|2019-12-12||Met|2019
37681893731072|River Valley Charter|2||5|5|5|5|5|5|5|5|3|5|5|5|5|5|5|1|4|5|5|5|5|5|5|2019-10-17||Met|2019
50755560113852|Riverbank Language Academy|2||4|4|4|2|4|4|4|4|2|4|4|4|3|2|4|2|2|4|3|5|5|5|4|2019-10-16|Riverbank Language Academy Staff has instilled an innate love of learning through the integration of balanced literacy strategies in English and Spanish to achieve mastery of state standards.  RLA Teachers and Staff strongly believe that academic excellence can be achieved through the creation and application of learning experiences that create joy and meaning in every student. RLA has become a safe space where teachers act as facilitators for learning and students to take ownership of their learning.  It is through research-based teaching strategies, differentiation, teacher collaboration, student supports and a strong community that RLA can proudly say that it is closing the academic gap by achieving academic excellence at the completion of RLA’s academic program.|Met|2019
50755560000000|Riverbank Unified|2||4|4|4|2|4|5|5|5|2|5|4|3|4|2|4|4|4|4|4|4|4|5|4|2019-11-05|Riverbank Unified School District is on the process of science program pilots in anticipation of adoption in the spring of 2020.|Met|2019
10754080000000|Riverdale Joint Unified|2||4|4|3|2|1|5|5|3|2|1|5|5|3|2|1|4|2|4|4|4|4|3|3|2019-10-09||Met|2019
33103300000000|Riverside County Office of Education|2||4|4|4|3|3|4|3|4|3|3|4|3|4|3|3|3|3|3|2|2|4|4|4|2019-10-02|RCOE Alternative Education used the California Standards Reflection Tool to measures its progress implementing state academic standards.|Met|2019
19647336018923|Riverside Drive Charter|2|Riverside Drive Charter continues to work with state - adopted curriculum and supplemental research-based instructional strategies.  School-wide Riverside Drive utilizes the following curriculum, Benchmark Advance, My Math, Write From the Beginning (Writing), Foss Next Generation, Health and Wellness (Health), History/Social Science for Impact from McGraw Hill, and Sanford Harmony (Social Emotional). ELD instruction is aligned to the new ELD standards and the California Master Plan. We do not currently have  "Career and Technical Education" standards for elementary schools. We focus on the foundation of career readiness skills. The World Languages standards are still in the process of being developed.. We do focus on the 5 "C"readiness  Communication, Cultures, Connections, Comparisons, and Communities. As a Governance Council we will decide on and purchase curriculum when it is made available after the framework has been developed.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-30||Met|2019
36678270113928|Riverside Preparatory|2||4|4|4|3|3|4|4|4|3|2|4|4|4|3|3|2|2|4|4|4|4|4|4|2019-11-06||Met|2019
33672150000000|Riverside Unified|2||4|3|4|3|3|4|3|3|3|1|3|3|3|4|4|4|4|4|4|4|3|3|3|2019-10-15||Met|2019
19647336058150|Robert A. Millikan Affiliated Charter & Performing Arts Magnet Middle|2||3|3|3|3|3|5|5|5|3|5|3|3|3|3|3|5|5|4|5|4|4|3|4|2019-10-24||Met|2019
50712330121525|Roberts Ferry Charter School Academy|2|Currently the District uses Formative Assessment, Benchmark testing, CAASSP results and progress and improvement on trimester grades. The District also uses Next Step Reading to on-going assessments. The District works with the Stanislaus County Office of Education to implement academic standards adopted by the State Board of Education.|5|5|4|3|3|5|5|5|3|3|5|5|4|2|2|1|3|4|2|1|5|4|4|2019-11-12|Roberts Ferry Charter Academy provides high-quality curriculum in a supportive and effective learning environment that enables participating students to meet the State's student academic standards. All texts meet California State Standards. Roberts Ferry Charter Academy meets or exceeds requirements to update textbooks by the required dates. Teachers and administration meet to discuss the different textbooks available for every subject matter. The staff determines from their exposure which text best fits the needs of our students. We give all our students individual standard aligned textbooks and instructional material in the core standards for use in the classroom or at home.|Met|2019
50712330000000|Roberts Ferry Union Elementary|2|Currently the District uses Formative Assessment, Benchmark testing, CAASSP results and progress and improvement on trimester grades. The District also uses Next Step Reading to on-going assessments. The District works with the Stanislaus County Office of Education to implement academic standards adopted by the State Board of Education.|5|5|4|3|3|5|5|5|3|3|5|5|4|2|2|1|3|4|2|1|5|4|4|2019-11-12|Roberts Ferry Elementary provides high-quality curriculum in a supportive and effective learning environment that enables participating students to meet the State's student academic standards. All texts meet California State Standards. Roberts Ferry Elementary meets or exceeds requirements to update textbooks by the required dates. Teachers and administration meets to discuss the different textbooks available for every subject matter. The staff determines from their exposure which text best fits the needs of our students. We give all our students individual standard aligned textbooks and instructional material in the core standards for use in the classroom or at home.|Met|2019
34674210000000|Robla Elementary|2||5|5|5|3|4|5|5|5|3|5|5|5|5|5|5|2|3|5|5|3|5|5|5|2019-10-24|Beginning with the 2016-2017, the Robla School District embarked upon a major effort to transform instruction practices throughout all classrooms in the district.  Over time, achievement data told a story of inconsistent approaches to teaching, a lack of knowledge on the part of teachers and principals about effective teaching practices, student passivity in the classroom and unsound decisions regarding the selection and use of instructional materials.  From the start, teachers and principals worked collaboratively, along with researchers from the University of California at Davis and the consultants from the Sacramento County Office of Education to examine current teaching practice and current research about promising practices in the classroom.  Of special consideration were the needs of English Leaners who comprise nearly half of the student population at all Robla Schools. A comprehensive approach to Professional Learning was the result of the collaboration.|Met|2019
43104390125781|Rocketship Academy Brilliant Minds|2||4|4|5|3|3|5|5|5|5|5|5|5|5|4|4|5|3|4|3|5|5|5|5|2019-10-28|We have indicated that Career Technical Education and World Language are at "Full Implementation and Sustainability", although they do not apply to elementary schools because because we have completed all obligations for these standards.|Met|2019
43104390125799|Rocketship Alma Academy|2||4|4|5|3|3|5|5|5|5|5|5|5|5|4|4|5|3|4|3|5|5|5|5|2019-10-28|We have indicated that Career Technical Education and World Language are at "Full Implementation and Sustainability", although they do not apply to elementary schools because because we have completed all obligations for these standards.|Met|2019
07616480137430|Rocketship Delta Prep|2||4|4|4|3|3|5|5|5|5|5|5|5|5|4|4|5|3|4|3|5|5|5|5|2019-10-28|We have indicated that Career Technical Education and World Language are at "Full Implementation and Sustainability", although they do not apply to elementary schools because because we have completed all obligations for these standards.|Met|2019
43104390123281|Rocketship Discovery Prep|2||4|4|5|3|3|5|5|5|5|5|5|5|5|4|4|5|3|4|3|5|5|5|5|2019-10-28|We have indicated that Career Technical Education and World Language are at "Full Implementation and Sustainability", although they do not apply to elementary schools because because we have completed all obligations for these standards.|Met|2019
43104390131110|Rocketship Fuerza Community Prep|2||4|4|5|3|3|5|5|5|5|5|5|5|5|4|4|5|3|4|3|5|5|5|5|2019-10-28|We have indicated that Career Technical Education and World Language are at "Full Implementation and Sustainability", although they do not apply to elementary schools because because we have completed all obligations for these standards.|Met|2019
07770240134072|Rocketship Futuro Academy|2||4|4|4|3|3|5|5|5|5|5|5|5|5|4|4|5|3|4|3|5|5|5|5|2019-10-28|We have indicated that Career Technical Education and World Language are at "Full Implementation and Sustainability", although they do not apply to elementary schools because because we have completed all obligations for these standards.|Met|2019
43104390120642|Rocketship Los Suenos Academy|2||4|4|5|3|3|5|5|5|5|5|5|5|5|4|4|5|3|4|3|5|5|5|5|2019-10-28|We have indicated that Career Technical Education and World Language are at "Full Implementation and Sustainability", although they do not apply to elementary schools because because we have completed all obligations for these standards.|Met|2019
43104390113704|Rocketship Mateo Sheedy Elementary|2||4|4|4|3|3|5|5|5|5|5|5|5|5|4|4|5|3|4|3|5|5|5|5|2019-10-28|We have indicated that Career Technical Education and World Language are at "Full Implementation and Sustainability", although they do not apply to elementary schools because because we have completed all obligations for these standards.|Met|2019
43694500123299|Rocketship Mosaic Elementary|2||4|4|5|3|3|5|5|5|5|5|5|5|5|4|4|5|3|4|3|5|5|5|5|2019-10-28|We have indicated that Career Technical Education and World Language are at "Full Implementation and Sustainability", although they do not apply to elementary schools because because we have completed all obligations for these standards.|Met|2019
41690050132076|Rocketship Redwood City|2||4|4|4|3|3|5|5|5|5|5|5|5|5|4|4|5|3|4|3|5|5|5|5|2019-10-28||Met|2019
43104390133496|Rocketship Rising Stars|2||4|4|5|3|3|5|5|5|5|5|5|5|5|4|4|5|3|4|3|5|5|5|5|2019-10-28|We have indicated that Career Technical Education and World Language are at "Full Implementation and Sustainability", although they do not apply to elementary schools because because we have completed all obligations for these standards.|Met|2019
43104390119024|Rocketship Si Se Puede Academy|2||4|4|4|3|3|5|5|5|5|5|5|5|5|4|4|5|3|4|3|5|5|5|5|2019-10-28|We have indicated that Career Technical Education and World Language are at "Full Implementation and Sustainability", although they do not apply to elementary schools because because we have completed all obligations for these standards.|Met|2019
43694500128108|Rocketship Spark Academy|2||4|4|5|3|3|5|5|5|5|5|5|5|5|4|4|5|3|4|3|5|5|5|5|2019-10-28|We have indicated that Career Technical Education and World Language are at "Full Implementation and Sustainability", although they do not apply to elementary schools because because we have completed all obligations for these standards.|Met|2019
54720900000000|Rockford Elementary|2|Implementation of all state content and performance standards is critical for student success. Rockford continues to make significant investment in all aspects of implementation including: professional development, standards-aligned 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. Rockford annually conducts a thorough local evaluation of implementation through survey and administrative review. 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 purchased new science curriculum and are in the process of implementing the Next Generation Science Standards. All of Rockford students matriculate to high schools where they enter and are prepared for success in Career/Technical Education and World Language courses of study.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-10||Met|2019
31750856118392|Rocklin Academy|2||5|4|5|2|5|5|3|5|3|5|5|4|5|2|5|5|5|5|4|5|5|5|5|2019-10-21|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. 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 for RA Turnstone and Meyers as the response and this narrative explaining that it was not an applicable question for elementary sites.|Met|2019
31750850114371|Rocklin Academy at Meyers Street|2||5|4|5|2|5|5|3|5|3|5|5|4|5|2|5|5|5|5|4|5|5|5|5|2019-10-21|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. 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 for RA Meyers as the response and this narrative explaining that it was not an applicable question for elementary sites.|Met|2019
31668520127928|Rocklin Academy Gateway|2||5|4|5|3|5|5|3|5|3|5|5|3|5|2|5|5|5|5|4|5|5|5|5|2019-10-21||Met|2019
31750850128561|Rocklin Independent Charter Academy|2|Rocklin Independent Charter Academy (RICA) is a dependent charter within Rocklin Unified School District (RUSD), with many of our students having siblings enrolled in other schools throughout the District.  RICA has a large percentage of students that come from comprehensive settings within RUSD.  As such, RICA utilizes 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|2019-10-16||Met|2019
31750850000000|Rocklin Unified|2||4|3|4|3|3|4|4|4|2|3|4|4|4|2|3|4|3|4|4|4|4|4|3|2019-10-16|Rocklin Unified School District (RUSD) has provided human, fiscal and instructional resources towards professional learning for teachers to learn California academic standards. The District is in full implementation of Mathematics and English Language Arts and English Language Development (ELD) programs and has made progress towards providing professional development for ELD. RUSD is in the beginning stages of implementing a new History Social Studies adoption and is developing training and instruction for the new Next Generation Science Standards following the CA adoption cycle. District Career Technical Education (CTE) is also in full implementation of CTE standards, as is standards-aligned instruction for physical education, VAPA, Health Education, and World Language. The District is in Year 3 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 Instructional Coaches for support in their implementation of best practices. Classroom observations using Lesson Study and peer observations develop common understandings of high quality instruction, and identify next level|Met|2019
45752670113407|Rocky Point Charter|2||3|3|3|2|3|3|3|3|3|3|3|3|3|3|3|1|2|3|2|1|3|3|3|2019-10-15|Rocky Point Charter is overall in the initial implementation stages. With recent adoptions of ELA, Math and Project Lead the Way curriculum we have not used the materials to its fullest advantage.    We have recently purchased new math curriculum for grades 6 through 8.  Our math teacher continues to attend training for the new curriculum and we strive to be in full implementation stage in the near future.  We also recently purchased and trained two teachers with the new science curriculum, Project Lead the Way (PLTW).  Our goal is to provide science, technology, engineering and math using PLTW.  We are also continuing to provide educational experiences through field studies and by inviting experts into the classroom for real world, hands on learning.|Met|2019
43693936046668|Rolling Hills Middle|2||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|2019
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 3,302 documented classroom visits during the 2018-19 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. Two instructional coaches were available for the full 2018-19 school year and three instructional coaches were available for half the 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.   Finally, a 30-hour Orton-Gillingham instructional methods workshop was offered to teachers in summer 2019. Orton-Gillingham methods are literacy instructional methods to support students who exhibit the traits of dyslexia or have difficulty with reading skills. Eighty-five percent of elementary, middle school English language arts, and special education teachers attended the workshop.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-08||Met|2019
10622400113142|Ronald W. Reagan Elementary|2||5|4|4|3|4|5|4|4|3|4|5|5|5|2|4|4|4|4|3|1|5|5|5|2019-10-14|The district continues to provide staff development in the area of integrated and designated ELD. Extra planning time with county office consultants is also embedded into the school year for designated ELD teachers. This year, the district is piloting new curriculum for NGSS. Teachers will receive ongoing professional development during the pilot phase and follow up training once curriculum is adopted. CTE classes are provided at the middle school level.Because KECSD is an elementary district, world language classes are not available.|Met|2019
10622406006712|Roosevelt Elementary|2||5|4|4|3|4|5|4|4|3|4|5|5|5|2|4|4|4|4|3|1|5|5|5|2019-10-14|The district continues to provide staff development in the area of integrated and designated ELD. Extra planning time with county office consultants is also embedded into the school year for designated ELD teachers. This year, the district is piloting new curriculum for NGSS. Teachers will receive ongoing professional development during the pilot phase and follow up training once curriculum is adopted. CTE classes are provided at the middle school level.Because KECSD is an elementary district, world language classes are not available.|Met|2019
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 – 2  ?  History-Social Science – 3  ?  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|2019-10-08||Met|2019
49709040000000|Roseland|2||4|3|4|2|1|5|3|5|2|1|5|5|5|3|1|1|3|5|3|1|5|5|5|2019-10-16||Met|2019
49709040101923|Roseland Charter|2||5|4|4|3|2|5|4|5|3|2|5|3|4|3|2|1|3|4|4|4|5|4|4|2019-10-15||Met|2019
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.  Last 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 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 this year 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 Instructional 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.|5|5|5|3|3|5|5|5|3|3|4|4|4|3|3|3|4|3|4|3|4|4|4|2019-10-17|The Rosemead School District is committed to providing professional development to promote ongoing learning to support high quality, rigorous instruction in all content areas.  For the past three years, the district has offered between 6-8 professional development days to build the capacity of our teachers and staff.  At each site, every other Wednesday is used for teacher and staff professional learning and collaboration.  Support and training is provided for teachers and support staff to provide intervention services for struggling students. Teachers also have weekly collaboration time to collaboratively plan, share best practices, create common assessments, and monitor student progress.  All TK-8 teachers participate in Data Spotlight/Reflection Sessions with their principal to discuss and reflect upon best instructional practices based on assessment data.|Met|2019
01612590131896|Roses in Concrete|2||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 For Two or More Years|2019
31669100000000|Roseville City Elementary|2||4|4|4|2|2|4|4|4|3|2|4|4|4|3|2|4|1|4|3|4|4|4|3|2019-10-03|Roseville City School District (RCSD) has continued to invest heavily in Professional Development (PD) supporting content knowledge, instructional strategies, and the use of data to improve academic achievement for all students. Last year, the district was in its second year of the 2017-2020 Professional Development Plan developed collaboratively with teachers and administrators. All teachers received content and/or grade level specific professional development. Along with the teacher PD opportunities, administrators met in a monthly PLC that allowed for dialogue and learning about district focus areas. The trainings were ongoing during the 18-19 school year and supported the implementation of California academic standards as well as Board adopted instructional materials. The district fully implemented a coherent TK-8th grade viable English Language Arts, English Language Development, and mathematics curriculum reflecting the Common Core State Standards. RCSD trained middle school staff on the NGSS and History-Social Studies standards and will be piloting materials during this school year. Elementary schools are in the Beginning Development Stage for learning and implementing both NGSS and History-Social Studies standards. The district’s CTE program, at middle schools, is in full implementation aligning elective courses with the high school district. RCSD will be implementing the 2017-2020 PD Plan and will gather both feedback and analyzing data for PD in future years.|Met|2019
31669280000000|Roseville Joint Union High|2||3|3|4|3|2|4|4|4|2|2|2|2|3|2|2|3|3|3|3|3|2|1|1|2019-10-22|All students in the Roseville Joint Union High School District have access to state adopted curriculum and frameworks within the past three adoption cycles - the most recent of the previous adoption.  Therefore, the RJUHSD is in compliance with the 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.  Ensuring 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.|Met|2019
21654330000000|Ross Elementary|2||4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|2|4|4|4|4|4|4|4|||Met|2019
21770650135350|Ross Valley Charter|2||4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|1|4|3|5|3|4|4|4|2019-10-14||Met|2019
21750020000000|Ross Valley Elementary|2||5|3|5|3|3|5|4|5|3|3|5|3|5|3|3|4|4|4|5|4|4|4|4|2019-10-15||Met|2019
14633050000000|Round Valley Joint Elementary|2||5|4|5|3|3|5|5|5|3|5|4|4|4|3|3|5|4|4|4|1|4|4|3|2019-10-16||Met|2019
23656070000000|Round Valley Unified|2||5|5|5|2|2|5|4|5|2|2|5|5|4|2|2|4|3|4|3|4|4|4|4|2019-10-21||Met|2019
19734520000000|Rowland Unified|2||5|4|5|4|2|5|4|5|2|2|4|4|4|3|2|5|5|5|5|5|4|3|4|2019-10-10||Met|2019
34674390102038|Sacramento Charter High|2||3|3|4|3|3|3|3|4|3|3|3|3|4|3|3|5|3|4|4|3|5|5|4|2019-10-30||Met|2019
34674390000000|Sacramento City Unified|2|SCUSD measured progress towards implementation of adopted standards and curriculum frameworks through a survey administered to school site administrators during the summer of 2019.  The California Department of Education self-assessment tool was used as the basis for the survey.|3|3|3|2|2|3|2|3|2|1|5|3|3|2|2|2|3|3|2|2|2|2|2|2019-10-17||Met|2019
34103480000000|Sacramento County Office of Education|2||4|3|4|2|4|5|5|5|2|5|4|4|4|3|4|5|3|3|3|1|4|4|4|2019-10-15|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 needs of each student.|Met|2019
57726940124875|Sacramento Valley Charter|2|Sacramento Valley Charter is a free, non-sectarian public school that challenges students of diverse backgrounds to work according to their best potential. A charter school with strong community support and participation that provides a rigorous, standards-based curriculum and individualized support for all children.|5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|3|4|4|3|5|4|4|5|2019-10-23|Teachers got a lot professional development support. Lucy Calkins Writing program and reading program were introduced and all teachers got training. Staff's PD needs were identified and fully implemented.|Met|2019
30736350000000|Saddleback Valley Unified|2||4|3|3|3|3|4|3|3|3|3|4|3|3|3|3|3|2|3|2|2|3|3|3|2019-10-17|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 & Educational Services staff October 2019.|Met|2019
37754160139378|Sage Oak Charter - South|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-10|Our commitment to the effective implementation of the academic standards adopted by the California State Board of Education for all students is evident in our practice of ensuring that academic learning and assessments are aligned to the grade level curriculum content standards and performance standards. By setting clear expectations for teachers and students of what students are expected to learn in each grade and each subject, we are preparing our students for success in grades K - 12 and beyond. Our practice of analyzing student data to identify professional development/training to enhance teacher knowledge, skill and effectiveness to address student academic needs is ongoing.|Met|2019
28662900000000|Saint Helena Unified|2||5|5|5|3|3|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-10|Improving Mathematics instruction, improving English Language Learners' overall academic growth, creating effective Professional Learning Communities (PLC) and lastly planning and training for a Multi-Tiered System of Support (MTSS) for all students were the major priorities for this school year. We implemented a new math adoption at the high school level and also continued coaching support for mathematics in grades K-8. In addition, professional development occurred around the following areas for either a whole school site(s) or designated staff:  discipline (ES/MS), MTSS (ALL), language supports (ALL), AVID (MS/HS), Adverse Childhood Experiences (ACE)/Anxiety(MS/HS), Growth Mindset (MS,HS), Depth of Knowledge and Success Criteria (ALL), LBGTQ (MS/HS).|Met|2019
50712660000000|Salida Union Elementary|2||4|4|4|2|3|4|4|4|2|3|4|4|4|2|2|1|4|4|2|1|4|3|3|2019-04-16|The district implemented the first year of History Social Science in all grades increasing the scores to a 3 with instructional materials and professional learning.  Teachers noted continued work with ELA in the area of reading instruction for K/1 using leveled books and phonics instruction.  Teachers also believe continued professional learning in ELA/ELD will further implementation and are seeking support to integrate ELA/ELD, HSS, and NGSS standards. In the area of mathematics, elementary teachers are ready to begin a peer model of lesson design where middle school has just implemented year 1 of Illustrative mathematics.   Middle School teachers confirmed the support they have received for NGSS has moved them to fully implement NGSS standards where elementary teachers are still in the beginning development stage. Due to our K-8 district status, Career Technical Education and World Language academic standards do not apply.  Self-Reflection Tool for Implementation of State Academic Standards was reported at a regularly scheduled Salida USD Governing Board meeting on April 16, 2019.|Met|2019
27661420000000|Salinas City Elementary|2||4|4|4|2|2|5|5|5|2|2|4|3|4|2|2|1|2|4|3|4|4|3|3|2019-06-17|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.|Met|2019
27661590000000|Salinas Union High|2||3|4|3|4|3|5|4|4|3|2|3|3|3|4|3|4|4|4|3|4|4|4|4|2019-10-29||Met|2019
49707306110639|Salmon Creek School - A Charter|2||5|2|5|3|3|5|2|5|3|3|4|2|4|2|2|2|4|4|2|2|4|4|4|2019-12-05||Met|2019
30103060126037|Samueli Academy|2||5|5|5|4|3|5|5|5|4|3|4|3|5|3|3|5|5|5|4|5|3|3|2|2019-10-22||Met|2019
27661670000000|San Antonio Union Elementary|2||2|2|2|2|2|2|2|2|2|2|2|2|2|2|2|1|2|2|2|1|3|2|2|||Met|2019
27661750000000|San Ardo Union Elementary|2||4|5|3|3|3|5|5|5|3|3|5|5|3|3|2|1|2|3|3|1|4|3|4|2019-11-13||Met|2019
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|2019-10-10|The San Benito County Office of Education operates four alternative education programs: Santa Ana Opportunity School, San Andreas Continuation High School, Pinnacles Community School and Pinnacles Court School at the 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 visual and performing arts, exist at each school.|Met|2019
35675380000000|San Benito High|2|San Benito High School District continues to support professional development in the implementation of academic standards in all content areas.  Our curriculum development days for the 2018-19 school year included math, science, world languages, VAPA, and social science.  Additionally, our social science, English, and world languages departments worked with Common Core Consultant, Tom Hierck,  on identifying essential standards and developing valid and reliable assessments. Our Program Specialists worked closely with the CTE department to develop the new Engineering 2 course and TV Production course. The district also adopted a new Environmental Science course, Intro to Computer Science course, Yoga PE course, and Heritage Spanish course for Spanish speakers. Each year, our Cuirruclim Department works with staff and Program Specialists to identify content areas that need curriculum support and or professional development. The district works with the Instructional Leadership Team to schedule appropriate supports for each Professional Learning Community (PLC). Our team goal is to have 100% of classroom teachers participate in some form of the collaborative curriculum building process and have all work documented in our Rubicon Atlas online system.   In the 2018-19 school year, we increased our curriculum days (release from the classroom workdays) by 20% overall. Additionally, we have devoted more resources in the LCAP to support teachers with Professional Learning. We increased our PD spending by 40% from the 17-18 year to 19-20 year. Our annual staff survey on professional development along with our Strategic Plan focus helps determine which PD options for each school year.|5|4|5|4|4|5|4|5|2|4|4|3|4|4|4|3|4|4|4|4|4|3|4|2019-10-22||Met|2019
36678760000000|San Bernardino City Unified|2||4|4|4|3|3|5|5|5|2|3|4|4|4|3|3|5|5|4|4|4|4|4|4|2019-10-15|SBCUSD continues the implementation of Common Core State Standards.  Ongoing professional development is provided for teachers with a continued district wide focus on TK-12 Mathematics and Early Literacy. The Next Generation Science Standards framework was developed by the CDE and the materials adoption process began in December 2018 and will be finalized December 2019.  The textbook adoption process for History-Social Science was also completed during the 2018-19 school year and all classrooms will receive materials for implementation in 2019-20.  District data protocols continued to assist schools in identifying areas for improvement in delivering instruction aligned to current academic standards.  Professional Learning Plans and data analysis were used to guide professional development at the schools. The Professional Learning Plan process continues to be refined moving into the 2019-20 school year. District resources continue to target support for each site’s specific professional learning focus. SBCUSD continues to have 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. For the 2018-19 school year, an expansion of course offerings in the area of World Language occurred increasing the number of World Language sections at the middle school level.  A third language, Vietnamese was added to the Dual Language Program.|Met|2019
36103630000000|San Bernardino County Office of Education|2||4|4|3|3|2|5|3|3|4|3|4|4|4|4|4|4|2|2|2|2|3|4|4|2019-10-07||Met|2019
41690130000000|San Bruno Park Elementary|2||3|2|4|2|3|4|5|4|1|3|3|3|3|2|2|1|2|3|3|3|4|4|3|2019-11-13||Met|2019
41690216112213|San Carlos Charter Learning Center|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|4|4|5|3|5|5|5|5|2019-10-09||Met|2019
41690210000000|San Carlos Elementary|2||5|3|5|3|3|4|2|5|2|3|4|3|4|3|2|2|4|5|4|2|5|5|4|2019-10-24|SCSD is implementing the Reading and Writing Units of Study curriculum and providing related professional development (PD) for teachers, K-8. Structures are also in place to monitor progress and resources for instruction for English Learners, and the reclassification process has been refined and fully implemented. 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 is currently being piloted in K-8 classrooms. Updated History curriculum for grades 6-8 is in year one of implementation.  The 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 and upper elementary schools provide access to a World Language program, but progressions for grades P-3 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) and elective classes 6-8.|Met|2019
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 on the principles of Universal Design for Learning (UDL) 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, 3D art, gardening, student designed business activities, 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|2019-11-12||Met|2019
37103710000000|San Diego County Office of Education|2||5|4|3|2|1|4|3|3|1|1|5|4|3|2|1|3|3|1|3|2|4|3|2|2019-10-09|Our LEA is an alternative school district (Juvenile Court and Community Schools). We used the last school year to implement our integrated ELD instructional framework and are continuing with our created ELA/ELD curriculum. We have also supplemented the ELA/ELD with another curriculum that is multifaceted in grade levels and supports. In addition, we are currently working with our Math instructors to specifically integrate the ELD standards in their planning and teaching, with special emphasis on our English Language Learners, through our newly piloted Math curriculum.  Later this year, we will begin the process of aligning our curriculum in all other content areas (Science is next), to our integrated ELD framework.|Met|2019
37754160138651|San Diego 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|2019-10-15|Overall the school currently scores at a 3.30 which is initial implementation of adopted academic and/or curriculum frameworks.|Met|2019
37682130119560|San Diego Neighborhood Homeschools|2||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|2019
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 – 4.3 • English Language Development – 3.2 • Mathematics – 4.2 • Science – 3.1 • History/Social Science – 3.1 • Career Technical Education – 3.0 • Health – 2.8 • Physical Education – 3.7 • Visual and Performing Arts – 3.2 • World Language – 3.8|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-29||Met|2019
37682130123224|San Diego Virtual|2|San Diego Virtual School closely monitors, evaluates, and measures its progress in implementing the state academic standards through (1) curriculum alignment, (2) evaluation of instructional programs and (3) equipping the staff with professional development to better serve our students’ needs.  (1) Curriculum alignment: 100% of core courses are aligned to the Common Core State Standards (CCSS) in English, Mathematics, and Science. 100% of core science courses are aligned to the Next Generation Science Standards (NGSS). The school’s curriculum plan includes an online curriculum that is continuously being updated to fulfill CCSS standards. The school’s curriculum development plan includes specific timelines for courses to be aligned to ELD standards. SDVS utilizes online curriculum that meets the state standards in History-Social Science, Health Education, Physical Education Model, Visual and Performing Arts, as well as Spanish. As SDVS’ Career Technical Education program is being developed, alignment to the CTE standards are taken into consideration and aligned effectively.   (2) The school measures its progress by implementing programs to support instructional learning through mentorship, observations, evaluation of assessment data, and professional learning communities. These measures provide feedback on improving instructional delivery as well as identifying areas to better support its students.  (3) The school measures professional learning for teaching in an online environment through professional development participation and relevance. 100% of teachers report high levels of relevancy through professional development trainings, certifications, and workshops they have attended.|4|4|4|4|4|5|4|5|4|4|5|5|5|5|5|4|4|3|3|5|5|5|5|2019-11-01||Met|2019
37679830134890|San Diego Workforce Innovation High|2||4|3|4|4|4|4|3|5|4|4|3|3|4|3|3|3|4|2|3|2|3|3|3|2019-10-16|Overall the school currently scores at a 3.36, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.16 growth from last year.  We improved in implementing our mathematics program and history courses last year.|Met|2019
37683460000000|San Dieguito Union High|2||5|3|5|4|4|5|3|5|3|2|5|4|5|4|5|4|3|3|4|1|5|3|5|2019-10-10|The state adoption of the Next Generation Science Standards (September 2013) and science curriculum framework (November 2016), as well as 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. History-Social Science teachers began exploring instructional materials during the 2018-2019 school year and will continue during the 2019-2020 school year.  They identified high priority courses for adoption, and are creating rubrics for evaluating potential instructional materials. The state adopted a new World Language Framework in January 2019 and Standards are currently in draft form.  All World Language teachers will participate in professional development on the new framework led by SDCOE during the 2019-2020 school year. The health curriculum framework was adopted by the State Board of Education in May 2019, and is being edited for publication in early 2020.  These revisions have created a need for increased professional development and exploration/updating of instructional materials aligned to the new curriculum framework and the California Healthy Youth Act (adopted 2016).|Met|2019
38103890000000|San Francisco County Office of Education|2||3|3|4|3|2|2|3|4|3|2|2|3|4|3|2|4|4|5|3|4|4|3|4|2019-10-15|SFUSD and SFCOE report their local measures as one unit based on the operating structure for these LEAs.|Met|2019
38684780000000|San Francisco Unified|2||3|3|4|3|2|2|3|4|3|2|2|3|4|3|2|4|4|5|3|4|4|3|4|2019-10-15||Met|2019
19752910000000|San Gabriel Unified|2|San Gabriel Unified School District (SGUSD) utilizes locally selected measures including the State's Implementation of State Academic Standards Reflection Tool, the annual Local Control Accountability Plan Surveys, as well as formative data gathered at District and site professional development trainings to measure progress in the implementation of State standards and of standards-aligned curriculum. SGUSD chose the selected measures to provide multiple perspectives on the progress of the District to implement the academic standards adopted by the State Board of Education.  The multiple measures are used by stakeholders, including the SGUSD Educational Advisory Committee, to develop the Local Control Accountability Plan's goals, actions, and services.  Most importantly, the data provides an opportunity for analysis of the District's progress to provide standards-aligned teaching, learning, and curriculum for all students.|4|3|4|3|3|5|5|5|3|3|4|4|4|3|3|2|2|3|4|4|4|4|4|2019-10-29|In the implementation of state academic standards, San Gabriel Unified School District has utilized research-based practices in to develop a personalized approach for professional development.  To create a successful system for learning, San Gabriel teachers continue to receive support through ongoing district-wide workshops, site-based instructional coaching, and grade level/content area professional learning communities. The district-wide professional development days provide voice and choice for teachers to personalize their learning.This system for professional growth provides strategies to ensure coherence and a continuous and sustainable cycle of improvement.  In addition, multiple opportunities have been provided during the summer and throughout the school year. Professional learning opportunities, collaboration, and on-going support are essential to the District’s effective implementation of state standards and frameworks. A multi-year professional learning plan supports the continuous improvement of instruction. This ongoing cycle serves to ensure that all shifts identified in California’s adopted academic standards and curriculum are being instituted and sustained in an authentic manner.   San Gabriel is founded upon the ideals of collaborative professionalism and teacher empowerment.  San Gabriel Unified School District stakeholders utilized the state reflection tool to identify the standard implementation progress for the 2019 California Dashboard.|Met|2019
33672490000000|San Jacinto Unified|2||4|4|4|3|3|4|4|4|4|4|4|4|4|3|3|3|3|4|3|3|4|4|4|2019-10-08||Met|2019
33672496114748|San Jacinto Valley Academy|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|5|5|5|5|5|2019-10-24|Career Technical Education –  SJVA has implemented a CTE Aviation pathway for the last three years, Introduction to Aviation and Aviation 1. In the 2020-21 school year, SJVA will offer Aviation 2 - Flight, entering into full implementation of a Career Technical Education pathway.    Health Education Content Standards – Increased from Full Implementation to Full Implementation and Sustainability. Health education content standards are being taught on a weekly basis in all PE grades, collaboration between teachers regarding lesson planning and pacing, weekly staff mentioned take time to plan and develop ongoing implementation.   Next Generation Science Standards and English Language Development have increased from full implementation to full implementation and sustainability. Teachers weekly collaborate and plan and implement NGSS and ELD, curriculum is aligned, and lesson plans designed to address these areas.|Met|2019
39103970121723|San Joaquin Building Futures Academy|2||4|4|3|2|4|5|5|5|1|5|4|4|3|1|3|5|1|1|3|1|5|3|3|2019-09-16|San Joaquin Building Futures Academy staff is currently engaged in a district improvement process and is evaluating current CTE programs and looking to expand its offerings of CTE courses and certifications for students.  Next Generation Science Standards are currently being “unpacked” by staff and new curriculum aligned to those standards should be in the review and purchase phase in the coming year.|Met|2019
39103970000000|San Joaquin County Office of Education|2||4|4|4|2|4|5|5|4|2|4|4|4|4|3|4|3|2|2|2|1|5|4|4|2019-10-16|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. We continue to provide all teachers and administrators professional learning with an emphasis on Positive Behaviors and Intervention Supports, Restorative Practices, Traumainformed Care, WRITE Strategies, and content-based instructional supports in all core subjects. Teachers and administrators developed Specific, Measurable, Attainable, Relevant and Timely (SMART) professional learning goals and worked with the curriculum and assessment director to identify measurable student outcomes. Teachers are given ample time throughout the year to collaborate with each other, content-area experts, and administrators to engage in best practices towards meeting their professional learning goal. SJCOE is reviewing Health, P.E., VAPA, and World Language course offerings to develop a plan to increase implementation. The adoption of NGSS materials is planned for the 20-21 school year. Access to CTE courses continues to be an area for growth.|Met|2019
19650946023527|San Jose Charter Academy|2||5|4|4|4|4|5|4|5|4|4|5|5|4|4|4|4|5|5|5|4|5|5|5|2019-10-01|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 and student learning.  Teachers focused on implementing an enhanced, systematic approach to two specific areas:  standards-based learning and formative assessment to inform instruction.  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.|Met|2019
43694274330676|San Jose Conservation Corps Charter|2||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|2019
43696660000000|San Jose Unified|2||5|5|5|4|5|4|4|5|3|5|5|5|5|3|5|3|3|4|1|5|5|4|4|2019-10-17|For English Language Arts, English Language Development, and Mathematics, yearly training and coaching is provided for CCSS aligned curriculum. For Elementary, the E/SLA Scope and Sequence is used along with Guided Reading, Lexia, and Achieve. For Math, instructional materials were purchased and teachers receive ongoing professional development (PD). At Secondary, CollegeBoard's SpringBoard ELA, ELD Companion, and Math 6th grade to Algebra II Math is adopted and in use. For Next Generation Science Standards, PD was provided for early adopters and an instructional materials pilot committee has convened with anticipated adoption in the 2020-21 school year. For History-Social Science, all teachers are trained on the new framework-aligned curriculum and new state approved instructional materials have been purchased for grades 2-5. Lessons for Health Education Content Standards are written and are pending Board approval. For Physical Education Standards, all teachers have the Sparks Curriculum. For World Language, teachers are trained on the new California standards with a movement towards CCSS en Español for our Native Speaker/Heritage strand.  Elementary CCSS implementation is evaluated in all subject areas through staff walkthroughs, conducted with district and site administrators and coaches. For Secondary, teacher advisory teams and course-alike and site-level collaborations facilitated by instructional coaches are used to support CCSS implementation.|Met|2019
34674473430758|San Juan Choices Charter|2||5|3|5|3|4|4|3|4|3|4|4|4|4|3|3|3|3|3|4|3|5|3|4|2019-10-22|Choices is constantly analyzing and reviewing curriculum content to make sure standards are being addressed. As standards or current curriculum content change, we reassess our curriculum and take the necessary steps to update or replace the curriculum wherever needed.|Met|2019
34674470000000|San Juan Unified|2||5|4|5|3|2|4|4|4|3|2|4|4|4|2|2|3|3|5|3|3|4|4|3|2019-10-22|For four 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 28, 2019.  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 28, 2019. The minutes from the Board meetings can be found at https://www.sanjuan.edu/Page/361.|Met|2019
01612910000000|San Leandro Unified|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|2|4|3|4|3|3|4|4|4|2019-10-08|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  In general, English Language Arts, English Language Development and Mathematics were rated high in this self-reflection tool. The adoption of new math, ELA and ELD instructional materials provide students the opportunity to access materials that are aligned to the state standards.|Met|2019
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|2019-10-15|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)|Met|2019
44698070000000|San Lorenzo Valley Unified|2||4|3|4|3|3|4|4|4|3|3|4|4|4|4|3|3|3|4|3|4|4|4|4|2019-10-16||Met|2019
27661830000000|San Lucas Union Elementary|2||5|4|5|3|2|4|4|3|3|1|5|4|5|4|2|2|2|2|4|1|5|4|3|2019-10-22||Met|2019
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|2019-10-15||Met|2019
40104050000000|San Luis Obispo County Office of Education|2||4|3|4|1|3|4|3|4|2|4|3|3|3|3|3|3|4|4|3|1|4|4|4|2019-10-03||Met|2019
37737910000000|San Marcos Unified|2||5|5|4|3|2|5|5|3|2|2|5|5|4|3|3|4|4|4|4|4|5|4|3|2019-10-15|A variety of local measures were used to inform the rating of progress on meeting the requirements for implementation of state academic standards:  walk through observations at all schools; input from teacher leaders on elementary and secondary curriculum councils; and administrators' reflections on progress at their individual sites.  The refinement of practices in English language arts and English language development is the focus for literacy coaches at each elementary school and collaboration days at secondary schools.  Mathematics coaches are working with some elementary schools and all secondary schools to refine practices.   Coaches working at the sites tailor their support to grade level and individual teacher requests based on student performance.   A renewed focus on PLCs has shaped the collaboration time afforded all teachers weekly.  Elementary teacher leaders are engaged in piloting mathematics curriculum this year.  Secondary teachers are piloting history social studies resources this year.  Science teachers at the secondary level engaged in a comprehensive professional development series over the summer and are implementing practices/products from that training.  CTE pathways and partnerships with local colleges and businesses will continue to be strengthened.  The District employs teachers credentialed in physical education and in music at all levels.  Two elementary sites will pilot a process for planning visual arts integration units of study.|Met|2019
19649640000000|San Marino Unified|2||5|4|5|4|4|5|4|5|5|4|5|4|5|4|4|4|5|5|5|4|4|4|4|2019-10-22||Met|2019
41104130000000|San Mateo County Office of Education|2||3|3|4|2|1|2|3|4|1|1|3|3|4|2|2|1|2|3|4|1|4|4|3|2019-10-16|At the Court and Community schools, we have engaged in a new curriculum adoption process in order to align curriculum to State-adopted options. In the 2018 -2019 year we adopted common-core aligned math curriculum and we are in the process of reviewing and piloting new ELA curriculum. In addition, we have begun deeper professional development work by utilizing the SMCOE Content Coordinators as leads. They have provided training and continue to support the transitions in these programs.|Met|2019
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|2019-10-24||Met|2019
41690390000000|San Mateo-Foster City|2||4|2|4|2|1|4|4|4|2|1|3|2|2|1|1|2|2|4|2|1|3|2|2|2019-10-24||Met|2019
49708056051858|San Miguel Elementary|2||4|4|4|3|3|4|4|4|3|3|4|4|4|4|4|1|2|2|1|1|4|4|4|2019-12-04|For Adopted Academic Standards: Career Technical Education, Visual and Performing Arts, and World Language - Not applicable as these standards are outside of our district's grade levels.  MWUSD is a K-6 district.|Met|2019
40688250000000|San Miguel Joint Union|2||4|3|4|2|3|4|4|4|2|3|3|3|4|3|3|2|2|3|2|1|3|3|2|2019-10-10||Met|2019
37683530000000|San Pasqual Union Elementary|2||5|4|5|4|3|5|4|5|4|3|5|4|5|3|2|3|3|5|4|4|5|5|4|2019-10-08|San Pasqual Union School continues to make steady and sustained progress to implement State Academic Standards.  Presently, we have fully implemented English Language Arts, English Language Development, and Mathematics standards curriculum.  In the 2019/20 school year, we intend to pilot TK-8th grade Next Generation Science Standards curriculum with adoption and implementation planned for the 2020/21 school year.  After that, we intend to adopt a new History-Social Science curriculum.|Met|2019
13632140000000|San Pasqual Valley Unified|2||4|3|4|3|2|4|3|4|3|2|4|3|4|3|2|3|3|4|3|2|3|3|3|2019-10-08|The primary areas of focus for staff development are outlined in the LCAP:  Implementation of Standards Aligned Curriculum, Project Based Learning, STEM Instruction, Social/Emotional Needs of Students, and Instructional Technology.  The District provides 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.    The District is improving in the area of identifying the professional development needs of certificated staff.     History/Social Science is an area of need for the District, both in materials and professional development.  More work needs to be done in standards-aligned instruction in the areas of Physical Education and Visual and Performing Arts.  Teachers report  areas for professional development as: NGSS professional development by grade level Amplify Training Social Studies How to access the website for Amplify How to use practice tests during Advisory How to capture student enthusiasm and motivate students|Met|2019
21654580000000|San Rafael City Elementary|2|San Rafael City Elementary District measures progress in implementing academic Common Core State Standards in a variety of ways. The locally selected measures or tools that San Rafael City Elementary District is using to evaluate its progress in implementing CCSS include local assessment data like Fountas and Pinnell, Reading Inventory, as well as teacher created units and teacher surveys. SBAC and ELPAC data are also used to track progress.  San Rafael City Elementary District continues to focus on having instruction, both curriculum and strategies, aligned to the Common Core State Standards. Professional development in math has focused on utilizing our adopted curriculum aligned to CCSS and strategies that support mathematical practices. Through this work San Rafael City Elementary District has seen growth in math SBAC scores. Professional development and time spent developing content units in grades TK-8 that integrate H/SS, Science, and Language Arts with the use of integrated ELD strategies are aligned to the CCSS. In grades TK-3 professional development has focused on how to use student data to inform ELD instruction. Professional development in writing workshop supports instruction that aligns with the writing standards. Through on-going professional development opportunities and shifts in teacher practice that are reflective of the CCSS have resulted in increased student learning as measured by site, district, and state assessments in grades TK-5.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-11-04||Met|2019
21654660000000|San Rafael City High|2|San Rafael City High School District measures progress in implementing academic Common Core State Standards in a variety of ways. Classroom grading periods/ report cards, SBAC Interim Assessments and SBAC Performance Tasks, teacher feedback and surveys are used to evaluate progress in implementing CCSS. Students are regularly assessed using formative and summative assessments, such as IABs and SBAC Performance tasks, in the fall to drive instructional practices and determine student need. All departments meet bimonthly to discuss the implementation of standards and participate in release days for curriculum development in NGSS and ELD content areas.  All high school English and ELD courses are aligned with academic state standards. Each comprehensive high school has an AVID Program that is aligned to all state standards. San Rafael high schools are working toward school-wide implementation of AVID. In addition, San Rafael City High District has developed 4 Career Technical Education Pathways aligned to state standards which include: Information and Technology; Marketing and Finance; Arts, Media, and Entertainment; and Engineering and Design. San Rafael high schools continue to enhance program alignment of 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|2019-11-04||Met|2019
07618040000000|San Ramon Valley Unified|2||5|4|5|4|3|5|3|5|4|3|5|4|5|5|3|5|5|5|5|5|5|5|5|2019-10-29|SRVUSD has been at the cutting edge of implementation of the CA Next Generation Science Standards (NGSS) and the new History-Social Science Standards (HSS). 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 maps, and provided multiple trainings for teachers. During the 2019-2020 school year we adopted elementary science materials (Twig) and are in the process of piloting middle school materials.  During 2020-2021 we plan on having adopted middle school science materials and will pilot high school materials.  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 hired a Social Studies TSA who has created and implemented multiple professional development opportunities for teachers.  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. An ELD Roadmap Taskforce was created with multiple stakeholders being represented.  There will be multiple meetings throughout the school year.  Elementary staff members continued to be trained on Guided Language Acquisition Design (GLAD) strategies to support English Learners.|Met|2019
37683790000000|San Ysidro Elementary|2||5|5|5|3|2|5|5|5|2|1|5|5|5|3|2|3|3|5|3|4|4|3|4|2019-10-28||Met|2019
10624146117873|Sanger Academy Charter|2||4|3|4|2|3|5|3|5|3|3|4|4|4|3|3|3|3|4|5|3|4|4|3|2019-10-22||Met|2019
10624140000000|Sanger Unified|2||4|3|4|2|3|5|3|5|3|3|4|4|4|3|3|3|3|4|5|3|4|4|3|2019-10-22||Met|2019
30666700000000|Santa Ana Unified|2||5|4|5|2|1|5|5|5|2|1|4|4|4|2|1|5|5|3|3|3|4|3|2|2019-10-22|- Math – Fully adopted, ongoing training opportunities for teachers as a group and also to meet individual needs. - Language Arts/English Language Development (ELD) –ELD Intervention – Fully adopted, ongoing training opportunities for teachers. Training is also provided on an individual basis to meet teacher needs. - Science – Hired a curriculum specialist who is working with teachers K-12 on the NGSS standards and framework as preparation for our upcoming adoption. A three-year implementation plan has been developed to support this process. - History/Social Science - Hired a curriculum specialist who will be working with the History/Social Science department chairs on the new framework and revising curriculum maps. A three-year implementation plan has been developed to support this process. - Career Technical Education (CTE), Health, Visual and Performing Arts (VAPA) and Physical Education (PE) frameworks, standards and teaching training has occurred and is ongoing.|Met|2019
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 2018-19, we focused on CCSS mathematics, specifically:  -Focus on the school-wide chosen Mathematical Practices MP3: Construct viable arguments and critique the reasoning of others  -Develop school-wide systems and practices, specifically developing Mathematical Routines, in order to help students make sense of mathematics, develop convincing mathematical arguments, and critique and build onto others’ reasoning. -Teachers in the HomeBased Partnership continued working with families of identified students to improve their CCSS math curriculum delivery to develop students’ standards-aligned mathematical fluency.    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.  In the 2019-20 school year we will be focusing on elements of the History and Social Science Standards, specifically linking them to Project Based Learning.  The NGSS standards are implemented consistently across the grade levels, as measured by teacher reports and administrative walk-throughs. We are in the initial implementation phase of staff development regarding ELD.  During 2018/19, we continued with our re-visioned PE program as our new specialist implemented a program that addresses grade-specific standards in a more systematic manner.  This was measured by examining the teacher plan book and administrator observation.  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 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. Regular collaboration time is provided through weekly and monthly Teachers Council meetings. Goals are set for the Teachers Council as a whole, as well as for individual teachers annually.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-17||Met|2019
42104210000000|Santa Barbara County Office of Education|2||4|3|3|1|2|5|3|3|2|2|4|3|3|2|2|4|4|3|3|3|4|4|2|2019-10-03|During the 2018-19 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 adopted new mathematics curriculum in the 2018-19 school year.  In 2018-19 JCSS teachers, support staff, and administrators received three days of training for the newly adopted mathematics curriculum. JCSS staff received an additional two days of professional development in implementing mathematic strategies. In 2018-19, the Character Based Literacy workgroup met five times during the year to identify and incorporate ELD standards and strategies into our ELA curriculum to better support our English Learner students. JCCS staff will begin reviewing history-social science curriculum in 2019-20, followed by science in 2020-21.|Met|2019
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. The guiding principles have been: 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.  Our implementation of the state content standards reflects the state’s multi-year adoption of revised standards. In 2018-2019, three improvements supported implementation of standards in most content areas. First, the refined districtwide instructional focus states that, “Students demonstrate the ability to read, reason, and communicate in order to contribute positively to an ever-changing world.” Second, we re-designed the TOSA role to Instructional Support Specialists (ISSs) in the four core content areas to deepen implementation of the standards and effectively integrate instructional technology. Third, we continued 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, and identified needs for formal adoption.  Increased content-specific support for standards implementation included several actions. We onboarded six literacy coaches in elementary and a second ELD TOSA in secondary. Professional learning in math attends to newly adopted curriculum in secondary, and an Illustrative Math Alpha pilot in elementary. We continue to implement the CCSS-aligned Full Option Science Sequence in K-5, and Ocean Science Sequence in grade 6, and teachers grades 7-12 continue developing units of study with common learning experiences. In social science, teachers continue with inquiry- and project-based curricula which include broad utilization of open educational resources (OERs) and implementation of the Fair Act (2011). Teachers in physical education, health, VAPA, CTE and world languages also continue to practice standards-based instruction aligned to state adoptions.  With regard to supporting staff in identifying where they can improve instruction, we are refining use of collaboration time for teachers teams to engage in cycles of inquiry across content areas; this includes developing common formative assessments, analyzing student work, and identifying needed shifts in instruction to support student learning. We continue to develop an assessment continuum TK-12 to measure literacy and standards mastery. In 2018-2019, we began the next phase of introducing high impact practices supporting cycles of inquiry, in which teachers use protocols for analyzing evidence of student learning.  Additional information can be viewed at the October 22, 2019 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|2019-10-22||Met|2019
43104390000000|Santa Clara County Office of Education|2||3|2|3|2|2|3|3|3|2|2|3|3|3|3|3|3|2|2|3|1|4|3|3|2019-10-16||Met|2019
56725790000000|Santa Clara Elementary|2||5|4|5|5|5|5|5|5|4|5|5|4|5|4|4|1|2|4|4|1|4|4|4|2019-10-16|Santa Clara Elementary School District piloted a new history-social science curriculum in the 2018-19 school year and adopted in the 2019-20 school year.  SCESD is piloting a science curriculum in grades K-6 for the 2019-20 school year.  All teachers have received publisher training on the new curriculum.  Professional development is completed at the Ventura County Office of Education, due to the small size and limited resources of our one-school district.  VCOE provides in depth professional development opportunities in all content areas, as well as, in classroom management and Positive Behavior Intervention.|Met|2019
43696740000000|Santa Clara Unified|2||5|4|5|3|4|5|5|5|4|4|5|3|5|3|4|5|5|5|5|5|5|4|5|2019-06-27||Met|2019
19651360117234|Santa Clarita Valley International|2||5|4|4|5|5|4|3|4|4|4|4|3|4|4|4|3|1|4|5|5|4|4|4|2019-11-01||Met|2019
44698150000000|Santa Cruz City Elementary|2|Santa Cruz City Schools (SCCS) drafted a Curriculum Master Plan in the 16-17 school year, which is helping to guide and monitor the implementation of the California Common Core State Standards as well as the instructional Tier 1 focus. This tool was selected to measure progress because we wanted  a locally developed tool that met SCCS specific needs. Because the tool is district created, it directly applies to SCCS students’ areas of need and lays out a plan for meeting these needs. The following is an assessment of SCCS implementation of the Common Core State Standards in each content standard area:  English Language Arts: Teachers have Common Core aligned lessons. Elementary schools are implementing Benchmark Workshop, a Common Core aligned English Language Arts adoption that includes lesson in Readers Workshop, Writers Workshop and Phonics Workshop.  English Language Development: All English Language Development teachers have received professional development regarding the ELD standards. All schools in the district have agreed to focus on moving towards an Integrated ELD approach over the next five years, meaning ELD standards, instructional strategies, and scaffolds and supports are used in all content areas by all teachers throughout the school. The district is currently in the beginning stages of PD and implementation regarding Integrated ELD. The new ELA Adoption, Benchmark Workshop, contains a specific component, Advanced language Learning, that is designed to be used with EL students in small group instruction.  Mathematics: SCCS are in year three of Common Core State Standards curriculum and instruction using the Eureka Mathematics program.  This year elementary is continuing their implementation and Professional Development to support it, with the focus being on language routines and accountable talk to support mathematics instruction.   Next Generation Science Standards: SCCS are in year three of a three year Next Generation Science Standards (NGSS) implementation plan. Lead science teachers have been established at each elementary. These leads are responsible for planning and delivering PD to their respective colleagues each month. The district aims to have full NGSS implementation within the next three to five years. SCCS is part of a county-wide science initiative with the purpose of full implementation of NGSS in elementary, middle, and high school classes.  History-Social Science: Some PD has been provided to support the implementation of the California Content Literacy Standards in history. As the new History standards were just adopted, this will be an area of focus over the next three to five years.  Visual and Performing Arts: The district’s credentialed visual and performing arts teachers follow the standards for their content area as well as the district curriculum master plan and are integrating integrated English Language Development 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|2019-10-30||Met|2019
44698230000000|Santa Cruz City High|2|Santa Cruz City Schools (SCCS) drafted a Curriculum Master Plan in 2016-17 school year, which is guiding and monitoring the implementation of the Common Core State Standards (CCSS) as well as the instructional Tier 1 focus. This tool was selected to measure progress because of the desire for a locally developed tool that met SCCS' specific and unique needs. Because the tool is district created, it directly applies to SCCS students’ areas of need and identifies and lays out a plan for meeting these needs. The following is an assessment of SCCS’ implementation of the CCSS' in each content standard area:  English Language Arts (ELA): Both Middle and High school ELA teachers have CCSS aligned lessons and Scope and Sequences. The middle schools are piloting CCSS aligned curriculum. In addition, district writing assessments modeled after CAASPP Performance Tasks.  English Language Development (ELD): All ELD teachers have received professional development regarding the ELD standards and have implemented these into their instruction. All schools in the district have agreed to focus on implementing an Integrated ELD approach, meaning ELD standards, instructional strategies, and scaffolds and supports are used in all content areas by all teachers throughout the school.  Mathematics: SCCS middle schools are in year six and high school is in year three of College Preparatory Mathematics aligned CCSS curriculum and instruction. Every summer and during the school year math teachers participate in College Preparatory Mathematics and/or Silicon Valley Mathematics Initiative math training that is CCSS focused.   Next Generation Science Standards (NGSS): SCCS is in year three of a three year NGSS implementation plan. Lead science teachers have been established at each elementary, middle, and high school. These leads are responsible for planning and delivering professional development to their respective colleagues each month. The district aims to have full NGSS implementation within the next three to five years. SCCS is part of a county-wide science initiative with the purpose of full implementation of NGSS in elementary, middle, and high school classes.  History-Social Science: All secondary History-Social Science teachers have attended the History-Social Science Framework training offered in the local area. Secondary curriculum is looking into a History-Social Science textbook adoption process for next school year and this year are continuing to send teachers to framework training.  Career Technical Education (CTE): CTE teachers and classes are aligned teachers and classes are aligned to the outlined state descriptions and teachers are working to incorporate the necessary Leadership standards. SCCS 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|2019-10-30||Met|2019
44104470136572|Santa Cruz County Career Advancement Charter|2|The Career Advancement Charter (CAC) utilizes the California Adult Education Comprehensive Assessment System for Adult Students to measure adult re-entry high school student academic achievement. The CAC uses CASAS to assess achievement, measure academic growth in the areas of job skills literacy in Math, English, Basic Skills and ESL.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|||Met|2019
44104470100305|Santa Cruz County Cypress Charter High|2||4|3|4|4|4|5|3|4|4|5|4|2|4|4|4|3|5|3|5|5|3|4|3|2019-10-17|Cypress supports teachers in accessing professional development to support their learning and growth as educators. However, an area of growth is to provide more targeted learning to support teachers in their areas of need based on evaluations of their teaching and self-reflection. Our move to the Santa Cruz County Office of Education has provided access to staff development focused on creating engaging common interdisciplinary curriculum, as well as a myriad of content specific learning options, and social-emotional learning. Our  teachers have opportunities to collaborate with other teachers in Alternative Education throughout the year.|Met|2019
44104470000000|Santa Cruz County Office of Education|2||4|3|4|3|3|4|3|3|3|3|4|3|4|3|3|3|5|3|3|2|4|4|3|2019-10-17|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 creating engaging common interdisciplinary curriculum, as well as a myriad of content-specific learning options, and social-emotional learning.|Met|2019
42693100000000|Santa Maria Joint Union High|2||5|5|2|3|1|5|5|2|3|1|5|5|2|3|2|3|4|4|4|4|4|4|4|2019-10-08||Met|2019
42691200000000|Santa Maria-Bonita|2||4|3|4|1|2|4|3|4|1|3|3|3|4|1|1|3|4|4|4|4|3|3|3|2019-10-23|The Santa Maria-Bonita School District’s (SMBSD) implementation of State Academic Standards is an ongoing, collaborative process that includes all stakeholders. SMBSD’s vision of instruction includes a culture of learning with high expectations, challenging content, and student ownership. It continues to provide a focus for our work. SMBSD utilized the Self-Reflection Tool provided by the State Board of Education to conduct a needs assessment of staff. Identified areas of need include: Effective Tier 1 Instruction in all content areas and the ongoing work to build and support high-functioning teams. We continue to increase teacher learning around both science and social science content areas as we work toward the full implementation of academic standards in each of these areas.  In English language arts and mathematics, teachers and administrative teams are working together to build strong Tier 1 Instruction around grade-level standards to ensure all students achieve at high levels. In alignment with our district’s goals, the professional learning actions and services outlined in SMBSD’s Local Control and Accountability Plan support through, “workshops, coaching, conferences, and collaborative time,” to build capacity around effective Tier 1 Instructional practices, instructional leadership and the utilization of technology to enhance student achievement.|Met|2019
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|2019-10-24|Career Technical Education and World Language are not applicable to our elementary school.|Met|2019
19649800000000|Santa Monica-Malibu Unified|2||3|3|4|3|2|4|4|4|2|2|3|3|4|2|2|2|2|4|5|4|4|3|2|2019-10-17||Met|2019
56768280000000|Santa Paula Unified|2||4|3|4|3|3|4|4|4|3|3|4|3|4|3|3|3|2|3|3|3|2|2|2|2019-10-09||Met|2019
27661910000000|Santa Rita Union Elementary|2||5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|4|4|5|5|4|4|4|4|2019-06-12||Met|2019
33671160109843|Santa Rosa Academy|2||5|5|5|4|4|5|5|5|3|3|5|5|5|3|3|4|3|5|5|5|5|4|3|2019-10-17||Met|2019
49402530102533|Santa Rosa Accelerated Charter|2||5|3|4|3|3|5|2|5|4|3|4|2|4|4|3|1|2|4|5|1|4|4|4|2019-12-12||Met|2019
49402530113530|Santa Rosa Charter School for the Arts|2||5|3|4|3|3|5|3|5|3|3|4|3|4|4|3|1|5|3|5|1|4|4|4|2019-12-12||Met|2019
49402530000000|Santa Rosa City Schools|2||5|3|4|3|3|5|3|5|3|3|4|3|4|4|3|3|3|4|4|3|4|4|4|2019-12-12||Met|2019
49402530125831|Santa Rosa French-American Charter (SRFACS)|2||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|2019
49709120125831|Santa Rosa French-American Charter (SRFACS)|2|SRFACS is a French Immersion elementary school, the only accredited public school of its kind in California. Our accreditation is through L’Agence pour l’Enseignement Français à l’Étranger/Agency for French Education Abroad. SRFACS is certified to administer the Diplôme d’Études en Langue Française (DELF), a measurement of language aptitude. Students at SRFACS learn through a harmonization between the French Ministry of Educational Standards and the California Common Core State Standards. Mastery of the French and English language will give students the cultural confidence needed to become global citizens. Our students’ cultural confidence is infused by our many native French-speaking teachers and through various subject content.  The arts, physical education, and nutrition are critical elements of French culture. SBAC scores from the 2018-2019 school year demonstrate overall academic success for SRFACS students. Subgroups compare favorably with district and state results, but show an ongoing achievement gap that must be addressed.  All students, all grades 69% met or exceeded ELA standards, 59% met or exceeded math standard compared to 39% and 34% respectively district-wide, and 50% and 40% respectively state-wide. SRFACS is implementing programs to address the needs of English learners (24% met or exceeded in ELA and 18% in math) and economically disadvantaged students (60% met or exceeded ELA and 42% in math).|3|2|3|2|3|3|2|3|2|3|3|2|3|3|2|2|2|3|2|5|3|2|3|2019-12-12|SRFACS' association with the AEFE provides for regular and targeted professional development through focused trainings with teachers of other French immersion schools and through on-site whole-school trainings. In addition, SRFACS staff embraces opportunities through district trainings.|Met|2019
42691796118434|Santa Ynez Valley Charter|2||4|3|4|4|2|4|4|5|5|4|3|3|3|3|3|3|3|4|4|2|4|3|3|2019-10-29||Met|2019
42693280000000|Santa Ynez Valley Union High|2||3|3|4|3|4|5|3|4|3|5|5|3|5|3|5|5|4|5|5|5|5|5|5|2019-10-15||Met|2019
37683610000000|Santee|2||4|4|4|3|3|4|4|4|3|4|4|4|4|3|3|2|4|4|2|1|4|4|4|2019-10-15|Santee School District is in the third year of implementing our 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 after-school professional development sessions. Our English Language Arts program includes a comprehensive English Language Development program. Teachers use multiple evidence-based strategies to help students interact with text and making meaning across the content areas.  In tandem, teachers receive training on how to scaffold and support English Learners during both integrated and designated English Language Development.  Our district Curriculum Resource Teachers (CRT) continue to provide both district and site level professional learning and coaching with our adopted mathematics program.  In addition, our CRT team conducts Cognitively Guided Instruction for Math workshops to support and enhance instruction. Teachers focus on developing students’ deep conceptual understanding.  Santee has adopted Pearson Realize for the history/social science curriculum and will fully implement the program this year.  Currently, Santee is investigating science programs for a 2020-2021 pilot.|Met|2019
30666216085328|Santiago Middle|2|Santiago seeks to evaluate student performance activities that are worthwhile, significant, and meaningful: in short, activities that are authentic. Emphasis will be placed on evaluating what the students know rather than on what they do not know and on evaluating students’ work rather than students.  Assessment of these activities will be based on, but not limited to, the following:    The State Standards developed by the State Board of Education  Authentic  performance  assessments  that  are  unique  to  middle  school  students  (i.e., performances, and practical arts projects)  Teacher-developed testing procedures that will reflect the standards or benchmarks for each grade level as determined by Santiago Middle School’s instructional team  Specialized  assessment  tools  such  as  teacher/student/parent  contracts  that  will  be developed individually and used when appropriate  Mandated special education testing that will continue to be administered  CAASPP Interim Assessments and Summative Feedback to drive classroom instruction  On-going student progress monitoring and parent communication utilizing digital platforms, progress reports, phone communications, student conferences, parent/teacher conferences    Criterion-referenced tests, end-of-unit tests, performance-based assessments, homework completion and class participation will form the basis of evaluating student performance and determining student grades.    Teachers will review assessment data on an ongoing basis to identify general areas of needed improvement, modify curriculum and course content to meet those needs, gather new or additional instructional resources, and create new assessments to measure continued progress.|5|5|5|3|3|5|5|5|3|4|5|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-16||Met|2019
43696820000000|Saratoga Union Elementary|2||4|5|5|4|1|3|4|5|3|1|3|4|5|4|2|4|5|5|3|2|4|4|4|2019-10-24||Met|2019
43693856046494|Sartorette Charter|2||4|4|5|3|2|4|4|5|3|2|4|4|5|3|2|5|4|5|3|4|4|4|3|2019-10-02|CSD has a multi-year curriculum framework that delineates the implementation stages of subject area standards, instructional materials, and professional development.  All district-wide professional development days provide our teachers with 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 MTSS, SEL, GLAD, Guided Reading, Educational Technology, and Professional Learning Communities. Providing ongoing professional development for all staff will remain constant.|Met|2019
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, standards-aligned 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 annually conducts a thorough local evaluation of implementation through survey and administrative review. 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.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-08|Administration regularly examines and reports progress on standards implementation to all stakeholders including Board, staff, parents and community and incorporates findings and recommendations in the continuous improvement process to assure that curriculum and instruction continue to be of the highest quality.|Met|2019
19649980000000|Saugus Union|2||5|5|5|3|5|5|5|5|2|5|5|5|5|3|5|2|5|5|5|3|5|5|5|2019-06-11||Met|2019
21654740000000|Sausalito Marin City|2||4|1|4|1|1|4|1|4|1|1|4|1|4|1|1|1|4|4|4|1|4|4|2|2019-11-14|The  Sausalito Marin City School District/Bayside MLK has made significant strides in implementing ELA and math academic standards adopted by the state board.  Both programs are fully implemented and supported by the necessary curricula.  ELD, science, and history-social science programming are all in the research phase.  Plans are in place to implement a block scheduling ELD program in 2019-2020 along with an academic standards-aligned science curriculum.  History scopes and sequences have been developed for each grade level however a curriculum has not yet been adopted for this content area.|Met|2019
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|2019-10-22||Met|2019
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|2019-10-22||Met|2019
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|2019-10-22||Met|2019
30666960000000|Savanna Elementary|2||5|5|5|3|1|5|5|5|3|1|5|5|5|3|1|1|2|4|3|1|4|4|5|2019-10-08||Met|2019
36678760137935|Savant Preparatory Academy of Business|2||5|4|5|4|4|5|4|5|4|4|5|4|5|4|4|1|1|4|3|1|4|4|4|2019-10-30||Met|2019
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|2019-06-20||Met|2019
37771720000000|SBE - Baypoint Preparatory Academy San Diego|2|BPA-SD chooses "Option 2".|4|4|4|4|4|5|5|5|4|5|5|4|5|5|5|3|5|5|5|1|5|5|5|2019-10-28|Baypoint Leadership provides extensive professional development for instructional staff in CCSS aligned curriculum, assessments, and school procedures. Before instruction begins for the academic year, all BPA-SD staff participates in eight days of intensive professional development focusing on instructional strategies, Common Core State Standards, use of adopted curriculum and resources, school policies and procedures, and serving unduplicated and special needs students.   BPA Leadership implements an effective protocol for continuous planning and monitoring of the schoolwide action plan. Baypoint Leadership uses numerous collaborative strategies, especially the use of regular/weekly meetings to discuss student data and the proper methodologies to aid in student growth and success (personalized learning environment).   Feedback from staff regarding professional development and effectiveness of the training further provides Baypoint Leadership with valuable insights to best assist instructional staff to cater to the student diverse population.  BPA added 7th grade in the 2019-2020 school year, thus implementation of World Language is still in the exploration and research phase and career technical education is in the initial implementation phase. BPA staff will be working to ensure high quality learning opportunities are available to all middle school students.|Met|2019
19772890000000|SBE - Los Angeles College Prep Academy|2|n/a|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|2019-06-25|LACPA has introduced 2 intervention classes for the EL and SPED population. We use CPM for Math Intervention and Reading Plus for ELA intervention. For the 2019-2020 school year LACPA is implementing iReady in Math and ELA intervention classes and has enough licenses for all students to utilize the interventions in their CP/Advisory classes. Now interventions will be school-wide. ALL students will have access to intervention in all subgroups. We have also implemented tutoring hours and after school tutoring with YPI. LACPA is driving curriculum and college preparedness and introduced a dual-enrollment program as well.|Met|2019
42772140000000|SBE - Olive Grove Charter - Buellton|2||3|3|3|3|3|4|4|4|4|4|3|3|3|3|3|4|4|4|4|4|3|3|3|2019-09-10||Met|2019
42772060000000|SBE - Olive Grove Charter - Lompoc|2||3|3|3|3|3|4|4|4|4|4|3|3|3|3|3|4|4|4|4|4|3|3|3|2019-09-10||Met|2019
42771980000000|SBE - Olive Grove Charter - Orcutt/Santa Maria|2||3|3|3|3|3|4|4|4|4|4|3|3|3|3|3|4|4|4|4|4|3|3|3|2019-09-10||Met|2019
42772220000000|SBE - Olive Grove Charter - Santa Barbara|2||3|3|3|3|3|4|4|4|4|4|3|3|3|3|3|4|4|4|4|4|3|3|3|2019-09-10||Met|2019
19753090129411|SCALE Leadership Academy|2||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 For Two or More Years|2019
33671810138610|Scale Leadership Academy - East|2|The actual date taken to local governing board: * December 14, 2019, unable to put the actual date.|4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|4|5|5|4|5|4|4|4|2019-11-15|The actual date taken to local governing board: * December 14, 2019, unable to put the actual date.|Met|2019
30103060134288|Scholarship Prep|2|Scholarship Prep uses a variety of locally selected measures and tools to track our progress.  We utilize teacher and staff surveys, administrative walkthroughs, classroom and school observations, and third party reviews to determine the level and success of state academic standards implementation. We use this combination because we truly believe that our teachers provide the most relevant, effective, and timely gauge of our efforts in individual classrooms. Our administrators are able to take a more macro view of the school's systems and implementations.  Third-party reviews provide an additional layer of accountability checks.   Scholarship Prep prioritizes providing support and resources necessary to implement the state adopted academic standards, especially in English Language Arts, English Language Development, and Mathematics. As we grow, we have continued to provide support in all areas, including hiring additional personnel to support our progress, engaging with outside professional develop providers, and purchasing additional resources and materials.  We have also updated our curriculum choices to align more closely with the Next Generation Science Standards and the History-Social Science framework.|5|4|5|4|4|5|4|5|4|4|5|4|5|4|4|3|2|3|4|3|5|5|4|2019-10-15||Met|2019
37103710136085|Scholarship Prep - Oceanside|2||5|4|5|4|4|5|4|5|4|4|5|4|5|4|4|3|2|3|4|3|5|5|4|2019-10-15||Met|2019
37683380122788|School for Entrepreneurship and Technology|2||5|4|5|3|5|5|5|5|3|5|3|3|3|3|3|5|4|4|5|5|5|4|5|2019-10-23|The NGS standards are well defined, but the actual content that is being tested on State exams is still unknown.  Our teachers are teaching what they believe are the concepts that are expected, but until we get test results we will not know for sure.  All of our other departments are following curriculum that is fully aligned with California Standards.  As for professional development, we have a rich PD schedule that is well aligned with the needs of the teachers and the school.  Individual teachers are given a stipend to help defray PD costs, but we could do a better job at encouraging teachers to go to conferences, etc.|Met|2019
19756971996693|School of Arts and Enterprise|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|2019-06-20||Met|2019
19649070115170|School of Extended Educational Options|2||4|3|4|2|4|4|2|4|2|4|3|2|3|3|3|3|3|4|2|4|3|4|4|2019-09-27||Met|2019
37103710136192|School of Universal Learning (SOUL)|2||4|1|4|3|4|4|1|4|3|4|4|1|4|4|4|2|3|4|4|3|4|3|3|2019-10-30|Considering we do not currently have English Language Learners, we are still in the (1) Exploration and Research Phase where English Language Development is concerned.|Met|2019
10621661030642|School of Unlimited Learning|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|5|3|5|5|3|2019-05-14|All core courses are fully aligned with SBE-adopted standards. All units and lesson clearly denote the State standard, as well as learning objectives to meet the standard. Ongoing review of curriculum guides, course units and lessons, and classroom observations are conducted to monitor the effective implementation of the specific State-approved standards for each course. Being a small comprehensive school that serves primarily credit recovery students, SOUL outsources several of its career technical education courses to local professionals.  A variety of resources are utilized to expose students . As the SOUL Career Academy expands, it will continue to provide a non-traditional educational setting where students can learn relevant job skills and apply what they have learned in school to the workplace. Working with Fresno EOC programs, community and business partners/mentors, teachers, and parents, SOUL Career Academy students will complete a program of study that will prepare them to pursue the post-secondary path of their choice.   Since the 2018/2019 school year, SOUL has offered Spanish to fulfill the Visual and Performing Arts requirement. Due to the limited number of staff the Spanish course is limited to one semester. SOUL plans to expand Spanish to two semesters in the 2020/2021 school year.|Met|2019
57727100121749|Science & Technology Academy at Knights Landing|2||5|4|5|5|4|5|5|5|5|4|5|4|5|5|4|3|3|4|5|2|5|5|5|2019-10-30|Based on data we collected we have targeted math as our main academic focus without leaving behind the writing and vocabulary focus that was previously in place. Our governance board decided that it is important for our teachers to have time during the summer to design and develop their curriculum. Teachers work in grade level teams to develop thematic units and lessons that target all areas of focus. In addition, our LCAP reflects the plan to have teachers collaborate during the school year. Teams revisit the focus throughout the year and modify curriculum based on data collected. Our teachers have formed a professional learning community - they observe each other, give feedback, debrief, and use expertise to develop lessons based on what they observed.|Met|2019
12630240000000|Scotia Union Elementary|2||5|5|5|3|3|5|5|5|3|3|5|5|5|4|4|3|4|3|3|1|5|5|5|2019-10-10||Met|2019
47764550000000|Scott Valley Unified|2|Scott Valley Unified has made significant progress toward a 100% alignment of curriculum and instruction to the California State Common core Standards.  The K-6 adoption and implementation of Go Math, a State approved math curriculum is complete.  In addition the K-5 adoption and implementation of  Pearson Reading Street, The update of FOSS Science Kits to reflect the NGSS, and Studies Weekly social Studies curriculum ensures all K-5 programs are aligned to the Common Core Curriculum.   In the middle school grades, State recommended Go Math ( at 6th grade) and  Carnegie Math ( at 7-12 th grade) are both adopted and implemented.  Further, Study Sync, English Curriculum is adopted and implemented at 6-12 for English Language Arts. Nat Geo, has been implemented at the 6-8 grade level for Social Studies with STEM SCOPES serving the Science Curriculum.  Finally, the High School has aadopted Hold World history, Houghton Mifflin for US History, and MacGruder for Government and Glencoe for Economics.|4|5|5|3|4|5|5|5|3|4|5|5|5|3|5|5|4|5|5|5|5|5|5|2019-10-16||Met|2019
44754320000000|Scotts Valley Unified|2||5|4|5|4|4|5|4|5|4|4|5|4|5|5|5|5|4|5|5|5|5|5|5|2019-10-22|Scotts Valley Unified School District aligns all professional development with district initiatives, including benchmark assessments, NGSS and environmental literacy, MTSS and PBIS, Math, attendance, special education and safety. New curriculum and textbooks have been adopted and purchased in math, ELA, ELD, science, and History/Social Science.  Action steps and trainings are determined collaboratively with staff and include stakeholder input and engagement.|Met|2019
37683380121681|SD Global Vision Academy|2|SD Global Vision Academy selected Option 2 Reflection Tool: Priority 2|5|3|4|4|2|5|2|4|3|2|4|2|3|3|2|0|0|3|0|0|4|4|3|2019-09-17|For Question #4: Other Adopted Academic Standards: Career Technical Education, Health Education, VAPA, and World Languages do not apply to SD Global Vision Academy based on its educational program outlined in the school’s charter petition and it serves grades TK-8.  However, our school has implemented CA Health Education Initiative with the CA Healthy Youth Act.|Met|2019
49709386113039|Sebastopol Independent Charter|2|Sebastopol Charter has adopted standards based on Common Core standards and Waldorf education standards for Language Arts and Mathematics. The board of directors annually review the CAASPP scores to make sure that the students are progressing and achieving according to the school's goals. Students are also assessed periodically with DIBELS in Language Arts and Mathematics as part of the school's ongoing assessments of students, in order to identify students needing extra assistance through the school's multi-tiered system of support.  The teachers who teach science have been trained in the Next Generation Science standards and implement those standards in their science instruction. We also incorporate the California standards in history and social science in our curriculum. We have parts of career technical education in classes such as woodwork, gardening, cooking, building and handwork.  We have a full physical education/ movement program for all students in grades K-8. We incorporate proper health education standards in the academic curriculum.  We have a strong visual and performing arts curriculum through instruction of singing in grades K-8, instruction of playing a flute instrument in grades 1-8, instruction of playing a string instrument (violin, viola, cello or bass) in grades 3-8, instruction of music theory in grades 3-8 and producing drama performances in grades 1-8. Students in grades K-8 are taught Spanish as a world language.|4|4|4|3|3|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-07||Met|2019
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 adopted ELA 7/8 and Math 6-8.. NGSS materials are being piloted in 3-8. Once determined for adoption the K-2 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.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-10||Met|2019
13632220000000|Seeley Union Elementary|2||4|4|4|3|2|4|4|4|3|3|4|4|4|3|3|2|2|2|5|1|4|4|4|2019-10-15||Met|2019
47704580000000|Seiad Elementary|2||4|2|5|1|2|5|5|5|1|5|5|5|5|5|5|2|5|5|5|1|5|5|5|2019-10-01||Met|2019
10624300000000|Selma Unified|2||4|4|4|2|2|4|4|4|2|2|3|3|4|1|1|3|3|3|3|3|3|3|3|2019-10-22||Met|2019
15637680000000|Semitropic Elementary|2||4|4|4|2|2|5|5|5|2|3|3|3|3|3|3|2|2|2|1|1|4|4|4|2019-10-03||Met|2019
54721166054340|Sequoia Elementary Charter|2||4|2|4|2|4|4|1|4|1|4|4|1|4|1|3|1|3|3|2|1|3|3|4|2019-09-12||Met|2019
54721160000000|Sequoia Union Elementary|2||4|2|4|3|4|3|2|4|3|4|3|2|4|3|4|1|3|2|1|1|3|3|4|2019-09-12|Two years ago Teachers were involved in a limited number of Professional Development Days throughout the school year.  There was no continuity.  Since the 2018-2019 School Year Teachers have been involved with a Weekly Professional DEvelopment time, with additional Professional Learning Community time imbedded into the annual schedule.  The purpose of this increase was to improve the staff's understanding of the State Standards, other State requirements, and simple good teaching practices.  Teachers have also been given more opportunity to pursue training outside of the school district through judicious use of LCAP Funds.|Met|2019
41690620000000|Sequoia Union High|2|With respect to the selection of instructional materials, the District has worked with subject area leaders to create rubrics to assess alignment to state standards. In some subject areas, external consultants have been hired to review the effectiveness of the materials and help staff strengthen where needed.  An Interim Comprehensive Assessment gauges student progress towards achieving standards in math and literacy across content areas.  Additional common assessments, curated or created by subject-area representatives, are administered in several departments.   ELA Common Core, standards-based units and common assessments have been developed and implemented across all four years of ELA.  A consultant used the state standards rubric to work with teachers in creating and reviewing the common units and revising where needed.   ELD teachers completed common core aligned units and are undergoing the revision process.  In addition, the District has provided “Constructing Meaning” training from EL Achieve for district-wide implementation of Integrated ELD strategies.   Math Common Core-aligned textbooks have been chosen for all Common Core courses.  Common assessments are administered to track student progress.    Next Generation Science Standards developed and implemented NGSS units across disciplines.  A district TOSA has led training available to all teachers to align instructional practices with NGSS.  Biology and chemistry teachers have participated in in-depth professional development and curriculum planning.  Physics teachers will participate in spring, 2020. History-Social Science: Social Studies teachers adopted CCSS-aligned textbooks in spring 2019.  The ICA will assess literacy standards for history and social science.   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. Content Standards 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 Content Standards: 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 results of the end of course assessments for each of the 10 “courses”. VPA have had release days to design curriculum aligned to the academic content standards for their subject area.   World Language adopted new curriculum materials in 2018-19.  The District’s Educational Services Department worked with World Language Department Chairs to create a rubric to gauge curriculum alignment to standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-16|In addition to the work being done by each subject area to implement and assess the efficacy of  standards-aligned curriculum, there has been work across disciplines to improve students’ performance in the Common Core Literacy Standards.  Last year, an Interim Comprehensive Assessment was developed and administered to sophomores and juniors.  This year, the ICA will be administered to all students.  The ICA assesses 9th-12th grade literacy standards for history/social science, science and technical subjects, and ELA.    In order to continue to shift towards Common Core instructional practices, the District has invested deeply in staff development around instruction.  In the 2018-19 school year, professional development sessions were created and curated with the following instructional focus as a guiding principle:  to provide rigorous, engaging, standards-aligned instruction with embedded language supports and meaningful technology integration.  This is a summary of professional development offerings and attendance in the 2018-19 school year:  Staff Professional Development Days Two whole-day events 94 sessions offered  Release Day Trainings 59 release day trainings 845 attendees  Teacher Orientation Week 24 Teacher Orientation Week sessions  367 total participants June Institute 32 June Institute sessions 268 participants Afternoon PD 27 after-school PD sessions  240 participants|Met|2019
19647336019111|Serrania Avenue Charter For Enriched Studies|2||5|5|5|3|3|5|5|5|3|4|5|5|5|3|4|1|4|1|1|1|4|4|4|2019-10-31||Met|2019
18641880000000|Shaffer Union Elementary|2||4|4|4|2|1|4|4|4|3|2|4|3|4|4|3|3|3|3|3|1|3|3|1|2019-04-16||Met|2019
40688330000000|Shandon Joint Unified|2||4|4|4|3|1|4|4|4|1|3|5|1|5|3|3|2|4|3|1|1|4|4|3|2019-10-08||Met|2019
45701364530267|Shasta Charter Academy|2||4|4|4|1|4|5|5|5|1|5|5|5|5|2|4|3|1|5|5|5|5|5|4|2019-10-17||Met|2019
45104540132647|Shasta County Independent Study|2||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|2019
45104540000000|Shasta County Office of Education|2||4|3|3|3|4|4|4|4|4|4|4|4|4|3|4|4|4|4|3|3|5|5|5|2019-10-09||Met|2019
45701280000000|Shasta Union Elementary|2|Shasta Union Elementary School District (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 in the third 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 been adopted in Tk-8th grade. Tk-8 adopted Studies Weekly. The 19/20 school year will have a cohort of teachers piloting different curriculum's in the subject area of Next Generation Science Standards.  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 school.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-06-24||Met|2019
45701360000000|Shasta Union High|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2019-09-11||Met|2019
45699480139543|Shasta View Academy|2||4|4|4|4|3|5|5|5|4|4|4|4|4|4|4|4|4|3|3|3|5|5|5|2019-10-10|While Shasta View Academy is a new school opening in August 2019, the governing board and staff have been operating successful personalized learning/independent study charter schools since 2009.|Met|2019
03100330129692|Shenandoah Valley|2||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 For Two or More Years|2019
43693936046692|Sherman Oaks Elementary|2||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|2019
19647336019186|Sherman Oaks Elementary Charter|2||5|5|5|5|5|5|5|4|5|5|5|5|5|5|5|1|5|5|5|1|5|5|5|2019-10-30|Sherman Oaks continues to work with state - adopted curriculum and supplemental research-based instructional strategies.  School-wide Sherman Oaks utilizes the following curriculums, Benchmark, My Math, Write From the Beginning (Writing), Foss Next Generation, Health and Wellness (Health), History/Social Science for Impact from McGraw Hill, and Restorative Justice and Second Step (Social Emotional).  During the last school year Sherman Oaks began implementation of LAUSD’s English Language and Literacy Plan (ELLP) and the new ELD standards in the California Master Plan. We do not currently have  "Career and Technical Education" standards for elementary schools. We focus on the foundation of career readiness skills. The World Languages standards are still in the process of being developed. We do focus on the 5 "C"readiness  Communication, Cultures, Connections, Comparisons, and Communities. We will purchase curriculum when it is made available after the framework has been developed and we decide with our Charter Governance Council and our Local School Leadership Council.|Met|2019
20652430100016|Sherman Thomas Charter|2||4|3|4|3|4|4|3|4|4|4|4|4|4|4|4|3|3|3|3|1|4|3|3|2019-10-22||Met|2019
20652430118950|Sherman Thomas Charter High|2||5|4|5|4|5|5|4|5|4|5|5|4|5|4|5|5|5|5|5|5|4|4|4|2019-10-22||Met|2019
20652430134510|Sherman Thomas STEM Academy|2||5|3|4|5|4|5|4|5|5|4|4|4|4|5|4|4|3|3|3|1|5|4|4|2019-10-22||Met|2019
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 “Initial Awareness” in implementation, but not consistently at “Developing Awareness” in practices for implementing the CCSS. Dialogue with teachers after the tool was used indicated that they would have scored themselves higher if they’d had an opportunities debrief after initially rating themselves and to review the CCSS before choosing a rating.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-17||Met|2019
50712740121558|Shiloh Charter|2|Shiloh Elementary has made significant strides in recent years to both adopt curriculum aligned to academic standards approved 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 for ELA and Mathematics, 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.  The district is currently focused on implementing a new Math curriculum in grades 2-5 which increases rigor for students as well as running a pilot for Social Studies in grades 6-8.  Over the next three years, the district anticipates adoptions of both Social Studies and Science curriculums while adding additional academic opportunities and classes when additional facilities have been built and allow for space.|5|4|2|2|0|5|4|3|2|2|5|4|4|2|2|1|3|3|1|1|4|4|4|2019-11-12||Met|2019
50712740000000|Shiloh Elementary|2|Shiloh Elementary has made significant strides in recent years to both adopt curriculum aligned to academic standards approved 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 for ELA and Mathematics, 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.  The district is currently focused on implementing a new Math curriculum in grades 2-5 which increases rigor for students as well as running a pilot for Social Studies in grades 6-8.  Over the next three years, the district anticipates adoptions of both Social Studies and Science curriculums while adding additional academic opportunities and classes when additional facilities have been built and allow for space.|5|4|4|2|2|5|4|3|2|2|5|4|4|2|2|1|3|3|1|1|4|4|4|2019-11-12||Met|2019
21733610000000|Shoreline Unified|2||4|3|4|3|3|3|2|4|2|2|4|3|4|2|2|4|2|4|4|4|4|4|4|2019-10-17||Met|2019
37684520106120|SIATech|2||4|1|4|4|4|5|1|4|4|4|4|2|4|4|4|4|2|2|3|5|5|5|2|2019-10-22||Met|2019
19753090131383|SIATech Academy South|2||4|1|4|4|4|5|1|4|4|4|4|2|4|4|4|4|2|2|3|5|5|5|2|2019-10-22||Met|2019
29663570124834|Sierra Academy of Expeditionary Learning|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|4|5|4|5|5|5|5|2019-10-14|Sierra Academy of Expeditionary Learning (SAEL) launched our school program implementing the standards required in SY 14-15. 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 6th year (SY 19-20) and in 18-19 started three teachers who 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.|Met|2019
10621660114355|Sierra Charter|2|The curriculum at SCS was rewritten by the instructional staff in 2013 to incorporate the State Standards at all grade levels.  Let’s Go Learn is the in-house assessment that is used to track student’s progress of the standards and drive additional instruction.  Summative tests are also given at each semester to tests student’s knowledge of the curriculum being taught.|5|5|5|5|5|5|4|5|4|5|5|4|5|5|5|3|3|5|5|1|5|5|5|2019-11-14|Using our 2018-19 LCAP goals, this priority has been met.|Met|2019
46104620000000|Sierra County Office of Education|2||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 For Two or More Years|2019
31669440121624|Sierra Expeditionary Learning|2|SELS has fully implemented Common Core State Standards since they were released. While some curriculum is purchased, much comes from teacher design to create integrated/thematic curriculum. Mathematics: Bridges in elementary; CPM in middle - these are purchased curricula with built in assessments. Reading: Rigby leveled books as they learn to read, then various texts of fiction and non-fiction as students age - DRA assessment tool used throughout the school to measure reading levels. Literacy: Various teacher designed programs, though in elementary built around Daily 5/CAFE and Learning Headquarters writing program; students in 2nd-8th write at least two papers in each of the writing categories. Science and Social Studies are teacher created using primary documents, various fiction and non-fiction literature, writing assignments and projects; middle school uses TCI on-line resources as well. Upper elementary and middle use Freckle on-line resources to help students learn and assess all topics. All students have 100 min of PE per week, 4th grade and up have Health Education, and students take the required PE fitness test each year. All students have 90 min of Spanish language instruction per week; in middle they use Paso y Paso. Visual and Performing Arts instruction happens throughout the year; students in elementary receive this two times per week and in middle two-three times per week; visual arts are also widely incorporated into curriculum, as are various performances.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|5|5|5|2019-10-14||Met|2019
22655320125823|Sierra Foothill Charter|2||4|3|4|3|3|4|3|5|3|2|4|3|5|3|3|2|3|4|4|3|4|4|4|2019-10-29||Met|2019
29102980114975|Sierra Montessori Academy|2||2|2|2|1|5|5|4|5|1|5|1|1|1|1|1|1|4|3|2|1|2|2|1|2019-10-02||Met|2019
15737420000000|Sierra Sands Unified|2||5|5|5|4|3|5|5|5|3|5|5|5|5|3|3|3|5|4|3|5|5|4|3|2019-10-17||Met|2019
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|2019-10-14|History-social science adoption at Grades 6-12 is in Year 2, and we continue to provide teachers with opportunities for professional development and curriculum alignment.  In June 2019, TK-5 grades adopted science curriculum and are beginning the development of alignment and implementation.  Professional development is planned for these teachers throughout the 2019-20 school year.  Grades 6-12 are currently piloting materials for adoption in June 2019.|Met|2019
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 7 years ago, our district and schools continue to refine the implementation through revising the curriculum and its alignment to the standards. Our district also continues to focus on refining the alignment of our math courses to the common core mathematics standards. Our district and schools continue to support our teachers on the implementation of English Language Development standards. All of our core departments have been trained on the ELD standards. The Next Generation Science Standards have also been a districtwide focus for our science teachers these past four years. Our district has revised 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 continue to 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|2019-10-17||Met|2019
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|2019-05-14||Met|2019
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|2019-09-24||Met|2019
01611920127944|Silver Oak High Public Montessori Charter|2||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|2019
36738900000000|Silver Valley Unified|2||5|4|5|3|3|5|4|5|3|2|5|4|5|3|2|4|4|5|4|4|5|5|4|2019-10-08||Met|2019
56726030000000|Simi Valley Unified|2||5|5|5|3|5|5|5|5|3|5|4|4|4|3|4|4|3|5|5|5|5|4|3|2019-10-22||Met|2019
47104700000000|Siskiyou County Office of Education|2||4|3|4|1|4|4|3|4|1|4|3|3|3|3|3|4|4|2|3|1|4|4|4|2019-10-16||Met|2019
47704660000000|Siskiyou Union High|2||4|4|4|4|2|4|4|4|3|2|4|4|4|4|3|4|3|3|4|3|5|5|5|2019-10-09||Met|2019
12626870107110|Six Rivers Charter High|2||4|4|5|4|4|4|4|5|4|3|4|4|5|4|4|3|4|5|5|5|4|4|4|2019-10-08|It is the goal Six Rivers to offer a meaningful and rigorous curriculum for all students. The Common Core State Standards (CCSS) and our Schoolwide Learning Objectives (SLOs) serve as the foundation for all curricular offerings at SRCHS. All courses are aligned to the CCSS and California State Standards, with most courses falling in the “full implementation” category, leaving room for to grow into “full implementation and sustainability.”  The staff has been successful in increasing the rigor and expectations of the curricula, providing scaffolding where needed for success.  As all of our students participate in these rigorous, relevant, and coherent standards-based curricula, our courses contain Differentiated Instruction to make the course accessible at all levels.  This is evidenced through the academic-based LCAP Goal #1.  The continuation of infusing Differentiated Instruction and Universal Design for Learning into lesson planning and courses of study provides additional focus on implementation of CCSS and California State Standards within the curriculum.  This process allows staff the opportunity not only to ensure alignment of curriculum to the CCSS and California State Standards, but also to identify and implement effective instructional strategies and practices.    To assess our students on mastery of CCSS and California State Standards, our school’s and district’s  PIR and LCAP both include increased use of the CAASPP interim assessments as formative assessments.|Met|2019
49402460124339|Sixth Grade Charter Academy at Petaluma Jr. High|2||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|2019
49708540124339|Sixth Grade Charter Academy at Petaluma Jr. High|2||4|4|5|4|4|4|4|5|4|4|4|4|5|3|4|4|4|5|5|1|4|4|4|2019-11-12||Met|2019
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|2019-10-09||Met|2019
36750510115089|Sky Mountain Charter|2||5|5|5|4|3|5|5|5|5|3|5|5|5|5|3|3|5|5|5|5|4|4|3|2019-10-31|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 increased by almost 50% with the current student enrollment of 446 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 increased our CTE pathway offerings to 12 last year, all through online classes. We continue to work toward developing more career pathways for the future.  We are now in our 5th 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 2019-20, we have a whole school PD day dedicated to various trainings on different aspects of our schoolwide focus for improvement, as well as targeted teacher PD workshops on schoolwide identified areas of focus in small group cohorts that will meet 3 times throughout the school year.|Met|2019
44698074430179|SLVUSD Charter|2||4|4|4|3|3|4|4|4|3|3|5|4|4|3|2|2|4|4|4|3|4|4|4|2019-10-16||Met|2019
34765056033336|Smythe Academy of Arts and Sciences|2||3|3|4|3|3|5|4|5|3|2|3|3|4|3|2|3|4|4|5|5|4|3|2|2019-10-08||Met|2019
24658390000000|Snelling-Merced Falls Union Elementary|2||3|3|3|1|1|4|4|4|1|1|3|3|3|1|1|5|2|4|5|1|4|4|4|2019-10-10||Met|2019
36739570000000|Snowline Joint Unified|2||4|4|4|3|4|5|5|3|3|3|4|4|3|3|3|5|5|5|5|5|4|4|3|2019-11-14|Teachers continue to become more comfortable and familiar with the recently adopted English Language Arts/English Language Development (ELA/ELD) curriculum and their accompanying digital platforms. Essential standards have been identified in mathematics and interim assessments have been developed for the same. The math curriculum adoption process was completed for grades TK-8 and the high school adoption process has begun. TK-8 teachers are currently being trained in the former. Honors Math 8 was offered for the first time at our middle and K-8 schools in efforts 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 continued to build capacity in the Next Generation Science Standards (NGSS) and lead NGSS instructional efforts at their respective sites. The NGSS adoption process has begun for grades TK-8. A team of teachers from the elementary, middle, and high schools evaluated the new History/Social Science Framework, correlated it to the standards, identified essential standards, and developed assessments. The H/SS curriculum adoption process for grades 6-12 was completed and teachers are currently being trained to utilize those resources.|Met|2019
36678760117192|SOAR Charter Academy|2||5|4|5|3|2|5|4|5|4|2|5|4|5|3|3|2|3|5|4|1|5|5|4|2019-10-16|Professional learning, collaboration, and support are an ongoing focus at SOAR. 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 supplemental math programs 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 third year with Envision 2.0, our 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. We dropped slightly in ELA. For the 2019/20 school year, we are implementing a new ELA curriculum in all grade levels.|Met|2019
34674390101295|Sol Aureus College Preparatory|2||4|4|4|3|3|5|5|5|3|3|5|5|5|3|3|1|1|3|3|3|4|4|4|2019-10-23||Met|2019
37683870000000|Solana Beach Elementary|2||5|5|5|3|4|5|5|5|3|5|4|4|4|3|4|1|4|5|5|1|5|4|4|2019-10-10||Met|2019
48104880000000|Solano County Office of Education|2||5|5|4|2|3|4|4|4|2|3|5|5|4|2|4|4|3|3|1|1|5|5|5|2019-11-13|SCOE operates juvenile courts and community schools with an average student population of 93 students under the Dashboard Alternative School Status (DASS). Administrators, coaches, and teachers regularly conduct focused classroom walkthroughs to monitor the implementation of content standards and the use of evidence-based practices. Results are shared with staff meetings and discussed during collaborative planning. Results are used to adjust instruction and to identify professional development needs.   Teachers are provided with professional development and coaching to support standard-based instruction and evidence-based strategies in ELA/ELD, math, and social science. Coaching for the implementation of the New Generation Science Standards started in 2018-19 and will intensify during 2019-20. A new makerspace lab has created opportunities for project-based learning in math and science as students and staff continue to receive expert coaching in robotics.     Professional development during the 2018-19 school year also included coaching to use instructional technology and will continue for 2019-20 targeting the use of Google apps for the classroom which will support student engagement in all subject areas.   Teachers are also receiving training in using the standard-aligned Edgenuity online platform for blended instruction. The platform is being used by all students to access elective courses and for credit recovery.|Met|2019
27754400000000|Soledad Unified|2||5|3|2|4|3|5|4|5|4|3|4|3|2|3|2|4|4|4|4|4|3|2|3|2019-10-09|The District adopted and purchased the Houghton Mifflin Harcourt (HMH) curriculum for English Language Arts for grades Kindergarten through the 12th grade with implementation in the 2017-2018 school year.  Numerous training sessions with the curriculum were provided that year. The district adopted and purchased the HMH Mathematics program for Kindergarten through the 8th grade with implementation in the 2017-2018 school year.  Training sessions with the curriculum were provided that year. The Math Vision Project is a standards-based online curriculum used for the Integrated Math 1-2-3 course sequence in the comprehensive high school classes.  The District is exploring a Mathematics Textbook adoption for the 2019-2020 school year. The District utilizes STEMscopes Curriculum, which is aligned with the Next Generation Science Standards for Kindergarten through 8th grade.   The District makes use of the Glencoe/McGraw-Hill program for biology, physics, and anatomy The District makes use of the McDougal Littel program for chemistry. The District completed a History-Social Science pilot and adoption process in the 2018-2019 school year.  Out of that process, the District purchased and is implementing the Pearson My World program for History-Social Science in Kindergarten - 12th grade.|Met|2019
19101990137166|Soleil Academy Charter|2|Based on the grade levels offered at Soleil Academy, the selected measures were:  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|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|3|3|3|3|5|5|5|2019-10-03|Soleil Academy thoroughly analyzes progress towards implementation of state academic standards prior to the launch of the school year. Moreover, on a bi-weekly basis, we analyze data to ensure scholars are mastering the common core state standards.|Met|2019
42693360000000|Solvang Elementary|2||4|4|4|3|4|5|5|5|3|3|4|4|4|4|4|3|4|4|4|3|4|4|3|2019-11-13||Met|2019
56726110000000|Somis Union|2||5|4|5|4|5|5|4|5|4|5|5|4|5|4|5|4|4|5|4|1|4|3|3|2019-11-05||Met|2019
49709536111678|Sonoma Charter|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|3|4|4|4|1|5|5|5|2019-06-17|Using the Reflection Tool, Sonoma Charter School is pleased report no declines in categorical scores related to Implementation of State Academic Standards. Noteworthy is our increased scores of “5” (full implementation and sustainability) in the areas of English Language Arts, English Language Development, and Mathematics that were achieved through Instructional Coaching. Literacy and Math Coaches meet with each teacher (one-hour per week per subject) to work on instructional delivery and student performance goals, which improved dramatically during the 2018-19 school year.  Instructional Coaching is both a philosophical and financial budgetary priority for the school.|Met|2019
49104960000000|Sonoma County Office of Education|2||3|3|2|2|2|3|3|3|3|3|3|3|3|3|3|3|3|2|1|1|4|3|3|2019-11-07||Met|2019
49708476114755|Sonoma Mountain Elementary|2||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|2019
49709530000000|Sonoma Valley Unified|2||3|3|4|2|3|3|3|4|2|3|4|3|4|3|3|3|3|4|3|4|4|4|2|2019-11-05|Rating scale data was selected for reporting this year as a way of tracking next steps. The district is re-establishing its essential standards TK-12 in ELA and math and beginning identification of NGSS standards. In a partnership with West Ed and the Sonoma State University we are revisiting the questions of a professional learning community and expanding our focus on essential standards and the development and analysis of common core standards. At the same time, we are working to build MTSS for academics and behaviors.  A challenge is that we are adopting a number of different programs and need to also support staff in masterful implementation of these tools and in finding appropriate instructional time to ensure both a guaranteed and viable curriculum with these programs and the state standards. Recent math and writing adoptions are still being refined while we are also looking at a TK-12 adoption of core and supplemental materials in NGSS science and a TK-5 ELA-ELD adoption.  There are many demands on our teachers and their time and we continue to look for synergy to ensure that we can address the four PLC questions in a systematic and coherent way at all schools, in all grade levels and in all classrooms.|Met|2019
55723710000000|Sonora Elementary|2||4|4|4|4|4|5|5|5|3|5|4|4|4|4|4|1|3|4|4|1|4|4|4|2019-10-09||Met|2019
55723890000000|Sonora Union High|2||4|4|4|3|4|5|5|5|3|4|4|3|4|3|4|4|4|4|4|4|4|4|4|2019-10-22||Met|2019
44698490000000|Soquel Union Elementary|2||5|3|5|3|3|4|3|5|3|3|5|3|4|4|4|4|4|4|3|4|4|4|4|2019-10-16||Met|2019
55723970000000|Soulsbyville Elementary|2||4|4|4|2|3|5|4|5|2|4|4|4|4|2|4|1|3|4|2|1|4|4|4|2019-10-29||Met|2019
12630320124289|South Bay Charter|2||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|2019
37683950000000|South Bay Union|2||5|5|5|3|2|5|5|5|3|2|4|4|4|1|1|1|2|4|3|1|4|3|3|2019-10-10|SBUSD provides all students with a standards aligned comprehensive curriculum. Curriculum materials have been recently board adopted in English Language Arts and English Language Development.   While SBUSD has a board adopted, standards aligned mathematics adoption, district staff and teacher leaders have recently revised and improved the District Units of Study to be more comprehensive and offer supplemental resources, embedded professional learning and instructional practices.  An adoption committee is in the final phase of an instructional materials review and piloting of materials for Next Generation Science Standards.  This team will make a recommendation to the governing board in 2019-20.  In addition, new materials in History-Social Studies will be chosen this school year.  Professional learning will occur during the 2019-2020 and 2020-2021 school year on the new Health Education Framework.  Materials adoption in Health Education will follow once SBE approves instructional materials.  As part of our Strategic Arts Plan, visual and performing arts teachers deliver standards based arts instruction to all students in SBUSD.|Met|2019
12630320000000|South Bay Union Elementary|2||5|3|3|2|2|4|4|4|3|3|5|4|4|3|3|3|3|3|4|5|4|4|4|2019-10-10||Met|2019
15637840000000|South Fork Union|2||4|3|4|3|3|4|3|4|3|4|3|3|3|3|3|2|3|3|2|2|4|4|3|2019-10-10||Met|2019
27660680000000|South Monterey County Joint Union High|2||5|5|4|3|3|5|5|4|3|3|5|5|5|3|3|4|3|5|4|4|4|4|3|2019-10-22||Met|2019
19650290000000|South Pasadena Unified|2||5|4|4|4|4|5|5|5|4|4|5|4|5|4|4|5|4|4|5|4|4|4|4|2019-10-15||Met|2019
41690700000000|South San Francisco Unified|2||4|4|5|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|5|5|5|2019-10-10||Met|2019
51714070109793|South Sutter Charter|2||5|5|5|4|3|5|5|5|5|3|5|5|5|5|3|3|5|5|5|5|4|4|3|2019-10-16|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. In the last school year, the enrollment in school offered STEM classes was 276. 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 increased our CTE pathway offerings to 12 last year, all through online classes. We continue to work toward developing more career pathways for the future.  We are now in our 5th 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 2019-20, we have a whole school PD day dedicated to various trainings on different aspects of our schoolwide focus for improvement, as well as targeted teacher PD workshops on schoolwide identified areas of focus in small group cohorts that will meet 3 times throughout the school year.|Met|2019
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 district has offered professional development on the implementation of ELD standards and measures the progress of English Learners through the use of the SWOPTEL. 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 implementing Capturing Kids Hearts to support the social-emotional needs of the classroom.  The district is committed to integrating visual and performing arts into the curriculum and after-school programs.  The district offers Spanish Dual Immersion at two school sites: Los Altos and McKibben.  Spanish as a foreign language is offered at Graves Middle School.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-15||Met|2019
12630400000000|Southern Humboldt Joint Unified|2||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|2019
15637760000000|Southern Kern Unified|2||4|3|4|3|3|5|5|5|3|3|3|3|3|2|2|4|4|4|3|4|3|3|3|2019-10-16||Met|2019
53738330000000|Southern Trinity Joint Unified|2||4|4|4|4|4|4|4|4|4|4|3|3|4|3|4|3|4|4|3|4|4|4|4|2019-10-15|Due to our extremely small size, professional development focuses on individual staff needs.  Collaboration among staff occurs during our late start Mondays.  This allows groups to focus on things such as school climate, trauma-informed? practice, as well as student academic progress.|Met|2019
35675530000000|Southside Elementary|2||4|4|4|3|4|5|5|5|1|5|4|4|4|2|4|1|3|4|3|1|4|4|4|2019-10-09|Dedicated collaboration time is schedule each month for staff members to review and discuss content related topics and standards. Currently, staff is researching NGSS materials for adoption. Due to the configuration of the K-8 district, career technical education and world languages are not a part of curriculum activities. Professional development for staff members is available for each year and a concentration has focused on the district student information system and ELA/Math diagnostics.|Met|2019
37681970136408|Sparrow Academy|2||4|4|4|2|4|4|4|4|2|4|3|3|3|2|3|4|4|4|4|4|2|1|1|2019-10-30|In February 2019, Sparrow had a change in leadership. Prior to that, there was little being done in the way of identifying the learning needs of individuals or groups of teachers or providing support. This has since changed. Systems for self-reflection, goal-setting, and peer and administrative feedback are being put into place. A focus on ongoing formative assessment is informing most of our team and faculty meetings.|Met|2019
37684030000000|Spencer Valley Elementary|2||5|3|4|2|3|5|2|4|1|3|5|3|3|2|3|2|2|3|4|2|5|4|5|2019-10-23|SVESD is following the curriculum cycle used by the California Department of Education, in order to take advantage of trainings and materials based on the current standards and frameworks.  Over the last few years CDE has focused on English Language Arts (including ELD), Math and Science.  Currently, SVESD is focusing on a more streamlined delivery of Designated and Integrated ELD, ELD supports, PD on developing quality performance tasks, and the adoption of Next Generation Science curriculum in 2020.  All adopted science programs are on display in the district's multi-purpose room. SVESD is using the adoption toolkit process to evaluate texts and ancillary products.  Mystery Science was adopted as an additional resource for teachers through this year. The District sponsors an after school STEM club.  PE - District uses SPARK PE and will be evaluating new programs this school year.  Areas of focus this year are ELD, writing, and Restorative Practices for Social Emotional Learning. The District maintains collaboration with SDCOE to support training needs. Two staff members are in year 2 of the Induction Program(s), one staff member is completing a certificate in TK.  The staff is also receiving training from our SELPA coordinator on designing lessons with universal access to enhance learning of students with special needs and English Learners.    SVESD is proud of the fact that our students scored above standard in ELA and Math, exceeding the state average.|Met|2019
27662250000000|Spreckels Union Elementary|2||5|3|5|4|3|5|3|5|4|3|5|4|4|4|3|1|4|5|3|4|3|3|3|2019-10-23||Met|2019
49708966052039|Spring Creek Matanzas Charter|2||5|4|4|2|1|5|5|5|3|2|4|4|3|2|1|2|3|4|4|1|4|4|3|2019-11-12||Met|2019
54721320000000|Springville Union Elementary|2||5|4|5|5|4|5|4|5|5|4|4|4|4|4|4|1|4|4|3|1|4|4|4|2019-10-14||Met|2019
34674390101048|St. HOPE Public School 7|2||5|5|5|5|5|5|4|5|4|5|5|5|5|5|5|5|3|5|5|5|5|5|5|2019-10-30||Met|2019
15637920000000|Standard Elementary|2||4|3|4|3|4|4|3|4|4|4|4|3|4|4|4|3|3|4|3|1|4|4|4|2019-10-08|The district has adopted California State Board Approved-Standards Based Curriculum in all core areas: English Language Arts - McGraw Hill Wonders and StudySync - adopted 2016 Math - McGraw Hill My Math and California Math Courses 1, 2, and 3 - adopted 2016 History/Social Science - American Legacy Publishing Studies Weekly - adopted 2018 and McGraw Hill impact - adopted 2019 Science - Accelerated Learning STEMScopes California - adopted 2019|Met|2019
50105040129023|Stanislaus Alternative Charter|2||4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|3|4|4|4|4|5|5|5|2019-10-08||Met|2019
50105040000000|Stanislaus County Office of Education|2||4|4|3|3|4|4|4|4|4|4|5|5|5|4|5|4|4|3|3|2|5|5|5|2019-10-08||Met|2019
50712820000000|Stanislaus Union Elementary|2||4|4|4|4|4|4|4|4|3|4|4|4|4|3|4|3|4|4|4|3|4|4|4|2019-10-10|All schools administered a self-reflection tool aligned with Local Indicator 2 in the Spring of 2019 to all teachers and administrators. Questions were rated on an increasing scale of one (1) being the Exploration and Research Phase and five (5) being Full Implementation and Sustainability.  Due to our K-8 district status, World Language academic standards do not apply. This information was presented to the board at a regularly scheduled SUSD governing board meeting on October 10, 2019.|Met|2019
37681303731262|Steele Canyon High|2||4|3|4|3|4|4|4|4|3|4|4|3|4|4|4|4|4|4|4|4|4|4|4|2019-10-22||Met|2019
19647330137604|Stella Elementary 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|2019-10-28||Met|2019
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|2019-10-28||Met|2019
45701100135889|Stellar Charter|2||4|4|5|4|5|5|5|5|4|5|5|5|5|5|5|3|5|5|5|4|4|4|4|2019-06-25||Met|2019
19647330136986|STEM Preparatory Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|5|5|5|2019-02-06||Met|2019
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|2019-10-07||Met|2019
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|2019-10-07||Met|2019
39686760119743|Stockton Early College Academy|2|Professional development is continuous and ongoing to ensure teachers are implementing standards aligned instructional best practices. During the 2018-2019 school year, Stockton Early College Academy began a partnership with The College Board to transition to Pre-AP coursework at the 9th and 10th grade levels. SECA will reach  partial implementation in the 2019/2020 school year, and full implementation in the 2020-2021 school year.  Professional development in partnership with the college board, for teachers and administrators began in January of 2019 and continues throughout the 2019/2020 school year.|5|5|5|3|5|5|5|5|3|5|5|5|5|3|5|5|5|5|5|5|5|5|5|2019-10-22||Met|2019
39686760000000|Stockton Unified|2||4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|3|4|4|4|4|4|3|3|2019-10-22||Met|2019
28662660108605|Stone Bridge|2||4|3|4|2|3|4|3|4|2|3|4|2|4|2|3|3|3|3|5|4|4|4|3|2019-10-24|Stone Bridge School (SBS) provides multiple ways to support professional development for its teachers, including regular faculty meetings focused on curricular topics and collegial collaboration and sharing of curricula/resources, classroom visitation and feedback from Program Director,  access to professional seminars and trainings, and in-services addressing both curriculum and other pertinent topics (e.g., mental health, sex ed, etc.).  SBS provides a curriculum inspired by Waldorf teaching methods and aligned to the CA Curriculum Framework.  Teachers use grade level academic standards to develop lessons to teach students the content skills and thinking processes aligned to the Common Core standards.  Teachers may consult textbooks as well as many additional resources in order to prepare lessons; textbooks are not relied upon by our students as their primary resource.    Our Waldorf-inspired curriculum determines that some of the Common Core standards will be addressed at grade levels that are different than those specified in the Common Core framework;  some of the sequencing within the standards shall be accelerated or deferred based upon the developmental model of the child upon which the SBS curriculum and methodology is based.  However, SBS students shall receive a curriculum and instructional program aligned to CA Common Core Standards.  It is our goal that students meet all statewide performance standards by the completion of 8th grade.|Met|2019
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|2019-10-10|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.|Met|2019
11626530000000|Stony Creek Joint Unified|2||4|3|4|3|4|4|1|4|3|4|3|1|4|4|4|4|1|2|2|1|3|3|3|2019-10-14|Teachers  receiving training in better understanding of student trauma, NGSS science (elementary and on going) and art.|Met|2019
54721570000000|Strathmore Union Elementary|2||5|5|5|3|5|5|5|5|5|5|5|5|5|3|4|2|4|5|3|1|5|5|5|2019-10-15||Met|2019
04615070129577|STREAM Charter|2||3|3|3|4|3|4|4|4|4|4|3|3|3|4|3|2|3|3|4|1|4|4|4|2019-10-30|All students have access to an iPad and Chromebook. Most academic content is cloud based. We check with families to ensure Internet access from home and work with them to obtain it, if necessary. Teachers meet monthly in PLCs for professional learning. PLCs focus on different academic areas at each meeting. Teachers also meet monthly in a staff meeting for conversations about MTSS and PBIS. We also participate in Peer Observations/Evaluations to sharpen teaching skills.|Met|2019
11101160130724|Success One!|2||5|4|5|4|5|5|4|5|4|5|5|4|5|4|5|5|5|4|4|4|5|5|5|2019-10-16|Professional development supports are always in place due to our specific funding and adult students.|Met|2019
19650450000000|Sulphur Springs Union|2||4|4|3|3|3|5|5|5|5|5|4|3|4|3|3|3|4|5|4|1|5|4|3|2019-10-30|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), Social Science, and technology professional learning during the past five years. SSUSD teachers are provided time on Tuesdays afternoons throughout the year for grade level collaboration time, 3 mandatory professional development days, optional professional development outside of the school day and year, and weekly enrichment release time to focus on improving their instructional program. Career Technical education is aligned with STEAM and real world activities.  However, the District serves TK-6th grade and World Language standards are not covered within this grade span. The District has focused on professional learning communities. Teachers and administrators meet to identify professional development needs and analyze data to guide instructional practices. During the 2018-19, teachers met during collaboration time, with their principal to discuss instructional needs. In addition to supporting teachers, the District has also provided site administrators with targeted professional development. The District provides instructional materials in all core curricular areas and enrichment opportunities.|Met|2019
55724050000000|Summerville Elementary|2||4|4|4|3|4|5|4|5|3|5|5|4|5|3|5|1|2|5|2|1|4|4|4|2019-10-08|Summerville Elementary School offers a diverse curricular program in all of its classes. The district has completed recent adoptions in math (2 years), language arts (3 years), and social studies (1 year). The district is currently piloting two different curricula for science with a hopeful adoption during the spring of 2020. Due to a small ELL population, fully implemented supports for English Language Learners are still integrating for future potential growth. With the anticipated forthcoming adoption of science curriculum, health standards are planned to be readdressed at future date. The district is also making plans to implement more opportunities in Fine and Performing Arts in the coming year. The district's staff work together to ensure fidelity in planning and assessments at all grade-levels. District administration works closely with site staff to ensure professional development is in line with annual learning objectives and students needs identified throughout the year.|Met|2019
55724130000000|Summerville Union High|2||4|3|4|4|4|5|2|3|5|5|3|2|3|4|3|3|4|3|3|4|3|3|3|2019-10-23|Summerville High and Connections Academy have implemented a campus-wide push to have teaching staff post daily objectives for each class and review the objectives and agenda with students and their alignment to state standards. The WASC Action plan and our LCAP document reflect the goals for Summerville Union High. In ELA ERWC training, Study Sync and Renaissance 360 to assist with test preparation and data driven instruction.  Summerville offers 5 sections of English Language Development classes which support the students' reading and writing skills.  The Renaissance 360 will provide earlier feedback for intervention purposes. Math development is in progress with the support of Debbie Williams, Math Specialist from San Joaquin County Office of Education where they are looking at standards, alignment with concepts for each math course, and collaborating as a math department to share strategies.  Science teachers are writing curriculum at this time since adopted materials are not yet available. History department recently adopted History Alive for World History for Connections Students at 7th and 8th grade. Observations/Evaluations, PLC time and professional development conferences are available and used for all staff.|Met|2019
54718370109009|Summit Charter Academy|2||5|3|4|4|3|5|3|4|3|2|5|3|5|3|3|4|4|4|3|4|5|4|3|2019-10-21|The district is working collaboratively within each site, across the district, and in conjunction with the County Office of Education to ensure that our staff have the appropriate staff development to ensure effective implementation of the State Standards.|Met|2019
36750440107516|Summit Leadership Academy-High Desert|2||4|3|4|4|4|4|3|4|4|3|4|4|4|4|4|4|4|4|4|4|5|5|5|2019-11-15|Summit Leadership Academy- High Desert High School is continuously seeking best practices and sharing found ideals with staff in order to improve the content standards alignment and successful approaches to mastery. The LEA is increasing EL strategy training opportunities and implementation follow up with goals aligning to the LCAP and meeting schoolwide learner literacy needs.  The Junior High staff has continued to develop curriculum to meet CCSS since its inception in 2017.|Met|2019
19647330131839|Summit Preparatory Charter|2||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 For Two or More Years|2019
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|2019-06-20||Met|2019
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|2019-06-20||Met|2019
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|2019-06-20||Met|2019
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|2019-06-20||Met|2019
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|2019-06-20||Met|2019
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|2019-06-20||Met|2019
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|2019-06-20||Met|2019
54721730000000|Sundale Union Elementary|2||5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|2019-10-22|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 as well as attending trainings outside of our County.  Students in all grades are exposed to the standards under World Language and Visual and Performing Arts, although these are further emphasized in grades 6-8th during core and elective opportunities.  A number of the standards are infused during English Language Arts and History Social Sciences lessons.|Met|2019
54721810000000|Sunnyside Union Elementary|2||3|3|3|2|3|3|2|2|2|2|3|3|2|2|2|1|2|4|3|1|3|3|3|2019-10-29|For the 2019-2020 school year, Sunnyside has hired an on-site instructional coach to help with implementation of professional development needs. The instructional coach additionally offers help with implementation of the core instructional materials.|Met|2019
43696900000000|Sunnyvale|2||5|4|4|3|3|4|3|4|3|3|4|4|4|4|3|2|3|4|4|3|4|4|4|2019-10-17|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. During the 2018-19 school year, we provided professional development to middle school social studies teachers on the new social studies framework.   As frameworks are adopted, we seek to provide high quality instructional materials to support their implementation. For the 2019-20 school year, we are implementing a newly adopted social studies curriculum in grades 6-8 and a new ELA curriculum in grades TK-3. We are piloting new science curricula in grades K-8, for adoption in the 2020-21 school year, in addition to ELA materials for grades 4-5. At the middle school, teacher leaders have developed a rich standards-based ELA curriculum targeted to student needs. For that reason, we are not piloting or adopting new ELA materials at the middle school level.|Met|2019
01751190000000|Sunol Glen Unified|2||4|4|5|3|2|4|4|5|3|2|4|4|4|3|2|1|2|2|2|1|3|3|3|2019-10-08|As Sunol Glen District is a one school-school district serving a small (290) population of students, it is challenging to provide opportunities for 'job alike' collaboration.  Our school has only 11 core academic teachers and for our 4-8 grade teachers, there is only one person assigned per grade level.  Additionally, it is challenging to find professional development opportunities that are meaningful and connected to our current needs.  We have worked closely with each of the publishers from the core curriculum adoptions and provided P.D. through their resources.|Met|2019
49709614930350|Sunridge Charter|2||4|3|4|3|3|4|3|4|3|3|4|3|4|3|3|3|4|4|4|4|4|4|4|2019-10-10|All teachers have access to standards-aligned materials.  We do not have students who are learning English currently enrolled, however, the district would support the school to meet this need were this population to increase.|Met|2019
43104390124065|Sunrise Middle|2|We will use Option 2 - the Reflection tool.|5|5|4|4|4|5|5|5|5|5|4|4|4|4|5|1|3|3|3|1|4|4|4|2019-10-14||Met|2019
19647336019392|Superior Street Elementary|2||5|5|5|3|3|5|5|5|4|4|5|5|5|3|4|5|4|5|5|5|5|4|4|2019-10-24|Career and Technical/World Language is not applicable for elementary curriculum.|Met|2019
25658960000000|Surprise Valley Joint Unified|2||4|3|5|4|4|5|3|5|3|4|4|3|4|4|3|5|4|4|4|4|4|4|4|2019-10-17||Met|2019
18641960000000|Susanville Elementary|2||3|3|4|2|1|4|4|4|2|3|3|3|4|2|2|2|2|2|2|2|2|3|2|2019-01-16|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 from the state list of approved providers was purchased this past summer and staff will begin using it with professional development to follow as needed.. 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.|Met|2019
51105120000000|Sutter County Office of Education|2||2|1|1|1|2|2|2|4|1|3|3|3|3|1|3|3|1|1|1|1|3|3|3|2019-10-09||Met|2019
51714230132977|Sutter Peak Charter Academy|2||5|5|5|4|5|4|4|4|3|5|4|4|4|3|5|5|5|5|5|5|5|5|5|2019-10-23|Sutter Peak utilizes educational data in its implementation of suitable standards-aligned curricula and instructional programs for all students. We seek out and offer a variety standards-based curricular supports.  Focus is given to core content for classes in math, language arts, science and social studies.  We produce and maintain course descriptions and syllabi and administer end-of-course testing to ensure content mastery.  Our students participate in normed growth projection testing twice per school year, at the beginning of each semester.  The NWEA MAP testing gives our teachers data to determine student needs and subsequently address those needs with standards-based instruction. The data from the NWEA MAP test is analyzed by staff to monitor growth of both grade-level groups and individual students. We offer a broad array of options for coursework that support these standards. Some resources include concurrent community college enrollment, volunteer opportunities, homeschool co-operatives, library workshops and local recreation department classes. Supplemental coursework is offered through online programs that are aligned to Common Core Standards such as EdOptions and other Edmentum programs, Discovery Ed and Khan Academy. All teachers hold California Teaching credentials and participate in professional development throughout the school year.  The staff meets monthly for professional development, and there are web-based modules designed to further training.|Met|2019
51714490000000|Sutter Union High|2||4|4|4|3|3|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|2019-10-08||Met|2019
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. 100% of core Science courses are aligned to the Next Generation Science Standards (NGSS). SSS has aligned 100% of Health Education, Physical Education, and World Language courses. 74% of Career Technical Education courses are aligned to the CTE Framework. 70% of core 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 and each CTE course to be aligned to CTE Frameworks.    (2) The school measures the quantity (number of hours) and quality (evaluation of high relevancy) of professional development. 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|2019-10-08||Met|2019
37684110000000|Sweetwater Union High|2||5|4|5|4|4|4|5|5|3|4|5|4|5|4|5|5|5|5|5|5|5|5|5|2019-10-28||Met|2019
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|4|4|5|5|4|5|5|5|2019-10-30||Met|2019
54105460125542|Sycamore Valley Academy|2|Sycamore Valley Academy uses local (formative) and state (summative) assessments to measure our organizations progress in implementing the state academic standards adopted by the State Board of Education.  Teachers use assessment data from multiple sources as outlined in the Sycamore Valley 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. Common formative assessment will be designed during the 19-20 school year in order to provide teachers with both formative and summative assessment data for instructional decision making. 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 research based instructional strategies aligned to grade level standards. Our instructional coach has also provided individualized guidance and support with teachers as they seek to help students access the curriculum.   Project based learning is used to implement the ELA and Math common core state standards throughout the units of study.  Some units also incorporate Next Generation Science Standards and History-Social Science standards.  Students receive a designated science block of instruction which targets the NGSS standards.  A future focus will be the learning and awareness of the English Language Development standards and the priority of designated ELD instruction for our English Language Learners.  Health Education and Physical Education content standards are taught through our PE programs.  All students receive Spanish instruction therefore World Language is implemented throughout our instructional program in addition to the option to participate in 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|2019-09-19||Met|2019
19647331938554|Sylmar Charter High|2|ELA: tools: Professional development for all staff members regarding Common Core Standards for ELA, Professional development for all staff members regarding ELD Standards, Textbooks aligned to standards, such as Springboard and Study Sync, Standard aligned writing rubrics.  School wide teachers use computer programs, such as Turnitin and Schoology  ELD:  Tools used in ELD are the English Language Proficiency Assessment of California (ELPAC) and the Reading Inventory (RI).  These are assessment that must be passed by current English Learners for Reclassification.     Mathematics: Tools used in mathematics are scientific calculators to assist with number calculations and simplifying problems in class. Teacher and Students use chromebooks to assist with investigations/student-centered lessons in concepts such as running a regression, graph analysis and shifts with functions, motion analysis (with the Texas Instruments CBR motion detector), among others.   Next Generation Standards: Sylmar Charter High School Science teachers have an understanding of academic language in context place of teaching vocabulary first. This is our first year of full implementation of the NGSS standards.  History-Social Science:  Tools used by Social Science is Stanford's Reading Like a Historian.  The department post assignments on Schoology.  They also use Google Drive, icivics.org, California Standards based textbooks, various video collections that align to the standards on the internet in order to support their curriculum and ensure student success.  Career Technical Education:  Tools use to enhance CTE programs are the implementation of Career Technical Student Organizations as well as CTE sponsored funding for industry standard equipment for our Career Technical Education programs.  Physical Education:  Tools used in Physical education are common assessments, peer assignments, rubrics and meet.  Teachers incorporate writing into their curriculum to support ELD.  Visual and Performing Arts:  Locally designed assessments and performance tasks, and performances  World Languages:  Tools used in World Languages is new technology with rigorous effects for students implemented into daily activities in combination with a variety of workshops and summer professional development to enhance common lessons and planning.  Sylmar Charter High School progress in implementing the academic standards adopted by the State Board of Education:  Teachers post learning objectives, content objectives and language objectives connected to the content standards and day's lesson.  Teachers use a variety of locally designed assessments, department agreed upon common assessments, performance tasks, and the SBAC Interim Assessment Block tests to measure progress towards mastery of the content standards. Some teachers attend professional conferences and professional development sessions and share their learning with colleagues at department meetings and Professional Learning Community meetings.|5|5|4|3|4|5|5|3|4|4|5|5|4|4|4|4|3|4|3|4|3|3|3|2019-10-22|Sylmar Charter High school is in the adoption phase of implementing the Next Generation Science Standards as a department and sharing best practices along the way. Sylmar Charter High school has department Lead Teachers that work together with their departments to further the implementation of the CCSS. Additionally, Department Lead Teachers, and other teacher leaders, participate on the Instructional Leadership Team (ILT), where they participate in professional development activities designed to build capacity and leadership across all departments.  The work of the ILT is to monitor school-wide data and drive student and teacher performance in alignment with the school's mission and vision.  In addition to teachers leading the work members also include site administrators, intervention coordinator and instructional coordinator. Lead teachers also attend monthly District CADRE meetings that assist in  building capacity on discipline specific initiatives.|Met|2019
50712900000000|Sylvan Union Elementary|2||4|4|4|2|3|4|4|4|2|3|4|4|4|2|3|1|2|3|3|1|4|4|3|2019-10-29||Met|2019
19647330106427|Synergy Charter Academy|2||5|5|5|4|3|5|5|5|4|3|5|5|5|4|3|1|2|2|2|1|5|5|5|2019-09-14|Some of the Other Adopted Academic Standards do not apply to our elementary LEA.|Met|2019
19647330117895|Synergy Kinetic Academy|2||5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|1|3|4|1|1|5|5|5|2019-09-14||Met|2019
19647330124560|Synergy Quantum Academy|2||5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|3|5|5|4|4|5|5|5|2019-09-14||Met|2019
19647331938612|Taft Charter High|2||4|4|4|3|3|5|5|4|3|3|5|5|4|3|3|4|5|5|5|4|5|4|4|2019-10-28|Taft 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. Taft 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. Taft has implemented new ELA/ELD instructional programs since 2017.  In June 2018, LA Unified and Taft 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.   We 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. Taft continues implementation of the Next Generation Science Standards (NGSS) and the Career Technical Education standards.  Taft implemented new high school HSS instructional materials in Fall 2018.  Taft has been working with the district and CTE office to fully implement the state CTE standards. Taft 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.|Met|2019
15638000000000|Taft City|2||4|4|4|2|3|5|5|5|1|5|5|5|5|3|5|2|2|5|3|1|5|5|5|2019-10-16||Met|2019
36678760126706|Taft T. Newman Leadership Academy|2||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|2019
15638180000000|Taft Union High|2||4|3|3|3|3|4|3|3|3|4|3|3|3|3|3|3|4|3|3|4|3|3|3|2019-10-21||Met|2019
31669440000000|Tahoe-Truckee Unified|2||4|4|4|3|3|4|4|4|2|2|4|3|4|3|3|2|2|4|2|2|4|4|4|2019-06-21||Met|2019
21654820000000|Tamalpais Union High|2|District core courses in mathematics and English language arts are aligned to the California Common Core state standards  Math and ELA  task forces are both working on consistency of implementation of curriculum and depth of knowledge within those standards. The district department mathematics team implemented a common assessment within algebra 1 and collaboratively graded the results in order to gain clarity on what students know and are able to do and to what depth.   The Science Task Force has overseen the process of writing and implementing the new science courses aligned to the Next Generation Science Standards. Physics in the Universe (9th grade) launched in fall of 2018, The Living Earth (10th) grade launched in fall of 2019, Chemistry in the Earth Systems is currently being written by the writing team, which receives feedback from the Science Task Force. The course will complete the 3 course sequence and launch in the fall of 2020.   Social Studies task force has written rubric for the Big Six Historical Thinking Skills, that align to the new state adopted social studies framework.  English Language Learner team has implemented the new ELPAC assessment and ELD standards.   As a District, we use the student results on the CAASPP, graduation rates, ELD reclassification and advancement rates and UC a-g eligibility rates to measure progress on implementation of standards aligned curriculum. These are mixture of standardized and localized measures that align to our curriculum and reflect the state standards.  The District departments review the courses of study at least 1 time every five years to ensure adhere to state adopted standards.|4|4|4|3|3|4|3|4|3|3|4|3|4|3|3|3|4|5|5|5|4|4|3|2019-11-06||Met|2019
36675870128462|Taylion High Desert Academy/Adelanto|2||4|4|3|3|3|5|3|3|3|3|4|4|4|4|4|2|4|3|3|3|4|5|4|2019-10-17||Met|2019
19647330122242|TEACH Academy of Technologies|2|TEACH Academy of Technologies selected Option 2 Reflection Tool: Priority 2|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|0|5|0|0|5|5|5|2019-09-25|For Question #4: Other Adopted Academic Standards: Career Technical Education, Health Education, VAPA and World Languages do not apply to TEACH Academy of Technologies based on its educational program outlined in the school’s charter petition and it serves grades 6-8.  However, our school has implemented CA Health Education Initiative with the CA Healthy Youth Act.|Met|2019
19647330138305|TEACH Preparatory Mildred S. Cunningham & Edith H. Morris Elementary|2|TEACH Preparatory Elementary School selected Option 2 Reflection Tool: Priority 2.|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|0|0|3|0|0|4|3|3|2019-09-25|For Question #4: Other Adopted Academic Standards: Career Technical Education, Health Education, VAPA and World Languages do not apply to TEACH Preparatory Mildred S. Cunningham & Edith H. Morris Elementary based on its educational program outlined in the school’s charter petition and it serves grades TK-2.|Met|2019
19647330129627|TEACH Tech Charter High|2||5|5|5|4|5|4|4|4|4|4|5|5|5|4|5|4|4|5|5|5|5|5|5|2019-09-25||Met|2019
39686760124958|TEAM Charter|2|TEAM Charter School is using NWEA Map assessment to track the progress of the implementation of the state academic standards. TEAM decided on this tool because NWEA provides different reports to both teachers and students. The reports from NWEA can be individualized or grouped depending on the measure TEAM would like to track. Teachers and students use the data to set goals to drive instructional practices.   TEAM is in full implementation of addressing the academic standards adopted by the State Board of Education in the following areas: English Language Arts; History-Social Science  English Language Development Mathematics  TEAM is in the research stage of implementation for: Next Generation Science Standards  Health Education Content Standards are taught by our school nurse. Physical Education Model Content Standards are addressed by the classroom teacher.   The following are not offered at TEAM: Career Technical Education Visual and Performing Arts World Language|5|5|4|2|3|5|5|5|3|3|4|4|4|2|2|1|1|1|1|1|4|3|2|2019-05-13||Met|2019
39686760136283|Team Charter Academy|2|TEAM Charter Academy uses the California Assessment of Student Performance and Progress (CAASPP) and the Northwest Evaluation Association (NWEA) Measure of Academic Progress (MAP) to measure the California Common Core Standards. In addition, teachers use curriculum embedded assessments to monitor students' mastery of standards. For students who o not demonstrate proficiency, students are given adaptive and prescriptive assessments and interventions using Moby Max and Ascend Math. In order to best serve our English Language Learners, the ELPAC assessment is used along with the Language Assessment on the NWEA MAP to identify students' academic needs . The Rosetta Stone software is used as an adaptive and prescriptive measure of intervention to assist our students with individualized acquisition of the English Language. The state Physical Fitness Test results are used to determine the overall fitness of our students, and TCA is using the Fitness Gram software to preassess and monitor the students health goals throughout the school year.|3|2|3|3|3|5|5|5|5|5|3|3|3|3|3|2|2|4|3|1|4|3|3|2019-05-13||Met|2019
15638260000000|Tehachapi Unified|2||4|4|4|3|4|4|4|4|2|4|4|3|4|2|3|4|4|5|4|3|4|4|3|2019-10-22||Met|2019
52105200000000|Tehama County Department of Education|2||4|4|4|4|4|3|2|2|2|5|2|1|2|2|3|2|2|2|3|1|3|3|2|2019-10-09||Met|2019
52105206119671|Tehama eLearning Academy|2||5|3|4|5|5|5|4|5|5|5|4|3|4|5|4|3|3|3|3|3|4|4|3|2019-10-17||Met|2019
33103300136168|Temecula International Academy|2|TIA is continuing to work towards developing and adhering to a rigorous school curriculum in relation to Foundational World Language instruction & implementation of Common Core State Standards (CCSS). TIA utilizes iReady and CAASPP data to plan and guide curriculum delivery and assessment procedures that are aligned to LCAP goals. Professional development will consist of developing Professional Learning Communities among the faculty/staff to align curriculum standards, assessments, and data conversations to ensure the alignment of these school elements. The iReady diagnostic provides benchmark assessment data that will be used to drive instruction and assist teachers in the development of personalized learning environments. Formative/summative assessments identify student’s understanding and application of content skills as they relate to the CCSS. CAASPP standardized test results provides a cumulative evaluation of student’s academic knowledge and understanding.  The above assessment tools  will inform and clarify the academic progress of students and student sub-groups. In addition, the adoption of standards based report cards will continue to assist teachers in developing their understanding of how the CCSS are being addressed in relation to assessment strategies, classroom activities, and various instructional practices.   TIA has adopted curriculum that supports the standards adopted by the State Board of Education. The school has developed a strong core curriculum (Mathematics, English Language Arts, Science, History-Social Science, and World Language). The ELD standards are being addressed as of the 2019-2020 school year in relation to students who have been assessed according to the ELPAC. Work will take place during weekly faculty/staff meetings during PLC time to assist in helping teachers build their capacity in the ELD standards that will translate into specific class instruction that supports ELA lessons and activities. The Physical Education Content Model Content Standards are being addressed through regularly scheduled PE class. The Visual Arts standards are being addressed consistently; however, the performing arts standards are implemented on a minimal level due to lack of resources.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|||Met|2019
33751923330917|Temecula Preparatory|2||5|4|5|3|5|5|4|5|5|5|5|3|5|5|5|1|5|5|5|5|5|5|4|2019-10-08|As a college preparatory, classical charter school; career education is not taught as a subject area.  The classical model focuses on providing students with a liberal arts education and preparation for college and we also teach skills needed to obtain a job post graduation including interview skills, attention to detail, writing skills and the ability to think critically and independently. All state standards are incorporated into the curriculum.|Met|2019
33751926112551|Temecula Valley Charter|2||5|5|4|5|3|5|5|5|4|4|5|4|5|5|3|5|3|5|5|5|5|5|4|2019-10-14|The Charter's academic schedule allows staff to plan, evaluate, and develop practices that support ongoing teacher effectiveness strategies.  Early Release Days are weekly.  During this time, staff evaluate formative and summative assessments to determine best practices.  Additionally, based on identified areas of need, staff organize this planning time to reflect and evaluate pedagogy, in order to improve student performance and instruction.  The above evaluative criteria is based on the most recent faculty surveys.|Met|2019
33751920000000|Temecula Valley Unified|2||4|4|4|3|2|5|4|5|3|2|4|4|4|3|2|4|4|4|4|4|4|4|4|2019-10-15||Met|2019
19650520000000|Temple City Unified|2||3|2|3|2|2|3|2|3|2|2|3|3|3|2|2|3|3|4|3|3|4|4|3|2019-06-26|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 into Elementary Common Core Math and new ELA adoptions in grades tk-12. This is evidenced by a K-6 mathematics curriculum adoption, continued training and 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. Temple City Unified School District has adopted a new Common Core English-Language Arts curriculum for grade TK-6 and are currently piloting Common Core  ELA and ELD in grades 7-12.|Met|2019
40688410000000|Templeton Unified|2||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|2019
54721990000000|Terra Bella Union Elementary|2||3|3|4|3|3|4|4|4|3|3|3|3|3|3|3|3|4|4|3|3|4|4|4|2019-10-10|In 2019-20, a new English Language Arts and English Language Development curriculum was implemented.  Teachers and staff will continue to improve improve implementation and support.|Met|2019
01611190122085|The Academy of Alameda|2||4|4|4|4|4|4|3|5|5|5|4|4|4|4|4|5|4|4|4|4|4|4|4|2019-10-24|The Academy is at full implementation and sustainability on most of these frameworks.|Met|2019
01611190131805|The Academy of Alameda Elementary|2||5|4|5|5|5|5|4|5|5|5|4|4|4|4|4|5|4|4|4|4|5|4|4|2019-10-24|The Academy is at full implementation and sustainability on most of these frameworks.|Met|2019
19647330134148|The City|2|The City School has historically used the the following internal assessments: ELA -  1) SBAC Interim Assessment Benchmarks (IAB),  2) Fountas & Pinnel Benchmark Assessment System 3) CLIC Foundational Skills Assessment (based on CORE) 4) Schoolwide CCSS-aligned writing rubrics  5) Teacher-created assessments  (using the Illuminate DNA test items and other resources)  ELD/SLD-  1) Foreign Language Oral Skills Evaluation Matrix (FLOSEM)   Spanish Language Arts -  1) Fountas & Pinnel Benchmark Assessment System 2) CLIC Foundational Skills Assessment (based on CORE) 3) Schoolwide CCSS-aligned writing rubrics   Math -   1) SBAC Interim Assessment Benchmarks (IAB) 2) Eureka Math end of module assessments 3) Teacher-created assessments (using the Illuminate DNA test items and other resources)  Each department (Math and ELA) is also investigating purchasing an adaptive assessment program, such as Zearn, STAR 360 or iReady. The goal is to provide a comprehensive profile of student progress with data that is easily accessible and interpreted by students, parents, and teachers.|5|4|4|3|3|4|4|4|4|4|4|4|4|4|4|3|3|4|4|4|4|4|4|2019-10-24||Met|2019
14101400128447|The Education Corps|2||4|3|4|3|4|4|3|4|3|4|3|3|4|3|3|3|3|3|5|3|4|4|4|2019-09-13|All of our curriculum is common core standards aligned and we have worked to train teachers in PLC's and during monthly PD sessions to make sure they are aligning their teaching to the standards. Standards aligned pacing guides for all core and VAPA courses have also been created and are followed by teachers. We are however looking into adopting a new English curriculum next school year to better meet the specific needs of our learners. In 2018-19 we adopted an ELD curriculum for our LTEL population that is CA standards aligned and has been well received. We have done a lot of work over the last three years to focus teachers on growth and development through classroom walkthroughs and formal observations. Teachers are met with individually at multiple points throughout the year to reflect on their goals and progress. We have been working for the last two years to more formally build out our CTE programming and career pathways program with our Conservation Corps partner organizations.|Met|2019
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|2019-10-21||Met|2019
34674390106898|The Language Academy of Sacramento|2||5|3|5|3|3|5|2|5|2|2|5|4|5|2|2|1|3|5|3|5|5|5|4|2019-06-21||Met|2019
37681300139063|The Learning Choice Academy - East County|2||5|5|5|5|5|5|4|5|5|5|5|5|5|5|5|3|3|4|5|5|5|5|5|2019-10-10||Met|2019
34674390101907|The MET|2||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|2019
38769270132183|The New School of San Francisco|2||5|3|4|4|3|5|3|5|5|5|5|4|4|4|4|1|4|4|4|4|4|5|4|2019-11-15|100% of teachers received extensive professional development on state standards and frameworks in all content areas: CCSS for Math, ELD and ELA, NGSS, and the C3 Framework for History and Social Sciences. Teachers had significant flexibility to pursue professional development, including: bi-weekly observations/debriefs with their coach, 60 minutes of daily grade level planning, monthly PD days, learning walks at exemplar schools and individual stipends to attend workshops/conferences. 100% of our teachers set individualized growth goals aligned to the California Standards for the Teaching Profession and developed action plans for their PD. Teachers have bi-weekly observations and debriefs to check on their progress towards these goals and a mid- and end-of-year reflection. Teachers are able to develop strong standards-aligned instructional materials such as scope and sequences, lesson plans and assessments. This year, we are broadening our health and wellness education program for K-5 by partnering with a non-profit.  This will include puberty and reproduction education in the upper elementary grades. We have a strong PE program for grades 1-5, this year. Our 5th graders will participate in the CA physical fitness test. We have increased our FTEs in Art and Spanish to support the younger grades and incorporated music residencies to allow students access to vocal and instrumental music. As a K-5, we do not teach career technical education.|Met|2019
37683386061964|The O'Farrell 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|2019-10-14||Met|2019
04615490000000|Thermalito Union Elementary|2|1. Identify the local measure used to track progress in implementing the state academic standards. Thermalito used Butte County Office of Education California Standards Implementation Metric of ELA/Literacy, Mathematics, English Language Development, and other state standards, which are modified versions of the state given measure.  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 based on the Standards Implementation Metric.  Scale:  1 - Initial Awareness;  2 - Developing Awareness;  3 - Full Awareness;   4 - Student  Awareness;  5 - Full implementation  ELA/Literacy – After gathering  data, about 73% of our teachers identified that they are working in full awareness (3) or higher in the CA ELA/Literacy  standards.            Mathematics - After gathering  data, about 83% of our teachers identified that they are working in full awareness (3) or higher in the CA mathematics standards.       The following is a summary of where Thermalito is concerning ELD, NGSS, HSS & VAPA state standards based on the Standards Implementation Metrics in spring 2018-2019. English Language Development (ELD) Fall 2019 - 3 (full awareness)  Integrated: 56 of 72 classroom teachers responded: Full Implementation  Designated: 43 of 49 classroom teachers - Emerging/Full Implementation  Next Generation Science Standards (NGSS) – 2 (developing awareness)  History-Social Science – 3 (full awareness)  Visual and Performing Arts (VAPA) – 3 (full awareness)|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-24||Met|2019
38684786040935|Thomas Edison Charter Academy|2||5|4|5|4|4|5|4|5|5|4|5|4|5|5|5|4|4|4|5|5|5|5|5|2019-11-01|TECA supports teachers with daily collaboration time and weekly PD informed by student data. Students sustained achievement on CAASPP ELA with 43% proficient. In TK-2, reading proficiency increased 3%. PD around balanced literacy supported achievement. TECA identified 3 growth areas: Math, Diverse Learners (SPED/EL), and SEL, and will address these by: A Teacher on Special Assignment (TSA) supporting Math instruction and PD. An increased number of RTI certified staff and support providers supporting ELA and Math. Math PD to improve teachers’ understanding, alignment, and implementation of instructional strategies in Math. Continuing to implement designated/integrated ELD to support ELs and ELs with IEPs. The achievement gap between ELs and non-ELs narrowed by 6% on CAASPP ELA and Math. ELs are also making more progress on MAP assessments. SPED services are offered in Spanish to support EL students with IEPs using primary language as an academic support. We created a plan with our SELPA to support the growth of SPED students. Staff received cultural competency PD to support their understanding of our diverse learners and to provide them with the tools needed to better meet their needs.  TECA will select an SEL curriculum that best fits needs. It will be implemented school-wide to support whole-child teaching. Class size reduction in grades 4-8 allows teachers to attend to the academic and social needs of their students smoother than they would be able to do in a larger classes|Met|2019
18641960135756|Thompson Peak Charter|2||3|3|3|2|3|3|3|4|3|3|3|3|3|3|3|4|3|3|3|3|4|4|3|2019-06-13||Met|2019
23655650123737|Three Rivers Charter|2|TRCS annually reviews with the teachers the standards being taught and implemented in their classrooms. Together with the State testing and the NWEA Assessments, teachers, along with the Administration, determine to what extent the standards are being covered adequately. Because we have implemented new curriculums for ELA and Math standards in those subjects are bering thoroughly covered. Training was provided last year regarding NGSS and work is being completed in that area to make sure we are implementing those standards. As we work through the list, either new programs are being implemented (as in the case of Health Education) or additional support materials are added as needed. Our goal is to make sure all of the standards are being addressed. We are making excellent strides in accomplishing the above.|4|4|4|3|4|5|5|5|4|4|5|5|5|5|5|5|5|4|4|4|5|5|5|2019-09-17|At the beginning of each year Administration reviews with the teachers what PD or materials are needed in regards to the teacher implementing state academic standards. PD is arranged for and set up for each teacher.  At the time of their annual evaluation, the PD plan is reviewed for completion and what additional training may be needed. A consultant has been brought in over the last two years to observe each classroom/teacher and to provide feedback to the Administration regarding the needs or progress of each classroom teacher.|Met|2019
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 have adopted new materials for K-8 that meet the Next Generation Science Standards. 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 for 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.|3|0|5|4|5|4|0|5|4|4|3|0|4|3|4|1|2|1|2|1|4|4|4|2019-11-04|Three Rivers School does not have any English Language learners. Therefore, our investment in English Language Development has been minimal. Additionally, we are a K-8, self-contained classrooms elementary school so the additional standards listed in #4 have not been a school wide focus but rather an individual focus for each teacher. The administration supports the professional learning needs of all teachers and invites teachers to apply for attendance at training that meets their individual needs. If there is a training needed as a whole staff, the administration will investigate the best way to achieve that goal.|Met|2019
37769010134429|Thrive Public|2||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|2019
41690216044770|Tierra Linda Middle|2||5|3|5|4|4|4|2|5|3|3|4|3|4|4|3|2|4|5|5|4|5|5|4|2019-10-24|SCSD is implementing the Reading and Writing Units of Study curriculum and providing related professional development (PD) for teachers, K-8. Structures are also in place to monitor progress and resources for instruction for English Learners, and the reclassification process has been refined and fully implemented. 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 is currently being piloted in K-8 classrooms. Updated History curriculum for grades 6-8 is in year one of implementation.  The 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 and upper elementary schools provide access to a World Language program, but progressions for grades P-3 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) and elective classes 6-8.|Met|2019
44697650100388|Tierra Pacifica Charter|2||5|4|5|5|5|5|5|5|5|4|5|5|5|5|5|5|5|5|5|3|5|5|5|2019-10-14||Met|2019
54722150000000|Tipton Elementary|2||4|2|4|1|4|5|4|5|1|4|4|2|3|1|2|2|2|2|2|1|4|3|4|2019-10-01||Met|2019
19646340119552|Today's Fresh Start Charter School Inglewood|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|5|2|5|5|5|2019-10-31||Met|2019
19734370132845|Today's Fresh Start-Compton|2||5|5|5|4|4|5|5|5|5|5|5|5|5|4|4|3|4|4|4|2|5|5|5|2019-10-31||Met|2019
30103060137976|Tomorrow's Leadership Collaborative (TLC) Charter|2|Tomorrow's Leadership Collaborative Charter School selected Option 2 Reflection Tool: Priority 2.|4|3|4|4|4|3|3|3|2|2|3|3|3|3|3|0|0|4|3|0|4|4|3|2019-10-15|For Question #4: Other Adopted Academic Standards: Career Technical Education, Health Education, and World Languages do not apply to TLC Charter School based on its educational program outlined in the school’s charter petition and it serves grades K-4.|Met|2019
19647336019525|Topanga Elementary Charter|2|Reflection findings: 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. Topanga 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. Topanga 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. Topanga Charter students are successfully obtaining strong academic skills in English Language Arts (ELA) as evidenced by 53.5 points above the standard of 3rd-5th grade students meeting or exceeding standards in English Language Arts (ELA). Overall, "all students" demonstrated growth by 6.9 points between the current status and the prior status.  Kindergarten through 2nd grade students demonstrated proficiency in early literacy as evidenced in DIBELS data 77.1% with kindergarten increasing to 64.8%.  Topanga 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).  Topanga 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. Topanga Charter has been utilizing the Smarter Balanced Assessment (SBA) interim assessment blocks aligned to ELA and mathematics since Fall 2015.  Topanga Charter students are successfully obtaining strong academic skills in Mathematics as evidenced by 41.9 points above the standard of 3rd-5th grade students meeting or exceeding standards in math.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-29||Met|2019
19647336019533|Topeka Charter School For Advanced Studies|2||5|5|5|4|4|5|5|5|5|5|5|5|5|5|4|4|5|5|5|4|5|5|5|2019-10-24|Career Technical Education and World Language Education are not Elementary school requirements.  However, our school addresses career tech through exploring community workers & careers during ELA, Social Studies, NGIS Engineering practices, Genius Hour/Research and Inquiry.  In addition, we address language as we teach mainstream Standard English.|Met|2019
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 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|2019-10-21||Met|2019
39754990000000|Tracy Joint Unified|2||4|4|4|3|1|4|4|4|3|3|4|4|4|3|1|1|3|4|4|1|3|3|3|2019-10-22||Met|2019
54722230000000|Traver Joint Elementary|2||4|3|2|1|1|5|5|5|3|3|5|5|5|4|4|1|4|4|1|1|5|5|5|2019-10-08||Met|2019
48705650000000|Travis Unified|2|Please visit our website for a detailed report for Priority 2 at https://www.travisusd.org/Page/4624.  We used the rating scale in #1 below to analyze implementation of state academic standards.  In elementary schools, all areas were at a 4 or above except English Language Development (3.9) and NGSS Science (3.8).  Our English learners continue to make strong progress, and we believe the rating just below full implementation is due to most ELD instruction being provided as designated ELD instruction from Intervention Specialists although the rating came from all teachers.  NGSS Science has moved up one point per year, and all elementary teachers had a full day of science standards and instructional materials training at the beginning of this school year and are implementing new NGSS-aligned instructional materials.  In our secondary schools, teachers rated all areas at full implementation except English Language Development in middle school (again provided as designated ELD by a two teachers), high school world language, where new standards were released in January, 2019 and have not been fully implemented yet, and NGSS Science, where teachers are continuing to work on full alignment.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-08||Met|2019
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 record keeping tool that also shows the alignment of Montessori lessons with Common Core and Next Generation 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 seminars on the Love and Logic approach to teaching and "Effectively Dealing with Disruptive Students."  One staff member attended a webinar on "Addressing Challenging Behaviors in the Montessori Elementary Classroom", then shared it with the rest of the staff.  One of the teachers completed the Montessori coursework and another took a NASA STEAM training on astronomy.  The staff conducted an LEA self-assessment and FIT (Fidelity Implementation Tool) school self-assessment through its association with the SUMS (Scaling Up Multi-Tiered Systems of Support) programs and SWIFT Education Center.  A second on-site assessment by a third party from SWIFT was also performed, and staff received 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|2019-10-30||Met|2019
45699140135624|Tree of Life International Charter|2|The school established schoolwide SMART GOALS for the 2018-19 schoolyear in August, 2018 in the areas of Foundational Reading in English and Spanish; Mathematics; Reading and Comprehension; Listening and Speaking; Writing; and ELD. Each area has a designated assessment that is used to measure benchmark progress on the SMART GOAL, culminating in the CAASPP for ELA and Math; and the Calif Science Assessment for 5th grade; and the California Spanish Assessment that was just implemented for the first time in spring 2019 and scores are still to be released.  The school has now set rigorous schoolwide SMART GOALS for the 2019-20 in all of the same areas and is engaging in a cycle of instruction and data collection, analysis and reflection as they progress monitor regularly.  The local measures used to indicate progress toward the goals, and the grade levels meeting or exceeding the goals in 2018-19 were the following: The Spanish Phonics Screener: Grades K, 1, 2.   DRA in Spanish: Grades 1, 2, 5.  BPST in English: Grades 1-4 did not meet goal.  Fountas and Pinnell in English: Grades 2 and 4 met or exceeded goals.  For Math we use the Bridges Summative assessments as well as the Eureka Math Module assessments: Criteria was met in all Grades except 3, 4. In October, 2019 we will begin the use of the iReady online Diagnostic assessments for grades 2-6 in ELA and Math to provide detailed data to teachers on student mastery of the standards and provide information on student grouping for intervention.   Additionally, in October we will begin piloting NGSS Curriculum in grades 2-6 with the TWIG NGSS curriculum. We hope to make a decision on which program to adopt by the end of the school year 2019-20.  History and Social Science is taught through imbedded curriculum in the Benchmarks Adelante Language Arts Program in grades K-2, and through the Houghton Mifflin Social Studies program in grades 3-5. As currently a K-6 school, we have not established a Career Technical Education plan, however, we plan to add this as we move into grades 7 and 8 in the next 3 years.  Health Education Content Standards are taught implicitly and imbedded in our program through physical ed and health class. All 5th grade students participate in the state Physical Education assessment in Spring of 5th grade. In 2018-19, 95% of Tree of Life International 5th graders met or exceeded the PE goals. All students participate in a robust Visual and Performing Arts Program which includes World Music and Dance, and Multicultural Art with several performances annually. As a Dual Immersion School, all students are receiving 90% of their instruction in Spanish at Grades TK-3rd, and 50% at grades 4-6. In Addition, students are introduced to multiple languages and cultures through the World Music and Dance program, and through regular classes in Karate, taught in Japanese, and French.  All 5th and 6th graders have a daily 3rd language elective class in either French or American Sign Language.|5|4|5|4|3|5|5|5|4|3|5|4|5|4|3|3|4|4|5|5|5|5|4|2019-10-22|In order to focus on the ongoing professional development of all teachers in the CCSS, we have a Leadership Team that meets weekly to set the agenda for PD and collaboration, and review schoolwide data. Every Wed the teachers meet for 3 hours for PD and collaboration around the CCSS, review student work and set SMART GOALS. The school provides 8 days of preservice training each year for all certificated teachers, and 2 non-student days during the school year with a specific PD focus.|Met|2019
35675610000000|Tres Pinos Union Elementary|2|Tres Pinos Union Elementary continues to adopt curriculum that is state approved with common core standards.  In 2018/2019 the District adopted Studies Weekly for grades K-8 for their Social Science curriculum.  The school has gone through the adoption program and staff selected this program for the students.  For the 2019/2020 school year, the school is piloting the envision mathematics program for grades 6-8th.   The K-5 grades have been using the envision math for the past five years.  This will integrate the students straight through K-8 in the same mathematics program.  Our ELD is embedded in our language arts curriculum and we are looking at new Science materials that will implement the Next Generation Science Standards.|5|5|5|3|5|5|5|5|3|5|5|5|5|3|5|0|4|4|4|0|5|5|5|2019-10-10|Professional Development is implemented once a new curriculum is adopted and all staff members attend the training's.  There are training's throughout the year to help teachers with specific issues in the curriculum.  Staff also attend training's for our technology intervention programs that are common core aligned.|Met|2019
12629760115154|Trillium Charter|2||5|2|5|3|4|5|4|5|3|4|4|4|4|4|4|2|3|5|3|3|3|3|3|||Met|2019
12630570000000|Trinidad Union Elementary|2||4|4|4|2|2|4|4|4|2|3|4|4|4|4|4|4|4|4|4|3|4|4|4|2019-10-10||Met|2019
53765130000000|Trinity Alps Unified|2||5|5|4|5|4|5|5|4|5|4|4|4|4|5|4|5|4|5|4|4|4|4|4|2019-10-08||Met|2019
53717610000000|Trinity Center Elementary|2||5|1|5|5|5|5|1|5|4|5|4|1|4|3|4|1|4|3|5|1|5|5|5|2019-10-16||Met|2019
53105380000000|Trinity County Office of Education|2||4|4|4|3|4|5|5|5|4|5|3|3|3|3|3|2|3|4|2|2|5|5|3|2019-10-16||Met|2019
42691120124255|Trivium Charter|2|The charter LEA regularly and consistently monitors the implementation of state academic standards and the results of the implementation to the various stakeholders and at a regularly scheduled board meeting.  The public may access the results on the Dashboard.|5|4|4|4|5|5|4|4|4|5|5|4|4|4|5|3|3|4|4|4|5|5|5|2019-10-29|The charter LEA regularly and consistently monitors the implementation of state academic standards and the results of the implementation to the various stakeholders and at a regularly scheduled board meeting.  The public may access the results on the Dashboard.|Met|2019
42691120137877|Trivium Charter School Adventure|2||5|4|4|5|5|5|4|4|5|5|5|4|4|5|5|3|3|4|5|4|5|5|5|2019-10-29|TCS, TCSA and TCSV:  The charter LEA regularly and consistently monitors the implementation of state academic standards and the results of the implementation to the various stakeholders and at a regularly scheduled board meeting.  The public may access the results on the Dashboard.|Met|2019
42691120137885|Trivium Charter School Voyage|2|TCS, TCSA and TCSV:  The charter LEA regularly and consistently monitors the implementation of state academic standards and the results of the implementation to the various stakeholders and at a regularly scheduled board meeting.  The public may access the results on the Dashboard.|5|4|4|5|5|5|4|4|5|5|5|5|5|5|5|3|3|4|5|4|5|5|5|2019-10-29||Met|2019
36678920000000|Trona Joint Unified|2||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|2019
54722310000000|Tulare City|2||4|3|4|3|3|4|4|4|4|4|4|4|4|3|3|2|3|4|4|2|4|4|4|2019-10-08||Met|2019
54105460000000|Tulare County Office of Education|2||5|5|5|3|5|5|5|5|3|5|5|4|4|3|4|2|4|4|2|1|4|4|4|2019-10-09|We are Court and Community Schools, which are alternative sites.  We offer classes that students need to return to their comprehensive high schools.|Met|2019
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 7 years ago, our district and schools continue to refine the implementation through revising the curriculum and its alignment to the standards. Our district also continues to focus on refining the alignment of our math courses to the common core mathematics standards. Our district and schools continue to support our teachers on the implementation of English Language Development standards. All of our core departments have been trained on the ELD standards. The Next Generation Science Standards have also been a districtwide focus for our science teachers these past four years. Our district has revised 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 continue to 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|2019-10-17||Met|2019
25735930000000|Tulelake Basin Joint Unified|2||4|4|4|3|2|5|5|5|3|4|4|4|4|3|3|5|4|5|5|5|4|4|4|2019-10-22||Met|2019
55105530000000|Tuolumne County Superintendent of Schools|2||3|3|3|2|2|4|4|4|2|2|4|3|3|2|2|3|4|1|3|1|4|5|4|2019-10-14|TCSOS continues to 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 continued the 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. Support services to students under the Multi-Tiered System of Support (MTSS) and Positive Behavior Interventions Support (PBIS) in order to create safe learning environments for our students in continuing. ELA/ELD, Math and Health instructional materials were adopted and we are training new teachers in the curriculum including specialized curriculum to meet the needs of our students who have moderate to severe disabilities. This year, TCSOS teaches will pilot Social Studies/History materials, receive STEM related materials and supplemental curriculum and begin evaluation of Science 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 limited professional development funds. Teacher turnover continues to be a challenge as each year requires additional professional development to bring new teachers up to speed on specialized instructional materials.|Met|2019
50757390000000|Turlock Unified|2||4|4|4|3|3|5|5|5|2|3|4|3|4|3|3|4|2|3|4|4|4|4|4|2019-10-15||Met|2019
30736430000000|Tustin Unified|2||5|4|5|4|3|5|4|5|4|4|5|4|5|5|4|5|4|4|4|3|5|5|5|2019-10-14||Met|2019
55724210000000|Twain Harte|2||5|5|4|3|3|5|5|5|3|3|5|5|5|3|3|1|3|5|3|1|4|3|4|2019-10-09||Met|2019
49709616052302|Twin Hills Charter Middle|2||4|4|3|4|3|5|5|4|5|4|4|4|4|4|4|4|4|5|4|4|4|4|4|2019-10-10||Met|2019
49709610000000|Twin Hills Union Elementary|2||5|4|5|4|4|5|4|5|5|4|5|4|5|4|4|4|4|5|4|3|4|4|4|2019-10-10||Met|2019
29664150000000|Twin Ridges Elementary|2||1|1|1|1|1|2|2|2|2|2|1|1|1|1|1|1|1|1|1|1|1|1|1|2019-11-12||Met|2019
29102980126227|Twin Ridges Home Study Charter|2|Twin Ridges Home Study saw growth in student participation rates on CAASPP from 2017-2018. We gained 18% in our overall student participation rate. We also saw a 10% gain in our socioeconomically disadvantaged student participation rate. TRHS uses multiple measures of assessment and teacher/student/parent collaboration to identify the needs of students and to track overall student performance and growth as a Personalized Learning Independent Study Charter school. The Renaissance assessments for language arts and mathematics are administered to 3rd-8th grade students in the fall and spring each year to identify areas of needed support and growth. We chose this tool because we have used it for years and have confidence in the validity of the assessments. Teachers and parents are able to use the reports to effectively identify student areas of need and set goals toward academic success in meeting the state grade level standards. In addition; teachers, students and parents meet every 20 school days to review student assignments, reflect on effectiveness of curriculum and to collaborate on providing students with educational support and materials to meet the needs of all students. When additional areas of need are identified teachers collaborate to support one another in implementing academic standards to bring up student performance. Teachers also receive support from educational support staff, and when applicable, conduct Student Success Team meetings to provide additional support and resources for students. As a personalized learning Independent Study Charter School, Twin Ridges Home Study students have the unique opportunity to explore fields of study related to career technical education, athletics and visual and performing arts and world languages as a part of their homeschool curriculum or personal pursuits. Parents, students, and teachers feel this is a strength of our school and provides students an entry point to gain skills and to explore interests to support students in becoming well-rounded life-long learners.|4|4|4|3|4|4|4|4|3|4|4|4|4|2|4|4|4|4|4|4|3|3|3|2019-11-07|Twin Ridges Home Study Teachers and Administrators work collaboratively at supporting the implementation of state standards, identifying areas of need for professional growth, and in identifying professional goals in monthly staff meetings where areas of need and support are discussed and support is provided in teacher collaboration and mentoring as well as guest presentations at staff meetings of county office of education support personnel in identified areas of need.|Met|2019
51714640107318|Twin Rivers Charter|2|The TRCS 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 Instructional Materials (Curriculum Adoption Year):  ELA Curriculum Wonders (2016/2017) TK-5 Grades  StudySync (Piloted 2016/2017and adopted in 2017/2018) 6th - 8th grades ELD curriculum: English 3D (2018)  Math Curriculum CPM (2016/2017) 6th - 8th Grades Eureka Math (2017/2018) TK -5th Grades History/Social Science - TCI  Science - STEMScopes  Based on the adoption cycle and in conjunction with professional development training, implementing our second year as a professional learning community (PLC) TRCS believes we are implementing state standards with a high level of rigor.|5|3|4|3|3|5|3|4|3|3|5|3|4|3|3|3|2|3|3|2|4|4|4|2019-10-09||Met|2019
34765050000000|Twin Rivers Unified|2||3|3|4|3|3|5|4|5|3|2|3|3|4|3|2|3|4|4|5|5|4|3|2|2019-10-08||Met|2019
49709790000000|Two Rock Union|2||5|4|5|3|2|5|4|5|2|2|5|4|5|4|2|2|2|3|4|1|5|4|3|2019-10-17|We are currently in the process of piloting an NGSS curriculum adoption, which should be fully implemented in Fall 2020. We will follow with a process for a Social Studies adoption. Our ELA and Math curricula are CCSS aligned. We supplement our curriculum with integrated instruction and professional development opportunities to enhance instruction and deepen student understanding.|Met|2019
23656150000000|Ukiah Unified|2|The reflection tool was completed by the Leadership Team.  At the elementary level, the reflection tool showed that we are at the full implementation and sustaining phases with ELA. Math and ELD are at the full implementation phase, but there is a need for more professional development. The Next Generation Science Standards are in the beginning development phase. Ukiah USD is providing professional development on the NGSS and will be piloting elementary instructional materials in 2020-2021. History Social Science is in the exploration and research phase, which includes a need for more professional development. Physical Education is in the full implementation and sustainability phase, Health Education is in the initial implementation phase, and Visual and Performing Arts are at the beginning development phase. Teacher and administrator support are at initial/full implementation, but support for teachers in standards they have not yet mastered is in the initial implementation phase.   At the middle school level, the reflection tool showed that ELA, Math and Science are at the full implementation phase, while ELD is at initial implementation with more support needed in professional development. History Social Science is in the beginning development phase with a need for instructional materials. In addition to the core subject areas, Career Technical Education is at the beginning development with a need to have courses that align to CTE pathways at the high school.  Health Education and Physical Education are at full implementation, and Visual and Performing Arts is at the full implementation and sustainability phase. World Language is at the exploring and research phase, with a need to explore other language programs.  Lastly, teacher and administrator support are at the full implementation phase.   At the high school level, the reflection tool showed that ELA/ELD, History Social Science, and Science are at full implementation. Mathematics is at the initial implementation phase, with a need for more professional development. In addition to the core subject areas, Career Technical Education, Physical Education, Visual and Performing Arts, and World Languages are at full implementation or full implementation and sustainability phases. Health Education is at the beginning development phase. Lastly teacher and administrator support are at full implementation, with a need in providing support to teachers for standards they have not yet mastered.   This year, K-8 ELA/ELD instructional materials continue to be implemented and grades 9-12 are continuing to create novel units of study. Grades 6-12 are implementing new Science instructional materials. Ongoing training is occurring this year in grades 4-8 math, reading training through the 95% Group and Literacy courses, and NGSS training at school sites and after school. In addition, the Leadership Network is focused on Professional Learning Communities and instructional planning and Academic Interactions.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-11-12||Met|2019
08618200137729|Uncharted Shores Academy|2||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|2019
43697080000000|Union Elementary|2||4|3|4|3|3|3|3|4|3|2|4|3|4|3|3|1|3|5|5|3|4|3|4|2019-10-14|In 2019 an ELD/ELA curriculum was adopted to meet English Language Arts and English Language Development standards. Throughout the year, teachers have received professional development on implementing the curriculum and instructional strategies to meet the learning needs of students. 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. Additionally in 2018-2019, elementary teachers piloted various science curriculum, while in the 2019-2020 school year, middle school teachers are piloting science curriculum as well.  Our middle school Social Studies teachers have attended History/Social Studies framework training at the Santa Clara County Office of Education (SCCOE) and for 2019-20, will be piloting various curriculum as well. Overall, Union School District continues to advance towards full and sustainable implementation of the California State Standards.|Met|2019
29664070000000|Union Hill Elementary|2||4|4|4|3|2|5|5|5|3|1|3|3|3|2|1|4|4|5|4|3|4|4|3|2019-10-08||Met|2019
29664076027197|Union Hill Elementary|2||4|4|4|3|2|5|5|5|3|1|3|3|3|2|1|4|4|5|4|3|4|4|3|2019-10-08||Met|2019
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 administers/monitors state standardized tests (CAASPP, Physical Fitness & science grade 5). DIBELS Reading Screening and other measures of student progress and achievement are used to track academic growth.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-02||Met|2019
30103060133959|Unity Middle College High|2||5|3|5|5|5|5|4|5|5|5|5|4|5|5|5|1|3|4|4|4|4|4|4|2019-10-22||Met|2019
10621660114553|University High|2|UHS has chosen to use the SBAC tests 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 students in other schools. Additionally, UHS 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, UHS uses different metrics to determine success. With the Next Generation Science Standards, our school expects students to take and complete 5 different (A-G approved) science courses over their 4-year program, including 3 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, UHS uses State PFT 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. • In 2019, 98% and 88% of our junior students either met or exceeded the standard on English and Math, respectively  • In 2018, 69% of freshmen reached 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. The graduating class of 2019 achieved this target with 98%, or 117 out of 119 students completing their A-G requirements with all C or better grades. Our graduation rate was 100% for the class of 2019.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-03||Met|2019
19647331938885|University High School Charter|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|4|5|5|5|5|3|3|3|2019-10-24|The California Board of Education adopted the new History/Social Science Framework on July 14, 2016.  The new framework offers an new conceptual model for history instruction.  LAUSD Division of Instruction released a series of professional development modules to support implementation of the instructional shifts included in the framework.   At the beginning of this academic year 2019-2020, a new Instructional Materials Revision process began for the 2017 CA State Board of Education adopted History-Social Science programs. The approval process includes public meetings of the Instructional Quality Commission (IQC) and the State Board of Education.   All LAUSD is in full implementation of the California Next Generation Science Standards (CA NGSS).  LAUSD local districts and the Division of Instruction provide professional development to teachers.  The focus is on grasping and applying the shifts of NGSS, most especially the phenomena-based approach, and the emphasis on the Science and Engineering Practices as part of the three-dimensional learning.  School site purchased outside professional development for science teachers.  No specific professional learning was provided from the LAUSD to target specific groups of teachers.|Met|2019
37680490138313|University Prep|2||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 For Two or More Years|2019
10623800138347|University Prep -  Fresno|2||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 For Two or More Years|2019
36678920138321|University Prep - San Bernardino|2||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 For Two or More Years|2019
56725536120620|University Preparation Charter School at CSU Channel Islands|2||4|4|5|5|1|5|5|5|5|1|5|5|5|5|1|2|3|4|3|5|5|5|5|2019-09-27||Met|2019
45701360106013|University Preparatory|2||5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|4|5|5|5|5|5|5|5|2019-11-06|A culture of continuous improvement is a key feature of U-Prep.  This is reinforced with the LCAP and WASC school action plans.  Sources used to identify training and materials needs are as follows: (1) individualized annual planning meetings with faculty and administration; (2) faculty experience and competency in curriculum/instruction/assessment practices as measured by classroom observations and evaluation cycles; (3) student performance and achievement data; (4) frequency of 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 and professional learning needs. Weekly collaboration time is embedded within the school calendar; these meetings are dedicated to grade-level professional learning teams, staff meetings, department collaboration, and schoolwide planning.  Three Staff Development Days are allocated within the school calendar for professional learning and collaboration purposes.  A summer training is provided to support staff in keeping current with new and evolving technologies.  Areas of emphasis for additional outside training are math and science practices, vertical alignment of curricula, new publisher adoptions, College Board (Pre-AP and AP), social-emotional development, and college/career readiness trainings.|Met|2019
43104390113431|University Preparatory Academy Charter|2||5|4|5|4|5|5|3|5|4|5|5|4|5|5|5|4|3|5|5|5|4|4|4|2019-10-24||Met|2019
54105460119602|University Preparatory High|2||5|5|5|4|3|5|5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-09||Met|2019
19647330132027|University Preparatory Value High|2||5|4|5|4|4|5|5|5|5|5|4|4|4|4|4|4|5|4|5|5|4|4|4|2019-10-25||Met|2019
36750690000000|Upland Unified|2||4|3|4|2|3|5|4|5|2|3|4|3|4|3|3|3|3|4|3|4|3|3|3|2019-10-25||Met|2019
27659790136218|Uplift California North Charter|2||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|2019
42750100135590|Uplift California Santa Barbara|2||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|2019
27659790136010|Uplift California South Charter|2||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|2019
27659790135111|Uplift Monterey|2||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|2019
17769760000000|Upper Lake Unified|2||4|4|4|4|3|5|5|5|3|3|4|4|4|3|3|4|3|3|4|2|5|4|4|2019-10-15||Met|2019
26102640124990|Urban Corps of San Diego County Charter|2||3|4|4|2|2|5|4|5|3|4|5|5|2|2|4|4|5|1|3|1|5|5|4|2019-06-14||Met|2019
37683380135913|Urban Discovery Academy Charter|2||4|3|4|3|4|4|4|4|4|4|4|3|4|4|4|2|4|4|5|5|4|4|4|2019-10-16|Professional development meetings for faculty take place on a weekly basis. A new evaluation and coaching process was initiated in the 2018-19 school year. All standards are in full-implementation; further, all Urban Discovery Academy teachers collaborate in grade level teams to integrate standards for deeper learning through interdisciplinary design challenges and student exhibitions. A growth area for our school is for high-level/sustainable schoolwide integration of ELD standards, particularly for our newer faculty members.|Met|2019
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. Standards-aligned Progress Reports 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 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|2019-10-24|We are focusing on the fidelity of our Montessori pedagogy 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 with regard to academic work and making assessments more consistent between levels. Each level has also developed a vision for the year. We engage in Structured Data Analysis focusing on classroom level matha nd literacy 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.|Met|2019
48705730000000|Vacaville Unified|2||5|4|4|3|4|5|5|5|5|5|5|5|5|4|4|4|4|4|4|4|5|5|4|2019-10-24||Met|2019
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|2019-05-07||Met|2019
19753090130955|Valiant Academy of Los Angeles|2||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|2019
37680490131169|Valiant Academy of Southern California|2||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|2019
42750100136630|Valiant Santa Barbara|2||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|2019
19101990132605|Valiente College Preparatory Charter|2|English Language Arts- Common Core State Standards, Wit and Wisdom curriculum, ThinkCERCA writing program, ReadingPlus reading program English Language Development- aligned to the CCSS for ELA, MyOn reading program Mathematics- Common Core State Standards, Houghton Mifflin Go Math curriculum, NextGEN math program Science- Next Generation Science Standards, ThinkCentral History- California Content Standards, MyWorld Interactive Pearson curriculum Enrichment- Technology standards, VAPA standards Physical Education- California Content standards|5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|4|4|5|5|3|5|5|5|2019-10-20|We offer an opportunity for 6 full professional development days to all staff as well as a weekly professional development. The topic of each professional development are based on the needs of the teachers, students and school. Teacher lesson plans must reflect the Common Core State Standards as well as the California Content Standards in each class. Feedback is given to teachers on a biweekly basis. Observations, both formal and informal are done on a weekly basis. Teachers meet with the Director of Curriculum and Instruction biweekly or as needed.|Met|2019
19650780000000|Valle Lindo Elementary|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|2|5|5|5|1|5|5|5|2019-10-29||Met|2019
05615800000000|Vallecito Union|2||5|4|5|4|4|5|5|5|4|4|5|5|5|4|4|1|1|4|4|1|5|5|5|2019-10-16|The District Curriculum and Instruction committee, comprised of a broad range of representative staff (certificated, classified, technology, and administrative) meets on a regular basis to review standards-based professional practices, curriculum, assessment, and grading alignment, pilot materials and implementation/evaluation progress, and integration of technology. In the 2019-2020 school year, teachers are piloting and evaluating curriculum and materials through regular meetings and collaboration for potential Science and History-Social Science curriculum adoptions.  As a TK-8 district, there are no self-contained courses in Career Tech Education, Health Education, or World Language.|Met|2019
37684370000000|Vallecitos Elementary|2||5|4|5|4|4|5|4|5|3|3|5|4|5|3|3|2|4|4|1|1|4|4|4|2019-10-08|Vallecitos continues to provide ongoing professional development to all teachers.|Met|2019
48705810115469|Vallejo Charter|2||4|4|4|2|3|5|5|5|2|4|4|3|4|3|2|4|2|4|4|4|4|4|3|||Met|2019
48705810000000|Vallejo City Unified|2||4|4|4|2|3|5|5|5|2|4|4|3|4|2|2|4|2|4|4|4|4|4|3|2019-10-16||Met|2019
37756140000000|Valley Center-Pauma Unified|2||4|4|4|3|3|5|5|5|3|3|5|5|5|4|3|5|3|4|4|4|5|4|4|2019-10-10||Met|2019
19647330122754|Valley Charter Elementary|2||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|2019
50105045030234|Valley Charter High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|4|5|5|5|4|4|2019-10-30|Our curriculum is aligned to CCCS in all courses. All programs/classes are taught by fully qualified and credentialed staff.  Professional development opportunities are specifically designed to meet the needs of teachers at our school and are offered with full support of the county office.|Met|2019
19647330122838|Valley Charter Middle|2||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|2019
50713240000000|Valley Home Joint Elementary|2||5|5|4|3|2|5|5|4|3|2|5|5|4|3|2|2|3|2|2|1|5|4|3|||Met|2019
19647330137612|Valley International Preparatory High|2|All students at VIPHS participate in a rigorous, standards-based instructional program.  Valley International Preparatory High School’s rigorous, college-preparatory curriculum was developed using the Common Core State Standards, with curricula, units, and lessons designed in a way that will foster critical thinking, communication skills, and help students make connections within and between key concepts embedded in the standards using the Key Cognitive Strategies.    In order to facilitate the use of both the Common Core standards and the Key Cognitive strategies in curriculum development, all instructional staff participated in departmental  professional development.  Departments worked together to do a “deep dive” into the standards for their discipline and to use the Key Cognitive Strategies to bring clarity to the myriad standards in different courses.  Teachers use the KCS to create a structure to organize the standards, communicate the standards to students, and provide a coherent language for teaching critical thinking and the learning process.  Once departments created their KCS charts in August, individual teachers were asked to include the KCS focus for each lesson on their weekly lesson plans.  By identifying a KCS focus for each lesson, teachers are able to indicate which specific skills students will be developing during that lesson.  Since the KCS charts were created using the CCSS, California State Standards, or NGSS standards, the indication of the KCS focus for each lesson includes the standards without having to use the overly-specific and sometimes cumbersome language of the state standards with students.  Since teachers have explicitly designed their content specific KCS charts to align with the state standards, we can see the standards embedded in each lesson through the use of the Key Cognitive Strategies.  Progress towards standards is measured with NWEA MAP Testing, Summative CAAASP Testing for juniors, A-G completion rates, and credit accumulation rates.|4|4|4|3|4|3|4|4|3|4|4|4|4|4|4|2|2|2|4|4|4|4|3|2019-10-15||Met|2019
54105460124057|Valley Life Charter|2||5|5|5|4|5|5|5|5|5|5|5|5|5|4|5|3|3|5|5|5|4|4|4|2019-10-14|Professional Development: VLCS has contracted with TCOE Educational Resource Center, in ELA, Math, Social Studies, Next-generation science, visual and performing arts, project-based learning, universal design of learning, and other areas, as requested by teachers. TCOE consultants are at VLCS weekly, training, and coaching staff. VLCS has fully adopted materials in ELA, Math, Science, and Social Studies. A full list of the curriculum can is available on the school's website at www.vlcs.org. VLCS is proactive about creating time for teachers to collaborate, both in their grade level and with others. Teachers have aligned their math standards, horizontally, and vertically. Using the achievement team theory, they have also aligned teaching strategies and best practices. In the 2020 school year, teachers are beginning to create instructional playbooks in English Language Arts, which will align with the curriculum.  Teachers have given feedback on training they would like to see. All staff members can attend paid training of their choosing over the summer. Valley Life teachers are excited to continue learning.|Met|2019
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:  • Moby Max Diagnostics, iXL Analytics, Edgenuity Placement Assessments: 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: This survey collects input from our parent community regarding student progress in meeting standards and provides an opportunity for parents to reflect on their experience at VOC.  •Weekly Work Records: Written evidence of each student’s required educational engagement showing student completion of independent study assignments in the academics.   LCAP Standards: 60% or more of K-12 students will meet their grade level goals in ELA and Literacy, 50% in Math, as measured by Moby Max, Edgenuity, 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: 71% of VOC students met their grade level goals in ELA, Reading 70%, Math 59%, as measured by our local benchmark assessments. These results show the percent of students who either scored at grade level or showed growth: Language Arts 92%, Math 85%. In the 2018-19 VOC school-wide survey: 90% of parents reported that their child progressed satisfactorily in the academics. 96% of students reported that they were successfully learning the academic subjects. 99% of students completed 100% of their Independent Study Assignments.   This year we are collecting data using Edgenuity in addition to continuing to use MobyMax and iXL 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|2019-10-10|As a homeschool program, VOC’s charter allows parents some flexibility in choosing their child’s curriculum, the grade level at which various skills and subjects are taught, and the methods they use for instruction.  However, parents are required to teach the State common core standards and assess their child’s academic progress using both CAASPP and local benchmark exams.  Recently, the school introduced a requirement that students use an online tracking system that tracks progress on the standards and remediates deficiencies. The school uses these assessments to identify low-performing students who are then offered after-school tutoring classes.  Parents work closely with the school’s certificated staff to create an individual learning plan (Goals & Objectives) that addresses the standards while allowing for the individual needs, interests, and abilities of the student. Progress on this plan is measured by weekly Work Records, which are evaluated by the Supervising Teachers. VOC also reviews its curriculum library and online course offerings regularly to make sure all of the school’s curriculum options align with the standards.|Met|2019
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, independent study/homeschool 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 VOCS Annual Survey about the implementation and access to the state academic standards. After gathering data from all stakeholders, it was determined that 97% 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|2019-10-07||Met|2019
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 interim assessments 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|2019-10-23||Met|2019
19647330133694|Valor Academy Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2|5|5|5|2019-10-28||Met|2019
19647330127894|Valor Academy High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2|5|5|5|2019-10-28||Met|2019
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|2019-10-28||Met|2019
19647336019673|Van Gogh 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|2019-10-30|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 with Sustainability in all areas.|Met|2019
29768776111371|Vantage Point Charter|2|We have completed formal adoptions for all core subject areas in order to support CCSS adopted by the State Board of Education.  Locally we use multiple measures to track student progress such as formative and summative assessments, teacher daily instruction, online tools student engage with regularly, and fluid student groupings based on need for intervention and acceleration.  Staff participate in ongoing professional development to ensure teaching and learning aligns with CCSS and District LCAP goals and objectives.  Report cards are also aligned with standards and adopted curricula so that parents and students have full understanding of what is being taught, learned, and assessed.|5|4|4|4|4|5|5|5|5|5|5|5|5|5|5|2|5|5|5|3|5|5|5|2019-11-13|Because we are an elementary district, CTE is not something we have incorporated into our regular program.  We are looking into program ideas and ways to collaborate with the high school feeder district in order to implement CTE programs into our 6-8 classes.|Met|2019
19647336019715|Vaughn Next Century Learning Center|2||5|4|5|4|4|5|5|5|5|5|4|4|4|4|4|5|5|5|5|5|4|4|4|2019-10-23||Met|2019
56105610112417|Ventura Charter School of Arts and Global Education|2||5|4|5|4|5|5|4|5|4|5|4|4|5|4|5|1|5|5|5|1|5|5|5|2019-10-17||Met|2019
56105610000000|Ventura County Office of Education|2||4|4|4|3|3|4|4|4|2|2|4|4|4|2|2|3|4|3|2|1|4|4|4|2019-10-28||Met|2019
56726520000000|Ventura Unified|2||4|3|4|3|1|4|4|4|3|1|4|3|4|2|1|3|4|4|3|1|3|3|3|2019-10-08|The VUSD Certificated Staff LCAP survey in 2018 and 2019 included the questions in the Reflective Tool;  422 staff members responded in 2018 and 559 staff members responded in 2019. This was a change from 2017, when we surveyed TOSAs, principals and directors only since there was a short timeline to gather and report information.|Met|2019
39103973930476|Venture Academy|2||4|4|3|3|4|5|5|4|3|5|3|3|3|3|4|4|4|3|5|4|4|3|3|2019-09-17||Met|2019
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|2019-10-09||Met|2019
36679340000000|Victor Valley Union High|2||5|3|5|3|3|5|2|5|2|3|5|2|5|3|3|5|5|5|3|5|5|5|3|2019-10-24||Met|2019
43693930106005|Village|2||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|2019
49753580114934|Village Charter|2||4|4|5|4|5|4|4|5|3|4|4|4|4|4|4|5|5|4|5|3|5|5|5|2019-10-15||Met|2019
19647330129866|Village Charter Academy|2||4|4|4|3|3|5|5|5|4|4|5|5|5|4|4|3|5|5|5|1|5|5|5|2019-06-15|Village Charter Academy, based on Priority 2 Reflection Tool, has met Priority 2- Implementation of State Academic Standards.  Based on internal evaluation of Standard Implementation, the school has fully implemented 86% of the total areas assessed.  Specifically, in the area of profession development, 100 % of the content areas are either in initial or full implementation. In the area of instructional materials, 100% of the content areas are at full implementation and beyond. The implementation of policies and programs that support staff in identifying areas for growth is at 100 % initial or full implementation. Implementing the academic standards beyond the core content was at 75%. Engaging activities teachers and administrators was at 100% full implementation.|Met|2019
49708966052070|Village Elementary Charter|2||5|4|4|2|1|5|5|5|3|2|4|3|4|2|1|2|3|4|4|1|4|4|3|2019-11-12||Met|2019
01612590123711|Vincent Academy|2|For all areas of instruction, teachers participate in standards based professional development and curriculum design that includes site as well as consultant support. Fall training will focus on ELD standards and best practice implementation strategies. We utilize Unit assessment in ELA and Math that are based on common core standards. Our status as a Turnaround Arts site augments our integration of the arts with all areas of instruction, Math, ELA, History and Science as well as a students' access to Visual and Performing Arts standards. We utilize study tours and assemblies effectively to reinforce content areas. Technology is also an area of focus and students extend learning in both classroom and lab environments. Guest speakers provide support for exploring future career opportunities as well as information and demonstrations that are curriculum specific. Weekly meetings with administration provide the opportunity for reflection on the effectiveness of standards based instruction as well as ongoing opportunities to review student progress.|4|4|4|3|3|4|4|4|3|3|4|3|4|3|3|2|2|3|4|1|4|4|4|2019-10-07|We fully tap into our staff resources to provide collaboration time and training. Vincent Academy acknowledges all staff as learning leaders and all staff, including non- teachers attend our training.  As well, our commitment to SEL is a priority because we fully recognize how those skills are foundational for students' access to all areas of the curriculum.|Met|2019
15638340000000|Vineland Elementary|2||3|2|3|1|1|3|2|3|1|1|2|1|2|1|1|1|1|1|1|1|2|2|2|2019-10-21|The Vineland School District annually measures its progress implementing state standards using the Option 2: Reflection Tool.  The results are reported  to the Vineland Board of Trustees at a regular scheduled board meeting and to the stakeholders and the public through the Dashboard.|Met|2019
54722560109751|Visalia Charter Independent Study|2||5|3|4|4|4|5|3|4|4|4|4|4|4|4|4|4|4|4|4|3|5|5|5|2019-10-29||Met|2019
54722560120659|Visalia Technical Early College|2|Visalia Technical Early College (VTEC)High School utilizes standards based curriculum in all classes.  VTEC works closely with the Visalia Unified School District (VUSD) Curriculum Department to ensure all curriculum and local assessments align to state standards.  All core subjects have adopted state approved textbooks and materials.  ELA and Math utilizes assessments from the textbook, locally created as well as CDE Interim Block Assessments to asses overall student learning and preparation for CAASP.    All courses are approved by the VUSD board of education, after being reviewed by the VUSD course approval committee.  Courses must align to state standards, where appropriate and incorporate high level rigorous curriculum.  Textbooks are approved based on the appropriateness of the content and core courses textbooks are approved by the state.|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|4|4|5|5|4|4|4|2019-10-29|VTEC Staff meet 2-3 times a month for staff development.  The focus of this time of professional development regarding instruction, collaborative time and school practices.  Teachers are provided collaborative time each week.  Each year the site focuses on different aspects of instruction.  This years the focus is on learning targets. Teachers meet within subject matter teams as well to ensure curriculum is current, meaningful and aligned to standards and assessments.|Met|2019
54722560000000|Visalia Unified|2||5|4|4|4|4|5|4|5|4|5|5|5|5|4|4|4|4|4|4|4|4|4|4|2019-10-29||Met|2019
34674473430717|Visions In Education|2||5|4|4|4|3|5|5|5|3|3|5|5|5|3|3|3|5|5|3|3|5|5|4|2019-10-24|Visions in Education is committed to the implementation of California State Standards through the evaluation and deployment of standards-based curriculum, the professional development of its teachers in the use of resources, pedagogy and assessment, as well as the annual reevaluation and customizing of content and materials to improve student achievement.|Met|2019
19647330122739|Vista Charter Middle|2||5|4|5|4|4|4|4|4|5|4|4|4|4|4|4|2|3|2|4|5|4|4|4|2019-10-23||Met|2019
30103060137000|Vista Condor Global Academy|2||5|4|4|4|4|5|4|4|4|4|5|3|4|4|4|3|4|5|4|3|4|4|4|2019-10-23|This year we have adopted a new math curriculum: Ready Math.  All of our teachers has received extensive training and support with this new curriculum.  We also have a new Tier III intensive literacy intervention curriculum: Fountas and Pinnell's Leveled Literacy Intervention, which we are also receiving training and support in.|Met|2019
42693440000000|Vista del Mar Union|2||4|3|4|2|4|4|3|4|2|4|4|3|4|3|4|1|3|3|3|3|3|4|2|2019-10-09||Met|2019
30103060132613|Vista Heritage Global Academy|2||4|3|4|4|2|4|3|4|4|2|4|3|4|4|4|3|4|4|4|3|4|3|3|2019-10-23|This year we have adopted new ELA and math curricula.  In ELA we have adopted Lucy Calkins' Reader's and Writer's Workshop Units of Study through Teacher's College from Columbia University, and in math, we have adopted Ready Math as our primary curriculum. All math and ELA teachers, along with administrators and support staff have received initial and ongoing training in these respective curricula.|Met|2019
19647330139089|Vista Horizon Global Academy|2||3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|2|2|3|2|1|3|3|3|2019-10-23|Vista Horizon Global Academy is in its first year of operation and therefore at the initial implementation phase of most indicators.|Met|2019
36677360136937|Vista Norte Public Charter|2||4|3|4|4|4|4|3|5|4|4|3|3|4|3|3|3|4|2|3|2|3|3|3|2019-10-15|Overall the school currently scores at a 3.36, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.16 growth from last year.  We improved in implementing our mathematics program and history courses last year.|Met|2019
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|2019-10-29||Met|2019
56105610109900|Vista Real Charter High|2||4|3|4|4|4|4|3|5|4|4|3|3|4|3|3|3|4|2|3|2|3|3|3|2019-10-21|Overall the school currently scores at a 3.36, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.16 growth from last year.  We improved in implementing our mathematics program and history courses last year.|Met|2019
37771560137323|Vista Springs Charter|2||5|4|4|3|3|5|3|5|3|3|5|5|5|5|5|5|4|5|5|5|5|5|4|2019-12-12||Met|2019
37684520000000|Vista Unified|2||2|3|3|3|3|3|3|3|3|3|4|3|4|4|2|4|4|3|4|3|3|3|3|2019-10-17|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.|Met|2019
37768516113468|Vivian Banks Charter|2||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 For Two or More Years|2019
43694500113662|Voices College-Bound Language Academy|2||3|5|5|2|2|3|5|5|1|1|3|4|4|1|1|1|1|1|1|1|3|4|3|2019-11-01|When reviewing “Other Adopted Academic Standards,” the courses; Career Technical Education, Visual and Performing Arts, and Health Education Services, do not apply to Voices Academy charter petition.|Met|2019
43104390131748|Voices College-Bound Language Academy at Morgan Hill|2||3|5|5|2|2|3|5|5|1|1|3|4|4|1|1|1|1|1|1|1|3|4|3|2019-11-01|When reviewing “Other Adopted Academic Standards,” the courses; Career Technical Education, Visual and Performing Arts, and Health Education Services, do not apply to Voices Morgan Hill charter petition.|Met|2019
43104390132530|Voices College-Bound Language Academy at Mt. Pleasant|2||3|5|5|2|2|3|5|5|1|1|3|4|4|1|1|1|1|1|1|1|3|4|3|2019-11-01|When reviewing “Other Adopted Academic Standards,” the courses; Career Technical Education, Visual and Performing Arts, and Health Education Services, do not apply to Voices Mount Pleasant charter petition.|Met|2019
07617960136903|Voices College-Bound Language Academy at West Contra Costa County|2||3|3|4|2|2|3|4|4|1|1|3|5|4|1|1|1|1|1|1|1|3|3|3|2019-11-01|When reviewing “Other Adopted Academic Standards,” the courses; Career Technical Education, Visual and Performing Arts, and Health Education Services, do not apply to Voices West Contra Costa charter petition.|Met|2019
19647330137521|Vox Collegiate of Los Angeles|2|Vox Collegiate 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, Vox Collegiate'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|2019-07-16||Met|2019
10767781030774|W.E.B. DuBois Public Charter|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|5|5|4|4|5|5|5|2019-10-28|PerStaffSurvey,90.48%ofteachersagreeorstronglyagreethattheyhavebeen trainedoninstructionalstrategiesforourstudentsthatpromoteCreativity,Critical Thinking,Collaboration,andCommunication. Per Staff Survey, 90.48% of teachers agree or strongly agree that they have been trained on instructional strategies for our students that promote Creativity, Critical Thinking, Collaboration, and Communication.|Met|2019
11101160124909|Walden Academy|2||4|4|4|3|2|5|5|4|3|3|4|4|4|3|3|3|2|2|2|2|4|4|3|2019-10-28|Due to the newness of some of the standards, we are in the beginning phases of mastering them.  We provide collaboration time each week for teachers where we explore content standards and ways to teach the standards.  We partner with Glenn County Office of Education to provide Career Technical Education as well as pathway exploration within the classroom.  The Visual and Performing Arts Grant enabled staff members to delve into the VAPA standards in more depth and to send teachers to training and lesson exploration collaboration.  We perform grade level and individual needs assessments to gauge areas of professional development requirements and plan accordingly.|Met|2019
19647330100750|Wallis Annenberg High|2|ICAs and IABs will be used this year to track student progress in grades 9-11. iReady is also being used as a pre and post assessment in Math and ELA classes. Illuminate is the tool that is used to house results and to create additional assessments if and when needed. 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, implement Units of Study and science teachers have been trained in NGSS. •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 2 years ago. 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 curriculum is being adopted this year. We are piloting 2 programs - McGraw-Hill and PASCO, with full implementation occurring in August 2020. ELD resources and supports (Rosetta Stone) is being used as a supplemental tool to support the ELD program. Social Science and ELA curriculum are currently being looked into and new standards based ELA and Social Science curriculum will be purchased next school year. PE, world languages, and visual and performing arts classes all follow the state standards for their content area. Sex-Health education is also being offered this school year as required.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-24||Met|2019
07618120000000|Walnut Creek Elementary|2||5|3|5|2|3|5|3|5|2|3|5|3|5|2|3|4|3|4|5|4|4|3|4|2019-10-14||Met|2019
19734600000000|Walnut Valley Unified|2||5|4|5|3|4|5|5|5|3|4|5|5|5|3|4|5|4|5|5|5|5|5|5|2019-10-16||Met|2019
37754160000000|Warner Unified|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|4|4|4|4|4|4|4|4|2019-10-08||Met|2019
15638420000000|Wasco Union Elementary|2|The Wasco Union Elementary School District conducts regular reviews of student academic growth. The data gathered for these reviews include formative assessments such as DIBELS, EL Assessments, Unit Assessments in the core curriculum, and administrative classroom walkthrough logs. Summative assessment results such as CAASPP, ELPAC, and other state-mandated measures are reported in the California School Dashboard and serve as a comprehensive measure of academic performance each school year.  The abovementioned data is available to all instructional staff through the use of student information databases.  Full access to these systems assists in the facilitation of collaboration across the district. Collaborative practices occur not just at each school site, but teachers in the district meet regularly grade level meetings across all schools in the district. This full articulation has helped establish consistent instructional practices, equitable intervention processes, and systematic instruction and assessment across all district classrooms. Each grade level, in turn, reports to a district administrator to facilitate prompt attention to the instructional needs of students.  Through collaboration, teacher leaders from across the district have gathered each of the last five school years to identify and adopt the latest Common Core State Adopted curriculum for each of the following subjects: Mathematics TK-8 – 2015 – Full Implementation English Language Arts TK-8 (Level 2) - 2016 – Full Implementation English Language Development TK-8 (Level 5) - 2017 – Full Implementation History/ Social Science K-8 - 2018 – Full Implementation NGSS Science K-8 – 2019 – Initial Implementation  Each year of a new adoption cycle, teachers and academic leaders in the district conduct summer work-study to develop lessons and assessments for the coming school year. Each summer, all new curriculum enters a full rollout cycle that includes training, model lessons, cycles of inquiry, and collaboration time to review formative assessments. This process assists the district to identify and address strengths and weaknesses in each of the above core curricular programs and adjust as necessary.  Teachers work closely with academic coaches assigned to each school to ensure the core curriculum is taught with fidelity and that lessons and assessments are aligned across the district.  Academic coaches model lessons for teachers to demonstrate exemplary educational delivery as needed.  Teachers are regularly surveyed to determine the greatest needs for district-level professional development.  Training is prioritized based on survey information as well as data collected from formative and summative assessments to build knowledge on programs or instructional methodology and delivery.  New teachers receive training on district programs and systems of support for student achievement.  Teachers are considered new to the district for three years and receive support each of those years.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-08|The Wasco Union School District also provides instruction to students on other state-adopted academic standards.  Wasco Union Elementary School District provides a comprehensive Physical Education Program to all students using fully credentialed P.E. teachers at every school.  The district provides health education through its physical education program.  The district’s visual and performing arts program currently consists of an instrumental music program for marching band and orchestra. Two full-time credentialed music teachers provide instruction across the district. K-6 teachers augment this curriculum in the regular classroom.  Through a local collaborative effort, students entering the STEM program at the middle school have a chance to earn their associate degree while in high school and even a chance to enter The Wonderful Company as an employee after high school.  The district’s AVID (Advancement Via Individual Determination) program continues to expand as students having limited pathways to higher education are identified and provided supports. Systems are in place across all schools to ensure students understand their full potential and the ways any student can gain access to higher education.  World Language is in the exploration and research phase in the district, and the district is interested in determining how best to fold this curricular offering to students to increase academic performance across all core subjects.|Met|2019
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|2019-10-10||Met|2019
10625130000000|Washington Colony Elementary|2||4|4|4|4|2|5|4|5|4|1|4|4|4|4|1|4|3|4|4|1|5|4|4|2019-10-08||Met|2019
10622406006720|Washington Elementary|2||5|4|4|3|4|5|4|3|2|4|5|5|5|2|4|4|4|4|3|1|5|5|5|2019-10-14|The district continues to provide staff development in the area of integrated and designated ELD. Extra planning time with county office consultants is also embedded into the school year for designated ELD teachers. This year, the district is piloting new curriculum for NGSS. Teachers will receive ongoing professional development during the pilot phase and follow up training once curriculum is adopted. CTE classes are provided at the middle school level.Because KECSD is an elementary district, world language classes are not available.|Met|2019
57726940135939|Washington Middle College High|2||5|5|4|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-14||Met|2019
10767780000000|Washington Unified|2||5|4|5|3|4|5|4|5|4|5|5|4|5|4|5|5|5|5|5|5|5|5|5|2019-10-09||Met|2019
57726940000000|Washington Unified|2||5|5|5|2|3|5|5|5|2|3|4|4|4|3|3|4|3|3|3|3|4|4|3|2019-10-24|Washington Unified adopted standards-aligned instructional materials for Math (K-12), ELA (K-12) and Social Science (6-12). We are currently piloting NGSS instructional materials in 6-12 for adoption in the Spring of 2020. We will evaluate and pilot standards-aligned materials in K-5 with NGSS and Social Science in 2020-2021.|Met|2019
27662330000000|Washington Union Elementary|2||5|4|5|4|5|5|4|5|4|5|4|4|4|4|4|4|5|5|4|0|4|4|4|2019-10-09||Met|2019
50755720000000|Waterford Unified|2||4|2|3|2|2|4|3|3|2|2|4|2|3|2|2|3|3|3|2|3|4|3|3|2019-10-10|The LCAP goals and actions, WASC reviews, SARC report and school sites' Single Plan for Students Achievement (SPSA) are evidence that a coherent approach to improving the instructional program exists through (1) providing standards-aligned with embedded interventions for struggling students; (2) developing common instructional frameworks at each school site (i.e., common language of instruction, instructional agreements such as targeted small group reading instruction, and methodologies for student interaction and checking for understanding); (3) an assessment regimen with formative assessments in ELA & literacy to inform instruction; and, (4) a supportive environment providing teachers professional develop with monitoring and feedback to improve the effective delivery of instruction.|Met|2019
44697996119077|Watsonville Charter School of the Arts|2||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|2019
44772480138909|Watsonville Prep|2|Navigator Schools utilizes numerous measures to track academic progress for all students.  As WPS is only K - 2 and will not start SBAC until next year, teachers currently conduct daily checks for understanding, create and give weekly Illuminate quizzes, give the STAR test 5x / year and MAP 3x / year.  These various assessments give Navigator staff significant data in both ELA, ELD, and Mathematics.  While there is not one uniform assessment for Visual and Performing Arts or World Language, these subjects are covered during enrichment time and activities.|5|4|5|3|3|5|4|5|3|3|5|4|5|3|3|2|3|4|2|2|5|5|4|2019-06-18||Met|2019
19647336114912|Watts Learning Center|2|Watts Learning Center Elementary School selected Option 2 Reflection Tool: Priority 2|5|5|5|3|3|4|4|4|3|3|4|3|4|4|3|0|0|3|2|0|4|4|4|2019-09-12|For Question #4: Other Adopted Academic Standards:  Career Technical Education, Health Education Content Standards, and World Languages do not apply to Watts Learning Center Elementary Charter School based on its educational program outlined in the school’s charter petition and it serves grades K-5.|Met|2019
19647330120527|Watts Learning Center Charter Middle|2|Watts Learning Center – Middle School selected Option 2 Reflection Tool: Priority 2.|5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|0|0|4|0|0|3|3|3|2019-09-12|For Question #4: Other Adopted Academic Standards: Career Technical Education, Health Education, VAPA and World Languages do not apply to Watts Learning Center Middle School based on its educational program outlined in the school’s charter petition and serves grades 6-8. Our physical education department teaches health education content and standards daily to grades 6-8 as a part of their class. We have adopted a new curriculum to cover sexual education as per new state requirements. Our teachers also cover other health-related topics throughout the year such as but not limited to nutrition, drugs, alcohol, tobacco, self-esteem and healthy choices.|Met|2019
49709950000000|Waugh Elementary|2|The Waugh School District places a strong emphasis on high quality instruction and full implementation of state standards to boost student achievement. The District has a comprehensive process for selecting instructional materials. Within the past three years, the District has adopted new instructional materials in both English-Language Arts and Mathematics. Houghton-Miflin’s Journeys  English-Language Arts curriculum was the newest adoption with specific training provided to staff starting in the Spring of 2019, and full implementation for students in August 2019.    District teachers continue to partner with the Instructional Leadership Corps (ILC) project, which is a partnership with the California Teachers Association and Stanford University. The collaboration with the ILC continues to deepen implementation of the Next Generation Science Standards (NGSS).  Our Teacher on Special Assignment (TOSA) has been supporting the integration of technology into the classroom.  A team of District teachers participated in Sonoma County Office of Education’s summer Tools for Transformation PD with other district teams to learn alongside one another and reflect deeply about transforming learning experiences for students in their systems. The Summer Institute employed an experiential, learn-by-doing approach that allowed us to explore new methods for tackling persistent problems of practice.  With regard to writing, the District continues to gather baseline data via district wide assessments on a biannual basis.  Annually teachers have 3 days contracted professional development days, weekly teacher collaboration time through student early release, and 8 additional opportunities for after school for district grade-level collaboration throughout the year.  District teachers use a variety of methods to meet the physical education needs of students, including the use of Integrated Perceptual Motor (IPM) equipment at both Meadow and Corona Creek.    With regard to visual and performing arts, the District  implemented a visual and performing arts program (art and music) for all grades funded by our local Educational Foundation (Waugh Invests in Student Excellence).  Additionally, the District operates an after school band program which is available to all upper grade students.  The district also operates an after school drama program which is available to 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|2019-11-12||Met|2019
54722640000000|Waukena Joint Union Elementary|2||5|5|5|4|4|5|5|5|5|5|4|4|4|3|3|4|4|4|4|4|4|4|4|2019-10-14||Met|2019
24658620000000|Weaver Union|2||4|4|4|3|4|5|5|4|3|4|5|5|5|3|4|2|3|5|3|1|5|5|5|2019-11-13|Our District has developed a local Dashboard at the following link to provide more detailed information.  Please visit our Local Dashboard at:  http://weaverusd.lcapdashboard.org/|Met|2019
47704820000000|Weed Union Elementary|2||4|3|4|2|2|5|4|5|3|3|5|4|5|3|3|4|3|3|4|1|5|5|4|2019-10-10||Met|2019
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 third 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 Eureka Math Program, which supports the Common Core mathematics standards, and layering CGI strategies with our math program. 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|2019-10-24||Met|2019
07617960000000|West Contra Costa Unified|2||3|3|4|3|3|3|3|4|3|3|3|4|3|4|3|3|3|3|3|3|4|4|3|2019-10-23||Met|2019
49706070135327|West County Charter Middle|2||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|2019
19650940000000|West Covina Unified|2|During the 2018-2019 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 as needed 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. A joint elementary and secondary science committee convened during the 2018-2019 school year to examine instructional materials based on the Next Generation Science Standards (NGSS). The science committee determined not to make an instructional materials adoption recommendation and, instead, will reconvene at a later date to consider future instructional materials better aligned to the NGSS. A secondary mathematics committee made up of representatives from all secondary sites was also established during the 2018-2019 school year to select a more rigorous, standards-aligned mathematics curriculum to pilot. The committee will pilot the selected mathematics curriculum during the 2019-2020 school year to recommend for adoption to the local board, as appropriate. A secondary English language development (ELD) committee convened during the 2018-2019 school year to pilot and recommend instructional materials aligned to the California ELD Standards for adoption. National Geographic’s Inside, Edge, and Inside the USA were adopted by the local board. Academic standards in Health Education, Physical Education, Visual and Performing Arts, as well as World Languages were also implemented district-wide, with a particularly heavy emphasis on Career Technical Education, Visual and Performing Arts and World Languages at the high school level.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2019-10-22||Met|2019
10625396112387|West Park Charter Academy|2||4|4|4|3|4|5|5|5|4|5|5|5|5|4|5|4|1|4|4|4|4|4|4|2019-10-14|Met|Met|2019
10625390000000|West Park Elementary|2||3|3|3|2|3|4|4|4|4|4|3|3|3|3|3|1|3|4|4|1|2|2|3|2019-10-14|A new Learning Director was hired during the 2018-2019 school year. The school direction is to strengthen grade level standards and to better target intervention. Priority 2 - Met|Met|2019
49710010000000|West Side Union Elementary|2||5|5|5|3|3|4|4|4|3|3|4|4|4|3|3|3|3|3|4|3|4|3|5|2019-10-10||Met|2019
49706070000000|West Sonoma County Union High|2||4|3|4|4|3|4|3|4|4|3|4|3|3|3|2|4|3|4|4|4|4|3|3|||Met|2019
33670820120675|Western Center Academy|2||5|4|5|3|4|5|4|5|4|5|5|4|5|5|5|4|5|4|5|4|5|5|5|2019-10-22||Met|2019
31669510000000|Western Placer Unified|2||5|5|5|4|5|5|5|5|3|3|5|5|5|4|4|5|4|5|5|5|5|5|5|2019-10-15||Met|2019
31750850119487|Western Sierra Collegiate Academy|2||5|4|5|4|4|5|3|5|4|5|5|3|5|4|5|5|3|5|5|5|5|5|5|2019-10-21||Met|2019
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 CAASPP. In 2018-19, WCS instructional staff created and vetted benchmark assessments for priority standards in math and ELA. These assessments monitor students’ progress on California State Standards. Additionally, WCS Instructional staff received professional development focused on Standards-Based Grading practices. These practices will be used during the 2019-20 school year to monitor students’ progress on California State Standards on a Standards-Based Report Card. 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 model 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 in 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|2019-10-17||Met|2019
30667460000000|Westminster|2||5|5|5|3|3|5|5|5|3|3|5|5|5|5|3|3|5|5|5|5|5|5|5|2019-10-10|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.  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.|Met|2019
13632300000000|Westmorland Union Elementary|2||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|2019
10625470000000|Westside Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|1|5|5|5|2019-10-22||Met|2019
34765056112643|Westside Preparatory Charter|2||3|3|4|3|3|5|4|5|3|2|3|3|4|3|2|3|4|4|5|5|4|3|2|2019-10-08||Met|2019
19651020000000|Westside Union Elementary|2||4|3|4|3|4|5|3|5|3|4|4|3|4|3|3|3|2|4|2|1|4|4|4|2019-10-15|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 in Spring 2016.  New History-Social Science Materials were adopted in Spring 2019. Science materials are currently being piloted.  It is anticipated that formal adoption will take place 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.  2019-2020 is the first year of full implementation of standards-based grading and standards-based report cards at all elementary sites.|Met|2019
19647336019939|Westwood Charter Elementary|2||5|5|5|4|3|5|5|5|4|3|5|5|5|4|3|1|4|5|4|1|4|4|4|2019-10-10||Met|2019
18642040000000|Westwood Unified|2||3|2|3|3|3|3|2|3|3|3|4|4|4|4|4|4|4|4|3|2|4|4|3|2019-05-15||Met|2019
58727510000000|Wheatland|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|5|5|5|5|5|5|5|5|5|2019-10-17||Met|2019
58727516118806|Wheatland Charter 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|2019-10-16||Met|2019
58727690000000|Wheatland Union High|2||4|4|4|3|3|3|3|5|3|2|3|3|4|3|3|3|4|4|4|4|4|4|3|2019-10-09|The above data came from input from the entire staff in October 2019.  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 for all levels. Science purchased Biology - NGSS aligned instructional materials this summer after a year long pilot.  We will pilot Chemistry in the 20/21 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.|Met|2019
41690216044788|White Oaks Elementary|2||5|3|5|1|2|5|2|5|1|3|4|2|4|2|1|1|4|5|4|1|5|5|5|2019-10-24|SCSD is implementing the Reading and Writing Units of Study curriculum and providing related professional development (PD) for teachers, K-8. Structures are also in place to monitor progress and resources for instruction for English Learners, and the reclassification process has been refined and fully implemented. 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 is currently being piloted in K-8 classrooms. Updated History curriculum for grades 6-8 is in year one of implementation.  The 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 and upper elementary schools provide access to a World Language program, but progressions for grades P-3 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) and elective classes 6-8.|Met|2019
49708966052047|Whited Elementary Charter|2||5|4|4|2|1|5|5|5|3|2|4|3|4|2|1|2|3|4|4|1|4|4|3|2019-11-12||Met|2019
50710430107136|Whitmore Charter High|2||4|3|4|3|4|4|4|4|3|4|4|3|4|3|4|4|4|4|4|4|4|4|4|2019-10-30||Met|2019
50710430107128|Whitmore Charter School of Art & Technology|2||4|3|4|3|4|4|4|4|3|4|4|3|4|3|4|4|4|4|4|4|4|4|4|2019-10-30||Met|2019
45701690000000|Whitmore Union Elementary|2||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 For Two or More Years|2019
19651100000000|Whittier City Elementary|2||4|4|4|3|3|5|4|5|4|3|5|4|5|3|3|5|5|5|5|5|5|5|5|2019-10-08|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 instruction in both Language Arts and Math.  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 to focus on the implementation of the History-Social Science framework and deepening our work with Next Generation State Standards (NGSS) and ELD.|Met|2019
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|2019-10-08|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 Standards 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.|Met|2019
19647336019954|Wilbur Charter For Enriched Academics|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|4|5|5|5|2019-10-15|Career and Technical Education and World Language are not required at the elementary level.|Met|2019
19646340101667|Wilder's Preparatory Academy Charter|2|Academic excellence is the core of what is established at our school.  We implement the state academic standards by using our curriculum that follows aligned Common Core Standards for all subject matter.  For English Language Arts, the core curriculum is from McGraw-Hill Reading Wonders and Engaged NY Expeditionary Learning.  We use McGraw-Hill MyMath as the core curriculum and supplement with Engaged NY Eureka Math.  For Social Science, we've adopted the McGraw-Hill Impact Social Studies last year, and recently adopted the McGraw-Hill Inspire Science this year.  We also track progress by using the CAASPP Interim Assessment Blocks for ELA and Math, NWEA K-2 MAP assessments, and assessment item banks from Illuminate Education.|5|5|5|4|4|5|5|5|5|5|5|4|5|5|5|1|4|5|5|1|5|5|5|2019-06-10|Our school has always excelled in State testing.  This year our scores continue to exceed the State average for ELA and Math.|Met|2019
19646340116822|Wilder's Preparatory Academy Charter Middle|2|Academic excellence is at the core of what is established at our school.  We implement the state academic standards by using our curriculum that follows aligned Common Core Standards for all subject matter.  For English Language Arts, the core curriculum is from Engaged NY Expeditionary Learning.  We use McGraw-Hill California Math as the core curriculum and supplement with Engaged NY Eureka Math.  For Social Science, we adopted the McGraw-Hill Impact Social Studies last year, and recently adopted the McGraw-Hill Inspire Science this year.  We also track progress by using the CAASPP Interim Assessment Blocks for ELA and Math, and assessment item banks from Illuminate Education.|5|4|5|4|5|5|4|5|5|5|5|4|5|5|5|4|4|5|5|1|5|5|5|2019-06-10|Our school has always excelled in State testing.  This year our scores continue to exceed the State average for ELA and Math.|Met|2019
04614240123810|Wildflower Open Classroom|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|5|3|3|1|4|4|4|2019-10-16||Met|2019
11101161130103|William Finch|2||5|4|5|4|5|5|4|5|4|5|5|4|5|4|5|4|4|4|4|4|4|4|4|2019-10-16||Met|2019
19651360000000|William S. Hart Union High|2||5|3|3|3|3|5|3|4|3|2|5|4|4|3|1|3|4|3|4|5|5|4|3|2019-10-16|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 also 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 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.|Met|2019
06616220000000|Williams Unified|2||3|2|3|2|2|3|2|3|3|3|3|2|3|3|3|2|2|2|2|3|3|2|3|2019-10-17|Williams USD staff has been focusing past three years on districtwide alignment and cohesion, as well as teacher clarity on standards-based instruction and learning. Our staff has been working on identifying and mapping high priority standards to a scope and sequence that aligns them to when they are being taught in the year’s grade level curriculum so that cycles for targeted instruction and learning is occurring. Assessments are developed and through instructional cycles (by grade level or departments), teachers have used the Achievement Data Team Process (ADT) to unpack priority standards. Teachers in teams list the learning intentions so that they can understand what the learning progressions are. This way, they can identify where individual students are in learning the standard, then determining what instruction and which high leverage (.4+ Hattie effect size) instructional strategies will be used to teach students with rigor and relevance (ideally through project-based learning). After teaching the priority standards, teachers again ADT the post assessments to identify which students will need Tiered intervention support so that it can be provided to them according to where they fell in the learning progressions. In addition to this ADT process, teachers have been receiving professional development, coaching and follow-up support on integrated curriculum development and instructional best practices (GLAD strategies). We continue to build capacity with all staff.|Met|2019
23656232330363|Willits Charter|2||5|3|3|5|5|5|3|5|4|5|5|3|4|5|5|3|4|4|5|5|4|4|4|2019-11-05||Met|2019
23656230125658|Willits Elementary Charter|2||5|4|5|4|4|5|5|5|5|5|5|4|5|4|4|1|4|4|5|5|5|5|5|2019-11-05|Willits Elementary Charter School has regularly scheduled staff meetings where standards, teaching methods and ideas are discussed. Teachers are able to observe and help each other. Classroom aides contribute to the active learning of skills in the classroom. Teachers discuss their own development and make plans for reading, attending conferences and actively seeking the advice of others. We have integrated arts, music, Spanish and Native American Studies into our curriculum. We have an inquiry-based approach to learning and endeavor to have active lessons. Our math and English Language Arts lessons incorporate Common Core standards with supports for students who are not meeting standards. We assess students during learning as well as at the end of units of study.|Met|2019
23656230000000|Willits Unified|2||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|2019
21654746118491|Willow Creek Academy Charter|2||4|3|4|3|3|4|3|5|3|4|5|4|5|3|3|1|4|4|4|4|4|4|4|2019-10-21||Met|2019
47704900000000|Willow Creek Elementary|2|Willow Creek annually measures its progress implementing state academic standards.  Willow Creek then reports the results to its local governing board at a regularly scheduled meeting and reports to stakeholders and the public through parent meetings, school communique and the Dashboard.|2|2|2|2|2|3|3|3|1|2|1|1|1|1|1|2|4|2|3|1|1|1|1|2019-10-17||Met|2019
35675790000000|Willow Grove Union Elementary|2||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|2019
11626610000000|Willows Unified|2||4|4|4|3|3|4|3|5|3|3|4|4|4|4|4|4|4|4|4|3|4|3|4|2019-10-10|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.|Met|2019
49710190000000|Wilmar Union Elementary|2|The Wilmar Union School District uses the following measures to to track progress in implementing the state academic standards:  1) Results from CAASPP, CAST, ELPAC and other state mandated assessments. 2) Observations of instruction and student learning 3) Participation in professional development meetings regarding standards, student progress, and student achievement  The Wilmar Union School District uses results from state mandated assessments as these are measures that are directly related to standards based instruction and learning. The District uses the observation and the evaluation process as tools to engage teachers and administration in conversation about standards, instruction, and learning. The staff regularly engage in conversations regarding best practices in implementing standards based instruction as a means to further academic growth for our students.  Wilmar Union School District / Wilson Elementary School has a systematic, multi-year approach to adopting California state standards and frameworks. The district initiates any necessary changes in curriculum and instructional practices and adopts state approved instructional materials. Teachers participate in professional learning activities around standards based instruction. Teachers conduct a pilot of state approved instructional materials leading to the selection, purchase, and implementation of a curriculum best suited to the needs of our students. State standards in ELA, ELD, Mathematics, and History-Social Science are fully implemented using standards-based curriculum. Implementation of the Next Generation Science Standards (NGSS) has been initiated and this year the district will research new curriculum 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 2019 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|2019-10-10||Met|2019
19651510000000|Wilsona Elementary|2||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|2019
49753580000000|Windsor Unified|2|Windsor Unified School District is using the self-reflection tool to track its progress in implementing the state academic standards adopted by the State Board of Education because it serves as a consistent way to measure progress over time.|4|4|4|2|1|5|5|5|2|1|4|5|5|2|2|4|4|4|4|4|4|4|3|2019-10-15||Met|2019
51714566053334|Winship Community|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|3|3|3|3|4|4|4|2019-10-24||Met|2019
51714560000000|Winship-Robbins|2||4|4|5|2|3|4|4|4|2|3|5|3|4|2|4|3|4|4|3|1|4|4|3|2019-10-09||Met|2019
57727020000000|Winters Joint Unified|2||3|3|3|2|3|3|3|4|3|3|4|3|4|3|3|3|3|3|3|3|4|2|3|2019-10-17||Met|2019
24658700000000|Winton|2||4|4|4|2|2|4|4|5|2|2|4|4|4|1|1|5|5|5|5|5|4|3|3|2019-10-14|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 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 have piloted selected History Social Science textbooks during the 2018-19 school year. The Winton School District will begin to review the Science Programs adopted by the State Board of Education.|Met|2019
19768690000000|Wiseburn Unified|2||4|4|5|3|3|5|5|3|3|3|4|3|4|4|2|3|2|5|3|1|4|3|3|2019-10-24||Met|2019
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|2019-11-14|WISH Academy’s courses have been designed in alignment with the 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.|Met|2019
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|2019-11-14|All 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-teaching, 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 then 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 IAB's IAC's, and Performance Tasks, Illuminate Inspect Assessments, Internally-Created Tests and Rubrics for Performance-Based projects and Publisher-designed assessments.|Met|2019
15101570119669|Wonderful College Prep Academy|2||5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|4|5|4|4|5|4|4|2019-10-22|Wonderful College Prep Academy serves grades TK-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.|Met|2019
15101570135467|Wonderful College Prep Academy - Lost Hills|2||5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|4|3|5|3|3|5|5|5|2019-10-22|Wonderful College Prep Academy – Lost Hills serves grades TK-8. There are adopted curricula for reading, math, ELD, history, and science.   The Academy 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 Monday 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.|Met|2019
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|2019-10-17||Met|2019
54767940000000|Woodlake Unified|2|The district monitors the implementation of all standards through administrative classroom visits and the teacher evaluation process. These measures help verify continuing implementation of standards through direct observation.  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 2018-2019 school year demonstrate that 100% 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 58% of the lessons observed in those subjects. English language development standards were evident in 85.4% of all lessons observed. The district adopted new materials for History/Social Science in the 2017-18 school year to support implementation of the new Social Science Framework. The district is currently piloting new Science materials in the 2018-19 for an upcoming adoption to help support continuing implementation of Next Generation Science Standards.|4|4|4|2|2|4|4|4|2|3|4|4|4|2|3|3|3|4|3|2|4|4|4|2019-11-13||Met|2019
19647336020044|Woodland Hills Elementary Charter For Enriched Studies|2||5|4|4|3|4|5|5|5|4|5|5|5|5|5|5|3|5|5|5|1|4|4|5|2019-10-30|Woodland Hills Elementary Charter for Enriched Studies (WHECES) annually measures its progress implementing state academic standards; WHECES then reports the results to its local governing board at a regularly scheduled meetings and reports to stakeholders and the public through the Dashboard. WHECES fully implements academic standards in all areas listed above. In the areas of Career Technical Education. WHECES has begun implementation of EasyTech, a digital literacy and computer use program. In the Next Generation Science Standards many teachers have implemented Mystery Science and we are researching STEMscopes, a comprehensive science curriculum.|Met|2019
57727100000000|Woodland Joint Unified|2||3|3|3|2|2|3|3|4|1|1|3|3|3|2|2|3|2|3|3|2|3|3|2|2019-06-13||Met|2019
49709530105866|Woodland Star Charter|2||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|2019
41690880000000|Woodside Elementary|2|During a school year, WES uses variety of assessments to track student progress. Teachers use online assessments like Lexia and Aleks to provide additional resources for students. We also use a formative assessment like MARS at the end of the school year. For K-5th grade, teachers use DRA to assess students' reading level. In Grades K-5, 3 on demand writing assessments are given to monitor students' writing standard. All English Language Learners take ELPAC in the fall of each year and students in grades 3-8th take CAASPP from April to May each year. Students take pre assessment and post assessment in mathematics by unit to measure progress and to provide ability grouping.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|5|5|5|5|5|5|4|2019-10-22||Met|2019
54722980000000|Woodville Union Elementary|2||5|5|5|2|2|5|5|5|2|2|3|3|3|2|2|2|2|2|3|2|4|4|4|2019-04-08||Met|2019
36678760126714|Woodward Leadership Academy|2||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 For Two or More Years|2019
49710356052377|Wright Charter|2||5|4|5|2|4|5|5|5|2|1|5|3|5|2|1|1|1|5|3|1|5|4|4|2019-10-31|The district is beginning to explore the new NGSS and state-adopted textbook options. The district Curriculum Committee, composed of various staff members from each site, identified the professional learning needs of the staff. Additionally, the Technology Committee conducted a Technology Survey which identified professional development needed in regards to technology use. Teachers identify goals as part of the evaluation process, and they self assess on progress towards these goals in addition to receiving feedback and support from site administrators.|Met|2019
49710350000000|Wright Elementary|2||5|4|5|2|4|5|5|5|2|1|5|3|5|2|1|1|1|5|3|1|5|4|4|2019-10-31|The district is beginning to explore the new NGSS and state-adopted textbook options. The district Curriculum Committee, composed of various staff members from each site, identified the professional learning needs of the staff. Additionally, the Technology Committee conducted a Technology Survey which identified professional development needed in regards to technology use. Teachers identify goals as part of the evaluation process, and they self assess on progress towards these goals in addition to receiving feedback and support from site administrators.|Met|2019
34674390121665|Yav Pem Suab Academy - Preparing for the Future Charter|2||3|2|3|2|2|4|3|4|4|4|4|3|4|4|4|1|1|4|4|4|3|3|3|2019-10-14||Met|2019
57105790137422|Yolo County Career Academy|2||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|2019
57105790000000|Yolo County Office of Education|2||3|2|2|1|1|2|2|2|2|2|2|2|2|2|2|2|1|2|1|1|3|3|3|2019-09-24|Reflection tool was completed by the Executive Director, Director, Principal, and Vice Principal on 09/16/19.|Met|2019
20764140000000|Yosemite Unified|2||3|3|3|2|2|3|3|3|3|3|3|2|3|2|2|2|2|4|5|4|3|3|3|2019-10-14|District just updated K-8 standards aligned curriculum in all four core areas.|Met|2019
10625470135103|Yosemite Valley 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|2019-10-24||Met|2019
20651850129015|Yosemite-Wawona Elementary Charter|2|Yosemite Wawona Elementary Charter School The foundation of the Yosemite Wawona Elementary Charter School's  academic program includes a multi-age classroom where students learn in an integrated, project-based learning environment that emphasizes California 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|2019-11-12||Met|2019
14101400117994|YouthBuild Charter School of California|2||5|4|5|4|5|5|4|5|4|5|5|4|5|4|5|4|4|5|4|4|5|5|5|2019-09-13||Met|2019
47705080000000|Yreka Union Elementary|2||4|3|4|4|3|5|5|5|3|5|4|3|5|4|4|1|1|2|3|2|3|2|3|2019-10-08||Met|2019
47705160000000|Yreka Union High|2||5|3|5|3|3|5|3|5|1|4|4|3|4|2|4|5|5|5|5|5|4|3|3|2019-10-16||Met|2019
01100170124172|Yu Ming Charter|2|Yu Ming Charter School selected Option 2 Reflection Tool: Priority 2.|4|3|4|3|3|4|3|5|3|3|4|3|4|3|3|0|3|3|4|5|4|4|3|2019-10-24|Question #4: Other Adopted Academic Standards:  Career Technical Education does not apply to Yu Ming Charter School based on its educational program outlined in the school’s charter petition and it serves grades K-8.  However, our school has implemented CA Health Education Initiative with the CA Healthy Youth Act.|Met|2019
51714645130125|Yuba City Charter|2||5|5|5|4|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-02||Met|2019
51714640000000|Yuba City Unified|2||5|4|4|3|4|5|4|5|3|4|4|4|4|4|4|4|3|5|4|4|5|4|4|2019-10-08||Met|2019
58105875830112|Yuba County Career Preparatory Charter|2||4|5|5|4|5|4|4|5|4|5|4|4|5|4|5|5|4|4|4|2|5|5|5|2019-10-29|In the 2018/19 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 STAR Renaissance usage, cross curricular curriculum design, and Career Tech Education (CTE) articulation and alignment to the standards, certifications, and the 11 High Quality Elements of CTE. 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 curriculum, labs, and practices into 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 • CTE Adult and K-12 Coordinator, Academic Advisory, and Academic Technologies (assessment and reporting) positions|Met|2019
58105870000000|Yuba County Office of Education|2||3|1|3|1|2|4|1|4|1|3|3|3|3|3|3|4|2|2|4|1|3|3|3|2019-10-09|Harry P. B. Carden and Thomas E. Matthews have initiated the process this year of providing professional development to both school-site staffs in inclusive, weekly, professional learning communities (PLC) in order to review Common Core State Standard frameworks in ELA, ELD, mathematics, social studies, and sciences; professional development is led by YCOE management staff and site administration.  Further, both sites have adopted common, standards-based curriculums in order better implement evidence-based, data-driven instructional practices and support services.  Both sites utilize Renaissance Learning assessment as a diagnostic tool and measure of student progress and will continue to review results collaboratively in order to make necessary changes to ensure student engagement and accessibility to curricula and services.  Staff are currently being trained and supported in the implementation of staff-developed and maintained formative and interim assessments to drive instruction and interventions.  Administration and the Director of Curriculum and Instruction meet regularly to review current practices, supports, materials and resources, and staff concerns in order to devise effective and meaningful professional development opportunities for all staff; further all decisions are based on relevant and current data and input.  Further, informal support observations (DCI, CTE Co., & site admin) have begun for the 2019/20 school year; peer observations will take place during Spr|Met|2019
58105870117242|Yuba Environmental Science Charter Academy|2|We use CCSS aligned ELA/ELD curriculum, Core Knowledge Amplify, to teach and assess ELA. In addition to program assessments, we administer fluency tests to all students four times per year as well as CAASPP interim assessments. In math we use CCSS Mathematics aligned curriculum, HMH Go Math, to teach and assess math. We also administer CAASPP interim assessments. We chose these ELA and math measures as they help us to track student achievement, to identify areas of need, and to implement intervention. In science we use NGSS aligned curriculum, Discover Science, to teach and assess science. We use Core Knowledge, Amplify for Social Studies. In Visual and Performing Arts we offer painting and drawing, recycled art, drama and pnotography/videography. We make steady progress in the implementation of state academic standards by using Professional Development time on weekly early release days to analyze data, refine instruction, and implement intervention.|4|3|4|3|3|4|4|5|4|4|4|3|4|4|4|2|2|3|3|2|4|4|4|2019-10-04||Met|2019
29102980114322|Yuba River Charter|2||4|3|4|3|5|4|3|4|3|5|4|3|4|3|4|3|4|5|5|3|4|4|4|2019-10-02||Met|2019
36679590000000|Yucaipa-Calimesa Joint Unified|2||4|3|3|3|2|5|3|4|3|2|3|3|4|4|1|3|2|4|4|3|4|3|3|2019-10-22||Met|2019